THE USE OF METACOGNITIVE STRATEGY TO IMPROVE STUDENTS WRITING SKILL ON DESCRIPTIVE TEXT ( An Experimental Study For The Tenth Grade Students of MAN Salatiga in The Academic Year 2015/2016) GRADUATING PAPER Submitted to the Board of Examiners as a partial fulfillment of the Requirements for the Degree of Sarjana Pendidikan Islam(S.Pd.I) English Education Department of Teacher Training and Education Faculty State Institute for Islamic Studies (IAIN) of Salatiga Arum Mulyasari 11311121 ENGLISH EDUCATION DEPARTMENT i
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THE USE OF METACOGNITIVE STRATEGY TO IMPROVE
STUDENTS WRITING SKILL ON DESCRIPTIVE TEXT ( An Experimental Study For The Tenth Grade Students of MAN Salatiga in
The Academic Year 2015/2016)
GRADUATING PAPERSubmitted to the Board of Examiners as a partial fulfillment of
the Requirements for the Degree of Sarjana Pendidikan Islam(S.Pd.I) English
Education Department of Teacher Training and Education Faculty
State Institute for Islamic Studies (IAIN) of Salatiga
Arum Mulyasari
11311121
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) OF SALATIGA
i
MOTTO
“You are never too old to set another goal or to dream a new dream”
-C.S. Lewis-
“Sometimes you have to go up really high to see how small you are”
-Felix Baumgartner-
DEDICATION
This graduating paper is whole intended dedicated for :
My beloved parents (M.Saerodji and Yatini)
ACKNOWLEDGEMENT
Assalamu’alaikum Wr.Wb
In the name of Allah, The Most Gracious and The Most Merciful, The
Lord of Universe. Because of Him, the writer could finish this graduating paper as
one of the requirement for the Degree of Educational Islamic Studies (S.Pd.I) at
English Education Department of Teacher Training and Education FacultyState
Institute for Islamic Studies (IAIN) of Salatiga in 2016.
Secondly, peace and salutation always be given to our Prophet
Muhammad SAW who has guided us from the darkness into the lightness.
However, this paper would not be finished without those supports,
advices, guidance, helps and encouragement from individual and institution, and I
somehow realize that an appropriate moment for me to deepest gratitude for:
1. Dr. Rahmat Hariyadi, M. Pd. as the Rector of State Institutefor Islamic
Studies (IAIN)Salatiga.
2. Suwardi, M.Pd., as the Dean of Teacher Training and Education Faculty.
3. Noor Malihah, Ph.D as the Head of English Department of State
Institute for Islamic Studies (IAIN) of Salatiga.
4. Setia Rini, M. Pd., as the consultantwho has guided, espoused, and given
the writer advices, suggestions and recommendations for this graduating
paper from beginning until the end. Thank you for your patience and
care.
5. All the lecturers in the English Education Department of State Institute
for Islamic Studies (IAIN) of Salatiga. Thank you for all guidance,
knowledge, support, and etc.
6. All of the staff who help the writer in processing of thesis
administration.
7. Everybody who has helped me in finishing this research. Thank you for
all supports, advices, suggestions and other helps that you all give. The
writer hopes that this research will be useful for everyone.
Salatiga, March 12th2016
The Writer
Arum Mulyasari
113 11 121
TABLE OF CONTENT
TITLE .....................................................................................................................i
ACKNOWLEDGEMENT ................................................................................... vii
TABLES OF CONTENTS .................................................................................... ix
LIST OF TABLES ............................................................................................... xii
ABSTRACT ........................................................................................................ xiii
CHAPTER I INTRODUCTION
A. Background of the Study ............................................................................ 1
B. Problems Statements .................................................................................. 4
C. Objectives of the Study ...............................................................................4
D. Limitation of the Study .............................................................................. 4
E. Hypothesis .................................................................................................. 5
F. Benefit of the Study …............................................................................... 5
G. Definition of the Key Terms ...................................................................... 6
H. Review of Previous Study ....................................................................7
I. Outline of the paper .................................................................................... 8
CHAPTER II THEORETICAL FRAMEWORK
A. Metacognitive Strategy .............................................................................9
B. Writing Skill............................................................................................. 14
C. Descriptive Text .......................................................................................22
CHAPTER III RESEARCH METHODOLOGY
A. Method Of The Research ......................................................................... 29
B. Object Of The Research ........................................................................... 35
C. Research Setting ....................................................................................... 36
D. Data Collection Technique....................................................................... 38
E. Data Analysis Technique ......................................................................... 39
CHAPTER IV RESEARCH FINDING
A. Data Analysis ............................................................................................. 44
B. Discussion ....................................................................................................56
CHAPTER V CLOSURE
A. Conclusions ....................................................................................................60
B. Suggestions .....................................................................................................61
REFERENCES
APPENDIXES
LIST OF TABLES
4.1 Differences Between Experimental and Control Class ............................ 41
4.2 Score of Pre-Test Experimental Class ....................................................45
4.3 Score of Post-Test Experimental Class ...................................................46
4.4 Score of Experimental Class .................................................................47
4.5 Score of Pre-Test Control Class .............................................................48
4.6 Score of Post-Test Control Class ............................................................49
4.7Score of Control Class ..........................................................................50
4.8 Writing Rubric Assessment for Descriptive Text .....................................51
4.9 Result of The Research .........................................................................57
ABSTRACT
Mulyasari, Arum. 2016. “THE USE OF METACOGNITIVE STRATEGY TO IMPROVE STUDENT’S WRITING SKILL ON DESCRIPTIVE TEXT(An Experimental Study For The Tenth Grade Students of MAN Salatiga in The Academic Year 2015/2016)”.A Graduating Paper. Educational Faculty English Department State institute For Islamic studies (IAIN). Consultant: SetiaRini, M. Pd.
Key words : Metacognitive strategy, writing skill, descriptive text.
The objectives of this research are to find out whether using metacognitive strategy to improve student’s writing skill on descriptive text is effective or not and to know how far is the effectiveness of using metacognitive strategy to improve students writing skill on descriptive text. Related to the object of the reseach, the writer uses experimental method. The writer is conducted at MAN Salatiga in the academic year 2015/2016. The population in this reseach is the tenth grade students of MAN Salatiga. The sample were X.MIPA 3 class as the experiment group which consist of 39 students, and X.MIPA 4 class as the control group which consist of 39 students. The result of the research showed that using metacognitive strategy is effective to improve student’s writing skill. It can be proved by the pre test to post test mean of the student’s writing skill of the class which are not taught with metacognitive strategy (43,33 to 64,62). The student’s writing skill of the class which are taught by metacognitive strategy shows significant improvement (43,46 to 78,72). From the calculation of the t-test, the result of the effectiveness between student’s writing skill taught with metacognitive strategy is 32,81 (DF of 5%=N-1=39-1=38 are 2,024). It means that the effectiveness of the use metacognitive strategy in teaching descriptive text to improve student’s writing skill of the tenth grade of MAN Salatigain the academic year 2015/2016 is in sufficient level. It means that the use of metacognitive strategy is effective to improve student’s writing skill. Therefore, metacognitive strategy is appropriate to be applied in a teaching writing descriptive text.
CHAPTER I
INTRODUCTION
A. Background of The Study
Language is one of the most important things in communication
(Richard :1986). It is used as a tools to communicate between nation and all over the
world. As international language, English is very important and has many relationship
with various aspect of life by human being. They learn it for many different purposes
such as business, science, technology, and communication and also for education.
Besides having different purposes in learning the language, people also have different
sources in learning it. In Indonesia English is learned since junior high school until
university and it has positions as a foreign language (Goldstein 2008:8). Many
interruptions appear in learning language process. The teachers find problems in
applying appropriate approaches, methods, strategies, or techniques in teaching and
learning process. It makes the students are not interested to learn English. Therefore,
the English teachers are suggested to master the method, (Nababan 1991:4) said that a
qualified teacher is the teacher who is able to suit best method or technique to the
material that being taught.
Actually English is a foreign language in Indonesian education, which is
important to be learned. Most of Indonesian learners learn English language in formal
education such as schools, college and universities (Launder 2008:3). In English,
there are four skills that should be mastered, they are: listening, speaking, reading,
and writing. For example, writing is one in all four basic skills. It is important in
teaching and learning English. Writing involves some parts of language (spelling,
11
grammar, vocabulary, and punctuation). Writing is one of the language skill that must
be needed. The new era demands the students have to be a good writer, be active,
critical, creative, and inovative. Learning a language is essentially a study of
communication. Therefore learning english is directed to improve the ability of
students to communicate in english orally and written.
The possession of good writing skill has been noted as a powerful predictor of
academic success (Graham & Harris, 2005) because it can help writers to remember,
to observe, to think, and to communicate (Barrass, 1995); Writing is an essential part
of learning. Writing can also be as an independent learning tool that can be done by
students to write their own idea or main idea and fulfill their writing assignment and
to enrich their skill to write of everything. Furthermore, Sokolic in Linse 2005:98)
states that writing is a combination process of product. Writing as the process of
generating ideas, organizing information and communicating meaning. The product is
the writer should be able to make the reader understand what she means through her
sentences. In addition, writing is not only to develop idea but also to develop feeling
in mind. Students who taught writing strategies are more successful writers. They can
be taught effectively. There are many strategies to help the writer have a good writing
skill, one of those is metacognitive strategy. Metacognitive strategies are the strategy
or process to manage thinking and learning. There are three steps in the metacognitive
strategy : planning, monitoring and evaluating(O’Malley and Chamot:2001).
The term “Metacognition” used to describe self-regulatory utilization of
thought processes. According to Flavell in (Goh and Silver :2004), Metacognitive is
one’s knowledge concerning one’s own cognitive processes and products or anything
related to them. It refers to awareness and knowledge are in one learning process, and
management of that process. Goh & Silver state that “Metacognitive is an important
dimension of thinking which can enhance learning”. Metacognitive strategies are the
strategy or process to manage thinking and learning.
Metacognition is “thinking about thinking”, it refers to being aware of your
language-learning bahaviors and progress, self monitoring, and planning (Leaver,
Ehrman, and Shekhtman : 2005). The writer can take a point that metacognitive
strategy is knowledge about cognitive process, it is can be used to controlling
cognitive process.
Based on the principles above, metacognition has relationship with student’s
writing skill. For this reason, the writer conduct a research entitled “THE USE OF
METACOGNITIVE STRATEGY TO IMPROVE STUDENTS WRITING
SKILL ON DESCRIPTIVE TEXT (An Experimental Study For The Tenth
Grade Students’ of MAN Salatiga in The Academic Year 2015/2016)”
B. Statement of The Problems
1. Can the use of metacognitive strategy could improve students writing skill on
descriptive text?
2. How is the significance differences in student’s writing skill between the students
whose teacher using metacognitive strategy and the students whose teacher using
lecturing method?
C. Objective of The Study
In relations to the statement of problems, the objectives of this research are:
1. To find out the improvement of metacognitive strategy towards students writing
skill on descriptive text .
2. To find out the significant differences in student’s writing skill between the
students whose teacher using metacognitive strategy and the students whose
teacher using lecturing method.
D. Limitation of The Study
Derived from the problem identified above, the writer makes limitation as
follow:
1. The students writing skill on descriptive text which not use metacognitive
strategy.
2. The students writing skill on descriptive text using metacognitive strategy.
E. Hypothesis
This research is to answer the statement of problem about whether yes or not
the use of metacognitive strategy is effective to improve students’ writing skill. To get
the answer of question, the writer should propose alternative hypothesis (Ha) and null
hypothesis (Ho) as below (Hadi : 470):
1. Alternative Hypothesis (Ha):
“There is a significant improvement on students’ writing skill noticed from
scores between pre-test and post-test”.
2. Null Hypothesis (Ho):
“There is no improvement on students’ writing skill noticed from scores
between pre-test and post-test”.
F. Benefit of The Study
1. Theoretical benefit
a. The result of the research can be used as an input in English teaching and
learning process for those who want to know this research in the field of
this study.
b. As the reference for those who want to conduct a research in teaching
English.
2. Practical benefit
a. The study can be used by the teacher to provide the new strategy to
improve on writing skill.
b. The research finding will be useful for the students to improve on writing
skill.
G. Definition of The Key Terms
Here are some definitions as a guidance to understand the terms of this study:
1. Metacognitive strategy
Metacognitive strategy is a term used in information-processing
theory to indicate an “executive” function and it refers to the strategy that
used by learners as the means to manage, monitor and evaluate their
learning activities. To put simply, metacognitive strategies are skills,
approaches, and thinking and actions learners use to control their cognition
and learning process (Brown, 1983;O’malley & Chammot1990;
Cohen,1998).
2. Writing skill
Writing belongs to the productive skill that should be mastered by
the students in order to communicate their ideas and feelings with others in
written form. In line with this statement, Raimes (1983:76) states “Writing
is a skill in which we express the ideas, feelings, and thoughts arranged in
words, sentences and paragraphs using eyes, brain, and hand.” In addition,
Tarigan (1987:7) states “Writing is a language skill that is used for indirect
communication. The students can communicate their ideas and thoughts to
others through written form such as letter, message, or invitation for
communication”.
3. Descriptive text
Descriptive text is a text that gives information about particular
person, place, or thing. (Gerot et al in Mursyid) states that descriptive text
is a kind of text with a purpose to give information. The context of this
kind of text is the description of particular thing, animal, person, or others.
Relating to the quotation, through this text, the readers can imagine what
being talked about.
The generic structure of descriptive text consists of identification
and description. Identification is about introducing subject or thing that
will be described, whereas, description is brief details about who, or what
of the subject.
H. Review of Previous Study
In this research, the writer takes review of related literature from the other
thesis as comparison. The writer uses other paper from Ade Hidayat with his paper
entitled “Student’s Meta-Cognitive Strategies in Learning English (A Descriptive
Study at Second Year Students of SMAN 5 Kota Bengkulu)”. The result of his research
attempted to find out students’most dominant metacognitive strategy and most
preferred aspect of each metacognitive strategy in learning English. Lihua Sun
(Beijing information science and technology university, Beijing, China) with his
paper entitled “The Effect of Meta-Cognitive Learning Strategies on English
Learning”. He explain that employment of learning strategies, consciously or
unconsciously, leads to enhancement of learning efficiency and thus improving
English performance in the exam.
I. Outline of Paper
Chapter I is the introduction which consist of the explanation of the
background of the study, statement of the problem, objectives of the study,
significance of the study, limitation of the study, hypothesis, definition of key terms,
review the previous study, and outline of paper. Chapter II describes the literature
review which contain of the explanation based on the theory of metacognitive
strategy, writing skill, and descriptive text. Chapter III contains the research report
which includes the general description of MAN Salatiga, population, subject of study,
data collection technique, data analysis technique. Chapter IV presents the data
analysis which contains result and discussion of the research. Chapter V is closure
which carry the explanation about the conclusion and the suggestion from the writer.
CHAPTER II
THEORETICAL FRAMEWORK
In this chapter, the writer attempts to explain the theoretical foundations which
consist of the definition of meta-cognition theory, the types of metacognitive strategy,
meta-cognitive strategy in writing, definition of writing, the types of writing and
definition of descriptive text.
A. Metacognitive Strategy
1. Definition of Metacognitive Strategy
Metacognitive strategy is based on the notion of metacognition. According to
Flavell (1976), metacognition refers to one’s knowledge of his or her own
cognitive processes and products and anything that is related to them, such as
learning-relevant properties of data or other useful information. Flavell (1979,
1987) states that meta-cognition includes both meta-cognitive knowledge and
experiences. Meta-cognitive knowledge is the knowledge learner has gained
about cognitive processes, knowledge that can be used to regulate cognitive
processes. Meta-cognitive knowledge can be divided into three categories, one of
which is knowledge of strategy variables, including knowledge about both
cognitive and meta-cognitive strategies, and conditional knowledge about when
and where it is proper to employ such strategies (Flavell, 1979, 1987). Meta-
cognitive experiences refer to the use of meta-cognitive strategies or meta-
cognitive regulation (Brown, 1987). Meta-cognitive strategies are successive
processes to manage or regulate cognitive activities, thus ensuring that a cognitive
goal will be gained. These processes contribute to regulation and managing of
learning, and include planning and monitoring cognitive activities, as well as
evaluating the out comes of those activities. similar to meta-cognitive knowledge,
meta-cognitive regulation or "regulation of cognition" involves three important
No Name C O G V M Total Score1 ACHMAD KUKUH R 4 4 3 2 2 15 752 AHMAD ABDUL BADI A 4 4 2 2 2 14 703 AIE AULIYA ARDHIYA 4 3 2 2 2 13 654 AINUN JILAN QILBI 4 3 2 2 2 13 655 AMELIA UMI LATIFA 4 3 2 2 2 13 65
Table 4.8 Writing Rubric Assessment on Descriptive Text
Aspect Score Performance description
Content4 The topic is complete and clear and the details are relating to
the topic
(C)30%
- Topic- Details
3 The topic is complete and clear but the details are almost relating to the topic
2 The topic is complete and clear but the details are not relating to the topic
1 The topic is not clear and the details are not relating to the topic.
Organization (O)20%
-Identification- Description
4 Identification is complete and descriptions are arranged with proper connectives.
3 Identification is almost complete and descriptions are arrange with proper connectives
2 Identification is not complete and descriptions are arranged with few misuse of connectives
1 Identification is not complete and descriptions are arrange with misuse of connectives
Grammar (G)20%
- Use present tense - Agreement
4 Very few grammatical or agreement inaccuracies3 Few grammatical or agreement inaccuracies but not affect on
meaning2 Numerous grammatical or agreement inaccuracies1 Frequent grammatical or agreement inaccuracies
Vocabulary (V)15%
4 Effective choice of words and word forms3 Few misuse of vocabularies, word form, but not change the
meaning2 Limited range confusing words and word form1 Very poor knowledge of words, word form, and not
understandable
Mechanics(M)15%
- Spelling- Punctuation
- Capitalization
4 It uses correct spelling, punctuation, and capitalization 3 It has occasional errors of spelling, punctuation, and
capitalization 2 It has frequent errors of spelling, punctuation, and
capitalization1 It is dominated by errors of spelling, punctuation, and
capitalizationAdapted from Brown(2007)
Notes : final score = total score x 5
1. Mean
a) Pre-test of experiment class
x= xN
x=169539
x=43,46
b) Pre-test of control class
y= yN
y=170539
y=169039
y=43,33
c) Post-test of experiment class
x= xN
x=307039
x=78,72
d) Post-test of control class
y= yN
y=252039
x=64,48
2. Deviation Standard
According to the data from the table, the writer calculates standard deviation
of pre-test and post-test of experiment class.
a) Experiment class
SD=√ D 2
N−( D
N )2
SD=√ 4910039
−( 136039 )
2
SD=√1252,974−1216,042
SD=√42,93228
SD=6,55
b) Control class
SD=√ D 2
N−( D
N )2
SD=√ 2032539
−( 82539 )
2
SD=√521,154−447,485
SD=√73,6686
SD=8,58
3. T-Test Calculation
After the writer calculates standard deviation, T-Test calculation are :
a) Experiment class
¿=( D
N )SD
√ N−1
¿=( 1360
39 )6,55
√39−1
¿=34,87186,55√38
¿=34,87186,556,16
¿=34,87181,063
¿=32,81
b) Control class
¿=( D
N )SD
√ N−1
¿=( 825
39 )8,58
√39−1
¿=21,1548,58√38
¿=21,1548,586,16
¿=21,1541,39
¿=15,19
4. Degree of Freedom
Df = N-1
= 39-1
= 38
In this research, the level of significance is 5%. If the t o=¿ t-table 5%, it
means that null hypothesis (Ho) is rejected and alternative hypothesis (Ha)
accepted. T-table for standard of significance with df 38 shows 2,024. Based on
the result, can be concluded that:
t o>t t
32,81>2,024
In the statistic form :
Ha : μ1 ≠ μ2
It is assumed that null hypothesis (Ho) is rejected and alternative
hypothesis (Ha) is accepted. Therefore, it can be concluded that “There is a
significant improvement on student’s writing skill scores taught using
metacognitive strategy rather than taught didn’t using metacognitive strategy”.
B. Discussion
In this section, the writer analyzes the data which has been collected and
describes the result of the research. In the first meeting of the two classes, the teacher
gave a pre-test for students. They were difficult to write on the blank paper because they
less of information of the topic and no preparation. In the second meeting (learning
process), the control class was taught using traditional method. So as usual, almost of
students did not pay attention to the teacher’s explanation. They feel bored because the
teacher used traditional method to explain the descriptive text. On the other hand, the
experiment class (which was taught by metacognitve strategy) the student’s were ready
to prepare their learning process.
In the last meeting, after the treatment was given, the student’s of experiment
class were easier to write than control class in doing the post-test. It happened because
student’s are guided to reflect on the procedure they used during the implementation of
the activities. So, it made them get higher score in post test than control class.
Table 4.9 The Result of The Research
No Result Experiment class Control class
1. Mean of :
a. Pre-test
b. Post-test
43,46
78,72
43,33
64,48
2. Standard deviation 6,55 8,58
3. T-test 32,81 15,19
From the table above, it can be seen that there is no significant differences in pre-
test score of the two classes. After the teacher gave the treatment to experiment class, it
can be seen that there is significant improvement from pre-test to post-test mean of
experiment class (43,46 to 78,72). The students use their metacognitive strategy to plan,
monitor, and evaluate during learning process. It is proved that the student’s set their
mind to find goals, know how to arrange time in order to learn effectively and can
evaluate their learning to get good feedback.
On the other hand, there is no significant improvement from pre-test to post-test
mean of control class (43,33 to 64,48) with percentage 48%. It could happen because the
students were given traditional method by the teacher.
From the T – test result, it can be seen that the level of significance was set equal
or less than α = 5%. If the t o>t t5%, it meant that null hypothesis (Ho) was rejected and
alternative hypothesis (Ha) accepted. T-table for standard significant with df 38 shows
2,024. According to this result it can be concluded that t o>t t (32,812,024). Thus, based
on the above explanation, the writer concludes that using metacognitive strategy is
effective in writing descriptive text. The metacognitive strategy can help students to
write easier.
According to the explanation about the analysis of the result on the table above
based on the research at the tenth grade students of MAN Salatiga, it can be inferred that
writing descriptive texts using metacognitive strategy is more effective than without
metacognitive strategy. Furthermore, students writing scores taught by using
metacognitive strategy are higher than those who are not given treatment.
From the research finding, it can be concluded that using metacognitive strategy
can motivate students to engage in language learning. Through metacognitive strategy,
students are guided to reflect on the procedure they used during the implementation of
the activities. As suggested by Beyer (1997) in Saemah et al, 2014, the importance of
metacognitive reflection activities is to help students aware of their own thinking process
thus identifying the procedure or steps in implementing the task. On the other hand,
instructions on meta-cognitive learning strategies can be carried out both in class and
after class. Nunan (1999, 62) in Lihua Sun:2013, points out that strategy training should
be included in the regular language teaching plans rather than regarding it as independent
learning process. In class, teacher illustrates the meanings and functions of learning
strategies, especially meta-cognitive strategies, and then students can have discussions by
themselves to get solid understanding about learning strategies. After class, teachers
must encourage students to apply learning strategies into practice by means of assigning
specific learning tasks to do. In the long run, students will benefit from learning these
useful strategies as long as they keep using them in language learning.
Briefly, the writing achievement in the experiment class has proven that
metacognitive strategy can be good strategy in developing writing descriptive texts.
CHAPTER V
CLOSURE
In this chapter the writer present the conclusion and suggestion related to research
finding and discussion.
A. Conclusions
Based on the previous theoretical review and data analysis, the inferences of this
graduating paper are drawn as follows:
1. Based on the data from the result of tests that have been done and analyzed in the
previous chapter, it shown that the mean score of the post-test from the experimental
group is higher (78,72) than post-test from controlled group (64,48). Furthermore, the
experimental group which using metacognitive is better in improving writing skill
than the control group which not using metacognitive strategy. The data from the
calculation indicated the experimental group was more successful than the control
group.
2. According to the result of analysis of the research, it shown that the score of t-test in
post-test of experimental is 32,81 and the score of t-table from the degree of freedom
on degree of significant of 5% = N-1= 38 are 2,024. It means that the score of t-test is
higher than score of t-table. Therefore, it can be concluded that there is significant
difference on student's writing skill scores teaching using by metacognitive strategy
rather than taught didn’t using metacognitive strategy. Furthermore, teaching writing
by using metacognitive strategy can support and improve the students’ writing skill.
B. Suggestions
At the end of this chapter, the writer would like to propose some suggestions,
which hopefully would be useful.
1. For students, it is suggested that they should apply all aspect of metacognitive
strategy in their learning. Planning to design the activities and behaviors that they
should do in writing process. Monitoring to control and manage their activities in
learning process. Evaluating for finding out what are their strength and weakness in
learning English and then design new learning plan. If the students could maintain
this cycle of learning, hopefully they could perform better in learning process and
get the best result in the end of learning.
2. For teachers, it is suggested that they should be aware to the advantages of
metacognitive strategies. Considering that some writer found that metacognitive
strategy is the most used learning strategy, teachers should give some kind of
stimulus to the students to conduct metacognitive strategy in learning English.
Teachers can also give some enhancement to the students to overcome disturbance
such as distraction and low motivation in applying metacognitive strategy.
3. For further research, it is expected to conduct research about correlations between
metacognitive strategy and students’ learning motivation. Besides, there are some
learning distractions that students find in learning English. So, it is also suggested to
further research what are learning distractions that found by students in learning
English.
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Flavell, J. H. (1979). Meta-cognition and cognitive monitoring: a new area of cognitive-developmental inquiry. American Psychologist, 34, 10, 906-911.
Flavell, J. H. (1987). Speculation about the nature and development of meta-cognition. En Weinert, F.E. y Kluwe. R.H. (Eds.): Meta-cognition, motivation and understanding. Hillsdale: Erlbaum, 21-30.
Fraenkel, Jack R & Norman E wallen. 2008. How to Design and Evaluate Research in Education. New York: The Mc Graw Hill Companies, Inc.
Goh, Christine C. M and Silver, Rita E Laine. 2004. Language Acquisition and Development A Teacher Guide, Singapore: Pearson Education South Asia
Graham, S., Harris, K. R. (2005). Writing better: Effective strategies for teaching students with learning difficulties. Baltimore: Paul H. Bookes.
Hadi, Sutrisno. 1977. Statistik Jilid II. Yogyakarta: Andi Offset.
Harmer, Jeremy. 2001. The practice of English Language teaching 3rd Ed.
Longman: Pearson Education.
Hopkins, David. 1993. A Teacher’s Guide to Classroom Research. Philadelphia:
Open University Press.
Hunnicutt, David., PHD. (2007). The Power of Planning.WELCOA’s Absolute
Advantage Magazine, 6 (7), 5-11.
Jacobs, J. E. and Paris, S. G. (1987). Children's meta-cognition about
reading:Issues in definition, measurement, and instruction. Educational Psychologist, 22: 255–278.
Leaver, Betty Lou and Ehrman, Madeline and Shekhtman, Boris. 2005. Achieving Success in Second Language Acquisition. United Kingdom: Cambridge University Press
Linse, Caroline. T. 2005. Practical English Language Teaching: Young Learners. New York:McGraw-Hil Companies, Inc.
Muijs, Daniel. 2004. Doing Quantitative Research in Education London : SAGE Publication Ltd.
Nababan, P.W.J. 1991. The Communicative Approach to Date in TEFL in jurnal Volume Numb-1 March>1991. P9. 1-10
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Papaleontiou-Louca, Eleonora. 2008. Metacognition and Theory of Mind.Newcastle: Cambridge Scholars Publishing.
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University Press.
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Pemula. Yogyakarta: Gadjah Mada University Press.
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RENCANA PEMBELAJARAN
Satuan Pendidikan : MAN SalatigaMata Pelajaran : Bahasa InggrisKelas / Semester : X/IIMateri Pokok : Describing peoplePertemuan ke : Alokasi Waktu : 2 x 45 menit
A. KOMPETENSI INTI1) Menghayati dan mengamalkan ajaran agama yang dianutnya.2) Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli
(gotong royong), kerjasama, toleran, damai, santun, responsif dan pro-aktif dan menunjukkan sikap sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia.
3) Memahami, menerapkan, menganalisa pengetahuan faktual, konseptual, prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan dan peradaban terkait penyebab fenomena dan kejadian serta menerapkan pengetahuan prosedural dalam bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah.
4) Mengolah, menalar dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajari di sekolah secara mandiri, dan mampu menggunakan metode sesuai kaidah keilmuan.
B. KOMPETENSI DASAR DAN INDIKATOR
No Kompetensi Dasar Indikator1. 1.1 Mensyukuri kesempatan dapat
mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasional yang diwujudkan dalam semangat belajar
1. siswa dapat mengidentifikasi struktur dan kebahasan teks descripive.
2. Siswa dapat menghasilkan teks berbentuk descriptive.
2. 2.2 Menunjukkan perilakutanggung jawab, peduli, kerjasama, dan cinta damai dalam melaksanakan komunikasi fungsional.
Jujur3. Berperilaku selalu dapat dipercaya dalam perkataan, perbuatan dan pekerjaan baik terhadap diri sendiri dan pihak orang lainPeduli4. Berperilaku peduli dengan mengajukan pertanyaan- pertanyaan kritis terhadap masalah- masalah yang dikemukakan
dalam teks descriptive.5. Berperilaku peduli dengan selalu mengerjakan tugas dengan baik.Kerjasama6. Menunjukan perilaku kerjasama yang
baik antara teman dan guru dalam pembelajaran
3. 3.10 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks deskriptif sederhana berbentuk describing people, sesuai dengan konteks penggunaannya.
Menyebutkan unsur-unsur yang ada dalam descriptive text.
C. TUJUAN PEMBELAJARAN
Siswa dapat:
1. Menunjukkan kesungguhan belajar bahasa Inggris terkait teks deskriptif sederhana tentang orang.
2. Menunjukkan perilaku peduli, percaya diri, dan tanggung jawab dalam melaksanakan komunikasi terkait terkait teks deskriptif sederhana tentang orang.
3. Mengidentifikasi fungsi sosial, struktur teks, makna dan unsur kebahasaan dari teks deskriptif sederhana tentang orang.
4. Menganalisa fungsi sosial, struktur teks, makna dan unsur kebahasaan terkait teks deskriptif sederhana tentangorang.
5. Menangkap makna terkait teks deskriptif sederhana tentang orang.
D. MATERI PELAJARAN1. Definisi teks deskriptif
Descriptive text is a text with a purpose to give information. The context of this kind of text is the description of particular thing, animal, person, or others. For example: my classroom or my favorite singer.
2. Konsep :Fungsi sosial dari teks deskriptif adalah mendiskripsikan orang pada umumnya, tempat atau benda.
3. Fungsi sosial : Membanggakan, mengenalkan, mengidentifikasi, memuji, mengkritik, mempromosikan, dsb.
4. Struktur sosial:- Penyebutan nama, sifat, tindakan dari atau terkait dengan orang, yang
semuanya sesuai dengan fungsi sosial yang hendak dicapai.
5. Stuktur teks deskriptifThe descriptive text consists of two parts:
No.Name of The Part
Explanation
1 IdentificationIt identifies thing, person, or object that is going to be described
2 DescriptionIt describes parts, quantities, characteristics of the person or something that is described.
6. Unsur kebahsaan teks deskriptifThere are several language feature of descriptive text, such asa. Focus on spesific participants (e.g. : my math teacher)b. Using descriptive adjectives (e.g. : blue book, long hair, strong legs, etc.)c. Using action verbs (e.g. : it eats meat, it sleeps at night, etc.)d. Using thinking and feeling verbs to express the author’s opinion about the
subject. (e.g.: I think it is a clever animal, police believethe suspect is armed, etc)
e. Using the adverbials (adverb) to give additional information about behavior (e.g. : fast, at tree house)
f. Using figurative language(william is as white as chalk)
g. Using the simple present7. Topik :Keteladanan tentang perilaku toleran dan percaya diri.8. TujuanPembelajaran :Siswa terampil mengidentifikasi dan merespon
describing people untuk menjaga hubungan interpersonal dengan guru dan teman, menggunakan ungkapan dengan struktur teks yang runtut dengan unsur kebahasaan yang benar dan sesuai konteks, secara bertanggung jawab, peduli, kerjasama, dan cinta damai (sikap, pengetahuan, keterampilan), percayadiri, bertanggungjawab, peduli, kerjasama, dan cinta damai (sikap, pengetahuan, keterampilan).
E. PENDEKATAN DAN MODEL PEMBELAJARAN1. Pendekatan dalam pembelajaran ini menggunakan Scientific
approach/pendekatan ilmiah dengan langkah-langkah sebagai berikut: mengamati, menanya, menalar, mencoba, dan membuat jejaring.
2. Metode pembelajaran yang dipergunakan adalah: lecturingF. STRATEGI PEMBELAJARAN1. Lecturing2. Presentation3. Do the task
G. LANGKAH-LANGKAH PEMBELAJARAN
KEGIATAN DESKRIPSI KEGIATAN ALOKASI WAKTU
Pendahuluan
1. Guru masuk ke kelas dan menyapa menggunakan bahasa Inggris agar tercipta English environment.
2. Guru membuka pelajaran dengan mengucap salam dan berdoa.
3. Guru memeriksa kehadiran peserta didik sebagai sikap tanggung jawab.
4. Apersepsi (menyambungkan pelajaran yang sudah dipelajari sebelumnya).
5. Menyampaikan model dan tujuan pembelajaran.
10 menit
Inti
Mengamati1. Guru menjelaskan kepada siswa tentang materi teks
diskriptif berbentuk describing people meliputi fungsi sosialnya, kebahasannya, struktur teksnya.
2. Siswa memperhatikan dengan saksama penjelasan guru. 3. Guru memberikan contoh teks descriptive dengan tema
decribing people (Lampiran 1). Menanya
4. Siswa mempertanyakan isi dari teks deskriptif berbentuk describing people. Mengeksplorasi
5. Dengan bimbingan dan arahan guru, siswa menganalisa language features, social function and structure yang digunakan dari teks deskriptif Mengasosiasi
6. Guru memberikan pre-test kepada siswa untuk membuat teks deskriptif sederhana describing people (Lampiran 2) Mengkomunikasi
7. Siswa dan guru melakukan diskusi kelas menyamakan persepsi.
8. Siswa memberikan pendapat dan saran terhadap describing people.
9. Guru memberikan pos-test
70 menit
Penutup
1. Siswa dengan bimbingan guru, membuat kesimpulan dan refleksi tentang describing people yang telah dipelajari bersama.
2. Siswa dipersilakan untuk mempelajari materi selanjutnya.
10 menit
Total Waktu 90 menit
H. MEDIA & SUMBER BELAJAR1. Media
a. White bordb. Laptop c. Papers
2. SumberBelajar- Buku Guru kurikulum 2013, Intan Pariwara- Sumber buku lain yang relevan- https://sanurfransiskus.wordpress.com/2014/09/21/rpp-class-x-
s 1.2.3. 4.5.6.7.8.9.10.11.12.13.14.15.16.17.18.19.20.21.22.23.24.25.26.27.28.29.30.31.32.33.34.35.36.37.38.
RENCANA PEMBELAJARAN
Satuan Pendidikan : MAN SalatigaMata Pelajaran : Bahasa InggrisKelas / Semester : X/IIMateri Pokok : Describing peoplePertemuan ke : Alokasi Waktu : 2 x 45 menit
C. KOMPETENSI INTI5) Menghayati dan mengamalkan ajaran agama yang dianutnya.6) Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli
(gotong royong), kerjasama, toleran, damai, santun, responsif dan pro-aktif dan menunjukkan sikap sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia.
7) Memahami, menerapkan, menganalisa pengetahuan faktual, konseptual, prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan dan peradaban terkait penyebab fenomena dan kejadian serta menerapkan pengetahuan prosedural dalam bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah.
8) Mengolah, menalar dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajari di sekolah secara mandiri, dan mampu menggunakan metode sesuai kaidah keilmuan.
D. KOMPETENSI DASAR DAN INDIKATOR
No Kompetensi Dasar Indikator1. 1.1 Mensyukuri kesempatan dapat
mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasional yang diwujudkan dalam semangat belajar
3. siswa dapat mengidentifikasi struktur dan kebahasan teks descripive.
4. Siswa dapat menghasilkan teks berbentuk descriptive.
2. 2.2 Menunjukkan perilakutanggung jawab, peduli, kerjasama, dan cinta damai dalam melaksanakan komunikasi fungsional.
Jujur3. Berperilaku selalu dapat dipercaya dalam perkataan, perbuatan dan pekerjaan baik terhadap diri sendiri dan pihak orang lainPeduli4. Berperilaku peduli dengan mengajukan pertanyaan- pertanyaan kritis terhadap masalah- masalah yang dikemukakan
dalam teks descriptive.5. Berperilaku peduli dengan selalu mengerjakan tugas dengan baik.Kerjasama6. Menunjukan perilaku kerjasama yang
baik antara teman dan guru dalam pembelajaran
3. 3.10 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks deskriptif sederhana berbentuk describing people, sesuai dengan konteks penggunaannya.
Menyebutkan unsur-unsur yang ada dalam descriptive text.
K. TUJUAN PEMBELAJARAN
Siswa dapat:
3. Menunjukkan kesungguhan belajar bahasa Inggris terkait teks deskriptif sederhana tentang orang.
4. Menunjukkan perilaku peduli, percaya diri, dan tanggung jawab dalam melaksanakan komunikasi terkait terkait teks deskriptif sederhana tentang orang.
3. Mengidentifikasi fungsi sosial, struktur teks, makna dan unsur kebahasaan dari teks deskriptif sederhana tentang orang.
4. Menganalisa fungsi sosial, struktur teks, makna dan unsur kebahasaan terkait teks deskriptif sederhana tentangorang.
5. Menangkap makna terkait teks deskriptif sederhana tentang orang.
L. MATERI PELAJARAN9. Definisi teks deskriptif
Descriptive text is a text with a purpose to give information. The context of this kind of text is the description of particular thing, animal, person, or others. For example: my classroom or my favorite singer.
10. Konsep :Fungsi sosial dari teks deskriptif adalah mendiskripsikan orang pada umumnya, tempat atau benda.
11. Fungsi sosial : Membanggakan, mengenalkan, mengidentifikasi, memuji, mengkritik, mempromosikan, dsb.
12. Struktur sosial:- Penyebutan nama, sifat, tindakan dari atau terkait dengan orang, yang
semuanya sesuai dengan fungsi sosial yang hendak dicapai.
13. Stuktur teks deskriptifThe descriptive text consists of two parts:
No. Name of The Part Explanation
1 IdentificationIt identifies thing, person, or object that is going to be described
2 DescriptionIt describes parts, quantities, characteristics of the person or something that is described.
14. Unsur kebahsaan teks deskriptifThere are several language feature of descriptive text, such ash. Focus on spesific participants (e.g. : my math teacher)i. Using descriptive adjectives (e.g. : blue book, long hair, strong legs, etc.)j. Using action verbs (e.g. : it eats meat, it sleeps at night, etc.)k. Using thinking and feeling verbs to express the author’s opinion about the
subject. (e.g.: I think it is a clever animal, police believethe suspect is armed, etc)
l. Using the adverbials (adverb) to give additional information about behavior (e.g. : fast, at tree house)
m. Using figurative language(william is as white as chalk)
n. Using the simple present15. Topik :Keteladanan tentang perilaku toleran dan percaya diri.16. TujuanPembelajaran :Siswa terampil mengidentifikasi dan merespon
describing people untuk menjaga hubungan interpersonal dengan guru dan teman, menggunakan ungkapan dengan struktur teks yang runtut dengan unsur kebahasaan yang benar dan sesuai konteks, secara bertanggung jawab, peduli, kerjasama, dan cinta damai (sikap, pengetahuan, keterampilan), percayadiri, bertanggungjawab, peduli, kerjasama, dan cinta damai (sikap, pengetahuan, keterampilan).
M. PENDEKATAN DAN MODEL PEMBELAJARAN3. Pendekatan dalam pembelajaran ini menggunakan Scientific
approach/pendekatan ilmiah dengan langkah-langkah sebagai berikut: mengamati, menanya, menalar, mencoba, dan membuat jejaring.
4. Metode pembelajaran yang dipergunakana dalah: metacognitive strategyN. STRATEGI PEMBELAJARAN4. Lecturing5. Presentation6. Do the task7. Metacognitive strategy
O. LANGKAH-LANGKAH PEMBELAJARAN
KEGIATAN DESKRIPSI KEGIATAN ALOKASI WAKTU
Pendahuluan
6. Guru masuk ke kelas dan menyapa menggunakan bahasa Inggris agar tercipta English environment.
7. Guru membuka pelajaran dengan mengucap salam dan berdoa.
8. Guru memeriksa kehadiran peserta didik sebagai sikap tanggung jawab.
9. Apersepsi (menyambungkan pelajaran yang sudah dipelajari sebelumnya).
10. Menyampaikan model dan tujuan pembelajaran.
10 menit
Inti Mengamati10. Guru menjelaskan kepada siswa tentang materi teks
diskriptif berbentuk describing people meliputi fungsi sosialnya, kebahasannya, struktur teksnya.
11. Siswa memperhatikan dengan saksama penjelasan guru. 12. Guru memberikan contoh teks descriptive dengan tema
decribing people (Lampiran 1). Menanya
- Tahap 1, Planning13. Guru menjelaskan tujuan mengenai topik yang sedang
dipelajari, penanaman konsep berlangsung dengan menjawab pertanyaan- pertanyaan yang diajukan guru tentang konsep descriptive teks. Kemudian guru membimbing siswa menanamkan keyakinan dan kesadaran dengan bertanya pada siswa saat siswa menjawab setiap pertanyaan dalam bahan ajar atau pertanyaan yang diajukan oleh guru.
14. Siswa mempertanyakan isi dari teks deskriptif berbentuk describing people. Mengeksplorasi dan mengasosiasi
15. Dengan bimbingan dan arahan guru, siswa menganalisa language features, social function and structure yang digunakan dari teks deskriptif
16. Guru memberikan pre-test kepada siswa untuk membuat teks deskriptif sederhana describing people (Lampiran 2)
Tahap 2, Monitoring 17. Siswa bekerja mandiri untuk menyelesaikan soal-soal latihan
yang diberikan. Guru memberi umpan balik secara individual, berkeliling memandu siswa dalam menyelesaikan
70 menit
persoalan. Umpan balik yang bersifat metakognitif menuntun siswa untuk memusatkan perhatian pada kesalahan-kesalahan dan memberikan petunjuk kepada siswa agar siswa dapat mengoreksi sendiri, dapat mengontrol atau memonitor proses berpikirnya serta dapat menyimpan dan menggunakan kembali ide-ide yang telah ditemukan untuk menyelesaikan soal yang diberikan.
Mengevaluasi18. Siswa dan guru melakukan diskusi kelas menyamakan
persepsi.19. Siswa memberikan pendapat dan saran terhadap describing
people.Tahap 3, Evaluating
20. Evaluasi dari guru mengarah pada pemantapan dan aplikasi yang lebih luas sehingga siswa mendapat yang lebih bermakna. Sedangkan evaluasi dari siswa lebih mengarah kepada apa yang telah dipahami dari pembelajaran serta kemungkinan aplikasi masalah yang lebih luas. Membuat rekapitulasi yang dilakukan oleh siswa sendiri dari apa yang telah dilakukan di kelas dengan menjawab pertanyaan yang diajukan oleh guru.
21. Guru memberikan pos-test
Penutup- Siswa dengan bimbingan guru, membuat kesimpulan dan
refleksi tentang describing people yang telah dipelajari bersama.
- Siswa dipersilakan untuk mempelajari materi selanjutnya.
10 menit
Total Waktu 90 menit
P. MEDIA & SUMBER BELAJAR3. Media
a. White bordb. Laptop c. Papers
4. SumberBelajar- Buku Guru kurikulum 2013, Intan Pariwara- Sumber buku lain yang relevan- https://sanurfransiskus.wordpress.com/2014/09/21/rpp-class-x-
Treatment of experiment class(applying metacognitive strategy in teaching writing descriptive text)
Post-test of experiment class
Pre-test of control class
Post-test of control class
DAFTAR NILAI SKK
Nama : ARUM MULYASARI Jurusan : Tarbiyah
NIM : 11311121 Progdi : TBI
P.A. : Rifqi Aulia Erlangga, S.Fil, M.Hum
No. Jenis Kegiatan Pelaksanaan Jabatan Nilai1 Orientasi Pengenalan Akademik dan
Kemahasiswaan (OPAK) oleh Dewan Mahasiswa (DEMA) STAIN Salatiga
20-22 Agustus 2011
Peserta3
2. Achievement Motivation Training (AMT) oleh Ittaqo dan CEC STAIN Salatiga
23 Agustus 2011 Peserta 2
3. Orientasi Dasar Keislaman (ODK) oleh STAIN Salatiga 24 Agustus 2011 Peserta 2
4. Seminar Entrepreneurship dan Koprasi oleh Kopma dan KSEI STAIN Salatiga
25 Agustus 2011 Peserta 2
5. USER EDUCATION oleh UPT PERPUSTAKAAN STAIN 20 September 2011 Peserta 2
6. PRACTICUM PROGRAM(Department of religious affairs english education study program STAIN SALATIGA)
24 September 2012 Peserta 2
7. SARASEHAN AKBAR BERSAMA TOKOH NASIONAL dengan tema “Komitmen Politik Islam Dalam Menata Arah Masa Depan Bangsa Indonesia” oleh LDMI
15 Maret 2014 Peserta 2
8. Seminar dalam Forum group discussion dengan tema “Haramkah Golput? Pandangan Golput Dalam Islam”oleh LDK STAIN SALATIGA
3 April 2014 Peserta2
9. A Three-Hour Teacher Training Workshop focusing on “Classroom Management: How To Engage Students In The Classroom” conducted by IALF bali language centre
18 Juni 2014 Peserta 2
10. Seminar EPST, “It’s Your Chance To Express And Show Up Your Skill” held by CEC STAIN SALATIGA
11 Mei 2013 Peserta2
11. Seminar TRAINING KEPRIBADIAN di IAIN SALATIGA
19 Mei 2015Peserta 2
12. Seminar Public Hearing dengan tema “ Meniti Langkah Baru IAIN Salatiga, Siapkah Kita Menjadi
13 Juni 2015 Peserta2
IAIN?”13. Sosialisasi PROGRAM
PENDEWASAAN USIA PERKAWINAN (Pup) Oleh Pusat Informasi Konseling (Pik) IAIN SALATIGA
12 Juni 2015 Peserta2
14. Seminar dengan tema “SCHOLARSHIP FORUM” held by CEC IAIN Salatiga
15 Maret 2014 Peserta 2
15. Seminar Nasional dengan Tema “Pemuda, Peradaban Islam, Dan Kemandirian” oleh KARIMA learning and training centre
2 September 2015 Peserta 8
16. Seminar Nasionaldengan tema “Sosialisasi Pancasila, UUD 1945,NKRI, dan Bhinneka Tunggal Ika” oleh MPR RI
20 Oktober 2012 Peserta 8
17. Seminar Nasional “Understanding The World By Understanding The Language And The Culture” by CEC IAIN Salatiga
4 Juni 2015 Peserta 8
18. PIAGAM PENGHARGAAN dalam Kegiatan Peningkatan Wawasan Kebangsaan Bagi Pemuda Jawa Tengah Tingkat Provinsi oleh DINPORA PROVINSI JATENG
15-19 Maret 2011 Peserta4
19. PIAGAM PENGHARGAAN dalam kegiatan JAMBORE PEMUDA INDONESIA (JPI)TINGKAT NASIONAL di Taman Rekreasi Wiladatika Cibubur,Jakarta
24-29 Oktober 2008 Peserta 8
20. PIAGAM PENGHARGAAN dalam kegiatan” Wawasan Kebangsaan Tingkat Provinsi Jawa Tengah”oleh Dinas Pemuda dan Olahraga Provinsi Jawa Tengah di Kota Semarang
10-11 April 2014 Peserta
4
21. PIAGAM PENGHARGAAN Provinsi Asal JATENG dalam kegiatan BAKTI PEMUDA ANTAR PROVINSI (BPAP) TINGKAT NASIONALDi Kota Kupang Provinsi NTT
9 Juni-15 Juli 2011 Peserta 8
22. PIAGAM PENGHARGAAN Dalam Kegiatan Pembekalan
22-26 Oktober 2014
Pendamping
Peserta JAMBORE PEMUDA INDONESIA dan BAKTI PEMUDA ANTAR PROVINSI (JPI/BPAP)TINGKAT NASIONALoleh DINPORA PROVINSI JATENG
4
23. PIAGAM PENGHARGAANdalam Kegiatan JAMBORE PEMUDA INDONESIA (JPI) TINGKAT NASIONALoleh KEMENPORA di Kompleks Taman Wisata Candi Prambanan DIY
26 Oktober- 2 November 2014 Pendamping
4
24. Seminar Nasional “How To Develop The Best Generation”held by CEC STAIN Salatiga
1 Juni 2013 Peserta 8
25. PIAGAM PENGHARGAAN dalam kegiatan JAMBORE PEMUDA INDONESIA (JPI) TINGKAT NASIONALoleh KEMENPORA di Samarinda, Kalimantan Timur
26 Oktober- 2 November 2013
Pendamping 8
27. Penerimaan Anggota Baru JQH dengan Tema “Membentuk Paradigma Mahasiswa Qurani Dengan Panca Indera, Akal, Dan Hati” Oleh JQH STAIN Salatiga
17-18 November 2012 Peserta 2
28. Seminar Nasional dalam rangka Pelantikan Pengurus HMI Cabang Salatiga Periode 2013-2014 dengan tema”Kepemimpinan Dan Masa Depan Bangsa” oleh HMI Salatiga
23 Februari 2013 Peserta 8
29. Seminar Regional dalam PRA YOUTH LEADERSHIP TRAINING Dengan Tema “SURAT CINTA PEMBASMI GALAU” oleh KAMMI Salatiga
6 oktober 2012 Peserta 2
30. Seminar Nasional dengan tema”Sosialisasi UU NO.1 Th 2013, Peran Serta Fungsi OJK, Peran Pemerintah Dalam Pengawasan LKM” oleh HMJ STAIN Salatiga
30 September 2013 Peseta 8
31. Seminar Nasional dengan tema”Mencegah Generasi Pemuda Islam Dari Pengaruh Radiklisme ISIS” oleh AS IAIN Salatiga
6 mei 2015 Peserta 8
32. Seminar kesehatan wanita bersama AVAIL Salatiga
14 November 2012 Peserta 2
JUMLAH 141
Salatiga,18 September2015
Mengetahui,
Wakil Dekan Bidang Kemahasiswaan dan
Kerjasama
Achmad Maimun, M.AgNIP. 19700510 199803 1 003
CURRICULUM VITAE
Personal Data :
Name : Arum Mulyasari
Nim : 11311121
Sex : Female
Place and Date of Birth : Kab. Semarang , September 17th 1991