|DDC||Rt 499.2215 SUP p|
|Year||Tesis (Pascasarjana)--Universitas Negeri Malang. Program Studi Pendidikan Bahasa Indonesia, 2007|
This study aims at knowing the descriptions how the teaching of Indonesian grammar based on communicative approach is conducted at SMP Negeri 2 Bengkulu. It covers of planning, implementing, and evaluating processes. It applies qualitative approach by making use of descriptive and case studies. The data are in the forms of teaching plan documentaries, transcripts of information on teachers’ behaviors recorded in the field-notes resulted from the observation of teaching activities, evaluation records, and the interviews to the teachers. The data analysis is done in inductive ways.
The findings and analyses in terms of the teaching preparation and implementation show that the teaching of Indonesian Grammars in this school has applied the communicative approach. Nevertheless, the communicative approach has not fully implemented in the use of teaching media and the evaluation.
In teaching preparation, the results show that, (1) the formulation of indicators is presented by relating the grammatical components to comprehension and use reflecting the achievement of communicative competence, (2) the material design is started from giving readings as the contexts in which the grammatical components are used naturally, (3) the scenario of teaching designed by the teachers shows that the teaching of grammars is started from giving the comprehension of grammars and ended with giving experiences in using the components. It is done by relating grammatical components to other linguistic aspects through discourse embedded with language skills, and (4) the design of test items is integrated with other language components. In shorts, the findings determine that the teaching of grammars has applied the principles of communicative approach.
In implementation, the teaching shows that (1) there are three types of interaction patterns, i.e., one-way pattern, two-way pattern, and interactive pattern. Among the three, the interactive pattern is most frequent. It shows that the student-centered teaching, as one of the communicative principles, has been implemented by the teachers teaching Indonesian grammars. In conducting the interactive teaching, there four techniques applied, i.e., lecturing, questioning-answering, discussing, and task giving techniques. Among the four techniques, the discussion is most dominant. However, the textbook used shows that the teachers use limited varieties of the teaching media. It can make the students less interested in learning and simultaneously the teaching goals are less- or underachieved.
In evaluating step, it is found that (1) the assessment is done by confirming the results to the students when the teaching is being processed. It is not wisely done whereas they can do it in other ways and times. Actually they can do the assessment or evaluation through observation, questioning-answering techniques, questionnaires, face-to-face dialogues, and so forth. (2) The teachers can also evaluate the tasks given during their teaching. Some of the tasks in the forms of formative tests and discrete tests done by the teachers are considered as communicative test, but others are not considered as communicative tests. It obviously shows that the teachers do not score and grade the formative tests adequately whereas adequate scoring and grading are required in communicative approach.
In order to apply the communicative approach in teaching Indonesian grammars, it is suggested that teachers apply (1) the principles of communicative approach in designing their teaching plans, (2) more interactive activities, discussions, giving tasks that are useful for the students, and use various teaching media, and (3) authentic assessment in evaluation stages.
Download Pembelajaran gramatika bahasa Indonesia berdasarkan pendekatan komunikatif di SMP Negeri 2 Kota Bengkulu (studi kasus) / Suparnis