Jatuh bangun kerja SKRIPSH!T and ngejar title!

tiba-tiba pagi ni keingat ma blog yang dah lama vacuum dari dunia percurhatan. finally gw mau share lagi nih soal banyak buaaaanget rintangan yang gw hadepin buat ngejar title S.Pd.. *ciyeeeee*

kalo' liat di transkrip nilai sih, skripsi cuma 6 SKS. Tp buat gw, skripsi or yg lebih dikenal dengan skripsh*t ini ada 16 SKS, 4 SKS buat usaha, 4 SKS buat nunggu dosen, and the rest 8 SKS buat capek pikiran, hati and kantong apalagi! *MAKSUD LOOOOO?* hahahhahah pokoknya gitulah. ngerjain skripsi itu ibaratnya masa uji coba mental serta kontroversi hati dan kelabilan ekonomi *apa-apaan ini? malah vickinisasi begini*

well, lupakan hal2 yang gak penting diatas. let me be serious! *pasang muka serius*

kita mulai dengan membandingkan semester-semester yang sebelumnya, dengan semester akhir. bayangin, kalo di semester-semester awal, mata kuliah yang ditawarin kampus buat lo itu ada 12 mata kuliah, sedangkan pas di semester akhir particularly, semester 8, coba lo tebak, ada berapa mata kuliah? yap, cuma satu men, satuuuuuuu. see, lo bisa bandingin, betapa beratnya mata kuliah akhir yang cuma sebiji ini dibanding duabelas mata kuliah lain. rentang waktu yang ditawarkan sama, 6 bulan. bandingin aja, lo harus nyelesaian 12 mata kuliah selama 6 bulan dibanding dengan sebiji mata kuliah dalam rentang waktu segitu juga? *dah bayangin beratnya belom?*

nah! kalo dah bayangin beratnya, gw bakal nyeritain jatuh bangunnya gw ngerjain skripshit 16 SKS dalam jangka waktu 6 bulan...

mulai dari nentuin judul. sebenarnya sih milih judul gak boleh sembarangan. but, pada waktu itu gw ngasal aja masukin judulnya. orang-orang lagi pada gencar-gencarnya nyari judul, gw malah asyik-asyiknya nonton film apalagi film-film bergenre sci-fi gitulah. waktu itu kalo gak salah masih desember 2012, nah temen gw dah ada yang seminar. gak mau kalah doong, masa' mereka dah seminar, gw judul aja belom. asal aja gw masukin judul skripsi, eh malah ketrima. and judul skripsi gw itu adalah tentang sci-fi yang gw adopsi dr film2 yang dah gw nonton. kan asik ngerjain sesuatu yang benar2 lo suka ke skripsi yang itungannya berat buat dikerjain. setidaknya, gua bakal ngerjain hal yang bener2 gua suka dalm jangka waktu 6 bulan. satu hal yang gak gua pertimbangin pas rekomendasi judul waktu itu, tentang referensi and penelitian serupa dengan yang bakal gua lakuin *mampus!* HAHAHAHHAHA

setelah keasalan diawal itu, hal itu yang menjadi penghambat gua dalam ngerjain skripsi sampe jatuh bangun berasa otak mau pecah ngerjainnya *gila paaakkk bahasanyaaaa!* lanjooooot! berikutnya itu nyari reference. ternyata se-UIN, belom pernah ada yang meneliti hal yang sama seperti yang gua bakal teliti. antara bangga and was-was juga sih. why? bangga karena judul gua termasuk judul yang original but was-was karena ya itu, sangking originalnya, referensinya juga jadi ikut2an terbatas. OMG! but, no worries kan ada INTERNET! Hahahahha please deh, jangan jadi orang susah! apa gunanya pasang internet di rumah kalo gak dimanfaatin. honestly, semua referensi gua sumbernya dari internet, ebook, journal, article and so on ya nyari di internet dong. referensi dalam negeri terbatas banget, apalagi yang ngebahas soal sci-fi. but, ternyata kalo diluar negeri ya, dah banyak banget yang neliti tentang ini. so, I proud of my skripshit yang bisa sejajar dengan penelitian mereka diluar sana *senyum sumringah* yah, meskipun nyarinya hampir berbulan-bulan yak....

then, what else? oiya, soal pembimbing skripsi. beruntungnya gue, karena pembimbing gue itu ketua and sekertaris jurusan. HAHAHAHA. pikirnya gue sih, jadi enak buat konsulnya. eh gak taunya, gua lupa kalo pembimbing pertama gua itu lagi hamil tua ciiiiinnn. mau gak mau harus siap mental ngadepin ibu pembimbing yang emosinya lagi labil-labilnya. selain itu, pas ibunya masa melahirkan, gua juga harus sabar buat stop ngerjain skripsi and stop konsultasi. makanya diantara temen2 se-geng, gua termasuk yang terakhir selesai gitu lah. karena gua sempat rehat buat ngerjain skripsi and konsul 2 minggu.

karena gua dah rehat selama 2 minggu tadi, pikiran gua juga jadi ikut-ikutan ngadat. jadi susah banget ngerjain skripsinya ditambah juga sih sama penyakit M, makanya skripshit jadi gak kelar-kelar. selama rehat itu gua sih nyantai ya, masih lama juga batas yudisiumnya, eh gak taunya gua malah dapet kabar kalo sahabat gua Zainab dah yudisium *apa-apaan ini?* dia dah selesai cuuuuy. dah dapet gelar S.Pd-nya. gak terima dooong, masa gua kalah cepet sih! makanya, semangat gua langsung berkobar *kebakaran kali ah!* buat ngerjain skripshit. yah, meskipun baru ditahap ngerjain draft sih. hehehhehe. Finally, draft gua dah ACC ma 2 pembimbing. inilah waktu yang gua nanti-nantikan, doing research! pemilihan tempat penelitian sih gua cocokin aja ma pengalaman PPL, walhasil gua milih MTsN Model Makassar a.k.a tsanel yang juga notabenenya sebagai sekolah gua dulu sebagai objek penelitian gua. eh ternyata lagi, sekolah harus libur karena dah mau masuk bulan Ramadhan! Ya, Allah! *tepok jidat* harus nunggu lagi and it means, gua harus rehat lagi for 2 weeks!

perasaan lebih banyak rehatnya 'kan? berikutnya, pas masa-masa itu dah lewat, ternyata *lagi* gua lupa kalo anak-anak dah pada naik kelas cuuuukkk! otomatis, gua harus nunggu lagi sampe rollingan kelas mereka dah beres. finally, nunggu lagi 1 minggu. well, setelah masa-masa menyebalkan itu, akhirnya titik cerah tiba.. hahahha gua akhirnya bisa meneliti. tapi ada-adaaaaa aja halangannya, gua harus cepat kelarin penelitian a.k.a gua cuma dapet waktu 2 minggu, kalo nggak, gua harus nunggu lagi karena, masa skolahnya bocah-bocah disana cuma 2 minggu and finally lebaran! makanya, gua malah ngerjain penelitian asal-asalan.... cuma 2 minggu cuuyy!! but, I have done my best.. *alaaacang!

what else? masa-masa perhitungan.. Honestly, gua waktu semester yang lalu kan dah belajar soal penelitian. tapi mungkin Karena gua terlalu nganggap enteng, makanya pelajaran di semester kemarin gak ke serap sama skali. well akhirnya pas tiba masanya gua harus uji hasil penelitian, gua malah bingung sendiri mau mulai ngitung and nguji kaya' begimana, basicnya aja kagak ngerti! otomatis belajar otodidak banget waktu itu, sampe2 uji hasil penelitiannya sekitaran 3 mingguan *ngerasa goblok banget! tp hasilnya, yaaaaa sesuatu lah! hahahhah

setelah lama tak bersua dengan dosen pembimbing, akhirnya setelah skripshitnya dah rampung, gua ketemu ma dosen pembimbing gua yang tercinta. eh, dosen pembimbing 1 harus nunggu di baca dulu sampe sminggu tapi langsung ACC sih cyiiinnn. the next, dosen pembimbing 2. sebenarnya waktu itu bener2 kepepet harus ujian sebelum tanggal 30. why? karena kalo lewat dari tanggal itu, kita harus siap bayar SPP selama 1 semester, rugi bangke kan kalo sampe harus bayar pdhal yudisium tinggal 5 cm dari pandangan gue *ceileh, kaya film* makanya, gua serius ngedesak dosen pembimbing 2 gua lewat sms dengan nada memelas... HAHAHHA eh, dosennya malah kasian and dengan sigap revisi skripshit gue. alhasil, cuma koreksi bibliography doang, selebihnya EXCELLENT! hwahahahhahahhaha *cucco' tooohh?*

nah, kini tiba saatnya untuk bersiap ujian meja. gua pikir jalannya bakalan mulus aje, eh, gak taunyaaaa... pas ngajuin permohonan penguji skripshit, something wow a.k.a horrible, I think, Happened to me. gua dapet penguji yang bisa dibilang dosen penguji yg paling wuah gimaaaannnnaaa gitu. They are Ms. Nurjannah yang dikenal sebagai penguji yang bisa tahan nguji mahasiswanya sampe berjam-jam and Mr. Prof. Hamdan Juhannis (OMG!~) yang dikenal sebagai guru besar UIN Alauddin Makassar. at the time, I faint. *lebay deh* but, gua harus nerimo kenyataan. dengan ikhlas, gua belajar buat ujian ni. gak taunya pas mau menghadap sama ibu nurjannah a.k.a ibu jane, terdengarlah kabar2 burung yang entah darimana asalnya kalo ibu jane bakal berangkat ke Spanyol hari senin. helloooooo? gua kapan ujiannya kalo ibu mau ke spanyol. gua contact aja ibunya, eh, gak taunya cuma ke semarang keleeesss.. tapi tetep berangkatnya ya hari senin. so? gua harus siap ujian BESOK (wktu itu jumat, so ujiannya hari sabtu), tanpa berita acara ujian and tanpa SK ujian. Ya Allah *tobat* . but, that's so fantastic. gua diuji selama 1JAM and alhasil so satisfied. Langsung dapet nilai skripsi 3,93 dari beliau. Yay! (I love you ms. Jane!!!!!). satu ujian lewat, sekarang penguji kedua. nah kalo yang ini agak ribet juga sih. apalagi waktu itu, tinggal seminggu lagi mendekati tanggal 30 (baca:bayar SPP). jadinya, gua harus ujian secepetnya duooong. jadinya, pas hari minggu gua message Mr. Prof.Hamdan, and beliau langsung nge-respon, katanya gua harus ujian hari senin soalnya beliau mau berangkat ke Bone hari Selasa. Ya Allah! Ni sih ceritanya tiba-tiba ujian lagi. But gak papalah, yang penting cepet kelaaarrrr.. pas ujian hari senin, gua nunggu ampe jam setengah 12, padahal janjiannya ujian jam 9, sempat molor karena bapaknya lagi sibuukkk, banyak tamu. akhirnya, waktu ujian itupun tiba. Asli!! masa-masa ujian ini yang paling berkesan buat gua. bayangin, diuji langsung sama guru besar UIN cuuuyyy, deg-degannya itu looh. ternyata beliau ngujinya santai banget. kirain langsung dikasi pertanyaan soal skripsi, gak taunya beliau justru nanya "sudah beli buku saya, belum?" HAHAHAHAHHA jujur, waktu itu gua dah beli buku beliau emang karena penasaran sama isinya. gua belinya jauh sebelum gua dapet dosen penguji. ya gua jawab enteng aja, "Sudah, pak!". beliau malah ketawa, jadinya kita malah lama ngobrol soal buku. so, how about my skripsi? beliau cuma ajuin 3 pertanyaan, introduce urself, what is your title, what is the result of your research. itu pun pas sementara jawab pertanyaannya, beliau maen cut-cut aja, belom selesai pertanyaan yang satu, dah pindah ke pertanyaan berikutnya. Hasilnya? 10 menit untuk book discussion, 5 menit untuk ujian meja. Nilai? Amazing me, lagi-lagi dapet 3,8. *bilang wow dong*

satu hal yang buat gua bangga. pertama, penguji gua semuanya orang - orang hebat yang notabenenya penguji yang susah buat dilaluin. the second one, gua berhasil melewati ujian mereka dengan nilai yang nyaris sempurna! *Nyombong dikit, ah* HAHAHAHHA

Hingga akhirnya, tepat tanggal 27 Agustus 2013, gua YUDISIUM. Nama gua jadi nambah panjang, NURUL FARATHIAH FARIED, S.Pd dengan IPK 3,79, lulus dengan CUMLAUDE.... *yeyeyeyeye lalalallalala*

hikmah dari semua ujian ini, gua lebih percaya kalo semua ujian pasti bisa kita lewatin. Entah apapun hasilnya, yang penting usaha and doa harus tetap sejalan... *aaaassssshhhhhhiiiiikkkk*
yah, gitulah kurang lebih masa-masa menegangkan dan menyenangkan selama ngerjain tugas akhir yang berat bangke ini. But, kalo gak dilewatin secepetnya, kapanlagi?

Metode Pembelajaran Bahasa: The Oral Approach and Situational Language Teaching

THE ORAL APPROACH AND SITUATIONAL LANGUAGE TEACHING

A.     Background

Ø  Pioneer

The most prominent figure of oral approach are Harold Palmer and A.S. Hornby. They attempted to develop a more scientific foundation for an oral approach to teaching English than was evidenced in the Direct Method.  The result was a systemic study of the principles and procedures that could be applied to the selection and organization of the content of a language course (Palmer 1917, 1921).

Palmer, Hornby and other British applied linguists from the 1920s onward developed an approach to methodology that involved systematic principles:

1.      Selection (the procedures by which lexical and grammatical content was chosen),

2.      Gradation (principles by which the organization and sequencing of content were determined),

3.      Presentation (techniques used for presentation and practice of items in a course).

Then, one of the most active proponents of the oral approach, George Pittman was developing an influential set of teaching materials based on the situational approach. The main characteristics of Situational Language Teaching were as follows:

1.      Language teaching begins with the spoken language. Material is taught orally before it is presented in written form.

2.      The target language is the language of the classroom.

3.      New language point are introduced and practiced situationally.

4.      Vocabulary selection procedures are followed to ensure that an essential general service vocabulary is covered.

5.      Items of grammar are graded following the principle that simple forms should be taught before complex ones.

6.      Reading and writing are introduced once a sufficient lexical and grammatical basis is established.

Ø  Year

The origins of this approach begin with the work of British applied linguists in the 1920s and 1930s. Beginning at this time, a number of applied linguists developed the basis for a principled approach to methodology in language teaching. Harold Palmer and A.S. Hornby were the most prominent figures in British twentieth-century language teaching. (Richards and Rodgers, 1986).

The oral approach was the accepted British approach to English language teaching by the 1950s. and it continues to be widely used in the 1980s.

Ø  Reason

Harold Palmer and A.S. Hornby attempted to develop a more scientific foundation for an oral approach to teaching English than was evidenced in the Direct Method.  The things that become discretion to develop this approach are Vocabulary and Grammar control.

Vocabulary Control

One of the first aspects of method design to receive attention was the role of vocabulary. In the 1920s and 1930s several large-scale investigations of foreign language vocabulary were undertaken. The research came from two quarters,

1.      There was a general consensus among language teaching specialists, such as palmer, that vocabulary was one of the most important aspects of foreign language learning.

2.      The increased emphasis on reading skills as the goal of foreign language study in some countries. Vocabulary was seen as an essential component of reading proficiency.

Grammar Control

Parallel to the interest in developing rational principles for vocabulary selection was a focus on the grammatical content of a language course. He was directed toward developing classroom procedures suited to teaching basic grammatical patterns through an oral approach. Palmer viewed grammar as the underlying sentence patterns of the spoken language.

B.      Approach

Theory of language

Ø  Structural View

The theory of language, “Structuralism” as the characteristic of Situational Language Teaching is Speech was regarded as the basis of language and structure was viewed as being at the heart of speaking ability. Pedagogical descriptions of the basic grammatical structures of English which developing the methodology are Word order, structural words, the few inflexions of English, and content Words, will form the material of teaching language.

“Our principal classroom activity in the teaching of English structure will be the oral practice of structures. This oral practice of controlled sentence patterns should be given in situations designed to give the greatest amount of practice in English speech to the pupil”. (Pittman 1963: 179)

Ø  Interactional View

One of the distinctions of Situational Language Teaching is knowledge of structure must be linked to situations in which they could be used. It has a close relationship between the structure of language and the context and situations in which language is used. Language was viewed as purposeful activity related to goals and situations in the real world.

Theory of learning

Ø  Process-oriented theory

The theory of learning underlying Situational Language Teaching is a type of behaviorist habit-learning theory. It addresses primarily the process rather than the condition of learning. According to Palmer’s point of view, there are three processes in learning a language:

1.      Receiving the knowledge or materials,

2.      Fixing it in the memory by repetition,

3.      Using it in actual practice until it becomes a personal skill.

Ø  Condition-oriented theory

Like the Direct method, Situational Language Teaching adopts an inductive approach to the teaching of grammar. The meaning of words or structures is not to be given through explanation in either the native tongue or the target language but is to be induced from the way the form is used in a situation. The learner is expected to deduce the meaning of a particular structure or vocabulary item from the situation in which it is presented. The learner is also expected to apply the language learned in a classroom to situations outside the classroom.

C.      Design

Ø  Objectives

To teach a practical command of the four basic skills of language approached through structure

Ø  Syllabus Model

Oral Approach and situational language teaching using structural syllabus and word list

Ø  Types of Learning and Teaching Activities

OA & SLT using situational approach to presenting new sentence patterns and a drill-based manner of practicing them

Ø  Learner Roles

1.      Learner is required simply to listen and repeat what the teacher says

2.      Learner giving respond to question, asking each other question and command

3.      Learner has no control over the content of learning

4.      More active participation is encouraged

Ø  Teacher Roles

1.      The teacher function is threefold:

a.      As a model

b.      Setting up situation in which the target structure is created

c.       Modeling new structure for student to repeat

2.      Teacher more like skillful conductor of an orchestra

3.      Teacher is required to be a skillful manipulator using question, commands, and other cues to elicit correct sentence from the learners 

4.      Lessons are hence teacher directed

5.      Teacher sets the pace

6.      Students are given more of an opportunity to use the language in les controlled situation, but the teacher is ever on lookout for grammatical and structural errors that can from the basis of subsequent lessons.

Ø  The Role Of Instructional Material

Oral approach and situational language teaching is dependent upon both a textbook and visual aids.

D.     Procedure

Classroom procedures in the Situational Language Teaching vary according to the level of the class, but procedures at any level aim to move from controlled to freer practice of structures and from oral use of sentence patterns to their automatic use in speech, reading and writing. The lesson plan of the teacher in oral approach and situational language teaching might consist of these parts:

1.      Receiving the materials or knowledge

2.      Revision (to prepare for new work if necessary)

3.      Presentation of new structure or vocabulary

4.      Oral practice (drilling)

5.      Reading of material on the new structure or written exercise.

The technique used in presenting new language items is oral drilling to create the situation. Teaching procedures (activity) to be used with Situational Language Teaching consist of:

1.      Listening Practice. The teacher obtains his student’s attention and repeats an example of the patterns or a word in isolation clearly, several times, probably saying it slowly at least once.

2.      Choral imitation. All students together or in large groups repeat what the teacher said.

3.      Individual imitation. The teacher asks several individual students to repeat the model he has given in order to check their pronunciation.

4.      Isolation. Teacher isolates sounds, words or groups of words which cause trouble and goes through techniques 1-3 with them before replacing them in context.

5.      Building up to a new model. Teacher gets students to ask and answer questions using patterns they already know in order to bring about the information necessary to introduced the new model.

6.      Elicitation. The teacher using mime, prompt words, gestures, etc, gets student to ask question, make statements or give new examples of the pattern.

7.      Substitution drilling. The teacher uses cue words to get individual students to mix the examples of the new pattern.

8.      Question-answer drilling. The teacher gets one student to ask a question and another to answer until most student in the class have practiced asking and answering the new question form.

9.      Correction. The teacher indicates by shaking his head, repeating the error, etc., that there is a mistake and invites the student or a different student to correct it.

E.      Strengths and Weaknesses

Ø  Strengths

1.      Oral approach develops students' speaking skills, along with grammar control.

2.      With-habit behaviorist learning theory, students will practice constantly over and over and it can be a personal skill which can be applied outside the classroom.

3.      With the emphasis on grammar control, students can automatically set the basic sentence structure and patterns not only in speaking skill but also on writing skills.

4.      By using a situational syllabus, the teachers will develop their creativity by looking at the situation in the classroom.

5.      Oral technique drills greatly assist students in visualizing something, so they are easier to remember new word (vocabulary) in the learning process.

Ø  Weaknesses

1.      It will be boring if the learning process performed repeatedly.

2.      Writing was limited to the grammatical structure and reading was limited to new vocabulary

3.      It will not be a guarantee that students who exercise repeatedly could develop language skills outside the classroom when environment only using the mother tongue

4.      It takes quite a long time to learn one material because they have done repeatedly until the material is actually capable of being personal skills.

5.      Students will be afraid to argue because they are required to avoid the pronunciation and grammar errors.

6.      Students who are less able to use the target language will be limited in issuing his opinion.

 

REFERENCES

Richard, J.C and Rodger, T.S. 1986. Approaches and Methods in Language Teaching: A description and analysis. New York: Cambridge University Press.

http://myenglishpages.com/blog/situational-language-teaching-oral-approach