A. Introduction
Learning foreign
language, especially English has been became tools and strategic to develop
human resources. The reason is every people need
language. Because language can be regarded as a communication system that
relates something to be communicated with something that communicates, a
message on the one hand with a set of sign or symbols on the other (Soekemi,
2000, p. 3).
Language is a tool of communication therefore language cannot be separated from
human life. They try to understand what
others mean by language. Language can help them to know what other want. Every time language is always developed,
especially in young learners’ world. Young learners like to improve their
language depends on their social and psychology.
Young people like to switch the
language between first language and second language. That is not only happened
in informal situation but also in formal situation. Then, the language that
they used depends on their psychological. And environment and habit are
influencing young learners’ psychological and teacher one of model to teach
young learners’ language. In
this paper will discuss the process of teaching learning English in accelerated
program.
B. Accelerate Learning
Accelerated program is the fastest way and
scientific method to learn which is considered to be modern movement in
education and training (Suyatno, 2009).
Hendrawati (2012)
stated that the program which conduct to the students who have high ability to
finish their study faster than the time that have decided in each level.
According to those meaning, accelerated learning makes learning faster, three
years become two years, and effective. And also, the students who can join with
this program are the students who have high quality. Those students will do
many tests to join with this program.
Planning for the program activity beginning with the
accelerated recruitment of students in accordance with the criteria lay down.
Based on Indonesia philosophy of accelerated learning has mentioned in
Undang-Undang Nomor 2 tahun 1989 about Sistem Pendidikan Nasional,then, changed
to Undang-undang Nomor 20 Tahun 2003, such as:
Pasal 5 ayat 4 :
“Warga negara yang memiliki potensi
kecerdasan dan bakat istimewa berhak memperoleh pendidikan khusus “
Pasal 12
ayat 1 :
“Setiap peserta didik pada setiap satuan
pendidikan berhak:… (b) mendapatkan pelayanan pendidikan sesuai dengan bakat,
minat dan kemampuannya; (f) menyelesaikan program pendidikan sesuai dengan
kecepatan belajar masing-masing dan tidak menyimpang dari ketentuan batas waktu
yang ditetapkan “.
The teacher who can teach in
acceleration class also decide into Undang-Undang Nomor 2 Tahun 1989 about Sistem Pendidikan Nasional pasal 27
stated
Ayat 1
Tenaga kependidikan bertugas menyelenggarakan
kegiatan mengajar, melatih, meneliti,
mengembangkan, mengelola, dan atau
memberikan pelayanan teknis dalam
bidang pendidikan
Ayat
2
Tenaga kependidikan meliputi tenaga pendidik, pengelola
satuan pendidikan, penilik, pengawas, peneliti,
dan pengembang di bidang pendidikan, pustakawan, laboran dan
teknisi sumber belajar
Ayat
3
Tenaga
pengajar merupakan tenaga pendidik yang khusus diangkat dengan tugas utama
mengajar, yang pada jenjang pendidikan
dasar dan menengah disebut guru dan pada jenjang
pendidikan tinggi disebut dosen
Accelerate
program has several advantages and disadvantages for the students. The
advantages are :
1. Students
accelerate not only the fastest year at school but also deepening and
enrichment for students
2. The learner
who is potential can do his study faster than before.
3. The learner
who has high intellectual aptitude was aided in particular, so that they get
more compatible with a talent.
4. Increase
student's time to a career.
5. The reduction
of learning time is going to increase student's productivity, student's
earning, and student's personal life. (Southren and Jones, 2004)
The disadvantages are :
- Arising inferior culture
appeared an exclusive class, arrogance, and elitism. This condition
absolutely different with all intellectual potential is higher, definitely
accelerated student will be much more accomplished than regular class.
- Dehumanization took place in
the learning process in the school. The subject matter is resolved by
regular students for a year should burn up acceleration students for a
semester. On terms of intellectual, their potential is indeed possible.
However, they are not machines that can be set to only doing one activity.
- Acceleration students do not
have many opportunities to develop effective, denseness of material that
they get, many assignments, intellectual ability that they have and
classmates who have average ability, making their cooperation becomes
limited. They assumed they can finish their assignments by themselves
(Rahayu, 2011).
After the teacher knows
the advantages and disadvantages of acceleration students, the teacher should
know how to make effective teaching learning process. the teacher has the role
and the duty of the teacher in teaching learning at accelerate program, like
this:
- Provide a learning experience
that allows students to be responsible in making the design, process, and
research.
- Provided or give activities
that stimulate the curiosity of students.
- Monitor, evaluate, and
indicate whether the students mind is show the progress or not.
Moelyadi (2000)
explains that in the learning process, there are three main activities namely;
through face-to-face activities are bound by the structure of the curriculum
program, independent study to deepen the material learned through face to face
on their own, and the extra activities curricular activities, to broaden the
material obtained through face-to-face with a structured assignment. Munandar
(1992) highlighted the problem of learning the system of gifted children
(including students acceleration) is more geared to the creative learning
process by using the process of divergent thinking (the thinking process to a
variety of directions and generate a lot of alternative solution) and the
convergent thinking (the thinking process for answers the single most appropriate). In this context, further Munandar (1992) explains that
more teachers act as facilitators rather than directors that determines
everything for students. As more teachers facilitators encourage students
(motivator) to develop the initiative in exploring new tasks. Teachers need to
be more open to ideas and more students try to eliminate the fear and anxiety
that impede students' thinking and creative problem solving.
Evaluation
activities and learning progress is essentially an attempt to gather
information about students' progress. Evaluation of the students are not only
aimed to know accelerating students' progress in the context of the purposes of
improvement and increased student learning activities, but also to get feedback
and input for improvement of the implementation of the learning process and
emotional development of students. While the evaluation techniques are
basically the same as regular students only emphasis on the measurement of
critical thinking and reasoning skills systematically and excavation as the
embodiment of high-level thinking. Such evaluations conducted by providing
daily test questions or repeat common form of descriptions / essays with
divergent patterns of response (open) as well as simple exercises and
presentation of research results.
Besides that one
factor that strongly supports the achievement of objectives of the accelerated
program is the availability of adequate infrastructure in terms of both
quantity and quality. Facilities and infrastructure need to be developed on an
accelerated program should be considered aspects of efficiency, the facilities
and infrastructure that can provide ease of achieving the learning process
effectively and to develop students' potential. In addition, according to the
environmental conditions, local needs, characteristics and level of
psychological development program students. Facilities and infrastructure in
question, include: classrooms, offices, laboratories, library, guidance
development talents, interests, places of worship, bathrooms, cafeteria,
learning resource center, a sports and arts, community service and a parking
lot, where research and development, the central development of excellence,
center of science and technology (Science and Technology).
C.
Discussion
The discussion on
this paper will discuss about accelerate learning in English. Accelerate
students have different characteristics from regular students. They have IQ
more than 130 (Rahayu, 2011). To face it, the teacher who can teach in accelerated program is
special. It has stated in UU no 2 Th 1989 pasal 3. For junior high school the
competent teacher is under strata one. And for senior high school, the
competent teacher is strata one. The principle is better strata two. The
government has reason why, they decide special teacher for accelerating
teacher. The reason are accelerate students have high intellectual and they
must learn their subject faster than regular students.
Moreover for English
teacher who teach in accelerate class, the teacher is more compatible because
they should make silabus and lesson
plan which different used in regular students. Besides, they must fluently in
English and creative.
In teaching learning
process, the English teacher should do process of learning; through face-to-face activities are
bound by the structure of the curriculum program, independent study to deepen the material
learned through face to face on their own, the extra activities curricular
activities, to broaden the material obtained through face-to-face with a
structured assignment. Because the teacher should guide the students to know;
first is the aim of studying, second is increase the creativity and discipline,
third is develop of competition and cooperation, fourth is the development of
holistic ability and the ability to think, and the last is deductive inductive
thinking training and the demands of the initiative (Depdiknas, 2004). The
English teacher should do all of this, because after they graduated, they will
compete to determine his own life. The use of English in their lives very well
coming they need to compete.
The teacher must
fluently in English. When the students are not too good in English, especially
in speaking, the teacher can ask the students in the class to use English all
the time. If the teacher does not fluently in English, the teacher can not be
good model and example to students. The teacher who fluently speaks English,
the students will motivate to speak English too. The teacher who has much vocabulary
will help the students to add their vocabularies.
To foster students
motivate, teacher should give them stimulus, like playing creative games, give
them competition, give them creative assignments. Like what I have explained
above if the teacher has duty. To fill the duty, the teacher must hard work to
fill her duty. And of course, the teacher must have more experience about
English, because of why? If the teacher has more experience, she can teach
concretely. It will make students interest and like English. Then, It can be
their students motivate and confident to use English. The students can motivate
to make competence for the students and it will make students’ ability
better.
Students accelerate has
advantages and disadvantages, the teacher must know kind of advantages and
disadvantages which have by students. With so, the teacher can make better
condition to less students’ disadvantages. In English class, the teacher can
ask the students to work in group. If the students work in group, they can
share each other, improve their knowledge, and less their arrogance. On the
other hand, by group working, the students can improve the cohesiveness of a
class, helping each other, and reduce arrogance. Acceleration students have
many opportunities to develop effective, denseness of material that they get,
many assignments, intellectual ability that they have and classmates who have
average ability, making their cooperation becomes limited. Because they assumed
they can finish their assignments by themselves.
In regular class, the
materials for a year in regular class will catch by accelerate students in a
semester. It will be hard work accelerate students and need hard work. With
group working, the students can faster to finish the materials, because they
can divide the material each other. It will have reduced the burden of them
because they are not machines that can be set to only doing one activity.
SK and Kd have
explained in UU Permendiknas No. 22 Tahun 2006. As an English teacher in
accelerate class, the teacher must understand and explore SK and KD deeper. The
first step, the teacher should understand and explore the anvil and background
of SK/KD which will guide to understand all of standart isi. The most important of this part is the oriented of
English subject to develop English ability in four skills to make student
optimal in this lesson both now and future. The other step is English lesson
must be supported to develop students competence in all of self-activities and
their global competitiveness. The last step is the level of literacy which hope
from the students is informational level. Informational level is the ability to
accessing knowledge in language.
The teacher needs to
know the aim and scope of English subject. The aims of English subject are;
first, develop the competence to communicate in spoken and written form to
achieve the literacy level of informational. Second, have an awareness of the
nature and importance of the English to improve the nation's competitiveness in
the global community. Third, learners develop an understanding of the link
between language and culture.
To reach those goals,
the teacher should realize if standart
isi is the instrument to reach those goals. Generally, the English’s
indicators must help the students be the individual who is able to access
information and knowledge, using it to develop the competitiveness of
themselves and understand the culture of other peoples and cultures himself in
international relations. The teacher should understand the entire range of SK
and KD comprehensively and mapping out for easy organization in developing silabus and lesson plan.
In language teaching,
model of learning has characteristics and Krashen (1981) called it learning
process, like bound of formal procedures, appearance oriented, and sorted by
the difficulties of grammar. The role of the teacher is very dominant in
determining the direction and procedures learn. This role very prominent seen
in activities and sub situation which often meet in this appearance. Among the
most popular approach in this group is the approach of audio-lingual approach.
In this audio-lingual
approach forced the students to constantly be at the beginner level because
they never asked to say anything. They only save in their memory (Hadley, 2001:
112). In this approach students force to memories the vocabularies use, and
because of force the students can produce English well. They have big
motivation to be better in education. So to solve the English use in English
subject, they will not have big problem. Moreover they have high intellectual
and they always want to compete with their friends.
Drilling strategy in
teaching learning English for accelerate students available to apply. Drilling
strategy is one of activities do the same thing, over and over again in earnest
with the aim of strengthening an association or improves a skill that becomes
permanent (Nana, 1991). A distinctive feature of this method is an activity in
the form of repetition many times from a same thing.
The purpose of this
strategy to make the students to improve students' motorist, such as; reminds
words, write, and using the tool. Second is to develop the competence of the
intellect. The last is Have the capability of connecting between something a
State with another. Accelerate students need to connect between a subject and
others. Moreover English, many text books use English as the language.
The method or technique
that given to the accelerate students in English subject should make them
motivating to learn this subject. The use of competence is good way to
stimulate their knowledge.
In
explanation above have explained that accelerate students have different
facilities than regular students. It also applies in English class. The teacher
should use the facilities and media which can help the students studying
faster. The media which support student learning in English will make them
deeper to understand about English. As we know that English is foreign
language. The material of expressing or delivering something have many KD, but
the points are same, the teacher can show the video containing material about
all expression that will be learned in one semester. Therefore, learning time
of students will shorter and intent in videos are absorbed by students faster.
Moreover, the video use native speaker as model in practicing daily life
expression. It can also add students' motivate to learn English and motivate
them.
D. Conclusion
Accelerated students
have above average, therefore the system and their learning different from
regular students. To raise the ability and their competitiveness, school should
give them a different facility of regular students. Not only special facility
which give to the accelerate students, but also the teacher and the strategy
which used to teach them. Moreover English is connected with other subjects;
the source of text books. Many of text books use English as the language, the
students must learn English well and the teacher should give them more
motivated.
So, be students and a
teacher in accelerate program can not lazing. They have to work hard to meet the
targets that already written in the standard of competence. They have short
time to finish all of the materials given.
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