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PROPOSAL
CLASS ACTION RESEARCH

I. TITLE
STUDENT PERFORMANCE ENHANCING EFFORTS TO REVEALING
MONOLOGUE IN THE PROCEDURE TEXT THROUGH THE
DEMONSTRATION METHOD IN THE NINTH GRADE STUDENTS OF
SMP NEGERI 1 SUMOBITO JOMBANG.

II. FIELD OF STUDY
Models oI learning English

III. INTRODUCTION
Background
English language proIiciency is a must in this era oI communication and
globalization. English lessons in iunior high school serves as a means oI
selI-development oI students in science, technology and art.
AIter completing his studies, they are expected to grow and develop into
individuals who are intelligent, skilled and personable and ready to play a
role in national development.
Teaching English in iunior high school that covers all Iour language skills:
listening, speaking, reading and writing. All were supported by elements oI
other languages, namely: Vocabulary, Grammar and Pronunciation in
accordance with the theme as a means oI goal achievement.
OI the Iour language skills above, spoke oI learning skills (Speaking) was
less able to Iunction properly. Ability to express meaning in a simple short
monologue using a variety oI spoken language accurately, Iluently, and
thank to interact within the context oI everyday liIe in text Iorm and report
procedure is one oI the Basic Competence (KD) that must be mastered by
students Class IX High School (SMP).
Learning express meaning in a simple short monologue using a variety oI
spoken language accurately, Iluently, and thank to interact within the

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context oI everyday liIe in text Iorm procedure has been done in the
classical authors.

In learning the authors explain the subiect matter contained in the Iollowing
indicators:
a. Identifv the meaning of ideas in the form of text essei procedure
b. Doing a short monologue in the form of procedure

Students read the text monologue Iorm oI procedure and asked to translate.
Furthermore, students are asked to do a monologue using the procedure text.
Learning outcomes are Iound below the minimum criteria Ior completeness
(KKM). From the results reIlect the authors obtained data during the process
oI learning that students are very passive and the complains and the rise oI
insecurity. They had great diIIiculty in doing his duties. Obviously, learning
is not very eIIective or in other words, learning is unsuccessIul (Iails).
The description above is a picture oI the Iailure oI the results and learning
process. Failure is a problem that must be addressed immediately. To
overcome the Iailure oI learning, the writer trying to Iind a solution. The
author realized that in the era oI The Education Unit Level Curriculum,
teachers are required to be creative and innovative. Teachers must be able to
Iind a teaching technique that suits the situation and condition class.
Principle PAKEM (Active, Creative, EIIective and Fun) should be
implemented. The teacher is no longer a Ieared Iigure nor an authoritarian
Iigure, but the teacher must be a Iacilitator and a motor that is able to
Iacilitate and mobilize students to gain knowledge that they need.
Based on the author's experience while attending various training and
education, the authors hypothesize that the learning techniques (learning
theory) constructivism is appropriate when used in learning these basic
competencies. Only the authors try to combine the approach Contextual
Teaching And Learning with Cooperative Learning approach. The author
tries to use a model demonstration oI learning. ThereIore, the authors tried
to plan to do research with the title oI class action,

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STUDENT PERFORMANCE ENHANCING EFFORTS TO
REVEALING MONOLOGUE IN THE PROCEDURE TEXT THROUGH
THE DEMONSTRATION METHOD IN THE NINTH GRADE
STUDENTS OF SMP NEGERI 1 SUMOBITO JOMBANG

IV. FORMULATION AND PROBLEM SOLVING
Problem Formulation
Based on the background oI the problem as stated beIore, the Iormulation oI
the problem posed in this proposal is: Does the Use oI Learning Model
DEMONSTRATION can increase the ability oI students to a short
monologue Mengungkakan Meaning in the Procedure Text In the ninth
graders oI SMP Negeri 1 SUMOBITO?

V. RESEARCH OB1ECTIVES
bjectives to be achieved in this studv are as follows:
1. Improve students' ability to perIorm a monologue Iorm procedure.
2. Develop learning strategies and learning models that are eIIective,
eIIicient and enioyable
3. Students can actively engage in communication activities with their
ideas, opinions and Ieelings in simple oral and written.

VI. BENEFITS OF RESEARCH
a. For teachers
1. Developing an eIIective learning model, eIIicient and Iun to involve
students actively in the process oI learning English to improve their
communicative competence
2. Helps to improve / enhance the processes oI learning and teaching
3. Helping Increasing the quality oI teachers' proIessionalism as an
educator.
4. Assist in the preparation oI scientiIic papers is one oI the requirements oI
the group IVa kenanikan rank to the next level.

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. Assist in the preparation oI scientiIic papers to be used as valuation
allowances in order to obtain certiIication oI teachers / educators.

b. For Students
1. Improve students' ability to unravel in short monologue using a variety oI
simple spoken language accurately, Iluently, and thank to interact within
the context oI everyday liIe in text Iorm procedure
2. Increase the pleasure and motivation to learn.
3. Increase student conIidence in communicating.
4. Improving communicative competence and achievement Learning
English.
. Improve liveliness, creativity and student learning outcomes are higher.

c. For Schools
Through this learning method oI DEMONSTRATION help to improve
English learning in SMP Negeri 1 SUMOBITO.

VII. THEORETICAL BASIS
a. Text Procedure
Text procedure aims to provide guidance on the steps / methods / ways oI
doing things (Otong Diuharie Setiawan. 2006. 38).
Text generally contains troubleshooting procedure or series oI actions or
steps in making an item or perIorm an activity. Procedure text is also
known by the term directory.

Text procedure generally have the structure:
1) goals, obiectives activities,
2) materials, the materials needed to make a goods / perIorm an activity
which is optional, 3) steps, a series oI steps.




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b. Contextual Teaching Learning (CTL)
Each student has the ability to think diIIerent. When students see
something matters, then the manner and intensity and think every student
is diIIerent, too. These diIIerences result Irom diIIerences in interests,
capabilities, gaps, experience, learning styles, etc. (Ministry oI
Education, 2002:24).
Such diIIerences will impact on the process and outcome oI a learning. A
variety oI approaches, strategies and learning models have been
developed by experts in order to cover students' thinking abilities are
diIIerent. The most Irequently used approach in the era oI the Education
Unit Level Curriculum (SBC) is Contextual Teaching and Learning
(CTL) that was developed in the Cooperative Learning model. CTL
approach itselI has 7 essential elements, namely: inquiry (inquiry),
question (questioning), kontruktivistik (contruktivism), modeling
(modeling), community learning (learning community), authentic
assessment (authentic assessment) and reIlection (reIlection). Experts
argue that this learning model is suitable Ior application in an era now
that more education leads to contextual, meaningIul and Iun.

Blancard (2001) developed a contextual learning strategies by:
1) emphasizes problem solving;
2) recognize the needs oI teaching and learning that occurs in various
contexts such as home, community and employment;
3) teach students to monitor and direct their own learning so that students
become independent;
4) linking the teaching in the context oI student liIe is diIIerent;
) encourage students to learn Irom their peers and to learn together and
6) implement authentic assessment

The author agrees that CTL approach is suitable Ior use in learning in this
era oI SBC, only seven pillars oI the CTL is considered too heavy iI the
lesson will be implemented all at SMP 1 SUMOBITO especially in class

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oI IX-A. ThereIore, the authors designed a teaching technique that is
simpler without compromising the essence oI the CTL itselI.
In this study, the authors use the method oI demonstration Ior learning
how this method will run well in helping them doing teaching activity.

c. Demonstration Method
The demonstration method is a method oI teaching by acting real
instruction instructed to clariIy an understanding or to show how the
students comprehend the text especially Ior procedure text.
To clariIy these terms practically can be done by the teacher or the
students themselves.

The important aspect of using the Demonstration Method:
1. The demonstration will be the method that is not Iair iI the tools in
Demonstrate can not be observed careIully by the students.
or example the tool is too small or unclear explanations.
2. Demonstration to be less eIIective iI not Iollowed by the activities in
which students themselves can participate and pay attention to their
activities as a valuable experience.
3. Not everything can be demonstrated in the classroom because the
tools that are too large or located in other places that place Iar away
Irom the classroom.
4. It should be done in the way oI perIorming practical activity.

VIII. RESEARCH PLAN AND PROCEDURES
A. Research Plan
1. Subiects oI research subiects in this study were grade students: IX-A
SMP Negeri 1 SUMOBITO numbered 36 people.
2. Place oI Research
SMP Negeri 1 SUMOBITO SUMOBITO



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3. Time Research
When the study began planning to writing research reports began
JULY sd OCTOBER 2011 on the th semester oI studies 2011/2012.
4. Old Action

The time to implement the action start oI the cycle I and cycle II Ior
Iour months.


B. Research Procedure
This research is the Classroom Action Research (Classroom Action
Research) carried out by Iollowing the procedures oI research based on
the principle oI Kemmis and Taggart (1988) which includes planning
activities (planning), action (action), observation (observation), reIlection
(reIlection) or evaluation . All Iour oI these activities take place
repeatedly in the Iorm oI cycles. The research was done by collaborating
with teachers SMP Negeri 1 SUMOBITO.
Learning process is examined through Classroom Action Research with
two cycles, with the Iollowing activities.

CYCLE to-1
Planning Phase (Planning). includes:
1. IdentiIy the problem
2. Analyze and Iormulate problems.
3. Designing a model oI classical learning.
4. Discussing the application oI interactive learning models.
. Setting up the instruments (questionnaires, observation guidelines, the
Iinal test).
6. Develop study groups oI students.
7. Planning a group task.



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Stage of Action (Action). includes:
1. Implement measures in the planning horizon.
2. Applying the model oI classical learning.
3. Make the observation oI each oI the steps according to plan activities.
4. Noting the existing allocation oI time with the many activities
undertaken.
. Anticipating by perIorming solution when encountering many obstacles
during the action stage.

Observing stage (observation). includes:
1. Discussions with teachers SMPN 1 SUMOBITO and principals to plan
observations.
2. Make observations on the application oI classical learning models that do
teachers grade IX.
3. Record every activity and changes that occur during the application oI
classical learning models.
4. Discussions with teachers to discuss kelemahankelemahan or deIiciencies
that teachers do and suggest improvements Ior the next lesson.

Phase of reflection (Reflection). includes:
1. Analyzing the Iindings when observing the implementation oI the
observation.
2. Analyze the weaknesses and successes oI teachers when applying
classical learning model and consider the next steps.
3. ReIlect on the application oI classical learning models.
4. ReIlect on the creativity oI learners in learning English.
. ReIlect on learning outcomes oI students.






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CYCLE-2
Planning Phase (Planning). includes:
1. Evaluating the results oI reIlection, discussion, and look Ior
improvements to be applied to subsequent learning.
2. List the problems and constraints Iaced while learning.
3. Designing correction based on a cycle oI reIlection.

Stage of Action (Action). includes:
1. Conduct problem-solving.
2. Implement corrective action by using the application oI the learning
model demonstration.

Observing stage (observation). includes:
1. Make the observation oI the implementation oI demonstration models oI
learning.
2. Noting the changes that occur.
3. Discussion addresses the problems Iaced when learning and provide
Ieedback.

Phase Reflection (Reflection). includes:
1. The demonstrations reIlect the learning process.
2. ReIlecting on learning outcomes oI students with the application oI the
learning model demonstration.
3. Analyze research Iindings and Iinal results.
4. Develop recommendations.

From the stage of activitv in cvcle 1 and 2, the expected outcome is that
(1) learners have the ability and creativity and is always actively involved
in the process oI learning English;
(2) teachers have the ability to design and implement an interactive
learning model with a special group working on the subiects oI English,
and
(3) an increase in student achievement in English subiects.

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Data Analysis
To Iurther ensure accuracy oI research data conducted in the video data
recording photo. The data obtained were analyzed and described according
to existing problems in the Iorm oI research reports. From the design oI
interactive learning and group work oI the task perIormed the validation by
peers and principals. For the creativity oI learners in learning to use
observation and questionnaires and acquisition oI learning outcomes Ior
students to use quantitative description.

DATA ANALYSIS
NO GROUP
COMPREHEN
SION
SEQUENCES FINAL PRODUCT
1
2
3
4

6
7
8
dst.















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IX. Research Schedule
The research was conducted in IiIth semesters oI the school year 2011/2012,
between July to October 2011 and the plan lasts Ior 4 months on an ongoing
basis.
List scheduled Research Activities














X. REFERENCES
Kemmis, S. and Taggart, R. 1988. The Action Research Planner. Deakin:
Deakin University.
Authority, Basuki. 2003. Classroom Action Research. Jakarta: Ministry oI
Education Director General Pendasmen Dirtendik: 2003.
Arikunto, Suharsimi. 200. Classroom Action Research. Jakarta: Directorate
General PMPTK.
Suhardiono et.al. 200. Guidelines Ior Preparation oI ScientiIic Writing in
the Field oI Education and ProIessional Development Credit Score
Guru.Jakarta: DG Dikgu and Tentis.
Mulyana, Slamet.2007. Classroom Action Research In Teacher ProIessional
Development. New York: LPMP.

!uL? 2011 AuCuS1 2011 SL12011 CC12011
1 Siklus 1:
Tahap Perencanaan (Planning)
2 Tahap Melakukan Tindakan
(Action)
3 Tahap Mengamati
( Observation )
4 Tahap Refleksi (Reflection)
3 Siklus 2:
Tahap Perencanaan (Planing)
6 Tahap Melakukan Tindakan
(Action)
7 Tahap Mengamati
(Observation)
8 Tahap Refleksi (Reflection) x
9 Tahap Analisis Data dan
Deskripsi Temuan sebagai
bahan Laporan
10 Menyusun Laporan CAR x
x
x
x
x
x
x
x
x
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