Pengaruh Analisis Kemampuan Problem Solving Mahas
84 language to listen to before they were
encouraged to respond orally. Teachers to consider some specific questions about
listening comprehension: what are listeners “doing” when they listen?, what factors
affect good listening?, what are the characteristics of “real-life” listening?, what
are the many things listeners listen for?, what are some principles for designing
listening techniques?, how can listening techniques be interactive?, what are some
common techniques for teaching listening?.
In the past, foreign language were learnt mainly by reading and translating
rather than listening. In the second half of twentieth century, increased research into
how people learned both first and second languages, as well as developments in
linguistics, sociology and anthropology, led to an understanding that listening is
probably the key initial skill. After all, we cannot talk without listening first Wilson,
2012.
Listening is considered difficult skill especially for foreign students. According to
Wilson 2012 the difficulties can grouped into four general categories: characteristics
of the message, the delivery, the listener and the environment.
What makes listening difficult, according to Brown 2001 second language
learners need to pay special attention to such factors because they strongly influence the
processing of speech, and can even block comprehension if they are not attended to. In
other words, they can make the listening process difficult. The following eight
characteristics of spoken language are adapted from several sources Dunkel 1991;
Richards 1983; Ur 1984: 1.
Clustering In teaching listening comprehension,
therefore, you need to help students to pick out manageable clusters of words;
sometimes second language learners will try to retain overly long constituents a
whole sentence or several sentences, or they will err in the other direction in
trying to attend to every word in an utterance.
2. Redundancy
Learners can train themselves to profit from such redundancy by first becoming
aware that not every new sentence or phrase will necessarily contain new
information and by looking for the signals of redundancy.
3. Reduced forms
Reduction can
be phonological
“Djeetyet?” for “Did you eat yet?”, morphological contractions lik “I’ll,
syntactic elliptical forms li ke “when will
you be back?” “ tomorrow, maybe.”, or pragmatic phone rings in a house, child
answers and yells to another room in the house, “ Mom Phone”. These
reductions pose significant difficulties, especially for classroom learners who
may have initially been exposed to the full forms of the English language.
4. Performance variable
Native listeners are conditioned from very young ages to weed out such
performance variables, whereas they can easily interfere with comprehension in
second language learners.
5. Colloquial language
Learners who have been exposed to standard written English andor “text-
book” language sometimes find it
85 surprising and difficult to deal with
colloquial language.
Idioms, slang,
reduced forms, and shared cultural knowledge are all manifested at some
point in conversations. Colloquialisms appear
in both
monologues and
dialogues. 6.
Rate of delivery Learners will nevertheless eventually
need to be able to comprehend language delivered at varying rates of speed and, at
times, delivered with few pauses. Unlike reading, where a person can stop and go
back to reread, in listening the hearer may not always have the opportunity to stop
the speaker. Instead, the stream of speech will continue to flow
7. Stress, rhytm, and intonation
English is a stress-timed language, English speech can be a terror for some
learners as mouthfuls of syllables come spilling out between stress point.
8. Interaction
Students need to understand that good listeners are good responders.
L2 listeners become better listeners when they are motivated. They tend to think
ahead, predicting and grappling with the meaning of the whole text rather than
fretting about unknown words. Good listeners become experts at a self-
monitoring. While listening, they are constantly aware of whether or not they are
achieving the task. They are alert to inconsistencies in thei interpretations of
events, and they try to solve the issues by collaborating with their interlocutor or
revising their interpretation. They listen between the words rather than taking every
utterance at face value, and recognise shifts in intonation the way the voice pitch and
falls Wilson, 2012.
Listening is one of skills courses that taught in english department of IKIP
Mataram. Listening taught in first semester Listening I, second semester Listening II
and third semester Listening III. They are trained to listen information, idea, word
meaning, and discourse.
In listening III is focused on student’s mastery on listening comprehend-
sion. Many teachers agree that students good in speaking is not guarantee that they are
master in listening. It can be seen by the low level of student’s listening comprehen-
sion in English Department of IKIP Mataram. The writer found that only few
students could listen some words well and understand conversation that they have
heard. They felt difficult to understand about words that they have heard. For
example, the speaker said
“Hey Jenny, how are things going?
” But the students listened “Hai Jenni, how thinks going?”. Eglish is
different with Indonesia because every word has difference meaning, pronuncing and
discourse, etc.
It means that fluently in speaking is not guarantee that the students achieve in
listening. Because speaking skills only focus on the way communication and under-
standable each other but listening skills focus on grammatical and utterance.
There are many factor that can cause the
students to
have low
listening achievement. It could external the method
of teaching and internal the way of learning factor. It can be assume that
students should use new strategy to learn
86 listening comprehension. Buck 2001:104
identifies two kinds of strategies in listening: A.
Cognitive strategies: Mental activities related to comprehending and storing
input in working memory or long-term memory for later retrieval
Comprehension processes:
Associated with the processing of linguistic and nonlinguistic input
Storing and memory processes: Associated with the storing of
linguistic and nonlinguistic input in working
memory or
long-term memory
Using and retrieval processes: Associated with accessing memory,
to be readied for output B.
Metacognitive strategies: Those cons- cious or unconscious mental activities
that perform an executive function in the management of cognitive strategies
Assessing the situation: Taking stock of conditions surrounding a language
task by assessing one’s own knowledge, one’s available internal
and external resources, and the constraints of the situation before
engaging in a task
Monitoring: Determining the effec- tiveness of one’s own or another’s
performance while engaged in a task Self-evaluating: Determining the
effectiveness of one’s own or another’s performance after engaging
in the activity
Self-testing: Testing oneself to determine the effectiveness of one’s
own language use or the lack. Not only two strategies of learning
listening achievement above but also teaching model that used by teacher should
be developing listening achievement. Media is one of supporting in teaching learning
process because media that is used to implement teaching strategies. Multimedia
can
be used
to develop
listening achievement.
The kinds of multimedia:
Interactive Multimedia Non Interactive multimedia
Audio Video
Movement picture tweening Citra digital
2D animation 3D animation
Photo digital
Multimedia is the modern media that can be applied in teaching english especially
in listening subject because multimedia is interactive media. The teacher should apply
interactive media in order the students more active and easy to understand about the
material that given by the teacher.
Students have known about 2D media because there are many 2D movie that
familiar with our students. So, 2D media is audio visual media that can improve
student’s achivement especially in English.
2D media is the kind of media that using audio visual. The technique of 2D
media is technique that is made with computer software and drawing slide.
87 The part of 2D media Siswati 2013:
1. Tweening movement picture
2. Object of application
3. Scene
4. Audio
5. Format
Listening skills
are encourage
through interaction with 2D object. Learners can hear pre-recorded conversations. Simple
conversations allow illustrating the use of grammar
pattern and
more complex
conversations related to cultural aspects of the lesson topic, allow the development of
more advanced listening skills. Figure 1.
The example of simple conversation using 2D media
A: Morning. Can I help you? B:Good morning. Im looking for something
for my baby. A:OK. Whats the problem? Teeth?
B: Yes, I think so. Shes crying a lot. And putting her hand in her mouth.
A:And has she got a temperature? B: Mm, yes, shes a bit hot.
A: OK. And how old is she? B: Shes six months now.
A: Right. Well, its probably her teeth. B: I think so.
A: But if it doesnt stop in a day or two, go to a doctor.
B: Right. A: This will help with the pain.
Put a little bit in her mouth every four hours.
B:OK. A:And if that doesnt help, try this medicine
too. She is six months old, isnt she?
B: Thats right. A: OK, she can take this, but please read the
instructions carefully. B: OK, I will. Thanks.
There are many listening material that using 2D media can be taught in
listening subject. As we know that interesting media is one of succesful in
teaching learning process because students will interest in subject that taught by teacher
and also strategy of teacher’s teaching.
Field in Richard and Renandya 2002 stated that examines a commonly
used format for the teaching of listening. One which involves three stages in a
listening activity: pre-listening, listening, and post-listening. He points out the
limitations of some activities often used at these different points in lesson: materials
and teaching often tend to test listening rather than teach it and do not practice the
kind of listening that takes place in real life. Field advocates the use of preset questions,
the use of task based listening activities, a focus on strategies, and greater use of
authentic material. The teacher is not there simply to check answers, but rather to
actively guide learners through the processes of listening, monitoring their listening
88 difficulties, and reshaping classroom tasks to
provide maximum opportunities for learner involvement and develop a better awareness
of how to listen.
Research Method
This research was an experimental research. This research was held from September up
to November 2014, this research was conducted at third undergraduate English
Department of IKIP Mataram in academic year 20142015.
The researcher find out whether or not the use of 2D media have effect on
listening achievement. The experimental which used is quasi experimental design
because there are two groups. Furthermore, both of the students groups are determined
as experimental group X and control group Y. Experimental group is group which is
given 2D media and control group is a group which is given listening materials.
This research applying a non randomize pretest-postest control group
design. This design is chosen on the basis of consideration that this study is conducted in
the organized classroom setting in which the researcher is not permitted to change the
class. Each group is measured at the same time with the equivalent materials before
treatment and after treatment applied.
At the beginning of the experimental, both groups were given a pretest. The
administration of pretest was intended to know the student’s listening ability of each
group before treatment. The score of pretest was analyzed by using t-test to see the
significance of the difference between the two mean. The result of postest was
analyzed by using ANCOVA to see the significance of both.
The population of this research was all students of third undergraduate English
Department at IKIP Mataram in academic year 20142015. There are seven classes in
third undergraduate English Depertment. From the population, the researcher used
random sampling technique to get sample. Class A as experimental group and class B
as control group.
Before collecting data, the researcher find out validity and realibility of the
research instrument. The instrument consists of listening test, try out the instrument,
validity, reliability, difficulty index. The test used in this research was objective test in the
form of multiple choice, which consisted of 20 items. It was scored 1 for correct answer
and 0 for wrong answer in every items.
The data obtained from pretest were computed to find out their mean and
standard deviation. These two sets of figures were then used for computing the standard
error of the different between mean.
The data analysis method used ANCOVA because the number of the
experimental group was the same as the number of control group and there are some
difference of in pretest. So, ANCOVA is appropriate test to know the significance
between
two means.
The researcher
compared mean score of pretest and posttest score after given treatment.
Hypothesis of this research is formulated as follows: the students who are
taught by using 2D media achieve better performance in listening than those taught
by non 2D media.
89
Findings
The mean
of pretest
was 60,05
experimental group and 56,97 control group. Based on the result of pretest of
listening, it was found that the student’s problem of listening english were that the
students felt difficult to listen words, sentences, dialogue well. Students are often
confused what they have heard, because they not having enough vocabulary and less
practice in listening.
After distributing pretest, the re- searcher began to give treatment using 2D
media in teaching listening. The
data analyzed
by using
ANCOVA because the number of the experiment class was the same as the
number of the control class and there are some differences between two means. The
researcher compared mean score of pre-test and post-test score after given treatment.
The application of ANCOVA was intended to find out whether using 2D media
has a significantly better achievement in listening than using non 2D media
Table 1. The result of computation of students’ score of ANCOVA
N = 37 ∑X = 2150
∑Y = 2210 ∑X
2
= 130416 ∑Y
2
= 145606 ¯ X
1
= 58,10 Ȳ
1
= 59,73 r
1
= 0,130 N = 37
∑X = 2108 ∑Y = 2172
∑X
2
= 118994 ∑Y
2
= 136330 ¯ X
2
= 57,50 Ȳ
2
= 58,70 r
2
= 0,249 N = 74
∑X = 4258 ∑Y = 4382
∑X
2
= 279410 ∑Y
2
= 281936 ¯ X
= 57,54 Ȳ
= 59,22 R
t
= 0,419 F = 8,44
Table = 3.98
From the result of data analysis above, it can be seen that there is significant
difference between students who taught using 2D media and using non 2D media. It
means that alternative hypothesis was accepted and null hypothesis was rejected.
Discussion
Based on the result of student’s score before treatment and posttest, it can be concluded
that students have better achievement in listening comprehension. The applicatio of
2D is effective. It means that 2D media can apply in teaching listening.
The important function uf using media is to help students understand about
the material
easily. Based
on the
researcher’s observation in teaching learning process some students felt difficult to
understand about conversation that they have heard. Thus, they really need a lot of
media to make them understand about conversation.
The result of pretest and posstest above, there were number of improvement.
The increase of the average score of experimental
group before
and after
treatment is 1,63 and increase of the average score of control group which is 1,20.
Based on the data analysis, the researcher make some conclusion con-
serning with theory according to Broughton, et al 2003 the teacher may be aware that
his students cannot understand ordinary colloquial English as used by native-
speakers. In this case, his aim would be rather to create a more general familiarity
not only with the phonological charac- teristics of conversation especially the
stress, rhythm and intonation patterns, but also with the lexis and grammar typical of
this style of discourse. He would then set his class to listen to a passage of natural English
speech suitable to their level, e.g. D.Crystal
90 and D.Davy, Advanced Conversational
English. It means that, media is the tool that is
used to share information about material of the subject but the teacher should help
students in understanding of the native speaker said.
It can be seen that those taught using 2D media make higher achievement than
those taught using non 2D media. Therefore, if longer experimentation is held, a
significant difference might be obtained.
Some implications drawn from the research finding could be applied into
teaching of English as foreign language. The research to obtain some empirical data on
the effect of uing 2D media in teaching listening skills. The experiment had an effort
to get some improvent in teaching listening skills.
Some practical implications can be formulated as follows, 1 teaching listening
using 2D media was alternative solution in teaching listening skills. It was a fact that the
score of post-test was higher than pre-test score, even though the different was
significant and 2 whatever teaching media were adopted or adapted, it remained
necessary to give much emphasis on teaching listening.
Conclusion
The third undergraduate English Department of IKIP Mataram had many problems which
they faced in the process of learning listening skills. These problems involved the
students difficult to understand words, meaning, and discourse. The students always
confuse about the pronunciation of native speaker
that they
have heard.
The application of 2D media was carried on in
the efforts of overcoming the problems and achieved listening skills.
This research used experimental design. The researcher used 2D media to
treat experimental group and used audio in control group.
From the data analysis, the writer got findings. The mean score of experimental
group was 59.73 and the mean score of control group was 58.70. after applying the
ANCOVA formula, it indicates that F-value was 8.44 and the critical value with the level
of significance .05 was 3.98.
The result of data analysis shows that the students who are taught using 2D media
tend to have better listening achievement than those who are taught using the non 2D
media.
The results of this study showed or indicated that the 2D media is effective that
used in teaching listening. And also it is very helpfull for students during listening process
in the class.
The lecture who wants to apply this media should be known the capability of the
students about listening skill in order to the lecture can apply and develope the 2D media
as well as possible.
The lecture may develop learning materials based on the media and their
creativity in order to enrich the topic of listening as well as the exercises in that
material.
This study investigates the applica- tion of 2D media, as one of media in
teaching listening.
91
References Ary, Donald. Jacobs, Lucy C. And
Razavieh, Asghar.
2002. Introduction Research in Education
Sixth Edition. United States of America
Brown, Douglas, H. 2001. Teaching by Principles An Interactive Approach
to Language Pedagogy Second Edition.
San Francisco
State University
Brown, Steven. 2006. Teaching Listening. Cambridge University Press
Broughton, G., Brumfit, C., Flavell, R., Hill, P., and Pincas, A., 2003. Teaching
English As A Foreign Language. The Taylor Francis E-library
Kothari, C.R. 2004. Research Methodology Methods and Techniques Second
Revised Edition. Former Principal, College of Commerce University of
Rajasthan, Jaipur India Nuhmana,
Sony. 2004.
Modul Mengoperasikan Software Animasi
2D SWR-OPR.415.1. A. Direktorat Pendidikan
Menengah kejuruan
Departemen Pendidikan Nasional Richards, Jack C. and Renandya, Willy
A.2002. Methodology in Language Teaching: An Anthology of Current
Practice.Cambridge University
Richard, Jack C. 2008. Teaching Listening and Speaking. Cambridge Univesity
Press Siswati. 2013. Animasi 2D. Kementerian
Pendidikan dan
Kebudayaan Republik Indonesia
Urdan, Timothy, C. 2011. Statistics in Plain English Third Edition. Santa Clara
University New York Wilson, JJ. 2012. How to Teach Listening.
Pearson.
© 2015 LPPM IKIP Mataram
Peningkatan Kompetensi dalam Memberikan Layanan Bimbingan Klasikal Bagi Guru Bimbingan Konseling SMA Binaan di Kota Mataram Tahun Pelajaran 20142015
Melalui Supervisi Akademik Sugeng Prayoga
Pengawas Sekolah Dinas Pendidikan Pemuda dan Olahraga Mataram E-mail: sugeng.prayogayahoo.co.id
Abstract : the purpose of this research is to know the efforts to increase teacher competency in delivering
tutoring service BK classical school classrooms; the good and true in our school through academic supervision. Study on location of SMAN 2 of Mataram, SMA Kesuma of Mataram and SMAK Darul Hikmah of Mataram.
The hypothesis of action in this research is the implementation of academic supervision can increase teachers competency in providing services guidance BK classical school building. This research was carried out by two
cycles, each cycle of meetings twice through stages: planning, implementation, observation and reflection. Observations on the early stages carried out by supervisors colleague obtained an average of 3.83, While on a
cycle two retrieved 4,42 average up 0.5, so the observation of the teacher one cycle on at BK average 3.46 while on cycle two earned an average of 4.01 so up 0.55. Indicators of success for this
observationobservation ≥ 4.00, the indicators of success are met. While the results of academic supervision cycle one diperroleh average 75,41, while on a cycle two earned an average of 89,79 so that ride 14,38. A
success indicator 85.00, the indicators of success have been met. School Action Research SAR was suspended in the second cycle with very satisfactory results. Some of the constraintsobstacles for research can
be addressed properly so that the indicator in the achievement can be quickly met. It is recommended to associate Superintendent to conduct similar research in an attempt to improve the competence of professional
trustees. Abstrak
: Tujuan penelitian ini adalah untuk mengetahui upaya peningkatkan kompetensi guru BK dalam memberikan layanan bimbingan klasikal dikelas yang baik dan benar pada sekolah binaan melalui supervisi
akademik. Lokasi penelitian ini di SMAN 2 Mataram, SMAK Kesuma Mataram dan SMA Darul Hikmah Mataram. Adapun hipotesis tindakan dalam penelitian ini adalah pelaksanaan supervisi akademik dapat
meningkatkan kompetensi guru BK dalam memberikan layanan bimbingan klasikal pada sekolah binaan yang baik dan benar. Penelitian ini dilaksanakan sebanyak dua siklus, masing-masing siklus dua kali pertemuan
melalui tahapan: perencanaan, pelaksanaan, pengamatan dan refleksi. Hasil pengamatan pada tahap awal yang dilakukan oleh pengawas sejawat diperoleh rata-rata 3,83, sedangkan pada siklus dua diperoleh rata-rata 4,42
sehingga naik 0,5, pengamatan terhadap guru BK pada pada siklus satu rata-rata 3,46 sedangkan pada siklus dua diperoleh rata-rata 4,01 sehingga naik 0,55. Indikator keberhasilan untuk pengamatanobservasi
≥ 4,00, maka indikator keberhasilan terpenuhi. Sedangkan hasil supervisi akademik pada siklus satu diperroleh rata-
rata 75,41, sedangkan pada siklus dua diperoleh rata-rata 89,79 sehingga naik 14,38, indikator keberhasilan 85,00, maka indikator keberhasilan telah terpenuhi. Penelitian Tindakan Sekolah PTS
dihentikan pada siklus kedua dengan hasil sangat memuaskan. Beberapa kendalahambatan selama penelitian dapat diatasi dengan baik sehingga dalam pencapaian indikator dapat cepat terpenuhi. Disarankan kepada
pengawas sejawat untuk mengadakan penelitian sejenis dalam upaya meningkatkan kompetensi pengawas yang professional.
Kata kunci:
Layanan Bimbingan, Klasikal Supervisi Akademik
Pendahuluan
Kompetensi adalah seperangkat penge- tahuan, ketrampilan, dan perilaku yang
harus dimiliki, dihayati, dan dikuasai oleh guru BK dan dosen dalam melaksanakan
tujuan
keprofesionalan. Guru
BK mempunyai kedudukan sebagai tenaga
profesional pada jenjang pendidikan dasar, menengah dan jenjang pendidikan anak usia
dini pada jalur pendidikan formal yang diangkat
sesuai dengan
peraturan perundang-undangan UU No. 14 Tahun
94 2005. Pendapat pakar pendidikan lain
mendefinisikan kompetensi
merupakan perilaku yang operasional untuk mencapai
tujuan yang disyaratkan sesuai kondisi yang diharapkan. Adapun kompetensi guru BK
teacher competency merupakan kemam- puan seorang guru BK dalam melaksanakan
kewajiban-kewajiban secara bertanggung jawab dan layak User Usman, 2001.
Dalam kontes pendidikan, kompetensi merupakan pengetahuan, sikap perilaku dan
keterampilan
yang tercermin
dalam kebiasazan berpikir dan bertindak. Menurut
Permendikbud 81A2014
Guru BK
Bimbingan dan Konseling atau Konselor adalah guru BK yang mempunyai tugas,
tanggung jawab, wewenang, dan hak secara penuh dalam kegiatan pelayanan bimbingan
dan konseling terhadap sejumlah siswa. Dalam penelitian ini perilaku yang hendak
diukur adalah kemampuan guru BK untuk melaksanakan layanan bimbingan klasikal
dikelas yang baik dan benar.
Permendikbud RI No.111 Tahun 2014 Tentang Bimbingan dan Konseling
Pada Pendidikan Dasar dan Pendidikan Menengah mengemukakan menjelaskan
bahwa layanan Bimbingan dan Konseling diselenggarakan di dalam kelas bimbingan
klasikal dan di luar kelas. Kegiatan bimbingan dan konseling di dalam kelas dan
di luar kelas merupakan satu kesatuan dalam layanan profesional bidang bimbingan dan
konseling. Layanan dirancang dan dilaksa- nakan dengan memperhatikan keseimbangan
dan kesinambungan program antarkelas dan antar jenjang kelas, serta mensinkronkan
dengan
kegiatan pembelajaran
mata pelajaran dan kegiatan ekstra kurikuler.
Layanan bimbingan dan konseling di dalam kelas menjelaskan: a Layanan bimbingan
dan konseling di dalam kelas bimbingan klasikal merupakan layanan yang dilak-
sanakan dalam seting kelas, diberikan kepada semua peserta didik, dalam bentuk
tatap muka terjadwal dan rutin setiap kelasperminggu. b Volume kegiatan tatap
muka secara klasikal bimbingan klasikal adalah 2 dua jam per kelas rombongan
belajar perminggu dan dilaksanakan secara terjadwal di kelas. c Materi layanan
bimbingan klasikal meliputi empat bidang layanan Bimbingan dan Konseling diberikan
secara proporsioal sesuai kebutuhan peserta didikkonseli yang meliputi aspek perkem-
bangan pribadi, sosial, belajar dan karir dalam kerangka pencapaian perkembangan
optimal peserta didik dan tujuan pendidikan nasional. d Materi layanan bimbingan
klasikal disusun dalam bentuk rencana pelaksanaan layanan bimbingan klasikal
RPLBK. e Bimbingan klasikal diberikan secara runtut dan terjadwal di kelas dan
dilakukan oleh konselor yaitu pendidik profesional yang minimal berkualifikasi
akademik Sarjana Pendidikan S1 dalam bidang Bimbingan dan Konseling dan lulus
pendidikan profesi guru BK bimbingan dan konselingkonselor, atau guru BK Bim-
bingan dan konseling yang berkualifikasi minimal Sarjana Pendidikan”.
Arikunto 2004, mendefinisikan supervisi akademik adalah berada dalam
lingkup kegiatan pembelajaran yang dilaku- kan oleh guru untuk membantu siswa ketika
sedang dalam proses belajar supervisi akademik merupakan upaya membantu guru
mengembangkan kemampuannya mencapai tujuan pembelajaran. Dengan demikian,
berarti esensi supervisi akademik itu sama
95 sekali bukan menilai unjuk kerja guru dalam
mengelola proses layanan, melainkan mem- bantu guru mengembangkan profesionalis-
menya. Selain itu, menurut Sahertian 2000, pendekatan yang digunakan dalam melak-
sanakan supervisi akademik ada 3, yaitu: 1 pendekatan
langsung directive,
2 pendekatan tidak langsung non directif, 3
pendekatan kolaboratif, sedangkan metode dan supervisi akademik ada dua yaitu
individual dan kelompok.
Berdasarkan latar belakang masalah diatas, maka rumusan masalah adalah
apakah terdapat peningkatan kompetensi dalam memberikan layanan bimbingan
klasikal bagi guru bimbingan konseling SMA Binaan di Kota Mataram Tahun
Pelajaran 20142015 melalui supervisi akademik? Sehingga, tujuan penelitian ini
adalah
untuk mengetahui
peningkatan kompetensi dalam memberikan layanan
bimbingan klasikal bagi guru bimbingan konseling SMA Binaan di Kota Mataram
Tahun
Pelajaran 20142015
melalui supervisi akademik.
Hipotesis dalam penelitian tindakan ini adalah terdapat peningkatan kompetensi
dalam memberikan layanan bimbingan klasikal bagi guru bimbingan konseling
SMA Binaan di Kota Mataram Tahun Pelajaran 20142015 melalui supervisi
akademik.
Metode Penelitian
Penelitian ini adalah Penelitian Tindakan Sekolah PTS, dengan menggunakan 2
siklus yang sebelumnya diawali dengan pengumpulan data awal dengan cara diskusi
kelompok dipusatkan di satu sekolah, dilanjutkan dengan pelaksanaan Siklus I dan
Siklus II. Adapun penelitian yang peneliti lakukan mengambil subyek pada 3 tiga
sekolah binaan di kota Mataram, dengan obyek penelitian adalah kemampuankompe-
tensi guru BK dalam memberikan layanan bimbingan klasikal.
Dalam penelitian ini penulis melaku- kan pengumpulan data lewat diskusi
kelompok terpusat disatu sekoalah untuk data awal sedangkan Supervisi Akademik 1
untuk Siklus I dan Supervisi Akademik 2 Siklus II dengan menggunakan instrument
yang diambil dari instrumen pembelajaran dari Kurikulum 2013.
Prosedur penelitian tindakan sekolah PTS melalui tahapan: Tahap awal. Guru
BK melaksanakan diskusi kelompok dengan peneliti selaku pengawas dan diamati oleh
observer dan kemudian diberikan tugas secara individu tentang pembuatan RPL
layanan klasikal dan merencang pelaksanaan Siklus I untuk pertemuan minggu yang akan
datang.
Tahap Kedua . Siklus I yang
diadakan Supervisi Akademik 1 dilanjutkan dengan pembinaan secara individu dan
merancang pelaksanaan Siklus II untuk pertemuan mendatang. Tahap Ketiga.
Adalah melaksanakan Siklus II dan peneliti mengadakan Supervisi Akademik II untuk
mengetahui keberhasilan atas pembinaan yang
dilakukan oleh
peneliti selaku
pengawas sekolah.
Hasil dan Pembahasan
Pada siklus I, telah dilakukan 4 tahapan sebagai berikut: