AN ANALYSIS OF THE LEARNING ACHIEVEMENT OF AN EXCEPTIONAL HYPERACTIVE STUDENT (A case study of Rexa as an exceptional hyperactive student in SMP Muhammadiyah Sokaraja 2015/2016) - repository perpustakaan

CHAPTER II THEORITICAL REVIEW A. Learning Achievement

  1. General learning achievement Learning achievement is the result of competences of the learner in learning which are shown by score as a sign and score is not a final expectation. So, learning achievement is the level of student success in learning the subject matter in schools that are expressed in the form of scores obtained from the results of tests on a particular subject matter. The score which is obtained by the students can be a reference to see the students' mastery of subject matter in receiving the material (Hsiang-Yung Feng, Jin-Jun Fan, and Hui-Zhen Yang. 2013).

  Learning achievement is the result of the learning process in accordance with the learning purposes. Learning achievements need to be evaluated. The evaluation is done as a mirror to see whether the goals set have been achieved or not, and whether the learning process is effective to obtain the result of teaching learning process or not (Zaenal Arifin. 2012).

  As has been described above, the function of learning achievement is to determine the success or failure of the learning process through test. Test results of study are divided into two types; test learning outcomes description known as the subjective test, and the test learning outcomes in the form of an option known as objective test (Anas Sudijono. 2001).

  In conclusion, learning achievement is the target measured of student in teaching learning process by using test or examination. Teachers usually use learning achievement to know the capacity of student skill, and learning achievement also can determine the success or failure of teaching learning process.

  2. English Learning achievement As one of the international languages, English is a tool to communicate orally and written. Four skills which are assessed in English learning achievement, namely listening, speaking, reading, and writing. Therefore, English learning achivement is directed to develop those skills so that the students will be able to use and communicate in English with their friend and the other peoples.

  According to M. Zaim (2013), the target of English in Junior High School (SMP) is the students can reach functional level. Functional level is communicating orally and written to solve daily problems in the classroom. In other words, English skills that are focused in the SMP are reading (orally) and writing (written). The purposes of English learning achievement in junior high school as follows:

  a) Developing students' competence to communicate in oral and written form.

  b) Improving the nation's competitiveness in a global society.

  c) Developing an understanding of students about the relationships between language and culture.

  Ministry of Education Indonesia (DEPDIKNAS) in M. Zaim said that the scope of English in junior high school includes the following capabilities: a) Students should have the ability to talk, to understand oral and written texts, and produce oral and written texts.

  b) Students should have the ability to understand and create a variety of short functional text and monologue such as; procedure text, descriptive text, recount text, narrative text, and report text.

  c) Students should have some supporting competences, namely linguistic competence (students are able to use grammar, vocabulary, pronunciation, and grammar correctly), sociocultural competence (using expressions and body language in various communication contexts), strategy competence (resolving the problems which arise in the process of communication in various ways in order to keep the communication go in a good manner).

  3. Factors in learning achievement In the learning process, not all students can capture the whole materials which are explained by the teacher, therefore the learning achievement of one student will be different with the other student. Here, the factors which influence student in getting learning achievement.

  According to Slameto (2003), there are two factors that influence in learning achievement: a) Internal factors.

  In internal factors there are two aspects, spirit condition aspect and psychological aspect.

  a. Spirit condition.

  A good spirit condition of student also affects the spirit of student to follow teaching learning process and study at home. How long the student study at home also affected by his spirit condition.

  b. Psychological.

  Many factors in psychological aspect can affect the quality of student learning achievement: Student‟s intellegence.

   Student‟s talent.

   Student‟s attitude.

   Student‟s motivation.

   Student‟s hobby  b) External factors.

  External factors that affect student achievement can be divided into several parts, namely: a. Family environment.

  Family is the first factor which influences on the child ‟s behavior. It is same with the success of their children in school. Students who learn to be receptive to the influence of the family include; how parents educate their child, relationships between family members, the atmosphere of the household and family economic circumstances.

  b. School environment.

  School is a place where teaching learning process is done. School factors that affect student learning achievement are; teaching methods, student-teacher relationship, students-student relationship, the state of school buildings, school facilities, learning methods, and the tasks assigned by the teacher.

  c. Society environment.

  Student activities in the community, friends in society, mass media, extracurricular lesson and public life forms, all aspects before influence the activity of student in the classroom. Because the students are young, they are easily to be influenced by the things that came from outside of the school environment.

  Yavuz, Servet, and

  It is a bit different with the statement before, according to

  

Levent (2008) from Marmara University in America, there are five factors that influence

learning achievment:

  1) Socioeconomic status (SES).

  Socioeconomic status can be defined as a persons overall social position to

  which attainments in both the social and economic domain contribute. When used in studies of childrens school achievement, it refers to the SES of the parents or family. Socio-economic status is determined by an individual‟s achievements in: education; employment and occupational status; and income and wealth. Several comprehensive reviews of the relationship between SES and educational outcomes exist. These studies and reviews make it clear that children from low SES families are more likely to exhibit the following patterns in terms of educational outcomes compared to children from high SES families: a. Have lower levels of literacy, numeracy and comprehension.

  b. Have lower retention rates (children from low SES families are more likely to leave school early).

  c. Have lower higher education participation rates (children from low SES families are less likely to attend university).

  d. Exhibit higher levels of problematic school behaviour (for instance truancy).

  e. Are less likely to study specialised maths and science subjects. f. Are more likely to have difficulties with their studies and display negative attitudes to school.

  g. Have less successful school-to-labour market transitions. 2) Family Structure.

  Socio-economic status may therefore also be linked to family structure. As sole parent families on average have lower levels of income, are headed by parents with lower educational attainment and are less likely to be in the labour force, children from these families are likely to have lower educational performance. 3) Type of School.

  As well as socio-economic status, research has shown the importance of the type of school a child attends in influencing educational outcomes. The types of the school are national (negeri) and state (muhammadiyah). While research in the US has found that SES variables continue to influence educational attainment even after controlling for different school types, the school context tends to affect the strength of the relationship between SES and educational outcomes. 4) Absences.

  Also related to poor educational performance is the level of truancy or unexplained absence among students. Truancy can be modelled both as an educational outcome and as a causal factor in explaining educational performance. Truancy tends to be higher among students from low SES backgrounds. Truancy, even occasional, is associated with poorer academic performance at school.

  5) Gender.

  Educational performance at school has also been found to vary according to the student ‟s sex. In particular, reviews of the evidence suggest that boys suffer an educational disadvantage relative to girls, especially in terms of performance in literacy. There are several explanations for this increasing gender gap which include: biological differences; gender biases (such as reading being seen as „not masculine‟); teaching, curricula and assessment (for instance less structured approaches to teaching grammar may have weakened b oys‟literacy performance); and socioeconomic factors.

B. Types of student

  Student also known as pupil is a person formally engaged in learning, especially one enrolled in a school or college. Everystudent has different types in classro(2003) telling that there are several different types of students, or learning styles:

  1) Verbal-Linguistic

• – People who possess this learning style learn best through reading, writing, listening, and speaking. Verbal students absorb information by engaging with reading materials and by discussing and debating ideas.

Characteristics:

   Asks lots of questions

   Enjoys talking

   Has a good vocabulary

   Can pick up new language easily

   Enjoys playing with words (e.g., word games, puns, rhymes)

   Enjoys reading

   Likes to write

   Understanding the functions of language

   Can talk about language skills

   Is good at memorizing names, places, dates, and trivia 2) Logical-Mathematical

• – Those who exhibit this type of intelligence learn by classifying, categorizing, and thinking abstractly about patterns, relationships, and numbers. Characteristic:

   Enjoys solving puzzles

   Plays with numbers (counting)

   Wants to know how things work

   Is oriented toward rule-based activities

   Is interested in "if...then" logic

   Likes to collect and classify things

   Is analytical in approach to problems

   Does well at math, reasoning, logic, and problem solving 3) Visual-Spatial

• – These people learn best by drawing or visualizing things using the mind‟s eye. Visual people learn the most from pictures, diagrams, and other visual aids. Characteristic:

   Likes to draw

   Likes to take things apart

   Likes to build things

   Enjoys puzzles

   Likes to doodle

   Has a keen eye for detail

   Has a good sense of parts to the whole

   Is mechanically adept

   Remembers places by descriptions or images

   Can interpret maps

   Enjoys orienteering

   Is good at imagining things, sensing changes, mazes/puzzles, reading maps and charts 4) Auditory-Musical

• – Students who are music smart learn using rhythm or melody, especially by singing or listening to music. Characteristics:

   Is sensitive to sound patterns

   Hums tunes

   Taps or sways in rhythm

   Discriminates among sounds

   Has a good sense of pitch

   Moves rhythmically

  

 Captures the essence of a beat and adjusts movement patterns according

  to changes

   Remembers tunes and sound patterns

   Seeks and enjoys musical experiences

   Plays with sounds

   Is good at picking up sounds, remembering melodies, noticing

  pitch/rhythms, and keeping time

  5) Bodily-Kinesthetic

• – Body-smart individuals learn best through touch and movement. These people are best at processing information through the body. Sometimes kinesthetic learners work best standing up and moving rather than sitting still. Yet, students become hyperactive if they have an excessively kinesthetic. Characteristics:

   Has a good sense of balance

   Has a good sense of rhythm

   Is graceful in movement

   "Reads" body language

   Has good hand-to-eye coordination

   Can solve problems through doing

   Can communicate ideas through gesture

   Has early ease in manipulating objects (e.g., ball, needle)

   Is good at physical activities (e.g., sports, dance, acting) and crafts 6) interpersonal

• – Those who are people smart learn through relating to others by sharing, comparing, and cooperating. Interpersonal learners can make excellent group leaders and team players. Characteristics:

   Demonstrates empathy toward others

   Is admired by peers

   Relates well to peers and adults alike

   Displays skills of leadership

   Works cooperatively with others

   Is sensitive to the feelings of others

   Acts as a mediator or counselor to others

   Is good at understanding people

   Is good at organizing communicating, and sometimes manipulating people 7) Intrapersonal

• – Intrapersonal-intelligent people learn best by working alone and setting individual goals. Intrapersonal learners are not necessarily shy; they are independent and organized. Characteristics:

   Can express strong like or dislike of particular activities

   Can communicate feelings

   Is aware of strengths and weaknesses

   Is confident of own abilities

   Sets appropriate goals

   Works toward ambition

   Is good at understanding self and focusing inward on feelings and dreams

   Is good at following own instincts

   Is good at pursuing own interests and goals C.

   Hyperactive student

  1. Definition of hyperactive student Attention Deficit Hyperactivity Disorder (ADHD) has many faces and remains one of the most talked-about and controversial subjects in education.

  Hanging in the balance of heated debates over medication, diagnostic methods, and treatment options are children, adolescents, and adults who must manage the condition and lead productive lives on a daily basis. According to the terms, hyperactive can be divided into 2 words, hyper and activity. Hyper means many, much, high, excessive. Activity means a moving situation, doing something.

  Hyperactive or Attention Deficit Hyperactivity Disorder (ADHD), according to the experts, as follows: a) Mohamad Sugiarmin, 2007. ADHD is a situation where the students have less concentration, and they are impulsive. ADHD makes the activities of students are unbalanced.

  b) Hj. Rasmi Amin. 2010. Hyperactive is a child‟s behavior that can not be silent and they are not able to concentrate to the what they see.

  c) Kelly Henderson and U.S. Departement of Education. 2003. Attention Deficit Hyperactivity Disorder (ADHD) is a neurological condition that involves problems with inattention and hyperactivity-impulsivity that are developmentally inconsistent with the age of the child. We are now learning that ADHD is not a disorder of attention, as had long been assumed. Rather, it is a function of developmental failure in the brain circuitry that monitors inhibition and self-control.

  d) Ibnu syamsi in academic journal UNY, 2005. ADHD is an unnatural child's behavior, or often we call it as autism. The behavior of hyperactive children often disturb his/her friends. It is also very disturbing when teacher teaches the students in classroom.

  e) Dr. Rosemary Tannock. 2007. Attention Deficit Hyperactivity Disorder (ADHD) is the medical term used to describe a neurobiological condition that affects between 5 and 12 percent of children worldwide with impairing levels of inattentive or hyperactive/impulsive behaviour, as well as those with a formal diagnosis of ADHD.

f) Aini Mahabbati. 2013. ADHD is the condition when the children move too much without any purpose and can‟t focus to the one thing.

  2. Symptoms of hyperactive student Acctually hyperactive students can be identified by observing their behaviour in classroom. There are 3 categories of hyperactive student (Aini

  Mahabbati, 2013):

  1. Low Hyperactive Student

• Having dificulty in paying attention to the lesson
• Often fidgeting his feet in seat
• Often fidgeting his hands in seat

  2. Medium Hyperactive Student

• Having dificulty in paying attention to the lesson
• Often fidgeting his feet in seat
• Often fidgeting his hands in seat
• Playing something around him
• Having dificulties in finishing and solving the task
• Having dificulties in organizing the task

  3. High Hyperactive Student

• Having dificulty in paying attention to the lesson
• Often fidgeting his feet in seat
• Often fidgeting his hands in seat
• Playing something around him
• Having dificulties in finishing and solving the task
• Having dificulties in organizing the task
• Cutting the sentence when the teacher explains the lesson
• Talking to an older person with no respect

• Blurting out an answer before the question has been completed
• Speaking without any orders from the teacher

  According to Hj. Rasmi Amin (2010), hyperactive children show a persistent

pattern of behavior in a child. This behavior is characterized by an attitude would not be

silent, unable to concentrate, and act on their own or impulsive. Hyperactive children are

always moving, it is because they like to switch attention from one focus to another focus.

  

They seemed to endlessly looking for something interesting and exciting but it never

came. Hyperactivity also refers to the absence of self-control, for example in making

decisions or conclusions without thinking of the consequences of penalties or accident.

  A child expressing hyperactivity commonly will appear fidgety, have difficulty staying seated or playing quietly, and act as if driven by a motor.

  Children displaying impulsivity often have difficulty participating in tasks that require taking turns. Other common behaviors may include blurting out answers to questions instead of waiting to be called and flitting from one task to another without finishing. The inattention component of ADHD affects the educational experience of these children because ADHD causes them to have difficulty in attending to detail in directions, sustaining attention for the duration of the task, and misplacing needed items. These children often fail to give close attention to details, make careless mistakes, and avoid or dislike tasks requiring sustained mental effort (Kelly Henderson. 2003).

  According to Jim Wright (2002), there are two kinds of the symptomps of hyperactive student:

  1) Symptoms of inattention: Six or more of the following symptoms of inattention have persisted for at least 6 months to a degree that is maladaptive and inconsistent with developmental level;

  a) often fails to give close attention to details or makes careless mistakes in schoolwork, work, or other activities; b) often has difficulty sustaining attention in tasks or play activities;

  c) often does not seem to listen when spoken to directly;

  d) often does not follow through on instructions and fails to finish schoolwork, or chores (not due to oppositional behavior or failure to understand instructions);

  e) often has difficulty organizing tasks or activities;

  f) often avoids, dislikes, or is reluctant to engage in tasks that require sustained mental effort (such as schoolwork or homework); g) often loses things necessary for tasks or activities (e.g. toys, school assignment); h) easily distracted by extraneous stimuli; i) forgetful in daily activities.

  2) Symptoms of hyperactivity-impulsivity: Six or more of the following symptoms of hyperactivityimpulsivity have persisted for at least 6 months to a degree that is maladaptive and inconsistent with developmental level, the symptoms of hyperactive student (at least); a) often fidgets with hands or feet or squirms in seat;

  b) often leaves seat in classroom or in other situations in which remaining seated is expected; c) often has difficulty playing or engaging in leisure activities quietly;

  d) often "on the go" or often acts as if "driven by a motor";

  e) often talks excessively

  f) often blurts out answers before questions have been completed;

  g) often has difficulty awaiting turn;

  h) often interrupts or intrudes on others (e.g., butts into conversations or games).

  3. Causes of hyperactive (ADHD) ADHD has traditionally been viewed as a problem related to attention, stemming from an inability of the brain to filter competing sensory inputs such as sight and sound. Recent research said that children with ADHD do not have difficulty in that area., but the researchers believe that children with ADHD are unable to inhibit their impulsive motor responses to such input. It is still unclear what the direct and immediate causes of ADHD are, although scientific and technological advances in the field of neurological imaging techniques and genetics promise to clarify this issue in the near future. Most researchers suspect that the cause of ADHD is genetic or biological, although they acknowledge that the child‟s environment helps determine specific behaviors. (Kelly Henderson, 2003).

  In the medical world, the disease of hyperactive (ADHD) also called as hyperactive behavior. It is believed because there is an abnormal gene or genetic abnormality in the children. There are many other factors such as; neurological aberrations that occur in the brain, central nervous system (CNS), minimal brain malfunction in children, or environmental factors such as disease, allergies, and other things that can disrupt brain development of children (Ibnu Syamsi, 2005).

  No one knows for sure, ADHD probably comes from a combination of some things. According to Arthur D. Anastopoulos and Russell A. Barkley (2008).

  Some possibilities are: 1. Genes, because the disorder sometimes runs in families.

  2. Smoking and drinking alcohol during pregnancy.

  3. Certain brain injuries.

  4. Food additives like artificial coloring, which might make hyperactivity become worse. Some peoples think “refined sugar” causes ADHD, but most researchs do not support the idea that sugar causes ADHD.

  According to Muhammad Sugiarmin (2007), ADHD can be triggered by 2 factors:

  1. Genetic Factors

  Evidence studies suggest that genetic factors are important factors in generating ADHD behavior. In the study of specific gene, there is a discovery of molecular genetic that indicates some certain genes can lead to the emergence of ADHD. The point of this case is there is a relationship between parents who have ADHD with their children, so their children have more chance to be affected by ADHD rather than the children who have parents without ADHD.

  2. Neurobiological factors Some of the alleged discovery of neurobiological said that there are similarities between the characteristics that appear on ADHD with damages that appear on lobe function prefrontl. There is a discovery of MRI (brain scans with high technology) shows that there are abnormalities in the forebrain. This section covers the prefrontal cortex which connect with the inside of the cerebral cortex collectively, and it is known as the basal ganglia. Recently, it has been found the causes of Attention Deficit Hyperactivity

  Disorder (ADHD) in children. According to Aini Mahabbati (2013), there are two causes of ADHD:

  1. Inatensi Inatensi is missing or shifting attention behavior, and difficulty organizing tasks. Inatensi also often called ADD (Attention Defict Disorder).

  2. Hyperactive-impulsive

  Hyperactive-impulsive is uncontrolled behavior, and the excessive attitude. Here the diagnostic and statistical of hyperactive student based on Aini

  Mahabbati in her book: No Inatensi Hyperactive-impulsive

  1 Difficult to focus in detail Often fidget

  2 Difficult to pay attention Can not sit quietly

  3 Difficult to listen what the other said Often run in classroom

  4 Difficult to obey the instructions Speak excessively

  5 Difficult to organize the task Often answer the question without any order

  6 Do not like homework Often distrub the other friends

  7 Do not bring school equipment Walk excessively

  8 Often switch one stimulus with another stimulus

  9 Often forget about activity Tabel 1.1

D. Relevant resources

  As described before that mostly, hyperactive students always get bad learning achievement in their test and examination. Then the teacher should be more careful to teach them because they (hyperactive students) tend to be mischievous, and they always get bad learning achivement. Here are some resources which explained that mostly, hyperactive students always get bad learning achievement:

  First resource come from Academic Institution Indonesia (DEPDIKNAS) said that 696 students in elementary school from four provinces got bad average value (less than 6), the cause of this problem is 33% students are hyperactive and inatensi. All hyperactive and inatensi students got average value less than 6. In short, there are 33% students with ADHD in four provinces in Indonesia. All of hyperactive students in four provinces got average less than 6, so it is said that all hyperactive student in four provinces got bad learning achievement. Mahabbati, 2013).

  Second, it is estimated that approximately 2-20% of students in the United States in 2002 had ADHD and the ratio of boys:girls ranged between 3:5 . It also leads hyperactive students in United States in 2002 got bad learning achievement, about 90% of hyperactive students had average value less than 6 and the other hyperactive students had good learning achievement. There are only a few hyperactive students who have an extracurricular learning outside of school and have good learning facilities at home from parent. It makes only a few hyperactive students who get good learning achievement.(Mohammad Sugiarmin, 2007).

  Third case also come from United states. There are an estimated 1.46 to 2.46 million children with ADHD in the United States. Department of Education in United States said that More boys than girls are diagnosed with ADHD; most research suggests that the condition is diagnosed four to nine times more often in boys than in girls. The behaviors associated with ADHD change as children grow older. For example, a preschool child may show gross motor overactivity always running or climbing and frequently shifting from one activity to another. Older children may be restless and fidget in their seats or play with their chairs and desks. They frequently fail to finish their schoolwork, or they work carelessly. Adolescents with ADHD tend to be more withdrawn and less communicative. They are often impulsive, reacting spontaneously without regard to previous plans or necessary tasks and homework. Almost all of hyperactive student in United Stated fail in their academic or school (Kelly Henderson, 2006).

  According to resources above, the reasons why there are only a few hyperactive students who get good learning achievement are:

  1. There are only a few hyperactive students who have good learning facilities at home.

  2. There are only a few hyperactive students who have an extracurricular learning outside of school.

  The statement which explained that “mostly, hyperactive students always get bad learning achievement” is true. Yet, not all hyperactive students always get bad learning achivement. Because of that this thesis is created.

E. Basic assumption

  The basic assumptions in this thesis are there is an extracurricular lesson followed by Rexa Ridho Pradipta, and he got good learning facilities at home from his parent which make him always gets good learning achievement.