Segala yang ada di dunia ini ada penemunya, merekalah yang dapat merubah dunia semakin hidup, ada bnyak tokoh penemu dunia yang harus diikuti jejaknya sebagai bahan pelajaran kita agar kita menjadi seperti mereka........
Liem Tiang Gwan
Ahli Radar Dunia, Putera Indonesia
Liem Tiang Gwan, putera Indonesia kelahiran Semarang, 20 Juni 1930, ini seorang ahli Radar (radio detection and ranging) yang mendunia. Radar rancangannya banyak digunakan untuk memantau dan memandu naik-turunnya pesawat di berbagai belahan dunia.
Joko Sasmito
Penemu Biochip Kedokteran
Ilmu pengetahuan mampu menjelaskan hal-hal yang semula dianggap tak mungkin menjadi mungkin. Melalui ilmu pengetahuan pula Joko Sasmito berhasil menciptakan biochip, yang dalam perkembangannya sangat bermanfaat bagi dunia kedokteran. Semua berawal dari Siklus Kaifa.
Prof Sutaryo
Penemu Cara Mudah Deteksi DB
Ada cara ”mudah” mendeteksi seseorang menderita penyakit demam berdarah atau tidak, yakni dengan melihat perubahan darah. Jika sel darah limfosit warna biru seseorang mencapai 4 persen, berarti sudah merupakan indikasi bahwa yang bersangkutan menderita penyakit tersebut.
Andrias Wiji Setio Pamuji
Pencipta Reaktor Biogas
Di kalangan peternak sapi perah, terutama di Jawa Barat, membuat biogas dari kotoran sapi tengah menjadi kesenangan baru. Apalagi dalam kondisi persediaan bahan bakar minyak yang tidak menentu dan harganya terus melaju seperti sekarang.
Alex Kawilarang W Masengi
Penemu Kapal Ikan Bersirip
Doktor dari The Graduate School of Marine Science and Engineering Nagasaki University, Jepang (1993), ini adalah penemu teknologi kapal ikan bersirip. Temuan pria bernama lengkap Prof Dr Ir Alex Kawilarang Warouw Masengi MSc kelahiran Desa Kinilou, Tomohon, 13 Juni 1958, ini sudah dipatenkan di Jepang.
Aristoteles
Bapak Ilmu Pengetahuan
Ahli filsafat terbesar di dunia sepanjang zaman, bapak peradaban Barat, bapak ensiklopedi, bapak ilmu pengetahuan, atau guru(nya) para ilmuwan adalah berbagai julukan yang diberikan pada ilmuan ini. Berbagai temuannya seperti logika yang disebut juga dengan ilmu mantik yaitu pengetahuan tentang cara berpikir dengan baik, benar, dan sehat, membuat namanya begitu dikenal oleh setiap orang di seluruh dunia yang pernah mengecap pendidikan.
Sir Richard Arkwright
Bapak Sistem Pabrik
Orang yang gigih. Sampai umur 50 tahun, malam hari ia manfaatkan untuk belajar tata bahasa dan pengetahuan lain dalam mengejar ketertinggalannya. Begitu juga dalam bekerja, 16 jam dalam sehari selalu ia pergunakan. Itulah pribadi Sir Richard Arkwright, pengusaha industri tekstil, dan penemu mesin pintal, yang dijuluki ‘Bapak sistem pabrik’ini.
Edwin Howard Armstrong
Penemu FM Radio dan Sirkuit
Ia penemu FM radio, sirkuit regeneratif dan superheterodin, sehingga ia dijuluki bapak sirkuit. Memamg sejak kecil, Armstrong si anak pemalu putra dari seorang penerbit buku (ayah) dan guru (ibu), ini sudah tertarik pada mesin, kereta api, dan segala peralatan yang dianggapnya aneh.
Christiaan Huygens
Penemu Satelit Titan
Satelit Titan merupakan satu dari tiga puluh satu satelit yang mengorbit Planet Saturnus. Satelit ini pertama kali ditemukan oleh Christiaan Huygens, seorang astronom Belanda pada tahun 1655. Titan merupakan salah satu satelit favorit untuk diteliti lebih jauh disamping Satelit Europa yang mengorbit Planet Yupiter dimana satelit itu diketahui memiliki lautan air di bawah lapisan permukaan esnya.
Leo Hendrik Baekeland
Bapak Industri Plastik
Plastik yang tak lunak jika dipanaskan atau plastik tahan panas, yang kemudian dinamai ‘bakelit’, ditemukan pertama kali oleh Leo Hendrik Baekeland, seorang ahli kimia warga negara Amerika berkebangsaan Belgia. Bakelit, itu sebenarnya bukanlah temuan pertamanya sebab sebelumnya ia juga telah menemukan foto velox.
Albert Einstein
Penemu Teori Relativitas
Albert Einstein lahir di Ulm Wurttemberg, Jerman, 14 Maret 1879 dari keluarga sederhana. Ayahnya, Hermann, memiliki perusahaan kecil yang membuat alat-alat listrik.
Ir Rauf Purnama
Pemikir dan Pelaku Industri Pupuk
Tidak banyak orang yang sekaligus sebagai pemikir dan pelaku industri. Salah satu di antaranya, Ir Rauf Purnama. Dia sukses merancang dan memimpin beberapa proyek strategis industri pupuk dan kimia di tanah air. Penampilannya sederhana, enerjik, kreatif dan inovatif. Dia terlihat juah lebih muda dari usianya.
Ir Sutjipto, Sekjen PDI-P
Penemu Fondasi Sarang Laba-laba
Penemu teknik fondasi sarang laba-laba, ini lebih populer sebagai politisi ketimbang bidang konstruksi keahliannya. Namanya mencuat kepermukaan saat terjadinya konflik dalam tubuh PDI Jawa Timur. Ia memilih mendukung DPP PDI pimpinan Megawati. Pilihan ini mengantarkannya menjabat Sekjen PDI-P dan Wakil Ketua MPR.
Andre-Marie Amphere
Penemu Elektromagnet
Andre-Marie Amphere lahir di Lyon, Prancis, 20 Januari 1775. Ia tidak pernah duduk di bangku sekolah. Pendidikan diperoleh di rumah dari ayahnya yang merupakan seorang pedagang sutra kaya raya dan pejabat pemerintah yang mendukung raja. Pada usia 12 tahun, Ampere telah menguasai semua hal mengenai matematika yang dikenal pada zaman itu. Tak heran jika ia menjadi remaja yang cerdas dan berpengetahuan luas.
Howard Hathaway Aiken
Penemu Komputer Digital
Apakah komputer digital yang pertama kali dibuat manusia sama dengan yang sekarang ini bisa kita gunakan? Jauh berbeda, baik bentuk, ukuran, fungsi, maupun kemampuan. Komputer yang ada saat ini jauh lebih kecil namun dengan kemampuan jauh lebih komplit dibanding yang pertama kali dibuat. Mau tahu ukurannya? Tinggi 2,4 meter, panjang 15,3 meter, berat 35 ton, membutuhkan kabel sepanjang 800 kilometer, dan 3 juta buah sambungan!
Thomas Alva Edison
Penemu Terbesar Dunia
Thomas Alva Edison, seorang penemu terbesar di dunia. Bayangkan, ia menemukan 3.000 penemuan, diantara-nya lampu listrik, sistim distribusi listrik, lokomotif listrik, stasiun tenaga listrik, mikrofon, kinetoskop (proyektor film), laboratori-um riset untuk industri, fonograf (berkembang jadi tape-recorder), dan kinetograf (kamera film).
Paul Ehrlich
Bapak Imunologi Penemu Kemoterapi
Ia adalah dokter Jerman, ahli bakteriologi, bapak imunologi, hematologi, dan kemoterapi. Dialah penemu cara pengobatan dengan zat kimia yang disebut kemoterapi. Ia penemu merah tripan (zat warna yang dapat membunuh tripanosoma, hewan bersel satu yang menyebabkan penyakit tidur) dan salvarsan (arsfenamina). Salvarsan dan neosalvarsan adalah obat pertama untuk penyakit sifilis.
Alfred Bernhard Nobel
Penemu Dinamit
Sebagian orang menyebutkan kedermawanan Nobel karena penyesalannya telah membuat barang yang dapat membunuh orang secara massal. Maka, untuk menebusnya, ia menyisihkan sebagian hartanya untuk kemajuan ilmu pengetahuan dan perdamaian.
Sabtu, 26 Desember 2009
Chapter II
CHAPTER II
REVIEW OF RELATED LITERATURE
A. English Language Learning
Being an international language, English is spoken in most international events and is used as the medium of information on science, technology, and culture as well as result, people who want to keep abreast with the culture, scientific, and technological advances must deal with this language. Realizing the importance of the language, the Indonesian government considers it as the first foreign language and a compulsory subject to be taught in Elementary Schools, High Schools and University. Even, in certain regions, English is now taught at kindergarten and preschools as an additional subject. In order to make the English teaching successful, we have to consider some factors.
Learning takes place most successfully when the students are put in communicative situation in the target language. Therefore, there is no need for formal instruction (e.g. the teaching of grammatical point). Instead, the students are simply asked to perform communicative activities in which they have to use the foreign language. The more they do this the better they are at using the language.
Although English is taught at all the school grades (Elementary and High Schools), the result of the teaching program in our country has not been satisfactory. Students learn English, because English is a compulsory subject, they have to study it. Therefore, they only learn English, but do not acquire it. Furthermore, they do not have any aims about their English learning.
1. English as the First Foreign Language in Indonesia
There are some reasons why people learn English as first foreign language. People who want to learn foreign language may have a number of reasons for doing so. The following are some reasons why people learn English:
a. The first reason is the target language community. Because students live in the target language either temporarily or permanently, they have to learn the language so that they are able to speak the target language to survive in the community.
b. The second reason is for special or specific purpose. In this case, a student has some specific reasons to learn English. For example, he wants to understand books or newspapers that are written in English.
c. There are students who learn English because of the school curriculum. Since English is a compulsory subject and a part of curriculum, students have to study it.
d. Furthermore, there are students who learn English because they are attracted by the culture of the target language. The students want to know more about the people who speak English and places in which English is spoken.
e. The next reason is advancement. Some people believe that if they have a good knowledge of a foreign language they will get a better job.
There are various reasons in studying English as the foreign language. In this regard, it is important for a teacher to know what reasons that motivate their students to learn English.
In Indonesia, English is the first foreign language. The Indonesian government has chosen it as the first language to be taught at schools. It has been taught as one of the compulsory subject in all high schools beginning from the first grade of Junior High School up to the third grade of Senior High School, even from the Elementary School. The Indonesian government chooses English as the first foreign language because it has a very important role in international relation.
2. Factors Affecting Foreign Language Learning
There are a number of factors, which affect the success, or failure of second or foreign language learning. Daman presents taxonomy of the factors affecting second language acquisition, which is compiled by Schuman. This taxonomy includes social, affective, cognitive, biological, aptitude, personal, input, and instructional variables.
a. The social factors include the length of a residence in the target group, and other such factors.
b. Affective variable have something to do with motivation, cultural shock, and attitude.
c. Personality factors include tolerance for ambiguity, self-esteem, and ego orientation.
d. Cognitive factors relate to cognitive style, field dependence or field independence, and other such constructs.
e. Biological factors are those, which form the basis for learning.
f. Aptitude and personal factors relate to factors, which are to the internal the learner. Input factors and instructional factors are inherent in the classroom context.
3. The Senior High School Students
Senior High School students have special characteristics that make them different from younger and older students. As teacher, it is essential for us to understand their characteristics, so that we will be able to design the material. They face physical and emotional changes from kids to be adults. Adolescence is a period of change, new experiences, learning new rules, and uncertainty. They also have a good ability in communicating with others.
The range of the age of Senior High School students varied between 16 to 18 years old. The students reach their adolescence in this period. Most of the people regard adolescence as conflict. During this period, there is a need for students to find out about whom they really are and what they are going to be. They start to seek for status and personal recognition from their friends as if they want to declare existence among themselves.
The “terrible teens” are an age of transition, confusion, self-consciousness, growing, and changing bodies and minds. What a challenge for the teacher! Teens are in between childhood and adulthood, and therefore a very special set of considerations applies to teaching them. Perhaps because of the enigma of teaching teenagers, little is specifically said in the language-teaching field about teaching at this level.
Harmer said that “it is widely accepted that are of the key issues in adolescence is the search for individual ideality, and that this search provides the key challenge for this age group”.
Identity has to be forged among class mates and friends; peer approval may be considerably more important for the students that the attention of the teacher which for younger children is so crucial. Adolescence is recognized as the difficult time, not only for the teens themselves but also for their parents, teachers and society. As education always walks side by side with psychology, it is better to connect those psychological aspects of the students with their ways of learning a language.
B. Concept of Motivation
It is commonly believed that motivation plays an important role in learning. There is a strong relationship between motivation and learning. There is no learning if there is no will to learn. Motivation causes courage that affects all organisms.
Motivation can give significant efforts for every learner. Students with high motivation may get better performance in learning. Students with high motivation generally learn and do better. Motivation gives the person energy or spirit to do the best. If students can generate their motivation inside, it will help them much in learning.
In Islamic instruction also proceeded to have high motivation in learning. With the high motivation in learning, the knowledge learnt can be absorbed and stick in mind and heart, so the knowledge will be useful for her self and others.
The Koran verse concerning with the motivation in Islam, especially to learn or learning motivation are:
يَرْفَعِ اللَّهُ الَّذِينَ آَمَنُوا مِنْكُمْ وَالَّذِينَ أُوتُوا الْعِلْمَ دَرَجَاتٍ وَاللَّهُ بِمَا تَعْمَلُونَ خَبِيرٌ. (المجادلة: ١١)
“…Allah will exalt those of you who believe, and those who are given knowledge, in high degrees; and Allah is Aware of what you do.” (Q.S. Al-Mujadillah: 11)
It is clear that Islam gives motivation to all the people even obliged to every Moslem or Moslem woman to always study and learn. It is also explained that the position of clever people is better than the active people who do the religious duties but have no knowledge.
In classroom, the teachers can be facilitator to improve students’ motivation. The teachers have the biggest opportunity to be motivator because they have more time and chance to interact with students in the classroom. Teachers and students interact will so that the students feel desire, have spirit, potential and capability that increase self-worthy. Motivated students can learn faster and easily since they have strong will and confidence to learn.
1. Definition of Motivation
Related to the process of foreign language learning there are some definitions of motivation as psycholinguists give them.
a. Motivation is desires, needs and interest that arouse organism and direct it toward a specific goal.
b. Motivation is some kind of internal drive that encourages somebody to pursue a course of action.
c. Motivation is the thoughts and feelings we have which make us want to do something, continue to want to do it and turns our wishes into action.
Motivation is the crucial force, which determines whether a learner embarks on task at all, how much energy he devotes to it, and how long he perseveres. It is a complex phenomenon and includes many components: individual drives need for achievement and success, curiously, desires for stimulation and new experience.
In this study, the writer uses some terms of motivation by Harmer. They are: motive, basic drive, and desire. As a matter of fact, these terms are quite similar in meanings.
Motivation is essential to success that we have to do something to succeed at it. Since motivation is important, it makes sense to try and develop our understanding of it.
Finally, the writer adopts the definition of motivation from the general point of view. In general, motivation is characterized as a complex integration of internal processes, which arouse, sustain, and direct behavior. Typically, there is some goal or incentive to which such activity is directed, and attainment of the incentive deduces the motivated activity.
2. Types of Motivation
Motivation can be classified in two main types: extrinsic motivation and extrinsic motivation. Intrinsic motivation can be defined this way:
Intrinsically motivated activities are ones for which there is no apparent reward expect the activity itself. People seem to engage in the activities for their own sake and not because they lead to an extrinsic reward…intrinsically motivated behaviors are aimed at bringing about certain internally rewarding consequences, namely, feelings of competence and self-determination.
Extrinsically motivated behaviors, on the other hand, are carried out in anticipation of a reward from outside and beyond the self. Typical extrinsic rewards are money, prize, grades, and even certain types of positive feedback. Behaviors initialed solely to avoid punishment are also extrinsically motivated, even though numerous intrinsic benefits can unlimitedly accrue to those who, instead, view punishment avoidance as a challenge that can build their sense of competence and self-determination.
There are two types of motivation in learning English, i.e. integrative motivation and instrumental motivation. Instrumental motivation: this is when the students learn the second language for instrumental purpose. For example, it may be a compulsory school subject or it may be required for post-graduate work, for his carrier or for travel abroad. There is no desire on his part to go be on the language as a tool to fulfill rather limited purposes. The other kind of motivation is cold integrative. In this case, the students learn the language with the desire to identify him-self with another culture. It was found that students with integrative motivation have greater success at learning the second language than those with merely instrumental motivation.
3. Factors Affecting Motivation in Learning Foreign Language
The motivation that brings students to the task of learning English can be affected and influenced by the attitude of a number of people. It is worth considering what and who these are since they form part of the world around students’ feeling and engagement with the learning process.
a. Parental Involvement
A very important factor involved in motivating student and creating life long is the parents. Parental involvement in school and home is important because it produces good role models, and it also gives the students another source to learn.
There are two main roles that parents play in their children’s learning process:
1) An active role, which involves encouragement, support and monitoring and
2) A passive role, which involves indirect modeling and communicating attitudes related to second language learning and the second language community.
b. Teachers
Other important factors on student motivation are the teachers who teach them. According to Perry as quoted by Lumsden:
“What the teacher do and say promote intrinsic motivation in their classroom. Studies have shown that there is correlation between motivated students and good teacher-student relationship with mutual respect and admiration”.
Teachers and students both regard the teacher-pupil relationship as the most significant variable affecting pupil’s attitude toward second language learning. In their position of group leaders, teachers are largely responsible for development of group characteristics in this class, which in turn affects student’s motivation.
When a student respects and looks up to their teacher the student gains the motivation to work hard for that teacher. Younger students strive for the teacher. This gives that motivation to complete work and behave well. Another teacher attribute that improves students’ motivation is the ability for the teacher to be flexible in their lesson to their students and to move in direction to keep the students engaged.
c. The Classroom
When it come to lessons and curriculum, there are many things a teacher can do ti improve motivation in her or this classroom. The firs thing a teacher should do is to become familiar with the students and get to know their individual learning needs. All teachers need to understand that everyone learns differently. Most people have a hard time concentrating for more then twenty minutes at a time. If possible, try to move around the classroom for different activities and make the lessons as short yet as informative as possible.
Doing different activities often facilitate learning for all the different types of learners is important. Because not everyone learns in the same way, a teacher should take one lesson and split it up into an auditory activity when student can move around while they are engaged to learn. If just one of these type is satisfied, there will be many students in the classroom who are left out and unmotivated. Those students will lose all of motivation for the subject; with this, if the lesson are short, students will have an easier time remaining.
d. Classroom Environment
The environment of the classroom is important as will. According to Hutchinson as quoted by Lumsden:
“Room temperature, comfort of seating, background noise and visual distraction are all factors of environment that can affect concentration and motivation. Students must be comfortable for effective learning to occur. To keep the students engaged, teachers must also consider the set up of their classroom. It is important that every student can see and hear the lesson. Student who may have hearing or vision impairment may be placed in the front of the classroom. If there is a lot of discussion in the classroom or moving around, it might be more effective to set up the classroom in a semi-circle structure. Through it is difficult to include all of these factors in the classroom, as a teacher, any little bit will help”.
e. Peers
Along with parents and teachers, another group that the students interact with everyday is their peers. Meriam-Webster’s dictionary as quoted by Lumsden defines peers as “one belonging to the same societal group especially based on the age, grade, or status”. Peers have a large role in the motivation for the students. Especially at the Junior High School, students are trying to find themselves.
A student who is more confused about who they are depending more on his/her peer’s opinion. A student in this situation may be more motivated to impress his/her peer than to work hard in school.
From the description above, the writer concludes that there are many factors that influence the students’ motivation and they have to support each other because those factors will determine the success of the learning process.
C. Songs
Teachers are almost the total control of the running of the classroom, including setting and enforcing rules. Although we may not be able to choose our actual classroom, we can still do a lot about their physical appearance and the emotional atmosphere of our lessons. Both of these can have powerful effects on the initial and continuing motivation of students.
Teacher can decorate even the most unattractive classroom with all kinds of visual material to make them more agreeable as learning environments. Teachers can change the atmosphere through such things as the use of song. Song makes learning easier and is therefore a viable strategy for today’s classroom.
Song can create an exiting environment full of emotion and rich language. It allows the listener to acquire and transfer information kinesthetically and concretely. It can impart valuable concepts to students, which they can build self-esteem and create a sense of inclusion and collaboration. It also provides valuable opportunities to synthesize and combine learning in other subject areas and disciplines. The evidence is clear that we can achieve more success in learning through the strategic use of song. Song forms a natural bridge to literacy. It is a medium which children are built to enjoy.
If the students feel comfort, enjoy and happy in the classroom they must be interested in accept the materials. In it would be good interaction in the class between teacher and students.
1. Definition of Song
As mentioned by some experts who provide their views that song is:
a. Song is a short piece of music with words that you sing.
b. A song is a musical composition. Songs contain vocal parts that are performed with the human voice and generally feature words (lyrics), commonly accompanied by other musical instruments.
c. Another definition of song is a short musical work set to a poetic text, with equal importance given to the music and to the words. It may be written for one or several voices and is generally performed with instrumental accompaniment.
Based on some definition of song above, it can be stated that song is a work of art, which combines a set or group of words with the musical accompaniment to express human feeling through any different theme, such as love, pain, nature, etc.
Song is a natural and very personal language. Song is accessible to the slow learners, the gifted child, the handicapped, the young and the old, so that is truly universal, which can be listened by everyone. Song is a way of expressing personal ideas or integrated ideas of others through performances of rhythm, melody and harmony. Nevertheless, not all kinds of song use to stimulate the intelligence.
The development of songs in the world is very fast. It means that song has spread out in the whole world: in Asia, America, and Europe-every where. Everybody listens to song from children to the elders.
Teachers who want to select a song as media in their teaching need to know the basic elements of song because it requires a good sense of musical sound to procedure a pleasant sounding.
1) Melody
Melody is a series of notes sounding in succession. The notes of melody are typically created with respect to pitch system such as scales or modes. The rhythm of melody is often based on the inflections of language, the physical rhythm of dance, or simply periodic pulsation.
Melody is typically divided into phrases within a larger over aching structure. The elements of melody comprise pitch, duration, dynamics, and timbre.
2) Rhythm
Rhythm is the main element of music that is formed of a group of sound and silent with a long short in a different time. Shortly, it is a long-short pattern of sound in a song.
3) Lyric
Lyric is a set of words that accompany music, either by spoken word or by singing. The word lyric came to be used for the “words of song”. The sung words of a song are called” lyrics”.
According to the Oxford Dictionary, lyric is now the name for a short poem, usually divided into stanzas and directly expressing the poet’s own thoughts or sentiments. In ordinary language, the word often means a song. It can be the short of song that was sung in the modern world to the music of the guitar. Nevertheless, there are many lyrical poems which would be unsuitable for singing. Many poems express the poet’s own thoughts or sentiments without being lyrics all.
The term lyric is now used for any short poem with a single speaker, not necessarily the poem himself, who expresses personal thought and feelings rather than public events. However, the term also includes extended poetic expression of a complex evolution of mind, such as the elegy and the ode. A lyric is usually stanzaic (or written in stanzas), and euphoric, having sweet sounds which please the ear.
2. Song in Language Teaching
a. Principles Song Selection Criteria
There are some principles in selecting the songs criteria used in teaching language. Those are:
1) Use songs that are popular with the students whenever possible. Unfortunately, students frequently select songs for classroom use which are objectionable in some way making the song unusable.
2) Songs MUST have clear and understandable lyrics. Nothing is worse than a song almost nobody can understand. If you have trouble understanding the lyrics by listening, then another song needs to be selected.
3) Songs should have an appropriate theme. There's enough bad news, negativity and violence in the world already. Songs with any type of negative theme should be avoided. There are plenty of positive, upbeat, even humorous songs available.
b. The Incredible Benefits of Teaching English with Songs
1) Songs help learn vocabulary, grammar and syntax
Learning with songs really works as children hear whole sentences and absorb grammar and syntax subconsciously. It's an easy way for them to learn and remember words and phrases.
2) They can use meaningful language in context
Children hear vocabulary and phrases in a natural and meaningful context and no longer as isolated words or sentences.
3) Songs can be catchy and re-usable
Unlike a listening comprehension a song is catchy and fun and ESL students will be happy hearing it many times over a several months, as long as you don't play it to death in a single lesson.
4) Songs enhance listening skills
Naturally listening to any English song helps listening skills as long as the language is within the grasp of the learner.
5) They improve speaking fluency with the natural rhythms of language
When using songs for ESL that are performed by native speaker children hear the natural rhythms and stresses of English and this helps their pronunciation and speaking fluency.
6) Integrating music and actions makes your lesson appeal to wider learning styles
Along with the music, melody and rhythm actions can be found to go with the song. Actions may be used with any song and not just with obvious 'action songs' like Head Shoulders Knees and Toes. This immediately pushes the boat out to reach more pupils by encompassing a variety of learning styles in class.
Kinesthetic and tactile learners will latch on to using their bodies to the music while Auditory learners are in their element listening. Visual learners see others making the actions and can look at story pictures or vocabulary flashcards relating to the song. Everybody is happy, except for the tiny minority of people who do not like music!
7) Songs are fun and motivate pupils
Only at number seven on this list but yet a gigantic benefit is the fact that using music can lift the atmosphere in class, bring in a boost of energy and zest for life that captures the children's attention and motivates them in their quest to learn English.
8) Songs can be confidence building
Using songs for ESL is a way for children to listen and practice English in a group, joining in when they can without being singled out, and gradually achieving more with each listening. A huge boost in confidence can be gained from this, which percolates through to all learning.
9) Songs are memory aids
We all know how songs can stick in our heads and this is exactly what we want for our English language learners.
10) Songs help with classroom management
More mundane but absolutely crucial to a teacher is that putting on a song immediately attracts the attention of the class. All pupils join in with the actions and/or start to sing along. The teacher now has their attention if he/she did not before!
In summary songs allow pupils to hear English in context, naturally, to listen repeatedly, to enjoy learning, to be more involved with TPR (total physical response), to be focused and motivated and remember language more easily and for longer. Songs also help with classroom management.
c. The Weaknesses of Using Songs.
However we all know that every technique has limitations. The use of songs also has weaknesses as shown below:
1) It requires a lot of teaching media such as a tape recorder, cassettes, and the songs related to the topic. Furthermore, it spends a lot of time because the teacher does not only teach phrasal, but also sing the songs.
2) The teacher will have problem and undisciplined noise in class if she/he can not manage the class well. Furthermore, not all students like the selected songs.
3. Procedure and Principles of Applying Song
Sarah Philips offers guidelines for doing action song in class that are summarized as follows:
a. Play or sing the song once or twice with the student just listen, so that they begin to absorb the tune and rhythm.
b. Now play or sing the song again and get them to clap the rhythm and or hum the tune to the music.
c. Get them to join in the actions with you.
d. Ask them if they can tell what the song means from the actions. Explain anything they do not understand.
While according to Haycraft, the procedures of applying English songs are as follows:
a. Play the tape as many times as necessary and ask questions.
b. Get the class to use line-by-line following the tape.
c. Show the students the script and get the class to sing it following the tape.
d. Divide up the class and have a group, each singing a line. Replay the tape as often as necessary. Find out who has a good voice and try to get solos.
e. Bring out the students to conduct different combinations until the song is familiar.
f. Play and sing whenever you want to revise. It is a good idea to play songs at the beginning of class while everyone is setting down.
In doing the research, the writer proposed her own procedure to reach the goal talk. The first is the teacher given background information or question relating to the topic. Second showed the script and let the students listen to the song to recognize the lyric, rhythm and melody of the song then the teacher asked the students to do the exercise white listening to the song. Then the teacher and the students discussed and understand of the lyric line by line. Finally, the teacher gives time in doing action and singing the song together. Hopefully it will be very useful to gain the objective of the study given that is improving motivation in learning English.
D. Previous Research
The writer will describe some theses that are relevant to make the study arrangement easier:
Teaching phrasal verbs using songs to the second grade of Senior High School at MAN Tegal by Dewi Puspitasari (2201402532) of English Department Languages and Arts Faculty of Semarang State University. It stated that the use of songs to teach phrasal verbs to the second grade of senior high school students was successful. The result of the study showed that after treatment there is a significant difference on students’ phrasal verbs mastery between those who have been taught using songs and without songs. From this statement, it was said that songs are effective enough to be used in teaching phrasal verbs. Thus, they can be used as an alternative media in teaching phrasal verbs.
The role of song to teach English vocabulary through listening at the second grade of Senior High School at SMAN 1 Ungaran by Muhimatul Ifadah (2201401544) of English Department Languages and Arts Faculty of Semarang State University. It stated that the use of song in teaching listening to the second grade of Senior High School Students is very helpful. The result showed that the students’ achievement on the posttest (82.2%) was higher than that of the pretest (42.1%). It could be seen that the treatment gave significant result for the students’ improvement in vocabulary. Through the calculation of the score, it was found out that those who got high score gave positive responses for the questionnaire; it implied that listen to English songs improved the vocabulary acquisition, especially if the listening to English songs is a habit; it will improve the vocabulary acquisition. It could be concluded that listen to English songs is effective for the students and it could be used as a means to teach vocabulary.
Most of the research deals with particular subject of English skills, such as listening, speaking, reading and writing. In this study, the writer will focus on the use of songs to improve students’ motivation in learning English to the second grade of Senior High School students.
E. Statement of Action Hypothesis
Hypothesis of this study is that the use of song is an effective way to improve student’s motivation in learning English.
REVIEW OF RELATED LITERATURE
A. English Language Learning
Being an international language, English is spoken in most international events and is used as the medium of information on science, technology, and culture as well as result, people who want to keep abreast with the culture, scientific, and technological advances must deal with this language. Realizing the importance of the language, the Indonesian government considers it as the first foreign language and a compulsory subject to be taught in Elementary Schools, High Schools and University. Even, in certain regions, English is now taught at kindergarten and preschools as an additional subject. In order to make the English teaching successful, we have to consider some factors.
Learning takes place most successfully when the students are put in communicative situation in the target language. Therefore, there is no need for formal instruction (e.g. the teaching of grammatical point). Instead, the students are simply asked to perform communicative activities in which they have to use the foreign language. The more they do this the better they are at using the language.
Although English is taught at all the school grades (Elementary and High Schools), the result of the teaching program in our country has not been satisfactory. Students learn English, because English is a compulsory subject, they have to study it. Therefore, they only learn English, but do not acquire it. Furthermore, they do not have any aims about their English learning.
1. English as the First Foreign Language in Indonesia
There are some reasons why people learn English as first foreign language. People who want to learn foreign language may have a number of reasons for doing so. The following are some reasons why people learn English:
a. The first reason is the target language community. Because students live in the target language either temporarily or permanently, they have to learn the language so that they are able to speak the target language to survive in the community.
b. The second reason is for special or specific purpose. In this case, a student has some specific reasons to learn English. For example, he wants to understand books or newspapers that are written in English.
c. There are students who learn English because of the school curriculum. Since English is a compulsory subject and a part of curriculum, students have to study it.
d. Furthermore, there are students who learn English because they are attracted by the culture of the target language. The students want to know more about the people who speak English and places in which English is spoken.
e. The next reason is advancement. Some people believe that if they have a good knowledge of a foreign language they will get a better job.
There are various reasons in studying English as the foreign language. In this regard, it is important for a teacher to know what reasons that motivate their students to learn English.
In Indonesia, English is the first foreign language. The Indonesian government has chosen it as the first language to be taught at schools. It has been taught as one of the compulsory subject in all high schools beginning from the first grade of Junior High School up to the third grade of Senior High School, even from the Elementary School. The Indonesian government chooses English as the first foreign language because it has a very important role in international relation.
2. Factors Affecting Foreign Language Learning
There are a number of factors, which affect the success, or failure of second or foreign language learning. Daman presents taxonomy of the factors affecting second language acquisition, which is compiled by Schuman. This taxonomy includes social, affective, cognitive, biological, aptitude, personal, input, and instructional variables.
a. The social factors include the length of a residence in the target group, and other such factors.
b. Affective variable have something to do with motivation, cultural shock, and attitude.
c. Personality factors include tolerance for ambiguity, self-esteem, and ego orientation.
d. Cognitive factors relate to cognitive style, field dependence or field independence, and other such constructs.
e. Biological factors are those, which form the basis for learning.
f. Aptitude and personal factors relate to factors, which are to the internal the learner. Input factors and instructional factors are inherent in the classroom context.
3. The Senior High School Students
Senior High School students have special characteristics that make them different from younger and older students. As teacher, it is essential for us to understand their characteristics, so that we will be able to design the material. They face physical and emotional changes from kids to be adults. Adolescence is a period of change, new experiences, learning new rules, and uncertainty. They also have a good ability in communicating with others.
The range of the age of Senior High School students varied between 16 to 18 years old. The students reach their adolescence in this period. Most of the people regard adolescence as conflict. During this period, there is a need for students to find out about whom they really are and what they are going to be. They start to seek for status and personal recognition from their friends as if they want to declare existence among themselves.
The “terrible teens” are an age of transition, confusion, self-consciousness, growing, and changing bodies and minds. What a challenge for the teacher! Teens are in between childhood and adulthood, and therefore a very special set of considerations applies to teaching them. Perhaps because of the enigma of teaching teenagers, little is specifically said in the language-teaching field about teaching at this level.
Harmer said that “it is widely accepted that are of the key issues in adolescence is the search for individual ideality, and that this search provides the key challenge for this age group”.
Identity has to be forged among class mates and friends; peer approval may be considerably more important for the students that the attention of the teacher which for younger children is so crucial. Adolescence is recognized as the difficult time, not only for the teens themselves but also for their parents, teachers and society. As education always walks side by side with psychology, it is better to connect those psychological aspects of the students with their ways of learning a language.
B. Concept of Motivation
It is commonly believed that motivation plays an important role in learning. There is a strong relationship between motivation and learning. There is no learning if there is no will to learn. Motivation causes courage that affects all organisms.
Motivation can give significant efforts for every learner. Students with high motivation may get better performance in learning. Students with high motivation generally learn and do better. Motivation gives the person energy or spirit to do the best. If students can generate their motivation inside, it will help them much in learning.
In Islamic instruction also proceeded to have high motivation in learning. With the high motivation in learning, the knowledge learnt can be absorbed and stick in mind and heart, so the knowledge will be useful for her self and others.
The Koran verse concerning with the motivation in Islam, especially to learn or learning motivation are:
يَرْفَعِ اللَّهُ الَّذِينَ آَمَنُوا مِنْكُمْ وَالَّذِينَ أُوتُوا الْعِلْمَ دَرَجَاتٍ وَاللَّهُ بِمَا تَعْمَلُونَ خَبِيرٌ. (المجادلة: ١١)
“…Allah will exalt those of you who believe, and those who are given knowledge, in high degrees; and Allah is Aware of what you do.” (Q.S. Al-Mujadillah: 11)
It is clear that Islam gives motivation to all the people even obliged to every Moslem or Moslem woman to always study and learn. It is also explained that the position of clever people is better than the active people who do the religious duties but have no knowledge.
In classroom, the teachers can be facilitator to improve students’ motivation. The teachers have the biggest opportunity to be motivator because they have more time and chance to interact with students in the classroom. Teachers and students interact will so that the students feel desire, have spirit, potential and capability that increase self-worthy. Motivated students can learn faster and easily since they have strong will and confidence to learn.
1. Definition of Motivation
Related to the process of foreign language learning there are some definitions of motivation as psycholinguists give them.
a. Motivation is desires, needs and interest that arouse organism and direct it toward a specific goal.
b. Motivation is some kind of internal drive that encourages somebody to pursue a course of action.
c. Motivation is the thoughts and feelings we have which make us want to do something, continue to want to do it and turns our wishes into action.
Motivation is the crucial force, which determines whether a learner embarks on task at all, how much energy he devotes to it, and how long he perseveres. It is a complex phenomenon and includes many components: individual drives need for achievement and success, curiously, desires for stimulation and new experience.
In this study, the writer uses some terms of motivation by Harmer. They are: motive, basic drive, and desire. As a matter of fact, these terms are quite similar in meanings.
Motivation is essential to success that we have to do something to succeed at it. Since motivation is important, it makes sense to try and develop our understanding of it.
Finally, the writer adopts the definition of motivation from the general point of view. In general, motivation is characterized as a complex integration of internal processes, which arouse, sustain, and direct behavior. Typically, there is some goal or incentive to which such activity is directed, and attainment of the incentive deduces the motivated activity.
2. Types of Motivation
Motivation can be classified in two main types: extrinsic motivation and extrinsic motivation. Intrinsic motivation can be defined this way:
Intrinsically motivated activities are ones for which there is no apparent reward expect the activity itself. People seem to engage in the activities for their own sake and not because they lead to an extrinsic reward…intrinsically motivated behaviors are aimed at bringing about certain internally rewarding consequences, namely, feelings of competence and self-determination.
Extrinsically motivated behaviors, on the other hand, are carried out in anticipation of a reward from outside and beyond the self. Typical extrinsic rewards are money, prize, grades, and even certain types of positive feedback. Behaviors initialed solely to avoid punishment are also extrinsically motivated, even though numerous intrinsic benefits can unlimitedly accrue to those who, instead, view punishment avoidance as a challenge that can build their sense of competence and self-determination.
There are two types of motivation in learning English, i.e. integrative motivation and instrumental motivation. Instrumental motivation: this is when the students learn the second language for instrumental purpose. For example, it may be a compulsory school subject or it may be required for post-graduate work, for his carrier or for travel abroad. There is no desire on his part to go be on the language as a tool to fulfill rather limited purposes. The other kind of motivation is cold integrative. In this case, the students learn the language with the desire to identify him-self with another culture. It was found that students with integrative motivation have greater success at learning the second language than those with merely instrumental motivation.
3. Factors Affecting Motivation in Learning Foreign Language
The motivation that brings students to the task of learning English can be affected and influenced by the attitude of a number of people. It is worth considering what and who these are since they form part of the world around students’ feeling and engagement with the learning process.
a. Parental Involvement
A very important factor involved in motivating student and creating life long is the parents. Parental involvement in school and home is important because it produces good role models, and it also gives the students another source to learn.
There are two main roles that parents play in their children’s learning process:
1) An active role, which involves encouragement, support and monitoring and
2) A passive role, which involves indirect modeling and communicating attitudes related to second language learning and the second language community.
b. Teachers
Other important factors on student motivation are the teachers who teach them. According to Perry as quoted by Lumsden:
“What the teacher do and say promote intrinsic motivation in their classroom. Studies have shown that there is correlation between motivated students and good teacher-student relationship with mutual respect and admiration”.
Teachers and students both regard the teacher-pupil relationship as the most significant variable affecting pupil’s attitude toward second language learning. In their position of group leaders, teachers are largely responsible for development of group characteristics in this class, which in turn affects student’s motivation.
When a student respects and looks up to their teacher the student gains the motivation to work hard for that teacher. Younger students strive for the teacher. This gives that motivation to complete work and behave well. Another teacher attribute that improves students’ motivation is the ability for the teacher to be flexible in their lesson to their students and to move in direction to keep the students engaged.
c. The Classroom
When it come to lessons and curriculum, there are many things a teacher can do ti improve motivation in her or this classroom. The firs thing a teacher should do is to become familiar with the students and get to know their individual learning needs. All teachers need to understand that everyone learns differently. Most people have a hard time concentrating for more then twenty minutes at a time. If possible, try to move around the classroom for different activities and make the lessons as short yet as informative as possible.
Doing different activities often facilitate learning for all the different types of learners is important. Because not everyone learns in the same way, a teacher should take one lesson and split it up into an auditory activity when student can move around while they are engaged to learn. If just one of these type is satisfied, there will be many students in the classroom who are left out and unmotivated. Those students will lose all of motivation for the subject; with this, if the lesson are short, students will have an easier time remaining.
d. Classroom Environment
The environment of the classroom is important as will. According to Hutchinson as quoted by Lumsden:
“Room temperature, comfort of seating, background noise and visual distraction are all factors of environment that can affect concentration and motivation. Students must be comfortable for effective learning to occur. To keep the students engaged, teachers must also consider the set up of their classroom. It is important that every student can see and hear the lesson. Student who may have hearing or vision impairment may be placed in the front of the classroom. If there is a lot of discussion in the classroom or moving around, it might be more effective to set up the classroom in a semi-circle structure. Through it is difficult to include all of these factors in the classroom, as a teacher, any little bit will help”.
e. Peers
Along with parents and teachers, another group that the students interact with everyday is their peers. Meriam-Webster’s dictionary as quoted by Lumsden defines peers as “one belonging to the same societal group especially based on the age, grade, or status”. Peers have a large role in the motivation for the students. Especially at the Junior High School, students are trying to find themselves.
A student who is more confused about who they are depending more on his/her peer’s opinion. A student in this situation may be more motivated to impress his/her peer than to work hard in school.
From the description above, the writer concludes that there are many factors that influence the students’ motivation and they have to support each other because those factors will determine the success of the learning process.
C. Songs
Teachers are almost the total control of the running of the classroom, including setting and enforcing rules. Although we may not be able to choose our actual classroom, we can still do a lot about their physical appearance and the emotional atmosphere of our lessons. Both of these can have powerful effects on the initial and continuing motivation of students.
Teacher can decorate even the most unattractive classroom with all kinds of visual material to make them more agreeable as learning environments. Teachers can change the atmosphere through such things as the use of song. Song makes learning easier and is therefore a viable strategy for today’s classroom.
Song can create an exiting environment full of emotion and rich language. It allows the listener to acquire and transfer information kinesthetically and concretely. It can impart valuable concepts to students, which they can build self-esteem and create a sense of inclusion and collaboration. It also provides valuable opportunities to synthesize and combine learning in other subject areas and disciplines. The evidence is clear that we can achieve more success in learning through the strategic use of song. Song forms a natural bridge to literacy. It is a medium which children are built to enjoy.
If the students feel comfort, enjoy and happy in the classroom they must be interested in accept the materials. In it would be good interaction in the class between teacher and students.
1. Definition of Song
As mentioned by some experts who provide their views that song is:
a. Song is a short piece of music with words that you sing.
b. A song is a musical composition. Songs contain vocal parts that are performed with the human voice and generally feature words (lyrics), commonly accompanied by other musical instruments.
c. Another definition of song is a short musical work set to a poetic text, with equal importance given to the music and to the words. It may be written for one or several voices and is generally performed with instrumental accompaniment.
Based on some definition of song above, it can be stated that song is a work of art, which combines a set or group of words with the musical accompaniment to express human feeling through any different theme, such as love, pain, nature, etc.
Song is a natural and very personal language. Song is accessible to the slow learners, the gifted child, the handicapped, the young and the old, so that is truly universal, which can be listened by everyone. Song is a way of expressing personal ideas or integrated ideas of others through performances of rhythm, melody and harmony. Nevertheless, not all kinds of song use to stimulate the intelligence.
The development of songs in the world is very fast. It means that song has spread out in the whole world: in Asia, America, and Europe-every where. Everybody listens to song from children to the elders.
Teachers who want to select a song as media in their teaching need to know the basic elements of song because it requires a good sense of musical sound to procedure a pleasant sounding.
1) Melody
Melody is a series of notes sounding in succession. The notes of melody are typically created with respect to pitch system such as scales or modes. The rhythm of melody is often based on the inflections of language, the physical rhythm of dance, or simply periodic pulsation.
Melody is typically divided into phrases within a larger over aching structure. The elements of melody comprise pitch, duration, dynamics, and timbre.
2) Rhythm
Rhythm is the main element of music that is formed of a group of sound and silent with a long short in a different time. Shortly, it is a long-short pattern of sound in a song.
3) Lyric
Lyric is a set of words that accompany music, either by spoken word or by singing. The word lyric came to be used for the “words of song”. The sung words of a song are called” lyrics”.
According to the Oxford Dictionary, lyric is now the name for a short poem, usually divided into stanzas and directly expressing the poet’s own thoughts or sentiments. In ordinary language, the word often means a song. It can be the short of song that was sung in the modern world to the music of the guitar. Nevertheless, there are many lyrical poems which would be unsuitable for singing. Many poems express the poet’s own thoughts or sentiments without being lyrics all.
The term lyric is now used for any short poem with a single speaker, not necessarily the poem himself, who expresses personal thought and feelings rather than public events. However, the term also includes extended poetic expression of a complex evolution of mind, such as the elegy and the ode. A lyric is usually stanzaic (or written in stanzas), and euphoric, having sweet sounds which please the ear.
2. Song in Language Teaching
a. Principles Song Selection Criteria
There are some principles in selecting the songs criteria used in teaching language. Those are:
1) Use songs that are popular with the students whenever possible. Unfortunately, students frequently select songs for classroom use which are objectionable in some way making the song unusable.
2) Songs MUST have clear and understandable lyrics. Nothing is worse than a song almost nobody can understand. If you have trouble understanding the lyrics by listening, then another song needs to be selected.
3) Songs should have an appropriate theme. There's enough bad news, negativity and violence in the world already. Songs with any type of negative theme should be avoided. There are plenty of positive, upbeat, even humorous songs available.
b. The Incredible Benefits of Teaching English with Songs
1) Songs help learn vocabulary, grammar and syntax
Learning with songs really works as children hear whole sentences and absorb grammar and syntax subconsciously. It's an easy way for them to learn and remember words and phrases.
2) They can use meaningful language in context
Children hear vocabulary and phrases in a natural and meaningful context and no longer as isolated words or sentences.
3) Songs can be catchy and re-usable
Unlike a listening comprehension a song is catchy and fun and ESL students will be happy hearing it many times over a several months, as long as you don't play it to death in a single lesson.
4) Songs enhance listening skills
Naturally listening to any English song helps listening skills as long as the language is within the grasp of the learner.
5) They improve speaking fluency with the natural rhythms of language
When using songs for ESL that are performed by native speaker children hear the natural rhythms and stresses of English and this helps their pronunciation and speaking fluency.
6) Integrating music and actions makes your lesson appeal to wider learning styles
Along with the music, melody and rhythm actions can be found to go with the song. Actions may be used with any song and not just with obvious 'action songs' like Head Shoulders Knees and Toes. This immediately pushes the boat out to reach more pupils by encompassing a variety of learning styles in class.
Kinesthetic and tactile learners will latch on to using their bodies to the music while Auditory learners are in their element listening. Visual learners see others making the actions and can look at story pictures or vocabulary flashcards relating to the song. Everybody is happy, except for the tiny minority of people who do not like music!
7) Songs are fun and motivate pupils
Only at number seven on this list but yet a gigantic benefit is the fact that using music can lift the atmosphere in class, bring in a boost of energy and zest for life that captures the children's attention and motivates them in their quest to learn English.
8) Songs can be confidence building
Using songs for ESL is a way for children to listen and practice English in a group, joining in when they can without being singled out, and gradually achieving more with each listening. A huge boost in confidence can be gained from this, which percolates through to all learning.
9) Songs are memory aids
We all know how songs can stick in our heads and this is exactly what we want for our English language learners.
10) Songs help with classroom management
More mundane but absolutely crucial to a teacher is that putting on a song immediately attracts the attention of the class. All pupils join in with the actions and/or start to sing along. The teacher now has their attention if he/she did not before!
In summary songs allow pupils to hear English in context, naturally, to listen repeatedly, to enjoy learning, to be more involved with TPR (total physical response), to be focused and motivated and remember language more easily and for longer. Songs also help with classroom management.
c. The Weaknesses of Using Songs.
However we all know that every technique has limitations. The use of songs also has weaknesses as shown below:
1) It requires a lot of teaching media such as a tape recorder, cassettes, and the songs related to the topic. Furthermore, it spends a lot of time because the teacher does not only teach phrasal, but also sing the songs.
2) The teacher will have problem and undisciplined noise in class if she/he can not manage the class well. Furthermore, not all students like the selected songs.
3. Procedure and Principles of Applying Song
Sarah Philips offers guidelines for doing action song in class that are summarized as follows:
a. Play or sing the song once or twice with the student just listen, so that they begin to absorb the tune and rhythm.
b. Now play or sing the song again and get them to clap the rhythm and or hum the tune to the music.
c. Get them to join in the actions with you.
d. Ask them if they can tell what the song means from the actions. Explain anything they do not understand.
While according to Haycraft, the procedures of applying English songs are as follows:
a. Play the tape as many times as necessary and ask questions.
b. Get the class to use line-by-line following the tape.
c. Show the students the script and get the class to sing it following the tape.
d. Divide up the class and have a group, each singing a line. Replay the tape as often as necessary. Find out who has a good voice and try to get solos.
e. Bring out the students to conduct different combinations until the song is familiar.
f. Play and sing whenever you want to revise. It is a good idea to play songs at the beginning of class while everyone is setting down.
In doing the research, the writer proposed her own procedure to reach the goal talk. The first is the teacher given background information or question relating to the topic. Second showed the script and let the students listen to the song to recognize the lyric, rhythm and melody of the song then the teacher asked the students to do the exercise white listening to the song. Then the teacher and the students discussed and understand of the lyric line by line. Finally, the teacher gives time in doing action and singing the song together. Hopefully it will be very useful to gain the objective of the study given that is improving motivation in learning English.
D. Previous Research
The writer will describe some theses that are relevant to make the study arrangement easier:
Teaching phrasal verbs using songs to the second grade of Senior High School at MAN Tegal by Dewi Puspitasari (2201402532) of English Department Languages and Arts Faculty of Semarang State University. It stated that the use of songs to teach phrasal verbs to the second grade of senior high school students was successful. The result of the study showed that after treatment there is a significant difference on students’ phrasal verbs mastery between those who have been taught using songs and without songs. From this statement, it was said that songs are effective enough to be used in teaching phrasal verbs. Thus, they can be used as an alternative media in teaching phrasal verbs.
The role of song to teach English vocabulary through listening at the second grade of Senior High School at SMAN 1 Ungaran by Muhimatul Ifadah (2201401544) of English Department Languages and Arts Faculty of Semarang State University. It stated that the use of song in teaching listening to the second grade of Senior High School Students is very helpful. The result showed that the students’ achievement on the posttest (82.2%) was higher than that of the pretest (42.1%). It could be seen that the treatment gave significant result for the students’ improvement in vocabulary. Through the calculation of the score, it was found out that those who got high score gave positive responses for the questionnaire; it implied that listen to English songs improved the vocabulary acquisition, especially if the listening to English songs is a habit; it will improve the vocabulary acquisition. It could be concluded that listen to English songs is effective for the students and it could be used as a means to teach vocabulary.
Most of the research deals with particular subject of English skills, such as listening, speaking, reading and writing. In this study, the writer will focus on the use of songs to improve students’ motivation in learning English to the second grade of Senior High School students.
E. Statement of Action Hypothesis
Hypothesis of this study is that the use of song is an effective way to improve student’s motivation in learning English.
THE USE OF SONGS TO IMPROVE STUDENTS’ MOTIVATION IN LEARNING ENGLISH
THE USE OF SONGS TO IMPROVE STUDENTS’ MOTIVATION IN LEARNING ENGLISH
(A Classroom Action Research at the Eleventh Grade Students
Of SMK NU Ungaran in Academic Year of 2009/2010)
CHAPTER I
INTRODUCTION
A. Background of the Study
Language is a means of communication used by human in order to be able to communicate with each other. There are millions of languages used in millions countries. Each country has its native language, but many of them have also one or more languages used as their second or foreign languages. However, there is a language that can be used in any countries, and that is English and it is therefore English is regarded an international language.
English is one of languages in the world that is very important. It has become clear that English plays an important role in communication among various or parts of the world.
As an international language, English has been used in many countries around the world. Some countries use English as their native language, some other apply it as a foreign language. Whatever the position is, English has been a compulsory lesson for students all over the world, even the native country itself.
English is taught in many countries in the world as a second or foreign language, such as Japan, Malaysia, China, Singapore and Indonesia. In those countries, many schools make students study English from time to time. Many educational experts always make many efforts to make the teaching of English as a second or foreign language better and better. Those who turn their attention to English language teaching do not only come from educators, but also from the society considering the urgent role of English in the worlds’ communication.
As a foreign language, most of learners of English in Indonesia get difficulties to study English. Most learning problems are caused by different element found between the two languages when students learn a foreign language they will get difficulties. The degree of difficulty is determined by the degree of differences between the two languages that is their first language and the target language. At a relatively old age, they will have a lot of more habit interference when they will start learning it at much younger age. Some the same teaching styles make students bored. Learning a foreign language is different from learning native language because the students’ environments in achieving their first languages are different. In Indonesia, learning English shows worse result than some other subject.
The students often find problems with English when they speak, read, listen and write to English words. It may be caused some factors. Learning English is very complex since there are many factors that determine the success or failure of learners in learning. There are two kinds of factors, which affect someone in learning English. Those are internal and external factors. Internal factors come from the learners themselves, such as motivation, interest, aptitude, and intelligence. While the external factors come from outside of the learners, such as situation and condition of the environment, learning materials, and learning program.
The duty of English teachers is to make the students enjoy learning English. Therefore, the teachers should have special trick to make their students motivated in learning English. The students can be interested in learning English if we can motivate them by using some interesting media and enjoyable activities and we can adjust them to their ages and grades so that they can integrate themselves into English, for example singing an English song. It is assumed that it can contribute many things to improve students’ motivation and students’ capabilities, especially in their skill elements, such as vocabulary enrichment, listening, and speaking. Singing an English song is believed to have direct influence on the pronunciation skills.
Songs can provide attractive and instructional media in learning activities. It is attractive because the students will have more fun in learning processes. The pleasant, relaxed atmosphere fostered by songs has proven to be highly conductive to efficient learning. Songs have been designed to motivate students to participate the English teaching and learning. This research tries to find out the effectiveness of using songs to improve students’ motivation in learning English.
B. Reasons for Choosing the Topic
The writer chooses this topic to be her study because of some reasons, they are:
1. Many students are generally poor in their mastery of English. This might be caused by the lack of motivation in studying the foreign language. Motivation is probably the most often used catch all term for explaining the success or failure of virtually any complex task. It is easy to figure out that success in a task is because learning is related to motivation. It is easy in learning to claim that a learner will be successful with the proper motivation.
2. In teaching learning process, teachers also play a more important role than parents do. They should be creative to select teaching media and technique to draw students’ interest and motivation in learning English. The teachers are demanded to choose the appropriate ones to make the class fresh and interesting. Hopefully, that the students will be happy and will not get bored learning English.
These reasons above encourage the writer to help the students to solve their problems. In this study, the writer wants to improve the students’ motivation in learning English by using songs as the media. Using English songs is an easy way to practice English in students’ learning. The reason is that most teenagers like Senior High School students love to sing and listen to music. In many cases, they are able to sing the whole lyric of the English songs. It means that they can memorize some English phrases or sentences and the have already learned English unconsciously. By listening to music, students can understand certain great message behind songs. Listening English songs is an enjoyable undertaking to be done. This can be argued for the following reasons:
1) Lyrics found in English songs usually can represent our feeling,
2) If we love the song, it will be easy to remember the lyrics of that songs because they just consist of several words or sentences,
3) Song usually led students to get pleasure.
From what has been stated above, the writer is interested in conducting the research. In this case, the writer plans to get information about the tenth year students of SMK NU Ungaran, with respect to their ability to use songs as a good way to study English and to improve their motivation in learning English.
C. Questions of the Study
Trough this study, the writer wants to find out the answer to these following questions:
1. How is the use of songs to improve students’ motivation in learning English?
2. How is the improvement of the students’ motivation in learning English after being taught using songs?
D. Objectives of the Study
Based on the questions of the study above, there are two objectives of this study. They are:
1. To describe the use of songs to improve students’ motivation in learning English,
2. To find out the improvement of the students’ motivation in learning English after being taught using songs.
E. Action Hypothesis
Hypothesis of this study is that the use of song is an effective way to improve student’s motivation in learning English.
F. Significances of the Study
The result of this study might be useful for the students and the English teachers at SMK NU Ungaran as well as the writer.
1) For the Students
The result of this study can help the students to improve their motivation in learning English and help the students to find out the interesting way to learn English.
2) For the English Teachers
English teachers may be able to apply the result of this study on their activities, improve their methods or technique in teaching, so that the students are motivated to learn.
3) For the writer
The result of this study is expected to be useful knowledge for the writer when she starts her profession as a teacher in the future time.
G. Definition of Key Term
1. Song
Song is a short piece of music with words that are sung.
In this study song is a media which is used in the teaching English in order to improve the students’ motivation in learning English.
2. Motivation
Motivation is the thoughts and feelings we have which make us want to do something, continue to want to do it and turn our wishes into action.
Motivation is the most important factor in language learning. Therefore, in this study the writer wants to try to improve students’ motivation in learning English.
3. Learning English
Learning English is a learning process to develop communication skill in English orally and written, to cover four basic skills (listening, speaking, reading, and writing).
H. Scope of the Study
In order to make the study easier and more appropriate, the writer should decide the scope of the study:
1. The study is limited to the description of the use of songs to improve students’ motivation in learning English.
2. The Senior High School students generally like popular songs. Therefore, the writer limits the songs’ scope to English pop songs.
3. The subject of the study is the eleventh grade students of SMK NU Ungaran. Therefore, the generalization of the research finding is applied only to the population in questions.
I. Outline Of Thesis
The study will consist of five chapters:
The First chapter presents the introduction of the research concerning it is background, reasons for choosing the topic, questions of the study, objectives of the study, significance of the study, and limitations of the study.
The second chapter presents the review of related literature to the topic of the study concerning theoretical review and preview research, teaching and learning English as foreign language, teaching English at the senior high school, song and the usage in teaching English, motivation in learning English, and song to improve students’ motivation.
The third chapter present method of investigation concerning, setting and participant, instrument of the study, technique of collecting and analyzing data and action hypothesis.
The fourth chapter presents the finding of the research concerning analyzed the result of the questioner.
The fifth chapter presents the conclusion and suggestions.
(A Classroom Action Research at the Eleventh Grade Students
Of SMK NU Ungaran in Academic Year of 2009/2010)
CHAPTER I
INTRODUCTION
A. Background of the Study
Language is a means of communication used by human in order to be able to communicate with each other. There are millions of languages used in millions countries. Each country has its native language, but many of them have also one or more languages used as their second or foreign languages. However, there is a language that can be used in any countries, and that is English and it is therefore English is regarded an international language.
English is one of languages in the world that is very important. It has become clear that English plays an important role in communication among various or parts of the world.
As an international language, English has been used in many countries around the world. Some countries use English as their native language, some other apply it as a foreign language. Whatever the position is, English has been a compulsory lesson for students all over the world, even the native country itself.
English is taught in many countries in the world as a second or foreign language, such as Japan, Malaysia, China, Singapore and Indonesia. In those countries, many schools make students study English from time to time. Many educational experts always make many efforts to make the teaching of English as a second or foreign language better and better. Those who turn their attention to English language teaching do not only come from educators, but also from the society considering the urgent role of English in the worlds’ communication.
As a foreign language, most of learners of English in Indonesia get difficulties to study English. Most learning problems are caused by different element found between the two languages when students learn a foreign language they will get difficulties. The degree of difficulty is determined by the degree of differences between the two languages that is their first language and the target language. At a relatively old age, they will have a lot of more habit interference when they will start learning it at much younger age. Some the same teaching styles make students bored. Learning a foreign language is different from learning native language because the students’ environments in achieving their first languages are different. In Indonesia, learning English shows worse result than some other subject.
The students often find problems with English when they speak, read, listen and write to English words. It may be caused some factors. Learning English is very complex since there are many factors that determine the success or failure of learners in learning. There are two kinds of factors, which affect someone in learning English. Those are internal and external factors. Internal factors come from the learners themselves, such as motivation, interest, aptitude, and intelligence. While the external factors come from outside of the learners, such as situation and condition of the environment, learning materials, and learning program.
The duty of English teachers is to make the students enjoy learning English. Therefore, the teachers should have special trick to make their students motivated in learning English. The students can be interested in learning English if we can motivate them by using some interesting media and enjoyable activities and we can adjust them to their ages and grades so that they can integrate themselves into English, for example singing an English song. It is assumed that it can contribute many things to improve students’ motivation and students’ capabilities, especially in their skill elements, such as vocabulary enrichment, listening, and speaking. Singing an English song is believed to have direct influence on the pronunciation skills.
Songs can provide attractive and instructional media in learning activities. It is attractive because the students will have more fun in learning processes. The pleasant, relaxed atmosphere fostered by songs has proven to be highly conductive to efficient learning. Songs have been designed to motivate students to participate the English teaching and learning. This research tries to find out the effectiveness of using songs to improve students’ motivation in learning English.
B. Reasons for Choosing the Topic
The writer chooses this topic to be her study because of some reasons, they are:
1. Many students are generally poor in their mastery of English. This might be caused by the lack of motivation in studying the foreign language. Motivation is probably the most often used catch all term for explaining the success or failure of virtually any complex task. It is easy to figure out that success in a task is because learning is related to motivation. It is easy in learning to claim that a learner will be successful with the proper motivation.
2. In teaching learning process, teachers also play a more important role than parents do. They should be creative to select teaching media and technique to draw students’ interest and motivation in learning English. The teachers are demanded to choose the appropriate ones to make the class fresh and interesting. Hopefully, that the students will be happy and will not get bored learning English.
These reasons above encourage the writer to help the students to solve their problems. In this study, the writer wants to improve the students’ motivation in learning English by using songs as the media. Using English songs is an easy way to practice English in students’ learning. The reason is that most teenagers like Senior High School students love to sing and listen to music. In many cases, they are able to sing the whole lyric of the English songs. It means that they can memorize some English phrases or sentences and the have already learned English unconsciously. By listening to music, students can understand certain great message behind songs. Listening English songs is an enjoyable undertaking to be done. This can be argued for the following reasons:
1) Lyrics found in English songs usually can represent our feeling,
2) If we love the song, it will be easy to remember the lyrics of that songs because they just consist of several words or sentences,
3) Song usually led students to get pleasure.
From what has been stated above, the writer is interested in conducting the research. In this case, the writer plans to get information about the tenth year students of SMK NU Ungaran, with respect to their ability to use songs as a good way to study English and to improve their motivation in learning English.
C. Questions of the Study
Trough this study, the writer wants to find out the answer to these following questions:
1. How is the use of songs to improve students’ motivation in learning English?
2. How is the improvement of the students’ motivation in learning English after being taught using songs?
D. Objectives of the Study
Based on the questions of the study above, there are two objectives of this study. They are:
1. To describe the use of songs to improve students’ motivation in learning English,
2. To find out the improvement of the students’ motivation in learning English after being taught using songs.
E. Action Hypothesis
Hypothesis of this study is that the use of song is an effective way to improve student’s motivation in learning English.
F. Significances of the Study
The result of this study might be useful for the students and the English teachers at SMK NU Ungaran as well as the writer.
1) For the Students
The result of this study can help the students to improve their motivation in learning English and help the students to find out the interesting way to learn English.
2) For the English Teachers
English teachers may be able to apply the result of this study on their activities, improve their methods or technique in teaching, so that the students are motivated to learn.
3) For the writer
The result of this study is expected to be useful knowledge for the writer when she starts her profession as a teacher in the future time.
G. Definition of Key Term
1. Song
Song is a short piece of music with words that are sung.
In this study song is a media which is used in the teaching English in order to improve the students’ motivation in learning English.
2. Motivation
Motivation is the thoughts and feelings we have which make us want to do something, continue to want to do it and turn our wishes into action.
Motivation is the most important factor in language learning. Therefore, in this study the writer wants to try to improve students’ motivation in learning English.
3. Learning English
Learning English is a learning process to develop communication skill in English orally and written, to cover four basic skills (listening, speaking, reading, and writing).
H. Scope of the Study
In order to make the study easier and more appropriate, the writer should decide the scope of the study:
1. The study is limited to the description of the use of songs to improve students’ motivation in learning English.
2. The Senior High School students generally like popular songs. Therefore, the writer limits the songs’ scope to English pop songs.
3. The subject of the study is the eleventh grade students of SMK NU Ungaran. Therefore, the generalization of the research finding is applied only to the population in questions.
I. Outline Of Thesis
The study will consist of five chapters:
The First chapter presents the introduction of the research concerning it is background, reasons for choosing the topic, questions of the study, objectives of the study, significance of the study, and limitations of the study.
The second chapter presents the review of related literature to the topic of the study concerning theoretical review and preview research, teaching and learning English as foreign language, teaching English at the senior high school, song and the usage in teaching English, motivation in learning English, and song to improve students’ motivation.
The third chapter present method of investigation concerning, setting and participant, instrument of the study, technique of collecting and analyzing data and action hypothesis.
The fourth chapter presents the finding of the research concerning analyzed the result of the questioner.
The fifth chapter presents the conclusion and suggestions.
Perjuangan seorang sahabat dengan Pondok Baca
Berawal dari angan-angan membuat Taman Baca Masyarakat atau yang kita kenal dengan TBM dan kami beri nama dengna Pondok Baca (TBM Pondok Baca). Awal mula kami melakukan lobi-lobi kebeberapa dinas terkait untuk meminta bantuan dan dukungannya akan mendirikan TBM. Semua menyikapi dengan positif dan pada akhirnya kami ditawari bantuan dari dinas pendidikan jateng. Langkah demi langkah untuk mempoeroleh persyaratan pun kami lakukan dengan mengorbankan waktu, tenaga dan amunisi. Teringat sahabat yang sekarang sudah tiada, beliau mengorbankan waktunya dan tenaganya hanya sekedar menemani dan mengantar saya pulang ke Banjarnegara, karena salah satun sayaratnya adlaah pembuatan Akta Notaris di daerah dan surat pengantar dari diknas kabupaten.
pembuatan akta dan NPWP berjalan dengan lancar tanpa ada hambatan, namun yang menjadi hambatan adalah surat pengantar yang dari dinas, yang tidak dapat dikeluarkan oleh yang punya kuasa. Karena kami diberi waktu sedikit untuk melengkapi persyaratannya, maka terpaksa kami tidak dapat bantuan dari dinas pendidikan jateng, gara-gara tidak ada surat dari pengantar dari diknas kabupaten.
Namun kami tidak akan gentar untuk menciptakan angan-anagan tersebut, walupun sampai sekarang TBM Pondok Baca yang direncanakan sejak dulu pada thaun 2008 belum terealisasikan, kami akan terus berjuang untuk bisa berdiri kokoh demi masyarakat luas, demi bangsa, dan demi mengentaskan bukata aksara, informasi, wawasan dan kebodohan.....
pembuatan akta dan NPWP berjalan dengan lancar tanpa ada hambatan, namun yang menjadi hambatan adalah surat pengantar yang dari dinas, yang tidak dapat dikeluarkan oleh yang punya kuasa. Karena kami diberi waktu sedikit untuk melengkapi persyaratannya, maka terpaksa kami tidak dapat bantuan dari dinas pendidikan jateng, gara-gara tidak ada surat dari pengantar dari diknas kabupaten.
Namun kami tidak akan gentar untuk menciptakan angan-anagan tersebut, walupun sampai sekarang TBM Pondok Baca yang direncanakan sejak dulu pada thaun 2008 belum terealisasikan, kami akan terus berjuang untuk bisa berdiri kokoh demi masyarakat luas, demi bangsa, dan demi mengentaskan bukata aksara, informasi, wawasan dan kebodohan.....
PEMANASAN GLOBAL
Pemanasan global (global warming) pada dasarnya merupakan fenomena peningkatan temperatur global dari tahun ke tahun karena terjadinya efek rumah kaca (greenhouse effect) yang disebabkan oleh meningkatnya emisi gas-gas seperti karbondioksida (CO2), metana (CH4), dinitrooksida (N2O) dan CFC sehingga energi matahari terperangkap dalam atmosfer bumi. Berbagai literatur menunjukkan kenaikan temperatur global – termasuk Indonesia – yang terjadi pada kisaran 1,5–40 Celcius pada akhir abad 21.
Pemanasan global mengakibatkan dampak yang luas dan serius bagi lingkungan bio-geofisik (seperti pelelehan es di kutub, kenaikan muka air laut, perluasan gurun pasir, peningkatan hujan dan banjir, perubahan iklim, punahnya flora dan fauna tertentu, migrasi fauna dan hama penyakit, dsb). Sedangkan dampak bagi aktivitas sosial-ekonomi masyarakat meliputi : (a) gangguan terhadap fungsi kawasan pesisir dan kota pantai, (b) gangguan terhadap fungsi prasarana dan sarana seperti jaringan jalan, pelabuhan dan bandara (c) gangguan terhadap permukiman penduduk, (d) pengurangan produktivitas lahan pertanian, (e) peningkatan resiko kanker dan wabah penyakit, dsb). Dalam makalah ini, fokus diberikan pada antisipasi terhadap dua dampak pemanasan global, yakni : kenaikan muka air laut (sea level rise) dan banjir.
Dampak Kenaikan Permukaan Air Laut dan Banjir terhadap Kondisi Lingkungan Bio-geofisik dan Sosial-Ekonomi Masyarakat.
Kenaikan muka air laut secara umum akan mengakibatkan dampak sebagai berikut : (a) meningkatnya frekuensi dan intensitas banjir, (b) perubahan arus laut dan meluasnya kerusakan mangrove, (c) meluasnya intrusi air laut, (d) ancaman terhadap kegiatan sosial-ekonomi masyarakat pesisir, dan (e) berkurangnya luas daratan atau hilangnya pulau-pulau kecil.
Meningkatnya frekuensi dan intensitas banjir disebabkan oleh terjadinya pola hujan yang acak dan musim hujan yang pendek sementara curah hujan sangat tinggi (kejadian ekstrim). Kemungkinan lainnya adalah akibat terjadinya efek backwater dari wilayah pesisir ke darat. Frekuensi dan intensitas banjir diprediksikan terjadi 9 kali lebih besar pada dekade mendatang dimana 80% peningkatan banjir tersebut terjadi di Asia Selatan dan Tenggara (termasuk Indonesia) dengan luas genangan banjir mencapai 2 juta mil persegi. Peningkatan volume air pada kawasan pesisir akan memberikan efek akumulatif apabila kenaikan muka air laut serta peningkatan frekuensi dan intensitas hujan terjadi dalam kurun waktu yang bersamaan.
• Kenaikan muka air laut selain mengakibatkan perubahan arus laut pada wilayah pesisir juga mengakibatkan rusaknya ekosistem mangrove, yang pada saat ini saja kondisinya sudah sangat mengkhawatirkan. Luas hutan mangrove di Indonesia terus mengalami penurunan dari 5.209.543 ha (1982) menurun menjadi 3.235.700 ha (1987) dan menurun lagi hingga 2.496.185 ha (1993). Dalam kurun waktu 10 tahun (1982-1993), telah terjadi penurunan hutan mangrove ± 50% dari total luasan semula. Apabila keberadaan mangrove tidak dapat dipertahankan lagi, maka : abrasi pantai akan kerap terjadi karena tidak adanya penahan gelombang, pencemaran dari sungai ke laut akan meningkat karena tidak adanya filter polutan, dan zona budidaya aquaculture pun akan terancam dengan sendirinya.
• Meluasnya intrusi air laut selain diakibatkan oleh terjadinya kenaikan muka air laut juga dipicu oleh terjadinya land subsidence akibat penghisapan air tanah secara berlebihan. Sebagai contoh, diperkirakan pada periode antara 2050 hingga 2070, maka intrusi air laut akan mencakup 50% dari luas wilayah Jakarta Utara.
• Gangguan terhadap kondisi sosial-ekonomi masyarakat yang terjadi diantaranya adalah : (a) gangguan terhadap jaringan jalan lintas dan kereta api di Pantura Jawa dan Timur-Selatan Sumatera ; (b) genangan terhadap permukiman penduduk pada kota-kota pesisir yang berada pada wilayah Pantura Jawa, Sumatera bagian Timur, Kalimantan bagian Selatan, Sulawesi bagian Barat Daya, dan beberapa spot pesisir di Papua ; (c) hilangnya lahan-lahan budidaya seperti sawah, payau, kolam ikan, dan mangrove seluas 3,4 juta hektar atau setara dengan US$ 11,307 juta ; gambaran ini bahkan menjadi lebih ‘buram’ apabila dikaitkan dengan keberadaan sentra-sentra produksi pangan yang hanya berkisar 4 % saja dari keseluruhan luas wilayah nasional, dan (d) penurunan produktivitas lahan pada sentra-sentra pangan, seperti di DAS Citarum, Brantas, dan Saddang yang sangat krusial bagi kelangsungan swasembada pangan di Indonesia. Adapun daerah-daerah di Indonesia yang potensial terkena dampak kenaikan muka air laut diperlihatkan pada Gambar 1 berikut.
• Terancam berkurangnya luasan kawasan pesisir dan bahkan hilangnya pulau-pulau kecil yang dapat mencapai angka 2000 hingga 4000 pulau, tergantung dari kenaikan muka air laut yang terjadi. Dengan asumsi kemunduran garis pantai sejauh 25 meter, pada akhir abad 2100 lahan pesisir yang hilang mencapai 202.500 ha.
• Bagi Indonesia, dampak kenaikan muka air laut dan banjir lebih diperparah dengan pengurangan luas hutan tropis yang cukup signifikan, baik akibat kebakaran maupun akibat penggundulan. Data yang dihimpun dari The Georgetown – International Environmental Law Review (1999) menunjukkan bahwa pada kurun waktu 1997 – 1998 saja tidak kurang dari 1,7 juta hektar hutan terbakar di Sumatra dan Kalimantan akibat pengaruh El Nino. Bahkan WWF (2000) menyebutkan angka yang lebih besar, yakni antara 2 hingga 3,5 juta hektar pada periode yang sama. Apabila tidak diambil langkah-langkah yang tepat maka kerusakan hutan – khususnya yang berfungsi lindung – akan menyebabkan run-off yang besar pada kawasan hulu, meningkatkan resiko pendangkalan dan banjir pada wilayah hilir , serta memperluas kelangkaan air bersih pada jangka panjang.
Antisipasi Dampak Kenaikan Muka Air Laut dan Banjir melalui Rencana Tata Ruang Wilayah Nasional
Dengan memperhatikan dampak pemanasan global yang memiliki skala nasional dan dimensi waktu yang berjangka panjang, maka keberadaan RTRWN menjadi sangat penting. Secara garis besar RTRWN yang telah ditetapkan aspek legalitasnya melalui PP No.47/1997 sebagai penjabaran pasal 20 dari UU No.24/1992 tentang Penataan Ruang memuat arahan kebijaksanaan pemanfaatan ruang negara yang memperlihatkan adanya pola dan struktur wilayah nasional yang ingin dicapai pada masa yang akan datang.
Pola pemanfaatan ruang wilayah nasional memuat : (a) arahan kebijakan dan kriteria pengelolaan kawasan lindung (termasuk kawasan rawan bencana seperti kawasan rawan gelombang pasang dan banjir) ; dan (b) arahan kebijakan dan kriteria pengelolaan kawasan budidaya (hutan produksi, pertanian, pertambangan, pariwisata, permukiman, dsb). Sementara struktur pemanfaatan ruang wilayah nasional mencakup : (a) arahan pengembangan sistem permukiman nasional dan (b) arahan pengembangan sistem prasarana wilayah nasional (seperti jaringan transportasi, kelistrikan, sumber daya air, dan air baku.
Sesuai dengan dinamika pembangunan dan lingkungan strategis yang terus berubah, maka dirasakan adanya kebutuhan untuk mengkajiulang (review) materi pengaturan RTRWN (PP 47/1997) agar senantiasa dapat merespons isu-isu dan tuntutan pengembangan wilayah nasional ke depan. (mohon periksa Tabel 3 pada Lampiran). Oleh karenanya, pada saat ini Pemerintah tengah mengkajiulang RTRWN yang diselenggarakan dengan memperhatikan perubahan lingkungan strategis ataupun paradigma baru sebagai berikut :
• globalisasi ekonomi dan implikasinya,
• otonomi daerah dan implikasinya,
• penanganan kawasan perbatasan antar negara dan sinkronisasinya,
• pengembangan kemaritiman/sumber daya kelautan,
• pengembangan kawasan tertinggal untuk pengentasan kemiskinan dan krisis ekonomi,
• daur ulang hidrologi,
• penanganan land subsidence,
• pemanfaatan jalur ALKI untuk prosperity dan security, serta
• pemanasan global dan berbagai dampaknya.
Dengan demikian, maka aspek kenaikan muka air laut dan banjir seyogyanya akan menjadi salah satu masukan yang signifikan bagi kebijakan dan strategi pengembangan wilayah nasional yang termuat didalam RTRWN khususnya bagi pengembangan kawasan pesisir mengingat : (a) besarnya konsentrasi penduduk yang menghuni kawasan pesisir khususnya pada kota-kota pantai, (b) besarnya potensi ekonomi yang dimiliki kawasan pesisir, (c) pemanfaatan ruang wilayah pesisir yang belum mencerminkan adanya sinergi antara kepentingan ekonomi dengan lingkungan, (d) tingginya konflik pemanfaatan ruang lintas sektor dan lintas wilayah, serta (e) belum terciptanya keterkaitan fungsional antara kawasan hulu dan hilir, yang cenderung merugikan kawasan pesisir.
Berdasarkan studi yang dilakukan oleh ADB (1994), maka dampak kenaikan muka air laut dan banjir diperkirakan akan memberikan gangguan yang serius terhadap wilayah-wilayah seperti : Pantura Jawa, Sumatera bagian Timur, Kalimantan bagian Selatan, Sulawesi bagian Barat Daya, dan beberapa spot pada pesisir Barat Papua
Untuk kawasan budidaya, maka perhatian yang lebih besar perlu diberikan untuk kota-kota pantai yang memiliki peran strategis bagi kawasan pesisir, yakni sebagai pusat pertumbuhan kawasan yang memberikan pelayanan ekonomi, sosial, dan pemerintahan bagi kawasan tersebut. Kota-kota pantai yang diperkirakan mengalami ancaman dari kenaikan muka air laut diantaranya adalah Lhokseumawe, Belawan, Bagansiapi-api, Batam, Kalianda, Jakarta, Tegal, Semarang, Surabaya, Singkawang, Ketapang, Makassar, Pare-Pare, Sinjai. (Selengkapnya mohon periksa Tabel 1 pada Lampiran).
Kawasan-kawasan fungsional yang perlu mendapatkan perhatian terkait dengan kenaikan muka air laut dan banjir meliputi 29 kawasan andalan, 11 kawasan tertentu, dan 19 kawasan tertinggal. (selengkapnya mohon periksa Tabel 2 pada Lampiran).
Perhatian khusus perlu diberikan dalam pengembangan arahan kebijakan dan kriteria pengelolaan prasarana wilayah yang penting artinya bagi pengembangan perekonomian nasional, namun memiliki kerentanan terhadap dampak kenaikan muka air laut dan banjir, seperti :
• sebagian ruas-ruas jalan Lintas Timur Sumatera (dari Lhokseumawe hingga Bandar Lampung sepanjang ± 1600 km) dan sebagian jalan Lintas Pantura Jawa (dari Jakarta hingga Surabaya sepanjang ± 900 km) serta sebagian Lintas Tengah Sulawesi (dari Pare-pare, Makassar hingga Bulukumba sepanjang ± 250 km).
• beberapa pelabuhan strategis nasional, seperti Belawan (Medan), Tanjung Priok (Jakarta), Tanjung Mas (Semarang), Pontianak, Tanjung Perak (Surabaya), serta pelabuhan Makassar.
• Jaringan irigasi pada wilayah sentra pangan seperti Pantura Jawa, Sumatera bagian Timur dan Sulawesi bagian Selatan.
• Beberapa Bandara strategis seperti Medan, Jakarta, Surabaya, Denpasar, Makassar, dan Semarang.
Untuk kawasan lindung pada RTRWN, maka arahan kebijakan dan kriteria pola pengelolaan kawasan rawan bencana alam, suaka alam-margasatwa, pelestarian alam, dan kawasan perlindungan setempat (sempadan pantai, dan sungai) perlu dirumuskan untuk dapat mengantisipasi berbagai kerusakan lingkungan yang mungkin terjadi.
Selain antisipasi yang bersifat makro-strategis diatas, diperlukan pula antisipasi dampak kenaikan muka air laut dan banjir yang bersifat mikro-operasional. Pada tataran mikro, maka pengembangan kawasan budidaya pada kawasan pesisir selayaknya dilakukan dengan mempertimbangkan beberapa alternatif yang direkomendasikan oleh IPCC (1990) sebagai berikut :
• Relokasi ; alternatif ini dikembangkan apabila dampak ekonomi dan lingkungan akibat kenaikan muka air laut dan banjir sangat besar sehingga kawasan budidaya perlu dialihkan lebih menjauh dari garis pantai. Dalam kondisi ekstrim, bahkan, perlu dipertimbangkan untuk menghindari sama sekali kawasan-kawasan yang memiliki kerentanan sangat tinggi.
• Akomodasi ; alternatif ini bersifat penyesuaian terhadap perubahan alam atau resiko dampak yang mungkin terjadi seperti reklamasi, peninggian bangunan atau perubahan agriculture menjadi budidaya air payau (aquaculture) ; area-area yang tergenangi tidak terhindarkan, namun diharapkan tidak menimbulkan ancaman yang serius bagi keselamatan jiwa, asset dan aktivitas sosial-ekonomi serta lingkungan sekitar.
• Proteksi ; alternatif ini memiliki dua kemungkinan, yakni yang bersifat hard structure seperti pembangunan penahan gelombang (breakwater) atau tanggul banjir (seawalls) dan yang bersifat soft structure seperti revegetasi mangrove atau penimbunan pasir (beach nourishment). Walaupun cenderung defensif terhadap perubahan alam, alternatif ini perlu dilakukan secara hati-hati dengan tetap mempertimbangkan proses alam yang terjadi sesuai dengan prinsip “working with nature”.
Sedangkan untuk kawasan lindung, prioritas penanganan perlu diberikan untuk sempadan pantai, sempadan sungai, mangrove, terumbu karang, suaka alam margasatwa/cagar alam/habitat flora-fauna, dan kawasan-kawasan yang sensitif secara ekologis atau memiliki kerentanan tinggi terhadap perubahan alam atau kawasan yang bermasalah. Untuk pulau-pulau kecil maka perlindungan perlu diberikan untuk pulau-pulau yang memiliki fungsi khusus, seperti tempat transit fauna, habitat flora dan fauna langka/dilindungi, kepentingan hankam, dan sebagainya.
Agar prinsip keterpaduan pengelolaan pembangunan kawasan pesisir benar-benar dapat diwujudkan, maka pelestarian kawasan lindung pada bagian hulu – khususnya hutan tropis - perlu pula mendapatkan perhatian. Hal ini penting agar laju pemanasan global dapat dikurangi, sekaligus mengurangi peningkatan skala dampak pada kawasan pesisir yang berada di kawasan hilir.
Kebutuhan Intervensi Kebijakan Penataan Ruang dalam rangka Mengantisipasi Dampak Pemanasan Global terhadap Pesisir dan Pulau-Pulau Kecil.
Dalam kerangka kebijakan penataan ruang, maka RTRWN merupakan salah satu instrumen kebijakan yang dapat dimanfaatkan untuk dampak pemanasan global terhadap kawasan pesisir dan pulau-pulau kecil. Namun demikian, selain penyiapan RTRWN ditempuh pula kebijakan untuk revitalisasi dan operasionalisasi rencana tata ruang yang berorientasi kepada pemanfaatan dan pengendalian pemanfaatan ruang kawasan pesisir dan pulau-pulau kecil dengan tingkat kedalaman yang lebih rinci.
Intervensi kebijakan penataan ruang diatas pada dasarnya ditempuh untuk memenuhi tujuan-tujuan berikut :
• Mewujudkan pembangunan berkelanjutan pada kawasan pesisir, termasuk kota-kota pantai dengan segenap penghuni dan kelengkapannya (prasarana dan sarana) sehingga fungsi-fungsi kawasan dan kota sebagai sumber pangan (source of nourishment) dapat tetap berlangsung.
• Mengurangi kerentanan (vulnerability) dari kawasan pesisir dan para pemukimnya (inhabitants) dari ancaman kenaikan muka air laut, banjir, abrasi, dan ancaman alam (natural hazards) lainnya.
• Mempertahankan berlangsungnya proses ekologis esensial sebagai sistem pendukung kehidupan dan keanekaragaman hayati pada wilayah pesisir agar tetap lestari yang dicapai melalui keterpaduan pengelolaan sumber daya alam dari hulu hingga ke hilir (integrated coastal zone management).
• Untuk mendukung tercapainya upaya revitalisasi dan operasionalisasi rencana tata ruang, maka diperlukan dukungan-dukungan, seperti : (a) penyiapan Pedoman dan Norma, Standar, Prosedur dan Manual (NSPM) untuk percepatan desentralisasi bidang penataan ruang ke daerah - khususnya untuk penataan ruang dan pengelolaan sumber daya kawasan pesisir/tepi air; (b) peningkatan kualitas dan kuantitas sumber daya manusia serta pemantapan format dan mekanisme kelembagaan penataan ruang, (c) sosialisasi produk-produk penataan ruang kepada masyarakat melalui public awareness campaig, (d) penyiapan dukungan sistem informasi dan database pengelolaan kawasan pesisir dan pulau-pulau kecil yang memadai, serta (e) penyiapan peta-peta yang dapat digunakan sebagai alat mewujudkan keterpaduan pengelolaan kawasan pesisir dan pulau-kecil sekaligus menghindari terjadinya konflik lintas batas.
• Selanjutnya, untuk dapat mengelola pembangunan kawasan pesisir secara efisien dan efektif, diperlukan strategi pendayagunaan penataan ruang yang senada dengan semangat otonomi daerah yang disusun dengan memperhatikan faktor-faktor berikut :
• Keterpaduan yang bersifat lintas sektoral dan lintas wilayah dalam konteks pengembangan kawasan pesisir sehingga tercipta konsistensi pengelolaan pembangunan sektor dan wilayah terhadap rencana tata ruang kawasan pesisir.
• Pendekatan bottom-up atau mengedepankan peran masyarakat (participatory planning process) dalam pelaksanaan pembangunan kawasan pesisir yang transparan dan accountable agar lebih akomodatif terhadap berbagai masukan dan aspirasi seluruh stakeholders dalam pelaksanaan pembangunan.
• Kerjasama antar wilayah (antar propinsi, kabupaten maupun kota-kota pantai, antara kawasan perkotaan dengan perdesaan, serta antara kawasan hulu dan hilir) sehingga tercipta sinergi pembangunan kawasan pesisir dengan memperhatikan inisiatif, potensi dan keunggulan lokal, sekaligus reduksi potensi konflik lintas wilayah
• Penegakan hukum yang konsisten dan konsekuen – baik PP, Keppres, maupun Perda - untuk menghindari kepentingan sepihak dan untuk terlaksananya role sharing yang ‘seimbang’ antar unsur-unsur stakeholders.
Pemanasan global mengakibatkan dampak yang luas dan serius bagi lingkungan bio-geofisik (seperti pelelehan es di kutub, kenaikan muka air laut, perluasan gurun pasir, peningkatan hujan dan banjir, perubahan iklim, punahnya flora dan fauna tertentu, migrasi fauna dan hama penyakit, dsb). Sedangkan dampak bagi aktivitas sosial-ekonomi masyarakat meliputi : (a) gangguan terhadap fungsi kawasan pesisir dan kota pantai, (b) gangguan terhadap fungsi prasarana dan sarana seperti jaringan jalan, pelabuhan dan bandara (c) gangguan terhadap permukiman penduduk, (d) pengurangan produktivitas lahan pertanian, (e) peningkatan resiko kanker dan wabah penyakit, dsb). Dalam makalah ini, fokus diberikan pada antisipasi terhadap dua dampak pemanasan global, yakni : kenaikan muka air laut (sea level rise) dan banjir.
Dampak Kenaikan Permukaan Air Laut dan Banjir terhadap Kondisi Lingkungan Bio-geofisik dan Sosial-Ekonomi Masyarakat.
Kenaikan muka air laut secara umum akan mengakibatkan dampak sebagai berikut : (a) meningkatnya frekuensi dan intensitas banjir, (b) perubahan arus laut dan meluasnya kerusakan mangrove, (c) meluasnya intrusi air laut, (d) ancaman terhadap kegiatan sosial-ekonomi masyarakat pesisir, dan (e) berkurangnya luas daratan atau hilangnya pulau-pulau kecil.
Meningkatnya frekuensi dan intensitas banjir disebabkan oleh terjadinya pola hujan yang acak dan musim hujan yang pendek sementara curah hujan sangat tinggi (kejadian ekstrim). Kemungkinan lainnya adalah akibat terjadinya efek backwater dari wilayah pesisir ke darat. Frekuensi dan intensitas banjir diprediksikan terjadi 9 kali lebih besar pada dekade mendatang dimana 80% peningkatan banjir tersebut terjadi di Asia Selatan dan Tenggara (termasuk Indonesia) dengan luas genangan banjir mencapai 2 juta mil persegi. Peningkatan volume air pada kawasan pesisir akan memberikan efek akumulatif apabila kenaikan muka air laut serta peningkatan frekuensi dan intensitas hujan terjadi dalam kurun waktu yang bersamaan.
• Kenaikan muka air laut selain mengakibatkan perubahan arus laut pada wilayah pesisir juga mengakibatkan rusaknya ekosistem mangrove, yang pada saat ini saja kondisinya sudah sangat mengkhawatirkan. Luas hutan mangrove di Indonesia terus mengalami penurunan dari 5.209.543 ha (1982) menurun menjadi 3.235.700 ha (1987) dan menurun lagi hingga 2.496.185 ha (1993). Dalam kurun waktu 10 tahun (1982-1993), telah terjadi penurunan hutan mangrove ± 50% dari total luasan semula. Apabila keberadaan mangrove tidak dapat dipertahankan lagi, maka : abrasi pantai akan kerap terjadi karena tidak adanya penahan gelombang, pencemaran dari sungai ke laut akan meningkat karena tidak adanya filter polutan, dan zona budidaya aquaculture pun akan terancam dengan sendirinya.
• Meluasnya intrusi air laut selain diakibatkan oleh terjadinya kenaikan muka air laut juga dipicu oleh terjadinya land subsidence akibat penghisapan air tanah secara berlebihan. Sebagai contoh, diperkirakan pada periode antara 2050 hingga 2070, maka intrusi air laut akan mencakup 50% dari luas wilayah Jakarta Utara.
• Gangguan terhadap kondisi sosial-ekonomi masyarakat yang terjadi diantaranya adalah : (a) gangguan terhadap jaringan jalan lintas dan kereta api di Pantura Jawa dan Timur-Selatan Sumatera ; (b) genangan terhadap permukiman penduduk pada kota-kota pesisir yang berada pada wilayah Pantura Jawa, Sumatera bagian Timur, Kalimantan bagian Selatan, Sulawesi bagian Barat Daya, dan beberapa spot pesisir di Papua ; (c) hilangnya lahan-lahan budidaya seperti sawah, payau, kolam ikan, dan mangrove seluas 3,4 juta hektar atau setara dengan US$ 11,307 juta ; gambaran ini bahkan menjadi lebih ‘buram’ apabila dikaitkan dengan keberadaan sentra-sentra produksi pangan yang hanya berkisar 4 % saja dari keseluruhan luas wilayah nasional, dan (d) penurunan produktivitas lahan pada sentra-sentra pangan, seperti di DAS Citarum, Brantas, dan Saddang yang sangat krusial bagi kelangsungan swasembada pangan di Indonesia. Adapun daerah-daerah di Indonesia yang potensial terkena dampak kenaikan muka air laut diperlihatkan pada Gambar 1 berikut.
• Terancam berkurangnya luasan kawasan pesisir dan bahkan hilangnya pulau-pulau kecil yang dapat mencapai angka 2000 hingga 4000 pulau, tergantung dari kenaikan muka air laut yang terjadi. Dengan asumsi kemunduran garis pantai sejauh 25 meter, pada akhir abad 2100 lahan pesisir yang hilang mencapai 202.500 ha.
• Bagi Indonesia, dampak kenaikan muka air laut dan banjir lebih diperparah dengan pengurangan luas hutan tropis yang cukup signifikan, baik akibat kebakaran maupun akibat penggundulan. Data yang dihimpun dari The Georgetown – International Environmental Law Review (1999) menunjukkan bahwa pada kurun waktu 1997 – 1998 saja tidak kurang dari 1,7 juta hektar hutan terbakar di Sumatra dan Kalimantan akibat pengaruh El Nino. Bahkan WWF (2000) menyebutkan angka yang lebih besar, yakni antara 2 hingga 3,5 juta hektar pada periode yang sama. Apabila tidak diambil langkah-langkah yang tepat maka kerusakan hutan – khususnya yang berfungsi lindung – akan menyebabkan run-off yang besar pada kawasan hulu, meningkatkan resiko pendangkalan dan banjir pada wilayah hilir , serta memperluas kelangkaan air bersih pada jangka panjang.
Antisipasi Dampak Kenaikan Muka Air Laut dan Banjir melalui Rencana Tata Ruang Wilayah Nasional
Dengan memperhatikan dampak pemanasan global yang memiliki skala nasional dan dimensi waktu yang berjangka panjang, maka keberadaan RTRWN menjadi sangat penting. Secara garis besar RTRWN yang telah ditetapkan aspek legalitasnya melalui PP No.47/1997 sebagai penjabaran pasal 20 dari UU No.24/1992 tentang Penataan Ruang memuat arahan kebijaksanaan pemanfaatan ruang negara yang memperlihatkan adanya pola dan struktur wilayah nasional yang ingin dicapai pada masa yang akan datang.
Pola pemanfaatan ruang wilayah nasional memuat : (a) arahan kebijakan dan kriteria pengelolaan kawasan lindung (termasuk kawasan rawan bencana seperti kawasan rawan gelombang pasang dan banjir) ; dan (b) arahan kebijakan dan kriteria pengelolaan kawasan budidaya (hutan produksi, pertanian, pertambangan, pariwisata, permukiman, dsb). Sementara struktur pemanfaatan ruang wilayah nasional mencakup : (a) arahan pengembangan sistem permukiman nasional dan (b) arahan pengembangan sistem prasarana wilayah nasional (seperti jaringan transportasi, kelistrikan, sumber daya air, dan air baku.
Sesuai dengan dinamika pembangunan dan lingkungan strategis yang terus berubah, maka dirasakan adanya kebutuhan untuk mengkajiulang (review) materi pengaturan RTRWN (PP 47/1997) agar senantiasa dapat merespons isu-isu dan tuntutan pengembangan wilayah nasional ke depan. (mohon periksa Tabel 3 pada Lampiran). Oleh karenanya, pada saat ini Pemerintah tengah mengkajiulang RTRWN yang diselenggarakan dengan memperhatikan perubahan lingkungan strategis ataupun paradigma baru sebagai berikut :
• globalisasi ekonomi dan implikasinya,
• otonomi daerah dan implikasinya,
• penanganan kawasan perbatasan antar negara dan sinkronisasinya,
• pengembangan kemaritiman/sumber daya kelautan,
• pengembangan kawasan tertinggal untuk pengentasan kemiskinan dan krisis ekonomi,
• daur ulang hidrologi,
• penanganan land subsidence,
• pemanfaatan jalur ALKI untuk prosperity dan security, serta
• pemanasan global dan berbagai dampaknya.
Dengan demikian, maka aspek kenaikan muka air laut dan banjir seyogyanya akan menjadi salah satu masukan yang signifikan bagi kebijakan dan strategi pengembangan wilayah nasional yang termuat didalam RTRWN khususnya bagi pengembangan kawasan pesisir mengingat : (a) besarnya konsentrasi penduduk yang menghuni kawasan pesisir khususnya pada kota-kota pantai, (b) besarnya potensi ekonomi yang dimiliki kawasan pesisir, (c) pemanfaatan ruang wilayah pesisir yang belum mencerminkan adanya sinergi antara kepentingan ekonomi dengan lingkungan, (d) tingginya konflik pemanfaatan ruang lintas sektor dan lintas wilayah, serta (e) belum terciptanya keterkaitan fungsional antara kawasan hulu dan hilir, yang cenderung merugikan kawasan pesisir.
Berdasarkan studi yang dilakukan oleh ADB (1994), maka dampak kenaikan muka air laut dan banjir diperkirakan akan memberikan gangguan yang serius terhadap wilayah-wilayah seperti : Pantura Jawa, Sumatera bagian Timur, Kalimantan bagian Selatan, Sulawesi bagian Barat Daya, dan beberapa spot pada pesisir Barat Papua
Untuk kawasan budidaya, maka perhatian yang lebih besar perlu diberikan untuk kota-kota pantai yang memiliki peran strategis bagi kawasan pesisir, yakni sebagai pusat pertumbuhan kawasan yang memberikan pelayanan ekonomi, sosial, dan pemerintahan bagi kawasan tersebut. Kota-kota pantai yang diperkirakan mengalami ancaman dari kenaikan muka air laut diantaranya adalah Lhokseumawe, Belawan, Bagansiapi-api, Batam, Kalianda, Jakarta, Tegal, Semarang, Surabaya, Singkawang, Ketapang, Makassar, Pare-Pare, Sinjai. (Selengkapnya mohon periksa Tabel 1 pada Lampiran).
Kawasan-kawasan fungsional yang perlu mendapatkan perhatian terkait dengan kenaikan muka air laut dan banjir meliputi 29 kawasan andalan, 11 kawasan tertentu, dan 19 kawasan tertinggal. (selengkapnya mohon periksa Tabel 2 pada Lampiran).
Perhatian khusus perlu diberikan dalam pengembangan arahan kebijakan dan kriteria pengelolaan prasarana wilayah yang penting artinya bagi pengembangan perekonomian nasional, namun memiliki kerentanan terhadap dampak kenaikan muka air laut dan banjir, seperti :
• sebagian ruas-ruas jalan Lintas Timur Sumatera (dari Lhokseumawe hingga Bandar Lampung sepanjang ± 1600 km) dan sebagian jalan Lintas Pantura Jawa (dari Jakarta hingga Surabaya sepanjang ± 900 km) serta sebagian Lintas Tengah Sulawesi (dari Pare-pare, Makassar hingga Bulukumba sepanjang ± 250 km).
• beberapa pelabuhan strategis nasional, seperti Belawan (Medan), Tanjung Priok (Jakarta), Tanjung Mas (Semarang), Pontianak, Tanjung Perak (Surabaya), serta pelabuhan Makassar.
• Jaringan irigasi pada wilayah sentra pangan seperti Pantura Jawa, Sumatera bagian Timur dan Sulawesi bagian Selatan.
• Beberapa Bandara strategis seperti Medan, Jakarta, Surabaya, Denpasar, Makassar, dan Semarang.
Untuk kawasan lindung pada RTRWN, maka arahan kebijakan dan kriteria pola pengelolaan kawasan rawan bencana alam, suaka alam-margasatwa, pelestarian alam, dan kawasan perlindungan setempat (sempadan pantai, dan sungai) perlu dirumuskan untuk dapat mengantisipasi berbagai kerusakan lingkungan yang mungkin terjadi.
Selain antisipasi yang bersifat makro-strategis diatas, diperlukan pula antisipasi dampak kenaikan muka air laut dan banjir yang bersifat mikro-operasional. Pada tataran mikro, maka pengembangan kawasan budidaya pada kawasan pesisir selayaknya dilakukan dengan mempertimbangkan beberapa alternatif yang direkomendasikan oleh IPCC (1990) sebagai berikut :
• Relokasi ; alternatif ini dikembangkan apabila dampak ekonomi dan lingkungan akibat kenaikan muka air laut dan banjir sangat besar sehingga kawasan budidaya perlu dialihkan lebih menjauh dari garis pantai. Dalam kondisi ekstrim, bahkan, perlu dipertimbangkan untuk menghindari sama sekali kawasan-kawasan yang memiliki kerentanan sangat tinggi.
• Akomodasi ; alternatif ini bersifat penyesuaian terhadap perubahan alam atau resiko dampak yang mungkin terjadi seperti reklamasi, peninggian bangunan atau perubahan agriculture menjadi budidaya air payau (aquaculture) ; area-area yang tergenangi tidak terhindarkan, namun diharapkan tidak menimbulkan ancaman yang serius bagi keselamatan jiwa, asset dan aktivitas sosial-ekonomi serta lingkungan sekitar.
• Proteksi ; alternatif ini memiliki dua kemungkinan, yakni yang bersifat hard structure seperti pembangunan penahan gelombang (breakwater) atau tanggul banjir (seawalls) dan yang bersifat soft structure seperti revegetasi mangrove atau penimbunan pasir (beach nourishment). Walaupun cenderung defensif terhadap perubahan alam, alternatif ini perlu dilakukan secara hati-hati dengan tetap mempertimbangkan proses alam yang terjadi sesuai dengan prinsip “working with nature”.
Sedangkan untuk kawasan lindung, prioritas penanganan perlu diberikan untuk sempadan pantai, sempadan sungai, mangrove, terumbu karang, suaka alam margasatwa/cagar alam/habitat flora-fauna, dan kawasan-kawasan yang sensitif secara ekologis atau memiliki kerentanan tinggi terhadap perubahan alam atau kawasan yang bermasalah. Untuk pulau-pulau kecil maka perlindungan perlu diberikan untuk pulau-pulau yang memiliki fungsi khusus, seperti tempat transit fauna, habitat flora dan fauna langka/dilindungi, kepentingan hankam, dan sebagainya.
Agar prinsip keterpaduan pengelolaan pembangunan kawasan pesisir benar-benar dapat diwujudkan, maka pelestarian kawasan lindung pada bagian hulu – khususnya hutan tropis - perlu pula mendapatkan perhatian. Hal ini penting agar laju pemanasan global dapat dikurangi, sekaligus mengurangi peningkatan skala dampak pada kawasan pesisir yang berada di kawasan hilir.
Kebutuhan Intervensi Kebijakan Penataan Ruang dalam rangka Mengantisipasi Dampak Pemanasan Global terhadap Pesisir dan Pulau-Pulau Kecil.
Dalam kerangka kebijakan penataan ruang, maka RTRWN merupakan salah satu instrumen kebijakan yang dapat dimanfaatkan untuk dampak pemanasan global terhadap kawasan pesisir dan pulau-pulau kecil. Namun demikian, selain penyiapan RTRWN ditempuh pula kebijakan untuk revitalisasi dan operasionalisasi rencana tata ruang yang berorientasi kepada pemanfaatan dan pengendalian pemanfaatan ruang kawasan pesisir dan pulau-pulau kecil dengan tingkat kedalaman yang lebih rinci.
Intervensi kebijakan penataan ruang diatas pada dasarnya ditempuh untuk memenuhi tujuan-tujuan berikut :
• Mewujudkan pembangunan berkelanjutan pada kawasan pesisir, termasuk kota-kota pantai dengan segenap penghuni dan kelengkapannya (prasarana dan sarana) sehingga fungsi-fungsi kawasan dan kota sebagai sumber pangan (source of nourishment) dapat tetap berlangsung.
• Mengurangi kerentanan (vulnerability) dari kawasan pesisir dan para pemukimnya (inhabitants) dari ancaman kenaikan muka air laut, banjir, abrasi, dan ancaman alam (natural hazards) lainnya.
• Mempertahankan berlangsungnya proses ekologis esensial sebagai sistem pendukung kehidupan dan keanekaragaman hayati pada wilayah pesisir agar tetap lestari yang dicapai melalui keterpaduan pengelolaan sumber daya alam dari hulu hingga ke hilir (integrated coastal zone management).
• Untuk mendukung tercapainya upaya revitalisasi dan operasionalisasi rencana tata ruang, maka diperlukan dukungan-dukungan, seperti : (a) penyiapan Pedoman dan Norma, Standar, Prosedur dan Manual (NSPM) untuk percepatan desentralisasi bidang penataan ruang ke daerah - khususnya untuk penataan ruang dan pengelolaan sumber daya kawasan pesisir/tepi air; (b) peningkatan kualitas dan kuantitas sumber daya manusia serta pemantapan format dan mekanisme kelembagaan penataan ruang, (c) sosialisasi produk-produk penataan ruang kepada masyarakat melalui public awareness campaig, (d) penyiapan dukungan sistem informasi dan database pengelolaan kawasan pesisir dan pulau-pulau kecil yang memadai, serta (e) penyiapan peta-peta yang dapat digunakan sebagai alat mewujudkan keterpaduan pengelolaan kawasan pesisir dan pulau-kecil sekaligus menghindari terjadinya konflik lintas batas.
• Selanjutnya, untuk dapat mengelola pembangunan kawasan pesisir secara efisien dan efektif, diperlukan strategi pendayagunaan penataan ruang yang senada dengan semangat otonomi daerah yang disusun dengan memperhatikan faktor-faktor berikut :
• Keterpaduan yang bersifat lintas sektoral dan lintas wilayah dalam konteks pengembangan kawasan pesisir sehingga tercipta konsistensi pengelolaan pembangunan sektor dan wilayah terhadap rencana tata ruang kawasan pesisir.
• Pendekatan bottom-up atau mengedepankan peran masyarakat (participatory planning process) dalam pelaksanaan pembangunan kawasan pesisir yang transparan dan accountable agar lebih akomodatif terhadap berbagai masukan dan aspirasi seluruh stakeholders dalam pelaksanaan pembangunan.
• Kerjasama antar wilayah (antar propinsi, kabupaten maupun kota-kota pantai, antara kawasan perkotaan dengan perdesaan, serta antara kawasan hulu dan hilir) sehingga tercipta sinergi pembangunan kawasan pesisir dengan memperhatikan inisiatif, potensi dan keunggulan lokal, sekaligus reduksi potensi konflik lintas wilayah
• Penegakan hukum yang konsisten dan konsekuen – baik PP, Keppres, maupun Perda - untuk menghindari kepentingan sepihak dan untuk terlaksananya role sharing yang ‘seimbang’ antar unsur-unsur stakeholders.
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