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"Tesis ini membahas renjana dan urgensinya dalam praktik mengajar bahasa Prancis sebagai bahasa asing di SMA di Jakarta, Bogor, Depok, Tangerang, dan Bekasi (Jabodetabek). Renjana yang termasuk ke dalam ranah psikologi merupakan faktor yang paling penting dalam menentukan keberhasilan belajar pemelajar. Renjana dan motivasi saling memengaruhi. Semakin tinggi motivasi, semakin kuat renjana yang dimiliki. Meskipun keduanya penting, sedikit penelitian yang membahas renjana dan motivasi mengajar. Semua terfokus pada motivasi siswa. Oleh sebab itu, penelitian ini bertujuan untuk mengidentifikasi berapa banyak dari pembelajar bahasa Prancis se-Jabodetabek yang memiliki renjana mengajar, menjelaskan bagaimana praktik mengajar mereka di dalam kelas, dan membahas faktor apa yang memengaruhi renjana dan motivasi mereka untuk mengajar. Penelitian ini menggunakan ancangan kualitatif dengan desain studi kasus eksplanatori. Data didapatkan dari grup MGMP Bahasa Prancis Jabodetabek yang berisi 37 pembelajar bahasa Prancis di SMA dan data itu dikumpulkan melalui kuesioner, lembar refleksi diri untuk pembelajar, dan wawancara semi-terstruktur. Hasil penelitian menunjukkan bahwa tidak ada pembelajar bahasa Prancis yang memenuhi semua kriteria bagi pembelajar yang memiliki renjana mengajar. Namun, terdapat tiga guru yang mendekati kriteria renjana mengajar dan menunjukkan efektivitas pembelajaran, bahkan mendapat penilaian cukup baik dari pemelajarnya. Selain itu, terdapat korelasi positif antara kualitas motivasi ekstrinsik yang mereka miliki dan evaluasi pemelajar. Akan tetapi, korelasi itu tergolong lemah atau tidak signifikan. Alhasil, hubungan antara keduanya tidak meyakinkan. Oleh sebab itu, pembelajar, sekolah, dan institusi kependidikan sangat perlu menjadikan renjana mengajar sebagai suatu hal yang harus ditumbuhkan, dipertahankan, dan dimasukkan ke dalam kurikulum pendidikan pembelajar karena mengajar pada hakikatnya merupakan kegiatan yang muncul dari tekad dalam hati atau panggilan hati, bukan dari gaji, liburan panjang, dan status sosial. Untuk menumbuhkan dan mempertahankannya, beberapa kiat dan faktor yang memengaruhi renjana disajikan, baik dari dalam (internal) maupun dari luar diri pembelajar (eksternal).

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This paper talks about passion and its urgency in teaching French as foreign language at senior high school in Jakarta, Bogor, Depok, Tangerang, and Bekasi (Jabodetabek). Passion that belongs to the field of psychology is the most important factor of students learning success. In fact, passion and motivation influence each other. The higher motivation is, the more powerful passion is. Though these are important in teaching, little work has been done into passion and motivation to teach. Instead, most studies have focused on students motivation to learn. Therefore, this paper aims to identify how many of them have the passion to teach and to explain how teaching practices would be like for those passionate teachers in the classroom, as well as to discuss the factors that affect their passion and motivation to teach. This study uses a qualitative approach with an explanatory case study design. Data were obtained from MGMP Bahasa Prancis Jabodetabek Group containing of 37 French teachers at senior high school and data were collected through questionnaires, teacher self-reflection, and semi-structured interviews. The results show that no French teacher in Jabodetabek who has all of the criteria to claim himself/herself as someone who has the passion to teach. However, there are three teachers who reach almost all of the criteria needed to claim themselves as passionate teachers and they show an effectiveness of teaching. They even got a quite good assessment from their learners. In addition, there is a positive correlation between the quality of extrinsic motivation they have and the students assessment. However, the correlation is classified as weak or insignificant. As a result, its correlation is inconvincing. Therefore, teachers, schools, and educational institutions strongly need to make the passion for teaching something that must be grown, sustained, and incorporated into the educational curriculum because teaching is essentially an activity that comes from the heart or as a call, not from the level of pay, long holidays, and status. To grow and maintain it, several tips and factors affecting the passion are presented, both from within (internal) and from outside the teacher (external)."

"[ABSTRAKPenelitian ini bertujuan untuk mengungkapkan apakah penilaian yang digunakanguru Bahasa Inggris kelas 7 khususnya di SMP Islam PB Soedirman sudahmendukung pembelajaran yang bemakna. Melalu konsep pembelajaran bermaknayang dikemukakan oleh Andrson et.al (2001) dan konsep pembelajaran bermaknadalam pandang kurikulum 2013, segala penilaian yang digunakan oleh guru dalamdua materi pokok pembelajaran dianalisa. Tidak hanya sampai di situ, penelitianini juga melihat kualitas penilaian yang digunakan guru berdasarkan prinsippenilaian bahasa menurut Brown (2004). Pada penelitian ini data dikumpulkansejak tanggal 5 januari 2015 sampai 10 maret 2015 melalui observasi kelas,analisis dokumen, wawancara, serta kuesioner. Hasil penelitian mengungkapkanbahwa penilaian yang digunakan guru belum sepenuhnya mengarahkan siswapada kegiatan pembelajaran yang bermakna karena belum sepenuhnya melaluiretention. Tahapan-tahapan pada fase retention tidak semua dicapai oleh siswamaka hasil pembelajaran belum dapat dikatakan maksimal. Terkait pembelajaranbermakana dalam kurikulum 2013, penilaian yang digunakan guru sudah melaluikelima pengalaman belajar pokok dalam kurikulum 2013. Penilaian yangdigunakan oleh guru juga belum sepenuhnya sesuai dengan prinsip penilaianbahasa.

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ABSTRACT

This study aimed at revealing whether or not the assessment used by an English

teacher in SMP Islam PB Soedirman Grade 7 promoted meaningful learning.

Using Anderson et.al?s (2001) meaningful learning concept and the concept of

meaningful learning used in Kurikulum 2013, all assessments which were used by

the teacher within two lesson materials were analyzed. This study also analyzed

the quality of the assessment by using the theory of language assessment

principles discussed in Brown (2004). The data were gathered through class

observation, document analysis, interview, and questionnaire. This study reveals

that the assessment used by the teacher had not thoroughly promoted students to

meaningful learning because not all stages in retention phase were reached by the

students. However, the various assessment forms used by the teacher had

promoted students to the steps of 5 basic learning experiences in Kurikulum 2013.

Since the students were not able to reach all stages in the retention phase, it can be

said that learning output was not optimal. The assessment used by the teacher also

did not thoroughly corespond to the language assessment principles.;This study aimed at revealing whether or not the assessment used by an English

teacher in SMP Islam PB Soedirman Grade 7 promoted meaningful learning.

Using Anderson et.al?s (2001) meaningful learning concept and the concept of

meaningful learning used in Kurikulum 2013, all assessments which were used by

the teacher within two lesson materials were analyzed. This study also analyzed

the quality of the assessment by using the theory of language assessment

principles discussed in Brown (2004). The data were gathered through class

observation, document analysis, interview, and questionnaire. This study reveals

that the assessment used by the teacher had not thoroughly promoted students to

meaningful learning because not all stages in retention phase were reached by the

students. However, the various assessment forms used by the teacher had

promoted students to the steps of 5 basic learning experiences in Kurikulum 2013.

Since the students were not able to reach all stages in the retention phase, it can be

said that learning output was not optimal. The assessment used by the teacher also

did not thoroughly corespond to the language assessment principles., This study aimed at revealing whether or not the assessment used by an English

teacher in SMP Islam PB Soedirman Grade 7 promoted meaningful learning.

Using Anderson et.al’s (2001) meaningful learning concept and the concept of

meaningful learning used in Kurikulum 2013, all assessments which were used by

the teacher within two lesson materials were analyzed. This study also analyzed

the quality of the assessment by using the theory of language assessment

principles discussed in Brown (2004). The data were gathered through class

observation, document analysis, interview, and questionnaire. This study reveals

that the assessment used by the teacher had not thoroughly promoted students to

meaningful learning because not all stages in retention phase were reached by the

students. However, the various assessment forms used by the teacher had

promoted students to the steps of 5 basic learning experiences in Kurikulum 2013.

Since the students were not able to reach all stages in the retention phase, it can be

said that learning output was not optimal. The assessment used by the teacher also

did not thoroughly corespond to the language assessment principles.]"