Improving Bahasa Competence through Fast Track-Based

Participatory Model

Try Hariadi

1,2

, Sarwiji Suwandi

, St. Y. Slamet

and Sumarwati Sumarwati

Universitas Sebelas Maret, Surakarta, Indonesia

IKIP PGRI Pontianak, Pontianak, Indonesia

try_hariadi@student.uns.ac.id

Keywords: Linguistic competence, Bahasa Indonesia, participatory model, fast track, action research.

Abstract: The problem found in higher education especially in learning Bahasa is that the undergraduates cannot meet

the expected language learning outcome. This research aims to improve Bahasa competence through fast

track-based participatory model in Tanjungpura University, Indonesia. The subjects of the research are the

lecturer of Bahasa Education Department and the undergraduates of Chemistry Education Department,

teacher training and education faculty, Tanjungpura University in the academic year of 2017/2018. This three-

cycle classroom action involves some steps as planning, acting, observing, and reflecting. The instruments of

the research are Bahasa competence test, field note, and observation guideline. The data are analyzed

quantitatively and qualitatively. The research findings show that after joining the lectures: (1) there is

improvement on undergraduates’ linguistic competence; almost 90% undergraduates get score >70 and (2)

more than 70% undergraduates pass the test. The undergraduates’ Bahasa competence is improved since there

are more of them that participate through various tracks in listening, speaking, reading, and writing.

Implementation of participatory model based on fast track gives positive impact with the improvement of

Indonesian language competence of students in the learning of general basic subjects of Indonesian language.

1 INTRODUCTION

Bahasa competence is a type of competence that

covers listening, speaking, reading, and writing skill

to obtain certain information by showing and

communicating the obtained information back

through language activities. Bahasa mastery is the

indicator of undergraduates’ achievement in Bahasa

course. Language mastery is aimed to improve the

undergraduates’ competence to organize ideas or

concepts that are going to be communicated so that

there is the effective process of transferring

knowledge in the interaction between the

undergraduates and the lectures and among

undergraduates

Bahasa learning through fast track-based

participatory model is in line with higher education

learning management standard. As stated by Parrish

(2016), learning model is related to learning focus,

instructional design, assessment and feedback,

curriculum content, learning strategy, technology,

sociological consideration, and undergraduates’

involvement. Participatory model involves

undergraduates in all or parts of learning processes

such as planning, acting, and evaluating (Kearney et

al., 2013). Fast track done early can improve the

expected learning outcome and lessen the gap. It

focuses on individual learning that is suitable with the

learning purpose (Turrent, 2009). Initiative fast track

may improve assessment as well as learning process.

Fast track assessment can be done based on teamwork

of group work which is feasibly and concretely

related to important issue/access, equity, quality, and

learning achievement.

The writer finds that the lecturer still implements

conventional learning as one of some learning model

alternatives. This is reflected from the learning

process in Chemistry Education Department, teacher

training and education faculty, Tanjungpura

University, especially in learning Bahasa. The

systematic tasks given are used to reinforce the

undergraduates’ concepts and to assess that learned

concepts. It is found that the undergraduates do not

do the tasks and cooperate maximally. The

continuous implementation of conventional model

without any other various learning models makes the

undergraduates passive so that the learning

atmosphere becomes competitive and not interactive.

According to Surono (2009), undergraduates lack

of Bahasa competence. The lack of competence is

Hariadi, T., Suwandi, S., Slamet, S. and Sumarwati, S.

Improving Bahasa Competence through Fast Track-Based Participatory Model.

In Proceedings of the Annual Conference on Social Sciences and Humanities (ANCOSH 2018) - Revitalization of Local Wisdom in Global and Competitive Era, pages 297-305

ISBN: 978-989-758-343-8

297

cause by the implementation of conventional learning

which is formal and monotonous. The undergraduates

tend to be passive in the learning activities done. They

are passive in writing scientific paper (writing

competence), doing presentation (speaking

competence), and discussing the material. In line,

Obadiegwu (2012) states that conventional learning

may inhibit emotional development. This type of

learning makes the undergraduates to be passive since

they are just being transferred skill or values without

comprehending concepts that are meaningful for their

needs, culture, and environment.

Bahasa competence of the undergraduates joining

Bahasa course at the first semester in the academic

year of 2016/2017 is considered low, especially in

writing and speaking skill. Related to writing skill,

there are only 35 % undergraduates who get 70 or

while related to the speaking skill 43% undergraduate

who get 70 or based on the assessment standard of

Chemistry Education Department in 2016. This is

caused by the lack of undergraduates’ communication

competence so that they feel it difficult to write

scientific paper and to speak in a presentation or

discussion forum. In addition, the undergraduates still

need to adapt to the higher education learning

atmosphere since it is very different with their

previous learning atmosphere.

Due to the gap found, the undergraduates’ are

expected to have competences involving listening,

speaking, reading, and writing in learning Bahasa.

Based on the concept that language is a sub-system of

behavior; developing learning pattern is needed in

higher education so that habitual and factual learning

experiences that encompass learning motivation can

be achieved. The development of this pattern is

aimed to improve linguistic competence. Hence, the

undergraduates are able to obtain, convey, and

communicate information well without facing

difficulty.

The solution of the above problem is

implementing innovative learning model through

classroom action research. In this classroom action

research, fast track-based participatory model is

implemented. The novelty and learning responsibility

given in classroom action research result in

significant benefit for the lecturer as well as the

undergraduates. The classroom action research

finding conducted by Gamechu Abera Gobena (2017)

shows that reflective research can improve educators’

effectiveness and professionalism.

In the implementation of fast track-based

participatory model, both the lecturer and the

undergraduates plan the learning process by

organizing paper outline which then is developed,

deciding suitable learning media, implementing

appropriate learning model, designing learning

challenges and experiences, designing assessment

criteria, and making cheering song to show

cooperative team or group work. The steps of learning

process are doing scientific presentation, scientific

discussion, and learning challenges. The assessment

is done to evaluate all individual or group learning

activities.

Many research related to participatory model

implementation, especially fast track-based, have

been conducted in economics, social, management,

engineering, and health field. Being compared to the

previous research, a research on the implementation

of fast track-based participatory model in educational

field has not been conducted yet by another

researcher. Another research done by B. K. Tsien dan

Ming Sum Tsui (2007) about participatory model

implementation in 2007 shows that participatory

model gives the undergraduates opportunities to get

score, knowledge, and professional skill. The

undergraduates also get better and deeper

understanding about their responsibility. Moreover,

they learn to help others to learn. The novelty of this

research is that it is conducted to involve the

undergraduates in learning through various learning

models in order that they get faster assessment by

utilizing fast track score board designed especially for

learning Bahasa. Based on the background of the

study, the researcher attempts to improve the

undergraduates’ Bahasa competence by using fast

track-based participatory model.

2 LITERATURE REVIEW

2.1 Linguistic Competence

Linguistic competences cover four skills as listening,

speaking, reading, and writing. As stated to Ellis dkk.

(1989), linguistic competence is indicated by

listening, speaking, reading, and writing skill to

communicate certain purpose in specific context. In

Bahasa learning, that activity may be in the form of

concepts integrated in spoken or written form.

Therefore, active and productive linguistic

competence is needed. Active and productive

linguistic competence is the skill to convey meaning

(Nurgiyantoro, 2011).

Competence stated by Andayani and Gilang

(2015), are as follows. (1) Basic competence: the

undergraduates are able to convey their thoughts and

ideas effectively and efficiently; they are able to

communicate through written media such as paper,

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report, letter, and proposal as well as spoken media

spontaneously or intentionally. (2) Specific

competence: the undergraduates are having sufficient

knowledge and proud of meaning, history, stance, and

function of Bahasa; able to explain the characteristics

of scientific language and apply it in academic matter;

able to critically read for scientific writing purposes;

able to explain the characteristics of academic paper,

article, report, proposal, formal letter, and speech;

able to discuss effectively, efficiently, and

communicatively; able to use standard language in

writing academic paper, article, report, proposal,

formal letter, and speech; and able to apply the steps

of scientific presentation effectively and make it

interesting in formal situation; and able to present

scientific matter by using multimedia.

Arifin and Tasai (2010), Alek and Achmad

(2010), Hilaliyah (2015), and Widjono (2007) state

that Bahasa is a basic course in every higher

education. The purpose of this is helping the

undergraduates to develop their competence to write

scientific paper that involves cognitive, affective, and

psychomotor domain; be professional, smart, well-

mannered, unique, and creative in their field,

expertise, and job; and have positive attitude towards

Bahasa indicated by loyalty, pride, and awareness.

2.2 Participatory Learning Model

The characteristics of this model cover basic

approach and theory, purpose, learning steps, social

system, reaction principle, and supporting system

(Arends, et al., 2001; Traisorn et al., 2015; Joyce and

Weil, 1980). According to Kosasih (2014), learning

model reflects the activity patterns of lecturer and

undergraduates that show interaction and learning

components.

The learning process in this research uses

participatory learning model. Ghorbanii et al., (2014)

state that participatory learning model is effective. By

using this model; the undergraduates understand,

analyze, and apply the knowledge better. As stated by

Liu (2013), Kaewjumnong (2013), Rodiyatun et al.

(2016), participatory learning is a type of learning that

involves the undergraduates in groups to develop

their own work through the various learning

experiences. Furthermore, Kyza and Georgiou (2014)

and Yalman and Yavuzcan (2015) propose that being

participative in designing the learning steps such as

instructional purpose, activities, and expected

learning outcomes are needed. Considering the

opinion of Kaewjumnong (2013) and Pow (2007),

participatory learning focuses on find the problem,

analyze the cause of the problem, find the solution to

the problem, create a community, action, and solve

the problem/evaluation.

Missingham (2013) ponders that learning through

participatory model can make passive undergraduates

become active with the help of the lecturer’s

guidance. The undergraduates should consider

several things in planning the learning process. The

learning process that involves learners in determining

the material and other supporting aspects is designed

in such a way that the expected outcome can be

achieved (Kyza and Geogiou, 2014). The steps of

participatory learning as stated by Kaewjumnong

(2013) focus on (1) exchanging ideas, (2) surveying,

analyzing document, and interviewing, and (3)

communicating through media and model or

communication method such as doing presentation.

The assessment process in participatory learning

provides opportunities for each group to make

decision. Appreciation and all the related things are

urgently needed since those are considered affective

to improve motivation, intelligence, and experiences

in participatory learning (Bruce, 2009 and

Cunningham, 2009).

2.3 Fast Track-Based

Based on the regulation of Ministry of Research,

Technology, and Higher Education in Indonesia

No.44 Year 2015 about learning assessment standard,

20 (1); it is stated that assessment covers integrated

educative, authentic, objective, accountable, and

transparent principle. In this research, Bahasa is

learned through fast track-based learning which is in

line with the above regulation. According to Turrent

(2009), United States Education Department (2014),

and McConney et al. (2012) state that fast track is a

comprehensive intervention program in the form of

planned and developed complex strategy used to

minimize educational problems and learning

challenges.

As stated by Hariadi (2016), fast track is a feature

used in learning process. The winner of fast track,

either individually or in group, gets more point or

score. The scoring rubric starts from very good, good,

good enough, and not good enough. The requirement

is for those who complete challenges in fast track

learning such as the best learning model, scientific

presentation and discussion, cheering song, group,

and undergraduate are able to get the point in every

meeting. Tjaturano and Mochtar (2008) assert that

fast track method is a scheduled method in which the

time to complete a project is briefer than the normal

time. This eases lecture and undergraduates to know

Improving Bahasa Competence through Fast Track-Based Participatory Model

299

the learning outcome faster from the beginning to the

end of the courses.

3 METHOD

This research is considered as classroom action

research done in cycles that over planning, acting,

observing, and reflecting (Kemmis and McTaggart,

1988). The cycle is repeated so that self-reflection

pattern is form. The procedures of classroom action

research proposed by Kemmis and McTaggart (1988)

can be seen in Figure 1.

Figure 1: The flow of action research activities.

(Kemmis and McTaggart, 1988).

This research involves three cycles conducted

from September – November2017. In every cycle,

fast track-based participatory learning model is

implemented. The subjects of the research are the

lecturer of Bahasa Education Department and the 24

first-year undergraduates of Chemistry Education

Department that join Bahasa course. The setting of

the research is Chemistry Education Department,

teacher training and education faculty, Tanjungpura

University, Pontianak, Indonesia. The

undergraduates join the course twice a week (100

minutes for every meeting).

The instruments to collect the data are lecturer’s

journal; observation sheet about the learning

activities done by the lecturer and the undergraduate;

questionnaire about the lecturer’s and

undergraduates’ perception on learning that assess the

undergraduates’ conceptual understanding and

competence in the material of Bahasa development,

dialect, spelling, diction, effective sentence,

paragraph, narration, scientific paper, quotation

writing, and reference style. The data are in the forms

of lecturer’s teaching journal and observation sheet,

questionnaire, and the students’ Bahasa scores which

are obtained from listening, speaking, reading, and

writing tests. The aforementioned data are then

analyzed using both qualitative and quantitative

techniques. The qualitative analysis is used to analyze

the observation sheet, the lecturer’s journal, and the

questionnaire; and it is done to know the students’

Bahasa competence in the teaching and learning

process. Meanwhile, the quantitative analysis is used

to know the extent of the students’ Bahasa

competence seen from the mean scores among cycles.

The improvement of the students’ Bahasa

competence is obtained by comparing the scores

among the cycles. The degree of the students’ mastery

of Bahasa competence is seen from the extent of their

understanding towards the teaching material. The

level of the students’ understanding is good if the

students get score 70% or score B (Academic Guide

of Tanjungpura University). Besides, the result shows

improvement of the students’ scores from cycle to

cycle with minimum grade 70%.

4 RESULTS

A year before the research was conducted,

specifically on November 2016 (academic year

2016/2017), the researcher together with Bahasa

lecturer and the first semester students conducted a

diagnostic activity. In this phase, the researcher: (1)

collected data on the students’ Bahasa competence in

the class and their educational background like their

level of Bahasa competence in senior high schools,

(2) analyzed the collected data and formulated the

problems, and (3) identified the teaching model

suitable with the formulated problems and formulated

the hypothesis.

In cycle 1, the students learnt about: (1) the

development of Bahasa Indonesia which includes

several the importance of Bahasa, the function and

stance of Bahasa, and Bahasa in the current state; (2)

the dialects of Bahasa which includes the nature of

the variety of Bahasa, the variety of spoken and

written languages, standardized and non-standardized

languages, social and functional varieties, and the

standard use of Bahasa; and (3) Bahasa-spelling guide

which includes two parts, part one is about spelling

and wording, and part two is about punctuation and

loan words. The teaching and learning about these

materials took four meetings, each 100 minutes, and

were conducted in 12th, 14th, 19th, and 26th of

September 2017. Each meeting involved 10 minutes

for orientation, motivation, brainstorming from the

lecturer, and grouping; 20 minutes for presentation,

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20 minutes for discussion, 15 minutes for a challenge

from the students, 15 minutes for a challenge from the

lecturer, and the last 20 minutes for evaluation from

both the lecturer as well as the students and closing

from the lecturer by announcing the best group and

the best student through the fast track-based

scoreboard.

Each cycle starts with a pre-test and ends with a

post-post. The results of cycle 1 observation are as

follows: (1) the lecturer had already started the class

by giving motivation and closed the class by doing

classical evaluation, (2) in every learning activity, the

lecturer had tried to facilitate the students; (3) the

students’ groups, both those who presented and those

who only participated, were not really active; (4)

based on the post-test, 18 students or 75% of the

students had passed the listening test, 10 students or

41% of the students had passed the speaking test, 15

students or 62% of the students had passed the

reading test, and 8 students or 33% of the students had

passed the writing test. The results of the reflections

in cycle 1 are as follows: (1) the students were less

active in participating in the group work, (2) the

students were not yet able to do good presentation and

discussion, (3) the lecturer encouraged the students to

ask and answer questions on a challenge, (4) more

than 70% students had passed the listening test, but

no more than 70% of the students had passed the

speaking, reading, and writing tests.

Based on the reflection, lesson plan for cycle 2

was developed. Cycle 2 encouraged the lecturer to:

(1) revise the teaching and learning steps by applying

all of the notes and comments of the observation, (2)

be more focused on the three language skills that the

students have not passed yet and has to keep the

quality of the skill the students have already passed,

(3) give more attention to the students that have not

passed the test, (4) suggest the students to study more

systematically, and (5) encourage the students to

prepare many supporting factors that can improve

their quality of learning a day before the class.

In cycle 2, the students learnt about: (1) diction

which includes connotative and denotative words,

basic and specific words, concrete and abstract words,

word forms, common error in forming words and

diction, as well as expression/idiom; (2) effective

sentence which includes the indicators of effective

sentence, basic sentence pattern, and types of

sentence; (3) paragraph which includes structure,

requirements, types, and development; (4) essay

which includes types, requirements, format and

structure, as well as deductive and inductive

inference. The teaching and learning about these

materials took four meetings, each 100 minutes, and

were conducted in 28th of September 2017, 3rd, 5th,

and 10th of October 2017. The results of cycle 2

observation are as follows: (1) the quality of the

students’ presentation and discussion improved, (2)

the students had actively involved in the group work,

(3) each group was able to finish the task, (4) based

on the post-test, 21 students or 87% of the students

had passed the listening test, 16 students or 66% of

the students had passed the speaking test, 20 students

or 83% of the students had passed the reading test,

and 15 students or 62% of the students had passed the

writing test. The reflections of the cycle 2 are: (1) the

students had become active in joining the teaching

and learning process, (2) the students were active in

asking questions (discussion) and answering

questions (challenge), (3) the students were faster in

fulfilling the task, and (4) more than 70% students

had passed the listening and reading test, but no more

than 70% of the students had passed the speaking, and

writing tests.

Based on the reflection, lesson plan for cycle 3

was developed. Cycle 3 encourages the lecturer to: (1)

revise the teaching and learning steps by applying all

of the notes and comments of the observation, (2)

give more attention to the students that have not

passed the test, (3) be more focused on the two

language skills that the students have not passed yet

and has to keep the quality of the skill the students

have already passed. Therefore, the lecturer decided

to continue on the cycle 3.

In cycle 3, the students learnt about: (1) academic

article which includes the definition and the examples

of academic article, (2) citation which includes the

format, writing direct and indirect quotation, and the

variations of quotation from different sources; (3)

writing bibliography which includes the format,

writing bibliography from different sources, and

writing bibliography from different types of author;

and (4) writing academic article which includes the

format, writing essay, journal article, and other

academic writings. The teaching and learning about

these materials took four meetings, each 100 minutes,

and were conducted 12th, 17th, 19th, and 24th of

October 2017. The results of cycle 3 observation are

as follows: (1) the lecturer conducts the teaching

practices well, (2) the teamwork of the students runs

well, (3) the students actively participate in doing the

presentation, discussion, and asking and answering

questions, (4) the group activity in doing the

challenge as well as the assessment of it run well, (5)

based on the post-test, 23 students or 95% of the

students had passed the listening test, 20 students or

83% of the students had passed the speaking test, 22

students or 91% of the students had passed the

Improving Bahasa Competence through Fast Track-Based Participatory Model

301

reading test, and 19 students or 79% of the students

had passed the writing test.

The reflections of the cycle 3 are: (1) the students’

teamwork runs well and the students participate

actively in team working, (2) the group, which is

emphasized on this research, can improve the quality

of their understanding, (3) the students’ scores in the

four skills of language are more than 70% which

means that they have passed the tests as per to the

regulation of chemistry education department of

Tanjungpura university, and (4) cycle 4 is not needed.

Based on the students’ learning outcome, it can be

seen that Bahasa learning through fast track-based

participatory model can make the class conducive and

provide the students a chance to actively use Bahasa

in a communicative way in several track-based

activities. According to Pantiwati and Husamah

(2017: 195), the result of a study which actively and

directly involves the students can affect their self and

peer-assessments towards their metacognitive

awareness and the students’ competence in learning.

Based on the students’ scores, their Bahasa

competence, which includes listening, speaking,

reading, and writing; improves from cycle to cycle.

For detailed description can be seen on the table and

figure below.

Table 1: The students’ bahasa competence in cycle I, II, and III.

Bahasa

Competence

Average score

Mastery over 70

students

Percentage of mastery

Cycle

III

Cycle

III

Cycle

III

Listening

75%

87%

95%

Speaking

41%

66%

83%

Reading

62%

83%

91%

Writing

33%

62%

79%

Figure 2: The mean scores of the students’ bahasa competence in every cycle.

Figure 3: Percentage of the students passing the test in every

cycle.

5 DISCUSSION

The application of fast track-based participatory

model can improve the students’ Bahasa competence.

It is proved with the result of the action research in

every cycle as the aforementioned expounding. Based

on the result, the improvement of the students’

Bahasa competence is significant. In other words,

effective Bahasa learning is when the students use the

language itself in the teaching and learning process as

what happen with the first semester students of

chemistry education of Tanjungpura University

100

Cycle I Cycle II Cycle III

Listening

Speaking

Reading

Writing

20%

40%

60%

80%

100%

Cycle I Cycle II Cycle

III

Listening

Speaking

Reading

Writing

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Pontianak. This finding is in line with Iskandar

Polapa (2015) who states that the use of participatory

model on undergraduates can improve the quality of

teaching and learning process with the evaluation

scores on the range of 85% to 100%. The finding of

the research is also in line with Tjaturano and

Indrasurya B. Mochtar’s research (2008) which

shows that the use of fast track in learning can fasten

the learning process and eventually make the teaching

practice ends as it planned.

Compared to the other experts’ findings, this

research has a distinguishable characteristics; it is the

use of fast track-based participatory model to improve

the students’ Bahasa competence. The result of the

research is beneficial for the students in some

manners like: (1) the students can get a “processing

skill” and an insight on scientific procedure, (2) the

students’ zeal to study improves which is reflected in

the activeness of the students in participating inside

the class whether individual or in a group, and (3) the

learning activity becomes more meaningful since

once the language is learnt, it can be applied in the

class. This finding is supported by Indrawati and

Setiawan (2009) who state that scientific procedure,

learning outcome specification, and learning

environment are the essential factors for the students

in learning.

This research is also beneficial for the lecturer

since the lecturer becomes: (1) more active in

stimulating the students’ activeness in the class, (2)

more creative due to the improvement of their

understanding and insight towards the students’

participation in diverse teaching and learning

conditions. It is in line with Ajiboye and Ajitoni

(2008) who state that every lecturer has to provide

freedom and rule, time and agreement, and

involvement among students to students and students

to lecturer inside the class.

The implication of this research is that the

university can get a lecturer who is creative,

independent, and professional; and the university can

also improve the Bahasa competence of the lecturers,

staff, and students which is beneficial for both

learning and administrative matter. Besides, the result

of this research is also beneficial for the researcher

himself, since it can: (1) broaden the knowledge about

classroom action research, (2) deepen the researcher’s

insight towards Bahasa teaching and learning in

Bahasa course, and (3) be a chance to have a

partnership with a university, lecturer, and student.

The students’ Bahasa competence in learning,

which involves competence on listening, speaking,

reading, and writing; improves from cycle to cycle. It

can be seen on the percentage of students who passed

the tests in cycle 1 which is below the standard. Only

in listening competence the percentage shows more

than 70% of the students passed the test. In other

words, the students did not get many things from the

previous learning.

In cycle 2, the percentage of the students who

passed the tests improved significantly. The

improvement was on all four skills of language.

However, regardless the improvement of the

percentage, only in listening and reading the number

of percentage exceed 70%. When the students are

asked about the improvement of their scores, they say

that in cycle 2 they were more prepared than on cycle

1. They also claim that they learnt the characteristics

of the tests on the cycle 1, so on the next cycle they

can do better and faster. In this case, the improvement

was not yet significant since the students who passed

the speaking and writing test were still below 70%

although they had been thought with revised lesson

plan. Also, in cycle 2 there were also some problems

occurred. Therefore, these problems are solved in

cycle 3.

In cycle 3, the percentage of students who pass the

tests are more than 70% in all skills. This has shown

significant improvement compared to the result of

cycle 1 and 2. Cycle 2 and 3 were implemented with

new materials which are designed to measure the

degree of effectiveness of the implemented model. In

this case, fast track-based participatory model can

improve the students’ Bahasa competence, and the

improvement is already significant which means it

cannot be better more.

Based on the findings from three cycles, it can be

driven a conclusion that learning by using fast track-

based participatory model can improve Bahasa

competence of the students of chemistry education

department in Bahasa course. The mean scores and

the percentage of the students who pass the tests

improve significantly. In other words, the students are

more prepared to use their Bahasa competence and

can learn more by using fast track-based participatory

model in their Bahasa learning.

5 CONCLUSIONS

The implementation of fast track-based participatory

model can improve the students’ Bahasa competence

in joining Bahasa course. The implementation of this

model also can give positive effect in learning which

is reflected on the improvement of the students’ mean

scores in all language skills from cycle 1 to cycle 3.

The students taught by using fast track-based

participatory model, which gives the students a

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303

chance to fully participate in every step of learning,

get mean score > 70 or B score. In cycle 3, almost

90% of the students get B score for their Bahasa

competence, and it is more than 70% of the students

pass the tests for Bahasa competence which includes

listening, speaking, reading, and writing skills. In

other words, there is significant improvement in cycle

3 compared to cycle 1 and 2.

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