Asia Social Sciece; Vol., No. 5; 14 ISSN 1911-17 E-ISSN 1911-5 Published by Caadia Ceter of Sciece ad Educatio Iflueces of Teachig Styles ad Motor Educability o Learig Outcomes of Volleyball Syamsuddi 1 1 Faculty of Sports Sciece, Uiversitas Negeri Jakarta, Jakarta, Idoesia Correspodece: Syamsuddi, Faculty of Sports Sciece, Uiversitas Negeri Jakarta, Kampus B, Jl. Pemuda, Rawamagu, Jakarta 13, Idoesia. E-mail: samsudi@uj.ac.id Received: Jauary 16, 14 Accepted: February, 14 Olie Published: February 8, 14 doi:.5539/ass.v5p9 URL: http://dx.doi.org/.5539/ass.v5p9 Abstract This research aims to look at the ifluece of teachig styles ad motor educability o the learig outcomes of volleyball. This research uses the x factorial desig. Geerally, practice-teachig styles ifluece the learig outcomes of volleyball game more tha the teachig styles of iclusio. For studets who have a high motor educability, learig outcomes of volleyball through applicatio of a practice style is better as compared to a iclusio style. There is a iteractio betwee the teachig styles ad motor educability i the learig outcomes of volleyball game as idicated amog the studets. Keywords: teachig style, practice-teachig style, iclusio teachig style, ad motor educability 1. Itroductio Uder Acts No. of 03 i the Natioal Educatio System, educatio is a series of: plaed ad aware attempts of presetig the learig atmosphere ad learig process so that the educated participats are active to develop their potetial to possess the spiritual power, self cotrol, persoality, itelligece, morality as well as skills for the eeds of idividual himself the society, atio ad state. (Departmet of Educatio ad Culture o Natioal Educatio System Acts No. of 03). From aforemetioed educatio formula, it is clear that educatio has a great resposibility towards the atio ad state. Educatio is hoped to icrease the capabilities, life quality ad digity of the atio. Uiversity studet is obliged to master basic techiques i volleyball withi oe semester. I fourtee face-to-face meetigs, presetatio of volleyball basic techiques rages oly from twelve to fourtee times. Lecturer s duty i teachig-learig process is to decide ad to select appropriate teachig styles. Therefore, teachig volleyball basic techiques requires the selectio of teachig styles appropriate ad easily applied to the studets, so that volleyball basic techiques ca be mastered well ad correctly. Teachig styles are the iclusio teachig style ad practice-teachig style specifically to teach basic techiques i volleyball (Mossto & Ashworth, 1986). Teachig the basic techiques of volleyball also eeds motor educability i a volleyball game. Motor educability of a volleyball game is studet s basic capabilities of masterig the basics i a volleyball game. It is well kow that basic techique i volleyball requires good motor abilities i order to do it. Therefore, the success i learig volleyball basic techiques, beside determied by lecturer s capabilities to apply appropriate teachig styles, is also determied by the studet s motor educability. This research thus aims to fid the ifluece of teachig styles ad motor educability o the success of teachig ad learig the basic techiques of volleyball.. Theoretical Foudatio.1 Learig Outcomes of Volleyball-Game A variety of opiios as well as viewpoits is provided by educatioal experts o sigificace of learig ad learig outcomes. Basically the similarity is as follow: (1) learig is a chage existig i idividual implemetig the learig; () learig outcome is idividual capability after udergoig a learig process, icludig cogitive, affective ad psychomotor learig. A learig is a attempt doe by a perso to chage a, as a result of his or her experiece i the iteractio with his or her eviromet (Slameto, 1995). 9
Gage is kow for the four categories of learig outcomes or Four Major Categories of Learig Capabilities specifically payig attetio o learig outcomes. The four categories are: (1) itellectual skill, amely capability to tur a perso to be competet i a subject so that he or she could classify, idetify, ad geeralize a symptom; () cogitive strategy, amely capability to cotrol his or her itellectual activities i hadlig the problems; (3) verbal iformatio, amely a perso s capability to use verbal or writig laguage i expressig a problem; (4) motor skill, amely a perso s ability to coordiate muscle movemet. Whereas Hasibua (1994) stated that learig outcome is a presetatio of existig chage i cogitive domai, amely from ot kowig turs ito kowig or uderstadig. Learig outcome i the psychomotor domai meas from ot beig able to do a movemet skill to beig able to be ivolved actively.. Teachig Styles Teachig strategies is the ability to use a variety of iformatioal distributio methods tostudets through a variety of media ad by composig practice experieces basically cetered o the teacher, based o ivetio ad idepedece. Mossto (1994) said that learig strategy is like a war strategy, that is oe way of maeuverig learig system of volleyball game, so that objective of the learig process ca be achieved effectively ad efficietly. Learig spectrum is a theoretical coceptio as well as desig, implemeted from teachig styles selected by the teacher. A iclusio teachig style is teachig guidelie used by a lecturer presetig a material detailig i its difficulty level. The objective for this teachig style is for the studets to be creative ad could facilitate learig a motor skill, because studets are give the freedom to select ad determie how may time they will rehearse their movemet task. A practice-teachig style is a teachig guidelie utilized by lecturer to preset teachig material i a practice form part-by-part cosecutively. The importat elemet is that the teacher teach every part of the teachig materials cosecutively ad the studet is give a sufficiet time to practice repetitively. Thus, teachig ad rehearsig are the elemets which determies the studet to study through practice-teachig style..3 Motor Educability Motor educability is the capacity obtaied from a geeral motor skill uderliig a good presetatio level. This fudametal motor ability is determied by geetic factor, ad stimulatio from eviromet which is itroduced early. Cocept of Geeral Motor Ability (GMA) ad Geeral Motor Educability (GME) is icluded i Itelligece Quotiet (IQ). This meas that Motor Educability is the ability to lear motor skills easily ad quickly (Mc Cloy & Youg, 1984). Thus, the relevace betwee ability of studets i learig a ew motor skill with a degree of motor educability is similar to the iterrelatio betwee studet s itelligece ad his success i learig the subject materials. What it meas with ability to lear a ew motor skill is the ease of a perso i learig ew skills also refers to as motor educability (Matthews, 1983). The quality of motor educability is the ability to lear motor skills easily ad well (Baumgarter & Jackso, 1995). I other word, motor educability is the geeral ability to lear a task immediately ad precisely (Rusli Luta, 1988). I this research motor educability is categorized ito two, amely high motor educability ad low motor educability. This motor educability is hoped to iteract with other variables to icrease learig outcomes of volleyball games..4 Research Hypothesis.4.1 Differece betwee Iclusio-Teachig Style ad Practice-Teachig Style i Overall Learig Outcomes of Volleyball Games I iclusio-teachig style, studets is give the freedom to select ad to chage teachig materials. Studets are metally ad physically prepared to lear volleyball basic techique ad has the freedom to select material at a difficulty level which suits them, will add self-cofidece to master the basic techiques i volleyball. The umber of practices durig each meetig is ot limited, to provide chaces for studets to rehearse the basic techique as much as possible. Therefore, with umerous practices, volleyball basic techique will be easily mastered, ad feedback provided idividually at the ed of each meetig will help studets to rectify ad correct their mistakes. Furthermore, studets have sufficiet time to aalyze ad improve basic techique before the ext meetig. I practice-teachig style, studets lear the materials determied by lecturer, ad imitate movemet show by the lecturer. The teachig process occurrig i this style does ot develops the studet s creativity, sice studets oly do assigmets ordered by the lecturer whose teaches a techique part by part. The umber of practices for each part of volleyball basic techiques i each meetig is determied by the lecturer. Feedback provided by 1
lecturer i groups durig the learig process, ca cotribute to positive ad egative effects. For studets, feedback give for mistakes doe i the movemet will improve their mistakes. Therefore it is assumed that learig outcomes of volleyball basic techique with iclusio-teachig style is better as compared to practice-teachig style..4. Differece betwee Iclusio-Teachig Style with Practice-Teachig Style o Learig Outcomes of Volleyball Game for Studets with High Motor Educability I iclusio-teachig style, studets with high motor educability, their motor learig program is through the lecturer s explaatio ad through assigmet sheets. Studets already has the idea of executig the correct volleyball basic techique, therefore the iformatio o the assigmet sheets serves as a guidelie. For studets with high motor educability, ad havig completed theoretical mastery of volleyball basic techique, this will eable them to study volleyball basic techique easily. Studets are free to select subject matters, practice as may times as possible ad feedback is give idividually at the ed of each meetig. This will further ehaces the mastery i volleyball basic techique for studets with high motor educability. O the other had, studets with high motor educability which uses practice-teachig style, theoretically has ot master the correct volleyball basic techique. For this group, lecturers will teach ad demostrate the basic techiques usig part by part approach. Therefore it is assumed that learig outcomes of volleyball basic techique by usig iclusio-teachig style is better as compared to practice-teachig style for studets with high motor educability..4.3 Differece betwee Iclusio-Teachig Style with Practice-Teachig Style o Learig Outcomes of Volleyball for Studets with Low Motor Educability I the practice-teachig style, motor learig program of volleyball basic techiques for studets is arraged successively part-by-part. Thus, this step-by-step approach will help the studets master the correct volleyball basic techique. Explaatio ad demostratio doe by the lecturer to teach the techique is preseted part-by-part, combied with the umber of practices determied by the lecturer as well as group feedback will help the studets to master the volleyball basic techique, sice studet with low motor educability eeds guidace. Whereas for studets with low motor educability, usig the iclusio-teachig style will be difficult to master by the studets. Havig motor educability as basic ability is importat besides the eed to lear volleyball basic techiques i the form of cogitive ability, associative, ad automatio. Therefore, it is assumed that the learig outcomes of volleyball basic techique usig practice-teachig style is better tha iclusio-teachig style for studets with low motor educability..4.4 Iteractio betwee Teachig Style with Motor Educability o Learig Outcomes of Volleyball Game A teachig style is a guidelie used by a teacher or a lecturer to teach basic skills ad techique. The teachig guidelie is applied with the objective that volleyball basic techiques ca be mastered correctly by studets. The teachig style is classified i accordace with its implemetatio, amely, iclusio-teachig style ad practice-teachig style. Both teachig styles will beefit ad ca be successfully used to teach volleyball basic techique. Studet eeds good motor educability with the existig specific motor skills o volleyball basic techiques. Every studet has their ow level of motor educability ad to beefit from this, appropriate teachig style are eeded i order to succeed i learig volleyball basic techique. Therefore, it is assumed that there is iteractio betwee teachig style ad motor educability toward learig outcomes of volleyball basic techique. 3. Methodology Target populatio i this research are first year Physical Educatio ad Health studets at Uiversitas Negeri Jakarta. Forty studets were selected usig simple radom to represet the populatio. The sample were the divided ito two groups, the Iclusio-Teachig Style (A1) ad the Practice-Teachig Style (A).Both groups (A1) ad (A) were the give motor educability test. Results from each group is compiled accordig to the obtaied scores, from highest to lowest levels, followed by calculatig the average scores ().The formula by Verducci (1980) were used to idetify studets with high ad low motor educability. I each group top studets who score high o motor educability test were selected for the high motor educability group ad the lowest were selected to be i the low motor educability group. After itervetio has take place, learig outcomes were gathered from each subgroup amely. 111
4. Results 4.1 Normality ad Homogeeity of the Sample Before coductig further testig, the ormality ad homogeeity of the sample is determied. The outcome of the ormality-test of each group showed that the sample is ormally distributed. Bartlett test was used to determie the homogeeity of the variats i this research ad results showed that the samples i both the mai group ad sub-groups are homogeous.. Table 1 shows the descriptive statistics for the samples studied while Table gives the result of the aalysis of variace. Table 1. Descriptive statistic of the sample Motor Educability High Low Total Statistic Teachig Style Iclusio Practice 77.6 69.5 776 695 6044 48709 4.79 6.7 60 75.4 600 754 3615 57196 4.11 6.19 68.8 7.45 1376 1449 96576 5905.0 6.98 Total 73.55 1471 9133 7.04 67.7 1354 93348 9.41 40 70.63 85 481 8.7 Table. Result of ANOVA Source df Sum of Squares Mea Square F Teachig Style 1 133.3 133. 4.3* Motor Educability 1 34.3 34. 11.11** Iteractio 1 1380.63 1381 44.81** Error 36 19.30 30.81 Total 39 965.38 * p< 0.05 ** p<0.01 Result of data aalysis shows that the average learig outcome of volleyball game is 7.45 with stadard deviatio of 6.98. Aalysis of variats to test the hypothesis o the differece i iclusio ad practice-teachig styles toward learig outcome of volleyball basic techiques is sigificat (F=4.3, p<0.05. Therefore the ull hypothesis is rejected ad it ca be cocluded that there is a sigificat differece betwee iclusio-teachig style with practice-teachig style toward learig outcome of volleyball basic techiques. Data aalysis motor educability also shows sigificat differece betwee high motor educability ad low motor educability (F=11.11, p<0.01). Iteractio betwee teachig styles ad motor educability also proves to be sigificat (F=44.81, p<0.01). 11
5. Coclusio Based o data aalysis it is cocluded that: 1) Overall, learig outcome of volleyball by usig practice-teachig style is higher as compared to iclusio-teachig style. I other words, it is cocluded that the ifluece of iclusio teachig style is better, as compared to practice-teachig style toward learig outcome of volleyball for studet with high motor educability. ) For studets with high motor educability, the learig outcome of volleyball with iclusio-teachig style is better as compared to practice-teachig style. I other words, it is cocluded that the ifluece of iclusio-teachig style is better, compared to practice-teachig o learig outcome of volleyball for studet with high motor educability style. 3) For studets with low motor educability, the ifluece of practice teachig style o learig outcome of volleyball is better as compared to iclusio style. I other words, it is cocluded that the ifluece of practice teachig style is better, compared to iclusio teachig style o learig outcome of volleyball for uiversity studet with low motor educability. 4) There is iteractio of teachig style with motor educability o learig outcome of volleyball to the studet. I other words, the applicatio of iclusio teachig style is better for studets with high motor educability, whereas the applicatio of practice teachig style is better for studets with low motor educability. Refereces Baumgarter, T. A., & Jackso, A. S. (1995). Measuremet to Evaluatio i physical Educatio ad Exercise Sciece. Iowa: Brow & Bechmark Publisher. Ferducci, F. M. (1980). Measuremet Cocepts i Physical Educatio. St. Louis. The C.V. Mosby Compay. Hasibua, J. J. (1994). Proses Belajar Megajar Keterampila Dasar Pegajara Mikro. Badug: Remaja Rosdakarya. Luta, R. (1998). Belajar Keterampila Motorik Teori da Metode. Jakarta: Dikti, PLPTK. Mathews, D. K. (1983). Measuremet I Physical, Secod editio. Philadelphia: WB Sauders Compay. Mc. Cloy, C. H., & Youg, N. D. (1984). Test ad Measuremet i Health ad Physical educatio. New York: Appleto Cetury Crofts Ic. Mossto, M., & Asworth, S. (1986). Teachig Physical Educatio. Columbus: Marril Publishig Compay. Slameto. (1995). Belajar da Faktor-faktor yag Mempegaruhiya. Jakarta: PT. Rieka Cipta. Udag-Udag Republik Idoesia No. Tahu 03 tetag Sistem Pedidika Nasioal. Jakarta: BP Cipta Jaya, 03. Copyrights Copyright for this article is retaied by the author(s), with first publicatio rights grated to the joural. This is a ope-access article distributed uder the terms ad coditios of the Creative Commos Attributio licese (http://creativecommos.org/liceses/by/3.0/). 113