Latihan Fisika Dan Manajemen Berbasis Sekolah

Ahmad Basyir Najwan
Jln. Mr. Cokrokusumo No.54 RT.015/005, Kel. Cempaka, Kec. Cempaka, Kota
Banjarbaru, Kalimantan Selatan, Kode Pos 70733
Contact Person : 0896-5985-6821
Follow my Instagram @basyir.elphisic.elbanjari
OSN Fisika 2016 Number 1

PERSAMAAN GERAK SEDERHANA BOLA SALJU (SIMPLE SNOW BALL EQUATION)
Tinjau sebuah bola salju yang sedang menggelinding. Seperti kita tahu, fenomena
menggelindingnya bola salju diikuti oleh pertambahan massa bola tersebut. Biarpun
massa bertambah, kita asumsikan bahwa bola salju selalu berbentuk bola sempurna,
memiliki rapat massa persatuan volum 𝜌 yang konstan, dan selalu menggelinding tanpa
slip. Sekarang, kita akan meninjau bola salju yang berjari-jari sesaat 𝑟, dan kecepatan
sudut sesaat 𝜔, serta gaya gesek sesaat 𝑓, menggelinding pada sebuah bidang dengan
kemiringan 𝜃 (lihat gambar).
𝑟
𝑔
𝜃
Tentukan :
a. Besar gaya total (dengan arah sejajar bidang)
b. Besar torsi total (di pusat massa bola)
c. Persamaan gerak bola salju! Ini disebut sebagai SSBE (simple snow ball equation).
Nyatakan SSBE dalam 𝜃, 𝑟, 𝜔, dan 𝑡!
Untuk memudahkan perhitungan, selanjutnya kalian tinjau bola salju tersebut
menggelinding pada sebuah bidang datar.
d. Jika kecepatan sudut awal adalah 𝜔0 (dan sudah tidak slip tentunya) dan jari-jari bola
awal adalah 𝑅0 tentukan jari-jari bola salju sebagai fungsi kecepatan sudut!
Untuk mudahnya, diasumsikan bahwa setiap bergesekan dengan tanah, massa bola akan
bertambah dengan konstan sehingga 𝑑𝑚⁄𝑑𝑥 = 𝐾 = konstan.
e. Tentukan kecepatan sudut sebagai fungsi waktu (nyatakan dalam 𝐾, 𝜌, 𝑅0 , dan 𝜔0 )!
Pembahasan :
a. Berdasarkan gambar di bawah kita bisa dapatkan resultan gaya yang bekerja pada
bola salju searah dengan gerakannya.
Arah gerak
𝑟
𝑓
𝑚𝑔 sin 𝜃
𝜌
𝑚𝑔 𝜃
Σ𝐹 = 𝑚𝑔 sin 𝜃 − 𝑓
mechtermlighlismfism xanderbasyir99@gmail.com Hal | 1

Basyir Al Banjari
0896-5985-6821 DC3BCE5B www.basyiralbanjari.wordpress.com

Ahmad Basyir Najwan
b. Torsi yang bekerja pada bola salju hanyalah torsi akibat gaya gesek. Torsi akibat gaya
yang lainnya(gaya gravitasi dan gaya normal) bernilai nol karena melewati pusat bola
salju.
Σ𝜏 = 𝑓𝑟
c. Selanjutnya kita akan menggunakan hukum dua newton. Pada kasus ini kita akan
menggunakan hukum dua newton yang berhubungan dengan perubahan momentum
linier dan momentum sudut bola.
Momentum bola salju adalah
𝑃 = 𝑚𝑣
dan perubahannya adalah
𝑑𝑃 𝑑𝑣 𝑑𝑚
=𝑚 +𝑣
𝑑𝑡 𝑑𝑡 𝑑𝑡
Momentum sudut bola salju adalah
𝐿 = 𝐼𝜔
dan perubahannya adalah
𝑑𝐿 𝑑𝜔 𝑑𝐼
=𝐼 +𝜔
Dengan hukum dua newton kita dapatkan
𝑑𝑃 𝑑𝑣 𝑑𝑚
Σ𝐹 = 𝑚𝑔 sin 𝜃 − 𝑓 = =𝑚 +𝑣
𝑑𝑣 𝑑𝑚
𝑚𝑔 sin 𝜃 − 𝑓 = 𝑚 +𝑣 … (1)
𝑑𝑡 𝑑𝑡
𝑑𝐿 𝑑𝜔 𝑑𝐼
Σ𝜏 = 𝑓𝑟 = =𝐼 +𝜔
𝐼 𝑑𝜔 𝜔 𝑑𝐼
𝑓= + … (2)
𝑟 𝑑𝑡 𝑟 𝑑𝑡
Subtitusi persamaan (2) ke (1)
𝐼 𝑑𝜔 𝜔 𝑑𝐼 𝑑𝑣 𝑑𝑚
𝑚𝑔 sin 𝜃 − − =𝑚 +𝑣
𝑟 𝑑𝑡 𝑟 𝑑𝑡 𝑑𝑡 𝑑𝑡
𝑑𝑣 𝑣 𝑑𝑚 𝐼 𝑑𝜔 𝜔 𝑑𝐼
+ + + = 𝑔 sin 𝜃 … (3
𝑑𝑡 𝑚 𝑑𝑡 𝑚𝑟 𝑑𝑡 𝑚𝑟 𝑑𝑡
Selanjutnya kita akan mencari hubungan antara variabel v, I, m, r, dan ω.
Hubungan kecepatan linier dan kecepatan sudut bola adalah
𝑣 = 𝜔𝑟 … (4)
𝑑𝑣 𝑑(𝜔𝑟) 𝑑𝑟 𝑑𝜔 𝑑𝑣 𝑑𝑟 𝑑𝜔
= =𝜔 +𝑟 ⟹ =𝜔 +𝑟 … (5)
𝑑𝑡 𝑑𝑡 𝑑𝑡 𝑑𝑡 𝑑𝑡 𝑑𝑡 𝑑𝑡
Hubungan massa bola dan jari-jarinya adalah

Basyir Al Banjari

Ahmad Basyir Najwan
4
𝑚= 𝜌𝜋𝑟 3 … (6
3
𝑑𝑚 𝑑𝑟 4 3 𝑑𝑟 𝑑𝑚 3𝑚 𝑑𝑟
= 4𝜌𝜋𝑟 2 = ( 𝜌𝜋𝑟 3 ) ⟹ = … (7)
𝑑𝑡 𝑑𝑡 3⏟ 𝑟 𝑑𝑡 𝑑𝑡 𝑟 𝑑𝑡
𝑚
Selanjutnya dari momen inersia bola salju akan kita dapatkan
2
𝐼 = 𝑚𝑟 2 … (8
5
𝑑𝐼 4 𝑑𝑟 2 𝑑𝑚
= 𝑚𝑟 + 𝑟 2 … (9)
𝑑𝑡 5 𝑑𝑡 5 𝑑𝑡
𝑑𝐼 4 𝑑𝑟 6 𝑑𝑟 10 𝑑𝑟 𝑑𝐼 𝑑𝑟
= 𝑚𝑟 + 𝑚𝑟 = 𝑚𝑟 ⟹ = 2𝑚𝑟 … (10
𝑑𝑡 5 𝑑𝑡 5 𝑑𝑡 ⏟ 5 𝑑𝑡 𝑑𝑡 𝑑𝑡
2
Selanjutnya subtitusi persamaan (4), (5), (7), (8), dan (10) ke persamaan (3)
𝑑𝑣 𝑣 𝑑𝑚 𝐼 𝑑𝜔 𝜔 𝑑𝐼
+ + + = 𝑔 sin 𝜃
𝑑𝑡 𝑚 𝑑𝑡 𝑚𝑟 𝑑𝑡 𝑚𝑟 𝑑𝑡
𝑑𝑟 𝑑𝜔 𝜔𝑟 3𝑚 𝑑𝑟 1 2 𝑑𝜔 𝜔 𝑑𝑟
𝜔 +𝑟 + + 𝑚𝑟 2 + 2𝑚𝑟 = 𝑔 sin 𝜃
𝑑𝑡 𝑑𝑡 𝑚 𝑟 𝑑𝑡 𝑚𝑟 5 𝑑𝑡 𝑚𝑟 𝑑𝑡
𝑑𝑟 𝑑𝜔 𝑑𝑟 2 𝑑𝜔 𝑑𝑟
𝜔 +𝑟 + 3𝜔 + 𝑟 + 2𝜔 = 𝑔 sin 𝜃
𝑑𝑡 𝑑𝑡 𝑑𝑡 5 𝑑𝑡 𝑑𝑡
𝑑𝑟 7 𝑑𝜔
6𝜔 + 𝑟 = 𝑔 sin 𝜃 … (11)
𝑑𝑡 5 𝑑𝑡
Sehingga persamaan gerak sederhana bola salju (SSBE/Simple Snow Ball Equation)
adalah
𝑑𝑟 7 𝑑𝜔
6𝜔 + 𝑟 = 𝑔 sin 𝜃
𝑑𝑡 5 𝑑𝑡
d. Selanjutnya bola menggelinding pada bidang datar sehingga sudut 𝜃 sama dengan nol.
𝜃 = 0 ⟹ sin 𝜃 = 0
𝑑𝑟 7 𝑑𝜔
6𝜔 + 𝑟 = 0 … (12)
𝑑𝑡 5 𝑑𝑡
𝑑𝑟 7 𝑑𝜔
=−
𝑟 30 𝜔
𝑟
𝑑𝑟 7 𝜔 𝑑𝜔
∫ =− ∫
𝑅𝑜 𝑟 30 𝜔𝑜 𝜔
𝑟 7 𝜔
ln | | = − ln | |
𝑅𝑜 30 𝜔𝑜

Basyir Al Banjari

Ahmad Basyir Najwan
7
𝑟 𝜔 −30
ln | | = ln | |
𝑅𝑜 𝜔𝑜
7 7
𝑟 𝜔 −30 𝜔 −30
=( ) ⟹ 𝑟 = 𝑅𝑜 ( ) … (13)
𝑅𝑜 𝜔𝑜 𝜔𝑜
Maka persamaan jari-jari bola sebagai fungsi kecepatan sudut adalah
7
𝜔 −30
𝑟 = 𝑅𝑜 ( )
𝜔𝑜
e. Sekarang massa pertambahan massa bola terhadap perpindahannya bernilai konstan

yaitu 𝐾.
𝑑𝑚
=𝐾
𝑑𝑥
Selanjutnya dengan memodifikasi persamaan (7) akan kita dapatkan
𝑑𝑚 3𝑚 𝑑𝑟 𝑑𝑡
= | dikali dengan
𝑑𝑡 𝑟 𝑑𝑡 𝑑𝑥
𝑑𝑚 3 𝑑𝑟 4
= 𝑚 ⟹ 𝑚 = 𝜌𝜋𝑟 3
𝑑𝑥 𝑟 𝑑𝑥 3
𝑑𝑟
𝐾 = 4𝜌𝜋𝑟 2
𝑑𝑥
𝐾 1
𝑑𝑟 = 𝑑𝑥| dikali dengan
4𝜌𝜋𝑟 2 𝑑𝑡
𝑑𝑟 𝐾 𝑑𝑥
=
𝑑𝑡 4𝜌𝜋𝑟 𝑑𝑡 2 ⏟
𝑣=𝜔𝑟
𝑑𝑟 𝐾𝜔
=
𝑑𝑡 4𝜌𝜋𝑟
𝑑𝑟 𝐾𝜔
= 𝑑𝑡 … (14)
𝑟 4𝜌𝜋𝑟 2
Persamaan (12) kita bisa modifikasi menjadi bentuk
𝑑𝑟 7 𝑑𝜔
=−
𝑟 30 𝜔
Selanjutnya kita subtitusi persamaan (14) dan (13) ke persamaan (12) hasil
modifikasi di atas
𝐾𝜔 7 𝑑𝜔
𝑑𝑡 = −
7 2 30 𝜔
𝜔 −30
4𝜌𝜋 [𝑅𝑜 (𝜔 ) ]
𝑜

Basyir Al Banjari

Ahmad Basyir Najwan
𝐾 7 𝑑𝜔
7 14 𝑑𝑡 =−
30 𝜔 2
4𝜌𝜋𝑅𝑜 2 𝜔𝑜 15 𝜔 −30
𝑑𝜔 15𝐾
37 =− 7 𝑑𝑡
2
𝜔 15 14𝜌𝜋𝑅𝑜 𝜔𝑜 15
𝜔 𝑡
𝑑𝜔 15𝐾
∫ 37 = −∫ 7 𝑑𝑡
𝜔𝑜 𝜔 15 0 14𝜌𝜋𝑅𝑜 2 𝜔𝑜 15
𝜔 𝑡
37 15𝐾
∫ 𝜔 −15 𝑑𝜔 = − ∫ 7 𝑑𝑡
𝜔𝑜 0 2
14𝜌𝜋𝑅𝑜 𝜔𝑜 15
15 −22 𝜔 15𝐾𝑡
− [𝜔 15 ] = − 7
22 𝜔𝑜 14𝜌𝜋𝑅𝑜 2 𝜔𝑜 15
1 1 11𝐾𝑡
22 − 22 = 7
𝜔 15 𝜔𝑜 15 7𝜌𝜋𝑅𝑜 2 𝜔𝑜 15
1 1 11𝐾𝑡
22 = 22 + 7
𝜔 15 𝜔𝑜 15 7𝜌𝜋𝑅𝑜 2 𝜔𝑜 15
1 1 11𝐾𝜔𝑜 𝑡
22 = 22 (1 + )
𝜔 15 𝜔𝑜 15 7𝜌𝜋𝑅𝑜 2
22
22 𝜔𝑜 15
𝜔 15 =
11𝐾𝜔𝑜 𝑡
1+
7𝜌𝜋𝑅𝑜 2
22
−
11𝐾𝜔𝑜 𝑡 15
𝜔 = 𝜔𝑜 [1 + ]
7𝜌𝜋𝑅𝑜 2

Basyir Al Banjari

Ahmad Basyir Najwan

GERAKAN MASSA YANG TERHUBUNG DENGAN CINCIN DAN BATANG LICIN
Sebuah cincin bermassa 𝑚1 dapat bergerak bebas sepanjang batang licin horisontal.
Sebuah partikel bermassa 𝑚2 dihubungkan dengan cincin melalui tali tegar tak bermassa
yang memiliki panjang 𝐿. Mula-mula partikel 𝑚2 bersentuhan dengan batang, kemudian
dilepas karena pengaruh gravitasi 𝑔. Setelah dilepas, ketika cincin tersebut telah
bergeser sejauh 𝑥, sudut yang dibentuk antara tali dengan batang horisontal adalah 𝜃.
𝑥
𝑚1 𝑚1
𝑚2 𝜃
𝐿
𝑥=0 𝑥=0
𝑚2
Tentukan:
a. Posisi 𝑥 dinyatakan dalam sudut 𝜃!
b. Persamaan gerak untuk 𝜃 (tidak mengandung variabel 𝑥 beserta turunannya)!
c. Tentukan besar tegangan batang dan gaya normal pada cincin untuk 𝜃 = 30𝑜 !
Pembahasan :
a. Untuk mengetahui nilai 𝑥 dalam 𝜃 kita bisa menentukannya dengan meninjau titik
pusat massa system. Karena tidak ada gaya eksternal atau gaya luar pada arah
horizontal, maka posisi horizontal pusat massanya tetap. Sedangkan posisi pusat
massa vertical system akan turun karena ada gaya eksternal yang bekerja pada arah
vertical. System yang kita maksud adalah cincin dan massa kecil. Batang tidak kita
masukkan karena batang tidak ikut bergerak.
𝑥𝑝𝑚,𝑎𝑤𝑎𝑙 = 𝑥𝑝𝑚,𝑎𝑘ℎ𝑖𝑟
𝑚2 𝐿 𝑚1 𝑥 + 𝑚2 (𝑥 + 𝐿 cos 𝜃)
=
𝑚1 + 𝑚2 𝑚1 + 𝑚2
(𝑚1 + 𝑚2 )𝑥 = 𝑚2 𝐿(1 − cos 𝜃)
𝑚2 𝐿(1 − cos 𝜃)
𝑥=
𝑚1 + 𝑚2
Sehingga posisi 𝑥 dinyatakan dalam 𝜃 adalah
𝑚2 𝐿(1 − cos 𝜃)
𝑥=
𝑚1 + 𝑚2

Basyir Al Banjari

Ahmad Basyir Najwan
b. Selanjutnya kita akan menentukan persamaan gerak system menggunakan metode

Mekanika Lagrangian. Sebelum ke sana kita harus terlebih dahulu menentukan posisi
benda-benda dalam system saat sudah bergerak. Dalam menentukan posisi benda,
kita harus menentukan terlebih dahulu titik acuan atau titik asal koordinatnya.
System koordinatnya bisa system koordinat Kartesius 2 dimensi atau 3 dimensi
ataupun system koordinat lain. Untuk kasus ini kita akan menggunakan system
koordinat kartesius 2 dimensi. Hal pertama yang harus kita lakukan adalah
menentukan titik asalnya. Cara menentukannya adalah pilihlah titik asal sedemikian
hingga persamaan gerak yang kita buat tidak terlalu banyak mengandung variabel.
Dalam hal ini saya mengambil posisi awal cincin sebagai titik asal atau titik O(0,0).
Posisi masing masing benda
Cincin :
𝑚2 𝐿(1 − cos 𝜃) 𝑚2 𝐿(1 − cos 𝜃)
𝑥1 = 𝑥 = ⟹ 𝑥1 =
𝑚1 + 𝑚2 𝑚1 + 𝑚2
𝑦1 = 0
Partikel :
𝑚2 𝐿(1 − cos 𝜃) 𝑚1 𝐿 cos 𝜃
𝑥2 = 𝑥 + 𝐿 cos 𝜃 = + 𝐿 cos 𝜃 ⟹ 𝑥2 =
𝑚1 + 𝑚2 𝑚1 + 𝑚2
𝑦2 = −𝐿 sin 𝜃
Selanjutnya kita cari kecepatan partikel. Kita cukup mendiferensialkan posisinya
terhadap waktu.
Cincin :
𝑚2 𝐿 𝜃̇sin 𝜃
𝑥̇ 1 =
𝑚1 + 𝑚2
𝑦̇ 1 = 0
Partikel :
𝑚1 𝐿 𝜃̇sin 𝜃
𝑥̇ 2 = −
𝑚1 + 𝑚2
𝑦̇ 2 = −𝐿 𝜃̇cos 𝜃
Berikutnya kita tentukan nilai total energy mekanik system.
Energi potensial (𝑉)
𝑉 = 𝑚1 𝑔𝑦1 + 𝑚2 𝑔𝑦2
𝑉 = 𝑚1 𝑔(0) + 𝑚2 𝑔(−𝐿 sin 𝜃) ⟹ 𝑉 = −𝑚2 𝑔𝐿 sin 𝜃
Energi kinetik (𝑇)
1 1
𝑇 = 𝑚1 (𝑥̇ 1 2 + 𝑦̇ 1 2 ) + 𝑚2 (𝑥̇ 2 2 + 𝑦̇ 2 2 )
2 2
2
1 𝑚2 𝐿 𝜃̇sin 𝜃 1 𝑚 1 𝐿 𝜃̇ sin 𝜃 2 2
𝑇 = 𝑚1 [( ) + (0)2 ] + 𝑚2 [(− ) + (−𝐿 𝜃̇cos 𝜃) ]
2 𝑚1 + 𝑚2 2 𝑚1 + 𝑚2

Basyir Al Banjari

Ahmad Basyir Najwan
1 𝑚1 𝑚2 𝐿2 𝜃̇ 2 sin2 𝜃 1
𝑇= 2
(𝑚1 + 𝑚2 ) + 𝑚2 𝐿2 𝜃̇ 2 cos 2 𝜃
2 (𝑚1 + 𝑚2 ) 2
1 𝑚1 𝑚2 𝐿2 𝜃̇ 2 sin2 𝜃 1
𝑇= + 𝑚2 𝐿2 𝜃̇ 2 cos 2 𝜃
2 𝑚1 + 𝑚2 2
1 𝑚1 𝑚2 𝐿 𝜃 sin 𝜃 1 𝑚2 (𝑚1 + 𝑚2 )𝐿2 𝜃̇ 2 cos 2 𝜃
2 ̇2 2
𝑇= +
2 𝑚1 + 𝑚2 2 𝑚1 + 𝑚2
2 2
1 𝑚2 cos 𝜃 + 𝑚1 𝑚2 2 2
𝑇= 𝐿 𝜃̇
2 𝑚1 + 𝑚2
Lagrangian (𝐿) adalah selisih energy kinetik (𝐾) dan energy potensial (𝑉) system.
𝐿 =𝑇−𝑉
1 𝑚2 2 cos2 𝜃 + 𝑚1 𝑚2 2 2
𝐿= 𝐿 𝜃̇ − (−𝑚2 𝑔𝐿 sin 𝜃)
2 𝑚1 + 𝑚2
1 𝑚2 2 cos2 𝜃 + 𝑚1 𝑚2 2 2
𝐿= 𝐿 𝜃̇ + 𝑚2 𝑔𝐿 sin 𝜃
2 𝑚1 + 𝑚2
Persamaan gerak benda kita dapatkan dengan mensubtitusi L ke persamaan Lagrange
di bawah.
𝑑 𝜕𝐿 𝜕𝐿
( )− =0
𝑑𝑡 𝜕𝜃̇ 𝜕𝜃
Bentuk 𝜕𝐿⁄𝜕𝜃̇ dan 𝜕𝐿⁄𝜕𝜃 adalah turunan parsial. Maksud turunan parsial adalah jika
sebuah fungsi diturunkan terhadap peubah x, maka peubah yang lain dianggap
sebagai konstanta.
𝜕𝐿 𝜕 1 𝑚2 2 cos 2 𝜃 + 𝑚1 𝑚2 2 2
= ( 𝐿 𝜃̇ + 𝑚2 𝑔𝐿 sin 𝜃)
𝜕𝜃̇ 𝜕𝜃̇ 2 𝑚1 + 𝑚2
𝜕𝐿 𝑚2 2 cos2 𝜃 + 𝑚1 𝑚2 2
= 𝐿 𝜃̇
𝜕𝜃̇ 𝑚1 + 𝑚2
𝑑 𝜕𝐿 𝑑 𝑚2 2 cos2 𝜃 + 𝑚1 𝑚2 2 𝑚2 2 cos2 𝜃 + 𝑚1 𝑚2 2
( )= ( 𝐿 𝜃̇) = 𝐿 𝜃̈
𝑑𝑡 𝜕𝜃̇ 𝑑𝑡 𝑚1 + 𝑚2 𝑚1 + 𝑚2
𝑑 𝜕𝐿 𝑚2 2 cos 2 𝜃 + 𝑚1 𝑚2 2
( )= 𝐿 𝜃̈
𝑑𝑡 𝜕𝜃̇ 𝑚1 + 𝑚2
𝜕𝐿 𝜕 1 𝑚2 2 cos 2 𝜃 + 𝑚1 𝑚2 2 2
= ( 𝐿 𝜃̇ + 𝑚2 𝑔𝐿 sin 𝜃)
𝜕𝜃 𝜕𝜃 2 𝑚1 + 𝑚2
𝜕𝐿 𝑚2 2 𝐿2 𝜃̇ 2 cos 𝜃 sin 𝜃
= + 𝑚2 𝑔𝐿 cos 𝜃
𝜕𝜃 𝑚1 + 𝑚2
Maka persamaan gerak system adalah
( )− =0
𝑑𝑡 𝜕𝜃̇ 𝜕𝜃

Basyir Al Banjari

Ahmad Basyir Najwan
𝑚2 2 cos2 𝜃 + 𝑚1 𝑚2 2 𝑚2 2 𝐿2 𝜃̇ 2 cos 𝜃 sin 𝜃

𝐿 𝜃̈ − ( + 𝑚2 𝑔𝐿 cos 𝜃) = 0
𝑚1 + 𝑚2 𝑚1 + 𝑚2
(𝑚2 cos2 𝜃 + 𝑚1 )𝐿2 𝜃̈ − 𝑚2 𝐿2 𝜃̇ 2 cos 𝜃 sin 𝜃 − (𝑚1 + 𝑚2 ) 𝑔𝐿 cos 𝜃 = 0
Maka persamaan gerak system adalah
(𝑚2 cos 2 𝜃 + 𝑚1 )𝐿𝜃̈ − 𝑚2 𝐿𝜃̇ 2 cos 𝜃 sin 𝜃 − (𝑚1 + 𝑚2 ) 𝑔 cos 𝜃 = 0
c. Kita diminta untuk menentukan nilai tegangan tali T dan gaya normal N batang pada
cincin.
Perhatikan diagram gaya di bawah!
𝑁
𝑥̈ 1
𝑇 cos 𝜃
𝜃
𝑚1 𝑔 𝑇
𝑇 sin 𝜃
𝑇
𝑥=0 𝑇 sin 𝜃
𝑦̈ 2
𝜃
𝑇 cos 𝜃
𝑥̈ 2
𝑚2 𝑔
Percepatan kedua benda adalah

Cincin :
𝑚2 𝐿
𝑥̈ 1 = (𝜃̈ sin 𝜃 + 𝜃̇ 2 cos 𝜃)
𝑚1 + 𝑚2
𝑦̈ 1 = 0
Partikel :
𝑚1 𝐿
𝑥̈ 2 = − (𝜃̈ sin 𝜃 + 𝜃̇ 2 cos 𝜃)
𝑚1 + 𝑚2
𝑦̈ 2 = 𝐿(𝜃̇ 2 sin 𝜃 − 𝜃̈cos 𝜃)
Menggunakan hukum dua newton untuk kedua benda kita dapatkan
Untuk cincin :
𝑚1 𝑚2 𝐿
𝑠𝑢𝑚𝑏𝑢 𝑥 ⟹ 𝑇 cos 𝜃 = (𝜃̈ sin 𝜃 + 𝜃̇ 2 cos 𝜃) … (1)
𝑚1 + 𝑚2
𝑠𝑢𝑚𝑏𝑢 𝑦 ⟹ 𝑁 − 𝑇 sin 𝜃 − 𝑚1 𝑔 = 0 ⟹ 𝑁 = 𝑇 sin 𝜃 + 𝑚1 𝑔 … (2)
Untuk partikel :

Basyir Al Banjari

Ahmad Basyir Najwan
𝑚1 𝑚2 𝐿
𝑠𝑢𝑚𝑏𝑢 𝑥 ⟹ −𝑇 cos 𝜃 = − (𝜃̈ sin 𝜃 + 𝜃̇ 2 cos 𝜃) … (3)
𝑚1 + 𝑚2
𝑠𝑢𝑚𝑏𝑢 𝑦 ⟹ 𝑇 sin 𝜃 − 𝑚2 𝑔 = 𝑚2 𝐿(𝜃̇ 2 sin 𝜃 − 𝜃̈cos 𝜃) ⟹ 𝑇
𝑚2 𝐿(𝜃̇ 2 sin 𝜃 − 𝜃̈cos 𝜃) + 𝑚2 𝑔
= … (4)
sin 𝜃
subtitusi persamaan (4) ke (2)
𝑁= sin 𝜃 + 𝑚1 𝑔
sin 𝜃
𝑁 = 𝑚2 𝐿(𝜃̇ 2 sin 𝜃 − 𝜃̈cos 𝜃) + (𝑚1 + 𝑚2 )𝑔 … (5)
Selanjutnya kita harus mencari tahu nilai 𝜃̇ dan 𝜃̈. Kita akan menghitungnya dengan
hukum kekekalan energy mekanik. Saat awal adalah saat tali masih berada dalam
keadaan horizontal dan kedua benda masih diam serta saat akhir adalah saat tali
membentuk sudut 𝜃 = 30𝑜 dengan horizontal.
𝐸𝑎𝑤𝑎𝑙 = 𝐸𝑎𝑘ℎ𝑖𝑟
1 𝑚2 2 cos2 30𝑜 + 𝑚1 𝑚2 2 2
0 = −𝑚2 𝑔𝐿 sin 30𝑜 + 𝐿 𝜃̇
2 𝑚1 + 𝑚2
3
2 1
1 𝑚
1 2 2 ( √3) + 𝑚1 𝑚2
0 = −𝑚2 𝑔𝐿 ( ) + 𝐿2 𝜃̇ 2
2 2 𝑚1 + 𝑚2
(3𝑚2 + 4𝑚1 )𝐿𝜃̇ 2 = 4(𝑚1 + 𝑚2 )𝑔
4(𝑚1 + 𝑚2 )𝑔
𝜃̇ 2 = … (6)
(3𝑚2 + 4𝑚1 )𝐿
4(𝑚1 + 𝑚2 )𝑔
𝜃̇ = √
(3𝑚2 + 4𝑚1 )𝐿
Dengan mensubtitusi persamaan (6) ke persamaan gerak system akan kita dapatkan
2
1 4(𝑚1 + 𝑚2 )𝑔 1 1 1
(𝑚2 ( √3) + 𝑚1 ) 𝐿𝜃̈ − 𝑚2 𝐿 ( ) ( √3) ( ) − (𝑚1 + 𝑚2 ) 𝑔 ( √3) = 0
2 (3𝑚2 + 4𝑚1 )𝐿 2 2 2
3 4(𝑚1 + 𝑚2 )𝑔 1 1
( 𝑚2 + 𝑚1 ) 𝐿𝜃̈ = 𝑚2 𝐿 ( ) ( √3) + (𝑚1 + 𝑚2 ) 𝑔 ( √3)|
4 (3𝑚2 + 4𝑚1 )𝐿 4 2
(3𝑚2 + 4𝑚1 )(3𝑚2 + 4𝑚1 )𝐿𝜃̈ = 4√3𝑚2 (𝑚1 + 𝑚2 )𝑔 + 2√3(𝑚1 + 𝑚2 )(3𝑚2 + 4𝑚1 )𝑔
(3𝑚2 + 4𝑚1 )(3𝑚2 + 4𝑚1 )𝐿𝜃̈ = 2(𝑚1 + 𝑚2 )𝑔[2√3𝑚2 + 3√3𝑚2 + 4√3𝑚1 ]
2√3(𝑚1 + 𝑚2 )[5𝑚2 + 4𝑚1 ]𝑔
𝜃̈ = … (7)
(3𝑚2 + 4𝑚1 )2 𝐿
Dengan mensubtitusi persamaan (6) dan (7) ke persamaan (4) akan kita dapatkan
nilai tegangan tali.
𝑇=
sin 𝜃

Basyir Al Banjari

Ahmad Basyir Najwan
4(𝑚1 + 𝑚2 )𝑔 1 2√3(𝑚1 + 𝑚2 )[5𝑚2 + 4𝑚1 ]𝑔 1

𝑚2 𝐿 (( )( ) − ( ) (2 √3)) + 𝑚2 𝑔
(3𝑚2 + 4𝑚1 )𝐿 2 (3𝑚2 + 4𝑚1 )2 𝐿
𝑇=
1
2
2𝑚1 𝑚2 (12𝑚1 + 11𝑚2 )
𝑇=
(3𝑚2 + 4𝑚1 )2
Kemudian dengan mensubtitusi persamaan (6) dan (7) ke persamaan (5) akan kita
dapatkan besar gaya normal N.
𝑁 = 𝑚2 𝐿(𝜃̇ 2 sin 𝜃 − 𝜃̈cos 𝜃) + (𝑚1 + 𝑚2 )𝑔
4(𝑚1 + 𝑚2 )𝑔 1 2√3(𝑚1 + 𝑚2 )[5𝑚2 + 4𝑚1 ]𝑔 1

𝑁 = 𝑚2 𝐿 (( )( ) − ( ) ( √3))
(3𝑚2 + 4𝑚1 )𝐿 2 (3𝑚2 + 4𝑚1 )2 𝐿 2
+ (𝑚1 + 𝑚2 )𝑔
𝑚2 (12𝑚1 + 11𝑚2 )
𝑁 = 𝑚1 𝑔 (1 + )
(3𝑚2 + 4𝑚1 )2

DUA BUAH SILINDER YANG SALING BERGESEKAN
Gambar di bawah menampilkan dua benda silinder tegak dengan kedua sumbunya
parallel satu sama lain dan mula-mula secara terpisah masing-masing silinder tersebut
sedang berotasi (spinning) ke arah yang sama dengan kecepatan sudut 𝜔0 . Kedua silinder
tersebut kemudian secara perlahan di sentuhkan satu sama lain sehingga pada awalnya
keduanya saling mengalami sliding dengan gaya normal konstan 𝑁. Koefisien gesek
antara permukaan-permukaan kedua silinder adalah 𝜇. Diketahui silinder dengan jari-
jari 𝑅1 memiliki momen inersia 𝐼1 dan silinder dengan jari-jari 𝑅2 memiliki momen inersia
𝐼2 .
𝜔0
𝜇
𝜔0
𝑅1
𝑅2
𝑁 𝑁
𝐼2
𝐼1
a. Gambarkan gaya-gaya yang bekerja pada kedua silinder . Tuliskan persamaan gerak
(hukum kedua Newton tentang rotasi) untuk masing-masing silinder!

Basyir Al Banjari

Ahmad Basyir Najwan
b. Tentukan syarat/kondisi agar kedua permukaan silinder berhenti untuk tidak

mengalami sliding pada saat/waktu 𝑡 = 𝑡𝑎 . Tentukan nilai 𝑡𝑎 tersebut. Tentukan
kecepatan sudut akhir kedua silinder , yaitu 𝜔1𝑎 dan 𝜔2𝑎 !
Sekarang anggap kedua silinder bermassa sama, yaitu M. Silinder pertama merupakan
silinder pejal dengan jari-jari 𝑅1 = 2𝑅 dan silinder kedua merupakan silinder kosong
berdinding tipis dengan jari-jari 𝑅2 = 𝑅.
c. Tuliskan momen inersia masing-masing silinder!
d. Tentukan kecepatan sudut masing-masing silinder sebagai fungsi waktu t, yaitu 𝜔1 (𝑡)
dan 𝜔2 (𝑡)! Gambarkan sketsa grafik 𝜔1 (𝑡) dan 𝜔2 (𝑡)!
e. Tentukan energi yang hilang akibat kedua silinder bergesekan!
Pembahasan :
a. Berikut gambar gaya-gaya yang bekerja pada silinder
𝜔1 (𝑡)
𝑓 𝜔2 (𝑡)
𝑅1
𝑅2
𝑁
𝑁
𝐼2
𝐼1
𝑓
Dalam kasus ini, pusat kedua silinder di buat tetap sehingga dia tidak mengalami
gerak translasi. kita juga tidak perlu memperdulikan gravitasi karena benda tidak
bergerak translasi sedangkan gaya gravitasi timbul pada pusat silinder sehingga gaya
gravitasi tidak mempengaruhi gerakan silinder. Akan tetapi silinder berotasi dan torsi
akibat gaya gesek mempengaruhi gerak rotasi silinder.
Persamaan gerak rotasi silinder pertama
Σ𝜏1 = 𝐼1 𝛼1
−𝑓𝑅1 = 𝐼1 𝛼1 … (1)
𝑓𝑅1 + 𝐼1 𝛼1 = 0
Persamaan gerak rotasi silinder kedua

Σ𝜏2 = 𝐼2 𝛼2
−𝑓𝑅2 = 𝐼2 𝛼2 … (2)
𝑓𝑅2 + 𝐼2 𝛼2 = 0
b. Syarat agar kedua silinder tidak saling sliding lagi adalah kecepatan linier tepinya
memiliki besar yang sama namun berlawanan arah.

Basyir Al Banjari

Ahmad Basyir Najwan
𝑣1 = −𝑣2
𝑅1
𝜔1𝑎 𝑅1 = −𝜔2𝑎 𝑅2 ⟹ 𝜔2𝑎 = − 𝜔 … (3)
𝑅2 1𝑎
Silinder berhenti sliding setelah selang waktu 𝑡𝑎 , maka perlambatan sudut kedua
silinder adalah
Silinder pertama
𝜔1𝑎 − 𝜔0
𝛼1 = … (4)
𝑡𝑎
Silinder kedua
𝜔2𝑎 − 𝜔0
𝛼2 = … (5)
𝑡𝑎
Subtitusi persamaan (4) ke (1) dan persamaan (5) ke (2) kemudian eliminasi
variable f.
𝜔1𝑎 − 𝜔0 𝜔1𝑎 − 𝜔0
−𝑓𝑅1 = 𝐼1 ⟹ 𝑓 = −𝐼1
𝑡𝑎 𝑅1 𝑡𝑎
𝜔2𝑎 − 𝜔0 𝜔2𝑎 − 𝜔0
−𝑓𝑅2 = 𝐼2 ⟹ 𝑓 = −𝐼2
𝑡𝑎 𝑅2 𝑡𝑎
𝜔1𝑎 − 𝜔0 𝜔2𝑎 − 𝜔0
−𝐼1 = −𝐼2
𝑅1 𝑡𝑎 𝑅2 𝑡𝑎
𝜔1𝑎 − 𝜔0 𝜔2𝑎 − 𝜔0
𝐼1 = 𝐼2 … (6)
𝑅1 𝑡𝑎 𝑅2 𝑡𝑎
Kemudian subtitusi persamaan (3) ke (6)
𝑅
𝜔1𝑎 − 𝜔0 (− 𝑅1 𝜔1𝑎 ) − 𝜔0
2
𝐼1 = 𝐼2
𝑅1 𝑅2
𝐼2 𝑅1 2 𝐼2 𝑅1
𝜔1𝑎 − 𝜔0 = − ( ) 𝜔1𝑎 − 𝜔
𝐼1 𝑅2 𝐼1 𝑅2 0
𝐼2 𝑅1 2 𝐼2 𝑅1
𝜔1𝑎 + ( ) 𝜔1𝑎 = 𝜔0 − 𝜔
𝐼1 𝑅2 𝐼1 𝑅2 0
𝐼2 𝑅1 2 𝐼2 𝑅1
𝜔1𝑎 [1 + ( ) ] = 𝜔0 (1 − )
𝐼1 𝑅2 𝐼1 𝑅2
𝐼 𝑅
1 − 𝐼2 𝑅1 𝐼1 𝑅2 2
1 2
𝜔1𝑎 = 𝜔0 | 𝑑𝑖 𝑘𝑎𝑙𝑖 𝑑𝑒𝑛𝑔𝑎𝑛
𝐼 𝑅 2 𝐼1 𝑅2 2
1 + 𝐼2 (𝑅1 )
1 2
𝐼1 𝑅2 2 − 𝐼2 𝑅1 𝑅2
𝜔1𝑎 = 𝜔0 … (7)
𝐼1 𝑅2 2 + 𝐼2 𝑅1 2

Basyir Al Banjari

Ahmad Basyir Najwan
Kemudian subtitusi (7) ke (3)

𝑅1 𝐼1 𝑅2 2 − 𝐼2 𝑅1 𝑅2
𝜔2𝑎 = − ( 𝜔 )
𝑅2 𝐼1 𝑅2 2 + 𝐼2 𝑅1 2 0
𝐼1 𝑅1 𝑅2 − 𝐼2 𝑅1 2
𝜔2𝑎 = − 𝜔0 … (8)
𝐼1 𝑅2 2 + 𝐼2 𝑅1 2
Selanjutnya untuk menghitung waktu 𝑡𝑎 kita akan menggunakan persamaan impuls
sudut sama dengan perubahan momentum sudut. Kita hanya perlu meninjau salah
satu silinder, di sini saya akan meninjau silinder pertama. Karena silinder slip, gaya
gesek yang bekerja adalah gaya gesek kinetik dan besarnya adalah 𝑓 = 𝜇𝑁.
𝐼𝑠 = Δ𝐿
−𝑓𝑅1 𝑡𝑎 = 𝐼1 (𝜔1𝑎 − 𝜔0 )
𝐼1 (𝜔0 − 𝜔1𝑎 )
𝑡𝑎 =
𝜇𝑁𝑅1
𝐼1 𝑅2 2 − 𝐼2 𝑅1 𝑅2
𝐼1 (𝜔0 − 𝜔 )
𝐼1 𝑅2 2 + 𝐼2 𝑅1 2 0
𝑡𝑎 =
𝜇𝑁𝑅1
2 2 2
𝐼1 𝜔0 (𝐼⏟
1 𝑅2 − 𝐼1 𝑅2 + 𝐼2 𝑅1 − 𝐼2 𝑅1 𝑅2 )
0
𝑡𝑎 =
𝜇𝑁𝑅1 (𝐼1 𝑅2 2 + 𝐼2 𝑅1 2 )
𝐼1 𝐼2 (𝑅1 − 𝑅2 )
𝑡𝑎 = 𝜔0
𝜇𝑁(𝐼1 𝑅2 2 + 𝐼2 𝑅1 2 )
Sehingga kita dapatkanlah syarat dan nilai waktu 𝑡𝑎 yaitu
Syarat atau kondisi saat silinder berhenti sliding adalah saat kecepatan liner tepinya sama
besar namun berlawanan arah
𝑣1 = −𝑣2
Dan besar waktu 𝑡𝑎 adalah
𝐼1 𝐼2 (𝑅1 − 𝑅2 )
𝑡𝑎 = 𝜔0
𝜇𝑁(𝐼1 𝑅2 2 + 𝐼2 𝑅1 2 )
c. Berikutnya kita akan menghitung momen inersia masing-masing silinder

Silinder pertama
Silinder yang pertama adalah silinder pejal sehingga momen inersianya adalah
1 1
𝐼1 = 𝑀𝑅1 2 = 𝑀(2𝑅)2 = 2𝑀𝑅 2 ⟹ 𝐼1 = 2𝑀𝑅 2
2 2
Silinder kedua

Basyir Al Banjari

Ahmad Basyir Najwan
Silinder yang kedua adalah silinder kosong yang berdinding tipis. Dalam hal ini saya
menafsirkan silinder tersebut adalah silinder tanpa tutup dan dindingnya tipis
sehingga momen inersianya adalah
𝐼2 = 𝑀𝑅1 2 = 𝑀(𝑅)2 = 𝑀𝑅 2 ⟹ 𝐼2 = 𝑀𝑅 2
d. Perlambatan sudut kedua silinder hanya dipengaruhi oleh torsi penghambatnya, torsi
penghambat hanya di pengaruhi oleh gaya gesek, dan gaya gesek hanya dipengaruhi
oleh gaya normal. Karena gaya normalnya konstan maka perlambatan sudutnya
konstan. Oleh karena perlambatannya konstan maka silinder akan mengalami Gerak
Melingkar Berubah Beraturan Diperlambat.
Persamaan gerak untuk silinder pertama
𝜔1 (𝑡) = 𝜔0 − 𝛼1 𝑡
Dengan mensubtitusi nilai 𝑓 = 𝜇𝑁 ke persmaan (1) akan kita dapatkan 𝛼1 = 𝜇𝑁𝑅1 ⁄𝐼1 .
Kemudian kita subtitusikan ke persamaan kecepatan sudut di atas sehingga kita
dapatkan.
𝜇𝑁𝑅1
𝜔1 (𝑡) = 𝜔0 − 𝑡
𝐼1
Persamaan gerak untuk silinder kedua
𝜔2 (𝑡) = 𝜔0 − 𝛼2 𝑡
Dengan mensubtitusi nilai 𝑓 = 𝜇𝑁 ke persmaan (1) akan kita dapatkan 𝛼2 =
𝜇𝑁𝑅2 ⁄𝐼2 . Kemudian kita subtitusikan ke persamaan kecepatan sudut di atas sehingga
kita dapatkan.
𝜇𝑁𝑅2
𝜔2 (𝑡) = 𝜔0 − 𝑡
𝐼2
Dengan mensubtitusikan nilai momen inersia silinder ke kecepatan sudut akhirnya
akan kita dapatkan bahwa kecepatan sudut akhir kedua silinder atau kecepatan sudut
setelah selang waktu 𝑡𝑎 adalah nol(𝜔1𝑎 = 𝜔2𝑎 = 0). Silahkan anda buktikan sendiri!
Berikut grafik kecepatan sudut kedua silinder terhadap waktu.
𝜔1 (𝑡) 𝜔2 (𝑡)
Silinder pertama Silinder kedua
𝜔0 𝜔0
𝑡 𝑡
𝑡𝑎 𝑡𝑎

Basyir Al Banjari

Ahmad Basyir Najwan
e. Besar energi yang hilang bisa kita hitung dengan mengurangi energy awal dengan
energy akhir.
Δ𝐸 = 𝐸𝑎𝑤𝑎𝑙 − 𝐸𝑎𝑘ℎ𝑖𝑟
1 1
Δ𝐸 = 𝐼1 𝜔0 2 + 𝐼2 𝜔0 2 − 0, energi akhir bernilai nol karena silinder diam.
2 2
1 1
Δ𝐸 = 2𝑀𝑅 2 𝜔0 2 + 𝑀𝑅 2 𝜔0 2
2 2
3
Δ𝐸 = 𝑀𝑅 2 𝜔0 2
2

OSILASI SISTEM PELAT DAN GAS IDEAL
Terdapat tiga buah plat dengan luas penampang 𝐴 tersusun seperti gambar di bawah
(tampak atas). Plat tengah memiliki muatan listrik yang terdistribusi merata sebesar 𝑄
dan ia bisa bergerak bebas tanpa gesekan ke kanan dan ke kiri, sedangkan plat disebelah
kiri dan kanan dihubungkan ke ground dan fix (diam). Pada kondisi awal, plat tengah
tepat berada pada jarak 𝐿 dari plat kanan maupun kiri. Pada kedua ruangan yang
dibentuk di sisi kanan dan kiri terdapat udara (anggap permitivitasnya sama dengan
ruang hampa = 𝜀0) yang memiliki tekanan masing-masing sebesar 𝑃0 . Kondisi ini
merupakan kondisi dimana plat tengah berada pada kondisi kesetimbangan labil. Anggap
tidak ada celah yang mengakibatkan udara di sebelah kanan dan kiri saling mengalir atau
pun keluar dari system.
Plat Tengah
L L
Tentukanlah :
a. Dimana plat mengalami kondisi kesetimbangan stabil (𝑥𝑠 ) dihitung dari posisi plat
pada kondisi kesetimbangan labil.
b. Jika pada posisi kesetimbangan stabil tersebut, plat tengah diganggu dengan
simpangan ∆𝑥 ( dimana ∆𝑥 << 𝑥𝑠 dan ∆𝑥 << 𝐿), maka tentukan frekuensi osilasi
plat tengah! (Hint : konsep termodinamika tidak dibutuhkan untuk menyelesaikan
soal ini)

Basyir Al Banjari

Ahmad Basyir Najwan
Pembahasan :
a. Sekarang kita tinjau saat plat tengah berada pada kondisi kestimbangan stabil, yaitu
kondisi saat dia bergeser sejauh 𝑥𝑠 ke kanan ataupun ke kiri dari kondisi
kesetimbangan labil. Sekarang untuk mempermudah analisis kita ambil simpangan
ke kanan. Tidak ada alasan khusus mengenai pengambilan keputusan ini. Jika kita
memilih tersimpang ke kanan pun hasilnya akan tetap sama. Perhatikan gambar di
bawah ini!
Plat Tengah
𝑃𝐿 Q 𝑃𝑅
v
𝐿 + 𝑥𝑠 𝐿 − 𝑥𝑠
𝑥𝑠
Ketiga keping membentuk 2 kapasitor plat sejajar dengan kapasitas masing-masing

𝐶𝑅 dan 𝐶𝐿 . Maksud dari indeks 𝑅 dan 𝐿 pada tekanan dan kapasitansi adalah
kanan(right) dan Kiri(left). Kapasitas suatu kapasitor keping sejajar adalah 𝐶 =
𝜀𝑜 𝐴⁄𝑑 . Maka kapasitas total kapasitor adalah
𝐶 = 𝐶𝐿 + 𝐶𝑅
𝜀𝑜 𝐴 𝜀𝑜 𝐴 𝜀𝑜 𝐴(𝐿 − 𝑥𝑠 + 𝐿 + 𝑥𝑠 ) 2𝜀𝑜 𝐴𝐿
𝐶= + = ⟹𝐶= 2
𝐿 + 𝑥𝑠 𝐿 − 𝑥𝑠 (𝐿 + 𝑥𝑠 )(𝐿 − 𝑥𝑠 ) 𝐿 − 𝑥𝑠 2
Energi potensial listrik pada kapasitor adalah
𝑄 2 𝑄 2 (𝐿2 − 𝑥𝑠 2 )
𝑈= =
2𝐶 4𝜀𝑜 𝐴𝐿
Maka gaya elektrostatis yang bekerja pada pelat adalah
𝑑𝑈 𝑑 𝑄 2 (𝐿2 − 𝑥𝑠 2 ) 𝑄 2 𝑥𝑠 𝑄 2 𝑥𝑠
𝐹𝑒 = − =− ( )= ⟹ 𝐹𝑒 =
𝑑𝑥𝑠 𝑑𝑥𝑠 4𝜀𝑜 𝐴𝐿 2𝜀𝑜 𝐴𝐿 2𝜀𝑜 𝐴𝐿
Gaya elektrostatis inilah yang membuat plat tengah mencapai kesetimbangan stabil.
Arah gaya ini adalah searah dengan arah geseran plat tengah. Karena plat tengah
bergeser ke kanan, maka gaya ini juga berarah ke kanan dan besarnya bergantung
pada besar pergeseran plat. Selanjutnya untuk mencapai keadaan seimbang harus

Basyir Al Banjari

Ahmad Basyir Najwan
ada gaya yang arahnya berlawanan dengan gaya elektrostatis ini. Gaya ini akan
diakibatkan oleh perbedaan tekanan antara ruang di sebelah kanan dan kiri plat
tengah. Kita sebut sebagai gaya tekanan dan saya beri indeks P.
Sebelum menghitung gaya ini kita harus mengetahui tekanan masing-masing ruang.
Karena plat tengah adalah konduktor yang baik, maka kalor dapat mengalir dengan
baik antar ruangan. Ini berarti tidak aka nada perbedaan temperature antara kedua
ruang sehingga proses yang terjadi adalah isothermal. Selanjutnya menggunakan
hukum Boyle kita bisa mendapatkan tekanan kedua ruangan dengan
mempertimbangkan keadaan awal system.
Tekanan ruangan kiri
𝑃0 𝑉0 = 𝑃𝐿 𝑉𝐿
𝐿
𝑃0 𝐴𝐿 = 𝑃𝐿 𝐴(𝐿 + 𝑥𝑠 ) ⟹ 𝑃𝐿 = 𝑃0
𝐿 + 𝑥𝑠
Tekanan ruangan kanan
𝑃0 𝑉0 = 𝑃𝑅 𝑉𝑅
𝐿
𝑃0 𝐴𝐿 = 𝑃𝑅 𝐴(𝐿 − 𝑥𝑠 ) ⟹ 𝑃𝑅 = 𝑃0
𝐿 − 𝑥𝑠
Gaya tekanan akibat perbedaan tekanan kedua ruang adalah
𝐹𝑃 = (𝑃𝑅 − 𝑃𝐿 )𝐴
𝐿 𝐿 𝐿 + 𝑥𝑠 − 𝐿 + 𝑥𝑠
𝐹𝑃 = (𝑃0 − 𝑃0 ) 𝐴 = 𝑃𝑜 𝐴𝐿 ( )
𝐿 − 𝑥𝑠 𝐿 + 𝑥𝑠 (𝐿 + 𝑥𝑠 )(𝐿 − 𝑥𝑠 )
2𝑃𝑜 𝐴𝐿𝑥𝑠
𝐹𝑃 = 2
𝐿 − 𝑥𝑠 2
Pada kondisi ini arah gaya tekanan ini adalah ke kiri. Saat plat tengah berada dalam
keadaan kesetimbangan stabil gaya tekanan ini sama dengan gaya elektrostatis.
𝐹𝑃 = 𝐹𝑒
2𝑃0 𝐴𝐿𝑥𝑠 𝑄 2 𝑥𝑠
=
𝐿2 − 𝑥𝑠 2 2𝜀𝑜 𝐴𝐿
2𝑃0 𝐴𝐿 𝑄2
= … ini akan berguna nantinya … kita sebut sebagai (∗)
𝐿2 − 𝑥𝑠 2 2𝜀𝑜 𝐴𝐿
(2𝜀0 𝐴𝐿)(2𝑃0 𝐴𝐿) = 𝑄 2 (𝐿2 − 𝑥𝑠 2 )
4𝜀0 𝑃0 𝐴2 𝐿2 = 𝑄 2 𝐿2 − 𝑄 2 𝑥𝑠 2
𝑄 2 𝑥𝑠 2 = 𝐿2 (𝑄 2 − 4𝜀0 𝑃0 𝐴2 )
𝑥𝑠 2 4𝜀0 𝑃0 𝐴2
= 1− … (∗∗)
𝐿2 𝑄2

Basyir Al Banjari

Ahmad Basyir Najwan
4𝜀0 𝑃0 𝐴2
𝑥𝑠 = ±𝐿√1 −
𝑄2
Tanda plus minus menadakan titik kesetimbangan berada di sebelah kanan atau kiri
kesetimbangan labil. Jika kita ambil posisi kesetimbangan labil sebagai titik pusat,
maka posisi kesetimbangan stabil berada pada posisi 𝑥𝑠 , dimana nilainya adalah
4𝜀0 𝑃0 𝐴2
𝑥𝑠 = 𝐿√1 −
𝑄2
b. Sekarang plat tengah disimpangkan sejauh ∆𝑥 dari posisi kesetimbangan stabilnya.

Kita asumsikan simpangan berarah ke kanan, karena kalaupun pada arah sebaliknya
hasilnya akan tetap sama. Ini hanya untuk memudahkan analisis kita, maka kita pilih
kondisi yang paling ideal untuk di tinjau.
Perhatikan gambar di bawah!
Plat Tengah
𝑃𝐿 𝑄 𝑃𝑅
v 𝐿 − 𝑥𝑠 − ∆𝑥
𝐿 + 𝑥𝑠 + ∆𝑥
𝑥𝑠 ∆𝑥
𝑎
Karena plat tengah di simpangkan ke kanan, dia akan mengalami percepatan yang
berarah ke kiri. Dengan hukum dua newton akan kita dapatkan
Σ𝐹 = 𝑚𝑎
𝐹𝑃 ′ − 𝐹𝑒 ′ = 𝑚𝑎
Sekarang gaya yang bekerja pada plat sedikit berubah karena pergesarannya berubah
dari 𝑥𝑠 menjadi 𝑥𝑠 + Δ𝑥. Sehingga gayanya sekarang menjadi bertambah besar.
Berikutnya percepatan plat berarah ke kiri sedangkan simpangan ke kanan, maka
turunan kedua simpangan terhadap waktu atau percepatan osilasi juga berarah ke
kanan. Besarnya sama dengan percepatan plat namanun berlainan arah maka akan
berlaku

Basyir Al Banjari

Ahmad Basyir Najwan
𝑑 2 Δ𝑥
𝑎=−
𝑑𝑡 2
Kembali ke hukum dua newton. Dengan memasukkan nilai gaya tekanan dan gaya
elektrostatis serta hubungan percepatan plat dengan turunan kedua simpangan
terhadap waktu akan kita dapatkan
𝐹𝑃 ′ − 𝐹𝑒 ′ = 𝑚𝑎
2𝑃0 𝐴𝐿(𝑥𝑠 + Δ𝑥) 𝑄 2 (𝑥𝑠 + Δ𝑥) 𝑑 2 Δ𝑥
− = −𝑚
𝐿2 − (𝑥𝑠 + Δ𝑥)2 2𝜀0 𝐴𝐿 𝑑𝑡 2
Kita ingat kembali dari (*) bahwa
2𝑃0 𝐴𝐿 𝑄2 𝑄2
= ⟹ 2𝑃0 𝐴𝐿 = (𝐿2 − 𝑥𝑠 2 )
𝐿2 − 𝑥𝑠 2 2𝜀0 𝐴𝐿 2𝜀0 𝐴𝐿
Maka akan kita dapatkan
𝑄2 2 2
(𝑥𝑠 + Δ𝑥) 𝑄 2 (𝑥𝑠 + Δ𝑥) 𝑑 2 Δ𝑥
(𝐿 − 𝑥𝑠 ) 2 − = −𝑚
2𝜀𝑜 𝐴𝐿 𝐿 − (𝑥𝑠 + Δ𝑥)2 2𝜀0 𝐴𝐿 𝑑𝑡 2
𝑑 2 Δ𝑥 𝑄 2 (𝑥𝑠 + Δ𝑥) (𝐿2 − 𝑥𝑠 2 )
+ ( 2 − 1) = 0
𝑑𝑡 2 2𝑚𝜀0 𝐴𝐿 𝐿 − (𝑥𝑠 + Δ𝑥)2
Karena Δ𝑥 ≪ 𝑥𝑠 , maka (𝑥𝑠 + Δ𝑥)2 = 𝑥𝑠 2 + 2𝑥𝑠 Δ𝑥 + Δ𝑥 2 ≈ 𝑥𝑠 2 + 2𝑥𝑠 Δ𝑥
𝑑 2 Δ𝑥 𝑄 2 (𝑥𝑠 + Δ𝑥) 𝐿2 − 𝑥𝑠 2
+ ( − 1) ≈ 0
𝑑𝑡 2 2𝑚𝜀0 𝐴𝐿 𝐿2 − 𝑥𝑠 2 − 2𝑥𝑠 Δ𝑥
𝑑 2 Δ𝑥 𝑄 2 (𝑥𝑠 + Δ𝑥) 𝐿2 − 𝑥𝑠 2
+ ( − 1) ≈ 0
𝑑𝑡 2 2𝑚𝜀0 𝐴𝐿 2𝑥 Δ𝑥
𝐿2 − 𝑥𝑠 2 (1 − 2 𝑠 2 )
𝐿 − 𝑥𝑠
𝑑 2 Δ𝑥 𝑄 2 (𝑥𝑠 + Δ𝑥) 𝐿2 − 𝑥𝑠 2
+ ( − 1) ≈ 0
𝑑𝑡 2 2𝑚𝜀0 𝐴𝐿 2𝑥 Δ𝑥
(𝐿2 − 𝑥𝑠 2 ) (1 − 2 𝑠 2 )
𝐿 − 𝑥𝑠
𝑑 2 Δ𝑥 𝑄 2 (𝑥𝑠 + Δ𝑥) 2𝑥𝑠 Δ𝑥 −1
+ ((1 − ) − 1) ≈ 0
𝑑𝑡 2 2𝑚𝜀0 𝐴𝐿 𝐿2 − 𝑥𝑠 2
Berikutnya gunakan pendekatan 𝑥𝑠 + Δ𝑥 ≈ 𝑥𝑠 kemudian menggunakan pendekatan
binomial newton akan kita dapatkan yaitu untuk suku
2𝑥𝑠 Δ𝑥 −1 2𝑥𝑠 Δ𝑥
(1 − 2 2
) ≈1+ 2
𝐿 − 𝑥𝑠 𝐿 − 𝑥𝑠 2
Pendekatan binomial newton adalah untuk bentuk (1 + 𝑥)𝑛 ≈ 1 + 𝑛𝑥, ini berlaku jika
𝑥 ≪ 1. Sedangkan kita ketahui dari soal bahwa Δ𝑥 ≪ 𝑥𝑠 dan Δ𝑥 ≪ 𝐿, maka
2𝑥𝑠 Δ𝑥⁄(𝐿2 − 𝑥𝑠 2 ) ≪ 1, sehingga pendekatan ini bisa berlaku. Persamaan gerak plat
tengah menjadi

Basyir Al Banjari

Ahmad Basyir Najwan
𝑑 2 Δ𝑥 𝑄 2 𝑥𝑠 2𝑥𝑠 Δ𝑥
2
+ (1 + 2 − 1) ≈ 0
𝑑𝑡 2𝑚𝜀0 𝐴𝐿 𝐿 − 𝑥𝑠 2
𝑑 2 Δ𝑥 𝑄 2 𝑥𝑠 2
+ Δ𝑥 ≈ 0
𝑑𝑡 2 𝑚𝜀0 𝐴𝐿(𝐿2 − 𝑥𝑠 2 )
⏟
𝜔2
Sehingga frekuensi sudutnya adalah
𝑄 2 𝑥𝑠 2 1
𝜔= √ = 𝑄√
𝑚𝜀0 𝐴𝐿(𝐿2 − 𝑥𝑠 2 ) 𝑚𝜀0 𝐴𝐿(𝐿2 ⁄𝑥𝑠 2 − 1 )
Dengan mengingat kembali persamaan (**) yaitu

𝑥𝑠 2 4𝜀0 𝑃0 𝐴2 𝐿2 𝑄2
= 1− ⟹ 2= 2
𝐿2 𝑄2 𝑥𝑠 𝑄 − 4𝜀0 𝑃0 𝐴2
Kemudian kita subtitusikan ke frekuensi sudut osilasi plat tengah akan didapatkan
1 1
𝜔=𝑄 =𝑄
√ 𝑄 2 √ 𝑄 − 𝑄 2 + 4𝜀0 𝑃0 𝐴2
2
𝑚𝜀0 𝐴𝐿 ( 2 − 1 ) 𝑚𝜀0 𝐴𝐿 ( )
𝑄 − 4𝜀𝑜 𝑃𝑜 𝐴2 𝑄 2 − 4𝜀0 𝑃0 𝐴2
𝑄 2 − 4𝜀0 𝑃0 𝐴2
𝜔=𝑄 √
4𝑃0 𝑚𝜀0 2 𝐴3 𝐿
Akhirnya kita dapatkan frekuensi osilasi plat tengah yaitu
𝜔 𝑄 𝑄 2 − 4𝜀0 𝑃0 𝐴2
𝑓= ⟹ 𝑓= √
2𝜋 2𝜋 4𝑃0 𝑚𝜀0 2 𝐴3 𝐿

Basyir Al Banjari

Ahmad Basyir Najwan

BOLA BASKET MEMANTUL
Sebuah bola basket berjari-jari 𝑟 (anggap saja bola berongga), dilempar oleh seseorang
dengan kecepatan horizontal 𝑣0 dan kecepatan sudut 𝜔0 (dimana 𝜔0 𝑟 < 𝑣0 ) dari
ketinggian ℎ (lihat gambar). Bola basket tersebut memantul secara vertikal pada lantai
dengan koefisien pantul 𝑒. Namun sebelum memantul, bola tersebut bergerak slip dengan
waktu yang singkat. Koefisien gesek antara bola dan lantai adalah 𝜇. Tepat ketika bola
mulai menggelinding sempurna, ia memantul dan membuat gerak parabola.
𝜔0
𝑣0
𝜃 …
Tentukan :
a. Sudut pantul (𝜃) yang terbentuk tepat sesaat bola menggelinding sempurna.
b. Jumlah putaran (𝑛) yang dialami bola tersebut selama bersentuhan dengan lantai.
c. Jarak total (𝑥) yang ditempuh bola hingga menyelesaikan gerak parabolanya.
PEMBAHASAN :
a. Perhatikan gambar di bawah.
𝜔0 𝜔
𝑣0 𝑟
𝑣
𝜇𝑚𝑔
ℎ 𝑣𝐵𝑦 𝑣𝐶𝑦
𝑣𝐴𝑦
𝑣𝐴𝑥 𝜃
𝑣𝐵𝑥 𝑣𝐶𝑥 …
𝑂 𝐴 𝐵 𝐶 𝐷
𝑣𝑦
𝑥
Pertama kita lihat dulu gerakan bola dari awal sampai mencapai titik A. kita tahu dari
GLBB bahwa kecepatan vertical bola basket saat sampai di bawah adalah 𝑣𝑦 =
−√2𝑔ℎ (tanda negative menandakan arahnya ke bawah). Kemudian dia memantul

Basyir Al Banjari

Ahmad Basyir Najwan
dan kita ketahui bahwa koefisien restitusinya adalah e maka kecepatan vertical
pantulannya adalah 𝑣𝐴𝑦 = 𝑒√2𝑔ℎ. Kenapa seperti ini akan kita buktikan. Dalam hal
ini tumbukan terjadi antara lantai dan bola basket dan tumbukan hanya terjadi pada
arah vertical. Missal bola basket adalah benda pertama dan lantai adalah bola kedua.
Kita menetapkan bahwa arah ke atas adalah positif. kecepatan benda pertama
sebelum dan sesudah tumbukan adalah 𝑣1 = 𝑣𝑦 = −√2𝑔ℎ dan 𝑣1 ′ = 𝑣𝐴𝑦 . Sedangkan
kecepatan benda kedua sebelum dan sesudah tumbukan adalah nol, 𝑣2 = 𝑣2 ′ = 0,
karena lantai senantiasa diam. Maka berdasarkan rumus koefisien restitusi akan kita
dapatkan
𝑣2 ′ − 𝑣1 ′
𝑒=−
𝑣2 − 𝑣1
0 − 𝑣𝐴𝑦
𝑒=− ⟹ 𝑣𝐴𝑦 = 𝑒√2𝑔ℎ
0 − (−√2𝑔ℎ)
𝑣𝐴𝑦 ini adalah juga kecepatan vertikal di titik B, 𝑣𝐵𝑦 = 𝑣𝐴𝑦 karena interaksi dengan
gaya gesek tidak mempengaruhi gerakan arah vertikalnya. Kecepatan horizontal saat
sampai di titik adalah 𝑣𝐴𝑥 = 𝑣0 . Bola akan melompat kembali ketika mulai
menggelinding tanpa slip. Selama slip, karena 𝜔0 𝑟 < 𝑣0 , akan ada gerak relatif antara
permukaan lantai dan bola basket maka akan timbul gaya gesek yang berarah ke kiri.
Gaya gesek ini akan memperlambat kecepatan linier dan mempercepat kecepatan
sudut bola basket. Dengan menerapkan hukum dua newton pada arah horizontal akan
kita dapatkan −𝜇𝑚𝑔 = 𝑚𝑎 sehingga kita dapatkan perlambatan liniernya adalah 𝑎 =
−𝜇𝑔. Kemudian dengan meninjau grak rotasinya akan kita dapatkan pula 𝑓𝑟 = 𝐼𝛼.
Bola basket adalah bola berongga sehingga momen inersianya adalah 𝐼 = 2⁄3 𝑚𝑟 2.
2 3𝜇𝑔
𝜇𝑚𝑔𝑟 = 𝑚𝑟 2 𝛼 ⟹ 𝛼 =
3 2𝑟
Persamaan gerak bola basket untuk gerak lurus dan melingkar akan menjadi
𝑣 = 𝑣0 − 𝜇𝑔𝑡
3𝜇𝑔
𝜔 = 𝜔0 + 𝑡
2𝑟
Saat sudah bergerak tanpa slip, yaitu setelah selang waktu T, kecepatan liner bola
basket menjadi 𝑣 = 𝑣𝐵𝑥 dan kecepatan sudutnya adalah 𝜔 = 𝜔𝐵 Syarat yang harus
dipenuhi saat bola basket mulai menggelinding tanpa slip adalah 𝑣 = 𝜔𝑟 atau 𝑣𝐵𝑥 =
𝜔𝐵 𝑟.
3𝜇𝑔
𝑣0 − 𝜇𝑔𝑇 = 𝜔0 𝑟 + 𝑇
2
5𝜇𝑔 2(𝑣0 − 𝜔0 𝑟)
𝑣0 − 𝜔0 𝑟 = 𝑇⟹𝑇=
2 5𝜇𝑔
Dengan mensubtitusi nilai T ke dalam persamaan gerak akan kita dapatkan

Basyir Al Banjari

Ahmad Basyir Najwan
2(𝑣0 − 𝜔0 𝑟) 3𝑣0 + 2𝜔0 𝑟

𝑣𝐵𝑥 = 𝑣0 − 𝜇𝑔 ( ) ⟹ 𝑣𝐵𝑥 =
5𝜇𝑔 5
𝑣𝐵𝑥 3𝑣0 + 2𝜔0 𝑟
𝜔𝐵 = ⟹ 𝜔𝐵 =
𝑟 5𝑟
Di titik B ini bola melompat kembali dan memiliki kecepatan arah horizontal 𝑣𝐵𝑥 dan
kecepatan vertical 𝑣𝐵𝑦 sehingga dia mengalami gerak parabola. Sudut elevasinya
adalah
𝑣𝐵𝑦 𝑒√2𝑔ℎ 5𝑒√2𝑔ℎ
tan 𝜃 = = =
𝑣𝐵𝑥 3𝑣0 + 2𝜔0 𝑟 3𝑣0 + 2𝜔0 𝑟
5
5𝑒√2𝑔ℎ
𝜃 = arctan ( )
3𝑣0 + 2𝜔0 𝑟
b. Untuk mengetahui jumlah putaran bola 𝑛 kita harus terlebih dahulu menentukan
jarak yang ditempuh bola dari titik A ke titik B kemudian membaginya dengan keliling
bola. Karena perlambatan bola konstan, dia mengalami Gerak Lurus Berubah
Beraturan Diperlambat. Sehingga jarak tempuhnya adalah
1
𝑠 = 𝑣0 𝑡 − 𝜇𝑔𝑡 2
2
1
𝑥𝐴𝐵 = 𝑣0 𝑇 − 𝜇𝑔𝑇 2
2
2
2(𝑣0 − 𝜔0 𝑟) 1 2(𝑣0 − 𝜔0 𝑟)
𝑥𝐴𝐵 = 𝑣0 − 𝜇𝑔 ( )
5𝜇𝑔 2 5𝜇𝑔
2𝑣0 2 − 2𝑣0 𝜔0 𝑟 1 4(𝑣0 2 + 𝜔0 2 𝑟 2 − 2𝑣0 𝜔0 𝑟)
𝑥𝐴𝐵 = −
5𝜇𝑔 2 25𝜇𝑔
20𝑣0 2 − 20𝑣0 𝜔0 𝑟 − 4𝑣0 2 − 4𝜔0 2 𝑟 2 + 8𝑣0 𝜔0 𝑟
𝑥𝐴𝐵 =
50𝜇𝑔
16𝑣0 2 − 12𝜔0 𝑟 − 4𝜔0 2 𝑟 2
𝑥𝐴𝐵 =
50𝜇𝑔
8𝑣0 2 − 6𝑣0 𝜔0 𝑟 − 2𝜔0 2 𝑟 2
𝑥𝐴𝐵 =
25𝜇𝑔
Maka jumlah putarannya adalah
𝑥𝐴𝐵 8𝑣0 2 − 6𝑣0 𝜔0 𝑟 − 2𝜔0 2 𝑟 2
𝑛= =
2𝜋𝑟 50𝜋𝜇𝑔𝑟
8𝑣0 2 − 6𝑣0 𝜔0 𝑟 − 2𝜔0 2 𝑟 2
𝑛=
50𝜋𝜇𝑔𝑟

Basyir Al Banjari

Ahmad Basyir Najwan
c. Jarak x bisa kita dapatkan dengan menjumlahkan jarak OA, AB, dan BD.
2ℎ
𝑥𝑂𝐴 = 𝑣0 √
𝑔
Dari mana ini didapatkan? Ini didapatkan dari gerak parabola bola basket dari posisi
awalnya sampai mencapai titik A. Waktu untuk mencapai titik A adalah 𝑡𝑂𝐴 = √2ℎ⁄𝑔,
dan kecepatan horizontalnya konstan yaitu 𝑣0 . Sehingga jarak OA adalah seperti di
atas.
Kita sudah mengetahui bahwa jarak AB adalah
8𝑣0 2 − 6𝑣0 𝜔0 𝑟 − 2𝜔0 2 𝑟 2
𝑥𝐴𝐵 =
25𝜇𝑔
Selanjutnya bola akan terus memantul sambil melakukan gerak parabola. Karena bola
sudah menggelinding tanpa slip, gaya gesek tidak bekerja lagi pada bola dan
kecepatan arah horizontalnya akan tetap yaitu 𝑣𝑥 = 𝑣𝐵𝑥 = 3𝑣0 + 2𝜔0 𝑟⁄5. Jadi kita
tinggal mencari waktu total sampai bola berhenti.
Kita sebut pantulan di B sebagai pantulan pertama, C sebagai pantulan kedua dan
seterusnya sampai titik terjauh yaitu D. waktu pantulan pertama dan kedua adalah
2𝑣𝐵𝑦 2ℎ
𝑡12 = ⟹ 𝑡12 = 2𝑒√
𝑔 𝑔
Dengan cara yang sama seperti pada kasus A, kecepatan vertical sebelum pantulan di
titik C adalah 𝑣𝐶𝑦0 = −𝑒√2𝑔ℎ dan setelah memantul kecepatannya menjadi 𝑣𝐶𝑦 =
−𝑒𝑣𝐶𝑦0 = 𝑒 2 √2𝑔ℎ. Sehingga waktu antara pantulan kedua dan ketiga adalah
2𝑣𝐶𝑦 2ℎ
𝑡23 = ⟹ 𝑡23 = 2𝑒 2 √
𝑔 𝑔
Begitupun untuk waktu antara pantulan ketiga dan keempat dan seterusnya
2ℎ 2ℎ
𝑡34 = 2𝑒 3 √ , 𝑡45 = 2𝑒 4 √ , …
𝑔 𝑔
Maka waktu total dari titik B sampai titik terakhir bola berhenti bergerak adalah
𝑡𝐵𝐷 = 𝑡12 + 𝑡23 + 𝑡34 + 𝑡45 + ⋯
2ℎ 2ℎ 2ℎ 2ℎ
𝑡𝐵𝐷 = 2𝑒√ + 2𝑒 2 √ + 2𝑒 3 √ + 2𝑒 4 √ + ⋯
𝑔 𝑔 𝑔 𝑔

Basyir Al Banjari

Ahmad Basyir Najwan
2ℎ
𝑡𝐵𝐷 = 2𝑒√ (1 + 𝑒 + 𝑒 2 + 𝑒 3 + ⋯ )
𝑔
(1 + 𝑒 + 𝑒 2 + 𝑒 3 + ⋯ ) adalah deret geometri tak hingga konvergen Karena rasionya,
𝑟 = 𝑒 < 1. Dengan menggunakan rumus jumlah geometri tak hingga yang konvergen
akan kita dapatkan
1
(1 + 𝑒 + 𝑒 2 + 𝑒 3 + ⋯ ) =
1−𝑒
2ℎ 1 2𝑒 2ℎ
𝑡𝐵𝐷 = 2𝑒√ ( ) ⟹ 𝑡𝐵𝐷 = √
𝑔 1−𝑒 1−𝑒 𝑔
Maka jarak dari B ke D adalah
3𝑣0 + 2𝜔0 𝑟 2𝑒 2ℎ
𝑥𝐵𝐷 = 𝑣𝑥 𝑡𝐵𝐷 = ( √ )
5 1−𝑒 𝑔
Sehingga jarak total yang ditempuh bola basket adalah

𝑥 = 𝑥𝑂𝐴 + 𝑥𝐴𝐵 + 𝑥𝐵𝐷
2ℎ 8𝑣0 2 − 6𝑣0 𝜔0 𝑟 − 2𝜔0 2 𝑟 2 3𝑣0 + 2𝜔0 𝑟 2𝑒 2ℎ

𝑥 = 𝑣0 √ + + ( √ )
𝑔 25𝜇𝑔 5 1−𝑒 𝑔
2𝑒(3𝑣0 + 2𝜔0 𝑟) 2ℎ 8𝑣0 2 − 6𝑣0 𝜔0 𝑟 − 2𝜔0 2 𝑟 2

𝑥 = (𝑣0 + )√ +
5(1 − 𝑒) 𝑔 25𝜇𝑔

Basyir Al Banjari

Ahmad Basyir Najwan

PERANGKAT ALAT BERPUTAR
Seperangkat alat terdiri dari tabung kecil berarah vertikal dan tabung besar berarah
mendatar yang digabungkan menjadi satu seperti terlihat pada gambar. Alat tersebut di
celupkan ke dalam cairan yang memiliki kerapatan 𝜌𝑐 . Kerapatan dan tekanan udara di
sekitarnya masing-masing 𝜌𝑢 dan 𝑃𝑢 . Pada bagian ujung tabung besar yang mendatar
diberi penutup. Kemudian perangkat alat ini diputar sedemikian secara teratur dengan
kecepatan sudut konstan 𝜔. Udara di dalam maupun di luar tabung dapat dianggap
sebagai gas ideal dengan temperatur konstan, dan variasi kerapatan udara terhadap
ketinggian dapat diabaikan. Abaikan pula kapilaritas dan gaya gesek permukaan.
Diketahui massa atom relatif udara adalah 𝑀, konstanta universal gas 𝑅, dan suhu system
dan lingkungan adalah 𝑇.
𝜔
𝐿
𝑃𝑢
ℎ 𝜌𝑢
𝜌𝑐
Tentukanlah :
a. Variasi kerapatan udara di sepanjang kolom udara dalam tabung besar mendatar,
𝜌(𝑥).
b. Ketinggian yang dapat dicapai cairan pada tabung vertikal dinyatakan dalam
𝜔, 𝐿, 𝜌𝑢 , 𝜌𝑐 , dan 𝑔.
Asumsikan nilai ω cukup kecil dan mungkin hampiran berikut jika diperlukan. Jika 𝐵
cukup kecil maka akan berlaku
2
𝑒 𝐵𝑥 ≈ 1 + 𝐵𝑥 2
Pembahasan :
a. Karena tabung di putar maka udara di dalam tabung 𝜔
akan mengalami gaya sentrifugal yang berarah 𝐿
menjauhi pusat putaran. Kerapatan udara akan
semakin besar pada bagian tabung yang jauh dari 𝑥
pusat putaran. Kita tinjau selapis udara sepanjang 𝑑𝐹
𝑑𝑥 dan dia akan mengalami gaya sentrifugal 𝑑𝐹 yang
berarah radial (menjauhi pusat putaran). Lapisan 𝑑𝑥
udara ini berada seajauh 𝑥 dari pusat putaran.
Perhatikan gambar di samping!

Basyir Al Banjari

Ahmad Basyir Najwan
Besar 𝑑𝐹 sama dengan besar gaya sentrifugal yang bekerja pada selapis udara setebal
𝑑𝑥. Misalkan luas penampang tabung besar 𝐴, maka massa lapisan udara tadi adalah
𝑑𝑚 = 𝜌𝐿𝑑𝑥 maka besar 𝑑𝐹 adalah
𝑑𝐹 = 𝑑𝑚𝜔2 𝑥 ⟹ 𝑑𝐹 = 𝜌𝐿𝐴𝜔2 𝑥𝑑𝑥
Gaya dF ini sama dengan gaya akibat variasi tekanan udara dalam tabung.
[𝑃(𝑥 + 𝑑𝑥) − 𝑃(𝑥)]𝐴 = 𝜌𝐿𝐴𝜔2 𝑥𝑑𝑥
𝜌(𝑥 + 𝑑𝑥) − 𝜌(𝑥)
= 𝜌𝐿𝜔2 𝑥
𝑑𝑥
Dalam hal ini kita mengambil selapis udara yang sangat tipis, sehingga berdasarkan
definisi turunan, [𝜌(𝑥 + 𝑑𝑥) − 𝜌(𝑥)]⁄𝑑𝑥 = 𝑑𝑃⁄𝑑𝑥.
𝑑𝑃
𝑑𝑥
Selanjutnya kita harus mencari hubungan tekanan dan kerapatan udara. Karena
udara dianggap sebagai gas ideal, maka persamaan gas ideal berlaku padanya
sehingga akan kita dapatkan
𝑃𝑉 = 𝑛𝑅𝑇
Jumlah mol zat dapat kita nyatakan sebagai 𝑛 = 𝑚⁄𝑀
𝑚
𝑃𝑉 = 𝑅𝑇
𝑀
𝑚 𝑅𝑇 𝑅𝑇 𝑅𝑇
𝑃= ⟹𝑃=𝜌 ⟹ 𝑑𝑃 = 𝑑𝜌
𝑉 𝑀 𝑀 𝑀
Dengan memasukkan hubungan ini ke persamaan gaya sentrifugal tadi akan kita
dapatkan
𝑑𝜌 𝑅𝑇
𝑑𝑥 𝑀
𝑑𝜌 𝑀𝐿𝜔2
= 𝑥𝑑𝑥
𝜌 𝑅𝑇
𝜌(𝑥)
𝑑𝜌 𝑀𝐿𝜔2 𝑥
∫ = ∫ 𝑥𝑑𝑥
𝜌0 𝜌 𝑅𝑇 0
𝜌(𝑥) 𝑀𝐿𝜔2 𝑥 2
ln | |=
𝜌0 𝑅𝑇 2
𝜌(𝑥) 𝑀𝐿𝜔2 2
= exp 𝑥
𝜌0 2𝑅𝑇
𝑀𝐿𝜔2 2
𝜌(𝑥) = 𝜌0 exp 𝑥
2𝑅𝑇
Dengan 𝜌0 adalah kerapatan udara di pusat putaran. Maka variasi kerapatan udara
dalam tabung adalah

Basyir Al Banjari

Ahmad Basyir Najwan
b. Massa total udara dalam tabung tetap. Kita bisa menghitungnya menggunakan
kerapatan udara atau menggunakan variasi kerapatan udara yang barusan kita
dapatkan. Dari sini kita akan mendapatkan nilai 𝜌0 .
𝐿
∫ 𝜌(𝑥)𝐴𝑑𝑥 = 𝜌𝑢 𝐴𝐿
0
𝐿
𝑀𝐿𝜔2 2
∫ 𝜌0 (exp 𝑥 ) 𝑑𝑥 = 𝜌𝑢 𝐿
0 2𝑅𝑇
𝑀𝐿𝜔2 2 𝑀𝐿𝜔 2 2 2
exp 𝑥 = 𝑒 2𝑅𝑇 𝑥 = 𝑒 𝐵𝑥
2𝑅𝑇
Dengan 𝑀𝐿𝜔2 ⁄𝑅𝑇 = 𝐵
Untuk nilai 𝜔 yang kecil maka B akan bernilai kecil pula. Dari sini kita bisa
menggunakan hampiran
2
𝑒 𝐵𝑥 ≈ 1 + 𝐵𝑥 2
𝑀𝐿𝜔2 2
exp 𝑥 ≈ 1 + 𝐵𝑥 2
2𝑅𝑇
𝐿
∫ 𝜌0 (1 + 𝐵𝑥 2 )𝑑𝑥 = 𝜌𝑢 𝐿
0
𝐿 𝐿
𝜌0 [∫ 𝑑𝑥 + ∫ 𝐵𝑥 2 𝑑𝑥] = 𝜌𝑢 𝐿
0 0
𝐿
𝑥3
𝜌0 [𝑥]𝐿0 + 𝐵 ] ] = 𝜌𝑢 𝐿
3 0
𝐿3
𝜌0 [𝐿 + 𝐵 ] = 𝜌𝑢 𝐿
3
−1
𝐵𝐿2 𝐵𝐿2
𝜌0 [1 + ] = 𝜌𝑢 ⟹ 𝜌0 = [1 + ] 𝜌𝑢
3 3
Karena 𝐵 kecil maka kita bisa menggunakan hampiran binomial newton
−1
𝐵𝐿2 𝐵𝐿2
𝜌0 = [1 + ] 𝜌𝑢 ⟹ 𝜌0 = [1 −
] 𝜌𝑢
3 3 𝜌𝑐 𝑔ℎ
Karena 𝑃 = 𝜌 𝑅𝑇⁄𝑀 , maka 𝜌 = 𝑃 𝑀⁄𝑅𝑇, 𝑃0 𝑃𝑢
𝑀 𝐵𝐿2 𝑀
𝑃0 = [1 − ] 𝑃𝑢
𝑅𝑇 3 𝑅𝑇 ℎ
𝐵𝐿2 𝑂
𝑃0 = [1 − ]𝑃
3 𝑢
Selanjutnya perhatikan gambar di samping ini! Tekanan di titik 𝑂 sama dengan
tekanan udara luar.
𝑃0 + 𝜌𝑐 𝑔ℎ = 𝑃𝑢

Basyir Al Banjari

Ahmad Basyir Najwan
𝐵𝐿2
[1 − ] 𝑃 + 𝜌𝑐 𝑔ℎ = 𝑃𝑢
3 𝑢
𝐵𝐿2 𝑀𝐿𝜔2 𝐿2
𝜌𝑐 𝑔ℎ = 𝑃𝑢 = 𝑃
3 2𝑅𝑇 3 𝑢
𝜔2 𝐿2 𝑀
𝜌𝑐 𝑔ℎ = (𝑃𝑢 )
6 ⏟ 𝑅𝑇
𝜌𝑢
2 2
𝜔 𝐿 𝜌𝑢
ℎ=
6𝑔 𝜌𝑐

SOLENOIDA RAKSASA
Tinjau sebuah kumparan solenoida besar yang digunakan untuk fisika eksperimen dan
terbuat dari satu lapis lilitan konduktor. Lilitan konduktor ini memiliki penampang 4 cm
× 2 cm dengan penampang saluran air pendingin didalamnya berukuran 2 cm × 1 cm.
Kumparan besar terdiri dari 100 lilitan, berdiameter 3 m dan panjangnya 4 m (ketebalan
isolator kabel diabaikan). Pada kedua ujung kumparan terdapat lempeng baja yang
melingkari kumparan agar medan menjadi homogen dan untuk mengembalikan fluks
magnetik yang melewati struktur eksternal baja ke dalam kumparan (lihat gambar).
Medan magnet yang terbentuk adalah 0,25 Tesla. Konduktornya terbuat dari almunium.
baja
4m
alumunium
Arah medan
3m kumparan
4 cm
Penampang
2 cm 1 cm kawat
2 cm
Tentukanlah :
a. Tegangan dan daya listrik yang harus diberikan agar dapat menghasilkan medan
magnet tersebut!
b. Laju aliran air agar dapat mempertahankan pertambahan suhu air sebesar 40 𝐾!
Anggap kalor yang hilang pada kumparan hanya melalui air!
c. Tekanan ke arah luar pada kumparan yang disebabkan oleh gaya magnetik!
d. Jika kumparan diberikan energi dengan menghubungkannya pada sumber tegangan
pada pertanyaan (a), tentukan waktu yang dibutuhkan untuk mengalirkan arus dalam

Basyir Al Banjari

Ahmad Basyir Najwan
rangkaian tersebut dari 0 hingga 99%! Abaikan induktansi dan resistansi dari sumber
daya.
Diketahui resistivitas almunium adalah 3x10−8 ohmm, kapasitas kalor untuk air adalah
4,19 kJ/kgK. Anggap baja tersebut masih jauh dibawah kondisi saturasinya.
Pembahasan :
a. Pada solenoida, besar medan magnet yang dihasilkannya memiliki nilai paling besar
di pusat solenoida. Sedangkan di ujung-ujungnya medan magnetic akan menjadi
setengah dari nilai medan magnetic di pusat. Pengurangan ini terjadi karena ada fluks
yang hilang. Namun saat diberi bahan yang bisa mengembalikan fluks ini maka medan
magnetic pada solenoida akan menjadi homogen dan besarnya sama dengan besar
medan magnetic di pusat solenoida.
Penurunan Medan magnetic di pusat solenoida tersedia di berbagai buku referensi
seperti tipler dan lainnya. Jadi saya sarankan anda untuk membacanya terlebih
dahulu karena di sini saya tidak akan menurunkannya. Medan magnetic di pusat
solenoida adalah
𝜇0 𝐼𝑁 𝐵𝐿𝑠𝑜𝑙
𝐵= ⟹𝐼=
𝐿𝑠𝑜𝑙 𝜇0 𝑁
Dengan memasukkan data yang tersedia kita dapatkan nilai arus yang mengalir pada
solenoida yaitu
(0,25T)(4m)
𝐼= = 7957,75 A
(4𝜋 x 10−7 Tm/A)(100)
Hambatan pada solenoida adalah
𝐿𝑘𝑎𝑤𝑎𝑡 2𝜋(1,5) x 100
𝑅=𝜌 = (3x10−8 Ωm) = 0,0471 Ω
𝐴𝑘𝑎𝑤𝑎𝑡 π[(0,04m x 0,02m) − (0,02m x 0,01m)]
𝑅 = 4,71 x 10−3 Ω
Dan tegangan pada solenoida adalah
𝑉 = 𝐼𝑅 = (7957,75 A)(4,71 x 10−3 Ω) ⟹ 𝑉 = 374,82 Volt
Dan daya listrik yang harus di berikan adalah
𝑃 = 𝑉𝐼 = (374,82 Volt)(7957,75 A) ⟹ 𝑃 = 2,98 x 106 W
b. Laju aliran yang dimaksud adalah debit aliran air dalam penampang kawat. Energy
yang diberikan setiap satuan waktu atau daya pada kawat yang menjadi kalor untuk
memanaskan air.
∆𝑚
𝑃= 𝑐∆𝑇
∆𝑡
Kita ketahui hubungan ∆𝑚 = 𝜌∆𝑉 dan ∆𝑉⁄∆𝑡 = 𝑄, dimana 𝑄 adalah debit aliran air.
Dengan memasukkan data yang sudah kita dapatkan sebelumnya kita akan
mendapatkan besar laju aliran air yaitu
𝜌∆𝑉 𝑃
𝑃= 𝑐∆𝑇 = 𝜌𝑄𝑐∆𝑇 ⟹ 𝑄 =
∆𝑡 𝜌𝑐∆𝑇

Basyir Al Banjari

Ahmad Basyir Najwan
2,98 x 106 W
𝑄= = 0,0178m3 /𝑠 ⟹ 𝑄 = 17,8 liter/s
(1000kg/m3 )(4190J/kgK)(40K)
c. Tekanan arah keluar akibat medan listrik adalah tekanan radiasi dari kumparan
tersebut.
𝐵2
𝑝=
2𝜇0
(0,25T)2
𝑝= ⟹ 𝑝 = 24867,96 N/m2
2(4𝜋 x 10−7 )
d. Rangkaian dapat kita anggap sebagai rangkaian RL seri.
𝐿 𝑅
𝜀
𝑆
Karena terdapat induktor (solenoida) pada rangkaian maka saat saklar di tutup arus
akan mengalir dengan perlahan sampai mencapai nilai maksimumnya. Menggunakan
hukum kirchoff II untuk rangkaian di atas akan kita dapatkan
𝑑𝐼
𝑉 = 𝐿 + 𝐼𝑅
𝑑𝑡
𝑑𝐼
𝐿 = 𝑉 − 𝐼𝑅
𝑑𝑡
𝑑𝐼 𝑑𝑡
=
𝑉 − 𝐼𝑅 𝐿
1 𝑑(𝑉 − 𝐼𝑅) 𝑑𝑡
− =
𝑅 𝑉 − 𝐼𝑅 𝐿
𝐼 𝑡
𝑑(𝑉 − 𝐼𝑅) 𝑅
∫ = − ∫ 𝑑𝑡
0 𝑉 − 𝐼𝑅 0 𝐿
𝑉 − 𝐼𝑅 𝑅
ln | |=− 𝑡
𝑉 𝐿
𝑉 − 𝐼𝑅 𝑅
= 𝑒−𝐿 𝑡
𝑉
𝑡
𝑉 − 𝐼𝑅 = 𝑉𝑒 −𝜏
𝑉 𝑡 𝑡
𝐼 = (1 − 𝑒 −𝜏 ) = 𝐼0 (1 − 𝑒 −𝜏 )
𝑅

Basyir Al Banjari

Ahmad Basyir Najwan
Dengan 𝐼0 adalah arus maksimum pada rangkaian dan 𝜏 = 𝐿⁄𝑅 adalah konstanta
waktu. Kita terlebih dahulu harus menghitung induktansi diri inductor. Induktansi
diri solenoida adalah 𝐿 = Φ𝐵 𝑁⁄𝐼 dan besar fluks magnetiknya adalah Φ𝐵 =
𝐵𝐴𝑝𝑠 , maksud indeks ps adalah penampang solenoida. Sehingga besar induktansi
dirinya adalah
Φ𝑁 𝐵𝐴𝑝𝑠 𝑁 (0,25T)(𝜋 x (1,5m)2 ) (100)
𝐿= = = = 0,0222 H
𝐼 𝐼 7957,75 A
Besar konstanta waktunya adalah
𝐿 0,0222 H
𝜏= = = 4,71 s
𝑅 4,71 x 10−3 Ω
Sehingga waktu untuk pengisian arus pada rangkaian dari 0% sampai 99% adalah
𝑡
𝐼 = 0,99𝐼0 = 𝐼0 (1 − 𝑒 −𝜏 )
𝑡
0,99 = 1 − 𝑒 −𝜏
𝑡
𝑒 −𝜏 = 0,01
𝑡
𝑒 𝜏 = 100
𝑡
= ln 100
𝜏
𝑡 = 𝜏 ln 100 = (4,71 s)(4,605) ⟹ 𝑡 = 21,7 s

SISTEM EMPAT BOLA
Empat buah bola identik yang licin, masing-masing bermassa 𝑚 dan memiliki jari-jari 𝑅,
ditempatkan sedemikian sehingga membentuk sebuah piramida pada permukaan
horizontal licin seperti ditunjukkan pada gambar. Sistem kemudian dilepaskan dari
keadaan diam dengan bola atas bergerak turun ke bawah dan bola yang bawah bergerak
radial keluar tanpa berotasi. Karena simetri, maka sudut 𝜃 yang dibentuk oleh ketiga bola
bawah dengan bola atas adalah sama.
𝑦 𝑧
𝑚 Permukaan
𝑚 𝑅
lantai licin
𝑥 𝑅
𝜃
𝑚 𝑚𝑚
𝑚 𝑧=0
Tampak atas Tampak samping
Tentukanlah :
a. Selama bola atas masih kontak dengan ketiga bola bawah, tentukan nilai 𝛼 = 𝑑2 𝜃⁄𝑑𝑡 2
dinyatakan dalam 𝜔 = 𝑑𝜃⁄𝑑𝑡 dan sudut 𝜃.

Basyir Al Banjari

Ahmad Basyir Najwan
b. Tentukan fungsi energi sistem dinyatakan dalam fungsi 𝜔 dan 𝜃. Tentukan pula nilai
energi sistem ketika sistem mulai dilepaskan.
c. Tentukan fungsi ω dinyatakan dalam 𝑅, 𝑔, dan 𝜃.
d. Jika 𝜃 = 𝜃𝑐 adalah sudut ketika bola atas kehilangan kontak dengan ketiga bola
bawah, tentukan kecepatan bola atas dan ketiga bola bawah ketika 𝜃 = 𝜃𝑐 . Nyatakan
dalam 𝑅, 𝑔, dan 𝜃𝑐 .
Pembahasan :
a. Soal ini akan mudah kita kerjakan jika kita menggunakan metode turunan dan juga
hukum newton. Jika kita mengetahui posisi setiap benda, maka kita tinggal
menurunkannya satu kali untuk mendapat kecepatan dan menurunkan dua kali untuk
mendapatkan percepatan setiap benda.
𝑧
𝑚
𝑅
Titik acuan
𝑅
posisi 𝑍 𝑟𝜃
𝑟 𝑚
Dari gambar bisa kita dapatkan hubungan

𝑍 = 𝑅 + 2𝑅 sin 𝜃, 𝑍 adalah posisi bola atas
𝑟 = 2𝑅 cos 𝜃, 𝑟 adalah posisi bola bawah
Kecepatan bola atas dan bawah adalah
𝑑𝑍 𝑑𝜃
𝑣𝑧 = = 2𝑅 cos 𝜃 ⟹ 𝑣𝑧 = 2𝑅𝜔 cos 𝜃
𝑑𝑡 𝑑𝑡
𝑑𝑟 𝑑𝜃
𝑣𝑟 = = −2𝑅 sin 𝜃 ⟹ 𝑣𝑟 = −2𝑅𝜔 sin 𝜃
𝑑𝑡 𝑑𝑡
Kemudian percepatan bola atas dan bawah adalah
𝑑𝑣𝑧 𝑑2 𝑍 𝑑𝜔 𝑑𝜃
𝑎𝑧 = = 2 = 2𝑅 cos 𝜃 − 2𝑅𝜔 sin 𝜃 ⟹ 𝑎𝑧 = 2𝑅𝛼 cos 𝜃 − 2𝑅𝜔2 sin 𝜃
𝑑𝑡 𝑑𝑡 𝑑𝑡 𝑑𝑡
𝑑𝑣𝑟 𝑑 2 𝑟 𝑑𝜔 𝑑𝜃
𝑎𝑟 = = 2 = −2𝑅 sin 𝜃 − 2𝑅𝜔 cos 𝜃 ⟹ 𝑎𝑧 = −2𝑅𝛼 sin 𝜃 − 2𝑅𝜔2 cos 𝜃
𝑎𝑟
𝑁 𝜃
𝑎𝑧 𝑁
𝜃 𝑁𝐿
𝑚𝑔 𝑚𝑔
Bola atas Bola bawah

Basyir Al Banjari

Ahmad Basyir Najwan
Sebelumnya kita definisikan setiap posisi benda dengan arah positif sesuai dengan
arah positif pada system koordinat serta arah radial(untuk bola bawah) maka kita
juga mendefinisikan arah positif gaya sesuai dengan arah positif system koordinat.
Berikut diagram gaya yang bekerja pada masing-masing benda. Secara logika kita
tahu bahwa arah percapatan bola atas adalah ke bawah, namun kenapa saya tuliskan
arahnya ke atas? Sekali lagi ini hanya pemilihan arah positif. berdasarkan definisi ini
nilai 𝑎𝑧 akan bernilai negative yang berarti arahnya sebenarnya adalah ke bawah.
Dengan hukum dua newton kita akan mendapatkan persamaan gaya bola atas dan
bawah.
Untuk bola atas
Ingat bahwa ada tiga gaya normal yang bekerja pada bola atas akibat tiga bola yang
di bawah
Σ𝐹𝑎𝑡𝑎𝑠,𝑧 = 𝑚𝑎𝑧
3𝑁 sin 𝜃 − 𝑚𝑔 = 𝑚(2𝑅𝛼 cos 𝜃 − 2𝑅𝜔2 sin 𝜃)
𝑚𝑔 + 𝑚(2𝑅𝛼 cos 𝜃 − 2𝑅𝜔2 sin 𝜃)
𝑁= … (1)
3 sin 𝜃
Untuk bola bawah
Σ𝐹𝑏𝑎𝑤𝑎ℎ,𝑟 = 𝑚𝑎𝑟
𝑁 cos 𝜃 = 𝑚(−2𝑅𝛼 sin 𝜃 − 2𝑅𝜔2 cos 𝜃) … (2)
Subtitusi persamaan (1) ke persamaan (2) di atas
𝑚𝑔 + 𝑚(2𝑅𝛼 cos 𝜃 − 2𝑅𝜔2 sin 𝜃)
cos 𝜃 = 𝑚(−2𝑅𝛼 sin 𝜃 − 2𝑅𝜔2 cos 𝜃)
3 sin 𝜃
𝑔 cos 𝜃 + 2𝑅𝛼 cos2 𝜃 − 2𝑅𝜔2 sin 𝜃 cos 𝜃 = −6𝑅𝛼 sin2 𝜃 − 6𝑅𝜔2 sin 𝜃 cos 𝜃
2𝑅𝛼(cos2 𝜃 + 3 sin2 𝜃) = −4𝑅𝜔2 sin 𝜃 cos 𝜃 − 𝑔 cos 𝜃
4𝑅𝜔2 sin 𝜃 cos 𝜃 + 𝑔 cos 𝜃
𝛼=−
2𝑅(1 + 2 sin2 𝜃)
Tanda negatif menandakan bahwa arahnya berlawanan arah jarum jam atau ke arah
berkurangnya 𝜃.
b. Energy system adalah
1 1
𝐸𝑠 = 𝑚𝑣𝑧 2 + 3 𝑚𝑣𝑟 2 + 𝑚𝑔𝑍 + 3𝑚𝑔𝑅
2 2
1 1
𝐸𝑠 = 𝑚(2𝑅𝜔 cos 𝜃)2 + 3 𝑚(−2𝑅𝜔 sin 𝜃)2 + 𝑚𝑔(𝑅 + 2𝑅 sin 𝜃) + 3𝑚𝑔𝑅
2 2
𝐸𝑠 = 2𝑚𝑅 𝜔 cos 𝜃 + 6𝑚𝑅 2 𝜔2 sin2 𝜃 + 2𝑚𝑔𝑅(2 + 1 sin 𝜃)
2 2 2
𝐸𝑠 = 2𝑚𝑅 2 𝜔2 (1 + 2 sin2 𝜃) + 2𝑚𝑔𝑅(2 + sin 𝜃)

Basyir Al Banjari

Ahmad Basyir Najwan
Pada saat awal setiap benda masih diam yang berarti 𝜔 = 0 dan susunan keempat
bola membentuk suatu limas segitiga dengan masing-
masing rusuknya adalah sepanjang 2𝑅. Maka nilai sin
𝜃 adalah 2𝑅
𝐿 = 2𝑅 cos 30𝑜 = 𝑅√3 2⁄3 𝐿
2⁄3 𝐿 1 𝜃
cos 𝜃 = = √3
2𝑅 3
3 6 30𝑜
sin 𝜃 = √1 − cos 2 𝜃 = √1 − =√ 2𝑅
9 9
1 𝐿
sin 𝜃 = √6
3
Sehingga energy awal system adalah
1 12 + 2√6
𝐸𝑠,𝑎𝑤𝑎𝑙 = 0 + 2𝑚𝑔𝑅 (2 + √6) ⟹ 𝐸𝑠,𝑎𝑤𝑎𝑙 = 𝑚𝑔𝑅
3 3
c. Karena tidak ada gesekan dan system kita konservatif, energy system akan kekal.
Maka akan berlaku
𝐸𝑠,𝑎𝑤𝑎𝑙 = 𝐸𝑠 2𝑚𝑅 2 𝜔2 (1 + 2 sin2 𝜃) + 2𝑚𝑔𝑅(2 + sin 𝜃)
12 + 2√6
𝑚𝑔𝑅 = 2𝑚𝑅 2 𝜔2 (1 + 2 sin2 𝜃) + 2𝑚𝑔𝑅(2 + sin 𝜃)
3
12 + 2√6 − 12 − 6 sin 𝜃
2𝑅𝜔2 (1 + 2 sin2 𝜃) = 𝑔
3
(√6 − 3 sin 𝜃)𝑔 (√6 − 3 sin 𝜃)𝑔

𝜔2 = 2
⟹ 𝜔=√
3(1 + 2 sin 𝜃)𝑅 3(1 + 2 sin2 𝜃)𝑅
d. Syarat bola lepas kontak adalah nilai gaya normalnya menjadi nol. Maka dari
persamaan (1) dan (2) akan kita dapatkan
𝑚𝑔 + 𝑚(2𝑅𝛼 cos 𝜃𝑐 − 2𝑅𝜔2 sin 𝜃𝑐 )
𝑁=0=
3 sin 𝜃𝑐
2
2𝑅𝛼 cos 𝜃𝑐 − 2𝑅𝜔 sin 𝜃𝑐 = −𝑔 … (3)
𝑁 cos 𝜃𝑐 = 0 = 𝑚(−2𝑅𝛼 sin 𝜃𝑐 − 2𝑅𝜔2 cos 𝜃𝑐 )
−2𝑅𝛼 sin 𝜃𝑐 − 2𝑅𝜔2 cos 𝜃𝑐 = 0 … (4)
Selanjutnya kita eliminasi 𝛼 dari persamaan (3) dan (4) sehingga kita dapatkan nilai
𝜔.
2𝑅𝛼 cos 𝜃𝑐 − 2𝑅𝜔2 sin 𝜃𝑐 = −𝑔 kali dengan sin 𝜃𝑐
|
−2𝑅𝛼 sin 𝜃𝑐 − 2𝑅𝜔2 cos 𝜃𝑐 = 0 kali dengan cos 𝜃𝑐
+
−2𝑅𝜔 2 (sin2 𝜃𝑐 + cos2 𝜃𝑐 ) = −𝑔 sin 𝜃𝑐

Basyir Al Banjari

Ahmad Basyir Najwan
𝑔
𝜔 = ±√ sin 𝜃𝑐
2𝑅
Karena sudut 𝜃 berkurang, maka nilai 𝑑𝜃⁄𝑑𝑡 = 𝜔 akan menjadi negative begitupun
dengan 𝑑2 𝜃⁄𝑑𝑡 2 = 𝛼 .
𝑔
𝜔 = −√ sin 𝜃𝑐
2𝑅
Kecepatan bola atas dan bawah masing-masing saat lepas kontak adalah
𝑔
𝑣𝑧 = 2𝑅 (−√ sin 𝜃𝑐 ) cos 𝜃𝑐 = − cos 𝜃𝑐 √2𝑔𝑅 sin 𝜃𝑐
2𝑅
𝑣𝑧 = − cos 𝜃𝑐 √2𝑔𝑅 sin 𝜃𝑐
Tanda negative menandakan bahwa arah kecepatan ini ke bawah.

𝑔
𝑣𝑟 = −2𝑅 (−√ sin 𝜃𝑐 ) sin 𝜃𝑐 = sin 𝜃𝑐 √2𝑔𝑅 sin 𝜃𝑐
2𝑅
𝑣𝑟 = sin 𝜃𝑐 √2𝑔𝑅 sin 𝜃𝑐

SISTEM PENGEREMAN THRUST REVERSAL PADA PESAWAT TERBANG
Sebuah pesawat terbang yang sedang landing (proses mendarat) memiliki kecepatan 𝑉0
sesaat setelah semua roda menyentuh landasan pacu. Anggaplah nilai kecepatan awal
tersebut cukup besar sehingga harus dilakukan pengereman sehingga kecepatan akan
menjadi 0,05𝑉0 ketika keluar dari landasan pacu menuju ke area bandara. Asumsikan
pengereman dilakukan hanya dengan sistem Thrust Reversal melalui kedua mesin
pesawat yang berada di bawah sayap kiri dan kanan (abaikan pengaruh semua gaya
gesek). Sistem pengereman thrust reversal bekerja dengan cara membalikkan aliran
fluida masuk ke mesin pesawat.
Untuk menyederhanakan perhitungan, anggaplah mesin pesawat dapat diasumsikan
menjadi sistem dua dimensi seperti pada gambar di bawah ini.
3𝑉
𝜃
𝜃
3𝑉
Pada gambar di atas terlihat bahwa fluida (bermassa jenis ) masuk ke dalam mesin
pesawat dengan luas penampang 𝐴 dan kelajuan 𝑉 (sama dengan kelajuan pesawat). Di

Basyir Al Banjari

Ahmad Basyir Najwan
dalam mesin pesawat energi kinetik fluida ditingkatkan sedemikian sehingga fluida akan
keluar dari mesin dengan kelajuan 3𝑉 (densitas fluida tidak berubah) seperti pada
gambar di atas (output fluida atas dan bawah dianggap identik). Fluida tersebut keluar
dari mesin pesawat dengan membentuk sudut 𝜃 terhadap horizontal dengan
disemburkan ke depan. Akibat adanya transfer momentum linear antara fluida dengan
pesawat, maka akan menghasilkan gaya dorong ke belakang untuk mengurangi kelajuan
dari pesawat tersebut.
a. Tentukan gaya yang akan dialami oleh pesawat tersebut sebagai fungsi dari kelajuan
pesawat! Nyatakan dalam 𝜌, 𝐴, 𝑉, dan 𝜃.
b. Apabila diketahui massa pesawat tersebut adalah 𝑀. Tentukan jarak dan waktu yang
diperlukan agar pesawat tersebut mencapai kelajuan 0,05𝑉0!
c. Tentukan kerja yang dilakukan oleh mesin pada proses penurunan kecepatan dari 𝑉0
ke 0,05𝑉0!
d. Apabila diasumsikan bahwa massa jenis udara merupakan fungsi dari kelajuan
pesawat yaitu 𝜌 = 𝑘⁄𝑣 dimana k merupakan suatu konstanta. Tentukan kecepatan
sebagai fungsi dari waktu pesawat tersebut! ambil 𝑡 = 0 adalah saat kelajuan pesawat
tersebut 𝑉0
Pembahasan :
a. Gaya hambat pada pesawat ini diakibatkan oleh impuls yang diberikan oleh udara.
Impuls yang diberikan udara sama dengan perubahan momentum udara. Kita akan
tinjau selapis udara setebal Δ𝑥 yang memasuki mesin pesawat.
Massa udara ini adalah
∆𝑚 = 𝜌𝐴∆𝑥
Impuls sama dengan Perubahan momentum udara. Kita tentukan arah searah gerak
pesawat sebagai arah positif.
𝐼 = ∆𝑝
𝐼 = ∆𝑚(3𝑉 cos 𝜃 − (−𝑉))
𝐼 = 𝜌𝐴∆𝑥(3𝑉 cos 𝜃 + 𝑉)
𝐹∆𝑡 = 𝜌𝐴∆𝑥(3𝑉 cos 𝜃 + 𝑉)
∆𝑥
𝐹 = 𝜌𝐴 (3𝑉 cos 𝜃 + 𝑉)
∆𝑡
𝐹 = 𝜌𝐴𝑉 2 (3 cos 𝜃 + 1)
Karena ada 2 mesin, gaya hambat pesawat akan menjadi
𝐹𝐻𝑎𝑚𝑏𝑎𝑡 = 2𝜌𝐴𝑉 2 (3 cos 𝜃 + 1)
b. Hukum II Newton
Σ𝐹 = 𝑀𝑎𝐻𝑎𝑚𝑏𝑎𝑡

Basyir Al Banjari

Ahmad Basyir Najwan
𝑑𝑉
−2𝜌𝐴𝑉 2 (3 cos 𝜃 + 1) = 𝑀
𝑑𝑡
0,05𝑉𝑜 𝑇
𝑑𝑉 2𝜌𝐴(3 cos 𝜃 + 1)
∫ 2
=∫ − 𝑑𝑡
𝑉𝑜 𝑉 0 𝑀
1 0,05𝑉𝑜 2𝜌𝐴(3 cos 𝜃 + 1)
− ] =− 𝑇
𝑉 𝑉𝑜 𝑀
1 20 2𝜌𝐴(3 cos 𝜃 + 1)
− == − 𝑇
𝑉𝑜 𝑉𝑜 𝑀
19 2𝜌𝐴(3 cos 𝜃 + 1) 19𝑀
= 𝑇⟹ 𝑇=
𝑉𝑜 𝑀 2𝜌𝐴𝑉𝑜 (3 cos 𝜃 + 1)
Untuk menghitung jarak yang di tempuh pesawat, kita gunakan kembali Hukum II
Newton
𝑑𝑉
−2𝜌𝐴𝑉 2 (3 cos 𝜃 + 1) = 𝑀
𝑑𝑡
𝑑𝑉
−2𝜌𝐴𝑉 2 (3 cos 𝜃 + 1) = 𝑀𝑉
𝑑𝑥
0,05𝑉𝑜 𝑑
𝑑𝑉
∫ = ∫ −2𝜌𝐴(3 cos 𝜃 + 1)𝑑𝑥
𝑉𝑜 𝑉 0
0,05𝑉𝑜
ln | | = −2𝜌𝐴(3 cos 𝜃 + 1)𝑑
𝑉
ln 20 = 2𝜌𝐴(3 cos 𝜃 + 1)𝑑
ln 20
𝑑=
2𝜌𝐴(3 cos 𝜃 + 1)
c. Untuk menghitung kerja yang dilakukan mesin pesawat, pertama kita akan
menentukan daya keluaran mesin pesawat. Selanjutnya kita integralkan fungsi
tersebut terhadap waktu.
Perubahan energi kinetik udara adalah
1 1
∆𝐸𝑘 = ∆𝑚(3𝑉)2 − ∆𝑚𝑉 2 = 4∆𝑚𝑉 2
2 2
Daya yang dilakukan mesin pesawat untuk menghasilkan perubahan energi kinetik di
atas adalah
∆𝐸𝑘 ∆𝑚 2
𝑃= =4 𝑉
∆𝑡 ∆𝑡
∆𝑚
= 𝜌𝑉𝐴
∆𝑡
𝑃 = 4𝜌𝐴𝑉 3
Kerja yang dilakukan mesin pesawat

Basyir Al Banjari

Ahmad Basyir Najwan
𝑡
𝑊 = ∫ 𝑃𝑑𝑡
0
𝑡
𝑑𝑡
𝑊 = ∫ 4𝜌𝐴𝑉 3 𝑑𝑥
0 𝑑𝑥
𝑑
𝑊 = ∫ 4𝜌𝐴𝑉 2 𝑑𝑥
0
Dari poin b kita bisa dapatkan hubungan
𝑀
𝑉𝑑𝑥 = − 𝑑𝑉
2𝜌𝐴(3 cos 𝜃 + 1)
Maka persamaan kerja mesin akan menjadi
0,5𝑉𝑜
2𝑀
𝑊 = −∫ 𝑉𝑑𝑉
𝑉𝑜 3 cos 𝜃 + 1
2𝑀
𝑊=− [𝑉 2 ]0,5𝑉
𝑉𝑜
𝑜
3 cos 𝜃 + 1
3𝑀𝑉𝑜 2
𝑊=
4(3 cos 𝜃 + 1)
d. Sekarang massa jenis bergantung pada laju pesawat dengan bentuk 𝜌 = 𝑘⁄𝑉
Hukum II Newton
𝑘 𝑑𝑉
−2 ( ) 𝐴𝑉 2 (3 cos 𝜃 + 1) = 𝑀
𝑉 𝑑𝑡
𝑉 𝑡
𝑑𝑉 𝑀
∫ =∫ − 𝑑𝑡
𝑉𝑜 𝑉 0 2𝑘𝐴(3 cos 𝜃 + 1)
𝑉 𝑀
ln | | = −
𝑉𝑜 2𝑘𝐴(3 cos 𝜃 + 1)
𝑀
𝑉(𝑡) = 𝑉𝑜 exp (− 𝑡)
2𝑘𝐴(3 cos 𝜃 + 1)

OSILASI AKIBAT GAYA ARCHIMEDES DAN PEGAS.
Sebuah kayu homogen dengan panjang 𝐿 luas penampang 𝐴, dan bermassa 𝑀 sedang
mengapung di air (massa jenis air 𝜌) dan dihubungkan dengan pegas (dengan konstanta
pega 𝑘) ke sebuah batang yang bertumpu pada pusat massanya seperti yang ditunjukan
pada gambar di bawah. Batang tersebut mempunyai massa yang sama dengan kayu dan
panjang yang dua kali lipat dari kayu. Kayu dijaga agar bergerak vertikal saja. Pegas
berada pada keadaan tidak teregang maupun tertekan ketika batang di posisi horizontal
(gambar kiri). Percepatan gravitasi adalah 𝑔. Sistem tersebut berosilasi secara harmonik

Basyir Al Banjari

Ahmad Basyir Najwan
dengan simpangan vertikal kayu 𝑥 dan simpangan sudut batang 𝜃 yang diasumsikan
sangat kecil.
2𝐿
𝜃
𝑥0
𝐻
𝑘
𝑥
𝐿
𝜌
Tentukan :
a. Persamaan yang menyatakan keadaan setimbang dari sistem tersebut! Nyatakan
dalam 𝑀, 𝐿, 𝐴, 𝐻, 𝜌, dan 𝑥0 dimana H adalah tinggi batang dari permukaan air dan 𝑥0
adalah panjang awal pegas!
b. Energi potensial sistem! Nyatakan dalam variable 𝐴, 𝑔, 𝑘, 𝑥, 𝜌, dan 𝜃!
c. Energi kinetik sistem! Nyatakan dalam 𝑀, 𝑥̇ , 𝐿, dan 𝜃̇! Dimana 𝑥̇ adalah kecepatan
kayu arah vertikal dan 𝜃̇ adalah kecepatan sudut batang.
d. Frekuensi dari osilasi sistem tersebut! Nyatakan dalam 𝑘, 𝐴, 𝑀, 𝜌, dan 𝑔.
e. frekuensi untuk limit 𝑘 → 0! Nyatakan dalam 𝑘, 𝐴, 𝑀, 𝜌, dan 𝑔. Jelaskan apa arti fisis
dari kondisi ini.
f. frekuensi untuk limit 𝑘 → ∞! Nyatakan dalam 𝑘, 𝐴, 𝑀, 𝜌, dan 𝑔. Jelaskan apa arti fisis
dari kondisi ini.
Pembahasan :
a. Kita tidak perlu meninjau batang atas karena pegas dalam keadaan relaks sehingga
tidak memberikan gaya baik pada batang atas dan kayu. Berikut diagram gaya saat
batang kayu berada dalam keadaan seimbang (saat mengapung).
𝐹𝐴
𝐿 − 𝐻 + 𝑥0
𝑀𝑔

Basyir Al Banjari

Ahmad Basyir Najwan
Kayu akan mendapatkan gaya Archimedes 𝐹𝐴 = 𝜌𝑓𝑙𝑢𝑖𝑑𝑎 𝑔𝑉𝑐 yang arahnya ke atas. Luas
penampang kayu 𝐴. Karena kayu seimbang, gaya ke atas sama dengan gaya ke bawah
𝐹𝐴 = 𝑀𝑔
𝜌𝑔𝐴(𝐿 − 𝐻 + 𝑥0 ) = 𝑀𝑔
𝜌𝐴(𝐿 − 𝐻 + 𝑥0 ) = 𝑀
Sehingga persamaan yang menyatakan keadaan setimbang dari system tersebut
adalah
𝑀 = 𝜌𝐴(𝐿 − 𝐻 + 𝑥0 )
b. Energy potensial pada system terdiri dari energy akibat adanya perubahan panjang
pada pegas, energy potensial batang kayu (kita jadikan posisi awal batang kayu
sebagai acuan), dan energy oleh usaha gaya Archimedes pada batang kayu untuk
turun sejauh 𝑥.
Berdasarkan gambar di bawah, perubahan panjang pegas adalah
∆𝑥 = 𝑥0 − 𝑥𝑡
∆𝑥 = 𝑥0 − (𝑥0 + 𝑥 − 𝐿𝜃)
∆𝑥 = 𝐿𝜃 − 𝑥
𝐿𝜃 sebenarnya adalah 𝐿 sin 𝜃, namun 𝜃
𝐿𝜃
larena sudut 𝜃 sangat kecil, kita bisa
menggunakan hampiran sin 𝜃 ≈ 𝜃.
𝑥0
Energy potensial pegas adalah
𝑥𝑡
1 1
𝑉𝑝𝑒𝑔𝑎𝑠 = 𝑘∆𝑥 2 = 𝑘(𝐿𝜃 − 𝑥)2
2 2 𝑥
1
𝑉𝑝𝑒𝑔𝑎𝑠 = 𝑘(𝐿2 𝜃 2 − 2𝐿𝜃𝑥 + 𝑥 2 )
2
Energi potensial batang kayu adalah
𝑉𝑘𝑎𝑦𝑢 = −𝑀𝑔𝑥
Energy potensial akibat usaha gaya Archimedes adalah negative usaha gaya
arhcimedes untuk memindahkan batang kayu sejauh x ke bawah, sedangkan gaya
Archimedes berarah ke atas sehingga sudut antara keduanya adalah 𝛼 = 𝜋 radian.
Berdasarkan definisi usaha, akan kita dapatkan energy potensial akibat usaha gaya
Archimedes yang kita sebut seabgai energy potensial air
𝑥 𝑥
𝑉𝑎𝑖𝑟 = − ∫ 𝐹𝐴 cos 𝛼 𝑑𝑥 = − ∫ 𝜌𝑔𝐴(𝐿 − 𝐻 + 𝑥0 + 𝑥) ⏟
cos 𝜋 𝑑𝑥
0 0 −1
𝑥
𝑉𝑎𝑖𝑟 = ∫ [𝜌𝑔𝐴(𝐿
⏟ − 𝐻 + 𝑥0 ) + 𝜌𝑔𝐴𝑥] 𝑑𝑥
0 𝑀𝑔
𝑥
𝑉𝑎𝑖𝑟 = ∫ [𝑀𝑔 + 𝜌𝑔𝐴𝑥]𝑑𝑥
0

Basyir Al Banjari

Ahmad Basyir Najwan
1
𝑉𝑎𝑖𝑟 = 𝑀𝑔𝑥 + 𝜌𝑔𝐴𝑥 2
2
Sehingga energy potensial system adalah
1 1
𝑉 = 𝑉𝑝𝑒𝑔𝑎𝑠 + 𝑉𝑘𝑎𝑦𝑢 + 𝑉𝑎𝑖𝑟 = 𝑘(𝐿2 𝜃 2 − 2𝐿𝜃𝑥 + 𝑥 2 ) − 𝑀𝑔𝑥 + 𝑀𝑔𝑥 + 𝜌𝑔𝐴𝑥 2
2 2
1 1
𝑉 = 𝑘(𝐿2 𝜃 2 − 2𝐿𝜃𝑥 + 𝑥 2 ) + 𝜌𝑔𝐴𝑥 2
2 2
c. Energy kinetik system adalah
𝑇 = 𝑇𝐵𝑎𝑡𝑎𝑛𝑔 𝑎𝑡𝑎𝑠 + 𝑇𝐵𝑎𝑡𝑎𝑛𝑔 𝑘𝑎𝑦𝑢
1 2 1 1 1 1
𝑇= 𝐼𝜃̇ + 𝑀𝑥̇ 2 = ( 𝑀(2𝐿)2 ) 𝜃̇ 2 + 𝑀𝑥̇ 2
2 2 2 12 2
1 1
𝑇 = 𝑀𝐿2 𝜃̇ 2 + 𝑀𝑥̇ 2
6 2
d. Karena kita mengetahui energy kinetik dan potensial system akan lebih mudah
menemukan persamaan geraknya menggunakan metode mekanika Lagrangian.
Langrange adalah selisih antara energy kinetik dan potensial system yang di beri
symbol L.
𝐿 =𝑇−𝑉
1 1 1 1
𝐿 = 𝑀𝐿2 𝜃̇ 2 + 𝑀𝑥̇ 2 − 𝑘(𝐿2 𝜃 2 − 2𝐿𝜃𝑥 + 𝑥 2 ) − 𝜌𝑔𝐴𝑥 2
6 2 2 2
Selanjutnya kita gunakan Persamaan Lagrange yaitu
( )− =0
𝑑𝑡 𝜕𝑞̇ 𝜕𝑞
Dengan q adalah derajat kebebasan system atau peubah bebasnya. Dalam system ini
(yaitu system antara batang kayu, pegas, dan batang atas) peubah bebasnya adalah
𝑥 dan 𝜃 sehingga kita mempunyai dua buah persamaan lagrange yaitu
𝑑 𝜕𝐿 𝜕𝐿 𝑑 𝜕𝐿 𝜕𝐿
( )− = 0 … (#) dan ( ) − = 0 … (∗)
𝑑𝑡 𝜕𝑥̇ 𝜕𝑥 𝑑𝑡 𝜕𝜃 ̇ 𝜕𝜃
Notasi 𝜕/𝜕𝑥 dan yang lainnya disebut sebagai turunan parsial terhadap peubah bebas
x. maksudnya kita hanya menurunkan suku yang ada peubah x nya dan menjadikan
peubah lain sebagai konstanta.
𝜕𝐿 𝜕 1 1 1 1
= ( 𝑀𝐿2 𝜃̇ 2 + 𝑀𝑥̇ 2 − 𝑘(𝐿2 𝜃 2 − 2𝐿𝜃𝑥 + 𝑥 2 ) − 𝜌𝑔𝐴𝑥 2 )
𝜕𝑥 𝜕𝑥 6 2 2 2
𝜕𝐿
= 𝑘𝐿𝜃 − 𝑘𝑥 − 𝜌𝑔𝐴𝑥 … (1)
𝜕𝑥
𝜕𝐿 𝜕 1 1 1 1
𝜕𝑥̇ 𝜕𝑥̇ 6 2 2 2

Basyir Al Banjari

Ahmad Basyir Najwan
𝜕𝐿 𝑑 𝜕𝐿
= 𝑀𝑥̇ ⟹ ( ) = 𝑀𝑥̈ … (2)
𝜕𝑥̇ 𝑑𝑡 𝜕𝑥̇
𝜕𝐿 𝜕 1 1 1 1
𝜕𝜃 𝜕𝜃 6 2 2 2
𝜕𝐿
= 𝑘𝐿𝑥 − 𝑘𝐿2 𝜃 … (3)
𝜕𝜃
𝜕𝐿 𝜕 1 1 1 1
𝜕𝜃̇ 𝜕𝜃̇ 6 2 2 2
𝜕𝐿 1 𝑑 𝜕𝐿 1
= 𝑀𝐿2 𝜃̇ ⟹ ( ) = 𝑀𝐿2 𝜃̈ … (4)
𝜕𝜃̇ 3 𝑑𝑡 𝜕𝜃̇ 3
Dengan mensubtitusi persamaan (1), (2), (3), dan (4) ke persamaan (#) dan (*) akan
kita dapatkan
(#) … 𝑀𝑥̈ − 𝑘𝐿𝜃 + 𝑘𝑥 + 𝜌𝑔𝐴𝑥 = 0 ⟹ 𝑀𝑥̈ − 𝑘𝐿𝜃 + (𝑘 + 𝜌𝑔𝐴)𝑥 = 0 … (5)
1
(∗) … 𝑀𝐿2 𝜃̈ − 𝑘𝐿𝑥 + 𝑘𝐿2 𝜃 = 0 ⟹ 𝑀𝐿2 𝜃̈ − 3𝑘𝐿𝑥 + 3𝑘𝐿2 𝜃 = 0 … (6)
3
Karena system kita mengalami gerak harmonic, kita mengetahui bahwa terdapat
hubungan
𝑥̈ = −𝜔2 𝑥 dan 𝜃̈ = −𝜔2 𝜃
Persamaan (5) dan (6) akan menjadi
−𝑀𝜔2 𝑥 − 𝑘𝐿𝜃 + (𝑘 + 𝜌𝑔𝐴)𝑥 = 0 ⟹ (𝑘 + 𝜌𝑔𝐴 − 𝑀𝜔2 )𝑥 − 𝑘𝐿𝜃 = 0 … (7)
−𝑀𝐿2 𝜔2 𝜃 − 3𝑘𝐿𝑥 + 3𝑘𝐿2 𝜃 = 0 ⟹ −3𝑘𝐿𝑥 + (3𝑘𝐿2 − 𝑀𝐿2 𝜔2 )𝜃 = 0 … (8)
Selanjutnya kita bisa menyatakan persamaan (7) dan (8) dalam bentuk persamaan
matriks yaitu
𝑘 + 𝜌𝑔𝐴 − 𝑀𝜔2 −𝑘𝐿 𝑥
[ 2
][ ]
2 2 𝜃 =0
−3𝑘𝐿 3𝑘𝐿 − 𝑀𝐿 𝜔
𝐴 𝑋
Agar hasilnya tidak sama dengan nol atau persamaan kita memiliki hasil, matriks
sebelah kiri atau matriks 𝐴 haruslah berupa matriks singular. Ciri matriks singular
adalah memiliki determinan yang sama dengan nol.
det 𝐴 = 0
𝑘 + 𝜌𝑔𝐴 − 𝑀𝜔2 −𝑘𝐿
| |=0
−3𝑘𝐿 3𝑘𝐿 − 𝑀𝐿2 𝜔2
2
(𝑘 + 𝜌𝑔𝐴 − 𝑀𝜔2 )(3𝑘𝐿2 − 𝑀𝐿2 𝜔2 ) − (−𝑘𝐿)(−3𝑘𝐿) = 0

3𝑘 2 𝐿2 − 𝑀𝑘𝐿2 𝜔2 + 3𝑘𝜌𝑔𝐴𝐿2 − 𝑀𝜌𝑔𝐴𝐿2 𝜔2 − 3𝑀𝑘𝐿2 𝜔2 + 𝑀2 𝐿2 𝜔4 − 3𝑘 2 𝐿2 = 0
𝑀2 𝐿2 𝜔4 − (4𝑀𝑘𝐿2 + 𝑀𝜌𝑔𝐴𝐿2 )𝜔2 + 3𝑘𝜌𝑔𝐴𝐿2 = 0
⏟ 2 𝐿2 (𝜔2 )2 −(4𝑀𝑘𝐿
𝑀 ⏟ 2
+ 𝑀𝜌𝑔𝐴𝐿2 ) 𝜔2 + 3𝑘𝜌𝑔𝐴𝐿
⏟ 2
=0
𝑎 𝑏 𝑐
Menggunakan rumus abc akan kita dapatkan nilai 𝜔2

Basyir Al Banjari

Ahmad Basyir Najwan
2
−𝑏 ± √𝑏 2 − 4𝑎𝑐
𝜔 =
2𝑎
2
−[−(4𝑀𝑘𝐿2 + 𝑀𝜌𝑔𝐴𝐿2 )] ± √(4𝑀𝑘𝐿2 + 𝑀𝜌𝑔𝐴𝐿2 )2 − 4(𝑀2 𝐿2 )(3𝑘𝜌𝑔𝐴𝐿2 )
𝜔 =
2𝑀2 𝐿2
2
4𝑀𝑘𝐿2 + 𝑀𝜌𝑔𝐴𝐿2 ± √16𝑀2 𝑘 2 𝐿4 + 𝑀2 𝜌2 𝑔2 𝐴2 𝐿4 + 8𝑀2 𝑘𝜌𝑔𝐴𝐿4 − 12𝑀2 𝑘𝜌𝑔𝐴𝐿4
𝜔 =
2𝑀2 𝐿2
2
4𝑀𝑘𝐿2 + 𝑀𝜌𝑔𝐴𝐿2 ± 𝑀𝐿2 √16𝑘 2 + 𝜌2 𝑔2 𝐴2 − 4𝑘𝜌𝑔𝐴
𝜔 =
2𝑀2 𝐿2
4𝑘 + 𝜌𝑔𝐴 ± √16𝑘 2 − 4𝑘𝜌𝑔𝐴 + 𝜌2 𝑔2 𝐴2
𝜔2 =
2𝑀
4𝑘 + 𝜌𝑔𝐴 ± √16𝑘 2 − 4𝑘𝜌𝑔𝐴 + 𝜌2 𝑔2 𝐴2

𝜔=√
2𝑀
Sehingga frekuensi osilasi system adalah
𝜔 1 √4𝑘 + 𝜌𝑔𝐴 ± √16𝑘 2 − 4𝑘𝜌𝑔𝐴 + 𝜌2 𝑔2 𝐴2

𝑓= → 𝑓=
2𝜋 2𝜋 2𝑀
e. Untuk limit 𝑘 → 0, frekuensi osilasi system akan menjadi
1 √0 + 𝜌𝑔𝐴 ± √0 − 0 + 𝜌2 𝑔2 𝐴2
𝑓=
2𝜋 2𝑀
1 𝜌𝑔𝐴
𝑓= √
2𝜋 𝑀
Hasil ini menyatakan bahwa hanya batang kayu yang berosilasi dan batang atas diam atau
seakan-akan keduanya tidak terhubung
𝑓=0
Hasil ini menyatakan bahwa system diam dan tidak ada osilasi sama sekali baik oleh batang
kayu maupun batang atas.
f. Untuk limit 𝑘 → ∞, kita dapat mengahmpiri frekuensi sudut osilasi system atau 𝜔
menjadi
4𝑘 + 𝜌𝑔𝐴 ± √16𝑘 2 − 4𝑘𝜌𝑔𝐴 + 𝜌2 𝑔2 𝐴2
𝜔2 =
2𝑀
4𝜌𝑔𝐴 𝜌2 𝑔2 𝐴2
4𝑘 + 𝜌𝑔𝐴 ± 𝑘 √16 − +
𝑘 𝑘2
𝜔2 =
2𝑀

Basyir Al Banjari

Ahmad Basyir Najwan
Karena k sangat besar maka

𝜌2 𝑔2 𝐴2
≈0
𝑘2
𝜌𝑔𝐴
4𝑘 + 𝜌𝑔𝐴 ± 4𝑘√1 −
4𝑘
𝜔2 =
2𝑀
Selanjutnya kita bisa menggunakan hampiran binomial newton untuk suku (1 −
𝜌𝑔𝐴⁄4𝑘 )1⁄2 karena 𝜌𝑔𝐴⁄4𝑘 ≪ 1
1
𝜌𝑔𝐴 2 𝜌𝑔𝐴
(1 − ) ≈ 1−
4𝑘 8𝑘
𝜌𝑔𝐴
4𝑘 + 𝜌𝑔𝐴 ± 4𝑘 (1 − )
𝜔2 = 8𝑘
2𝑀
𝜌𝑔𝐴
4𝑘 + 𝜌𝑔𝐴 ± (4𝑘 − 2 )
2
𝜔 =
2𝑀
16𝑘 + 𝜌𝑔𝐴 3𝜌𝑔𝐴
𝜔2 = atau 𝜔2 =
4𝑀 4𝑀
Sehingga frekuensi osilasi system adalah
𝜔
𝑓=
2𝜋
1 16𝑘 + 𝜌𝑔𝐴
𝑓= √
2𝜋 4𝑀
Hasil ini menyatakan bahwa batang kayu dan batang atas berosilasi bersamaan secara
berlawanan..
1 3𝜌𝑔𝐴
𝑓= √
2𝜋 4𝑀
Hasil ini menyatakan bahwa batang kayu dan batang atas berosilasi bersamaan seperti
dibungkan oleh batang keras tak bermassa.

Basyir Al Banjari

Ahmad Basyir Najwan
OSP Fisika 2017 Number 1

OSILASI DAN GAYA GRAVITASI
Tinjau sebuah sistem terisolasi yang terdiri dari 2 benda, 𝑚1
dan 𝑚2 . Dalam sistem ini gaya gravitasi lain dari benda lain
di luar sistem dapat diabaikan. Massa 𝑚1 terpasang pada tali 𝜃
tak bermassa sepanjang d dan membentuk sebuah bandul 𝑑
yang dipasang tetap pada titik O. Massa 𝑚1 hanya 𝐿
𝑚1
mengalami gaya gravitasi dengan bola homogen bermassa
𝑚2 berjari-jari 𝑅 yang posisinya tetap dimana pusat bola
berjarak 𝐿 dari titik O. Nilai 𝐿 hanya sedikit lebih besar dari
𝑑 + 𝑅. Sudut antara tali dan garis vertikal yang melalui titik 𝑚2
O adalah 𝜃, dimana diasumsikan 𝜃 kecil. Tentukan periode
osilasi 𝑚1 . 𝑅
Petunjuk : kita bisa menyelesaikan soal ini dengan metode

energi maupun metode gaya.
Pembahasan :
Cara 1 : Metode Gaya
Karena gerak massa 𝑚1 berayun, kita akan lebih mudah menentukan persamaan
geraknya dengan meninjau gerak rotasinya. Torsi pemulih yang bekerja pada massa 𝑚1
diberikan oleh gaya gravitasi akibat adanya bola 𝑚2 dan arah gaya ini selalu menuju pusat
bola 𝑚2 . Perhatikan gambar di bawah ini!
𝜃
𝑑 cos 𝜃 𝑑
𝐿
𝑚1
𝐿 − 𝑑 cos 𝜃
𝑑 sin 𝜃 𝐹𝑔 sin(𝜃 + 𝜙)
𝑠
𝜙 𝐹𝑔
𝑚2 𝑅
Gaya gravitasi bekerja pada massa 𝑚1 adalah

𝐺𝑚1 𝑚2
𝐹𝑔 =
𝑠2
Menggunakan hukum dua neton tentang gerak rotasi akan kita dapatkan
𝐹𝑔 sin(𝜃 + 𝜙) 𝑑 = 𝑚1 𝑑 2 𝛼

Basyir Al Banjari

Ahmad Basyir Najwan
𝐺𝑚2
(sin 𝜃 cos 𝜙 + sin 𝜙 cos 𝜃) = 𝛼 … (1)
𝑑𝑠 2
Perhatikan lagi gambar di atas, kita bisa mendapatkan nilai 𝑠 dengan menggunakan
phytagoras
𝑠 2 = (𝐿 − 𝑑 cos 𝜃)2 + 𝑑2 sin2 𝜃
𝑠 2 = 𝐿2 − 2𝐿𝑑 cos 𝜃 + 𝑑2 cos2 𝜃 + 𝑑2 sin2 𝜃
𝑠 2 = 𝐿2 − 2𝐿𝑑 cos 𝜃 + 𝑑2 (sin2 𝜃 + cos2 𝜃)
𝑠 2 = 𝐿2 − 2𝐿𝑑 cos 𝜃 + 𝑑2
Dengan menggunakan aturan dasar trigonometri akan kita dapatkan
𝑑𝑒𝑝𝑎𝑛 𝑑 sin 𝜃
sin 𝜙 = =
𝑚𝑖𝑟𝑖𝑛𝑔 𝑠
𝑠𝑎𝑚𝑝𝑖𝑛𝑔 𝐿 − 𝑑 cos 𝜃
cos 𝜙 = =
𝑚𝑖𝑟𝑖𝑛𝑔 𝑠
Karena kita asumsikan simpangan sudut 𝜃 sangat kecil, kita bisa menggunakan hampiran
berikut
sin 𝜃 ≈ 𝜃 dan cos 𝜃 ≈ 1, maka akan kita dapatkan
𝑠 2 = 𝐿2 − 2𝐿𝑑 + 𝑑 2 = (𝐿 − 𝑑)2
𝑠 =𝐿−𝑑
𝑑𝜃
sin 𝜙 =
𝑠
𝐿−𝑑
cos 𝜙 =
𝑠
Subtitusi hasil ini ke persamaan (1)
𝐺𝑚2 𝐿 − 𝑑 𝑑𝜃
(𝜃 + )=𝛼
𝑑𝑠 2 𝑠 𝑠
𝐺𝑚2 𝐿
𝜃=𝛼
𝑑𝑠 3
𝐺𝑚2 𝐿
𝜃 = 𝛼 … (2)
𝑑(𝐿 − 𝑑)3
Perhatikan bahwa arah simpangan 𝜃 adalah berlawanan arah jarum jam dari titik
setimbangnya sedangkan arah percepatan sudut nya searah jarum jam, berarti
percepatan sudut massa 𝑚1 adalah negatif(karena berlawanan arah) dari turunan kedua
simpangan sudutnya atau
𝑑2𝜃
𝛼 = − 2 = −𝜃̈
𝑑𝑡
Subtitusi hasil ini ke persamaan dua dan kita akan dapatkan persamaan gerak harmonik
sederhana sistem

Basyir Al Banjari

Ahmad Basyir Najwan
𝐺𝑚2 𝐿
𝜃 = −𝜃̈
𝑑(𝐿 − 𝑑)3
𝐺𝑚2 𝐿
𝜃̈ + 𝜃=0
𝑑(𝐿 − 𝑑)3
Persamaan terakhir analog dengan persamaan umum gerak harmonik sederhana yang
berbentuk 𝜃̈ + 𝜔2 𝜃 = 0, maka kecepatan sudut osilasi sistem adalah
𝐺𝑚2 𝐿
𝜔=√
𝑑(𝐿 − 𝑑)3
Dan periode osilasinya akan menjadi
2𝜋 𝑑(𝐿 − 𝑑)3
𝑇= → 𝑇 = 2𝜋√
𝜔 𝐺𝑚2 𝐿
Cara 2 : Metode Energi

Sebenarnya menggunakan cara energi untuk sistem ini akan lebih cepat namun
terkadang ada soal yang lebih mudah menggunakan cara gaya ataupun cara energi, jadi
kita harus bisa keduanya dan tentunya harus bisa memilih cara mana yang paling efisien.
Untuk menggunakan cara ini kita harus
tentukan energi total sistem terlebih dahulu.
Karena tidak ada gaya udara dan gaya luar 𝜃
non-konservatif yang bekerja pada sistem, 𝑑 cos 𝜃 𝑑
maka energi total sistem kekal. Untuk
mendapatkan persamaan geraknya, kita cukup 𝐿
𝑚1
menurun persaan energinya satu kali terhadap
waktu dan karena energi kekal atau konstan, 𝐿 − 𝑑 cos 𝜃
turunannya ini akan sama dengan nol. Baik 𝑑 sin 𝜃
akan saya contohkan caranya. 𝑠
𝜙
Energi total sistem adalah energi
mekanik(𝐸𝑀) yang terdiri dari energi
𝑚2 𝑅
kinetik(𝐸𝐾) dan energi potensial(𝐸𝑃)nya.
𝐸𝑀 = 𝐸𝑃 + 𝐸𝐾
𝐺𝑚1 𝑚2 1 2
𝑑𝜃 2
𝐸𝑀 = − + 𝑚1 𝑑 ( )
𝑠 2 𝑑𝑡
1
𝑠 = (𝐿2 − 2𝐿𝑑 cos 𝜃 + 𝑑2 )2
𝐺𝑚1 𝑚2 1 2
𝑑𝜃 2
𝐸𝑀 = − 1 + 𝑚1 𝑑 ( )
2 𝑑𝑡
(𝐿2 − 2𝐿𝑑 cos 𝜃 + 𝑑 2 )2
Turunan pertama energi sistem terhadap waktu sama dengan nol karena energi kekal
atau konstan atau bisa juga dikatakan energi sistem tidak berubah, sehingga
perubahannya nol.

Basyir Al Banjari

Ahmad Basyir Najwan
𝑑(𝐸𝑀)
=0
𝑑𝑡
𝑑 𝐺𝑚1 𝑚2 1 2
𝑑𝜃 2
(− 1 + 𝑚1 𝑑 ( ) )=0
𝑑𝑡 2 𝑑𝑡
(𝐿2 − 2𝐿𝑑 cos 𝜃 + 𝑑 2 )2
𝑑 2 2 −
1 1 2
𝑑𝜃 2
(−𝐺𝑚1 𝑚2 (𝐿 − 2𝐿𝑑 cos 𝜃 + 𝑑 ) 2 + 𝑚1 𝑑 ( ) ) = 0
𝑑𝑡 2 𝑑𝑡
1 3 𝑑𝜃 1 𝑑𝜃 𝑑 2 𝜃
𝐺𝑚1 𝑚2 (𝐿2 − 2𝐿𝑑 cos 𝜃 + 𝑑2 )−2 (2𝐿𝑑 sin 𝜃 ) + 𝑚1 𝑑 2 2 =0
2 𝑑𝑡 2 𝑑𝑡 𝑑𝑡 2
𝐺𝑚2 𝐿 𝑑2𝜃
3 sin 𝜃 + 𝑑𝑡 2 = 0
𝑑(𝐿2 − 2𝐿𝑑 cos 𝜃 + 𝑑2 )2
Gunakan kembali pendekatan sin 𝜃 ≈ 𝜃 dan cos 𝜃 ≈ 1
𝑑2𝜃 𝐺𝑚2 𝐿
+ 3𝜃 =0
𝑑𝑡 2
𝑑(𝐿2 − 2𝐿𝑑 + 2
𝑑 )2
2
𝑑 𝜃 𝐺𝑚2 𝐿
+ 𝜃=0
𝑑𝑡 2 𝑑(𝐿 − 𝑑)3
𝐺𝑚2 𝐿 𝑑(𝐿 − 𝑑)3

𝜔=√ dan 𝑇 = 2𝜋 √
𝑑(𝐿 − 𝑑)3 𝐺𝑚2 𝐿

TUMBUKAN SENTRAL
Pada gambar terlihat dua buah bola masing-masing bermassa 𝑚1 dan 𝑚2 serta berjari-
jari sama 𝑅 berada di atas bidang datar. Bola 𝑚1 menggelinding tanpa slip ke arah kanan
dengan kecepatan pusat massa 𝑉 menuju bola 𝑚2 yang sedang diam. Asumsikan semua
gaya gesek yang ada cukup kecil untuk dapat mengabaikan terjadinya efek pada saaat
tumbukan, dan anggap jenis tumbukannya elastis. Jika 𝑚2 = 2𝑚1 tentukan:
a. kecepatan pusat massa masing-masing bola
sesaat setelah tumbukan 𝑚1 𝑚2
b. kecepatan pusat massa masing-masing bola
𝑉
setelah cukup lama bertumbukan dan
masingmasing bola kembali menggelinding
tanpa slip. bidang kasar
c. prosentase energi yang hilang akibat
gesekan.
Pembahasan :
a. Hal yang perlu diperhatikan adalah bahwa gaya gesek yang bekerja pada kedua bola,
baik akibat lantai ataupun akibat masing-masing nilainya cukup kecil. Akibatnya
tumbukan antar kedua bola hanya mengakibatkan perubahan kecepatan transalasi
masing-masing bola, sedangkan kecepatan rotasinya tidak berubah. Ingat bahwa ini

Basyir Al Banjari

Ahmad Basyir Najwan
sesaat setelah tumbukan terjadi. Kecepatan translasi dan rotasi bola 1 sebelum
tumbukan adalah 𝑉 dan 𝜔0 = 𝑉/𝑅 dan setelah tumbukan 𝑣1 dan 𝜔1 = 𝑉/𝑅. Untuk
bola 2, kecepatan translasi dan rotasi sebelum tumbukan adalah 0 dan setelah
tumbukan 𝑣2 dan 𝜔2 = 0. Perhatikan ilustrasi tumbukan kedua bola berikut!
𝜔0 𝜔1
diam
𝑉 𝑣1 𝑣2
sebelum tumbukan sesaat sesudah tumbukan
Karena pada saat awal bola 2 tidak berotasi maka sesaat sesudah tumbukan pun dia
tidak berotasi karena impuls sudut akibat gaya gesek diasumsikan bernilai sangat
kecil sehingga tidak menyebabkan bola 2 berotasi.
Kekekaan momentum sistem
𝑚1 𝑉 = 𝑚1 𝑣1 + 𝑚2 𝑣2 → 𝑚1 (𝑉 − 𝑣1 ) = 𝑚2 𝑣2 … (1)
Karena tumbukan elastis sempurna, energi kinetik sistem kekal
1 1 2 𝑉 2 1 1 2 𝑉 2 1
𝑚 𝑉 + ( 𝑚1 𝑅 ) ( ) = 𝑚1 𝑣1 + ( 𝑚1 𝑅 ) ( ) + 𝑚2 𝑣2 2
2 2 2 2
2 1 2 5 𝑅 2 2 5 𝑅 2
𝑚1 (𝑉 − 𝑣1 )(𝑉 + 𝑣1 ) = 𝑚2 𝑣2 2 … (2)
𝑚2 𝑣2 (𝑉 + 𝑣1 ) = 𝑚2 𝑣2 2
𝑣2 = 𝑉 + 𝑣1 … (3)
𝑚1 (𝑉 − 𝑣1 ) = 𝑚2 (𝑉 + 𝑣1 )
𝑚1 − 𝑚2 𝑚1 − 2𝑚1 1
𝑣1 = 𝑉= 𝑉 → 𝑣1 = − 𝑉
𝑚1 + 𝑚2 𝑚1 + 2𝑚1 3
1 2
𝑣2 = 𝑣1 + 𝑉 = − 𝑉 + 𝑉 → 𝑣2 = 𝑉
3 3
Tanda negatif pada 𝑣1 menandakan arah 𝑣1 ke kiri(berlawanan dengan arah gerak
awal bola).
b. Sesaat setelah tumbukan, kedua bola slip terhadap lantai. Kemudian setelah selang
waktu Δ𝑡1 dan Δ𝑡2 bola 1 dan bola 2 akhirnya menggelinding tanpa slip. Kita bisa
mengitung kecepatan akhir bola dengan metode gaya atau kekekalan momentum
sudut. Pertama kita kan gunakan metode gaya. Sebelumnya perhatikan gambar
kondisi kedua bola sesaat setelah tumbukan (pada saat ini dia slip terhadap lantai)
sampai kondisi ketika kedua bola sudah menggelinding tanpa slip.
𝜔0 𝜔1 ′ 𝜔2 ′
belum berotasi
𝑣1 𝑣2 𝑣1 ′ 𝑣2 ’
𝑓1 𝑓2
sesaat sesudah tumbukan ketika sudah menggelinding

tanpa slip

Basyir Al Banjari

Ahmad Basyir Najwan
Akibat dari gaya gesek, bola 1 akan mendapatkan perlambatan 𝑎1 = 𝜇𝑔 ke arah kanan
dan percepatan sudut berlawanan arah jarum jam 𝛼1 = 5𝜇𝑔⁄2𝑅 sedangkan bola 2
akan mendapatkan perlambatan 𝑎2 = 𝜇𝑔 ke arah kiri dan percepatan sudut searah
jarum jam 𝛼2 = 5𝜇𝑔⁄2𝑅 . Persamaan kecepatan linear dan kecepatan sudut masing
masing bola sebagai fungsi waktu akan menjadi
𝑣1′ (𝑡) = 𝑣1 + 𝜇𝑔𝑡
5𝜇𝑔
𝜔1′ (𝑡) = 𝜔0 − 𝑡
2𝑅
𝑣2′ (𝑡) = 𝑣2 − 𝜇𝑔𝑡
5𝜇𝑔
𝜔2′ (𝑡) = 𝑡
2𝑅
Syarat kedua bola sudah menggelinding tanpa slip adalah 𝑣1′ = 𝜔1′ 𝑅 dan 𝑣2′ = 𝜔2′ 𝑅.
𝑉 5𝜇𝑔
𝑣1 + 𝜇𝑔Δ𝑡1 = 𝑅 − Δ𝑡1
𝑅 2
5𝜇𝑔 𝑉 8 𝑉
Δ𝑡1 ( + 𝜇𝑔) = 𝑉 − (− ) → Δ𝑡1 =
2 3 21 𝜇𝑔
5𝜇𝑔
𝑣2 − 𝜇𝑔Δ𝑡2 = Δ𝑡2
2
5𝜇𝑔 2 4 𝑉
Δ𝑡2 ( + 𝜇𝑔) = 𝑉 → Δ𝑡2 =
2 3 21 𝜇𝑔
Kecepatan pusat massa masing-masing bola setelah menggelinding tanpa slip adalah
𝑣1′ = 𝑣1 + 𝜇𝑔Δ𝑡1
𝑉 8 𝑉 1
𝑣1′ = − + 𝜇𝑔 → 𝑣1′ = 𝑉
3 21 𝜇𝑔 21
𝑣2′ = 𝑣2 − 𝜇𝑔Δ𝑡2
2 4 𝑉 10
𝑣2′ = 𝑉 − 𝜇𝑔 → 𝑣2′ = 𝑉
3 21 𝜇𝑔 21
Hasil ini juga bisa kita dapatkan dengan menggunakan hukum kekekalan momentum
sudut. Momentum sudut yang kekal adalah momentum sudut bola terhadap lantai.
Momentum sudut bola terhadap lantai adalah momentum sudutnya terhadap pusat
massanya sendiri ditambah momentum sudut pusat massanya terhadap lantai.
Kekekalan momentum sudut bola 1 terhadap lantai
∑ 𝐿𝑎𝑤𝑎𝑙 = ∑ 𝐿𝑎𝑘ℎ𝑖𝑟
𝐼1 𝜔1 + 𝑚1 𝑣1 𝑅 = 𝐼1 𝜔1′ + 𝑚1 𝑣1′ 𝑅
2 𝑉 1 2 𝑣1′
𝑚1 𝑅 2 + 𝑚1 (− 𝑉) 𝑅 = 𝑚1 𝑅 2 + 𝑚1 𝑣1′ 𝑅
5 𝑅 3 5 𝑅
2 1 2 ′
𝑉 − 𝑉 = 𝑣1 + 𝑣1′
5 3 5
1 7 1
𝑉 = 𝑣1′ → 𝑣1′ = 𝑉
15 5 21
Kekekalan momentum sudut bola 2 terhadap lantai

Basyir Al Banjari

Ahmad Basyir Najwan
∑ 𝐿𝑎𝑤𝑎𝑙 = ∑ 𝐿𝑎𝑘ℎ𝑖𝑟
𝐼2 𝜔2 + 𝑚2 𝑣2 𝑅 = 𝐼2 𝜔2′ + 𝑚2 𝑣2′ 𝑅
2 2 𝑣′
2 2
0 + 𝑚2 ( 𝑉) 𝑅 = 𝑚2 𝑅 + 𝑚2 𝑣2′ 𝑅
3 5 𝑅
2 2
𝑉 = 𝑣2′ + 𝑣2′
3 5
2 7 10
𝑉 = 𝑣2′ → 𝑣2′ = 𝑉
3 5 21
c. Energi yang hilang akibat gesekan sama dengan selisih energi kinetik akhir setelah
kedua bola menggelinding tanpa slip dengan energi awal sistemnya.
Δ𝐸 = 𝐸𝑎𝑤𝑎𝑙 − 𝐸𝑎𝑘ℎ𝑖𝑟
1 2
1 2 2
𝑉 2
Δ𝐸 = 𝑚1 𝑉 + ( 𝑚1 𝑅 ) ( )
2 2 5 𝑅
2 2
1 ′2
1 2 2
𝑣1′ 1 ′2
1 2 2
𝑣2′
− ( 𝑚1 𝑣1 + ( 𝑚1 𝑅 ) ( ) + 2𝑚1 𝑣2 + ( 2𝑚1 𝑅 ) ( ) )
2 2 5 𝑅 2 2 5 𝑅
7 7 2 14 2
Δ𝐸 = 𝑚1 𝑉 2 − ( 𝑚1 𝑣1′ + 𝑚1 𝑣2′ )
10 10 10
2
7 7 1 14 10 2
Δ𝐸 = 𝑚1 𝑉 2 − 𝑚1 ( 𝑉) − 𝑚1 ( 𝑉)
10 10 21 10 21
7 7 1400 168
Δ𝐸 = ( − − ) 𝑚 𝑉2 = 𝑚 𝑉2
10 4410 4410 1 441 1
Persentase energi yang hilang adalah
168
Δ𝐸 𝑚1 𝑉 2
%𝐸hilang = × 100% = 441 × 100%
𝐸awal 7 2
𝑚 𝑉
10 1
%𝐸hilang = −54,42%

DUA BUAH MASSA DI ATAS SETENGAH LINGKARAN 𝑚𝑃
Dua partikel P dan Q, masing-masing dengan massa 𝑚𝑄
𝑚𝑃 = 𝑀 dan 𝑚𝑄 = 𝑚, terhubung satu sama lain
membentuk sistem PQ oleh sepotong tali ringan
(panjang 𝐿 = 𝜋𝑎/2) yang tidak dapat molor dan juga 𝑎
𝜃
tidak dapat menyusut. Kedua partikel dapat bergerak
di atas permukaan luar silinder licin yang posisinya
tetap di atas bidang datar (lihat gambar).
a. Tentukan posisi kesetimbangan sistem PQ, dan tentukan sifat kesetimbangannya
(stabil atau labil)
b. Katakan massa kedua partikel di atas masing-masing adalah 𝑚𝑃 = 2𝑚 dan 𝑚𝑄 = 𝑚.
Diketahui sistem PQ mula-mula diam (𝑡 = 0) di posisi awal saat kedua partikel
memiliki pada sudut 𝜃 yang simetris/sama, yaitu sudut antara garis OP dan QP

Basyir Al Banjari

Ahmad Basyir Najwan
dengan arah vertikal sebesar 𝜃0 = 𝜋/4, lalu sistem tersebut dilepaskan untuk
bergerak. Tentukan
i. persamaan gerak sistem selanjutnya (𝑡 > 0) yang menjamin berlakunya hukum
kekekalan energi mekanik total sistem, dinyatakan dalam koordinat 𝜃.
ii. besar gaya reaksi atau normal silinder yang dirasakan oleh masing-masing
partikel.
iii. besar sudut 𝜃 saat partikel sudah lepas meninggalkan permukaan silinder.
Pembahasan :
a. Saat sistem setimbang berarti tidak ada gerakan lagi antara partikel P dan Q. Kita
tinjau kesetimbangan masing-masing benda.
𝑦
𝑇 𝑁𝑃
𝑁𝑄 𝑇
𝜃 𝜃
𝜃 𝜃
𝑥
𝑚𝑔 𝑀𝑔
Untuk partikel Q
Arah sumbu 𝑥
sin 𝜃
𝑇 sin 𝜃 − 𝑁𝑄 cos 𝜃 = 0 → 𝑁𝑄 = 𝑇
cos 𝜃
Arah sumbu 𝑦
𝑇 cos 𝜃 + 𝑁𝑄 sin 𝜃 − 𝑀𝑔 = 0
sin 𝜃
Subtitusi 𝑁𝑄 = 𝑇
cos 𝜃
sin 𝜃
𝑇 cos 𝜃 + 𝑇 sin 𝜃 = 𝑀𝑔
cos 𝜃
𝑇 cos2 𝜃 + 𝑇 sin2 𝜃 = 𝑀𝑔 cos 𝜃
𝑇 = 𝑀𝑔 cos 𝜃 … (1)
Untuk partikel P
Arah sumbu 𝑥
cos 𝜃
𝑁𝑃 sin 𝜃 − 𝑇 cos 𝜃 = 0 → 𝑁𝑃 = 𝑇
sin 𝜃
Arah sumbu 𝑦
𝑁𝑃 cos 𝜃 + 𝑇 sin 𝜃 − 𝑔 = 0
cos 𝜃
Subtitusi 𝑁𝑃 = 𝑇
sin 𝜃
cos 𝜃
𝑇 cos 𝜃 + 𝑇 sin 𝜃 = 𝑔
sin 𝜃
𝑇 cos2 𝜃 + 𝑇 sin2 𝜃 = 𝑚𝑔 sin 𝜃
𝑇 = 𝑚𝑔 sin 𝜃 … (1)
Dari persamaan (1) dan (2) akan kita dapatkan
𝑀𝑔 cos 𝜃 = 𝑚𝑔 sin 𝜃

Basyir Al Banjari

Ahmad Basyir Najwan
𝑀 𝑀
tan 𝜃 = → 𝜃 = tan−1 ( )
𝑚 𝑚
𝑀
Sistem akan setimbang ketika 𝜃 = tan−1 ( )
𝑚
Apakah kesetimbangan ini termasuk kesetimbangan stabil atau labil? Untuk
mengetahuinya kita harus mengecek turunin kedua energi potensial sistem. Kita
jadikan lantai sebagai acuan, maka energi potensial sistem akan menjadi
𝐸𝑃 = 𝑚𝑔𝑎 sin 𝜃 + 𝑀𝑔𝑎 cos 𝜃
Kita turunkan dua kali terhadap variabel yang berubah-ubah atau tidak konstan.
Variabel yang tidak konstan adalah 𝜃.
𝑑 2 (𝐸𝑃) 𝑑 𝑑
= ( (𝑚𝑔𝑎 sin 𝜃 + 𝑀𝑔𝑎 cos 𝜃))
𝑑𝜃 2 𝑑𝜃 𝑑𝜃
𝑑 2 (𝐸𝑃) 𝑑
2
= (𝑚𝑔𝑎 cos 𝜃 − 𝑀𝑔𝑎 sin 𝜃)
𝑑𝜃 𝑑𝜃
𝑑 2 (𝐸𝑃)
= −(𝑚𝑔𝑎 sin 𝜃 + 𝑀𝑔𝑎 cos 𝜃)
𝑑𝜃 2
Untuk mengetahui jenis keseimbangannya gunakan aturan berikut
𝑑2 (𝐸𝑃)
jika < 0 maka kesetimbangan sistem labil
𝑑𝜃 2
𝑑2 (𝐸𝑃)
jika = 0 maka kesetimbangan sistem netral
𝑑𝜃 2
𝑑2 (𝐸𝑃)
jika > 0 maka kesetimbangan sistem stabil
𝑑𝜃 2
𝑑 2 (𝐸𝑃)
untuk sistem ini, karena < 0 maka kesetimbangan sistem labil
𝑑𝜃 2
b. Sekarang kita gunakan 𝑚𝑃 = 𝑀 = 2𝑚 dan 𝑚𝑄 = 𝑚. Untuk mendapatkan persamaan
gerak sistem yang menjamin berlakunya hukum kekekalan energi, kita gunakan
metode energi. Pertama kita tentukan energi total sistem, untuk sistem ini energi
total. Kemudian karena energinya harus kekal berarti tidak ada perubahan energi
terhadap waktu atau turunan pertamanya terhadap waktu sama dengan nol. Maksud
dari tidak ada perubahan energi di sini adalah energi sistem tidak bertambah ataupun
berkurang artinya tidak ada energi yang masuk atau keluar sistem.
i. Kita jadikan lantai sebagai acuan, partikel P dan Q bergerak dengan kecepatan
tangensial yang sama sebesar 𝑣𝑡
𝑑𝜃
𝑣𝑡 = 𝑎
𝑑𝑡
Energi total sistem adalah
𝐸𝑀 = 𝐸𝐾 + 𝐸𝑃
1 2
𝑑𝜃 2 1 2
𝑑𝜃 2
𝐸𝑀 = 𝑀𝑎 ( ) + 𝑚𝑎 ( ) + 𝑚𝑔𝑎 sin 𝜃 + 𝑀𝑔𝑎 cos 𝜃
2 𝑑𝑡 2 𝑑𝑡
2
1 𝑑𝜃
𝐸𝑀 = (𝑀 + 𝑚)𝑎2 ( ) + 𝑚𝑔𝑎 sin 𝜃 + 𝑀𝑔𝑎 cos 𝜃
2 𝑑𝑡
Kita turunkan 𝐸𝑀 satu kali terhadap waktu untuk mendapatkan persamaan gerak
sistem.

Basyir Al Banjari

Ahmad Basyir Najwan
𝑑(𝐸𝑀) 𝑑 1 2
𝑑𝜃 2
= [ (𝑀 + 𝑚)𝑎 ( ) + 𝑚𝑔𝑎 sin 𝜃 + 𝑀𝑔𝑎 cos 𝜃] = 0
𝑑𝑡 𝑑𝑡 2 𝑑𝑡
2
1 𝑑 𝑑𝜃 𝑑 𝑑
0 = (𝑀 + 𝑚)𝑎2 ( ) + 𝑚𝑔𝑎 sin 𝜃 + 𝑀𝑔𝑎 cos 𝜃
2 𝑑𝑡 𝑑𝑡 𝑑𝑡 𝑑𝑡
2
𝑑𝜃 𝑑 𝜃 𝑑𝜃 𝑑𝜃
0 = (𝑀 + 𝑚)𝑎2 2
+ 𝑚𝑔𝑎 cos 𝜃 − 𝑀𝑔𝑎 sin 𝜃
𝑑2𝜃 𝑔
+ (𝑚 cos 𝜃 − 𝑀 sin 𝜃) = 0
𝑑𝑡 2 (𝑀 + 𝑚)𝑎
Subtitusi 𝑀 = 2𝑚
𝑑2𝜃 𝑔
+ (𝑚 cos 𝜃 − 2𝑚 sin 𝜃) = 0
𝑑𝑡 2 3𝑚𝑎
𝑑2 𝜃 𝑔
+ (cos 𝜃 − 2 sin 𝜃) = 0
𝑑𝑡 2 3𝑎
ii. Untuk mendapatkan besar gaya normal yang diberikan permukaan setengah
lingkaran pada kedua partikel kita harus meninjau gerak partikel pada arah radial.
Pada arah ini, kedua partikel memiliki percepatan sentripetal yang berarah
menuju pusat lingkaran. Dan besarnya dalah
𝑑𝜃 2
𝑎𝑠 = 𝑎 ( )
𝑑𝑡
𝑑𝜃 2
Untuk mendapatkan ( ) kita gunakan hukum kekekalan energi mekanik.
𝑑𝑡
𝐸𝑀𝐴𝑊𝐴𝐿 = 𝐸𝑀𝐴𝐾𝐻𝐼𝑅
1 𝑑𝜃 2
𝑚𝑔𝑎 sin 𝜃0 + 𝑀𝑔𝑎 cos 𝜃0 = (𝑀 + 𝑚)𝑎2 ( ) + 𝑚𝑔𝑎 sin 𝜃 + 𝑀𝑔𝑎 cos 𝜃
2 𝑑𝑡
2
3 𝑑𝜃
𝑚𝑎 ( ) = 𝑚𝑔(sin 𝜃0 − sin 𝜃) + 2𝑚𝑔(cos 𝜃0 − cos 𝜃)
2 𝑑𝑡
𝑑𝜃 2 2𝑔
( ) = [(sin 𝜃0 − sin 𝜃) + 2(cos 𝜃0 − cos 𝜃)]
𝑑𝑡 3𝑎
𝜋 1
subtitusi 𝜃0 = sehingga sin 𝜃0 = cos 𝜃0 = √2
4 2
2
𝑑𝜃 2𝑔 1 1
( ) = [( √2 − sin 𝜃) + 2 ( √2 − cos 𝜃)]
𝑑𝑡 3𝑎 2 2
𝑑𝜃 2 𝑔
( ) = [(√2 − 2 sin 𝜃) + 2(√2 − 2 cos 𝜃)]
𝑑𝑡 3𝑎
𝑑𝜃 2 𝑔
( ) = (3√2 − 2(sin 𝜃 + 2 cos 𝜃))
𝑑𝑡 3𝑎
Sehingga percepatan sentripetal kedua partikel adalah
𝑔
𝑎𝑠 = (3√2 − 2(sin 𝜃 + 2 cos 𝜃))
3
Perhatikan diagram gaya pada kedua partikel arah radial berikut!

Basyir Al Banjari

Ahmad Basyir Najwan
𝑦
𝑁𝑃
𝑁𝑄
𝜃
𝜃
𝜃 𝑥
𝜃 𝑎𝑠
𝑎𝑠 𝑚𝑔 sin 𝜃
2𝑚𝑔 cos 𝜃
Untuk partikel Q
𝑚𝑔 sin 𝜃 − 𝑁𝑄 = 𝑚𝑎𝑠
1
𝑁𝑄 = 𝑚𝑔 sin 𝜃 − 𝑚𝑔 (3√2 + 2(sin 𝜃 − 2 cos 𝜃))
3
1
𝑁𝑄 = 𝑚𝑔(5 sin 𝜃 + 4 cos 𝜃 − 3√2)
3
Untuk partikel P
2𝑚𝑔 cos 𝜃 − 𝑁𝑃 = 2𝑚𝑎𝑠
2
𝑁𝑃 = 2𝑚𝑔 cos 𝜃 − 𝑚𝑔 (3√2 + 2(sin 𝜃 − 2 cos 𝜃))
3
2
𝑁𝑃 = 𝑚𝑔(2 sin 𝜃 + 7 cos 𝜃 − 3√2)
3
iii. Untuk partikel Q
Syarat partikel meninggalkan permukaan silinder adalah 𝑁𝑄 = 0
1
𝑁𝑄 = 0 = 𝑚𝑔(5 sin 𝜃 + 4 cos 𝜃 − 3√2)
3
5 sin 𝜃 + 4 cos 𝜃 = 3√2
Perhatikan trik ini!
Bentuk trigonometri 𝐴 sin 𝜃 + 𝐵 cos 𝜃 bisa kita nyatakan sebagai 𝐶 cos(𝜃 + 𝜙)
𝐶 cos(𝜃 − 𝜙) = 𝐶 cos 𝜃 cos 𝜙 + 𝐶 sin 𝜃 sin 𝜙
𝐶 cos 𝜙 cos 𝜃 + 𝐶 sin 𝜙 sin 𝜃 = 𝐴 sin 𝜃 + 𝐵 cos 𝜃
Dari kesamaan suku kanan dan kiri akan kita dapatkan
𝐵 𝐴
𝐶 cos 𝜙 = 𝐵 → 𝐶 = dan 𝐶 sin 𝜙 = 𝐴 → 𝐶 =
cos 𝜙 sin 𝜙
𝐵 𝐴 𝐴 𝐴
= → tan 𝜙 = → 𝜙 = tan−1 ( )
cos 𝜙 sin 𝜙 𝐵 𝐵
𝐴 𝐴 𝐵
karena tan 𝜙 = maka sin 𝜙 = dan cos 𝜙 =
𝐵 √𝐴2 + 𝐵 2 √𝐴2 + 𝐵 2
kemudian kita dapatkan nilai 𝐶 yaitu
𝐵
𝐶= = √𝐴2 + 𝐵 2
cos 𝜙
Sehingga kita dapatkan
𝐴
𝐴 sin 𝜃 + 𝐵 cos 𝜃 = √𝐴2 + 𝐵 2 cos (𝜃 − tan−1 ( ))
𝐵
Kita kembali soal

Basyir Al Banjari

Ahmad Basyir Najwan
5 sin 𝜃 + 4 cos 𝜃 = 3√2

5
√52 + 42 cos (𝜃 − tan−1 ( )) = 3√2
4
5 3√2
cos (𝜃 − tan−1 ( )) =
4 √41
3√2 5
𝜃 = cos−1 ( ) + tan−1 ( )
√41 4
Untuk partikel P
Syarat partikel meninggalkan permukaan silinder adalah 𝑁𝑃 = 0
2
𝑁𝑃 = 0 = 𝑚𝑔(2 sin 𝜃 + 7 cos 𝜃 − 3√2)
3
2 sin 𝜃 + 7 cos 𝜃 = 3√2
Kita gunakan rumus yang kita sudah dapatkan
2
√22 + 72 cos (𝜃 − tan−1 ( )) = 3√2
7
2 3√2
cos (𝜃 − tan−1 ( )) =
7 √53
3√2 2
𝜃 = cos−1 ( ) + tan−1 ( )
√53 7

TALI MELUNCUR PADA LUBANG DI MEJA
Sebuah meja setinggi ℎ memiliki lubang ditengah permukaannya. Sebuah rantai tipis
homogen bermassa 𝑀 dengan panjang 𝐿 = ℎ diletakkan dengan cara “dikumpulkan”
disekitar lubang tersebut. Salah satu ujung rantai ditarik sedikit melewati lubang
kemudian dilepaskan sehingga rantai “jatuh” melalui lubang tersebut dengan kecepatan
yang bertambah seiring panjang rantai yang berada di bawah permukaan meja juga
bertambah. Asumsikan tidak ada gaya gesek yang bekerja. Percepatan gravitasi adalah 𝑔.
Tentukan :
a. Percepatan rantai selama belum rantai
menyentuh rantai.
b. Kecepatan ketika rantai pertama kali
menyentuh rantai.
c. Gaya normal yang dirasakan lantai akibat
jatuhnya rantai sebagai fungsi waktu. ℎ=𝐿
d. Waktu yang dibutuhkan ujung lain rantai
mencapai tanah dihitung sejak rantai
mulai bergerak.
e. Gaya normal ketika semua bagian rantai sudah berada di atas lantai untuk kondisi :
i. Tepat setelah selesai melakukan geraknya.
ii. Ketika waktu yang sangat lama
Pembahasan :
a. Kita tinjau keadaan ketika sebagian rantai sepanjang 𝑥 turun dari meja.
rantai
Basyir Al Banjari
𝑥
ℎ=𝐿
𝑚𝑔
Ahmad Basyir Najwan
Massa sebagian rantai sepanjang 𝑥 ini adalah 𝑚 = 𝜆𝑥 dan massa rantai yang masih di
atas meja adalah 𝑚′ = 𝜆(𝐿 − 𝑥) dengan 𝜆 = 𝑀/𝐿 adalah massa rantai persatuan
panjang yang nilainya konstan karena tali homogen. Rantai sisa yang masih berada di
atas meja sepanjang 𝐿 − 𝑥 mendapatkan gaya normal 𝑁 ke atas dari meja namun di
atasi oleh gaya berat rantai sisa ini 𝑚′𝑔. Bagian rantai yang turun mendapatkan gaya
gravitasi ke bawah sebesar 𝑚𝑔.
Hal yang perlu kita perhatikan adalah seluruh rantai bergerak dengan kecepatan dan
percepatan yang sama pada lintasannya sendiri. Hal ini terjadi karena tidak ada gaya
gesek. Kita gunakan Hukum II Newton untuk massa dan kecepatan sistem yang
berubah terhadap waktu yaitu
𝑑𝑝
Σ𝐹 =
𝑑𝑡
𝑑(𝑚𝑣)
𝑚𝑔 =
𝑑𝑡
𝑑𝑚 𝑑𝑣
𝑚𝑔 = 𝑣 +𝑚
𝑑𝑡 𝑑𝑡
𝑑𝑥 𝑑𝑣
𝜆𝑥𝑔 = 𝜆𝑣 + 𝜆𝑥
𝑑𝑡 𝑑𝑡
𝑔𝑥 = 𝑣 2 + 𝑥𝑎
𝑣2
𝑎 = 𝑔 − … (1)
𝑥
Atau bisa juga kita nyatakan sebagai
𝑑𝑥 𝑑𝑣 𝑑𝑥
𝑔𝑥 = 𝑣 +𝑥
𝑑𝑡 𝑑𝑡 𝑑𝑥
𝑑𝑣
𝑔𝑥 = 𝑣 2 + 𝑣𝑥 … (2)
𝑑𝑥
Misalkan kecepatan rantai 𝑣 sebagai fungsi 𝑥 adalah
𝑣 = 𝑘𝑥 𝑛
𝑑𝑣
= 𝑛𝑘𝑥 𝑛−1
𝑑𝑥
maka
𝑔𝑥 = 𝑘 2 𝑥 2𝑛 + 𝑛𝑘 2 𝑥 2𝑛
𝑔𝑥 = 𝑘 2 (1 + 𝑛)𝑥 2𝑛
Dari kesamaan suku kiri dan kanan akan kita dapatkan
1
1 = 2𝑛 → 𝑛 =
2
𝑘 2 (1 + 𝑛) = 𝑔

Basyir Al Banjari

Ahmad Basyir Najwan
1
𝑘 2 (1 + ) = 𝑔
2
3 2 2
𝑘 =𝑔→𝑘=√ 𝑔
2 3
Maka kecepatan rantai 𝑣 sebagai fungsi 𝑥 adalah
2 1 2
𝑣 = √ 𝑔𝑥 2 = √ 𝑔𝑥
3 3
Sehingga percepatan rantai adalah
𝑑𝑣 𝑑𝑣 𝑑𝑥 𝑑𝑣 2 2 𝑑 1 2 11 1
𝑎= = =𝑣 = √ 𝑔𝑥 √ 𝑔 𝑥 2 = 𝑔𝑥 2 𝑥 −2
𝑑𝑡 𝑑𝑥 𝑑𝑡 𝑑𝑥 3 3 𝑑𝑥 3 2
𝑔
𝑎=
3
Atau ada cara yang lebih mudah, perhatikan kembali persamaan (1)
𝑣2
𝑎=𝑔−
𝑥
Suku sebelah kanan 𝑔 dapat kita hubungkan dengan percepatan menggunakan
persamaan gerak lurus berubah beraturan karena percepatan rantai adalah konstan.
𝑣 2 = (𝑣0 = 0)2 + 2𝑎𝑥
𝑣2 𝑔
= 2𝑎 → 𝑎 = 𝑔 − 2𝑎 → 𝑎 =
𝑥 3
b. Ketika ujung bawah rantai menyentuh lantai 𝑥 = 𝐿, maka kecepatannya saat ini
adalah
2
𝑣 = √ 𝑔𝐿
3
c. Gaya normal total yang dirasakan lantai adalah berat sebagian rantai sepanjang 𝑦
yang sudah ada di atas lantai ditambah gaya akibat impuls yang diberikan oleh rantai.
Impuls yang diberikan oleh elemen rantai 𝑑𝑚 selama 𝑑𝑡 adalah 𝑑𝑝 = 𝑣′𝑑𝑚 dengan 𝑣′
adalah kecepatan pada elemen rantai 𝑑𝑚 ketika menumbuk lantai dan besarnya
adalah
𝑣 ′ = 𝑣 + √2𝑎𝑦
2 2 2
𝑣 ′ = √ 𝑔𝐿 + √ 𝑔𝑦 → 𝑣 ′ = (√𝐿 + √𝑦)√ 𝑔
3 3 3
Gaya impuls yang diberikan lantai adalah
𝑑𝑚 𝑑𝑦
𝐹𝐼 𝑑𝑡 = 𝑑𝑝 → 𝐹𝐼 = 𝑣′ = 𝜆𝑣′ = 𝜆𝑣′2
𝑑𝑡 𝑑𝑡
2𝑀𝑔
𝐹𝐼 = (𝐿 + 𝑦 + 2√𝐿𝑦)
3𝐿
Berat sebagian rantai yang sudah ada di atas lantai adalah

Basyir Al Banjari

Ahmad Basyir Najwan
𝑀
𝑤= 𝑔𝑦
𝐿
Gaya normal yang dirasakan lantai sebagai fungsi 𝑦 adalah
𝑁 = 𝐹𝐼 + 𝑤
2𝑀𝑔 𝑀
𝑁= (𝐿 + 𝑦 + 2√𝐿𝑦) + 𝑔𝑦
3𝐿 𝐿
𝑀𝑔
𝑁(𝑦) = (2𝐿 + 5𝑦 + 4√𝐿𝑦)
3𝐿
Ketika rantai pertama kali menyentuh lantai atau saat 𝑦 = 0 kecepatan rantai sama
dengan jawaban subsoal (b) karena rantai memiliki percepatan yang tetap, jarak 𝑦
sebagai fungsi 𝑡 adalah
2 1
𝑦 = 𝑡√ 𝑔𝐿 + 𝑔𝑡 2
3 6
Maka gaya normal yang dirasakan lantai sebagai fungsi waktu adalah
𝑀𝑔 2 1 2 1
𝑁(𝑦) = 2𝐿 + 5 (𝑡√ 𝑔𝐿 + 𝑔𝑡 2 ) + 4√𝐿 (𝑡√ 𝑔𝐿 + 𝑔𝑡 2 )
3𝐿 3 6 3 6
[ ]
Catatan : 𝑡 = 0 di sini di ukur sejak pertama kalinya lantai menyentuh lantai
d. Waktu sejak rantai mulai bergerak sampai ujung lain rantai atau ujung atasnya
sampai di tanah adalah
1𝑔 2 3𝐿
2𝐿 = 𝑇 → 𝑇 = 2√
23 𝑔
e. Daripada mensubtitusi waktu ke 𝑁(𝑡), akan lebih mudah jika kita subtitusi 𝑦 = 𝐿 ke
𝑁(𝑦)
i. Untuk kondisi ini gaya normal yang dirasakan lantai adalah
𝑀𝑔
𝑁(𝐿) = (2𝐿 + 5𝐿 + 4√𝐿𝐿)
3𝐿
11
𝑁(𝐿) = 𝑀𝑔
3
ii. Setelah selang waktu yang lama, gaya impuls dari rantai hilang sehingga gaya
normal yang dirasakan lantai sama dengan berat total lantai
𝑁 = 𝑀𝑔

KUMBANG DAN PERSEGI
Sebuah persegi ABCD tersusun dari empat buah batang tegar homogen identik yang
masing-masing memiliki panjang 2𝑎 dan bermassa 𝑚. Persegi tersebut ditempatkan pada
bidang horizontal licin dan diengselkan di titik A, sehingga dapat berputar bebas di
sekitar titik A tersebut. Seekor serangga dengan massa 𝑚 berjalan mulai dari titik B di
sepanjang batang BC dengan kecepatan konstan 𝑉 relatif terhadap batang. Ketika

Basyir Al Banjari

Ahmad Basyir Najwan
serangga tersebut berjalan selama 𝑡 detik, serangga sampai di titik E (titik E berada
diantara titik B dan C) dan diketahui batang sudah berputar sejauh
𝐶
𝐷 𝐶
𝐷
13 𝑉𝑡 3
𝜃(𝑡) = √ 𝑡𝑎𝑛−1 ( √ )
3 2𝑎 13
𝐵
𝑉
𝜃(𝑡)
𝐴 𝐵 𝐴
Posisi awal Posisi saat 𝑡
Tentukan (dinyakan dalam 𝑉, 𝑎, 𝑚, dan 𝑡) :

a. Kecepatan dan percepatan sudut persegi tersebut sebagai fungsi dari waktu.
b. Momen inersia sistem (persegi dan serangga) relatif terhadap poros A pada saat 𝑡.
c. Gaya normal antara serangga dan batang.
d. Gaya berarah sejajar BC pada serangga yang menyebabkan seranggga dapat bergerak
dengan kecepatan konstan relatif terhdap persegi.
𝑑 tan 𝑥
Pentunjuk ∶ = sec 2 𝑥
𝑑𝑥
Pembahasan :
a. Kecepatan sudut persegi adalah turunan pertama sudutnya terhadap waktu.
13 𝑉𝑡 3
𝜃(𝑡) = √ 𝑡𝑎𝑛−1 ( √ )
3 2𝑎 13
3 𝑉𝑡 3
tan (√ 𝜃(𝑡)) = √
13 2𝑎 13
𝑑 3 𝑑 𝑉𝑡 3
tan (√ 𝜃(𝑡)) = ( √ )
𝑑𝑡 13 𝑑𝑡 2𝑎 13
3 𝑑𝜃(𝑡) 𝑉 3
sec 2 (√ 𝜃(𝑡)) = √
13 𝑑𝑡 2𝑎 13
𝑑𝜃(𝑡) 𝑉 3 3
= 𝜔(𝑡) = √ cos2 (√ 𝜃(𝑡))
𝑑𝑡 2𝑎 13 13

Basyir Al Banjari

Ahmad Basyir Najwan
𝑉 3 3 13 𝑉𝑡 3
𝜔(𝑡) = √ cos 2 (√ √ 𝑡𝑎𝑛−1 ( √ ))
2𝑎 13 13 3 2𝑎 13
𝑉 3 𝑉𝑡 3
𝜔(𝑡) = √ cos 2 (𝑡𝑎𝑛−1 ( √ ))
2𝑎 13 2𝑎 13
Persamaan di atas bisa kita sederhanakan menggunakan trik berikut. Jika kita
mempunyai sebuah nilai trigonometri tan 𝑥 = 𝑝⁄𝑞 maka 𝑥 = tan−1(𝑝⁄𝑞 ). Jika kita
ingin mencari nilai trigonometri yang lain untuk sudut 𝑥 kita bisa gunakan cara
berikut
𝑝2 sin2 𝑥 1 − cos2 𝑥
tan2 𝑥 = 2 = =
𝑞 cos2 𝑥 cos2 𝑥
𝑝2 cos2 𝑥 = 𝑞 2 − 𝑞 2 cos 2 𝑥
(𝑝2 + 𝑞 2 ) cos2 𝑥 = 𝑞 2
𝑞2
cos2 𝑥 = 2
𝑝 + 𝑞2
Untuk persamaan di atas
𝑉𝑡 3 𝑉𝑡√3 𝑝
𝑥 = 𝑡𝑎𝑛−1 ( √ ) → tan 𝑥 = =
2𝑎 13 2𝑎√13 𝑞
Maka
2
52𝑎2
cos 𝑥 =
3𝑉 2 𝑡 2 + 52𝑎2
Kecepatan sudut persegi akan menjadi
3 26𝑉𝑎
𝜔(𝑡) = √ ( 2 2 )
13 3𝑉 𝑡 + 52𝑎2
Percepatan sudut persegi adalah turunan pertama kecepatan sudutnya terhadap
waktu
𝑑𝜔(𝑡) 𝑑 3 26𝑉𝑎
𝛼(𝑡) = = √ ( 2 2 )
𝑑𝑡 𝑑𝑡 13 3𝑉 𝑡 + 52𝑎2
3 26𝑉𝑎(−6𝑉 2 𝑡)
𝛼(𝑡) = √ ( )
13 (3𝑉 2 𝑡 2 + 52𝑎2 )2
156𝑉 3 𝑎𝑡 3
𝛼(𝑡) = − 2 2 2 2
√
(3𝑉 𝑡 + 52𝑎 ) 13

Basyir Al Banjari

Ahmad Basyir Najwan
b. Untuk mencari momen inersia sistem kita tinjau

𝐶
keempat sisi persegi secara terpisah sebagai
sebuah batang tegar dengan momen inersia 𝐸
2
terhadap pusatnya 𝐼0 = 1⁄12 𝑚𝐿 kemudian 𝐷
menggunakan teorema sumbu sejajar untuk 𝐻
mendapatkan momen inersia masing-masing sisi
terhadap poros A sedangkan untuk serangga, dia 𝑠
bisa dianggap sebagai massa titik. 𝐹 𝑑
Jarak EA = Jarak HA = 𝑏 𝐵
2 2 2 2 𝐺
𝑏 = 4𝑎 + 𝑎 = 5𝑎
Jarak FA = Jarak GA = 𝑎 𝜃(𝑡)
𝑠 = 𝑉𝑡 𝐴
Posisi saat 𝑡
𝑑 2 = 4𝑎2 + 𝑉 2 𝑡 2
𝐼𝐵𝐶 = 𝐼𝐶𝐷
𝐼𝐴𝐵 = 𝐼𝐷𝐴
Maka momen inersia sistem akan menjadi
𝐼𝑠 = 𝐼𝐴𝐵 + 𝐼𝐵𝐶 + 𝐼𝐶𝐷 + 𝐼𝐷𝐴 + 𝐼serangga
𝐼𝑠 = 2𝐼𝐴𝐵 + 2𝐼𝐵𝐶 + 𝐼serangga
𝐼𝑠 = 2(𝐼0 + 𝑚𝑏 2 ) + 2(𝐼0 + 𝑚𝑎2 ) + 𝑚𝑑 2
1 1
𝐼𝑠 = 2 ( 𝑚(2𝑎)2 + 5𝑚𝑎2 ) + 2 ( 𝑚(2𝑎)2 + 𝑚𝑎2 ) + 𝑚(4𝑎2 + 𝑉 2 𝑡 2 )
⏟ 12 12
𝐼𝑝
40
𝐼𝑠 = 𝑚𝑎2 + 𝑚𝑉 2 𝑡 2 dan 𝐼𝑝 = 12𝑚𝑎2
3
c. Suatu gaya 𝐹 bekerja pada serangga sejajar BC

𝐶
sehingga serangga bergerak dengan kecepatan
konstan. Dari hasil kita sebelumnya pada
subsoal (a) kita dapatkan bahwa percepatan 𝐷
sudut bernilai negatif, artinya torsi total yang 𝑁
bekerja cenderung memutar persegi searah
jarum jam. Berikut diagram gaya pada serangga 𝑁
dan persegi! 𝐹
Hukum II Newton untuk gerak rotasi Persegi 𝐵
−𝑁𝑉𝑡 = 𝐼𝑃 𝛼
𝐼𝑃 𝛼 𝜃(𝑡)
𝑁=− 𝐴
𝑉𝑡 Posisi saat 𝑡
Subtitusi 𝐼𝑃 dan 𝛼 ke persamaan di atas
12𝑚𝑎2 156𝑉 3 𝑎𝑡 3
𝑁=− (− 2 2 2 2
√ )
𝑉𝑡 (3𝑉 𝑡 + 52𝑎 ) 13
1872𝑚𝑉 2 𝑎3 3
𝑁= √
(3𝑉 2 𝑡 2 + 52𝑎2 )2 13

Basyir Al Banjari

Ahmad Basyir Najwan
d. Untuk mendapatkan besar gaya 𝐹 ada baiknya kita tinjau sistem secara keseluruhan.
Karena jika kita tinjau serangga secara terpisah, maka kita perlu mempertimbangkan
gaya sentrifugal akibat rotasinya terhadap poros A dan akan membuat persamaan
kita cukup rumit.
Hukum II Newton untuk gerak rotasi sistem
−2𝐹𝑎 = 𝐼𝑠 𝛼
𝐼𝑠 𝛼
𝐹=−
2𝑎
Subtitusi 𝐼𝑠 dan 𝛼 ke persamaan di atas
1 40 156𝑉 3 𝑎𝑡 3
𝐹=− ( 𝑚𝑎2 + 𝑚𝑉 2 𝑡 2 ) (− 2 2 2 2
√ )
2𝑎 3 (3𝑉 𝑡 + 52𝑎 ) 13
40 2 2 2
78𝑉 3 𝑡 3
𝐹 = ( 𝑚𝑎 + 𝑚𝑉 𝑡 ) ( √ )
3 (3𝑉 2 𝑡 2 + 52𝑎2 )2 13

PIDNAH ORBIT
Sebuah roket bermassa total 𝑚 mengelilingi bumi pada
low earth orbit berbentuk lingkaran dengan jari-jari orbit
𝑅1 . Roket ini akan berpindah orbit menuju orbit menuju
orbit berjari jari 𝑅2 > 𝑅1 dengan cara mengubah bentuk
orbitnya dalam bentuk orbit elips seperti yang 𝑅1
ditunjukkan oleh garis tebal pada gambar disamping.
Manuver orbit ini dicapai dengan membuang bahan 𝑅2
bakar sebanyak ∆𝑚1 > 0 sehingga memberika laju ∆𝑣1
searah kecepatan orbit pada orbit rendah. Kemudian 𝑚
roket membuang lagi bahan bakar sebanyak ∆𝑚2 > 0
sehingga memberikan tambahan laju ∆𝑣2 searah
kecepatan orbit pada orbit tinggi. Laju orbit roket untuk orbit rendah adalah 𝑣𝑅1 . Bahan
bakar roket memiliki laju buang konstan 𝑣𝑓 relatif terhadap roket. Tentukan :
a. tambahan laju ∆𝑣1 yang dibutuhkan untuk mengubah orbit dari lingkaran berjari-jari
𝑅1 menjadi elips (nyatakan dalam 𝑣𝑅1 , 𝑅1 , 𝑅2 ).
b. tambahan laju ∆𝑣2 yang dibutuhkan untuk mengubah orbit dari elips menjadi
lingkaran berjari-jari 𝑅2 (nyatakan dalam 𝑣𝑅1 , 𝑅1 , 𝑅2 ).
c. massa bahan bakar yang terbuang ∆𝑚1 dan ∆𝑚2 agar roket dapat melakukan
manuver tersebut (nyatakan dalam 𝑚, 𝑣𝑅1 , 𝑣𝑓 , 𝑅1 , 𝑅2 ).
Pembahasan :
a. Kecepatan roket ketika berada di orbit 𝑅1 adalah 𝑣𝑅1 . Dengan menggunakan
persamaan gaya sentripetal dimana gaya gravitasilah yang berperan sabagai gaya
sentripetal di sini, kita bisa menyatakan 𝑣𝑅1 ulang sebagai berikut
𝐹𝐺 = 𝐹𝑠

Basyir Al Banjari

Ahmad Basyir Najwan
𝐺𝑀𝐵 𝑚 𝑚𝑣𝑅1 2
=
𝑅1 2 𝑅1
𝐺𝑀𝐵 𝐺𝑀𝐵
𝑣𝑅1 2 = → 𝑣𝑅1 = √
𝑅1 𝑅1
Roket kemudian membuang bahan bakarnya sehingga kecepatannya bertambah dan
lintasan roket berubah menjadi elips. Ketika penambahan kecepatan ini terjadi, roket
berada di perihelium atau jarak terdekatnya dengan bumi yaitu 𝑅1 dan kecepatannya
di sini adalah 𝑣𝑝 . Planet terus bergerak sampai suatu ketika dia berada di aphelium
atau jarak terjauhnya dari bumi dalam lintasan elips ini yaitu 𝑅2 dan kecepatannya di
sini adalah 𝑣𝑎 . Kita bisa mencari 𝑣𝑝 dan 𝑣𝑎 dari hukum kekekalan momentum sudut
dan hukum kekekalan energi. Pada kasus gerak melingkar terhadap dengan gaya
gravitasi sebagai gaya sentripetalnya momentum sudut sistem akan kekal karena
arah gaya gravitasi dan jari-jarinya sejajar, karena torsi adalah perkalian silang antara
keduanya maka nilai torsi eksternal pada sistem bernilai nol. Alhasil momentum
sudut sistem kekal.
Kita gunakan hukum kekekalan momentum sudut untuk keadaan perihelium dan
aphelium
𝐿𝑎 = 𝐿𝑝
(𝑚 − ∆𝑚1 )𝑣𝑎 𝑅2 = (𝑚 − ∆𝑚1 )𝑣𝑝 𝑅1
𝑅1
𝑣𝑎 = 𝑣
𝑅2 𝑝
Kemudian kita gunakan hukum kekekalan energi untuk dua keadaan seperti
sebelumnya
𝐺𝑀𝐵 (𝑚 − ∆𝑚1 ) 1 𝐺𝑀𝐵 (𝑚 − ∆𝑚1 ) 1
− + (𝑚 − ∆𝑚1 )𝑣𝑎 2 = − + (𝑚 − ∆𝑚1 )𝑣𝑝 2
𝑅2 2 𝑅1 2
2
1 𝑅1 1 𝐺𝑀𝐵 (𝑚 − ∆𝑚1 ) 𝐺𝑀𝐵 (𝑚 − ∆𝑚1 )
(𝑚 − ∆𝑚1 ) ( 𝑣𝑝 ) − (𝑚 − ∆𝑚1 )𝑣𝑝 2 = − +
2 𝑅2 2 𝑅1 𝑅2
2 2
𝑅1 − 𝑅2 𝑅2 − 𝑅1
2 𝑣𝑝 2 = 2𝐺𝑀𝐵
𝑅2 𝑅1 𝑅2
(𝑅1 − 𝑅2 )(𝑅1 + 𝑅2 ) 2 𝑅1 − 𝑅2
2 𝑣𝑝 = 2𝐺𝑀𝐵
𝑅2 𝑅1 𝑅2
2𝑅 2 𝐺𝑀 𝐵
𝑣𝑝 2 =
𝑅2 + 𝑅1 𝑅1
2𝑅2 𝐺𝑀𝐵
𝑣𝑝 = √ √
𝑅2 + 𝑅1 𝑅1
2𝑅2
𝑣𝑝 = √ 𝑣
𝑅2 + 𝑅1 𝑅1
𝑅1 𝑅1 2𝑅2
𝑣𝑎 = 𝑣𝑝 = √ 𝑣
𝑅2 𝑅2 𝑅2 + 𝑅1 𝑅1

Basyir Al Banjari

Ahmad Basyir Najwan
Penambahan kecepatan ∆𝑣1 ketika orbit planet berubah dari orbit awal berjari-jari 𝑅1
menjadi orbit elips adalah
2𝑅2
∆𝑣1 = 𝑣𝑝 − 𝑣𝑅1 = √ 𝑣 − 𝑣𝑅1
𝑅2 + 𝑅1 𝑅1
2𝑅2
∆𝑣1 = 𝑣𝑅1 (√ − 1)
𝑅2 + 𝑅1
b. kecepatan pesawat ketika orbitnya berjari-jari 𝑅2 bisa kita dapatkan dari persamaan
gaya sentripetal dimana gaya sentripetal ini disebabkan oleh gaya gravitasi antara
pesawat dan bumi
𝐹𝐺 = 𝐹𝑠
𝐺𝑀𝐵 (𝑚 − ∆𝑚1 − ∆𝑚2 ) (𝑚 − ∆𝑚1 − ∆𝑚2 )𝑣𝑅2 2
=
𝑅2 2 𝑅2
𝑅1 𝐺𝑀𝐵 𝑅1 𝐺𝑀𝐵 𝑅1
𝑣𝑅2 2 = → 𝑣𝑅2 = √ √ = √ 𝑣𝑅1
𝑅2 𝑅1 𝑅2 𝑅1 𝑅2
Penambahan kecepatan ∆𝑣2 ketika orbit planet berubah dari orbit elips menjadi orbit
lingkaran berjari-jari 𝑅2 adalah
𝑅1 𝑅1 2𝑅2
∆𝑣2 = 𝑣𝑅2 − 𝑣𝑎 = √ 𝑣𝑅1 − √ 𝑣
𝑅2 𝑅2 𝑅2 + 𝑅1 𝑅1
𝑅1 2𝑅1
∆𝑣2 = 𝑣𝑅1 √ (1 − √ )
𝑅2 𝑅2 + 𝑅1
c. Kita bisa mencari massa bahan bakar yang dibuang untuk penambahan kecepatan
dengan menggunakan hukum kekekalan momentum. Kita tinjau dulu keadaan ketika
roket bermassa 𝑚 yang pada awalnya bergerak dengan kecepatan 𝑣. Roket ini
kemudian membuang bahan bakarnya sejumlah yang sangat kecil yaitu 𝑑𝑚 ke arah
yang berlawanan dengan arah gerak roket dengan kecepatan 𝑣𝑓 relatif terhadap roket
sehingga kecepatan roket bertambah sebesar 𝑑𝑣.
𝑚 𝑚 − 𝑑𝑚
𝑑𝑚
𝑣 − 𝑣𝑓
𝑣 𝑣 + 𝑑𝑣
Menggunakan hukum kekekalan momentum pada arah gerak roket akan kita
dapatkan
𝑚𝑣 = 𝑑𝑚(𝑣 − 𝑣𝑓 ) + (𝑚 − 𝑑𝑚)(𝑣 + 𝑑𝑣)
𝑚𝑣 = 𝑑𝑚𝑣 − 𝑑𝑚𝑣𝑓 + 𝑚𝑣 + 𝑚𝑑𝑣 − 𝑑𝑚𝑣 − 𝑑𝑚𝑑𝑣
0 = −𝑑𝑚𝑣𝑓 + 𝑚𝑑𝑣 − 𝑑𝑚𝑑𝑣

Basyir Al Banjari

Ahmad Basyir Najwan
Karena massa bahan bakar yang dilepaskan 𝑑𝑚 sangat kecil dan penambahan
kecepatan roket 𝑑𝑣 juga sangat kecil, maka suku 𝑑𝑚𝑑𝑣 akan bernilai lebih kecil lagi
dibanding dua suku lainnya sehingga dapat kita abaikan. Kemudian di sini ada satu
hal yang perlu kita perhatikan 𝑑𝑚 adalah pengurangan massa roket, sehingga bernilai
negatif. Untuk kekekalan momentum di atas tadi, kita menggunakan besarnya saja,
namun untuk berikutnya kita harus memasukkan tanda negatif karena akan kita
integralkan untuk massa roket sedangkan 𝑑𝑚 pengurangan massa roket.
0 = −(−𝑑𝑚)𝑣𝑓 + 𝑚𝑑𝑣
𝑑𝑚
𝑑𝑣 = −𝑣𝑓
𝑚
Kita integralkan persamaan di atas untuk 𝑣 dari 𝑣0 sampai 𝑣0 + Δ𝑣 dan untuk 𝑚0 dari
𝑚0 sampai 𝑚0 − Δ𝑚
𝑣0 +Δ𝑣 𝑚0 −Δ𝑚
𝑑𝑚
∫ 𝑑𝑣 = −𝑣𝑓 ∫
𝑣0 𝑚0 𝑚
𝑚0 − Δ𝑚
𝑣0 + Δ𝑣 − 𝑣0 = −𝑣𝑓 ln | |
𝑚0
∆𝑣 𝑚0 − Δ𝑚
− = ln | |
𝑣𝑓 𝑚0
∆𝑣 𝑚0 − Δ𝑚
exp (− ) =
𝑣𝑓 𝑚0
∆𝑣
Δ𝑚 = 𝑚0 [1 − exp (− )]
𝑣𝑓
Dengan 𝑚0 adalah massa awal roket beserta bahan bakarnya.
Untuk penambahan kecepatan roket dari orbit awal menjadi elips, massa awal roket
beserta bahan bakarnya adalah 𝑚01 = 𝑚 sehingga massa bahan bakar yang dibuang
adalah
∆𝑣1
Δ𝑚1 = 𝑚01 [1 − exp (− )]
𝑣𝑓
𝑣𝑅1 2𝑅2
Δ𝑚1 = 𝑚 {1 − exp [− (√ − 1)]}
𝑣𝑓 𝑅2 + 𝑅1
Untuk penambahan kecepatan roket dari orbit elips menjadi orbit akhir, massa awal
roket beserta bahan bakarnya adalah 𝑚02 = 𝑚 − Δ𝑚1 sehingga massa bahan bakar
yang dibuang adalah
∆𝑣2
Δ𝑚2 = 𝑚02 [1 − exp (− )]
𝑣𝑓
𝑣𝑅1 𝑅1 2𝑅1
Δ𝑚2 = (𝑚 − Δ𝑚1 ) [1 − exp (− √ (1 − √ ))]
𝑣𝑓 𝑅2 𝑅2 + 𝑅1

Basyir Al Banjari

Ahmad Basyir Najwan
𝑣𝑅1 2𝑅2 𝑣𝑅1 𝑅1 2𝑅1

Δ𝑚2 = 𝑚 exp [− (√ − 1)] {1 − exp [− √ (1 − √ )]}
𝑣𝑓 𝑅2 + 𝑅1 𝑣𝑓 𝑅2 𝑅2 + 𝑅1

MASSA BERTUMPUK
Gambar di bawah ini menunjukkan susunan 𝑁 𝑎
buah balok yang masing-masing bermassa
𝑚1 , 𝑚2 , . . . , 𝑚𝑁 (𝑁 bilangan genap). Balok 𝑚1 𝑚𝑁
terhubung dengan balok 𝑚2 yang berada di
atasnya melalui tali tak bermassa yang tak dapat 𝑚𝑁−1
mulur yang dilewatkan pada katrol. Demikian
pula balok 𝑚3 yang berada di atas balok 𝑚3 yang
berada di atas balok 𝑚2 terhubung dengan balok
𝑚2 tersebut melalui tak bermassa yang tak dapat
mulur yang dilwatkan pada katrol. Begitu
𝑚3
seterusnya hingga balok 𝑚𝑁 yang berada di atas
balok 𝑚𝑁−1 . Seluruh katrol tersebut masing- 𝑚2
masing memiliki momen inersia 𝐼 dan jari-jari 𝑅
yang sama. Koefisien gesek antara balok 𝑚1 𝑚1 𝐹
dengan lantai maupun antar semua permukaan
balok yang berimpit bernilai sama sebesar 𝜇. Percepatan gravitasi 𝑔 ke bawah. Balok 𝑚1
ditarik dengan gaya horizontal 𝐹 yang cukup besar sehingga sistem bergerak dengan
percepatan 𝑎 terhadap lantai
a. Tentukan besar percepatan 𝑎 dinyatakan dalam besaran-besaran di atas.
b. Jika 𝑁 = 10 dengan seluruh massa balok adalah sama besar 𝑚, momen inersia 𝐼 =
1/2 𝑚𝑅 2 , serta percepatan 𝑎 = 𝑔 maka gaya 𝐹 yang diberikan dapat dinyatakan
sebagai 𝐹 = 𝑘𝑚𝑔. Tentukan nilai 𝑘.
Pembahasan :
a. Perhatikan diagram gaya yang bekerja pada setiap balok dan katrol.

Basyir Al Banjari

Ahmad Basyir Najwan
balok 𝑚1 𝑁 balok 𝑚2 𝑁 balok 𝑚𝑁 𝑁

1 2 𝑁
𝑓2 𝑎 𝑎 𝑎
𝑓3
𝑇1 𝐹 𝑇1 ′ 𝑇2 𝑇𝑁−1 ′
𝑓1 𝑓2 𝑓𝑁
𝑁2 𝑁3
𝑚𝑔 𝑚𝑔 𝑚𝑔
balok 𝑚3 𝑁 balok 𝑚𝑁−1 𝑁

3 𝑁−1
𝑓4 𝑎 𝑓𝑁 𝑎
𝑇3 𝑇2 ′ 𝑇𝑁−2 ′ 𝑇𝑁−1
𝑓3 𝑓𝑁−1
𝑁4 𝑁𝑁
𝑚𝑔 𝑚𝑔
katrol 1 katrol 2
𝛼 𝛼
𝑇1 ′ 𝑇2 ′
𝑇1 𝑇2
katrol 3 𝛼 katrol 𝑁 − 1
𝛼
𝑇3 ′ 𝑇𝑁−1 ′
𝑇3 𝑇𝑁−1
Kita gunakan hukum dua newton pada semua balok sehingga akan kita dapatkan
persamaan geraknya masing-masing
𝐹 − 𝑓1 − 𝑓2 − 𝑇1 = 𝑚1 𝑎
𝑇1′ − 𝑓2 − 𝑓3 − 𝑇2 = 𝑚2 𝑎
𝑇2′ − 𝑓3 − 𝑓4 − 𝑇3 = 𝑚3 𝑎
…
′
𝑇𝑁−2 − 𝑓𝑁−1 − 𝑓𝑁 − 𝑇𝑁−1 = 𝑚𝑁−1 𝑎
𝑇𝑁−1 ′ − 𝑓𝑁 = 𝑚𝑁 𝑎
Gaya normal masing-masing balok adalah
𝑁1 = 𝑚𝑔 + 𝑁2
𝑁2 = 𝑚𝑔 + 𝑁3
𝑁3 = 𝑚𝑔 + 𝑁4
…
𝑁𝑁−1 = 𝑚𝑔 + 𝑁𝑁
𝑁𝑁 = 𝑚𝑔
Berarti
𝑁1 = 𝑁𝑚𝑔

Basyir Al Banjari

Ahmad Basyir Najwan
𝑁2 = (𝑁 − 1)𝑚𝑔
𝑁3 = (𝑁 − 2)𝑚𝑔
…
𝑁𝑁−1 = 2𝑚𝑔
𝑁𝑁 = 𝑚𝑔
𝑁𝑛 = (𝑁 + 1 − 𝑛)𝑚𝑔
Besar masing-masing gaya gesek adalah
𝑓1 = 𝜇𝑁1 = 𝜇𝑁𝑚𝑔
𝑓2 = 𝜇𝑁2 = 𝜇(𝑁 − 1)𝑚𝑔
𝑓3 = 𝜇𝑁3 = 𝜇(𝑁 − 2)𝑚𝑔
…
𝑓𝑁−1 = 𝜇𝑁𝑁−1 = 2𝜇𝑚𝑔
𝑓𝑁 = 𝜇𝑚𝑔
𝑓𝑛 = 𝜇(𝑁 + 1 − 𝑛)𝑚𝑔
Tinjau gerak rotasi pada masing-masing katrol(ingat bahwa tali tidak slip terhadap
katrol sehingga akan berlaku 𝑎 = 𝛼𝑅)
Katrol 1
𝑎
(𝑇1 − 𝑇1 ′)𝑅 = 𝐼
𝑅
𝐼𝑎
𝑇1 − 𝑇1′ = 2
𝑅
Pola ini akan terus sama pada setiap katrol sehingga akan kita dapatkan
𝐼𝑎
𝑇1 − 𝑇1′ = 2
𝑅
𝐼𝑎
𝑇2 − 𝑇2′ = 2
𝑅
′
𝐼𝑎
𝑇3 − 𝑇3 = 2
𝑅
…
′
𝐼𝑎
𝑇𝑁−1 − 𝑇𝑁−1 = 2
𝑅
Untuk mendapatkan percepatan sistem 𝑎, kita jumlahkan persamaan gerak masing-
masing balok
𝐹
⏟ − 𝑓1 − 𝑓2 − 𝑇1 + 𝑇⏟1′ − 𝑓2 − 𝑓3 − 𝑇2 + 𝑇
⏟2′ − 𝑓3 − 𝑓4 − 𝑇3 + ⋯
balok 𝑚1 balok 𝑚2 balok 𝑚3
′ ′
+𝑇
⏟𝑁−2 − 𝑓𝑁−1 − 𝑓𝑁 − 𝑇𝑁−1 + 𝑇
⏟𝑁−1 − 𝑓𝑁
balok 𝑚𝑁−1 balok 𝑚𝑁
= (𝑚1 + 𝑚2 + 𝑚3 + ⋯ + 𝑚𝑁−1 + 𝑚𝑁 )𝑎
𝐹 − 𝑓1 − 2 (𝑓
⏟2 + 𝑓3 + 𝑓4 + ⋯ + 𝑓𝑁−1 + 𝑓𝑁 )
𝑓
[(𝑇1 − 𝑇1 ′) + (𝑇2 − 𝑇2 ′) + (𝑇3 − 𝑇3 ′) + ⋯ + (𝑇𝑁−1 − 𝑇𝑁−1 ′)]
−⏟
𝑇
(𝑚1 + 𝑚2 + 𝑚3 + ⋯ + 𝑚𝑁−1 + 𝑚𝑁 ) 𝑎
=⏟
𝑚𝑡
𝐹 − 𝜇𝑁𝑚𝑔 − 2𝑓 − 𝑇 = 𝑚𝑡 𝑎 … (1)

Basyir Al Banjari

Ahmad Basyir Najwan
𝑁 𝑁 𝑁 𝑁−1
𝑓 = ∑ 𝑓𝑛 = ∑ 𝜇(𝑁 + 1 − 𝑛)𝑚𝑔 = 𝜇𝑚𝑔 ∑(𝑁 + 1 − 𝑛) = 𝜇𝑚𝑔 ∑(𝑁 − 𝑛)

𝑛=2 𝑛=2 𝑛=2 𝑛=1
𝑁−1 𝑁−1
1
𝑓 = 𝜇𝑚𝑔 (∑ 𝑁 − ∑ 𝑛) = 𝜇𝑚𝑔 (𝑁(𝑁 − 1) − (𝑁 − 1)(1 + 𝑁 − 1))
2
𝑛=1 𝑛=1
1
𝑓 = 𝜇𝑚𝑔(𝑁 2 − 𝑁)
2
𝐼𝑎 𝐼𝑎 𝐼𝑎 𝐼𝑎 𝐼𝑎
𝑇 = 2 + 2 + 2 + ⋯ + 2 = (𝑁 − 1) 2
⏟
𝑅 𝑅 𝑅 𝑅 𝑅
sejumlah 𝑁−1
𝑚𝑡 = ⏟
𝑚 + 𝑚 + 𝑚 + ⋯ + 𝑚 + 𝑚 = 𝑁𝑚
sejumlah 𝑁
Subtitusi kembali hasil ini ke persamaan (1)
𝐼𝑎
𝐹 − 𝜇𝑁𝑚𝑔 − 𝜇𝑚𝑔(𝑁 2 − 𝑁) − (𝑁 − 1) 2 = 𝑁𝑚𝑎
𝑅
𝐼𝑎
𝐹 − 𝜇𝑁 2 𝑚𝑔 = 𝑁𝑚𝑎 + (𝑁 − 1) 2
𝑅
2
𝐼
𝐹 − 𝜇𝑁 𝑚𝑔 = (𝑁𝑚 + (𝑁 − 1) 2 ) 𝑎
𝑅
2
𝐹 − 𝜇𝑁 𝑚𝑔
𝑎=
𝐼
𝑁𝑚 + (𝑁 − 1) 2
𝑅
b. Untuk subsoal ini kita subtitusikan nilai 𝑁 = 10, 𝑎 = 𝑔, 𝐼 = 1/2 𝑚𝑅 2 .
𝐹 − 100𝜇𝑚𝑔 𝐹 − 100𝜇𝑚𝑔
𝑔= =
9 29
10𝑚 + 2 𝑚 2 𝑚
29
𝑚𝑔 = 𝐹 − 100𝜇𝑚𝑔
2
29
𝐹 = ( + 100𝜇) 𝑚𝑔
2
Sehingga nilai 𝑘 adalah
29
𝑘= + 100𝜇
2

Basyir Al Banjari

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School-Based Management in Indonesian Basic Education: Good Practices in the

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Conference Paper · January 2017

DOI: 10.2991/coema-17.2017.46
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Advances in Economics, Business and Management Research, volume 45
2nd International Conference on Educational Management and Administration (CoEMA 2017)
SCHOOL-BASED MANAGEMENT IN INDONESIAN BASIC EDUCATION:
GOOD PRACTICES IN THE PAST
Laurens Kaluge Lilik Kustiani

Kanjuruhan University, Indonesia Kanjuruhan University, Indonesia
laurens@unikama.ac.id lilikkustiani36@gmail.com
Abstract: Good practices of school-based management had been implemented in Indonesia almost two decades particular in
basic education programs. However, it was still difficult to pinpoint certain program in a certain circumstances as the
exemplary for others. The objectives were clarifying such kind of difficulties. This study compared the practices of nine
programs at primary and junior secondary schools. Secondary data of 2420 respondents, from 15 districts in 7 provinces,
were descriptively analyzed. The findings related to school planning, budgeting, information system, leadership, school
climate, and school accountability. All these aspects appeared in those nine program. Most primary schools performed better
than the upper education level. The results suggested for educational policies on continuous improvement in school
management.
Keywords: good practice, school-based management, basic education, education program
I. INTRODUCTION planned activities of the program. Sixthly, monitoring

Plenty of evidences affirmed that good and evaluation system were applied in the program to
practices of school-based management (SBM) in allow proper implementation of the implemented
educational development may constitute local wisdom activities earlier planned. Seventhly, the reporting
or excellence. The results of initial reviews to the activities from the individual school to various parties
existing documents reporting on activities related to were applied transparently.
good practices as well as the supporting capacities In terms of differences, it could be identified
indicated that some of those good practices need to be that there was no significant difference among the
paid a very serious attention to be followed up by seven projects regarding the good practices as well as
actions [1], [2], [3]. their relevant aspects. In addition, from the documents
There were nine programs supposed to have reviewed it was found that in the enabling condition,
good practices in SBM. In terms of the program training was the most dominant factor in determining
characteristics, seven were related to SBM. [4] Those the existence of good practices within the programs
projects were Managing Basic Education (MBE), [7]. Due to the wide varieties of the trainings, not all
Regional Educational Development and Improvement of the training and workshop were covered within this
Program – funded by Japanese Government (REDIP- article. However, to make sense of the existing
JICA), Regional Educational Development and trainings, they were going to be discussed on the basis
Improvement Program – funded by Indonesian of the training purposely for the implementation of the
Government (REDIP-G), Decentralized Basic said good practices, directly prepared or designed by
Education Project (DBEP), Creating Learning the individual project [8].
Community for Children (CLCC), Basic Education The purpose of most of the training was
Project (BEP), Nusa Tenggara Timur Primary mainly to prepare the resource persons to enable the
Education Partnership (NTT-PEP). The other two good practice in the area of SBM to be implemented
projects, Science Education Quality Improvement properly following the scheme of the each project. In
Project (SEQIP) and Contextual Teaching and order to levelling the training, the resource persons
Learning Program (CTL), were mainly focused on the were trained in the district or sub-district level,
teaching learning activities only. depended on the types of participants. In most cases,
Among the seven projects which had the training would require the involvement of school
included the SBM components, their seven elements principals, teachers, and school committee members
found to be their good practices [4], [5], [6]. Firstly, as the main participants. In the case of REDIP
they established and empowered the school committee. programs (REDIP-JICA and REDIP-G) the
Secondly, school development plan were required in participants of the training were also school inspectors
the process of planning further activities for the [9].
incumbent year. Thirdly, the school development plan The similarities among the trainings provided
and school activities were always developed in to establish good practices in the area of SBM [10],
participatory manner between the school and the [11] were: the levels and types of training. Within
community through, at least the involvement of school each of them the elements of objectives, duration of
committee. Fourthly, they covered community trainings, the resource persons or trainers involved, the
expectation within the school development plan which resource materials used, the types and the number of
reflected the intention of schools to interact with the participants in each type and level of training, the
local community and involve their needs in the school venues and the organizers of the training in
policy. Fifthly, school budget was developed by the conducting the training for similar purpose are
team to ensure that the school could implement the scrutinized accordingly.
Copyright © 2017, the Authors. Published by Atlantis Press.

This is an open access article under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/). 267
committee. Figure 1 illustrated that by the project, the

II. METHODS most potential good practices of the community
The main questions to be answered were participation in school planning preparation was in
developed as follows. First, what were the conditions MBE, NTT-PEP, and REDIP-JICA.
that have led to the successful or unsuccessful
implementation of the good practices in SBM? Second, 2.7
what capacities allowed for the successful

implementation of the good practices in the district 2.6
down to the school level including community? Data

used in this study were obtained from a project on 2.5
Perencanaan sekolah
Mainstreaming Good Practices in Basic Education
operated by the South East Consortium for 2.4 SEKOLAH
International Development (SECID) in Indonesia, SD
2.3 SLP
funded by the European Commission. MBE REDIP G CLCC NT T PEP CT L
REDIP JICA DBEP BEP SEQIP
The data represented schools, district, and
Proyek/program
provinces. For the mapping study, the selection of the
target location of the study would be based on the six Figure 1 School Planning
criteria. The first, the availability of the program
offering the good practices within the nine programs With regard to education level, SD and SMP,
discussed in the earlier parts in a province and its it was clear that good practices in SD level were
respective districts. The second, the number of responded better than those of in SMP level. In SD
programs offered in a certain province, district, and/or level, the most potential community involvement in
sub-district. The third, the availability of the schools school planning forming good practices is shown in
where the good practices, from the nine programs, NTT PEP, MBE, and CLCC, while in SMP level the
were implemented. The fourth, number of schools in same is shown in DBEP, MBE, and REDIP JICA.
the sub-district, number of sub-districts in the district, Both description based on education level and
number of the districts in the province which district/kota, the community participation in SD level
implement good practices from certain programs. The was better on average compared with those in SMP
fifth, specific sub-district or district which offered level.
some good practices from which people can learn and
be benefited from. The sixth, the readiness of the B. School Budgeting System
provinces, districts, sub-districts, and schools to be School budgeting is related to the school
visited. development plan set forth in the SDP. Therefore, in
Data were collected from fifteen districts in Figure 2, the three projects for SD level i.e. MBE,
seven provinces. The total respondents were 2420 CLCC, and BEP, and for SMP level i.e. BEP, REDIP-
teachers, 1401 represented primary schools (SD – JICA, and BEP address transparency aspect on
sekolah dasar) and the rest junior secondary schools budgeting apart from budgeting system. Budget is
(SMP – sekolah menengah pertama). The data were prepared based on the actual reality of different parties
analysed descriptively, presented in graphs and to be followed-up through SWOT analysis for further
supported by the qualitative data. Basically the policy formulation. The community is required and
comparison among projects was useful in order to encouraged to be involved in financing education as
answer the research questions by figuring out the much as they are able. In view of local (district/kota)
salient good practices of related projects. characteristics, there is consistency between the type
of project and the location where the project is. Apart
III. RESULTS from the allocation set forth in School Budgeting Plan
Although, the SBM was specifically designed (RAPBS), transparency was addressed.
such as in MBE, REDIP-JICA, REDIP-G, DBEP,
BEP, CLCC and NTT-PEP, the actual practices in 4.0
field showed that all school samples had tried to 3.5
implement it in various grasp of knowledge. Such kind

3.0
of management had been socialized by the Ministry of
Education and Culture through the program called 2.5
Quality Improvement Using SBM (MPMBS – 2.0
manajemen peningkatan mutu berbasis sekolah). The Jenjang pendidikan

Mean DANA
1.5
following was the review of school-based SD/MI
management in view of school panning system, school 1.0

MBE REDIP G CLCC NTT PEP CT L
SMP/M T s
budgeting system, leadership, information system, REDIP JICA DBEP BEP SEQIP
climate, and school accountability aspects. Proyek/program
Figure 2 School Budgeting System

A. School Planning System
Significant community involvement in the C. Leadership
preparation of school development plan, which was In view of education level, as in Figure 3, it
carried through providing inputs to the school appeared that the leadership in SMP level was better
268
in average than that in SD level. In SD level, the most having high potential school climate in SD level were
potential good practices on leadership were shown in MBE, CLCC, and NTT-PEP respectively; while in
MBE, NTT PEP, and BEP, while in SMP level the SMP level they were REDIP-G, DBEP and CTL
same were shown in MBE, REDIP-JICA, and REDIP- respectively. The illustration of school climate based
G. The potential good practices on leadership aspect on district’s/kota’s characteristics and education levels
analysed based on district/kota were different from showed significant variation, especially in SMP level,
those of analysed by project. On education level, it although the average response of teachers to the
showed that leadership in SD level was better in school climate in SD level was higher than those in
average compared with those in SMP level. SMP.
3.6
3.5
3.5
3.4
3.4
3.3
3.3
3.2
3.2
3.1
SEKOLAH 3.1
Mean NO5
3.0 SD
3.0
2.9 SLP
SEKOLAH
Mean NO10
MBE REDIP G CLCC NTT PEP CTL
2.9
Proyek/program 2.8 SD
Figure 3 Leadership by Program and School Level 2.7 SLP

D. Information System
On information system at the school level, Proyek/program
Figure 4 showed that SD level was better than SMP. Figure 5 School Climate
In SDs, the projects that had most potential good
practices on information system were NTT PEP, MBE, F. School Acountability
and BEP respectively, while in SMP level were The responses to the school acountability,
REDIP G, DBEP, and CTL. The NTT-PEP had been Figure 6, had been adequate in almost all projects and
developing intensive communication system between education levels. The reponse to the sub-component in
the school and community even, in fact, each SMP level was generally higher than those in SD level.
kabupaten established the cooperation with local In SD level, the projects having high potential school
government’s radio. Comparison among locations accountability were MBE, DBEP and NTT-PEP
shows there was no significant differences between respectively; while in SMP level they were MBE,
potential good practices for sub-componen of REDIP-G, and BEP. The improvement of school
information system in SD and SMP level. accountability was shown by the results of observation,
for which almost all school samples post school
3.6 financial reports on school bulletin board. This report
included the total of budget, detailed expenditures, and
3.4
the balance at certain time. The potential good
3.2
practices of school accountability sub-component in
view of education level is significantly varied among
3.0 districts/kota.
SEKOLAH
Mean NO11
2.8
SD 3.7
2.6 SLP
3.6
3.5
Proyek/program
3.4
Figure 4 Information System
3.3
E. School Climate 3.2

Mean NO8DEF
Figure 5 illustrated that the high response to 3.1 SEKOLAH

this sub-component was given by NTT-PEP, CLCC, SD
3.0
and BEP. Special for NTT-PEP and CLCC, they
2.9 SLP
introduced a motto called “friendly with children” that MBE REDIP G CLCC NTT PEP CTL
might have led to the school climate. Whereas in BEP, REDIP JICA DBEP BEP SEQIP
their focus on environmental rehabiliation program Proyek/program

may also had led to the school climate in view of
Figure 6 School Accountability
socio-psychological. The response to school climate
based on education level in SD level was higher thant IV. DISCUSSION
that in SMP. This because the complexity in SD level
By and large, the school development plan
was lower compare with SMP level. The projects
appeared in all programs at both SD and SMP levels.
269
The plan itself took place due to the awareness of The school accountability [18], [11] was measured
preparation process, the community involvement in through education financing reports, parental
many schools. This revealed that bottom-up planning understanding to the children performace without
process had been developed in school level [12]. asking to the school, the awareness of the importance
For schools facilitated by MBE, the school of community existence as the information sources,
committees were involved in the preparation, and regular financial reports.
implementation, and monitoring/evaluation of SDP.
The project used socio-cultural approach that V. CONCLUSION
encouraged local community and the school Overall components of good practices of
committee to support the school in forming ideas, SBM took place in all projects in a wide variety, even
manpower, and fund [13]. In the planning process it in the projects, which designs were not to develop
discussed various curricular and extracurricular those components. Nothing perfectly happened, even
programs, learning facilities, and the opportunity of progress has to be going on in all levels of basic
community participation in education programs. In education. The enabling capacities for good practices
REDIP-JICA, the planning was the very vital process such as including the commitment of all related parties
that should be proposed using “bottom-up” approach of provider and stakeholders of education, the
in effective and accurate manner for approval and availability of adequate regulations and human
implementation in the upper level of school. Therefore, resources to support the emergence of good practices.
the project developed a special training on proposal The substances on school program, curriculum,
preparation. It was expected that the schools will be personnel, children, resource and facilities,
able to prepare good and adequate proposal in community support were the main ingredients for
accordance with the criteria established. Similar to being improved. On the hand, the managerial aspects
REDIP-JICA, BEP also motivate the whole parties such as leadership, school climate, quality assurance,
relate to education since the planning stage. and initiatives were needed to consider into proper
The study conducted evaluation to the action.
documents of planning (SDP) belong to the schools,
and the results showed that school vision and mission ACKNOWLEDGMENT
were considered to be good, even, in fact, the This study reanalyzed data from SECID
observation in field showed that major schools post Project on Mainstreaming Good Practices in Basic
the vision and mission at the school gate [14]. The Education, funded by the European Commision. We
other component that was considered to be vital was would like to thank for having access on the data set.
the goals and objectives of school development plan,
while the component having low potential good REFERENCES
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requesting the schools and community to provide through School-Based Management and Community
more fund for developing school sense of belonging Participation (A Joint UNESCO-UNICEF-GOI Pilot
Project): Evaluation Report. Jakarta 2000.
and the appropriate use of fund [16]. The aspects of [2] Caldwell BJ, & Spinks, J.M. Raising the Stakes - from
principal’s leadership that were positively responded improvement to transformation in the reform of schools.
by respondents related to the principal’s high London: Routledge; 2008.
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encouraged communities to acknowledge their Berbasis Sekolah). Paris: IIEP-UNESCO; 2006.
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response was the involvement of non-teacher [5] RTI-USAID. Managing Basic Education: Developing
Local Government Capacity (An Introduction to the
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opportunity to non-teacher staff to participate in their Children: Second Progress Report to the Government
school development. of New Zealand. Jakarta 2004.
Information system had potential good [7] Bergmann H, Whewell, E. Report of SEQIP Project
practices for the aspect of appropriate resolution of Progress Review Jakarta 2001.
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correlated with the accurate and effective internal Children: A Project Proposal to AusAID. Jakarta 2003.
communication within the school [17]. The school [9] MONE-JICA. The Study on Regional Educational
Development and Improvement Program (Phase 2) in
climate was indicated with the understanding of the Republic of Indonesia: Progress Report 4 Summary.
teacher and school staff to their responsibilities for the Jakarta 2004.
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determination of high expectation on teacher’s Leadership. 2008;36(2):235-52.
performance, and giving the opportunity to all school [11] Mette IM, Ed Bengtson. Site-Based Management
personnel to develop relevant professionalism [18]. versus System-Based Thinking, the Impact of Data-
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Educational Leadership. 2015;18(1):27-38.
[12] Somech A. Directive Versus Participative Leadership:
Two Complementary Approaches to Managing School
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[13] Prew M. Community Involvement in School
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Concepts to the Needs of South African Township
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Leadership. 2009;37(6):824-46.
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Educational Management Administration & Leadership.
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View publication stats
SCHOOL BASED
MANAGEMENT (SBM) :
INDONESIA EXPERIENCES
PROF. FASLI JALAL, PhD

ANDALAS UNIVERSITY
Indonesia Education Background
Before Law No. 22, 1999, the education
system was very centralized
Law No 22, 1999 and Law No. 25, 1999

mandated decentralization of the
government, and the education system
has been decentralized
High disparity of education quality

among provinces, districts/cities,
schools
WHY SCHOOL BASED
MANAGEMENT IS IMPLEMENTED?
IT CAN
CREATE THE
IT LEADS TO ENABLING
BETTER CONDITIONS
MANAGEMENT FOR IMPROVED
AND TEACHING
GOVERNANCE AND
LEARNING
Implementation of School-Based
Management in Indonesia
• <1998 :
• Before Crisis → No School-Based Management, Schools only have
Parents’ Teachers Association
• 1998-2000 :
• During Crisis → Social Safety Net Implemented;
• School-Based Management Introduced
• School Committee Established
• 2000 :
• Law No. 25 on National Development Planning, one of objectives is
to establish School-Based Management.
(cont…) Implementation of School-Based
Management in Indonesia
• 2002 :
• Ministerial Regulation No. 44; School Committee Regulation Established.
• 2003 :
• Education Law Enacted
• 2004 :
• Ministerial Regulation No. 87 on School Accreditation mandated schools to
have school-based management
• 2005 :
• the School Operational Assistance Program (Bantuan Operasional
Sekolah [BOS]) introduced
• Government Regulation No. 19 on National Standard of Education

mandated school to implement school-based management
• Decree No. 044/U/2002 (Ministry of Education, 2002) on
the Education Board and School Committees (SC)
defined the school committee as the community
representative body at the school level with membership
comprising:
• Parents
• Community leaders
• Education professionals
• Private sector
• Education associations
• Teachers
• NGOs
• Village officials.
• It must comprise a minimum of nine members and the
chairperson must come from outside the school.
• The Decree explicitly stipulates that SC objectives
should include:
1) to accommodate aspirations of the community on

operational policies and education sector programs
at the education unit (school level);
2) to encourage more community roles in education

provision at the school level; and
3) to facilitate the establishment of education service

provision at the school level in a transparent and
accountable manner.
The SBM survey in Indonesia
• In April 2010, the World Bank, in collaboration with the

RAND Corporation and Survey Meter, carried out a
sample survey of 400 public primary schools in Indonesia
spreading over 54 districts. Interviews were carried out
with 400 principals, 781 school committee members,
1,953 teachers, and 2,400 parents. In addition, 54 heads
of district (Kabupaten) or municipality (Kota) education
offices, 47 heads of sub-district (Kecamaten) education
offices, 52 chairs of the district education board, and 54 of
chief school inspectors in each district were also
interviewed. Selected Grade 5 pupils in each surveyed
school were tested in Indonesian language and
mathematics.
Results of SBM
Survey
Reported by
Dandan Chen
• The results of multiple regression show that
among the school decision and intermediate
outcome variables, controlling for other school
and parent characteristics :
• school spending on student activities
• the number of non-civil service teachers
• the teacher attendance rate
all have significant effects on math scores
• In the meantime, only the teacher attendance rate

shows a significant effect on language scores.
• Both the share of teachers receiving training from districts
or other sources, and the share of teachers receiving
performance evaluations from principals have a significant
effect on test scores.
• One result that might be comforting is that the share of
certified teachers is highly correlated with higher test
scores, for both language and math. This at least shows
that the on-going teacher certification process does
identify good teachers.
Summary
 the survey finds that the level of parental
participation and voice in school
management is quite low in Indonesia.
 While the role of school committees is
still limited to community relations,
school facilities, and other administrative
areas of schools, the school principal,
together with teachers, is very much
empowered to assert professional control
of the school.
Summary (2)
 the accountability system is very weak in
Indonesia’s school system, which is reflected in
inadequate information flow to parents, as well as
seemingly low parental awareness of holding
schools accountable.
 The accountability arrangement of the Indonesian
school system currently puts more emphasis on
top-down supervision and monitoring.
 Even though the interactions between district or
sub distrct education offices and schools are
generally frequent, the lack of rewards and
sanctions for good or bad performance also
leaves the system weak.
Summary (3)
 Although the scope of school-based
management in Indonesia is limited today, it
has begun to help schools make the right
decisions on allocation of resources and
hiring additional (non-civil servant) teachers,
and to create an enabling environment for
learning, including increasing the teacher
attendance rate. All these aspects are found
to have significantly positive effects on
student learning outcomes.
Summary (4)
 More importantly, non-civil service
teachers contribute significantly to
student learning. The study argues that
non-civil service teachers may have very
different characteristics from the current
civil service teachers: they are generally
younger, and many are fresh from college,
and with updated knowledge. They may be
also more motivated to earn ―job
security.
PARADIGM SHIFT IN INDONESIA
EDUCATION SECTOR
FROM
CENTRALIZED
EDUCATION SYSTEM
DECENTRALIZED
TO
EDUCATION SYSTEM
IMPLEMENTING SCHOOL
IN THE BASED MANAGEMENT
CONTEXT OF EXAMPLE
DECENTRALIZED BASIC
REGIONAL EDUCATION (DBE1) PROJECT
AUTONOMY
WHAT IS THE PURPOSE OF IMPLEMENTING SBM
INLINE WITH REGIONAL AUTONOMY
INCREASE LOCAL INCREASE

INCREASE SCHOOL
PARTICIPATION AND ACCOUNTABILITY AND
AUTONOMY
VOICE TRANSPARENCY
 School Committees (SC) created in 2002/2003

 School responsibilities were expanded (2005), schools
required to produce vision, annual and 4-year plans
 School Operational Assistance (BOS) block grants
implemented in 2005
DBE1 STUDY by RTI
• This study assessed the effectiveness and impact of
DBE1 school-based management interventions in terms
of (1) changes in management and governance in project
target schools and communities, and (2) the extent to
which the interventions were taken up and replicated
beyond the scope of the project.
Implementation of Autonomy (1)
• Majority of principals reported making final decisions
regarding school operations
SOURCE: Study and Paper by Jeffery Marshal, Rita Karam, Georges Vernez, 2012
Implementation of School-Based Management (SBM) in Indonesia
• But rarely did principals make final decisions on their own
Districts continued to be “somewhat
to very influential” on school matters
such as defining school vision,
developing school plans, determining
staff development
SC and parent’s participation in final

decisions and influence in school
matters were low
 District
supervisors monitored schools more
frequently than other stakeholders
District and SC monitored BOS
allocation quarterly
• SC was limited to signing BOS forms
Majority of parents did not receive

information, limiting their ability
to hold schools accountable
Overall, The Level of School
Capacity and
Support Fell Short
Majority of principals, teacher, SC and parent
were not provided with adequate socialization,
thus their knowledge and preparedness suffered
Resources varied greatly among schools
But there was school support and capacity

variation to capture their association with
implementation
School Final Decision Principal Influence Teacher Influence Parental
(ES) (ES) (ES) Input (ES)
District support
Adequacy of teacher training +.65***
Number of days of teacher training +.06*
Capacity
Years of teaching -.02**
Principal education (versus high school) -.77*** +.48**
Principal preparedness +.89****

Influence
District -.46*** +.28***
Principal +.44** NA NA
School-parent relationship
School responsiveness -.65** +.70**
Provision of information -.52*** +.21* +.41***
Region (versus Java)
Kalimantan -.46* -.52*** -.54***
Papua -.83*
Sumatera -.31*
Sulawesi -.37*
Maluku -.61* -1.1***
Urban school -.35* -.41*
Sample size (schools) 355 358 355 355
Explained variance (R2) .26 .29 .16 .17
Associations Between SBM And Student
Achievement
Bahasa (ES) Mathematics (ES)
Student and family characteristics
Student gender (versus girls) -.30***
Parent education +.17*** +.07*
Student attendance +.02*** +.03**
Capacity
Teacher certification +.06** +.07***
Years in teaching +.03*** +.01**
Principal preparedness +.13* +.76**
Curriculum standard level 4 (versus standard level 1) +.28*
Region (versus Java)

Kalimantan -.17*
Papua -.23*
Bali -.37***
Sulawesi -.18* -.23**
Maluku -.40**
Sample size (students/teachers) 7,164 / 348 7,350 / 355
Explained variance (R2) .18 .07
40 11-Sep-2012
Key factors associated with maximum impact
have been identified as follows:
• The program is firmly and explicitly based on government policy.
• Stakeholder ownership is strong.
• Institutional and human capacity is built.
• Technical assistance rather than funding is provided.
• The program is manageable and affordable for local partners.
• Scope and geographical focus is limited.
• A locally-based implementation methodology including on-site
• mentoring is adopted.
• A complete and integrated school-based management program
is provided.
• Commitment is built at provincial and district level.
Strengthen the capacity of SCs, principals and
teachers to implement SBM
Develop district capacity to support SBM
Provide the SC, parents and the public with

comparative information on the performance
of schools to hold them accountable
Address resource disparities among schools

• Examine the current financing of education
44
AN ANALYSIS OF DEIXIS USED BY ENGLISH TEACHER IN
TEACHING LEARNING PROCESS AT THE SEVENTH GRADE
PROGRAM KHUSUS OF MTsN 1 KARANGANYAR IN
ACADEMIC YEAR OF 2018/2019
THESIS
Submitted as a Partial Requirements
For The Degree of Sarjana in English Language Education
Written By:
Riska Arum Rahmawati
SRN 15.32.2.1.154
ENGLISH LANGUAGE EDUCATION
CULTURES AND LANGUAGE FACULTY
STATE ISLAMIC INSTITUTE OF SURAKARTA
2019
i
ADVISOR SHEET
ii
RATIFICATION
iii
DEDICATION
This thesis is dedicated to:
1. My beloved parents (Sukimin and Sripini)
2. My beloved grandfather (Hadi Thowil Sucipto)
3. My beloved brother (Ridho Gani Nurfaizi)
4. My beloved family
5. My beloved friends of CCS (Nurul, Intan, Wahyu, Yuni, Fio, Dewi)
6. My beloved friends of Genk Rektorat (Bekti, Imas, Udin, Sopyan, Wagas,
Eko, Danang, Canggih)
7. My beloved friends of PBI E class 2015
8. My beloved friends of GGC (Ratih, Elis, Vindha, Syariatul,Afifah,
Anisaul)
9. My beloved Friends of SMA (Diah, Yuwita, Septi, Mila,Very, Thoni,
Effendy)
10. My Almamater in IAIN Surakarta
iv
MOTTO
“O you who have believed, be patient and endure and
remain stationed and fear Allah that you may be successful”
“Wahai orang orang yang beriman, bersabarlah kamu dan tetaplah
bersiap siaga (di perbatasan negerimu) dan bertawakalah kepada Allah
agar kamu beruntung"
(Qs. Al Imran:200)
v
PRONOUNCEMENT
vi
ACKNOWLEDGEMENT
Alhamdulillah, all praises be to Allah, the single power, the Lord of the
universe, master of the day of judgment, God almighty, for all blessings and
mercies so the researcher was able to finish this thesis entitled An Analysis of
Deixis Used By English Teacher in teaching learning process at the Seventh
Grade Program Khusus of MTsN 1 Karanganyar in Academic Year of
2018/2019. Peace be upon Prophet Muhammad SAW, the great leader and good
inspiration of world revolution.
The researcher is sure that this thesis would not be completed without the
helps, supports, and suggestions from several sides. Thus, the researcher would
like to express her deepest thanks to all of those who helped, supported, and
suggested her during the process of writing this thesis. This goes to:
1. Prof. Dr. Mudofir, S.Ag, M.Pd, the Rector of the State Islamic Institute of
Surakarta.
2. Prof. Dr. Toto Suharto, S.Ag, M.Ag, as the Dean of Islamic Education and
Teacher Training Faculty of State Islamic Institute of Surakarta.
3. Budiasih, S.Pd. M.Hum. as the Head of English Education Department of State
Islamic Institute of Surakarta.
4. Irwan Rohardiyanto, M.Hum. as the advisor, who has given guidance, deeply
attention, help, advices and corrections to revise the mistake during the entire
process of writing this thesis.
vii
5. Muh. Husin Al-Fatah, M.Pd. as the validator who hasgiven supports advices,
helps, and has corrected my data.
6. All of lectures at English Education Department and English Letters program
and also official employees of Islamic Education and Teacher Training Faculty.
7. Drs. H. Nur Hasan, M.Pd. as the headmaster of MAN Sukoharjo, thanks for
giving permission to the researcher to conduct the research and collect the data.
8. Muhammad Rifa’i S.Pd. as the English teacher of eleventh grade students of
MAN Sukoharjo, big appreciation for her for giving the researcher knowledge,
experience and kindly help in conducting this research.
9. Her beloved parents Mr. Sukimin and Mrs. Sri Pini who always love and give
the best encouragements.
10. Her beloved grandfather Hadi Thowil Sucipto.
11. Her beloved brother Ridho Gani Nurfaizi, Ananda Naufal, Shakil thanks for
the understanding.
12. Her beloved uncle and aunty harmanto, Lilik Handayani, Lutfiana, Aji
Pamungkas thanks for encourage me.
13. Her best friends of CCS, Genk Rektorat, GGC thanks for all the happiness.
14. Her best friends of Excellent class, thanks for teaching the researcher the
means of patience, hardship, and happiness.
viii
15. All of her friends and relatives that she cannot mention them one by one.
Thanks for everything.
16. Thanks to IAIN Surakarta, English Education Department Community.
Thanks for approving the researcher to study here.
The researcher wishes that Allah SWT will give them in return all good
things that have been given to her. The researcher realizes that this thesis is still
far from being perfect. The researcher hopes that this thesis is useful for the
researcher in particular and the readers in general.
Surakarta, 16 November 2019
The researcher
Riska Arum Rahmawati
ix
TABLE OF CONTENT
TITLE..................................................................................................................i
ADVISORS SHEET...........................................................................................ii
RATIFICATION..................................................................................................iii
DEDICATION...................................................................................................iv
MOTTO...............................................................................................................v
PRONOUNCEMENT.........................................................................................vi
ACKNOWLEDGEMENT.................................................................................vii
TABLE OF CONTENT......................................................................................x
ABSTRACT.......................................................................................................xiii
LIST OF TABLES...............................................................................................xv
LIST OF APPENDICES....................................................................................xvi
CHAPTER 1: INTRODUCTION........................................................................1
A. Background of the Study........................................................................1
B. Identification of the Problem.................................................................7
C. Limitation of the problem......................................................................7
D. The Problem of Fomulation...................................................................8
E. The Objectives of the Study...................................................................9
x
F. Benefit of the Study...............................................................................9
G. Definition of The Key Terms...............................................................10
CHAPTER II : THEORETICAL REVIEW.....................................................12
A. Pragmatics............................................................................................12
1. Definition of Pragmatics................................................................12
2. Scope of Pragmatics.......................................................................15
B. Deixis Theory.......................................................................................19
1. Definition of Deixis........................................................................19
2. Type of Deixis................................................................................22
C. Meaning................................................................................................36
D. Context.................................................................................................38
E. Deixis in Teaching...............................................................................40
F. Condition profile of seventh grade program khusus in MTsN 1
Karanganyar.........................................................................................45
G. Previous Study of Research.................................................................48
CHAPTER III: RESEARCH METHODOLOGY............................................54
A. Research Design...................................................................................54
B. Setting of the Research.........................................................................55
1. Place of the research.......................................................................55
2. Time of the research.....................................................................56
C. Data and Sources of the Data...............................................................57
xi
1. Data................................................................................................57
2. Source of Data................................................................................58
D. Technique of Collecting Data..............................................................58
E. The Data Coding..................................................................................60
F. Technique of Data Analysis.................................................................61
G. The Trustworthiness of the Data..........................................................64
CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION.......................67
A. Research Findings................................................................................67
B. Discussion..........................................................................................162
CHAPTER V: CONCLUSION AND SUGGESTION....................................168
A. Conclusion.........................................................................................168
B. Suggestion..........................................................................................169
BIBLIOGRAPHY..............................................................................................172
APPENDICES....................................................................................................175
xii
ABSTRACT
Riska Arum Rahmawati. 2019. An Analysis Deixis Used by English

Teacher in Teaching Learning Process at the Seventh Grade Program Khusus
of MTsN 1 Karanganyar in Academic Year 2018/2019. Thesis. Islamic
Education and Teaching Training Faculty. State Islamic Institute of Surakarta.
Advisor : Irwan Rohardiyanto, S.S., M.Hum
Keywords : Deixis, English Teacher, Teaching Learning Process.
The aims of research are 1) to classify the types of deixis used by English
Teacher in Teaching Learning Process at the Seventh Grade Program Khusus of
MTsN 1 Karanganyar in Academic Year 2018/2019. 2) to know meaning of the
deixis utterances spoken by English teacher at the Seventh Grade Program Khusus
of MTsN 1 Karanganyar in Academic Year 2018/2019.
This research was designed as a descriptive qualitative research. The
subject of this research was the English teacher of seventh grade Program Khusus
of MTsN 1 Karanganyar. The technique of collecting data used by the researcher
was observation. The data were in the form of scripts of English teacher’s
utterances in the classroom which contained type of deixis. The data of deixis
were analyzed by reducing the data, presenting the data, analyzing the data by
using Yule’s theory and taking the conclusion and verification. The data of types
deixis based on the way to convey were analysed by reducing the data, presenting
the data, analysing the data by using Miles Huberman’s theory and taking the
conclusion and verification. The researcher used methodological triangulation.
The researcher compared the data which were obtained the data of observation,
recording and note-taking. The researcher also used investigator triangulation.
The researcher checks the data obatained from the observation to some experts.
The results of this research showed that the total of deixis used by English
teacher of the seventh grade program khusus of MTsN 1 Karanganyar were 245
data types of deixis from 171 data in utterances. The mostly type of deixis
obtained in teaching learning process were person deixis with 145 words in data
utterances, the second types was spatial deixis, with 52 words in data utterances
and the least types of deixis that applied in teaching learning process was
temporal deixis with 48 words in data utterances. While, the mostly types of
deixis were obtained during classroom activities were the use of word “I” and
“you” uttered by the English teacher. The word “I” in teaching learning process
referred to the teacher as the speaker, while the word “you” referred to the
students as the addressee. The implication of the research was to make the
teacher’s explanation can be understood well by the students and made the various
languages of the teacher. Besides, using deixis also gave the students’
xiii
understanding about pronouns and reference that can help them on arranging
some paragraphs or translating the text into target language.
xiv
LIST OF TABLES
Table 2.1 The differences between 7PK and 7 regular..........................................48
Table 2.2 The Differences between My Thesis with two thesis and two journals as
the previous study..................................................................................................52
Table 3.1 Time of Research...................................................................................57
Table 3.2 The Data Sheet of the Data Findings of the Types of Deixis Used by
English Teacher......................................................................................................63
Table 4.1 Types of Deixis Used by English Teacher...........................................148
Table 4.2 Tabulation Data of the Types of Deixis...............................................148
Table 4.3 Tabulation Data of the Meaning words of Deixis Utterances..............150
xv
LIST OF APPENDICES
Appendix 1 Teacher’s Utterances Transcript.......................................................176
Appendix 2 The Data Sheet of the Finding of Type Deixis Used by English
Teacher in Teaching Learning Process at the Seventh Grade Program Khusus of
MTsN 1 Karanganyar in Academic Year 2018/2019..........................................207
Appendix 3 Tabulation of the Data......................................................................301
Appendix 4 Field Note.........................................................................................305
Appendix 5 Transcript of Interview.....................................................................312
Appendix 6 Profile of MTsN 1 Karanganyar.......................................................316
Appendix 7 Profile of Seventh Grade program khusus.......................................338
Appendix 8 Photos of Research...........................................................................344
Appendix 9 The Premission Letters.....................................................................351
Appendix 10 A Letter of Validation....................................................................353
xvi
CHAPTER I
INTRODUCTION
A. Background of the Study
Language is an important part in someone life. It is an important
thing of communication. All people in this world need each other, they
inform all of their necessary by communication. The use of language
allows one to maintain relationship with other people in an interaction. So,
all people need it to transfer informations, ideas and feelings from one to
others. Language is used to communicate and interact each other in our
daily life, such as in family, society environment, educational institutions,
recreational places, etc. When two or more persons communicate each
other in speech, it is called as the systems of communication.
Language also has a main function as a transaction language. It is
used to convey information that is factual. All people can learn many
things through the language in everything to get the presence of life.
People also can interact each other using the language to express
something, send the message with different purpose such as share
information, asking agreement, communicate and etc. When we are taking
about language, it will directly relates with linguistic. Linguistics is the
study of language and the related to the context. One of language domain
is called pragmatics. Pragmatics is the discipline of language study which
focuses on the meaning in context. Pragmatics is the study of speaker
1
meaning in context. That is study of meaning in which the speaker and
listener are as the role to interpet in communication situation. Levinson
(1983:9) also states that pragmatics is the study of those relationships
between languages and context that are grammatical or encode the
structure of the language. Therefore, pragmatics deals with the situation of
speech and context.
By knowing the context of a situation or the background of the
utterance, it can help the people easier to understand the meaning of the
utterance that someone say. Communication can be understood easily by
both parties, the speakers and listener, when they know about the topic
being discussed and the context of the circumstances. Sometimes someone
are not sure about the phrase in the get of something that we hear, and we
understand about how to convey the utterance and understand utterance of
other people. Therefore the meaning of words in utterance can be known
from its context. Whereas, the words whose meaning can be interpreted
based on the context is called deixis.
Deixis is the words which the referents always change depending
on the context. The discussion of deixis has the meaning of pragmatics
because deixis is a part of pragmatics. Levinson (1983:54) states that
deixis is the single obvious way in which the relationship between
language and context is reflected in the structures of language themselves.
Besides, deixis concerns the ways in which language encoded or
grammatically features of the context of utterance or speech events. These
2
also concerns was in which the interpretation of utterance depends on the
analysis of that context of utterance. In addition, deixis is a technical term
from Greek for one of the most basic things we do with utterance that
means “pointing” via language (Yule. 1996:9). Yule also categories the
deixis into three kinds they are to indicate people via person deixis (me,
you), to indicate location via spatial deixis (here, there) and to indicate
time via temporal deixis (now, then).
Deixis also contained in the spoken language and written language.
In this research, the researcher did research about the used of deixis
contained in the spoken language. In spoken language, people can
recognize the person, place, time, type of deixis because the person that is
being talked about by the speaker is also known by listener, the place and
time when the speaker uttered some utterances. In studying deixis, we will
know that the use of words refers to a thing or people and it helps them to
be easier to understand what other people said. But sometimes someone
can also misunderstanding, there do not know what it means actually and
how it could be. It means that those words do not refer to anything. So, to
avoid misunderstanding, someone also should know about context of
situation.
In this research, the researcher took two thesis and two journals as
previous study to support her study in the scope of deixis. First, Nopita
Desi Saputri through her research entitled “An Analysis of Deixis on
Argumentative Essay Written By The Second Semester Students of English
3
Education Department at IAIN Surakarta In Academic Year 2016/2017”.
This research was described the kinds of deixis and identified the
problems encountered by students in the using of deixis an argumentative
essay of the second semester students at IAIN Surakarta. Second, Nurul
Rochmawati through her research entitled “An Analysis of Deixis in the
Song Lyrics in Coldplay‟s “A Head Full of Dreams” Album.” This
research focused on kinds of Deixis in the song lyrics in Coldplay‟s “A
Head Full of Dreams” album. Third, the International Journal on
Proceediengs of International Coference: Role of International Languages
toward Global Education system, June 2016. Conducted by M. Zaini
Miftah through his research entitled ““Analysis of Deixis in the Article
Selected from the Jakarta Post.” This research focused on types of deixis
found in the article selected from Jakarta post. Fourth, the Journal English
Language Teaching Vol. 1 No. 1, March 2015, composed by Maspufah
through his research entitled “Students‟ Competence in Interpreting Deixis
in Narrative Text At Grade XI IPA 1 Students of SMA Dharma Loka
Pekanbaru.” This research focused on types of deixis to determine student
competence in interpreting deixis in narrative text. The differences
between this research with others that the researcher did research to
identify the type of Deixis and to describe meaning word of deixis
utterances used by English teacher during the teaching and learning
process.
4
The researcher did research in MTsN 1 Karanganyar. The reason
why the researcher choose MTsN 1 Karanganyar as place of the research.
MTsN 1 Karanganyar is one of school that excellence things because the
school got many achievements in any educational competitions and
applying good manners, dicipline. MTsN 1 Karanganyar is school which
has a great progress and profesional educators. Furthermore, the researcher
chooses this school because it has Program khusus (PK). Program khusus
is the class that consists of the students who have achievement more than
another class.
The researcher had done the observation with one of English
teacher on January 3th 2019, the teacher stated that the used on delivering
the lesson to students, teachers often used two language, which combine
English and Indonesian language. Because the students did not understand
if teacher used the full English. Therefore, to make effective
communication when giving lessons, the teacher shows some of the use of
deixis which is addressed directly to the students in a situation in which
the utterance was expressed. If teacher often used the same words many
times, students did not interest on the teacher‟s explanation. In addition,
teachers must master a lot of vocabulary and variety words. So, students
are always interested in learning. Teachers can also teach about the
reference and pronouns to begin students with the use of deixis. In
addition, the researcher choose the teacher of English as a subject of
research, because the teacher has an interesting way to give a lesson.
5
Therefore, the learning process becomes so funny, inspiring, and not
boring for the students. Example of deixis spoken by the English teacher
in teaching learning process as follow:
Teacher: “Bring that dictionary here and take this English book
there”.
The utterance above was spoken by the English teacher to the
students in the classroom. Context situation the utterance above is
happened in the classroom when English teacher began the lesson. The
utterance happened before the teacher explains all materials. The utterance
interpreted as Deixis. There are four words deixis, the word “here” refers
to the location near the speaker while “there” refers to the location away
from the speaker. In addition, the word “that” indicates the object
(dictionary) is close to addressee location whereas the word “this”
indicates the object (English book) is close to speaker‟s location. From
those examples, it can be known the type of deixis is usually in classroom
activity. However, in this research, the researcher only focused on the
analyzing the type of deixis. Beside this research is qualitative research, it
can be easily understood by the reader about the data of the research if the
data mentioned as in the textual data.
Related to the phenomenon above, the researcher decided to
analysis the used deixis which is produced by English teacher during the
Learning process in the classroom. The researcher chose this topic for
6
analysis because the researcher are interested to know the deixis used by
the English teacher during classroom activities. By doing this research, the
researcher hoped that this research can become the teacher in determining
the used of deixis in the English language during the learning process. The
researcher focused on the analysis of the types of deixis proposed by
George Yule. From the reason mentioned above, the researcher did the
research with the tittled “AN ANALYSIS OF DEIXIS USED BY
ENGLISH TEACHER IN TEACHING LEARNING PROCESS AT
SEVENTH GRADE PROGRAM KHUSUS OF MTsN 1
KARANGANYAR IN ACADEMIC YEAR OF 2018/2019”
B. Identification of Problem
Based on the background above, the researcher would like to
identify the problem as follow:
1. The type of deixis that used by English teacher in teaching learning
process.
2. The meaning word of deixis utterances used by English teacher in
teaching learning process.
C. Limitation of the Problem
Deixis is a scope of pragmatics. In order to make this research easy
to analyze, the researcher limited this research in terms of qualitative
method. In this research, the researcher focused only in the deixis used by
the English teacher which is put forward by Yule‟s theory. Those are the
person deixis, spatial deixis and temporal deixis in teaching learning
7
process used by English teacher's in material asking and providing
information and song of second semester at the seventh grade program
khusus of MTsN 1 Karanganyar in Academic year of 2018/2019.
The researcher focused only on the teacher‟s deixis and which has
been found during the teaching learning process in the classroom. Types of
deixis that had been analyzed are limited to deixis in both English and
Indonesian language. So, the researcher found types of deixis in various
languages also can know by seeing the context. The analysis had been
based on the conversational data related to the utterance used by English
Teachers during the teaching learning process in the classroom. The
researcher would like to limit the scope of the study the problems to avoid
misunderstanding in interpreting the problems. The limitation is done to
understand the students and to make the research clear.
D. The Problem Formulation
Related on the limitation of the study, the problems statement in
this study are formulated, as follows:
1. What are the types of deixis used by English teacher in teaching
learning process at the seventh grade program khusus of MTsN 1
Karanganyar in Academic year of 2018/2019?
2. What are the meaning word of the deixis utterances spoken English
teacher in teaching learning process at the seventh grade program
khusus of MTsN 1 Karanganyar in Academic year of 2018/2019?
8
E. The Objective of the Study
Based on the statement of problems statement above, the objectives
of this study are:
1. To classify the types of deixis are used by English teacher in teaching
learning process of the seventh grade program khusus of MTsN 1
Karanganyar in Academic year of 2018/2019
2. To know meaning word of the deixis utterances spoken by English
teacher of the seventh grade program khusus of MTsN 1 Karanganyar
in Academic year of 2018/2019
F. The Benefit of the Study
The researcher expects this research gave the benefits for the reader
and for the afterwards study about pragmatics especially on deixis study.
This research is not only for the pragmatics but also for the common
people. In addition, this research tried to give some benefits as follows:
1. Theoretically
The results of this research gave a knowledge to develop the
study and analysis on linguistics study related to English teacher
utterance during the classroom learning process. The researcher
expects this research gave new knowledge and understanding about
types of deixis used by English teacher in teaching learning process
and to know meaning word of deixis utterances spoken by English
9
teacher. The researcher hoped that the readers got understand about the
theory of deixis especially types of deixis when they read this research
in order to got the additional knowledge of it.
2. Practically
The practically, this research is expected to give information
about deixis theory, especially for the next research. This research also
expected to give inspiration for the readers who are interested in study
of deixis and it was an additional reference for the readers who
interested in researching this study.
G. The Definition of Key Terms
There are some keywords used in this research. There are mentioned
as follows:
1. Pragmatics
Yule (1996:3) states that pragmatics is concerned with the study of
meaning as communicated by a speaker (or writer) and interpreted by a
listener (or reader).
2. Deixis
Yule (1996:9) states that deixis is a technical term (from Greek) for
one of the most basic things we do with utterance that has a mean as
pointing via language.
10
3. Context
Cutting (2002:2) stated that context refers to the knowledge of
physical and social world, and the socio-psychological factors
influencing communication as well as the knowledge of the time and
place in which the words are uttered or written.
4. Meaning
According to Lyons (1977:2) meanings of a word or of a sentence
is a manifestation of the use the word or sentence which depends on
the situation of the use of that word or sentence.
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CHAPTER II
THEORETICAL REVIEW
A. Review on Pragmatics
1. Definition of Pragmatics
Language is a tool for communicating with people. In
communication process, there were a speaker and a listener. Both of
the speaker and a listener have to understand the meaning of what they
were talking about. In linguistics, someone can study the speaker‟s
meaning through pragmatics.
Yule (1996:3) states that pragmatics is concerned with the
study of meaning as communicated by a speaker (or writer) and
interpreted by a listener (or reader). Pragmatics is also defined as the
use of language which is determined by the situations of community
in communication process (Mey, 2001:6). Leech (1983:6) states that
pragmatics is the study of meaning which has connection to
conversational circumstances. When someone talks about something,
his or her meaning is based on the situations. It means that the
situation or condition affects the speaker‟s meaning in
communication.
There are many definitions about the notion of pragmatics
defined by linguists. Pragmatics is the study of the use of language in
12
communication, especially in the relationship between sentences and
the contexts and situations in which they are used. Levinson (1983:
24) describe pragmatics as the study of the ability of language uses to
pair sentences with the contexts in which they would be appropriate.
From the linguistics estimated above pragmatics is the study of the
aspects of relationship between language and the context. Pragmatics
always includes the aspects of participants and context where the
conversation takes place. It is assumed that speaker and listener
involved in conversation are generally cooperating with each other.
Context becomes a significant aspect in pragmatics because the same
utterances may have more than one pragmatic meaning when it is
uttered in different context. So, pragmatics it is attractive because it
involves how people understand each other linguistically, but
pragmatics can be also a scope that difficult because this study needs
to understand other people and what is in their minds.
Yule (1996:3) states the four areas that pragmatics is
concerned as follows:
a. Pragmatics is the study of meaning.
Pragmatics is concerned with the study of meaning as
communicated by a speaker (or writer) and interpreted by a listener
(or reader). It analyzes more in what people mean by their utterances
13
than in what the words or phrases in those utterances might mean by
themselves.
b. Pragmatics is the study of contextual meaning.
This type of study necessarily involves the interpretation of
what people mean in a particular context and how the context
influences what is said. It requires the consideration of how the
speakers organize what they want to say in accordance with who they
are talking to, where, when, and under what circumstances.
c. Pragmatics is the study of how we recognize what is meant even
when it is not actually said.
This approach also necessarily explores how listeners can
make influences about what is said in order to arrive at an
interpretation of the speaker‟s intended meaning. This type of study
explores how a great deal of what is unsaid is recognized as part of
what is communicated. We might say that it is the investigation of
invisible meaning.
d. Pragmatics is the study of the expression of relative distance.
This perspective raises the question of what determines the
choice between the said and the unsaid. The basic is tied to the notion
of distance. Closeness, whether it is physical, social, or conceptual,
14
implies shared experience. On the assumption of how close or distant
the listener is, speakers determine how much needs to be said.
Based on the all of definitions delivered by the experts above,
it can be concluded that pragmatics is the study of the language use in
which the method the user uses the language is affected by the
situation around him or her. The situation around the speaker becomes
one of the considerations when using a language.
2. The Scope of Pragmatics
There were some topics discussed in pragmatics. Levinson
(1983:27) states that pragmatics is the study of deixis, implicate,
presupposition, speech act and aspect of discourse structure. In this
research, implicate explained more in the next item. The other topics,
however, explained briefly.
a) Deixis
Deixis is a technical term (from Greek) for one of the most
basic things we do with utterances. Deixis means „pointing‟ via
language (Yule, 1996:9). Deixis is clearly a form of referring that is
tied to the speaker‟s context. Therefore, the deixis of utterance is
meaningful if the context of the utterance is accurately known.
15
Example: “Salsa knows that I do love her.”
For example above “her” is identified as person deixis because “her”
is pointing language that to indicated a people, Salsa.
b) Implicature
It is a proposition based on the interpretation of the language
use and its context of communication in a bound that the participants
can interpret what the implication of a message or utterance in a
different way from what the speaker literally means.
Example:
A: “could you come to the party tonight?”
B: “my parents are visiting.”
There is an implicature inside “B” utterances, means that “B”
does not come to the party because his parents are at his home visiting
him.
c) Presupposition
According to Yule (1996:25) presupposition is something the
speaker assumes to be the case prior to making an utterance.
Presupposition of a statement remained constant even when that
statement is negated.
16
Example:
“John‟s car is not red”
“John has a car”
There is a presupposition in this sentence. The assumption that
appeared in this sentence is that have a similar assumption that John
has a car and the color is not red.
d) Speech Act
Speech act carries some actions in an utterance. Yule
(1996:49) states that in uttering a sentence, one might be said to be
performing action. There are three basic acts, namely:
1) Locutionary act, it is the basic fact of utterance because it produces
a meaningful linguistic expression.
Example: “today is very sunny.”
From the example above, it can be interpreted that the speaker
wants to give information about the weather condition on that day.
Perhaps, the speaker also explains what the speaker wants for the
listener to do what she/ he wants. It means that there is an implicit
message inside the utterances.
17
2) Illocutionary acts are the real action performed by the utterances.
Example: “would you mind to pick me up tomorrow morning?”
From these utterances, it can be intended that the speaker wants
the listener to pick him/ her up the next following morning for
some purposes. It is recognized that the utterance is intended as a
request. The speaker intends the listener to recognize the
illocutionary acts of an order to pick her/ him up. It can be
concluded that illocutionary acts are the intentions behind the
speaker‟s utterances.
3) Perlocutionary act, it is done to have an effect from the utterance.
Example:
A: Today is very hot
B: I‟ll turn on the fan for you.
From the example above implicitly, by saying this utterance the
speaker intends to ask the hearer to turn on the fan or air
conditioner since the weather is hot. It means only that if the hearer
determined to turn on the fan, then the speaker‟s request was
successful. These perlocutionary acts are described by causative
verbs which normally corporate the intended results of
18
illocutionary act. Thus, by indicating the utterance said by the
hearer, the speaker‟s intention is interpreted successfully by the
hearer. Based on the explanation, perlocutionary acts are the effects
that the utterances have on the hearer.
e) Discourse Structure
It related with the organization of conversation. Every
conversation can be analyzed through conversation analysis because it
has structures. For example turn taking is had done when someone
respects other people in taking their turns in speaking and adjacency
pairs is a fundamental unit of conversational organization, that
manage the kind of paired utterances of which question should be
replied by answer, greeting by greeting, or offer by acceptance. Those
five aspects have the relation with the context because without
appreciating the context of utterance, the messages of a speech cannot
be interpreted accurately.
B. Deixis Theory
1. Definition of Deixis
Deixis is one of the scopes of pragmatics that we have to
master when communicating so all of information that we convey can
be received correctly by the listener. Deixis actually the way in which
a relationship between language and the context. Levinson (1983:54)
19
deixis is the single obvious way in which the relationship between
language and context is reflected in the structures of language
themselves. Besides, deixis concerns the ways in which language
encoded or grammatically features of the context of utterance or
speech events. These also concerns were in which the interpretation of
utterance depends on the analysis of that context of utterance. Deixis
concerns the ways of languages encode information about the context
in which utterances occur, and the ways in which the interpretation of
utterances depends on the analysis of the context (Strazny, 2005: 260).
Besides that, deixis is a site and used for identifying people, object,
event, process or an activity that is being spoken or referred into space
and time dimension. Consider the following example:
I am now sitting on the desk.
The word “I” refers to the person uttering the sentence. The
time which “now” is dependent on the moment of statement is uttered.
The word “on the desk” indicates a place where the participant in the
speech event.
Fillmore (1997:59) also refers to deictic as those lexical items
and grammatical forms which can be interpreted only when the
sentences in which they occur are understood as being anchored in
some social context, that context defined in such a way as to identify
20
the participants in the communication act, their location in space, and
time during which the communication act is performed.
Moreover, Yule (1996:9) stated that deixis is a technical term
(from Greek) for one of the most basic things we do with utterance
that has a mean as pointing via language. Any linguistic form used to
accomplish this “pointing” is called a deictic expression. Deictic
expressions are also sometimes called indexical. They are among the
first forms to be spoken by very young children and can be used to
indicate people via person deixis (me, you), or location via spatial
deixis (here, there), or time via temporal deixis (now, then, yesterday)
or discourse analysis or demonstrative article or discourse deixis (this,
that, these, those). All these expressions depend, for their
interpretation, on speaker and hearer sharing the same context. For
example:
I‟ll put this here
The explanation drawn by Yule has explained that some
linguistic expressions logically need contextual interpretation in the
process of communication. In addition, Yule (1996:9-10) also explain
that deictic is clearly a form of referring that is tied to the speaker‟s
context, with the most basic distinction between deictic expressions
being „near speaker‟, or proximal terms, are this, there, here, now. The
„away from speaker‟, or distal terms are that, there, then. Proximal
21
terms are typically interpreted in terms of the speaker‟s location or the
center of deictic. While, distal terms can simply indicate „away from
speaker‟, but in some languages can be used to distinguish between
„near addressees‟ and „away from both speaker and addressee‟.
Kreidler (1998:144) also state that deictic words are used to point to
things in the physical-social context of the speaker and addressee.
Therefore, there are some very common words in our language that
can‟t be interpreted at all if we don‟t know the context, especially the
physical context of the speaker and addressee. These are words such
as here, there, this or that, now and then, today or tomorrow,
yesterday, as well as pronouns such as you, me, her, him, it, her, I,
them, etc.
From the explanation above, deixis can be called as a study to
examine the words that refers to a person, time, and place in order to
know and understand more about the words. It is require the deictic
understanding here means refer to the situation like how the
conditions and social situation, who uttered the word and etc.
2. Type of Deixis
From the explanations above tell that there are many
perspectives from the linguist about the definition about deixis.
Therefore, every linguist also has their own view and opinion about
22
types of deixis. There are several types of deixis based on some expert
as follows:
a. Levinson (1983:54) generates five types of deixis :
1) Person deixis
The function of person deixis is to indicate person.
Levinson (1983:69) says that there are three categories of person
deixis, such as first person, second person and third person.
Category of first person is refers to the speaker, second person is
refer to addressee and third person is refer to other participant in
speech situation. The roles of the participants were divided into
three, which was the first, second, and third person.
a. First person deixis
Levinson (1983:62) states that first person deixis is
the grammaticalization of the speaker‟s reference to
himself. First person deixis is deictic reference that refers to
the speaker. Singular pronoun: I, me, myself, my, mine.
Then, plural pronouns: we, us, ourselves, our, ours.
For example:
“I am swimming in the swimming pool”
23
The word “I” is the first person and as a person who uttered
the sentence. It means that the word “I” is to point the
researcher herself in the sentence.
b. Second person deixis
Second person deixis is referred to as addressee. Levinson
(1983:62) says that second person deixis is the encoding of the
speaker‟s reference to one or more addressees.
For example:
“You can make the cake tomorrow”
The word “you” as the second person and person who take
direct contact with first person or someone who is talking with
first person.
c. Third person deixis
Third person deixis refers to other participant in the
situation of the utterance. The pronoun of third person for
singular is: he, she, it, and for plural is: they, them.
For example:
“We know that she is smart students in the class.”
24
The word “she” is the third person and as a person who being
talked by first person and second person.
2) Time deixis
Levinson (1983:62) says that time deixis concerns the
encoding of temporal points and spans relative to the time at which
an utterance was spoken (or written message inscribed). It means
that time deixis is references that is used to state the time when the
utterance is uttered. The function of time deixis is to indicate time.
The deictic expression of time as follows: now, yesterday, then,
today, before, tomorrow, this week, this month, this year, last
week, later, last month, then, last year, soon, ago.
Example:
“The meeting will be held next week was written on the notice
board by Mr. John, the marketing manager”
Next week is a deictic expression which means the week after the
speaker or the writer is the time of utterance.
3) Place deixis.
Levinson (1983:67) says that place deixis concerns the
encoding of spatial location relative to the location of participant in
the speech event. Place deixis such as: here, there, this, that, do not
25
mean very much in isolation, it is only when you know where the
speaker is standing. Deixis time is giving form to the location of
the participants in the event of language.
Example:
“Bring that red book here and take this green book there”.
The word “here” refers to the location near the speaker
while “there” refers to the location away from the speaker. In
addition, the word “that” indicates the object (red book) is close to
addressee location whereas the word “this” indicates the object
(green book) is close to speaker‟s location.
4) Discourse deixis (this, that)
Discourse also known as text deixis. Levinson (1983:85)
states that discourse deixis is an expression used to refer to
certain discourse that contain the utterance or as a signal and its
relations to surrounding text. Discourse deixis also refers to the
use of expression within some utterance to refer to portion of the
discourse that contains the utterance.
For example:
“I like this skirt. It is very nice for me”
26
The word “this” indicated as discourse deixis because it refers to
object skirt. The word “this” is mine of the word “skirt”.
4) Social deixis.
Social deixis also investigates the sentences aspects that
reflect to the reality of social situation in which utterances
occurred. There are two basic kinds of social deixis, as this
following:
a) Relational Social Deixis
Levinson (1983:90) says that relational social deixis is a
deictic reference to some social characteristics of referent apart
from any relative ranking of referents or deictic reference to a
social relationship between the speaker and addressee, speaker,
and the person who is talked, the addressee and the person who is
talked. For examples: my husband, teacher, cousin, family,
friends, etc.
Example:
“My mother is very kind person. I love her very much.”
The word “her” is referring to relational social deixis between
speaker and addressee.
27
b) Absolute Social Deixis
Levinson (1983:90) says that absolute social deixis is a
deictic reference usually expressed in certain forms of
addressee, which will include no comparison of the ranking of
the speaker and addressee. For examples: Mr. President, your
highness, your majesty, your headmaster, etc.
Example:
“Mr. Rifai is talking with his students.”
The phrase above refers that there was no relation between
speaker and the addressee.
b. Yule (1996:10-14) discusses the following three main types of
deixis:
1) Person deixis.
Yule (1996:10) described that person involves the speaker
and the addressee and operates in a basic three-part division
they are:
a) First person (I). The first person deixis is reference that
refers to the speaker or both speaker and referent grouped with
the speaker which is expressed in singular pronouns. (I, me,
myself, mine) and plural pronouns (we, us, ourselves, our,
28
ours) the first person deixis can be divided into exclusive first
person deixis, which refers to a group including addressee.
Example:
Students : I am fine, and you?
Teacher : I am fine too, thank you
From the sentence above, there was deixis word used by the
teacher. The word “I”, it referred to someone and speaker.
According to Yule, the word “I” was categorized as a singular
pronoun of the first person deixis.
b) Second person (you). The second person deixis is a deictic
reference to a person or persons identified as addressee, such
as you, yourself, yourselves, your, yours.
Example: “How are you today?”
The word “you” it refers to the students. According to Yule,
the word “you” was categorized as the second person deixis.
c) Third person (He, She, It).
Third person deixis is a deictic reference to referents not
identified as the speaker or addressee and usually imply to the
29
gender that the utterance refers to, for example: he, she, it, and
they, him, himself, her, herself.
Teacher: do you know some typical solo foods?
Student: yes sir,
Teacher: what are they?
The word uttered by the teacher as person deixis was the word
“they” whereas the word “they” as the plural third person
deixis.
2) Spatial deixis.
Yule (1996:12) explains that the concept of distance
already mentioned was clearly relevant to spatial deixis where
the relative location of people and things was being indicated.
Spatial deixis usually expressed: this, these, there, here, that
and those. Yule also stated that the contemporary English
make use of only two adverbs, “this and here”. Although, these
last two adverbs include the meaning of motion toward or
away from the speaker, such as “that” and “there”.
Example:
“Ok, here, there are two tasks in page 72”
30
The word „here‟ in example above refers to text in the book.
Spatial deixis can be described along many of the same
parameters that apply to the time deixis. Therefore, those
references to place can be absolute or relational in nature.
Absolute reference to place locate an object or person in a
specific longitude and latitude, while relational references
locate people and place in terms of each other the speaker.
Spatial deixis is deixis which indicates the location of some
spaces between the speaker and the listener. In other word,
spatial deixis terms indicate the relative location of people and
things (here, there). Spatial deixis concerns with the
specification of location relative to anchorage points in the
speech events. The important of location specification in
general can be gauged from the fact that three seem to be basic
ways of referring to objects by describing them, on the one
hand, and by locating them on the other.
Briefly, spatial deixis is an expression used to show the
location relative to the location of a participant in the speech
event.
31
3) Temporal deixis.
Temporal deixis is the term of deixis that used to point to a
time. It is deixis which shows the unit of time in the speech. It
distinguishes between the moment of the utterance
(coding/time) and the moment of the reception (receiving time).
The markers of time in deixis of time are now, tomorrow,
today, yesterday.
Example:
Teacher : Attention please! Now, open your book!
The word “now” in example above refers to the time to
open the book.
In addition, Yule (1996-14) state that temporal deixis was
lingusitic expressions depend for their interpretation on
knowing the relevant utterance times, for instance, now: time
coinciding with speaker utterance time, then : past and future
time relative to speaker‟s present time, yesterday, tomorrow,
and today. Moreover, Yule (1996:15) also explains that to
indicating temporal deixis in English, we also can use the
tenses. According to Yule, the present tense is the proximal
from of temporal deixis, in other hand the past tense is the
32
distal form of temporal deixis. To make it easy to understand,
look at these examples:
a. I live here now
b. I live there then
The first utterance is a present‟s tense form. It is a proximal
form since it occurs in the speaker‟s current situation. The
second utterance is treated as distal form since it uses the past
tense form. It also did not occur in the speaker‟s current
situation.
Temporal deixis concerns the encoding of temporal points
to the time at which an utterance was spoken. Temporal deixis
is indicating the timing of event relative to the time on
speaking. The term now is represents the time that speaker
uttered, whereas the term then is represent the time is not now
but it can designate to the past or future.
c. Louise Cummings discussed types of deixis :
1) Person deixis
According to Cummings (2010:78) that person deixis
related directly in the grammatical categories of person. Person
deixis is to indicate person and things that presents subject.
33
There are three person deixis, such as: first person deixis,
second person deixis, and third person deixis.
Example:
Teacher : What your opinion about this group?
2) Place deixis
The function of place deixis is to indicate the place. It
usually use the word “here” and “there”
Example:
Teacher : Eksan, come here please!
3) Time deixis
Time deixis is indicating time of the utterance happened or
the sentence is spoken by the speaker. It usually uses the word
“now”, “yesterday”, “last week”, etc.
Example:
Teacher: Ok well, now all of you applause, the group with the
most applause, it means he is the best group.
34
4) Discourse deixis
Discourse deixis refers to the use of expression within some
utterance to refer to some portion of the discourse that contains
the utterance.
Example: This is a great story.
5) Social deixis
The function of social deixis is used to distinct social status.
Social deixis is something that has relative social status
between hearer and speaker. Social deixis is connected with the
social distinction and participant who has role.
Example:
Students: Sir, what does this mean?
From explanation above, the researcher concluded that deixis is
the way in which languages relate of the context and thus concerns
ways in which the interpretation of utterance depends on the analysis
of that context of utterance. Additionally, deixis is defined an
expression that is related by its context. For example it is in the
context of utterance. The expressions are only known from the context
of utterance in which it is called deixis. There are some very common
words in our language that cannot be interpreted at all if we do not
35
know the context. Some sentences in English are virtually impossible
to understand if we do not know who is speaking, about whom, where,
and when the utterance is uttered. Out of context, the purpose of the
sentence is really hard to catch. It contains a large number of
expressions (you, she, he, we, tomorrow, here, there, and today).
Expressions mentioned technically known as deictic expressions, from
Greek word Deixis which means “to show, point out” via language.
Based on the theories proposed by some experts above, it can be
concluded that types of deixis can be separated into five types, there
are person deixis (first person, second person, and third person), time
deixis, place deixis, discourse deixis, and social deixis. However, the
researcher focused on analyzing the deixis use the three main types of
deixis proposed by George Yule. There are person deixis, spatial
deixis, and temporal deixis.
C. Meaning
Meaning is what the speaker interprets or speaker means.
Meaning is the relationship between languages with the world has
been agreed by the speaker so that can be understood. It can be
concluded that meaning in the result of the relationship between
languages with the world. The determination of meaning occurred
because the user agreement and the realization of meaning can be used
to convey the information that can be understood by mutually.
36
According to Lyons (1977:2) meanings of a word or of a
sentence is a manifestation of the use the word or sentence which
depends on the situation of the use of that word or sentence. In
detailing dependence word meaning or sentence meaning in the
context of speaking situation, among the experts suggest a
characteristic inherent in the situation that must be identified. Traits
related to the speaker and the listener, place for speak, object are
discussed, they are form the elements of the language situation.
There are two linguistic classes that encode meaning. The first
is denotative meaning. These are words that related to significant
content. The meaning of denotation is the meaning of the world that
appropriate the actual meaning or in appropriate with the meaning of
the dictionary. The second is connotative meaning. The meaning of
connotation is a meaning that is not meaningful and is translated into
something else. Besides that, the meaning of connotation is divided
into two namely positive connotation and negative connotation.
Positive connotation is a word that has meaning that is felt as good
and more polite. Whereas, negative connotations are words that mean
rude or impolite.
37
D. Context
The using of deixis in text or utterance is influenced by
situation and condition of speaker. In pragmatics study, this condition
and situation is called context. Context is the central aspect in doing
the interpretation of the meaning in utterances. By understanding the
context, it was avoid to the misunderstanding and misinterpreting.
Leech (1983:13) explains that the context is focused on the
physical and social aspects of utterances between addressee and
addressor in understanding and interpreting to the utterances whether
in spoken or written language.
Furthermore, Yule (1996:21) views context as the physical
environment in which a referring expression is used. Similarly,
Cutting (2002:2) stated that context refers to the knowledge of
physical and social world, and the socio-psychological factors
influencing communication as well as the knowledge of the time and
place in which the words are uttered or written. Meanwhile, Mey
(1993: 3) said that context is more than just a reference and of
understanding what things are about, it gave a deeper meaning to
utterance.
Context can be divided into two kinds, namely is context of
situation and cultural context.
38
1. Context of Situation
According to Cutting (2002: 3), context of situation refers the
context surrounds the speakers to which they can see it. It is the
immediate physical co presence, the situation where the interaction
is taking place at the moment of speaking.
2. Context of socio-Cultural
The socio-cultural context in which human communication
occurs is perhaps the most defining influence on human
interaction. It influences the way the interlocutors deliver their
utterance as well as the linguistics choice they use. Cutting
(2002:6) believes that it is the cultural and shared attitude of a
group that can make that humor of one country difficult to
understand for one people of another country and the humor of one
generation incomprehensible to another generation. This
phenomenon happens because the participants have different
shared belief.
Finally, it can be concluded that the context is the series of
interpretation in which influenced by beliefs, knowledge,
commitments etc, to understand the meaning of utterances. In this
research, the using of deixis is influenced by context. The situation
and condition also called as context.
39
E. Deixis in Teaching
Curriculum is a collection of student educational experiences
obtained at school. Keep in mind that education in the broadest sense
can be a good. The first problem is determined by the preffered
curriculum, namely in terms of determining goals that really is fun,
encouraging and provides convenience in the analysis that students do
in learning.
Curriculum in MTsN 1 Karanganyar uses the 2013 curriculum.
The 2013 curriculum learning system at MTsN 1 Karanganyar has
been centered on students. That is, students are asked to observe the
surrounding environment and they conclude themselves from the
results of observations. Richards (2001:2) adds curriculum focuses on
determining what knowledge, skills, and values students learn in
school, what experience should be provided to bring about intended
learning outcomes, how teaching and learning in schools or
educational systems can be planned, measured, and evaluated.
Teaching means guiding and facilitating learning, enabling the
learner to learn, and setting the condition for learning. It explains that
in teaching there is communication between teacher and students.
Communication means the exchange of and negotiation of information
between a least two individuals through the use of verbal and
nonverbal symbols, oral and written models, and production a
40
comprehension process delivering the materials to the students and do
a communication to them is not something easy. Teachers selection of
language should be effective in order to make the materials can be
transferred and understood by the students. Therefore, the teachers
have to master many vocabularies and the skills of pragmatics,
discourse and syntax. Because this terms are important to make an
effective teaching learning process. Behrens (2014:8) said that while
most acknowledge that vocabulary as a body of language knowledge
continues to grow, educators should also consider skills in syntax,
pragmatics and discourse as part of the learning process. Then, should
not just be teaching content; we should also be teaching students how
to use language. Encounters with their academic texts are not enough.
Behrens (2014:37) said that students need to be negotiators, and they
need to obtain a metaknowledge of language to assist them. If students
understand the language, they then do not need to memorize or
robotically apply rules that often make little sense to them. With
metaknowledge, they gain a wider appreciation of language, can apply
the knowledge in more instances and can reason through unfamiliar
structures in reading and writing.
The explanations above have explained that on teaching
learning process there also need to the teacher skills on linguistics.
Beside it can help the teacher on improving their skill in delivering the
materials to the students in the classroom, this also help the students to
41
know how to use the language, and then the students mastered the
content and the skill of language on their learning process in the
classroom. Moreover, pragmatics is one of the parts of the linguistics
that has an important role in teaching English at the classroom. In
many second and foreign language teaching contexts, curriculum and
materials developed in recent years include strong pragmatic
components or even adopt a pragmatic approach as their organizing
principle. Observation of language learners shows that there is a
demonstrated need for it and that instruction in pragmatics can be
successful. Without instruction, differences in pragmatics show up in
the English of learners regardless of their first language background or
language proficiency. That is to say, a learner of high grammatical
proficiency did not necessarily show equivalent pragmatic
development. As a result, learners at the higher levels of grammatical
proficiency often show a wide range of pragmatic competence.
Nowadays, Pragmatics phenomenon is found on classroom while
teaching learning process. Behrens (2014:37) told that classrooms are
the ideal place to help learners interpret language use. Instruction can
help learners understand when and why certain linguistic practices
take place. A classroom discussion of pragmatics is also a good place
to explore prior impressions of speakers.
While pragmatic has a large sub parts, whereas one of those
parts is deixis. Deixis has an important role in linguistics that
42
generally used in people daily utterance. Deixis phenomenon itself has
practiced in the classroom while teaching learning process, produced
by the both students and the teacher on interact each other.
English teaching not only aims to improve students‟ English
linguistic competence, but also to enhance students‟ pragmatic
competence. To some extent, teacher talk is an important means of
English input to students and it also plays a crucial role in establishing
beneficial relations between teachers and students, which may
promote students‟ learning effects. Therefore, much more attention
has been drawn to this field in recent decades. In actual English
teaching, teachers consciously or unconsciously employ deixis in their
talks, which has been a universal linguistic phenomenon, that is, all
human languages contain deictic terms.
Behrens (2014:72) also explains that Deixis used bears on
academic English, for students in essays and in class discussions can
be thrown by how much shared knowledge to assume of their
audience. Even though a teacher reading an essay probably knows the
information that the student is covering, it behooves the student to be
explicit. When we use deictic terms, we are assuming shared
knowledge with our listener (or reader). Thus, if I say, „Pergi will be
there tomorrow‟, the locale of there and the timing of tomorrow are
presumably known already. There refers not to a fixed location but to
43
somewhere far from the locale in which the utterance is spoken
(otherwise, I‟d say here); tomorrow means the day after the day on
which the utterance was said. Besides locale and time conditions,
deictic terms can also signal who is speaking, with the use of first or
second person pronouns. The meaning of I and you in the sentence I
hear you depends on which speaker is taking a turn, and the meaning
of each pronoun will shift when speaker‟s trade turns.
The explanations above have clearly shown that the use of
pragmatics in teaching are exist, especially the deixis used. Besides
deixis in their practiced are used as facilitate to improve understanding
of the students about the language, deixis also can be an alternative
way for the teacher to make their teaching learning process become
more varieties. Yu, Mei and Dan (2016) on their studies about the
adapted of deixis in teacher talk has conclude that It is found that
person deixis adopted by teachers in the English language classroom
plays an important role in empathizing, preserving students‟ face,
strengthening students‟ motivation, and establishing harmonious
teacher-student relationship, which may facilitate English teaching
and produce better learning results effectively.
From all the theories above, the researcher did research the
used of type deixis uses by English teachers because teachers at
MTsN 1 Karanganyar often use deixis when teaching and learning.
44
Therefore, the researcher examined the type of deixis by using the
theory of Yule because of the theory Yule is an update theory of
Levinson's theory; those are person deixis, spatial deixis, and temporal
deixis. The researcher did analyze using a pragmatic approach.
F. Condition profile of seventh grade program khusus in MTsN 1
Karanganyar
1. Class profile
a. General condition
MTsN 1 karanganyar used the 2013 curriculum which is
applied to all of classes. One of them is 7 PK classes that have general
conditions which used scientific approach as method of learning.
According to Sanjaya (2006) argues that this method teaches a
learning strategy which emphasizes the student‟s participation process
to discover material that their learned and relate it in the real situation
so that students are encouraged to get applying in their life. This class
is practiced by teachers for getting the target. The targets are
following the competition in several levels national or international
which the students are ready to attend the competition. Students are
practiced in several rehearsals of English lesson such as the skill
development, storytelling, play a role in the dialogue, and playing
drama.
45
b. Particular condition
In the seventh grade program khusus has 24 students which
divide to 10 males and 14 females. Students have 53 hours of study in
everyday which is at 07.00 a.m. until 04.00 p.m. In this class a well
structured organization. Homeroom of this class is Khoirul Anwar,
S.Ag and the teacher who taught English in this class and the
coordinator of program khusus is Muhammad Rifai, S.Pd.
2. Language Structure
Language structure usually relates with how does the
determination of language govern the level of consciousness and
obedience to rules of grammar or rules of language clearly that
illustrated by our language behavior, both when speak English or
Indonesian in oral or in written form. Using of grammar is still
reasonable in speaking English. The pupils are not paid yet in
language structure of usage. Even always be using present tense when
do the conversation although with teacher or their friends because of
the pupils are not knowing when they must say sentences. However,
mastery of students in this class in the ability to speak English is quite
good and fluent, especially when they are asked by their teacher to tell
stories, playing a role, speeches, and etc. When in the learning
process, the response of all students to the teacher is very active,
inspiring, and enthusiastic.
46
3. The differences with other classes
There are several differences which is different between
seventh grade program khusus and other class as follow:
No Differences Seventh grade (PK) Seventh grade
regular
1. Selection a. The average of a. The average of
National Exam is National Exam
minimal 7,5 is earned of
each student
b. Students should
follow b. Students
individuality test should follow
BTQ test and
reading latin
2. Total lessons 53 hours of study 46 hours of study
3. Total students 24 students 32 students
4. Additional AC (Air LCD
Facilities Conditioner), LCD,
Computer, Wifi,
47
Dictionary and
Locker
5. Reherseal in Skill development,
English Lesson Storytelling and
playing a role in the
dialogue and playing
drama.
Table 2.1 the differences between 7PK and 7 regular
G. The Previous Study of the Research
The researcher conducted this research based on the previous study
from two theses and two journals. The first thesis entitled “An
Analysis of Deixis on Argumentative Essay Written By The Second
Semester Students of English Education Department at IAIN
Surakarta In Academic Year 2016/2017”, composed by Nopita Desi
Saputri, English Education Department, Islamic Education and
Teacher Training Faculty of The State Islamic Institute of Surakarta,
2017. In his research, she analyzed the kinds of Deixis on
argumentative essay of the second semester‟s students at IAIN
Surakarta in academic year 2016/2017. In his research used Louise
Cummings of theory. Based on the result of this study, the research
48
shows that five kinds of deixis on argumentative essay of the second
semesters students. They are person deixis, place deixis, time deixis,
discourse deixis and social deixis. The purpose of this study are
describing the kinds of deixis and identifying the problems
encountered by students in the using of deixis an argumentative essay
of the second semester students at IAIN Surakarta.
The second thesis entitled “An Analysis of Deixis in the Song
Lyrics in Coldplay‟s “A Head Full of Dreams” Album”, composed by
Nurul Rochmawati, English Education Department, Islamic Education
and Teacher Training Faculty of The State Islamic Institute of
Surakarta, 2017. In his research, she analyzed the kinds of Deixis in
the song lyrics in Coldplay‟s “A Head Full of Dreams” album. In his
research used Alan Cruse of theory. Based on result of this study, the
research shows that kinds of Deixis in the song lyrics in Coldplay‟s
“A Head Full of Dreams” album. They are person deixis, place deixis,
time deixis, discourse deixis and social deixis. The purpose of this
study is to find out the kinds of deixis and the meaning of the word
deixis in Coldplay‟s song lyrics in “A Head Full of Dreams” album.
The researcher also conducted this research based on the
previous study from two journals. The first of the International Journal
on Proceediengs of International Coference: Role of International
Languages toward Global Education system, June 2016. Conducted by
49
M. Zaini Miftah titled “Analysis of Deixis in the Article Selected from
the Jakarta Post” In this research, researcher was analyzed the types
of deixis in the article selected from the Jakarta post. The purpose of
this research is to show that the types of deixis found in the article
selected from Jakarta post. The descriptive qualitative method was
used to analyze the data in this study. The data are presented
descriptively because it was described and explain deixis in the article
selected from Jakarta post. The researcher used levinson‟s of theory.
They are person deixis, place deixis, time deixis, discourse deixis, and
social deixis. The type of deixis found most in this study was person
deixis.
The second of the Journal English Language Teaching Vol. 1
No. 1, March 2015, composed by Maspufah entitled ““Students‟
Competence in Interpreting Deixis in Narrative Text at Grade XI IPA
1 Students of SMA Dharma Loka Pekanbaru”, The purpose of this
research is to determine student competence in interpreting deixis in
narrative texts. In this research, the researcher used levinson‟s theory
for types of deixis. They are person deixis, place deixis, time deixis,
discourse deixis and social deixis. There were two instruments used in
this research, namely quantitative and qualitative instrument. The
quantitative instrument in the form of test and the qualitative
instrument in the form of interview. In collecting the data, the tests
were administered for three times with different questions. After the
50
students answers were scored, interview was conducted to them who
got low score in interpreting each type of deixis. The quantitative data
were analyzed by scoring the tests, determining the standard of
competence based on their minimum achievement criteria that was 80,
counting the mean score, then compared with the standard of level
competence in order to determine the level of students‟ competence in
interpreting deixis in narrative text. The qualitative data were analyzed
by reducing the data, displaying the table, and drawing a conclusion.
To know the differences between My Thesis with two theses
and two journals as the previous study above in the table 2.2:
Table 2.2 The Differences between My Thesis with two thesis
and two journals as the previous study above:
No Title The differences
1. An Analysis of Deixis On described the kinds of deixis
Argumentative Essay and identified the problems
Written By The Second encountered by students in the
Semester Students of using of deixis an
English Education argumentative essay
Department at IAIN
51
Surakarta In Academic Year
2016/2017
2. An Analysis of Deixis in the The kinds of deixis and the
Song Lyrics in Coldplay‟s meaning of the word deixis in
“A Head Full of Dreams” song lyrics in Coldplay‟s “A
Album Head Full of Dreams” Album
3. Analysis of Deixis in the The type of deixis found in the
Article Selected from the article selected from the
Jakarta Post. Jakarta Post
4. Students‟ Competence in The type of deixis of Students‟
Interpreting Deixis in competence in interpreting
Narrative Text At Grade XI deixis in Narrative text.
IPA 1 Students of SMA
Dharma Loka Pekanbaru.
5. An Analysis of Deixis used To classify the type of Deixis
by English Teacher in and to know meaning word of
Teaching Learning Process deixis utterances used by
at the Seventh Grade English teacher during the
Program Khusus of MTsN 1
52
Karanganyar in Academic teaching and learning process.
Year of 2018/2019
53
CHAPTER III
RESEARCH METHODOLOGY
A. Research Design
The design of this research is descriptive qualitative research. Isaac
(1981:46) explains that the purpose of descriptive research is to describe
the fact and the characteristics of interested area of population in a
systematical, factual, and accurate procedure. In addition, descriptive
research is the data base that purely descriptively accumulated. Thus, it is
not essential to explain relationship, test hypothesis, make prediction, or
get a meanings and implication. In addition, Miles and Huberman
(1994:10) state that qualitative data are useful when one needs to
supplement, validate, explain, illuminate, or reinterpret qualitative data
gathered from the same setting.
There are several characteristics of qualitative research proposed by
Moleong (2009:8-13). The first characteristics of qualitative research are
that qualitative research conducted in a natural setting or in a context of
entity. It means that the research phenomenon has to be researched in the
whole context of the findings. In qualitative research, researchers are
involved in field activities when conducting research as participant
observation. Qualitative research organized through qualitative methods
such as observation, interview, or documentation. It commits an inductive
data analysis. In qualitative research, the research arranged using a
54
grounded theory. The next characteristics of qualitative research are that
data of qualitative research being collected are word, pictures, not figures.
This research used descriptive qualitative methods. Descriptive
method is used to describe, explain, and analyze the phenomenon which
occurred behind the data. Sutopo (2002:33) states that in descriptive
method, the analysis of the data is done naturally objective and factual. It
means that the researcher applied a set of procedures used for problem
solving based on the factual data.
In this research, the researchers used a qualitative descriptive method.
That is because the data to be investigated are the utterances of the English
teacher in the class and the purpose of this study is to describe factual data
supported by pragmatics theory proposed by several experts. This research
included classroom based research because researcher conducted
observation in the classroom. Therefore, the researcher used descriptive
qualitative method in this research. Since the method collected, analyzed,
and draw the conclusion in the form word in utterances. The data had
formed of utterances, which have been analyzed descriptive based on the
type of deixis during teaching learning process.
B. Setting of the Research
1. Place
The research took place in MTsN 1 Karanganyar. This school
is located on Jl. Solo-Purwodadi. The researcher collected the data
55
from the teaching learning process of English class used by English
teacher at the seventh grade program khusus of MTsN 1 karanganyar
in the academic year of 2018/2019.
2. Time
The research collected data in the second semester. The
researcher collected the data in April until May 2019 and the class had
observed by the researcher during the 3 times with the duration of
each observation is 2 hours of the lesson or 90 minutes.
Here is the time table of research:
MONTH
NO ACTIVITY
JAN FEB APR MAY AUG SEP DES
1. Pre-
observation
2. Consulting
thesis
proposal
3. Seminar
56
proposal
4. Collecting
the data
5. Transcribing
and
Analyzing
the data
6. Writing the
report
7. Munaqosah
Table 3.1 Time of Research
C. Data and Sources of the Data
1. Data
Data are essential thing in a research. They are all of fact and
figure that can be used as object to arrange information. (Arikunto,
2002:26). The primary data in the research are utterances that consists
words deixis used by English teacher of MTsN 1 Karanganyar during
teaching and learning process in material asking and providing
57
fact/information and song of the second semester at the seventh grade
program khusus students at MTsN 1 Karanganyar.
2. Source of Data
Research data source are the subject for collecting the data
(Arikunto, 1989: 102). The primary source of the data in this research
is English teacher during the teaching and learning process in material
asking and providing fact/information and song of the second
semester at the seventh grade program khusus students of MTsN 1
Karanganyar. The researcher chose Mr. Muhammad Rifa'i, S.Pd as the
English teacher. The reason why the researcher chose him is there
only one English teacher who teaches in 7PK class. The researcher
chose the teacher because the teacher also has a method which always
made the students active and inspiring and the teacher always used
deixis in the teaching-learning process. The researcher chose the 7PK
class because of the students more very enthusiastic, inspiring and
active in learning English rather than other classes.
3. Research Instrument
The instrument of the research has an important role in this
research. Without the instrument, the researcher cannot be conducted
the data. The role of the Instrument is to help the researcher do the
research. This research is qualitative, so the primary instrument is the
researcher himself. The qualitative study cannot separate from the role
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of the researcher because it is the researcher himself who determined
the scenario of the research. The researcher plays role as planner,
implementer, of data collection and data nalysis, data interpreter and
finally as a pioneer of the research result (moleong, 2004). As Bogdan
and Biklen (1984) stated in their book entitled Qualitative Research
Theory, “The qualitative has the neutral setting as the direct source of
the data and the researcher is the key instrument of this research. It
means that the research has to be descriptive to write the real situation
of the research. This was made the researcher as the key instrument.
That is the reason why the researcher becomes the main instrument of
this research. The secondary instrument was also used in this research
there was recording instruments, video camera and sound recorder, to
record the classroom dialogues.
D. Technique of Collecting the Data
In this research, the researcher used simak method adopted from
Sudaryanto of data collection. It is called as simak method or monitoring
method because it is the process of monitoring language use. This method
can be called as observation. (Sudaryanto, 1993:133).
This method is divided into several techniques. The techniques are
sadap technique, simak bebas libat cakap (SBLC) technique, record
technique, and note-taking technique:
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1. Sadap
This technique is the foundation technique of collecting data
by seeing the phenomenon deeply, observing the language used and
giving the evidence of it (Sudaryanto, 1993:133). At the first time, the
researcher had done this technique to observe the teacher‟s deixis used
in English teaching and learning process at the seventh grade Program
Khusus of MTsN 1 Karanganyar.
2. Simak Bebas Libat Cakap (SBLC)
This technique is used where the researcher did not directly
participate in observing the language use, but the researcher only pay
attention and listen to the language used of subject of the research
(Sudaryanto, 1993:134). This technique is continuation of collecting
data technique after the first technique. The researcher did not only
hear but also paid attention to all of teacher‟s utterances while English
teaching and learning process is going on.
3. Record
This technique is the process of recording all of language used
of subject of the research. In this technique, the researcher used tape
recorder as the tool (Sudaryanto, 1993:135). This technique had done
together with the first and the second technique. So, while researcher
was observed and paid attention to the teacher‟s language used in
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English teaching and learning process, the researcher also recorded the
teacher‟s utterances without known by the teacher. It was supposed
not to bother the process of English teaching and learning in the class.
4. Note taking
Note taking is the technique of collecting the data done when
the researcher is was done record or after had done the record
(Sudaryanto, 1993:134). In this part, the researcher wrote the situation
happened in English teaching and learning process.
E. The Data Coding
After the researcher does several steps in collecting data, the last step
codifying the data. So, to make classification of data analysis, the
researcher had provided the code for each data. The codes used in coding
the data are as follows:
(M0/00/D0)
Note :
M0 : The number of Meeting
00 : Page of Transcript
D0 : Number of Data
PD : Person Deixis
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SD : Spatial Deixis
TD : Temporal Deixis
F. Technique of Data Analysis
Data analyzing techniques explains the steps how the researcher
analyses the data. Bogdan (in Sugiyono, 2012:244) state that “Data
analysis is the process of systematically searching and arranging the
interview transcripts, field notes, and other materials that you accumulate
to increase your own understanding of them and to enable you to present
what you have discovered to others.
The researcher analyzes the data by using descriptive analysis and the
data are described by her own sentences. The data analysis was based on
Miles Huberman, consisting of three concepts; data reduction (was done in
collecting data), data display, and conclusion drawing verifications (Miles
and Huberman in Sugiyono 2012:246).
Miles and Huberman method is ongoing activity through the
investigation process rather than process. Therefore, the analysis was
conducted interactively and continuously until the research problems were
answered, the steps were as follows:
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1. Data Reduction
Data reduction is concerned with the process of selecting,
focusing, simplifiying, reducing, and organizing the data that has been
collected. At this stage, the data that has been obtained were organized
and irrelevant data were discarded. This was done through the process
of coding; the process of labeling and segmenting units of meaning to
the descriptive or inferential information compiled during the study.
The purpose is to help the researcher to organize and classify the data.
The process of coding is as follows:
a. The data were carefully read
b. The data related to the objectives of the study were identified and
selected and the researcher reduced data from the transcript of the
English teacher‟s utterances in teaching learning process. The
transcript data had classified based on the type of deixis according
to Yule‟s theory. If there are some utterances that are not found in
Yule‟s theory, the researcher reduced those data,
c. Each datum was assigned a code.
2. Data Display
Data Display deals with providing an organized, compressed,
assembly of information that allows conclusion drawing. A display
can be in the form of texts, graphs, diagrams, charts, matrices, or other
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graphical formats. This study used table and description to explain
about the finding of the research. The table had filled by the transcript
data from the teacher‟s utterances in teaching learning process.
Table 3.2
The Data Sheet of the Data Findings of the Types of Deixis Used by
English Teacher
No Code Data Context Type of Deixis Meaning of
Deixis
PD SD TD
Note:
PD : Person Deixis
SD : Spatial Deixis
TD : Temporal Deixis
3. Conclusion Drawing and Verification
The last step was conclusion drawing and verification. After the
data had displayed in the in a form of table, then the researcher would
able to interpret it and reaches conclusions and verifications. Derived
from the data displayed in tables, the next step conducted by the writer
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is describing and interpreting the data so that the conclusions and
verifications of the use of deixis based on the way to convey by the
teachers can be drawn.
G. The Trustworthiness of the Data
Data are the essential thing in research. To make the data valid before
it is analyzed, the validity of data or trustworthiness of data is needed.
According to Creswell (2009:352) “the data validity in qualitative method
is that the researcher tests the accuracy of the data.” The accuracy means
the data must be valid in order that the analysis can show the significant
result. Validating the result of the research is important in any type of
research for influencing the findings and analysis. If the data are not valid,
thus, the analysis is not reliable.
Patton (in Sutopo, 2006:96) states that there are four kinds of
triangulations. They are source triangulation, investigator triangulation,
methodological triangulation, and theoretical triangulation. The source
triangulation means that the researcher can triangulate some sources of the
data during the data is obtained. Meanwhile, investigator triangulation
refers to the researcher way of triangulate the sources of data by checking
the data to some experts to reach the data validation. Moreover,
methodological triangulation referred to the researcher‟s techniques in
collecting the data to obtain data validation. Then, theoretical triangulation
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refers to the triangulation process on the use of some related theories by
the researcher to validate the data of this research.
This research applied methodological triangulation. To reach the
validation of the data, the researcher would compare the data which were
obtained to the data of observation, recording, and note-taking. The
researcher had done observation in English teaching and learning process
of the second semester at the seventh grade program khusus of MTsN 1
Karanganyar. After making observation in the classroom, the researcher
crosschecking the data by comparing the data of observation to the data of
documentation from audio-recorded taken by researcher during teaching
and learning process. Then, after the data are crosschecking to both data of
observation and documentation, the next step is crosschecking again to the
data of note-taking made by the researcher.
Besides, the researcher also applied investigator triangulation; the
researcher checked the data obtained from the observation to some experts.
The researcher at first classified the data type of deixis obtained from the
observation based on her view. Then, she consults it to some experts of
pragmatics study, or other researcher who have conducted research on the
related topic, deixis. In this research, the researcher chose one validator, he
is Mr. Muhammad Husin Al Fatah, M.Pd as the English lecturer at IAIN
Surakarta who expert in linguitics. The researcher carried out this process
to get the data validation.
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CHAPTER IV
RESEARCH FINDING AND DISCUSSION
In this chapter, the researcher analyzes the data gathered from the research.
The data were obtained from observation and documentation. This chapter
was divided into two sections, research finding and discussion. This chapter
presents findings of deixis in the form of English teachers‟ utterance when
teaching learning process in the seventh grade program khusus of MTsN 1
Karanganyar in the academic year 2018/2019. The discussion section provided
the explanation of the research finding related to the statements and
suggestion from experts.
A. Research Findings
The research classified the data in this research based on the types
of deixis and the meaning words of deixis utterances in teaching and
learning process. The types of deixis in this research are analyzed using
Yule‟s theory. In explaining the findings, the researcher presented three
types of deixis used by English teacher. There are person deixis, spatial
deixis, and temporal deixis and the researcher presented the meaning word
of deixis utterances used by English teacher in teaching learning process.
In this research, the data were analyzed based on the data classification.
The data of deixis which were analyzed by the researcher were collected
from the observation at the seventh grade program khusus of MTsN 1
Karanganyar.
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The observation was conducted three times with the duration of
each observation was 90 minutes. From the note taking, voice recorder,
and video recorder, the researcher found words of deixis from 245 data
types of deixis from 171 data in utterances occurred on English teacher
utterances in the teaching learning process. The detailed list of utterances
contained of deixis can be seen in the appendixes.
The following are some analyzed made by the researcher related to
the types of deixis and the meaning words of deixis utterances used by
English teacher in teaching learning process.
1. Type of Deixis used by English Teacher
a. First meeting (Tuesday, on April 16th, 2019)
The used of deixis are explained as follow:
1) Opening
In the opening class, the teacher greeted the students and
asked about the students condition, and who were absent at that
day by using kinds of deixis that referred to something or
someone in the classroom. Start from saying “greetings”, asked
the students condition, answered to the students question and
command the students to do something. The researcher had
prepared the students psychologically and physically to follow
the learning process with greet, engage learners and their
appearance class tidied up, and check or the presence of the
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learners. On the analysis of this observation of the teacher
utterances that appear included:
a) Person deixis
Person deixis was concerned the encoding of a
participant in the speech events, which the utterance was
delivered. There are some data from the person deixis used
by English teacher during teaching learning process.
1) M1/01/D1
T: “How are you today?”
The sentence was uttered by the English teacher, on
that situation the teacher began the class by the asked about
the condition of students before began the material in that
day. It happened at 10.03 (the utterance was found at three
minutes) on first meeting in 7PK class. The context of
utterance showed that teacher began the class with the
teacher gave the question about the student‟s condition.
From the sentence number D1, there was only one
person deixis used by teacher there was the word “you”.
The word “you” is second person deixis. The word “you”
that used by the teacher to point someone. So, the word
“you” referred to the students.
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2) M1/01/D2
T: “I am very well, who is absent today?”
The sentence in data number D2 was uttered by the
English teacher as the speaker, his name is Mr.Rifai. He
tried to answer the question that the students gave to him
about his condition. The sentence explained about his good
condition to start the class that day. Then, the teacher asks
to students about the attendance of the students that day by
looking at the absence list. It happened at 10.05 (the
utterance was found at five minutes) on first meeting in
7PK class.
The context of utterance showed that after the
teacher had started the class with gave a question the
student‟s condition. Then, teacher tried to answer the
student‟s question that had given to the teacher about his
condition. The sentence explained about his good condition
to start the class that day. Then, the teacher asked to the
students about the attedance of the students that day by
looking at the absence list.
Based the data number D2, there was deixis word
used by the teacher. The word “I”, it referred to someone
and speaker. According to Yule, the word “I” was
categorized as singular pronoun of the first person deixis.
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The word “I” referred to the role person deixis in which the
utterance narrated by one person. So, it referred to the
speaker which was the teacher himself. He was the only
teacher in the class.
b) Temporal Deixis
1) M1/01/D1
From the sentence in data M1/01/D1 had uttered by
the English teacher. His name is Mr. Rifai. On that
situation, the teacher began the class by the asked about the
condition of students before began the material in that day.
It happened at 10.03 (the utterance was found at three
minutes) on first meeting in 7PK class.
From the data M1/01/D1, there was the word deixis
“today”. The word “today” used by the speaker to ask the
students about the situation of their class in the present
time. Based on the Yule‟s theory, the word “today” was
identified as temporal deixis, which had interpretation on
knowing the relevant utterance time in the context that in
the context that the teacher ask to the students. The
sentence in data number D1 shows that teacher asked the
students on the present time. The word deixis “today” also
had the referent meaning that was the word “today”
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referred on the Tuesday, April 16th 2019, when the teaching
learning process had occurred.
2) Observing
In observing the teacher began to introduce the material by
asked the students about their general knowledge about the
materials. The teacher gave some questions, and showed them
show some the conversation about the material of that day. In
this part, there only kind of deixis in observing activities as
follows:
a) Person deixis
1) M1/01/D3
T: “Okay, keep silent. Please! Please, open your
book page 57. There are several dialogues there.Zaky
sudah dibuka belum? Kok lemes, kamu sakit? Kalau kamu
sakit ke uks aja”
The utterance in number D3 was uttered by English
teacher. The teacher ordered the students to open their book
and to begin the material in that day. It happened after the
teacher had begun the class at 10.06 a.m (the utterance was
found at six minutes) on first meeting in 7PK class.
From the sentence above, there were two person
deixis used by teacher. The word deixis “your” and
“kamu” had been explained above the word “your” and
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“kamu” was the second person deixis. The word was
pointed to someone as the addressee, and during the
classroom activities, there were an interaction between the
students and the teacher. This word was spoken by the
teacher. The word “your” categorized as possesive
adjective. Then, the meaning of the word “your” here
referred to the students‟ book. Then, the word “kamu”
categorized as singular pronoun. The word “kamu” referred
to one of student (Zaky), when the teacher asked students‟
condition.
2) M1/02/D5
T: “Saya akan baca dialog ini. Perhatikan
pengucapannya ya, ready ya? Oke, saya mulai dari
sekarang.”
The utterance in data number D5 was uttered by
speaker that was English teacher. The teacher asked the
students to pay attention the pronunciation of utterances in
conversation when teacher read the conversation. The
utterance happened after teacher had asked the students to
open their books and focus in the dialogue 1 in the book at
10.08 am (the utterance was found at eight minutes) on first
meeting in 7PK class.
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Context of utterance from the data indicated after
the teacher had asked the students to open their books about
the material that day. Then, the teacher had asked the
conversation when the teacher would read the conversation.
From the data M1/01/D5, there was only one person
deixis had used by teacher. The word “saya” referred to the
role person deixis which uttered by one person. The word
“saya” categorized as singular pronoun. So, the word
“saya” had referent meaning to the speaker which the
teacher ordered the students to pay attention when the
teacher would read the conversation.
b) Spatial deixis
1) M1/02/D4
T: “Now, look at dialogue 1 in here. There are two
students: Edo and ....... who is that?”
From the data above was uttered by the English
teacher. His name is Mr.Rifai. The teacher asked the
students to look at the dialogue in the book. The utterance
had happened at 10.07 am (the utterance was found at
seven minutes) on first meeting in 7PK class. The context
of utterance showed that after teacher had asked the
students to open their book about the conversation in the
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book. So, the teacher asked to the students to look again in
dialogue 1on page 57 in the book.
From the data in M1/02/D4, there was only one
word spatial deixis that was the word “here”. The word
deixis “here” refers indicated to the object. The word
“here” also can be called as adverb of place used for near
distance. So, the word referred to the dialogue 1 on page 57
in the book.
2) M1/02/D5
pengucapannya ya, ready ya? Oke saya mulai dari
sekarang”
From the utterance M1/02/D5, spoken by the
speaker namely the English teacher. The teacher asked the
conversation when teacher read the conversation. The
utterance had happened at 10.08 am (the utterance was
found at eight minutes) on first meeting in 7PK class.
The context of situation showed that after teacher
had asked the students to open their book about the material
that day. Then, teacher asked to the students to pay
attention the pronunciation of utterances in conversation
when the teacher would read the conversation. From the
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data in M1/01/D5, there was only one the word spatial
deixis. The word deixis “this” referred to indicate the
object, which is dialogue 1 in task 1 in the book.
c) Temporal deixis
1) M1/02/D5
pengucapannya ya, ready ya? Oke saya mulai dari
sekarang”
The data number D5 was spoken by Mr.Rifai as
English teacher. He asked the students to pay attention the
pronunciation of utterance in conversation when teacher
would read the conversation. The utterance had occurred
when teacher would read the conversation at 10.08 am (the
utterance was found at eight minutes) on first meeting in
7PK class.
The context of utterance showed that teacher asked
the students to pay attention the pronunciation of utterance
in conversation when the teacher would read the
conversation. From the data M1/02/D5 was uttered by the
teacher, there was type of deixis found in the sentence was
the word “sekarang”. So, based on theory of Yule the word
“sekarang” or translated in English as “now” identified as
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temporal deixis. The word “sekarang” refers to indicate the
time when teacher would read the conversation.
3) Questioning
Questioning in teaching and learning in the classroom, with
the guidance of a teacher, students formulated about
conversations and conducting exercise with friends to later get
the value of the teacher in the classroom. In this section, there
were person deixis and temporal deixis was uttered by the
teacher that can be seen in this data:
a) Person deixis
1) M1/02/D6
T: “Okay, sekarang gantian kalian yang baca
bareng-bareng, setelah saya mengucapkan kemudian baru
kalian yang mengucapkan. Do you understand?”
From the data was M1/02/D6, spoken by English
teacher. His name is Mr. Rifai. The teacher had given
instruction to the students to practice the conversation. The
found at twelve minutes) on first meeting in 7PK class. The
context of situation of that utterance showed when teacher
was read the conversation, teacher asked the students to
repeat utterance in conversation, after teacher had said the
conversation. Then, teacher would hear and gave feedback
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about student‟s pronunciation after students had read the
conversations.
From the sentence in data M1/02/D6, there were
two words person deixis used by teacher. There were the
word “saya” and “you or kalian”. The word “saya”
referred to the role person deixis which uttered by one
person. The word “saya”categorized as a singular pronoun.
So, the word “saya” had referent meaning to the speaker
which was teacher that gave instruction to read the
conversation. There also a word “kalian or you” that used
by the teacher to point someone. The word“kalian or you”
categorized as a plural pronoun. So, the word “you”
referred to the students.
b) Temporal deixis
M1/02/D6
T: “Okay, sekarang gantian kalian yang baca
bareng-bareng, setelah saya mengucapkan kemudian baru
kalian yang mengucapkan. Do you understand?”
The utterance in data number D6 was spoken by
Mr.Rifai as English teacher. The teacher had given
instruction to the students to practice the conversation. It
happened after the teacher had read the dialogue at 10.12
am (the utterance was found at twelve minutes) on first
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meeting in 7PK class. The context of sentence showed
when teacher had read the conversation. Then, teacher
asked the students to repeat the utterance after teacher had
read the conversation. After that, teacher gave feedback
about the students‟ pronunciation after students had read
the conversation.
From the utterance in data M1/01/D6 uttered by the
teacher above, there was two types of deixis found in the
sentence. There were the word “sekarang” and
“kemudian”. So, based on theory of Yule the word
“sekarang” and “kemudian” identified as the temporal
deixis. The word “sekarang” refers to indicate time when
teacher gave explanation to the students before he read the
conversation. While, the word “kemudian” refers to time
when teacher gave instruction to the students about practice
the conversation.
4) Experimenting
In experimenting, teacher had explained about in each
group of the students to prepare for the next step. The teacher
and students had done exercise with reading the conversation.
In this section, there were kind of deixis as follow:
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a) Person deixis
1) M1/02/D7
T: “Saya mulai dari sekarang, sebelah sini. (Did
you see my notebook?”
The utterance in data M1/02/D7 was uttered by
speaker as English teacher. The teacher gave instruction to
the students to read the conversation. The utterance had
occurred after teacher had read the dialogue at 10.13 am
(the utterance was found at thirteen minutes) on first
The context of situation in data above showed that
teacher gave instruction to students to say the first utterance
in the conversation. After teacher had read the
conversation. Then, students repeat the utterance after
teacher had said it. After that, teacher had given feedback
about the students‟ pronunciation after students had read
the conversations.
From the data number D7, There was only one word
type deixis word found in the data that is “saya”. The word
“saya” referred to the role person deixis which uttered by
one person. The word “saya” categorized as a singular
pronoun. So, the word “saya” had referent meaning to the
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speaker which was the teacher himself that gave instruction
to read the conversation.
2) M1/02/D9
T: “Kemudian, (I put it on my desk, but it is there
now). Ayo kalian ucapkan! Yang keras!
The data number D9 was uttered by English teacher.
His name is Mr. Rifai. The teacher gave instruction to
students to read the conversation. It happened after teacher
had read the conversation at 10.15 am (the utterance was
found at fifteen minutes) on first meeting in 7PK class.
Context of situation in data showed that teacher
gave instruction to the students to say the next utterance in
the conversation with loudly voice. After that, teacher
would hear and gave feedback about student‟s
pronunciation after students had read the conversation.
From the data in number D9, There was only one type
deixis word found in the data “kalian”. The word “kalian”
categorized as a plural pronoun. The word “kalian”
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b) Spatial deixis
1) M1/02/D7
T: “Saya mulai dari sekarang, sebelah sini. (Did
you see my notebook?)”
The data M1/02/D7 was uttered by English teacher.
The teacher gave instruction to the students to read the
conversation. The utterance had happened after teacher had
read the dialogue at 10.13 am (the utterance was found at
thirteen minutes) on first meeting in 7PK class. The
context of situation in data showed when teacher gave
instruction to the students to say the first utterance in
conversation after teacher had read that conversation. After
that, teacher would hear and gave feedback about the
students‟ pronunciation.
From the data M1/02/D7, there was only one word
deixis used by teacher. There was the word “sini”. Based
on the Yule‟s theory, the word above categorized as the
spatial deixis, which had a relative location of people and
things was being indicated. The word “sini” referred to the
students sitting on the left side of teacher.
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c) Temporal deixis
1) M1/02/D7
T: “Saya mulai sekarang, sebelah sini, (Did you see
my notebook?)”
The utterance M1/02/D7 was uttered by English
teacher. The teacher gave instruction to the students to read
the conversation. The utterance had occurred during the
teacher gave instruction to read the dialogue at 10.13 am
(the utterance was found at thirteen minutes) on first
The context of utterance showed that teacher gave
instruction to the students to say the utterances in the
conversation. The teacher was read the conversation. Then,
teacher asked the students to repeat the utterance after
teacher said it. After that, teacher would hear and gave
feedback about the students‟ pronunciation after students
had read the conversation.
From the data M1/02/D7 above, there was only one
word type of deixis used by teacher that is “sekarang”.
Based on the Yule‟s theory, the word above categorized as
temporal deixis. The word “sekarang” had interpretation
on knowing the relevant utterance time. The word
“sekarang” here used to show situation on the present time.
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The referent meaning of the word “sekarang” was the
present time when teacher gave instruction to the students
to say the conversation (the first utterance).
2) M1/03/D12
T: “Then, kalimat bawahnya, (does it have a pink
ribbon separator?) This one”
The data number D12 was uttered by speaker that
was English teacher. The teacher gave instruction to the
students to read the next utterance in conversation. The
utterance had happened during the teacher gave instruction
to read the utterance at 10.18 am (the utterance was found
at eighteen minutes) on first meeting in 7PK class.
From the data M1/03/D12, there was only one word
deixis used by teacher that is “then”. Based on the Yule‟s
theory the word above categorized as the temporal deixis.
The word “then” here used to show situation on the future
time. The referent meaning of the word “then” referred to
time when teacher gave instruction to the students to say
the next utterance.
5) Associating
In associating, teacher told the students to do practice the
conversation with the partner that chosen by teacher.The
teacher asked to the students to do practice the conversations
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with the partner in front of the class. The teacher asked the
students prepare the practice. The following type of deixis used
by the teacher that was found in associating section.
a) Person deixis
1) M1/04/D15
T: “Oke sekarang, kalian latihan baca teks
dialognya lagi, kemudian, nanti maju kedepan.”
Mr.Rifai as English teacher. The teacher asked the students
to prepare before they did practice the conversation. The
teacher asked the students to read the conversation before
they did practice the conversation in front of the class. The
found at twenty eight minutes) on first meeting in 7PK
class.
Context of situation in data above showed when the
teacher asked the students to exercise reading the text
conversation. After that, teacher asked the students to
practice the conversation in front of class. From the data in
M1/04/D15, there was only one word type of deixis used by
teacher that is “kalian”. The word “kalian” in here
categorized as plural pronoun. The word “kalian” that used
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by the teacher to point someone. So, the word “kalian”
2) M1/04/D16
T: “Iya 2 orang, nanti pasangannya yang milihin
saya, secara random.Jadi kamu harus bener-bener
latihannya.Saya kasih waktu 5 menit, ya?”
English teacher. The teacher asked to students to do
practice the conversation. The utterance had occurred after
teacher had read the conversation at 10.30 am (the utterance
was found at thirty minutes) on first meeting in 7PK class.
Context of situation in the data showed when the teacher
gave instructions about practice the conversation. The
teacher gave five minutes to read the conversation.
Based data numbers D16, there were two word
types of deixis used by teacher they are “saya” and “kam”.
The word “saya” referred to the role person deixis which
uttered by one person. So, the word “saya” had referent
meaning to the speaker that was the teacher gave
instruction to the students to do practice the conversations.
There was also a word “kamu” that used by the teacher to
point someone. The word “kamu” categorized as plural
pronouns. So, the word “kamu” referred to the students.
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b) Spatial deixis
1) M1/04/D19
T: “Oke, Time is over! Sudah ya, oke saya akan
minta 2 pasang untuk maju de depan.Saya acak ya, oke,
first. April maju kedepan, kamu jadi Edo.Then, Adam kamu
jadi Beni. Ayo comes here, please!”
The utterance number D19 was uttered by speaker
that was English teacher. The teacher had chose two
students to do practice the conversations and teacher gave
instructions to the students about practice the conversation.
The utterance had happened at 10.40 am (the utterance was
found at forty minutes) on first meeting in 7PK class.
From the utterance in data M1/04/D19, there was
only one word type of deixis used by teacher that is the
word “here”. Based on the Yule‟s theory, the word “here”
categorized as the spatial deixis, which had a relative
location of people was being indicated. The referent
meaning the word “here” is in front of the class.
c) Temporal deixis
1) M1/04/D15
T: “oke, sekarang kalian latihan baca teks
dialognya lagi. Kemudian, nanti maju ke depan.”
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Based the data M1/04/D15 was uttered by English
teacher. The teacher asked the students to exercise reading
the text conversation. After that, teacher asked the students
to practice the dialogue in front of class.The utterance had
happened at 10.28 am (the utterance was found at twenty
eight minutes) on first meeting in 7PK class.
From number in data M1/04/D15, there were two
word deixis used by teacher they are the word“sekarang”
and “kemudian”. Based on the Yule‟s theory, the word
“sekarang” and “kemudian”categorized as temporal
deixis. The word “sekarang” and “kemudian” had
interpretation on knowing the relevant utterance time. The
word “sekarang” used to show situation on the present
time. The referent meaning of the word “sekarang” was the
present time, when time when teacher asked the students
reading the text.While, the word “kemudian” referred to the
time when students would practice reading the text in front
of class.
6) Communicating
In communicating, the teacher asked the students to do
practice the conversation with their friends in front of the class.
Students receive feedback from teacher about students‟
perform. In the process of communicating in discover some
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deixis expressions, the following had explained what
expression in which it appears.
a) Person deixis
1) M1/05/D20
T: Oke, Adam and April do practice the dialogue.
Look here, students! Nanti kalau salah jangan
ditertawakan. Saya cuma akan melihat dan mendengarkan
saja. Jadi, nanti kalau mereka ada yang salah dibiarkan
saja. Nanti setelah selesai, nanti kita koreksi. Okay, paham
ya? Biarkan mereka berdialog sesuka mereka. Nanti ketika
mereka berdialog, kalian tulis pengucapan yang
salah/belum bener, intonasi yang kurang pas. Begitu ya?
Do you understand?
Based the data number D20 was uttered by Mr.Rifai
as English teacher. The teacher asked the students to pay
attention when their friends practiced the conversation. The
found at forty two minutes) on first meeting in 7PK class.
Context of situation that utterance showed the
teacher asked the students to pay attention when their
friends practiced reading the conversation. Then, teacher
asked the students to correct the pronunciation of their
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friends while read the conversation. At least, teacher asked
the students about students‟ understanding.
From the utterance in data M1/05/D20, there were
four words type of deixis used by teacher they are “saya”,
“kalian or you”, “kita”and “mereka”. The word “saya”
categorized as a singular pronoun. The word “saya”
person. So, the word “saya” had referent meaning to the
teacher. The word “kalian or you” categorized as plural
pronouns. The word “kalian or you” identified the second
person. The word “kalian or you” referred to the students.
The word “kita or we” categorized as plural pronouns.
Then, the word “kita or we” identified as the first person.
The word “kita or we” referred to the teacher and students.
At least, the word “mereka” categorized as plural
pronouns. The word “mereka” identified as the third
person. The word “mereka” referred to the students that do
practice conversation (Adam and April).
2) M1/06/D25
T: “Good! Oke, students. Apa yang bisa kita
tangkap dari kesalahan Eksan dan Nisa?”
From the utterance in data M1/06/D25 was uttered
by English teacher. His name is Mr.Rifai. The teacher
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asked students‟ response about mistake pronunciation of
their friends when their friends practiced reading the
conversation. The utterance had happened at 11.00 a.m (the
utterance was found at one hour) on first meeting in 7PK
class. Based the utterance in data M1/06/D25, there was
one word type of deixis used by teacher that is“kita”. The
word “kita” identified as the first person. The word “kita”
categorized as plural pronouns. So, the word “kita” referred
to the teacher and students.
3) M1/06/D26
T: “oke kalau begitu. Now, we look again the
dialogue. Kita cermati maknanya bersama-sama saja ya?
Oke ungkapan yang pertama, (Did you see my notebook)”
Based the data number D26 was uttered by English
teacher. The teacher asked the students to look again the
dialogue and teacher asked the students to pay attention the
meaning of dialogue. The utterance had happened at 11.07
am (the utterance was found at one hour seven minutes) on
first meeting in 7PK class.
The context of utterance showed the teacher asked
the students to examine meaning of the conversation and to
discuss the meaning of the conversation. Based the data
number D26, there was only one word type of deixis used
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by teacher that is “kita or we. The word “kita or we”
identified as the first person. The word “kita or we”
categorized as plural pronouns. The word “kita or we”
referred to teacher and students.
b) Spatial deixis
1) M1/06/D24
T: Yah, betul. Itu pengucapannya April yang salah.
Oke, sekarang lanjut yang kedua. Eksan dan Nisa, come
here, please! Eksan jadi Edo. Nisa jadi Beni.
by English teacher. The teacher gave feedback to the
students about their practice of conversation. It happened at
10.50 am (the utterance was found at fifty minutes) on first
meeting in 7PK class. Context of situation that utterance
showed teacher gave feedback to the students about their
practice of conversations. Then, the teacher asked the next
partner of students to do practice the conversation.
Based the utterance in data M1/06/D24, there ere
two words type of deixis used by English teacher they are
the word “Itu” and “here”. Based on the Yule‟s theory, the
words were above categorized as spatial deixis, which had a
relative location of people and things was being indicated.
The word “Itu” also can be called as adverb of place used
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for far distance. The referent meaning the word “Itu” is the
utterance of April (Pengucapan picture di baca “pictur”
harusnya “pikcer”). While, the word “here” referred to the
in front of class.
2) M1/05/D22
T: “okay, dari sini apa yang bisa kalian tangkap
dari dialog yang pengucapannya salah?”
From utterance in data M1/05/D22 was uttered by
speaker as English teacher (Mr.Rifai). The teacher gave the
question about students‟ responses related pronunciation of
their friends when their friends read the conversation. It
happened at 10.48 am (the utterance was found at forty
eight minutes) on first meeting in 7PK class.
students to do practice the conversation in the front of the
class. Then, he teacher gave the questions about students‟
responses related the pronunciation of their friends after
their friends had practiced reading the conversation.
From the sentence in data number D22, there was
only one word type of deixis used by teacher that is the
word “sini”. Based on the Yule‟s theory the word “sini”
categorized as spatial deixis, which had a relative location
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of people and things was being indicated. The word “sini”
referred to the practice of dialogue.
c) Temporal deixis
1) M1/06/D26
T: “oke kalau begitu. Now, we look again the dialogue.
Kita cermati maknanya bersama-sama saja ya? Oke
ungkapan yang pertama, (Did you see my notebook?)
Berarti maknanya apa?”
From the utterance number D26 was uttered by
English teacher. The teacher asked the students to look
again the dialogue and teacher asked the students to pay
attention the meaning of conversation. It happened at 11.07
am (the utterance was found at one hour seven minutes) on
first meeting in 7PK class.
Context of situation that utterance showed that after
the students had done practice the conversation in the front
of the class. Then, teacher asked the students to examine
meaning of the conversation and to discuss the meaning of
the conversation. Based the utterance in data M1/06/D26,
there was only one word deixis used by teacher that
is“now”. Based on the Yule‟s theory, the word “now”
categorized as temporal deixis. The word “now” had
interpretation on knowing the relevant utterance time. The
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word “now” here used to show situation on the present
time. The referent meaning of the word “now” was the
present time, when teacher would discuss meaning of
conversation.
7) Closing
In closing of the teaching learning process in the classroom.
The teacher gave assignnments to the students before teacher
closed meeting. The teacher had closed the lesson by giving
taking leave. The following deixis expression appears in the
process of closing.
a) Person deixis
1) M1/11/D51
T: “oke enough! For your homework, baca dialog 2
on page 57 dan kamu kerjakan dialog 2 on page 59. Do
you understand?”
English teacher. His name is Mr.Rifai. The teacher gave the
assignments to the students for next meeting. The utterance
had happened at 11.26 am (the utterance was found at one
hour past twenty six minutes) on first meeting in 7PK class.
Context of situation that utterance showed before
the teacher closed the meeting that day, the teacher gave
assignment to read the dialogue 2 and answer the question
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in dialogue 2 on page 59. Then, teacher asked sbout
students‟ understanding. From the utterance in data number
D51, there were two words type of deixis used by teacher
they are “you or kamu” and “your”. The word “you”
categorized as plural pronouns. The word “you or kamu”
referred to the students. While, the word “your” refers to
the student‟s homework.
b) Temporal deixis
1) M1/11/D53
T: “oke I closed the meeting today. Don‟t forget
your homework! Saying hamdalah together”
Based the utterance in data M1/11/D53 was uttered
by speaker as English teacher (Mr.Rifai). The teacher had
closed the meeting with saying hamdalah and teacher had
reminded students‟ homework to the students. The
utterance had occurred at 11.28 am (the utterance was
found at one hour past twenty eight minutes) on first
only one word type of deixis used by teacher that was the
word “today”. Based Yule‟s theory, the word “today”
categorized as temporal deixis. The sentence in data
number D53 shows that teacher asked the students on the
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present time. So, the word “today” referred to Tuesday on
April 16th, 2019.
b. Second meeting (Thursday, on April 18th, 2019)
The used of deixis was explained as follow:
1) Opening
the students‟ condition, answered to the students question and
command the students to do something. On the analysis of this
observation of the teacher utterances that appears follow:
a) Person deixis
1) M2/01/D55
The sentence in data M2/01/D55 was uttered by the
English teacher as speaker (Mr.Rifai). He tried to begin the
class with asked about the student‟s condition. The
utterance had happened at 10.05 (the utterance was found at
five minutes) on second meeting in 7PK class. From the
utterance in data number D55, there was one person deixis
used by teacher that was “you”. The word “you”
categorized as plural pronouns. The word “you” that used
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by the teacher to point someone. The word “you” referred
to the students.
b) Temporal deixis
M2/01/D56
T: “I am very well. Who is absent today?”
The data in that utterance above was uttered by the
speaker as English teacher (Mr.Rifai). He tried to answer
the question that the students gave to him about his
condition. The sentence explained about his good condition
to start the class that day. Then, the teacher asked the
students about the attendance of the students that day by
looking at the absence list. It happened at 10.08 (the
utterance was found at Eight minutes) on second meeting in
7PK class.
only one type of deixis that is the word “today”. The word
“today” used by the speaker to asked the students about the
situation of their class in the present time. Based on the
Yule‟s theory, the word “today” was identified as temporal
or time deixis, which had interpretation on knowing the
relevant utterance time in the context that the teacher ask
the students. The sentence above shows that the teacher
asked the students on the present time. The word deixis
98
above also had the referent meaning that was the word
“today” referred on the Thursday, April 18th 2019, when
the teaching learning process had occurred.
2) M2/01/D58
T: “Oke. Is there homework yesterday?”
The sentence in number D58 was uttered by the
English teacher as the speaker (Mr.Rifai). The teacher
asked the students about their homework which was given
by the teacher from last meeting. It happened at 10.10 (the
utterance was found at ten minutes) on second meeting in
7PK class. The ccontext of utterance showed after teacher
had begun the class and teacher asked about student‟s
condition. Then, teacher asked the students about their
homework which given by the teacher from last meeting.
Based the data M2/01/D58, there was only one the
word type of deixis that is “yesterday”. The word
“yesterday” used by the speaker to ask the students about
the situation of their class in the past time. Based on the
Yule‟s theory, the word “yesterday” was identified as
temporal deixis, which had interpretation on knowing the
relevant utterance time in the context that the teacher asked
the students. The sentence above shows that the teacher
asked the students on the past time. The word deixis
99
“yesterday” referred on the Tuesday, April 16th 2019, when
the teaching learning process had occurred.
2) Observing
In observing, the teacher had discussed students‟ homework
in the last week. Then, the teacher began to introduce the
material by asked the students about their general knowledge
about the materials. The teacher gave some questions to show
some the conversation about the material of that day. In this
part, there was only kind of deixis some observing activities as
follows:
a) Person deixis
1) M2/02/D59
T: “oke, keep silent, please! Now, we will discuss
the homework dialog 2 numbers 1. Kamu, Zahra. What is
the dialog about?”
The utterance number D59 was uttered by English
teacher. It happened after the teacher began the class at
10.10 am (the utterance was found at ten minutes) on
second meeting in 7PK class. The context of situation in
that utterance showed after teacher began the class, teacher
asked the students about their homework in the last week.
Then, teacher was discussed the students‟ homework.
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Based the data number D59, there were two person
deixis used by teacher there were “we” and “kamu”.
According to Yule, the word “we” was categorized as first
person deixis. The meaning of the word “we” referred to
the teacher and students. There was also the word “you”
was categorized as second person. The word “you”
categorized a singular pronoun. The meaning of word
“you” referred to one of student that was answering the
questions number 1. (Zahra)
2) M2/03/D69
“Oke, today we will study about declarative
sentences. Asking and providing informations. Meminta
dan menyediakan atau memberi informasi, menanyakan
informasi. Kalian pernah ke suatu tempat kan? Pernah
bingung gak”
The data in that utterance number D69 was uttered
by English teacher (Mr.Rifai).The teacher gave explanation
to the students about the material in that day. The utterance
happened at 10.15 am (the utterance was found at fifteen
minutes) on second meeting in 7PK class. Context of
situation in that utterance showed after teacher and students
discuss about students‟ homework. Then, teacher gave
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explanation about the material in that day with asked the
students about material declarative sentences.
Based the data number D69, there were two word
person deixis used by teacher they are “we” and “kalian or
you”. According to Yule, the word “we” was categorized
as the first person deixis. The word “we” categorized as
plural pronouns. The meaning of the word “we” referred to
the teacher and students. While, the word “you” was
categorized as the second person. The word “you”
categorized as plural pronouns. The meaning of the word
“you” referred to the students.
b) Spatial deixis
M2/02/D64
T: “oke, true ya! Now,number 4. Over here, kamu
Abel!”
The data in utterance M2/02/D64 was uttered by
English teacher (Mr.Rifai). The teacher gave response
about students‟ answer. After that, the teacher asked the
student to answer the next questions. The utterance had
happened at 10.12 am (the utterance was found at twelve
minutes) on second meeting in 7PK class.
Based the data number D64 above, there was only
one type of deixis used by teacher that was the word
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“here”. According to Yule, the word “here” was
categorized as spatial deixis. So, the meaning of the word
“here” referred to the students on the right side of teacher.
c) Temporal deixis
1) M2/03/D69
“Oke, today we will study about declarative
sentences. Asking and providing informations. Meminta
dan menyediakan atau memberi informasi, menanyakan
informasi. Kalian pernah ke suatu tempat kan? Pernah
bingung gak”
English teacher (Mr.Rifai). The utterance had occured at
10.15 am (the utterance was found at fifteen minutes) on
second meeting in 7PK class. The context of situation in
that utternace showed that after teacher and students had
discussed about the students‟ homework. Then, the teacher
introduce material with asked the students main knowledge
about asking and providing information‟s.
only one type of deixis used by teacher that is the word
“today”. Based on yule‟s theory, the word “today” was
categorized as temporal deixis. The meaning of the word
“today” referred on the Thursday, on April 18th, 2019.
103
3) Questioning
the guidance of teacher, the teacher gave explanation about the
material that day. Then, teacher gave the questions to the
students about the material. In this section, there was only
person deixis uttered by the teacher that can be seen in the
sample follow:
a) Person deixis
1) M2/03/D71
T: “nah, berarti itu kan kalian meminta informasi
atau menanyakan informasi. Oke sekarang, kita lihat
dialog-dialognya. Apa yang bisa kita ucapkan? Asking for
fact or information. Menanyakan fakta. Fakta itu apa to?
Kenyataan. Nah, sekarang saya tanya ke Dita. What is
your hobby, dita?”
speaker as English teacher. His name is Mr.Rifai. It
happened at 10.18 am (the utterance was found at eighteen
minutes) on second meeting in 7PK class. The context of
utterance showed that the teacher gave explanation about
asking and providing information. The teacher gave
question to the students about the materials such as what is
your hobby.
104
Based the utterance in the data M2/03/D71, there
were four type of deixis used by English teacher there were
the words “saya”, “kita”,“kalian”,and “your”. The word
one person. So, the word “saya” had referent meaning to
the speaker that was teacher gave explanation about the
material. The word “kita” categorized as plural pronouns.
So, the word “kita” referred to the teacher and students.
There also a word “kalian” referred to the students. Then,
the word “your” that was used by the teacher to point
someone. The word “your” categorized as possessive
adjective. So, the word “your” had referent meaning to the
students‟ hobby.
2) M2/04/D72
T: “waah bagus membaca, saya kan nanya hobi
lalu Dita jawab membaca. Berarti fakta kan. Nah, selain
menanyakan hobi, menanyakan tentang apa lagi?”
Based the data in utterance M2/04/D72 was uttered
by English teacher. The teacher gave responses to the
students about the material in that day. The utterance had
happened at 10.20 a.m (the utterance was found at twenty
minutes) on second meeting in 7PK class. The context of
utterance showed after teacher gave explanation about the
105
material and gave some question to the students. Then, the
teacher gave response about the students‟ answer about the
material in that day.
From the data number M1/04/D72, there was only
one person deixis used by teacher that was the word
“saya”. The word “saya” identified to first person deixis.
The word “saya or I” referred to the role person deixis
which uttered by one person. The word “I” categorized as a
singular pronoun. So, the word “saya or I” had referent
meaning to the speaker which was the teacher gave gave
response about the students‟ answer about the material in
that day.
4) Experimenting
In experimenting, teacher explained about the material to
the students. After that, the teacher ordered to the students to
make assignment about the material that day. The teacher also
asked the students to discuss with their friends. In this section,
there were kind of deixis as follow:
a) Person deixis
M2/04/D75
T: “yaa, jawaban. Response atau tanggapan. Nah
itu namanya providing information. I like listening a music.
How about you, Naswa? What is your favorite singer?”
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The utterance number D75 was uttered by English
teacher. The teacher gave feedback of students‟ answer and
the teacher give example about the material. It happened at
10.27 am (the utterance was found at twenty seven minutes)
on second meeting in 7PK class.
Based context of utterance the data above showed
the teacher give feedback of students‟ answer and teacher
give example about the material. Then, the teacher asked
the student to response the example given of the teacher
and gave some question to the students.
From the data number D75, there were three person
deixis used by teacher there were the word “I”, “you” and
“your”. The word “I” identified to first person deixis. The
word “I” referred to the role person deixis which uttered by
one person. The word “I” categorized as plural pronouns.
So, the word “I” had referent meaning to the speaker which
was the teacher gave feedback to students‟ answer. Then,
the word “you” identified to second person deixis. The
word “you” that used by the teacher to point someone. So,
the word “you” had referent meaning to the one of student
(Naswa). While, The word “your” categorized as
possessive adjective. The word “your” referred to the
students‟ favorite singer.
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2) M2/04/D78
“T: nah, berarti kalimat itu menanyakan apa?
menanyakan informasi. Then, in here many example about
asking and providing information. Nanti kita bisa
menanyakan informasi dengan menggunakan kata tanya,
bisa dengan kata tanya what, when, trus apa lagi?”
speaker as English teacher (Mr.Rifai). The teacher asked
the students to look example asking and providing
information in the book. It happened at 10.30 am (the
utterance was found at thirty minutes) on second meeting in
7PK class.
Based the context of utterance in the data showed
that after teacher gave explanation about material and gave
some question to the students. The teacher asked the
students to look example asking and providing information
in the book. Then, the teacher asked the students make a
question about that material. From the utterance in the data
M2/04/D78, there were only one person deixis used by
teacher that was the word “kita”. The word “kita”
identified to the first person deixis. The word “kita”
categorized as plural pronouns. So, the word “kita”
referred to the teacher and students.
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b) Spatial deixis
1) M2/04/D74
T: “yaa, kalau itu jelas. Semisal kita ketemu di
jalan. Nanya nama trus ngobrol-ngobrol. Nah, kita lihat
dalam bahasa Inggris di buku. Open your book on page 57.
Look here in supporting features.”
English teacher. His name is Mr.Rifai. The teacher was
gave responses of students‟ opinion and provided additional
explanation about the material. The utterance had happened
at 10.25 am (the utterance was found at twenty five
The context of utterance showed the teacher gave
responses of students‟ opinion and provides additional
explanation about the materials. Then, the teacher asked the
students to open their book page 57 and gave explanation
expression asking and providing information.
From the data number D74, there were two spatial
deixis used by teacher they are the words “itu”and “here”.
The word “itu” here had referent meaning to students‟
statement. There also the word“here” had referent meaning
to the text of supporting features in the book.
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c) Temporal deixis
1) M2/04/D77
T: “oalah, nah ini menanyakan informasi lagi. kita
lihat sekarang. What is she like? Dia seperti apa? gemuk,
kurus, kering, keriting atau she is preety, tall, slim.”
English teacher. The teacher asked the students to look
again in the text about example asking for information and
the teacher explained that example. The utterance had
occured at 10.32 a.m (the utterance was found at thirty two
Context of situation in that utterance showed after
the teacher had gave explanation about example of asking
and providing information. Then, the teacher asked the
students to look again in the text about example asking for
information and the teacher explained that example.
was only one type of deixis used by teacher that is the word
“sekarang”.The word “sekarang” indentified to temporal
deixis. So, the word “sekarang” had referent meaning to
time when teacher asked the students to look asking for
information in the book.
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5) Associating
In associating, teacher tells the students to do prepare their
assignments about asking and providing information. The
teacher gave 10 minutes to make the question about the
material. Then, the teacher also gave explanation to do
presentation about their assignments. The following type of
deixis used by the teacher are founds in associating section.
a) Person deixis
1) M2/05/D80
T: “enggak, nanti saya yang milih dari siapa ke
siapa secara acak.”
The utterance in data number D80 was uttered by
English teacher namely Mr.Rifai. The teacher answer
students‟ question about practice their assignment. The
utterance had happened at 10.38 a.m (the utterance was
found at thirty eight minutes) on second meeting in 7PK
class. Context of utterance in the data showed after teacher
gave the explanation to the students about the presentation
their assignment. The teacher answer students‟ question
about practice their assignment.
Based the data number D80, there was only one
person deixis used by teacher that was the word “saya”.
The word “saya” identified to first person deixis. The word
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one person. The word “saya” categorized as a singular
pronouns. So, the word “saya” had referent meaning to the
speaker that was the teacher answer students‟ question
about practice their assignment.
2) M2/06/D82
T: “yaa, jangan kepepet dong. Makanya kamu
harus buat pertanyaan yang banyak biar nanti gak sama
dengan temannya. Minimal yaa buat 5 pertanyaan. Oke,
Saya kasih waktu 10 menit.”
Based the utterance in the data M2/06/D82 was
uttered by speaker as English teacher. The teacher gave
response of students‟ opinion. Then, the teacher gave
instructions to make question minimal five question. It
happened at 10.42 a.m (the utterance was found at forty two
were two words type of deixis used by teacher they are the
word “saya”and “kamu”. Accoording to Yule, the word
“saya” and “kamu” identified as person deixis. The word
“saya” identified to first person deixis. The word “saya”
person. So, the word “saya” had referent meaning to the
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speaker that was the teacher gave response of students‟
opinion. There also the word “kamu” identified to second
person deixis. The word “you” categorized as plural
pronouns. So, the word “kamu” referred to the students.
b) Spatial deixis
1) M2/05/D81
T: “oke, saya kasih contoh ini yaa. Saya nanya ke
Abel “what is your name?” Abel jawab “my name is abel.
Trus, Abel bertanya ke Naswa menggunakan kata tanya
where. Tapi gak boleh dengan kalimat yang sama lo ya,
nanti kalau sudah ada yang nanya dengan pertanyaan
“what is your name?” berarti gak boleh lagi nanya dengan
kata kalimat itu.”
The utterance in the data M2/05/D81 was uttered by
English teacher. The teacher repeated explanation about the
assignment and give example to the students. The utterance
had occured at 10.40 a.m (the utterance was found at forty
Based the data M2/05/D81, the context of utterance
showed after teacher had given the assignments to the
students. The teacher repeated explanation about the
assignment and give example to the students. At least, the
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teacher asked students‟ understanding about their
assignment.
From the utterance in the data M2/05/D81, there
were two words type of deixis used by English teacher that
is the word “ini”and “itu”. Based on the yule‟s theory, the
word “ini” and “itu” identified to spatial deixis which had
a relative location of people and things was being indicated.
The word “ini” referred to a question by teacher. While,
the word “itu” referred to the sentence of example by
teacher.
c) Temporal deixis
1) M2/05/D79
T: “nah, sekarang perhatikan kalian siapkan
pertanyaan tentang menanyakan informasi dengan teman
sebelahnya. Contoh Naswa tanya ke mbak Hani, trus mbak
Hani, kamu tanya ke Abel. Begitu ya? Do you understand?
Saya kasih waktu 10 menit untuk membuat pertanyaan.”
The utterance in number D79 was uttered by
English teacher (Mr.Rifai). After the teacher had explained
about asking and providing information, the teacher asked
the students to make the questions use question word about
asking for information. Then, teacher gives 10 minutes to
do their assignment. The utterance had happened at 10.35
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a.m (the utterance was found at thirty five minutes) on
second meeting in 7PK class.
From the data number D79, there was only one type
of deixis used by teacher that is the word “sekarang”.
According to yule, the word “sekarang” indentified as
temporal deixis. So, the word “sekarang” had referent
meaning to time when teacher gave explanation and
assigment to the students.
6) Communicating
In communicating, teacher asked the students to do
presentation about their assignment. Then, the students receive
feedback from teacher related what in the show. In the process
of communicating in discover some deixis expressions, the
following will explain what expression in which it appears.
a) Person deixis
1) M2/06/D85
T: “yaa tidak, nanti berdua. Kita kesepakati yaa,
nanti yang sama pertanyaannya yang tidak bisa jawab di
hukum. Oke kita mulai harus dengan suara yang keras ya.
Saya tunjuk nanti. Are you ready?”
From the utterance in the data M2/06/D85 was
uttered by English teacher namely Mr.Rifai. The teacher
reminded to the students about the penalty agreement if the
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students was did mistake when they was did presentation
about their assignments. It happened at 10.50 a.m (the
utterance was found at forty five minutes) on second
Based the data, Context of situation that utterance
showed after the teacher had given explanation penalty
agreement. The teacher asked the students to start with loud
voice. Then, teacher asking about the students‟ readiness.
From the utterance in the data M2/06/D85, there were three
words type of deixis used by the teacher they are the word
“kita”, “you” and “saya” identified to person deixis. The
word “saya” referred to the role person deixis which
uttered by one person. The word “saya” categorized as a
singular pronoun. So, the word “saya” referred to the
teacher. While, the word “kita” referred to the teacher and
students. The word “kita” categorized as plural pronouns.
There also the word “you” identified to second person
deixis. The word “you” categorized as plural pronouns.
The word “you” referred to the students.
2) M2/07/D86
T: “what is your favorite drink? Latifah, jawab!”
English teacher (Mr.Rifai). The teacher repeat students‟
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question. Then, teacher asked the students to answer the
question. The utterance had occured at 10.55 a.m (the
utterance was found at fifty five minutes) on second
was only one word used by the teacher that was the word
“your”. According to Yule, the word “your” identified to
second person deixis. The word “your” referred to point in
someone. The word “your” categorized as possessive
adjective. So, the word “your” referred to the students‟
favourite drink (Latifah).
b) Spatial deixis
1) M2/09/D98
T: “ayo maju ke depan kesini. Nyanyi dulu. Irma
sama Risa nyanyi dulu. Bebas. Irma mengadap sana. Risa
menghadap sini. Reffnya saja. Ayo buruan kamu nyanyi
biar cepet selesai. Ayo semuanya perhatikan sini.
Mumpung ada hiburan.”
uttered by speaker as English teacher namely Mr.Rifai. The
teacher gave penalty agreement because the students had
did mistake in answering and asking questioning. The
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found at one hour ten minutes) on second meeting in 7PK
class.
Based the data, context of utterance showed after
the students had done the prensentation. Then, there two
students did mistake. So, the teacher gave penalty
agreement because they had did mistake in answering and
asking questioning. So, they must sing a song in front of the
class.
Based the data number D98, there were three type
of deixis used by the teacher that is the word “kesini”,
“sana”, “sini”. Based on the yule‟s theory, the word
“kesini”, “sana”, “sini” categorized as spatial deixis. The
word “Kesini” referred to the in front of the class. While,
the word “Sini” referred to the in front of the class faced to
students‟ line in left side of teacher. There also the word
“Sana” referred to in front of the class faced to students‟
line in right side of teacher.
c) Temporal deixis
1) M2/06/D83
T: “time is over. Sudah diam yaa. Kita mulai dari
sekarang ya. Speak loudly! Jangan pelan-pelan ya nanti
bicaranya. Kita bikin kesepakatan dulu ya. Nanti yang
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dihukum kalau 1. Pertanyaannya sama. 2. Yang tidak bisa
menjawab. Begitu ya? Hukumannya apa nih enaknya?”
Based the data, the utterance in the data M2/06/D83
was uttered by English teacher. The teacher would discuss
the question that made by students. Then, the teacher was
made penalty agreement with the students. The utterance
had happened at 10.45 a.m (the utterance was found at forty
five minutes) on second meeting in 7PK class.
The context of utterance showed after the students
finish had done the assignment. Then, the teacher would
discuss the question that made by students. Then, the
teacher made penalty agreement with the students. From
the data in number 83, there was only one word type of
deixis used by teacher that is the word “sekarang”.
According to Yule, the word “sekarang” indentified to
temporal deixis. So, the word “sekarang” had referent
meaning to time students had presented their assignment.
7) Closing
In closing of the learning process in the classroom.The
teacher gave the conclusion before the teacher closed the
meeting. Then, the teacher also gave assigment to the students
before the close meeting. The teacher was closed the lesson by
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giving taking leave. The following deixis expression appears in
the process of closing.
a) Person deixis
1) M2/09/D99
T: “oke, sekarang kita simpulkan dulu semuannya. Ayo
lihat sini. Kata tanya what kita gunakan untuk menanyakan
benda, obyek, ide. Benda apa yang didekatmu? What is
over there? Where untuk menanyakan tempat, seperti
Kansa tadi, kamu tadi menanyakan tempat tinggal ibu, who
menanyakan orang, when menanyakan waktu, why
menanyakan alasan biasanya jawabnya diawali dengan
because. Kalau how menanyakan?”
English teacher. The teacher asked the students to attention
because the teacher would give conclusion all the material
learned in that day. The utterance had occured at 11.15 a.m
(the utterance was found at 1 hour fifteen minutes) on
second meeting in 7PK class.
Based the data, the context of situation in that
utterance showed after teacher and the students had done
the discussion and practice about asking and providing
information. The teacher asked the students to attention
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because the teacher would give conclusion all the material
learned in that day.
were three words type of deixis used by the teacher they are
the word “kita”, “your or mu” and “kamu”. Based on the
yule‟s theory the word “kita”, “your or mu” and “kamu”
categorized as person deixis. The word “kita” referred to
the teacher and students. While, the word “mu or your
referred to the thing that in side of students.There also the
word “kamu” had referred meaning to one of student
(Kansa).
c) Temporal deixis
1) M2/09/D102
T: “Dikumpulkan di meja saya, besok ya? Oke
enough, cukup sekian dari saya. Wassalamu „alaikum
wr.wb”
Based the data, the utterance M2/09/D102 was
uttered by English teacher. The teacher asked the student to
collect the homework in table teacher‟s in next day. The
found at one hour past twenty five minutes) on second
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word type of deixis used by teacher that was the word
“besok”. Based on the yule‟s theory, the word “besok”
categorized as temporal deixis. So, the word “besok”
referred to the next day on the Friday, on April 19th, 2019.
c. Third meeting (Tuesday, on May14th, 2019)
The used of deixis are explained as follow:
1) Opening
the students‟ condition, answere to the students‟ question and
command the students to do something. The researcher
prepared the students psychologically and physially to follow
the learning process with greet, engage learners and their
appearance class tidied up, and check or the presence of the
learners. On the analysis of this observation of the teacher
utterances that appear included:
a) Person deixis
1) M3/01/D103
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Based the sentence number D103 was uttered by the
English teacher as the speaker namely Mr.Rifai. He tried to
begin the class with asked about the students‟ condition.
The utternace had happened at 09.05 (the utterance was
found at five minutes) on third meeting in 7PK class. From
the data in number D103, there was only one word type of
deixis used by teacher that is the word “you”. Based on the
Yule‟s theory, the word “you” that used by the teacher to
point someone. So, the word “you” referred to the students.
b) Temporal deixis
1) M3/01/D104
T: “I am fine too. Who is absent today?”
The data in that utterance M3/01/D104 was uttered
by the English teacher as speaker namely Mr.Rifai. He tried
to answer the question that the students gave to him about
his condition. The sentence explained about his good
condition to start the class that day. It happened at 09.08
(the utterance was found at Eight minutes) on third meeting
in 7PK class.
The context of utterance showed the teacher gave
response about students‟ answer. Then, the teacher asked
about the attedance of the students that day with looking at
absence list. From the utterance in the data M3/01/D104,
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there was only one word type of deixis that is“today”. The
word “today” used by the speaker to ask the students about
the situation of their class in the present time. Based on the
Yule‟s theory, the word “today” was identified as temporal
deixis, which had interpretation on knowing the relevant
utterance time. The word deixis above also had the referent
meaning that was the word “today” referred on the
Tuesday, on May14th, 2019, when the teaching learning
process had occurred.
2) Observing
In observing, the teacher began to introduce the material by
materials. The teacher gave some question about the material of
that day. In this part there two kinds of deixis some observing
activities as follows:
a) Person deixis
1) M3/01/D105
T: “today we will continue English practice. Kita
lanjutkan belajar bahasa Inggrisnya. Oke, I wants to know
who always singing a song at the class? Siapa hayoo? Yang
hobinya nyanyi”
Based the data of that utterance M3/01/D105 was
uttered by English teacher as speaker namely Mr.Rifai. The
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teacher began material with asking to students about who is
always singing a song at the class. It happened after the
teacher began the class at 09.10 a.m (the utterance was
found at ten minutes) on third meeting in 7PK class.
Context of utterance showed after the teacher had
begun the class. Then, the teacher introduced the material
with asked the students about their general knowledge
about the materials. The teacher gave some question about
the material of that day. The teacher began material with
asking to students about who is always singing a song at the
class.
From the data number D105, there were two person
deixis used by teacher they are the word “kita or we” and
“I”. According to Yule, the word “we and I” was
categorized as the first person deixis. The meaning of the
word “we” referred to teacher and students. While, The
meaning of the word “I” referred to the teacher.
b) Spatial deixis
1) M3/02/D107
T: “sip sip. Over there. Restu, kamu pernah
mendengar siapa sering menyanyi dikelas?”
English teacher. The teacher gave some question about the
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material of that day. It happened at 09.15 a.m (the utterance
was found at fifteen minutes) on third meeting in 7PK
class. The context of utterance showed after the teacher
had introduced the material with asked the students about
their general knowledge about the materials. Then, the
teacher gave the questions to the students about who is
always singing in the class.
Based the data M3/02/D107, there was only one
word type of deixis used by teacher that was the word
“there”. According to Yule, the word “there” was
categorized as spatial deixis. The word “there” also can be
called as adverb of place used for far distance.So, the
meaning of the word “there” referred to the student student
on the left side of teacher.
c) Temporal deixis
1) M3/01/D105
lanjutkan belajar bahasa Inggrisnya. Oke, I wants to know
who always singing a song at the class? Siapa hayoo? Yang
hobinya nyanyi”
From the data in that utterance M3/01/D105 was
uttered by English teacher. The teacher gave some question
about the material of that day. It happened after the teacher
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began the class at 09.10 a.m (the utterance was found at ten
minutes) on third meeting in 7PK class. The context of
utterance showed that after the teacher had begun the class.
Then, the teacher introduced the material by asked the
students about their general knowledge about the materials.
The teacher gave some question about who is always
singing a song at the class.
Based the data in number D105, there was only one
word type of deixis used by teacher that is the word
“today”. According to Yule, the word “today” categorized
as temporal deixis. The word deixis “today” had the
referent meaning that was the word “today” referred on the
Tuesday, on May14th, 2019, when the teaching learning
process had occurred.
3) Questioning
the guidance of a teacher, the teacher gave explanation about
the material that day. Then, the teacher gave the questions to
the students about the material. In this section there were kinds
of person deixis uttered by the teacher that can be seen in the
sample above:
a) Person deixis
1) M3/03/D112
127
T: “heh! Lupa? Yaudah! Zahra, kamu suka
menyanyi? What is your favorite of songs?”
From the utterance in number D112 was uttered by
English teacher as speaker. The teacher gave some question
about the material of that day. It happened at 09.25 am (the
utterance was found at twenty five minutes) on third
meeting in 7PK class. The context of utterance showed that
after teacher had introduced the material by asked the
students about their general knowledge about the materials.
The teacher gave some question about the material of that
day one by one of the students. Then, the teacher also asked
the other student about favorite of songs.
were two words type of deixis used by teacher there were
the word “kamu” and “your”. According to Yule, the word
“kamu and your” was categorized as the second person
deixis. The meaning of the word “you” referred to the one
of student that given a question by teacher (Zahra). While,
the word “your” referred to the students‟ favorite songs
(Lily-Alan Walker)
2) M3/03/D115
T: “hadeh, gak tau judulnya tapi nyayiin lagunya,
terkadang kita secara tidak sadar juga seperti itu, tau
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lagunya tapi tidak tau judulnya, iya gak? Ada yang seperti
itu juga gak”
by English teacher namely Mr.Rifai. The teacher give
responses the student‟s answer about the title a songs. The
found at twenty eight minutes) on third meeting in 7PK
class. Context of situation in that utterance showed after the
teacher had given some question about the material of that
day one by one of the students. The teacher also gave the
feedback student‟s answer from teacher‟s question about
the title of songs.
type of deixis used by English teacher that was the word
“kita”. According to Yule, the word “kita” was
categorized as the first person deixis. So, the meaning of
the word “kita” referred to the teacher and students.
b) Spatial deixis
1) M3/04/D125
T: “you like an Indonesian song? What is that?
What is the title?”
From the sentence number D125 was uttered by
English teacher. The teacher give responses the student‟s
129
answer about the title of song. The utterance had occurred
at 09.40 a.m (the utterance was found at forty minutes) on
third meeting in 7PK class. So, based the data number
D125, there was only one type of deixis used by teacher
that was the word “that”. The word “that” identified to
spatial deixis which had a relative location of people and
things was being indicated. The word “that” referred to the
title of the Indonesian song.
4) Experimenting
In experimenting, teacher explained about the material to
the students. The teacher gave the question and check one by
one about the material. After that, the teacher had ordered to
the students to look the picture in the book about the material.
The teacher also ordered to the students discuss together. Then,
the teacher had concluded the material after the teacher had
done questioning. In this section there were kind of deixis as
follow:
a) Person deixis
1) M3/06/D139
T: “oke, Now. please, open your book page 81.
Ayooo! Please, open your book page 81! Now, look at
carefully. Kita lihat dengan seksama. Ayooo, now look at
task 1. There are many picture of there. Ayo kita diskusikan
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bersama. Do you know about number 1? who did you see
in number 1”
English teacher namely Mr.Rifai. The utterance had
happened at 10.05 a.m (the utterance was found at 1 hour
five minutes) on third meeting in 7PK class. The Context of
utterance showed after teacher had asked all students about
songs. The teacher asked the students to open their books
pages 81. In there, there are many pictures. Then, teacher
asking to the students about who did their see in picture
number 1.
were three person deixis used by teacher they are the word
“kita, “you” and “your”. The word “kita” identified to first
person deixis. The word “kita” had referent meaning to the
teacher and students. The word “you” identified to second
person deixis.The word “you” that used by the teacher to
point someone. So, the word “you” had referent meaning to
the students. While, the word “your” referred to the
students‟ book.
b) Spatial deixis
1) M3/05/D126
131
T: “wow, nice! I also like that song.” Oke, attention
please! Now, all of you, I will cek satu satu dulu. Jangan
rame sendiri. Keep silent!
From the data number D126 was uttered by English
teacher. The teacher gave response and feedback the
answers of the students from the teacher‟s questions. The
utterance had occurred at 09.35 a.m (the utterance was
found at thirty five minutes) on third meeting in 7PK class.
The context of utterance showed that the teacher
gave some question about the material of that day one by
one of the students. The teacher also gave the feedback the
answers of the student from teacher‟s question about the
material. The teacher gave responses that the teacher also
likes that song.
Based the utterance in data number D126, there was
only one type of deixis used by teacher that the word
“that” identified to spatial deixis which had a relative
location of people and things was being indicated. The
word “itu or that” referred students‟ favorite songs.
(Andmesh-hanya rindu)
c) Temporal deixis
1) M3/06/D139
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T: “oke, Now. please, open your book page 81.
Ayooo! Please, open your book page 81! Now, look at
carefully. Kita lihat dengan seksama. Ayooo, now look at
task 1. There are many picture of there. Ayo kita diskusikan
bersama. Do you know about number 1? who did you see in
number 1?”
English teacher namely Mr.Rifai. The teacher asked the
students to open their books pages 81. The utterance had
five minutes) on third meeting in 7PK class.
The context of utterance showed after the teacher
had asked all students about songs. The teacher asked the
students to open their books pages 81. In there, there are
many pictures. Then, the teacher asking to the students
about who did their see in picture number 1.Then, the
teacher ordered students to discuss the task together.
From the data M3/06/D139, there was only one
temporal deixis used by teacher that was the word “now”.
The word “now” categorized temporal deixis. The word
“now” had referent meaning to time when teacher asked
the students to open their book and look at carefully.
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5) Associating
In associating, teacher asked the students to continue the
task 2 in the book. The teacher asked the students to discuss the
task with their friend about the material that day. The teacher
gave five minutes to discuss that task with their friends. Then,
the teacher would discuss the result from assigments of the
students. The following type of deixis used by the teacher was
found in associating section.
a) Person deixis
1) M3/07/D146
T: “yaah, true! Now, we will continue to the task 2.
Attention! There are many questions. Nanti satu meja
jawab satu aja yaa jawabnya. I give you five minutes for
answer questions. Task 2 Ini masih berhubungan dengan
menyanyi tadi ya. Oke lets stars now!”
by English teacher namely Mr.Rifai. The teacher asked the
students to continue the task 2 and discuss that task with
their friends. The utterance had happened at 10.20 a.m (the
utterance was found at 1 hour twenty minutes) on third
meeting in 7PK class. Context of situation that utterance
showed that the teacher asked the students to answer the
questions in tasks two. The teacher gave five minutes to do
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the assignment. The teacher asked the student to
collaboration with their friends.
Based the data number D146, there were three
person deixis used by teacher there were the word “we, “I”
and “you”. The word “we” and “I” identified to first
person deixis. The word “we” had referent meaning to the
teacher and students. The word “I” referred to the role
person deixis which uttered by one person. So the word “I”
had referent meaning to the speaker which was the teacher
the teacher asked the students to continue the task 2 and
discuss that task with their friends. While, the word “you”
identified to second person deixis. The word “you” that
used by the teacher to point someone. So, the word “you”
had referent meaning to the students.
2) M3/08/D147
T: “yaaah kan, makanya kamu satu meja berdiskusi
bersama”
From the sentence in number D147 was uttered by
English teacher. The teacher asked the students to discuss
together. The utterance had occurred at 10.23 a.m (the
meeting in 7PK class. The context of utterance showed that
after the teacher gave explanation about their assignment.
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The teacher gave response to student about student‟s
question. Then, the teacher asked the students to discuss
together.
was only one person deixis used by teacher. According to
the yule, the word “kamu” identified to second person
deixis. The word “kamu” that used by the teacher to point
someone. So, the word “kamu” had referent meaning to the
students.
b) Spatial deixis
1) M3/07/D146
English teacher namely Mr.Rifai. The teacher ordered the
students to continue the task 2 and discuss that task with
their friends. The utterance had occurred at 10.20 a.m (the
136
was only one word deixis used by teacher that was the word
“ini”. Based on the Yule‟s theory, the word “ini”
identified to spatial deixis which had a relative location of
people and things was being indicated. The word “ini”
referred to the task 2 in the book.
c) Temporal deixis
1) M3/07/D146
Based the data in that utterance M3/07/D146 was
uttered by English teacher. The teacher asked the students
to answer the questions in task two. The teacher gave five
minutes to do the assignment. The teacher asked the student
to collaboration with their friends. It happened at 10.20 a.m
(the utterance was found at 1 hour twenty minutes) on third
From the data number D146, there were two words
temporal deixis used by teacher. In here, there two words
“now”. The word “now (1)” here had referent meaning to
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the time when the teacher gave explanation about the
assignments to the students. The word “now (2)” had
referent meaning to time when the teacher asked the
students to start discussion the task.
6) Communicating
In communicating, teacher ordered the students to do
presentation the result of discussion with their friends about
their assignments. Then, students would receive feedback from
teacher to what in the show. The following type of deixis used
by the teacher was found in communicating section.
a) Person deixis
1) M3/08/D152
T: “oke, why do you like her? Kenapa kok mau suka
dia itu alasannya apa?”
by English teacher (Mr.Rifai). The teacher gave responses
about student‟s answer related favorite singer of students.
The utterance had happened at 10.35 a.m (the utterance was
found at 1 hour thirty five minutes) on third meeting in 7PK
class. The context of utterance showed that the teacher had
discussed the task 2 with asked students about the
discussion result. After that, the teacher had given
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responses about student‟s answered related favorite singer
of students.
Based the data number 152, there were three person
deixis used by teacher they are the word “you”, “her”and
“dia”. The word “you” identified to second person
deixis.The word “you” that used by the teacher to point
someone. The word “you” had referent meaning to the
students. The word “her” and “dia” identified to third
person deixis. The word “her” had referent meaning to the
one of student‟ favorite singer. While, the word
“dia”referred student‟s favorite singer. (Ariana Grande).
2) M3/08/D154
T: “could you mention the title of her songs?what are
they? Bisakah kamu sebutkan judul lagu dari lagunya
selena gomez, apa aja?”
From the data M3/08/D154 was uttered by English
teacher. His name is Mr.Rifai. The teacher gave a response
about the student answer and asking the next question about
to mention the title of his songs. It happened at 10.38 a.m
(the utterance was found at 1 hour thirty eight minutes) on
third meeting in 7PK class.
Based the data number D154, there were three
person deixis used by teacher there were the word “you or
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kamu”, “her”and “they”. The word “you” identified to
second person deixis. The word “you” that used by the
teacher to point someone. The word “you” had referent
meaning to the students. The word “her” identified to third
person deixis. The word “her” had referent meaning to the
third person who student‟s favorite singer song. Then, the
word “they” had referent meaning to the song from
3) M3/10/D165
T: “bagian yang diulang-ulang ya, intronya kan di
awal, oke kita ulang lagi videonya, kita lihat dulu,
perhatikan sambil kalian cermati, nanti reffnya yang mana
saja, intronya yang mana gitu ya, kita putar sekali lagi.
by English teacher. The teacher gave instructions to the
students to pay attention to the video and parts of song. It
forty eight minutes) on third meeting in 7PK class. The
context of utterance showed that after the teacher gave
explanation about parts of songs. Then, teacher would
repeat to watch the video and teacher asked the students to
pay close attention the video and mention part of songs
from the video.
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were two person deixis used by teacher there were the word
“kita” and “kalian”. The word “kita” identified to first
person deixis. The word “kita” had referent meaning to the
teacher and students. While, the word “kalian” identified to
second person deixis. The word “kalian” had referent
meaning to the students.
b) Spatial deixis
1) M3/08/D148
T: “oke, time is over. Look at here! Now, number 1,
Salwa! Who is your favorite singer? Ayo! Speak loudly!”
English teacher (Mr.Rifai). The teacher ordered the
students to discuss together about the discussion result of
students concern their assignment. The utterance had
twenty five minutes) on third meeting in 7PK class.
students discuss their assignment. The teacher ordered the
students concern their assignment. So, teacher asked the
students to answer the question. The teacher order one of
the students to answer number 1.
141
From the data in number D148, there was only one
word deixis used by teacher that was the word “here”.
Based on the Yule‟s theory, the word “here” identified to
spatial deixis which had a relative location of people and
things was being indicated. The word “here” also can be
called for near distance. The word “here” referred to the
book task 2.
2) M3/09/D160
T: “oke good job! perhatikan semuannya. Open
your book page 82. Kita lihat halaman 82, nah disini ada
penjelasannya, yang namanya lagu itu ada beberapa
bagian. Lagu yang sering diulang-ulang itu namanya
apa?”
English teacher. His name is Mr.Rifai. The teacher gave
responses the student answer. After that, the teacher asked
students to open their book on page 82. The teacher begin
start explain about part of song. It happened at 10.40 a.m
(the utterance was found at 1 hour forty minutes) on third
From the data M3/09/D160, there were two words
type of deixis used by teacher they are the word “disini”
and “itu” identified to spatial deixis which had a relative
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location of people and things was being indicated. The
word “sini” referred to the book in page 82. The word “itu
or that” referred to the part of songs.
c) Temporal deixis
1) M3/08/D148
T: “oke, time is over. Look at here! Now, number 1,
Salwa! Who is your favorite singer? Ayo! Speak loudly!”
From the utterance M3/08/D148 was uttered by
speaker as English teacher. The teacher ordered the
students concern their assignment. The utterance had
occurred at 10.25 a.m (the utterance was found at 1 hour
twenty five minutes) on third meeting in 7PK class.
The context of utterance showed the teacher ordered
the students to discuss together about the discussion result
of students concern their assignment. Because time is over.
So, the teacher asked the students to answer the question.
The teacher order one of the students to answer number 1.
Based the data number D148, there was only one word type
of deixis used by teacher that is the word “now” indentified
to temporal deixis. The word “now” had referent meaning
to the time when the teacher asked the students to discuss
the assignment.
143
2) M3/10/D163
T: Now, we watch this video, saya buka dulu
videonya, lets we watch the video together.”
Based the utterance number D163, that was uttered
by English teacher. His name is Mr.Rifai. The teacher
asked the students to watch the video of songs about the
material that day. The utterance had happened at 10.42 a.m
(the utterance was found at 1 hour forty two minutes) on
third meeting in 7PK class.
was only one word type of deixis used by teacher that was
the word “now. According to the Yule, the word “now
identified to temporal deixis. So, the word “now” had
referent meaning to time when the teacher and students
would watch the video.
7) Closing
In closing of the teaching and learning process in the
classroom. The teacher gave assignment to the students before
the close meetings. The teacher had closed the lesson by giving
taking leave. The following deixis expression appears in the
process of closing.
a) Person deixis
1) M3/11/D169
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T: “sekarang waktunya sudah habis jadi buat PR
kalian aja. Tambahan yaa buat PR nya besok kamis
ulangan ya?”
Based the data number D169, The utterance was
uttered by English teacher. The teacher asked the students
about the assignment to do in home. And the teacher
announced that next week will be held the exam. The
found at 1 hour fifty five minutes) on third meeting in 7PK
class.
Based the data M3/11/D169, there was only one
person deixis used by teacher that was the word “kalian”.
According to Yule, the word “kalian” identified to second
person deixis.The word “kalian” that used by the teacher to
point someone. So, the word “kalian” here had referent
2) M3/11/D170
T: “semua materi sesuai dengan kisi-kisi. Teks
lisannya ada 2 story telling atau sing a song. Lagunya
harus lagu ini. Do you understand? Any question?”
English teacher namely Mr.Rifai. The teacher announced
the material to exam the next week. Then, the teacher asked
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the students understanding about the material to exam. It
fifty eight minutes) on third meeting in 7PK class.
teacher had given explanation the assignment. Then, the
teacher announced the material to exam the next week.
Then, the teacher asked the students understanding about
the material to exam. Based the sentence in the data
M3/11/D170, there was only one person deixis used by
teacher that is the word “you”. The word “you” identified
to second person deixis. So, the word “you” had referent
b) Spatial deixis
1) M3/11/D170
T: “semua materi sesuai dengan kisi-kisi. Teks
lisannya ada 2 story telling atau sing a song. Lagunya
harus lagu ini. Do you understand? Any question?”
The utterance in the data M3/11/D170 was uttered
by English teacher. The teacher gave explanation about
material examination to next week. It happened at 10.58
a.m (the utterance was found at 1 hour fifty eight minutes)
on third meeting in 7PK class. The context of utterance
showed that after the teacher gave explanation the
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assignment. Then, the teacher announced the material to
exam the next week. Then, the teacher asked the students
understanding about the material to exam.
word type of deixis used by teacher that is the word “ini”
According to Yule, the word “ini” identified to spatial
deixis which had a relative location of people and things
was being indicated. The word “ini” also can be called
adverb that used for near distance. The word “ini” referred
to the songs. (Count on me).
c) Temporal deixis
1) M3/11/D169
T: “sekarang waktunya sudah habis jadi buat PR
kalian aja. Tambahan yaa buat PR nya besok kamis
ulangan ya?”
English teacher namely Mr.Rifai. The teacher ordered the
students about their assignment to do in the home. It
fifty five minutes) on third meeting in 7PK class. The
context of utterance showed that after the teacher gave
explanation about the students‟ assignment. Then, the
teacher announced that next week will be held the exam.
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From the the data M3/11/D169, there were two
word types of deixis used by teacher. The word “sekarang”
and “besok kamis” indentified to temporal deixis. The
word “sekarang” had referent meaning situation the time is
over. While, the word “besok kamis” had referent meaning
to next meeting (Thursday on May16th, 2019)
2) M3/11/D171
T: “nanti kalau kalian mau nanya bisa ditanyakan
via whatsapp ya? Now, say alhamdulliah. See you next
time. wassalamu „alaikum wr.wb.”
uttered by speaker as English teacher (Mr.Rifai). The
teacher ordered to the students if want ask about
assignment and examination through via whatsapp. The
found at 1 hour thirty minutes) on third meeting in 7PK
class. The context of utterance showed that after the
teacher gave explanation the assignment and material
examination. Then, the teacher ordered to the students if
want ask about the assignment and examination through via
whatsapp.
Based the data number D171, there were two words
type of deixis used by teacher. The word “now” and “next
148
time”. Based on yule‟s theory, the word “now” and “next
time” identified to temporal deixis. The word “now” had
referent meaning time when teacher closed the class. While,
the word “next time” had referent meaning to next meeting
on the Thursday on May16th, 2019.
After giving the sample of the data, and categorized based on three
types of deixis namely person deixis, spatial deixis, and temporal
deixis. The whole findings of the type of deixis used by English teacher
in teaching learning process at the seventh grade program khusus of
MTsN 1 Karanganyar in academic year 2018/2019. As follow:
Table 4.1 Type of Deixis Used by English Teacher
NO TYPE OF DEIXIS FREQUENSY
1. Person Deixis 145
First person deixis 51
Second person deixis 80
Third person deixis 14
2. Spatial deixis 52
3. Temporal deixis 48
Total 245
Table 4.2 Tabulation Data of the Types of Deixis
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NO CONTEXT MEETING 1 MEETING 2 MEETING 3
PD SD TD PD SD TD PD SD TD
1. Opening 2 0 2 3 0 3 2 0 2
2. Observing 2 3 3 9 3 1 6 3 1
3. Questioning 1 0 1 3 0 1 23 7 1
4. Experimenting 3 3 7 4 5 2 8 4 1
5. Associating 4 1 3 4 1 2 2 1 1
6. Communicating 26 8 9 15 4 2 19 7 2
7. Closing 2 0 3 4 1 2 3 1 2
8. Total 40 15 25 42 14 13 63 23 10
From the table of findings above can be seen that the types of
deixis were applied by the teacher during teaching learning process at the
seventh grade program khusus of MTsN 1 Karanganyar. Based on the
table, there were 145 data types of deixis which can be categorized as
person deixis. This also can be classified again into 51 for first person
deixis, 80 for second person deixis, and 14 for third person deixis. The
second type of deixis there were 52 that obtained in the data was spatial
deixis. The third type of deixis there were 48 that obtained in the data was
temporal deixis. From the explanation above, it can be concluded that the
often type of deixis obtained in the teacher utterance during classroom
activities at the seventh grade program khusus of MTsN 1 Karanganyar
150
was person deixis with 145 data. The second common type was spatial
deixis with 52 data deixis used by teacher. At least, the common type was
temporal deixis obtained in the teacher utterance, with 48 data of
occurrenced.
From the explanation above, it can be concluded that the mostly
types of deixis used by English teacher during teaching learning process
was person deixis 145 data of occurrences. Whereas, the mostly types of
person deixis that used by English teacher were using second person
deixis, “you” which were founds 80 words in data utterances used by
English teacher at the seventh grade program khusus of MTsN 1
Karanganyar.
2. The Meaning Words of Deixis Utterances Used by English Teacher.
Tabel 4.3 Tabulation Data of Meaning Word of Deixis Utterances
Used by English Teacher.
Types of deixis Deixis Meaning Meetings
words
1 2 3
Person First I The teacher 10 8 9
deixis Person
We The teacher and 6 8 10
students
Second You The students 18 20 28
person Your 4 6 4
Third He Example of 2 0 3
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person She person or things 0 0 5
It in the materials. 0 1 0
They 1 1 1
Spatial deixis This The location near 1 3 6
Here from the speaker 6 4 5
That The location away 5 5 9
from the speaker
There 3 2 3
Temporal deixis Now The present time 13 8 3
Today 4 3 2
Yesterday The past time 0 1 0
Then The future time 7 0 3
Tomorrow 0 1 0
Next week 1 0 2
Total 81 71 93
The second research question was to describe the meaning of those
deixis used by English teacher of MTsN 1 Karanganyar during teaching
learning process. From the result above, the researcher had find the data
of the frequency of deixis used by the teacher in teaching learning
process, and the type of deixis used by English teacher. The researchers
would explain about the meaning words of deixis utterances used by
152
English teacher at the seventh grade program khusus of MTsN 1
Karanganyar. Therefore, this part was provided some data to answer the
second question from this research. While, the complete data can be
seen in the appendices. Here are some data provided by the researcher.
1) Person Deixis
a) The word “I”
M1/04/D16
T: “Iya 2 orang, nanti pasangannya yang milihin saya,
secara random. Jadi, kamu harus bener-bener latihannya. Saya
kasih waktu 5 menit, ya”
The utterance in data M1/04/D16 was uttered by English
teacher as the speaker. The utterance occurs on teaching learning
process activities, when teacher asked the students to do practice
the conversation. So, the teacher gave five minutes to the students
to prepare the practice reading conversations.
On the teacher‟s utterance in data M1/04/D16, there were
the word person deixis used by teacher that was the word “I”.
Based on Yule‟s theory the word “I” was categorized as the person
deixis. The word “I” identified as first person deixis. The word
“I” categorized as a singular pronoun. The word “I” referred to
the role person deixis which uttered by one person. These word
that contain to the denotative meaning. So, the word “I” had
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referent meaning to the speaker which was the teacher asked the
students to do practice reading the conversation.
b) The word “we”
M3/07/D146
Attention! There are many questions. Nanti satu meja jawab satu
aja yaa jawabnya. I give you five minutes for answer questions.
Task 2 Ini masih berhubungan dengan menyanyi tadi ya. Oke lets
stars now!”
From the utterance in data M3/07/D146 was uttered by
English teacher namely Mr.Rifai. The teacher asked the students to
continue the task 2 and discuss that task with their friends. The
teacher asked the students to answer the questions in task two. The
teacher gave five minutes to do the assignment. The teacher asked
the student to collaboration with their friends.
Based the data number D146, there was person deixis used
by teacher that is the word “we” that was identified to plural first
person deixis. The word “we” had different form of subject and
object in English. The word “we” was used for a subject. It was
changed to pronoun “us” when it was used as an object. In
Indonesian, the deixis we/us will be translated into two words;
kami or kita. The word “we” that contain to the denotative
meaning. The word “we” categorized as plural pronouns. So, the
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meaning word of person deixis “we” were both the teacher and
students, because they did the teaching learning process together.
c) The word “you”
1. M3/06/D139
T: “oke, Now. please, open your book page 81. Ayooo!
Please, open your book page 81! Now, look at carefully. Kita lihat
dengan seksama. Ayooo, now look at task 1. There are many
picture of there. Ayo kita diskusikan bersama. Do you know about
number 1? who did you see in number 1”
The utterance in data M3/06/D139 was uttered by speaker
as English teacher. The utterance occurred when teacher asked the
students to open their books pages 81. In there, there are many
pictures. Then, teacher asking to the students about who did their
see in picture number 1. The teacher asked the students to discuss
the task together.
In English, there were singular and plural nouns on refered
to the something. A singular noun is word used to indicate only one
person. Whereas plural nouns are words used to indicate that there
is more than one person. To know singular or plural noun, it can be
seen with know context of situation in the classroom. Based the
utterance in the data M3/06/D139, there were person deixis used by
teacher that was the word “you”. The word can be identified to
person deixis. The word “you” identified as the plural second
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person deixis. The word “you” that used by the teacher to point
someone. These word that contain to the denotative meaning. So,
the word “you” had referent meaning to the students.
2. M2/04/D75
T: “yaa, jawaban. Response atau tanggapan. Nah itu
namanya providing information. I like listening a music. How
about you, Naswa?
Based context of utterance the data above showed the
teacher give feedback of students‟ answer and teacher give
example about the material. Then, the teacher asked the student to
response the example given of the teacher and gave some question
to the students.
From the data number D75, there were three person deixis
used by teacher there were the word “you”. The word “you”
identified to second person deixis. The word “you” that used by the
teacher to point someone. The word “you” had referent meaning to
the one of student (Naswa). The word “you” identified as a
singular noun second person deixis. Because the teacher to refer
one only student. So, the word “you” had referent meaning to the
one of student (Naswa).
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d) The word “your”
M3/03/D112
T: “heh! Lupa? Yaudah! Zahra, kamu suka menyanyi?
What is your favorite of songs?”
From the utterance in number D112 was uttered by English
teacher as speaker. After the teacher had introduced the material by
materials. The teacher gave some question about the material of
that day one by one of the students. Then, the teacher also asked
the other student about favorite of songs.
Based the sentence in the data M3/03/D112, there were
word type of deixis used by teacher there was the word “your”.
According to Yule, the word “your” was categorized as plural
pronoun the second person deixis. These word that contain to
denotative meaning. So, the meaning of the word “your” referred
to the one of student that given a question by teacher (Zahra).
While, the word “your” referred to the students‟ favorite songs
(Lily-Alan Walker)
2) Spatial Deixis
a) The word “This”
M3/07/D146
Attention! There are many questions. Nanti satu meja jawab satu
157
aja yaa jawabnya. I give you five minutes for answer questions.
Task 2 Ini masih berhubungan dengan menyanyi tadi ya. Oke lets
stars now!”
From the utterance in data M3/07/D146 was uttered by
English teacher namely Mr.Rifai. The teacher ordered the students
to continue the task 2 and teacher asked the students to discuss that
task with their friends. Then, the teacher give time during five
minutes to answer questions in task 2.
Based the utterance in the data M3/07/D146, there was only
one word deixis used by teacher that was the word “ini”. The word
“ini” identified to spatial deixis which had a relative location of
people and things was being indicated. The word “ini” can be
called as adverb of place used for near distance. These word that
contain to the denotative meaning. The word “ini” referred to the
task 2 in the book.
b) The word “Here”
M1/06/D24
T: Yah, betul. Itu pengucapannya April yang salah. Oke,
sekarang lanjut yang kedua. Eksan dan Nisa, come here, please!
Eksan jadi Edo. Nisa jadi Beni.
From the utterance in the data M1/06/D24 was uttered by
speaker as English teacher. In this utterance showed that the
teacher gave feedback to the students about students‟ practice of
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reading the conversation. Then, the teacher asked the next partner
of students to do practice the conversation in front of the class.
Based the utterances in data M1/06/D24, there was the word
type of deixis used by English teacher that was the word “here”.
Based on the Yule‟s theory, the word “here” above categorized as
spatial deixis, which had a relative location of people and things
was being indicated. The word “here” also can be called as adverb
of place used for near distance. These word that was contain to the
denotative meaning. So, the word “here” referred to the in front of
class.
c) The word “that”
M3/05/D126
T: “wow, nice! I also like that song.” Oke, attention please!
Now, all of you, I will cek satu satu dulu. Jangan rame sendiri.
Keep silent!
From the utterance in data number D126 was uttered by
English teacher. The teacher gave response and feedback answer of
the students from the teacher‟s questions. Teacher gave some
question about the material of that day one by one of students. The
teacher also gave the feedback the answers of the student from
teacher‟s question about the material. The teacher gave responses
that the teacher also likes that song.
159
Based the data number D126, there was only one type of
deixis used by teacher that the word “that”. The word “that”
identified to spatial deixis which had a relative location of people
and things was being indicated. The word “itu or that” also called
as adverb of place used for far distance. These word that was
contain denotative meaning. So, the word “itu or that” referred
students‟ favorite songs. (Andmesh-hanya rindu)
d) The word “there”
M3/02/D107
T: “sip sip. Over there. Restu, kamu pernah mendengar
siapa sering menyanyi dikelas?”
From the utterances M3/02/D107 was uttered by English
teacher namely Mr.Rifai. After the teacher had introduced the
material with asked the students about their general knowledge
about the material. Then, the teacher gave some question about the
material of that day about who is always singing in the class.
Based the data M3/02/D107, there was only one word type
of deixis used by teacher that was the word “there”. According to
Yule, the word “there” was categorized as spatial deixis which
indicated the relative location of people and things. These word
that contain the denotative meaning. So, the meaning of the word
“there” referred to the student on the left side of teacher.
160
3) Temporal deixis
a) The word “Today”
M3/01/D105
lanjutkan belajar bahasa Inggrisnya. Oke, I wants to know who
always singing a song at the class? Siapa hayoo? Yang hobinya
nyanyi”
From the data in M3/01/D105 was uttered by English
teacher. The teacher began to introduce the material by asked
the students about their general knowledge about the materials.
The teacher gave some question about the material of that day.
The teacher gave some question about who is always singing a
song at the class.
Based the data in number D105, there was only one word
type of deixis used by teacher that was the word “today”.
According to Yule, the word “today” categorized as temporal
deixis, which had interpretation on knowing the relevant
utterance time in the context that the teacher began to introduce
the material by asked the students about their general knowledge
about the materials. The word deixis “today” that was contain to
the denotative meaning. So, the word deixis “today” had the
referent meaning that was the word “today” referred on the
Tuesday, on May14th, 2019, when the teaching learning process
161
had occurred. It happened after teacher began material in the
class at 09.10-11.00 a.m.
b) The word “Now”
M1/06/D26
T: “oke kalau begitu. Now, we look again the dialogue.
Kita cermati maknanya bersama-sama saja ya? Oke ungkapan
yang pertama, (Did you see my notebook?) Berarti maknanya
apa?”
From the utterance M1/06/D26 was uttered by English
teacher as speaker. The teacher asked the students to look again
the dialogue and teacher asked the students to pay attention the
meaning of conversation. Then, teacher asked the students to
examine the meaning of conversation and to discuss the
meaning of conversation.
Based the utterance in data M1/06/D26, there was only
one word deixis used by teacher that was the word “now”.
Based on the Yule‟s theory, the word “now” categorized as
temporal deixis. The word “now” had interpretation on knowing
the relevant utterance time. The word “now” here used to show
situation on the present time. These word that contain to the
denotative meaning. The referent meaning of the word “now”
was the present time, when teacher would discuss meaning of
conversation.
162
B. Discussion
Finally, after analyzing the data and classifying on the types of
deixis and the meaning word of deixis utterances used by English teacher,
the researcher wanted to discuss about the findings that have been
investigated in this section to answer the research question. Based on the
research findings, it was clear that the English teacher‟s utterances showed
the types of deixis. Beside, this research also explained about the meaning
word of deixis utterance used by English teacher.
Deixis can be described as the referring expression in which the
interpretation of utterance depends on the context of utterance. Moreover,
Yule (1996:9) states that deixis was a technical term (from Greek) for one
of the most basic things we do with utterance that had a mean as pointing
via language. He classified deixis into three main types. They are person
deixis, spatial deixis, and temporal deixis. Yule (1996:10) said that person
deixis clearly operates on basic three-part division, exemplified by the
pronouns for first person, second person, and the third person. This deixis
can be occurred in our daily life. When applying types of deixis at the
seventh grade program khusus of MTsN 1 Karanganyar, the findings
showed that although the categorized usually occur in the general
conversation, they also can be found in teaching learning process in the
classroom.
163
According to the analysis, researcher found 145 types of deixis
from 171 data utterances that belong person deixis. From the data table 4.1
can be infered that the most frequent types of deixis used by English
teacher in teaching learning process is person deixis. Based on Yule
(1996:10), described that person involves the speaker and the addressee
and operates in a basic three-part division they are; first person deixis,
second person deixis, third person deixis. In the perspective of person
deixis (I, you, he, she, it) Yule gave the concept of deixis tripartite
systems: speaker (I), addressee (you), and other (he, she it). The teacher
commonly used the deixis word “I” and “you” as the first person and
second person deixis. The most common type of person deixis used by
English teacher utterance was second person deixis. The researcher found
80 data of second person deixis. The second person deixis is a deictic
reference to a person or persons identified as addressee. It can be seen that
the most deixis used by English teacher on referring to the students by
using the word deixis “you”.
Based on the analysis, the researcher found the word deixis “you”
there were 66 words in 80 data of second person deixis. The second most
common used by English teacher utterance was first person deixis. The
first person deixis is reference that refers to the speaker or both speaker
and referent grouped with the speaker which is expressed in singular
pronoun. In this type, the researcher found 51 data of first person deixis.
164
To easy understanding students‟, the teacher referring to the teacher by
using the word deixis “I” as the first singular person deixis.
Based on the analysis, the researcher also found the word deixis “I”
there were 27 words in 51 data of first person deixis. The words “our”, as
the possessive pronoun, “we” and “us” as the first plural person deixis that
referred to both the teacher and the students. Based on the analysis, the
researcher often found the word deixis “we” there were 24 words in 51
data of first person deixis. At least, the third most common used by
English teacher utterance was third person deixis. The third person deixis
is a deictic reference to referents not identified as the speaker or addressee
and usually imply to the gender that the utterance refers to. In this type, the
researcher found 14 data of third person deixis. The words “she, he, or it”
referred to the someone or something as the third person deixis. In
addition, the teacher used person deixis are to get the students
understanding about what he talked, and something that the teacher
addressee.
Based on the table 4.1 the second most common types of deixis used
by English teacher was spatial deixis. According to the analysis, the
researcher found 52 data that belong to spatial deixis. The type of deixis
showed the location of the participant in the speech event. Yule (1996:12),
explains that spatial deixis is the concept of distance already mentioned
was clearly relevant to spatial deixis where the relative location of people
and things was being indicated. In teaching learning process, spatial deixis
165
that mostly used are the word “that” and “here”. The word “that” which
indicates that the place the teacher talked about as far from the teacher as
the speaker. Based on the analysis, the word “that” there were 19 words in
52 data of spatial deixis. While, the word “here” which indicates that the
place the teacher talked about as near from the teacher as the speaker.
Based on the analysis, the researcher found the word “here” there were 15
words in 52 data of spatial deixis. The use of spatial deixis by teacher are
had a referent meaning to the place or location inside the classroom and
near or away from the teacher as the speaker. The teacher used spatial
deixis to make the students understand about the location of what used the
teacher pointed by, or the teacher mean by. Then, the students do not
confuse on understanding what the teacher talking about.
The least type of deixis that obtained was temporal deixis with
occurred 48 data in 171 utterances. Yule (1996-14) state that temporal
deixis was lingusitic expressions depend for their interpretation on
knowing the relevant utterance times, for instance, now: time coinciding
with speaker utterance time, then : past and future time relative to
speaker‟s present time, yesterday, tomorrow, and today. Whereas, in
teaching learning process the teacher often used the deixis word “now”
which can be interpreted as the present time or at this time. Based on the
analysis, the researcher often found the word “now” there were 24 words
in 48 data of temporal deixis. The used of temporal deixis by English
teacher here was to explain about the time when the speech event occur on
166
the present time, addressing the specific time when something happened
on the past time, and the specific time on the future times.
From the discussion above, it can be concluded that deixis can be
applied in teaching and learning process. By knowing the theory and the
types from deixis and the meaning word of deixis utterance used by
English teacher, it can help the teacher to be creative on delivering the
material with use the pronoun to referring someone or something. Beside
the teacher also can use the practiced of deixis to introduce the students
about the kind of pronouns such as first and second person pronoun (I, me,
my, mine, you, your, yours, we, our, ours, us), for spatial deixis word or
demonstrative pronouns, whereas the meaning depends on where the
speaker (here, that, this, there), and for time (now, then, last week,
yesterday, next week, tomorrow).
In addition, by knowing and understanding about the deixis theory and
the types it was can help the students to understand what the teacher talked
about, or in the outside the school, the students can easily understand what
people trying to tell them. Besides, it can avoid misunderstanding and
miscommunication when they doing the communication with the tourist
talked in English.
By knowing about deixis, also help the student on arranging some
paragraphs to fulfill their task for English lesson in writing skill. Deixis
can help the writers to use language more efficient in purpose of delivering
the meaning as one of the branches of pragmatics. Deixis concerns of
167
utterance or speech event, and thus also concerns the ways in which the
interpretation of utterances depends on the analysis of that context of
utterance. Thus, in writing activity, the writers should consider on how to
use deixis efficiently which reflect the relationship between language
structure and context in order to discover the meaning of writing.
The other benefit of knowing the theory and the types of deixis and
referents for both the teacher and the students was help them easy
translated English in to Indonesia and Indonesia to English. Because on
the process of translating the translator should consider some factors such
as equivalent to target language.
From the result above, explain that deixis was an important study that
serves many fuctions for the English Foreign Learners. Especially on
classroom activities. Therefore, the understanding about this study was
useful for the students learning process as good as how the teacher
practicing and giving the understanding about this study for their students.
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CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presents two parts namely conclusion and suggestion.
The conclusion is concerned with the summary of the result. This include
the three types of deixis used by the teacher of the seventh grade program
khusus of MTsN 1 Karanganyar, the types of deixis and the meaning word
of deixis utterance used by English teacher. Meanwhile, suggestion is
presented to offer some suggestions for the students, the English teacher,
and future researchers.
A. Conclusion
Derived from the result that has been obtained and analyzed. The
research was to identify the types of deixis used by the English teacher in
teaching English for the seventh grade program khusus of MTsN 1
Karanganyar. There were three types of deixis according to Yule‟s theory
that were employed by the English teacher during the teaching learning
process. The researcher then drew some conclusions as follow:
1. The researcher found that the English teacher applied deixis in
delivering English materials to the seventh grade program khusus of
MTsN 1 Karanganyar. From the analysis done by the researcher there
were 245 data types of deixis from 171 data in utterances, which also
contained three types of deixis, those were 145 in person deixis as the
most types used by the teacher. The second most deixis used by the
169
teacher was spatial deixis which only found 52 data. The third type of
deixis used by the teacher was temporal deixis with 48 data.
2. The researcher also explained about the meaning word of deixis
utterances used by the teacher in teaching learning process. The
researcher has found that the English teacher often used person deixis
on addressing the students, the teacher himself and also to refer
something. The researcher also found the used of spatial deixis by
English teacher on referred to the location near or away from the
teacher as the speaker. The teacher also used temporal deixis on
referred the specific time.
B. Suggestion
Based on the conclusions and the implications, some suggestions
were proposed to somebody as follows:
1. Students
The result of this research gave the student knowledge
about the theory and types of deixis and the meaning word of
deixis utterance used by English teacher. By understanding the
theory and the types of deixis and the meaning word of deixis
utterance used by English teacher, the students can avoid the
misunderstanding and miscommunication in interpreting the
English teachers‟ referent meaning. Besides, it help them on
170
translating some text, or conversation in to target language, this
study also help them on speaking practice, and doing writing
practice. Therefore, the researcher hope the students open their
mind about the important of studying the deixis, to help them on
mastering many skill found in learning English.
2. English Teacher
This research is expected to give English teachers an
insight about types of deixis and the meaning word of deixis
should be used when they are teaching English in the class. It is
advisable for English teachers to use English optimally and more
aware in choosing the reference word to get the students
understanding about what the teacher refers to, then the students
can translating the teacher‟s utterance in to what actually the
teacher mean by. Therefore, the teaching learning process would
be fun for the teacher and the students.
3. Other researchers
Based on the limitation, it is suggested to the next
researchers who interested in pragmatic to conduct another
research with a broader scope of sociolinguistics especially deixis
feature, than this study by using a different method of analysis to
get more accurate finding. Besides, the researcher hoped that other
171
researchers are interested in analyzing pragmatics in other
classification to make this study better and perfect.
172
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174
APPENDIXES
175
APPENDIX
176
TEACHER‟S TRANSCRIPT
Teacher : Muhammad Rifa‟i, S.Pd
Date : 16/04/2019
Class : 7PK
Meeting : 1
Note:
T : Teacher
S : Students
T: Assalamu „alaikum wr.wb
S: waalaikum salam wr.wb
T: Good morning, students
S: Good morning, sir
T: How are you today?
S: I am fine. Thankyou, and you?
T: I am very well. Who is absent today?
S: No ones, mr
T: Okay, keep silent, please! Now, please open your book page 57. There are
several dialogues there. Zaky sudah di buka belom? Kok lemes kamu, sakit?
Kalau kamu sakit ke uks aja.
S: No sir, sudah kok Mr
T: semuanya sudah belom?
S: sudah, Mr
177
T: Now, look at dialogue 1 in here. There are two students : Edo and ....... who is
that?
S: Edo and Beni
T: saya akan baca dilalog ini. Perhatikan pengucapannya ya, ready ya? Oke saya
mulai dari sekarang.
Edo : Did you see my notebook, I put it on my desk, but it not there now.
Beni : what does it look like?
Edo : it‟s thick. It has a blue hard cover
Beni : does it have a pink ribbon separator? This one?
Edo : No, the ribbon is white. There is a sticker on the cover. It‟s shiny, white,
round, with a picture of an Orang utan
Beni : it must be that one over there on the teacher‟s desk.
Edo : yes, you are right. Thankyou

Beni : you‟re welcome
T: Okay, sekarang gantian kalian yang baca bareng-bareng, setelah saya
mengucapkan kemudian baru kalian juga mengucapkan. Do you understand?
S: Understand, Mr
T: Saya mulai sekarang, sebelah sini, Did you see my notebook?
S: Did you see my notebook
T: Kurang keras! Ayo, kalian ulangi lagi! Did you see my notebook.
S: Did you see my notebook
T : kemudian, I put it on my desk, but it is there now. Ayo, kalian ucapkan!
Yang keras!
178
S : I put it on my desk, but it is there now.
T: oke. sebelah sana, what does it look like.
S : what does it look like
T: ayo sekarang, sebelah sini. It‟s thick. It has a blue hardcover.
S: It‟s thick. It has a blue hardcover
T: Then, kalimat bawahnya, does it have a pink ribbon separator? This one?
S: does it have a pink ribbon separator?
T: No..no.no, penekanannya kurang, ulangi
S: does it have a pink ribbon separator? This one?
T: good, oke lanjut. No, the ribbon is white. There is a sticker on the cover.
S: No, the ribbon is white. There is a sticker on the cover.
T: jedanya jangan lama-lama. Ulangi!
S: No, the ribbon is white. There is a sticker on the cover.
T: Nice,lanjut. It‟s shiny,white,round, with a picture of an Orang utan.
S: It‟s shiny,white,round, with a picture of an Orang utan.
T: Hayoo hayoo, gimana intonasinya?jangan cepet-cepet, jedanya harus pas. It‟s
shiny,white,round, with a picture of an Orang utan. Ulangi!
S: It‟s shiny,white,round, with a picture of an Orang utan.
T: Nah, begitu. digabung di baca semuannya!
S: The ribbon is white. There is a sticker on the cover. It‟s shiny,white,round, with
a picture of an Orang utan.
T: sekali lagi, masih kurang pas.
179
S: The ribbon is white. There is a sticker on their cover. It‟s shiny,white,round,
with a picture of an Orang utan.
T: Nah, good! Now, it must be that one over there, on the teacher‟s desk.
S: It must be that one over there, on the teacher‟s desk.
T: oke, kemudian yang terakhir! Yes, you are right. Thankyou.
S: Yes, you are right. Thankyou.
T: You‟re welcome.
S: You‟re welcome.
T: Oke sekarang, kalian latihan baca teks dialognya lagi, kemudian, nanti maju
kedepan.
S: 2 orang, Mr? La nanti pasangannya gimana, Mr?
T: iya 2 orang, nanti pasangannya yg milihin saya secara random. Jadi kamu
harus bener-bener latihannya. Saya kasih waktu 5 menit ya?
S: lah, kok cepetmen, Mr.
T: Yasudah, 10 minutes from now.
(waktu berjalan)
T: 2 minutes again yaa!
S: yah bentar,Mr
T: makanya kamu buruan, jangan lama-lama!
T: oke, Time is over!
Sudah ya, oke saya akan minta 2 pasang untuk maju ke depan. saya acak ya
Ok. First. April maju ke depan, kamu jadi Edo. Then, Adam kamu jadi Beni.
Ayo come here, please!

180
S: Cieeee cahh!!
T: hayoo suitttt, keep silent, please!
Oke, Adam and April do practice the dialogue. Look here, students! Nanti
kalau salah jangan ditertawakan. Saya cuma akan melihat dan mendengarkan
saja. Jadi, nanti kalau mereka ada yang salah dibiarkan saja. Nanti setelah
selesai, nanti kita koreksi. Okay, paham ya? Biarkan mereka berdialog sesuka
mereka. Nanti ketika mereka berdialog, kalian tulis pengucapan yang
salah/belum bener, intonasi yang kurang pas. Begitu ya? Do you understand?
S: understand, Mr. Jadi ini Cuma perkata aja to, Mr?
T: iya, betul. Okay adam and april, are you ready? Speak loudly, ya!
S: Did you see my notebook, I put it on my desk, but it not there now.
what does it look like?
it‟s thick. It has a blue hard cover
does it have a pink ribbon separator? This one?
No, the ribbon is white. There is a sticker on the cover. It‟s shiny, white, round,
with a picture of an Orang utan
it must be that one over there on the teacher‟s desk.
yes, you are right. Thankyou
you‟re welcome
T: okay, dari sini apa yang bisa kalian tangkap dari dialog yang pengucapannya
salah?
S: ada Mr. pengucapannya like.

181
T: yang ngucapin siapa tadi?
S: Adam Mr.
T: trus ada lagi gak?coba, Sebelah sini. Tadi yang salah ada gak?
S: pengucapan picture Mr. tdi di baca “pictur” harusnya “pikcer”
T: yah, betul. Itu dari pengucapannya April ya yang salah.
Oke,sekarang lanjut yang kedua. Eksan dan Nisa, come here please! Eksan
jadi Edo. Nisa jadi Beni.
S: Did you see my notebook, I put it on my desk, but it not there now.
what does it look like?
it‟s thick. It has a blue hard cover
does it have a pink ribbon separator? This one?
No, the ribbon is white. There is a sticker on the cover. It‟s shiny, white, round,
with a picture of an Orang utan
it must be that one over there on the teacher‟s desk.
yes, you are right. Thankyou
you‟re welcome
T: Good! Oke, students. Apa yang bisa kita tangkap dari kesalahan Eksan dan
Nisa?
S: ada Mr. Cover, tadi Eksan bilangnya cover harusnya kan “kover”
T: oke yaa bagus. Ada lagi gak? Kalau dari Nisa ada yang salah tidak?
S: No Mr. tapi kalau Nisa gak tau soalnya gak denger jelas og Mr.
182
T: oke kalau begitu. Now, we look again the dialogue. Kita cermati maknanya
bersama-sama saja ya? Oke ungkapan yang pertama, Did you see my notebook?
Berati maknanya apa?
S: apakah kamu melihat buku catatanku.
T: yah, then. I put it on my desk, but it not there now. Saya meletakkannya diatas
mejaku, tetapi sekarang tidak ada disana. What does it look like? Apa itu
maksutnya?
S: gak tau Mr.
T: seperti apa bentuknya. Then, bawahnya it‟s thick. It has a blue hard cover.
Thick artinya apa? ayo kamu, Restu. Artinya thick apa? kamu, jangan rame
sendiri.
S: tebal.
T: nah, berarti it‟s thick. It has a blue hard cover. Maknanya apa? ayo, kamu
artikan semuanya.
S: bukunya tebal memiliki hard cover warna biru.
T: good! Dah, kamu perhatikan sekarang, jangan rame trus. Oke, next. Does it
have a pink ribbon separator? Ribbon apa artinya?
S: pita
T: separator?
S: (no respon)
T: separator artinya apa? open your dictionary. Ayoo cari dulu apa artinya.
S: pemisah, Mr.
T: Does it have a pink ribbon separator? this one? Nah, berarti artinya apa?
183
S: Apakah ada pemisah pita merah muda?
T:ungkapan selanjutnya. No, the ribbon is white. There is a sticker in the cover.
S: Tidak, pita itu berwarna putih. Ada stiker di sampulnya.
T: It‟s shiny, white, round, with a picture of an Orang utan. Artinya? Adam,
kamu artikan dari No, the ribbon is white sampai an orang utan.
S: Tidak, pita itu berwarna putih. Ada stiker di sampulnya. Shiny sama round
artinya apa, Mr?
T: mengkilap, kalau round apa artinya?
S: bulat.
T: berarti, semuanya artinya apa. ayo kamu ulangi, adam.
S: Tidak, pita itu berwarna putih. Ada stiker di sampulnya. Warnanya mengkilap,
putih, bulat, dengan gambar orang utan
T: sekarang, it must be that one over there on the teacher‟s desk. Hani, kamu
artikan!
S: itu pasti yang ada di meja guru.
T: good! yes, you are right. Thankyou. Yaa, kamu benar.Terimakasih. you‟re
welcome?
S: sama-sama.
T: now, look at carefully on page 59.
S: yang mana, Mr?
T: page fifty nine. Task 2. Dialog 1. Sudah ketemu? Arif, kamu sudah ketemu?
S: sudah.
T: oke, sekarang kerjakan pertanyaan 1-5. Saya kasih waktu 10 menit.

184
S: yang dialog 2 iya apa enggak, Mr?
T: tidak usah, kamu kerjakan dialog 1 dulu saja.
(waktu berjalan)
T: oke, you have 5 minutes left.
S: bentar to, Mr.
T: tinggal 5 menit, makanya kamu segera kerjakan. Mudah lo itu pertanyaan.
S: yaa, mr.
T: Time is over. Sudah selesai ya?
S: halaahhh.
T: kalian sudah selesai kan, semuanya 1-5. Rehan, kamu sudah selesai?
S: sudah, Mr.
T: oke, now we will discuss together. Number 1. Yumna, kamu baca!
S: where does the dialog take place?
T:nah, ungkapannya itu berarti artinya apa?
S: dimana tempat dialog berlangsung?
T: dimana?
S: dikelas.
T: berarti jawabnya gimana? The dialog take place at?
S: the dialog take place at the class.
T: number two. Naswa, kamu baca dan jawab sekalian!
S: what Edo looking for?
T: apa yang Edo cari? Yang dia cari tadi apa?
S: Notebook.
185
T: jadi jawabnya.
S: Edo looking for notebook.
T: heh? Edo looking for his notebook. Pake his notebook. number three. Kamu,
Rahma!
S: Does it have a white ribbon separator?
T: apakah buku catatannya memiliki pemisah pita warna putih? Kalau
pertanyaannya does berarti kamu jawabnya gimana?
S: yes, it does.
T: number four. Kamu, Arif!
S: does Beni know where the book is? Yes, he does.
T: good! Number five, Salwa!
S: where is it? It is at the teacher‟s desk.
T: oke enough! For your homework, baca dialog 2 on page 57 dan kamu
kerjakan dialog 2 on page 59. Do you understand?
S: yes, mr. mengerjakannya dimana, mr?
T: di buku lks saja ya. Any question about all material today?
S: No.
T: oke I closed the meeting today. Don‟t forget your homework! Saying
hamdalah together.
S: alhamdulliah.
T: see you next time. Wassalamu „alaikum wr.wb.
S: wa‟alaikum salam wr.wb.
186
Date : 18/04/2019
Class : 7PK
Meeting : 2
Note:
T : Teacher
S : Students
S: Waalikum salam wr.wb
T: Good morning students
S: Good morning, Sir.
T: I am very well. Who is absent today?
S: Eksan and Rehan
T: Eksan and Rehan, the reason? Alasan mereka tidak masuk kenapa?
S: Eksan sakit, Rehan gak tau, mr.
T: oke. Is there homework yesterday?
S: yes, ada mr.
T: halaman berapa?
S: fifty nine dialog 2

187
T: oke, keep silent, please! Now, we will discuss the homework dialog 2 number
1. Kamu, Zahra. What is the dialog about?
S: the dialog about lina‟s home.
T: rumahnya lina? True or false, students?
S: True.
T: oke Next. Mas zaky. You anwser number 2. Where does Lina live?
S: I live ....(kurang jelas jawabnya)
T: where does Lina live? Apa pertanyaan nya? Kamu paham gak, mas Zaky?
S: Dimana tempat tinggal lina.
T: dimana tempat tinggalnya?
S: new housing estate.
T: yaah, ulangi! Kamu jawab yang lengkap.
S: lina live in a new housing estate.
T: oke, number three. Are the houses in Lina‟s neighborhood similar? Siapa nih?
Eeee, mbak Risa, you answers number three! speak loudly!
S: yes, there are.
T: makstud nya apa, mbak?
S: apakah rumah lina sama dengan tetangganya? Yes, there are.
T: oke, true ya! number 4. Over here, kamu Abel!
S: what makes Lina‟s home different?
T: what makes Lina‟s home different? Apa yang membuat rumah Lina berbeda?
Desainnya rumahnya Lina kan sama dengan tetangga nya, nah apa yang membuat
berbeda? Ada apanya rumahnya Lina?

188
S: ada pohonnya.
T: Berarti jawabnya. Lina‟s house different because there are trees. Yoh, mbak
Risa! Kamu ulangi jawabannya.
S: Lina‟s house different because there are trees.
T: oke number five, terakhir. Latifah, kamu jawab yang terakhir!
S: Siti says “but when the door is open, we cannot see it from the street, can we?”
what does “it refer to”?
T: Siti says “but when the door is open, we cannot see it from the street, can we?”
what does “it refer to”? it nya refer kemana? Itu Ditujukan kemana?
S: handycraft.
T: jadi, it refer to handycraft. What is the handycraft? itu apa artinya?
S: kerajinan tangan.
T: oke, today we will study about declarative sentences. Asking and providing
informations. Meminta dan menyediakan atau memberi informasi, menanyakan
informasi. Kalian pernah ke suatu tempat kan? Pernah bingung gak?
S: pernah.
T: kalau kalian bingung pernah tanya tidak?
S: pernah, mr.
T: nah, berarti itu kan kalian meminta informasi atau menanyakan informasi. Oke
sekarang, kita lihat dialog-dialognya. Apa yang bisa kita ucapkan? Asking for
fact or information. Menanyakan fakta. Fakta itu apa to? Kenyataan. Nah,
sekarang saya tanya ke Dita. What is your hobby, dita?
S: membaca, mr.
189
T: waah bagus membaca, saya kan nanya hobi lalu Dita jawab membaca. Berarti
fakta kan. Nah, selain menanyakan hobi, menanyakan tentang apa lagi?
S: menanyakan profesi
T: yaa profesi. Kalau kalian berarti profesi nya pelajar ya. Selain profesi?
S: nama
T: yaa, kalau itu jelas. Semisal kita ketemu di jalan. Nanya nama trus ngobrol-
ngobrol. Nah, kita lihat dalam bahasa Inggris di buku. Open your book on page
57. Look here in supporting features. What is your hobby? I like listening a
music. Nah, kalau kita menanyakan informasi, orang lain akan gimana?
S: akan memberikan jawaban.
T: yaa, jawaban. Response atau tanggapan. Nah itu namanya providing
information. I like listening a music. How about you, Naswa? What is your
favorite singer?
S: Bts, mr.
T: Bts itu untuk antena ya? itu apa?
S: bukan. Bts itu kpop. Korea mr.
T: oalah, nah ini menanyakan informasi lagi. kita lihat sekarang. “What is she
like? Dia seperti apa? gemuk, kurus, kering, keriting atau she is preety, tall,
slim.”
S: cantik, tinggi, langsing.
T: nah, berarti kalimat itu menanyakan apa? menanyakan informasi.In here many
example about asking and providing information. Nanti kita bisa menanyakan
informasi dengan menggunakan kata tanya, bisa dengan kata tanya what,when,
trus apa lagi?

190
S: where,who, why, how.
T: what, where, who, when, why, how. 5W+1H. Sudah ya?
S: sudah, mr.
T: nah, sekarang perhatikan kalian siapkan pertanyaan tentang menanyakan
informasi dengan teman sebelahnya. Contoh Naswa tanya ke mbak Hani, trus
mbak Hani, kamu tanya ke Abel. Begitu ya? Do you understand? Saya kasih
waktu 10 menit untuk membuat pertanyaan. Buat sebanyak mungkin. Nanti kalau
teman sebelumnya pake kata tanya what berarti selanjutnya pake kata where.
Begitu seterusnya.
S: berarti nanti nanya nya urut langsung kesebelahannya mr.
T: enggak, nanti saya yang milih dari siapa ke siapa secara acak.
S: lah, ya berarti harus gercep no, mr. pertanyaanya harus urut sama kayak
dipapan tulis itu mr.
T: iya noh, harus urut dari what langsung ke where gitu. Makanya bikin
pertanyaanya yang banyak sesuai kata tanya 5W+1H.
S: yahhh, gimana mr?
T: oke, saya kasih contoh ini yaa. Saya nanya ke Abel “what is your name?”
Abel jawab “my name is abel. Trus, Abel bertanya ke Naswa menggunakan kata
tanya where. Tapi gak boleh dengan kalimat yang sama lo ya, nanti kalau sudah
ada yang nanya dengan pertanyaan “what is your name?” berarti gak boleh lagi
nanya dengan kata kalimat itu. Harus dengan kalimat yang berbeda. Begitu ya.
Do you understand?
S: berarti tidak boleh sama, mr. la kalau kepepet mbok boleh sama to mr.
191
T: yaa, jangan kepepet dong. Makanya kamu harus buat pertanyaan yang banyak
biar nanti gak sama dengan temannya. Minimal yaa buat 5 pertanyaan. Oke, Saya
kasih waktu 10 menit.
(waktu berjalan)
T: sudah selesai belom?
S: belom, mr.
T: ayo 5 menit lagi ya.
S: yaaa bentar, mr.
T: time is over. Sudah diam yaa. Kita mulai dari sekarang ya. Speak loudly!
Jangan pelan-pelan ya nanti bicaranya. Kita bikin kesepakatan dulu ya. Nanti
yang dihukum kalau 1. Pertanyaannya sama. 2. Yang tidak bisa menjawab. Begitu
ya? Hukumannya apa nih enaknya?
S: nyanyi aja mr.
T: oke, kita hukum nyanyi reffnya saja. Nyanyi lagunya tidak usah dari awal.
Cukup reffnya saja. Boleh inggris, jawa, indonesia, dangdut.
S: nyanyinya bebas aja mr.
T: lagunya? Iya bebas cuma reffnya aja. Jangan satu lagu nanti habis waktunya.
S: nyanyi nya bareng aja to mr?
T: yaa tidak, nanti berdua. Kita kesepakati yaa, nanti yang sama pertanyaannya
yang tidak bisa jawab di hukum. Oke kita mulai harus dengan suara yang keras
ya. Saya tunjuk nanti. Are you ready?
S: ready
T: oke mulai dari april ke latifah. Speak loudly!

192
S: what is your favorite drink?
T: what is your favorite drink? Latifah, jawab!
S: my favorite drink is lemontea.
T: good! Next. Latifah ke Rahma. Speak loudly!
S: where does your mother live?
T: Rahma! You answers!
S: my mother live in Tuban
T: oke good! Rahma ke Zahra. Speak loudly!
S: who its love?
T: heh? Wewe, apa itu? Maksutnya what is your love?
S: iyaa, mr
T: Zahra, ayo kamu jawab!
S: I love my mother
T: nice! Zahra, kamu tanya ke Arif using kata when.
S: when you go to the school?
T: Arif jawab. When you go to the school?
S: I go to school 06.30
T: oke, Arif sekarang kamu nanya ke Zaky.
S: Do you study at..
T: bukan do you. Why you study at MTsN 1 Karanganyar. Nah kalau ada
pertanyaan seperti ini, jawabnya apa hayo?
S: because this school is good.
193
T: boleh, lebih tepatnya. Because this school have high quality. Sekarang , Zaky
ke tanya ke Kansa.
S: How many is your brother?
T: How many is your brother? Kansa jawab!
S: I have 2 brother
T: kansa tanya ke Abel
S: what is your favorite color?
S: my favorite color is blue.
T: Restu tanya ke Khoir.
S: where is your grandfather live?
T: where is your grandfather live? Jawabnya gimana khoir.
S: My grandfather live in Kalioso
T: Khoir, kamu tanya ke Irma
S: who is your English teacher?
S: My English teacher is Muhammad Rifa‟i, S.Pd
T: Salwa tanya ke Risa
S: when will you go to your uncle house?
S: everysunday.
T: Risa tanya ke Irma.
S: why do you hate me?
S: because you beautiful and smart
T: hah?gimana?
S: salah itu mr. salah

194
T: ayo maju ke depan kesini. Nyanyi dulu. Irma sama Risa nyanyi dulu. Bebas.
Irma mengadap sana. Risa menghadap sini. Reffnya saja. Ayo buruan kamu
nyanyi biar cepet selesai. Ayo semuanya perhatikan disini. Mumpung ada
hiburan.
S: balonku ada lima. Rupa-rupa warnanya nya. Melentus balon hijau doorrr.
Hatiku sangat kacau. Balon ku tinggal 4. Kupenggang erat-erat.
T: oke, sekarang kita simpulkan dulu semuannya. Ayo lihat sini. Kata tanya
what kita gunakan untuk menanyakan benda, obyek, ide. Benda apa yang
didekatmu? What is over there? Where untuk menanyakan tempat, seperti Kansa
tadi, kamu tadi menanyakan tempat tinggal ibu, who menanyakan orang, when
menanyakan waktu, why menanyakan alasan biasanya jawabnya diawali dengan
because. Kalau how menanyakan?
S: keadaan,jumlah.
T: oke sudah yaa, do you understand?
S: yes.
T: for your homework, kalian membuat pertanyaan dengan menggunakan kata
tanya whose and whom, whose itu apa? kepemilikan. Nanti buat 1 saja pertanyaan
whose satunya whom begitu yaa. Any questions?
S: dikumpulkan kapan, mr?
T: Dikumpulkan di meja saya, besok ya? Oke enough, cukup sekian dari saya.
Wassalamu „alaikum wr.wb
S: wa‟alaikum salam wr.wb
195
Date : 14/05/2019
Class : 7PK
Meeting : 3
Note:
T : Teacher
S : Students
S: Waalikum salam wr.wb
T: Good morning students
S: Good morning, Sir.
T: I am fine too. Who is absent today?
S: no ones, mr
T: today we will continue English practice. Kita lanjutkan belajar bahasa
Inggrisnya. Oke, I wants to know who always singing a song at the class? Siapa
hayoo? Yang hobinya nyanyi?
S: Zahwa mr Zahwa
T: wooo zahwa. Kamu suka nyanyi? Penyanyi favoritnya siapa?
S: suka mr. banyak og mr.
T: yang laki-laki ada yang hobinya nyanyi? Hobinya apa?

196
S: Tidur Mr, tidur
T: hah?tidur? jawab jujur, siapa yang suka mendengar temennya menyanyi
dikelas?
S: sering, banyak og mr
T: sip sip. Over there. Restu, kamu pernah mendengar siapa sering menyanyi
dikelas?
S: Arif hidayat, mr
T: oke, lagunya apa? lagu yang pernah kamu dengar?
S: dangdut mr. banyak og mr.
T: satu aja apa?
S: mau dibawa kemana
T: oke, all students keep silent! Attention please! Restu pernah mendengar Arif
menyanyi mau dibawa kemana. Lagunya gimana? Mau dibawa kemana hubungan
kita (sambil menyanyi) begitu kan? Itu judulnya apa? penyanyi nya siapa?
S: yahh, judulnya mau dibawa kemana, penyanyinya Rizal Armada
T: Arif! Kamu pernah mendengar siapa yang sering menyanyi dikelas?
S: (diam)
T: 20 anak di kelas ini yang kamu pernah denger menyanyi siapa?
S: Eksan mr.
T: oh, Eksan. What is the title of song?
S: banyak sir.
T: banyak, satu aja yang apa?
S: lupa
197
T: heh! Lupa? Yaudah! Zahra, kamu suka menyanyi? What is your favorite of
songs?
S: Korea.
T: waduh, korea. Lagu favoritenya apa?
S:Lily
T: Lily? Judul lagunya atau penyanyinya?
S: itu judul lagunya
T: okay, Zahra, kamu pernah mendengar siapa yang nyanyi dikelas?
S: Dita
T: Oke, Dita. Kamu suka menyanyi indonesian song atau apa?
S: indonesian song
T: indonesian song? What is the title?
S: gak tau judulnya, mr.
T: hadeh, gak tau judulnya tapi nyayiin lagunya, terkadang kita secara tidak sadar
juga seperti itu, tau lagunya tapi tidak tau judulnya, iya gak? Ada yang seperti itu
juga gak?
S: pernah mr, sering malah.
T: banyak yang gitu ya. Hanif, kamu pernah denger siapa?
S: zalwa, mr
T: zalwa kan sudah, kalau Irma. Kamu suka nyanyi lagu apa?
S: killing me, mr
T: killing me? Oalah. Abel? how about you?
S: saya pernah denger zalwa nyanyi mr,

198
T: selain zalwa?
S: Khansa mr.
T: kira-kira yang pernah kamu dengar lagunya apa?
S: on my way
T: ohhh, on my way. Eitss, hello attention, please! Keep silent! Oke, penyanyinya
siapa?
S: lupa menyanyinya. Eh, itu mr. Alan walker.
T: good! Laili! Kalau Kamu gimana?
S: Salma
T: oh, Salma. What is the title? Dia suka nyanyi Indonesia or English songs?
S: English songs.
T: English songs? what is the title?
S: Lily, Alan Walker
T: Risa, what is about you? Kamu suka nyanyi lagu apa?
S: basic man
T: Tia?
S: Latifah
T: Latifah, what song do you like? kamu suka lagu apa? Indonesian songs or
Korean songs?
S: bestfriend mr. Korean songs.
T: what about you, Irma?
S: I like an Indonesian song, Mr
T: you like an Indonesian song? What is that? What is the title?

199
S: I like Andmesh. The title is hanya rindu.
T: wow, nice! I also like that song.
Oke, attention please! Now, all of you, I will cek satu satu dulu. Jangan rame
sendiri. Keep silent!
S: yes, Mr
T: Eksan! Kamu suka lagu apa?
S: Nusantara, Mr
T: who is the singer you like? Roma irama?
S: No, Mr. Koes plus Mr.
T: another Eksan, what about you, Zaky?
S: Indonesian song.
T: Indonesian song? Dangdut? What is the title you like?
S: No, Mr. I like pop, the title is masih mencintaimu.
T: masih mencintaimu? Itu kan judul lagunya. Then, who is the singer?
S: dadali, Mr. tapi gak tau nama vokalisnya.
T: ohh, grup band yaa? Next, Adam! do you like to sing a song?
S: yes, sir
T: what is the song?
S: dangdut, Mr
T: weeeh, dangdut? What is the title ?
S: Stel kendo, Mr
T: hah? Stel kendo? Who is the singer? Whether that song is the javenese
language?
200
S: yes, the singer is Nella Karisma.
T: oke, what is about you, Zalva?
S: Javanese Songs
T: what is the title? Who is the singer of song?
S: sayang, Mr. Via Vallen Mr.
T: weeee, Via Vallen? Sayang, opo koe krungu jerite atiku, begitu ya lagunya?
Saya tau dikit dikit. Terakhir, Restu!What about you?
S: I like javanese songs, Mr
T: you like javanese like? what is that title?
S: witing tresno,
T: Dangdut lagi yaa? Aduhh, saya aja gak tau lagu-lagunya lo. penyanyinya
siapa?
S: Nella Karisma.
T: Oke, all of you, Good! I can conclude all of you. Here all of you have heard
your friends sing and have sung in this class. Jadi disini semuannya pernah
mendengar temennya menyanyi di kelas. Oke, paling tidak, pasti kalian dirumah
pernah menyanyi dan tanpa sadar pasti juga pernah menyanyi dikamar mandi. Iya
kan? Bahkan, terkadang menyanyi tidak dengan vokal yang jelas, begitu kan?
S: iya, betul Mr.
T: oke, Now. please, open your book page 81. Ayooo! Please, open your book
page 81! Now, look at carefully. Kita lihat dengan seksama. Ayooo, now look at
task 1. There are many pictures of there. Ayo kita diskusikan bersama. Do you
know about number 1? who did you see in number 1?

201
S: Bruno mars
T: oke Bruno Mars. Where he came from?
S: gak tau Mr.
T: he came from USA. Dari amerika serikat. Number 2. Who is in the picture of
number two? Do you know, Rara?
S: Yes, Justin Bieber.
T: his face like revan ya?
S: yaa, enggak lah Mr.
T: the next picture number 3. Who is he, Risa?where he came from? Anyone
know?
S: luar negeri, Mr
T: yaa, jelas memang dari luar negeri lah. Ini gambarnya tidak jelas. Saya juga
tidak tahu, lanjut saja yaa, number 4
S: yaa, Mr
T: number four, gambar ini banyak yang tidak tahu, saya tadi nanya ke kelas
delapan PK. Saya juga gak tau soalnya, Mr gak kenal eg. Katanya number 4 itu
Jeniffer Lopez. And the last one, who is her?
S: Selena Gomez
T: yaah, true! Now, we will continue to the task 2. Attention! There are many
questions. Nanti satu meja jawab satu aja yaa jawabnya. I give you five minutes
for answer questions. Task 2 Ini masih berhubungan dengan menyanyi tadi ya.
Oke lets stars now!
S: berarti in jawabnya boleh sama,Mr.

202
T: yaaah kan, makanya kamu satu meja berdiskusi bersama.
(waktu berjalan)
T: one minute again.
T: oke, time is over. Look at here! Now, number 1, Salwa! Who is your favorite
singer? Ayo! Speak loudly!
S: my favorite singer is Anne-Marie
T: where she came from?
S: she came from English, Mr
T: oke, good! The next question, Naswa! Who is your favorite singer?
S: my favorite singer is Ariana Grande.
T: why do you like her? Lanang opo wedok iku?
S: cewek, Mr
T: oke, why do you like her? Kenapa kok mau suka dia itu alasannya apa?
S: because she is beautiful
T: oke, because she is beautiful, bisa. berarti ada yaa, yang suka lagunya karena
penyanyinya cantik. Biasanya kan karna suara dia bagus, begitu. Oke, Next
number 3. Adam! Who is your favorite singer, dam?
S: Selena Gomez, Mr
T: could you mention the title of her songs?what are they? Bisakah kamu
sebutkan judul lagu dari lagunya selena gomez, apa aja?
S: magic, back to you, only you.
T: wahh, good! Which songs do you like most?
S: back to you, Mr.

203
T: Nice! Still number 4. Hani, who is your favorite singer?
S: my favaorite singer is Nissa Sabyan
T: Religius ya? Could you mention the title from nissa sabyan‟s songs?
S: maulana, qomarrun, assalamu „alaika.
T: number 4 for you. Which song do you like most?
S: Maulana, Mr
T: number five, why do you like the song? Alasannya apa?
S: because maknanya bagus,Mr
T: oke good job! perhatikan semuannya. Open your book page 82. Kita lihat
halaman 82, nah disini ada penjelasannya, yang namanya lagu itu ada beberapa
bagian. Lagu yang sering diulang-ulang itu namanya apa?
S: reff, Mr
T: nah, yes reff. Dalam bahasa inggris yang namanya lagu pasti ada introduction,
awalan gitu yah, bagian-bagian awal dari sebuah lagu. Biasanya intro dari alat
musiknya, jadi seperti di karaoke ada intronya di depannya, yang kedua namanya
verse atau bait lagu. Apa itu bait lagu? Verse is describing the concept and topic
of a song, jadi nanti menjelaskan apa topik yang terkait dengan lagu. Berapa lagu?
Lalu masuk chorse atau reff yang seperti kalian bilang tadi yang sering diulang-
ulang, berarti ada 3 ya, apa aja tadi? Introduction, verse, chorse, lalu bridge.
Jembatan, maksudnya menghubungkan lagu dengan melodi, ada introduction is
the early part of a song, verse is lines describing the concept and topic of a song,
next choirus is the part of a song which sung repeatedly, and bridge is the part of a
song which is sung in different melody.

204
T: Now, we watch this video, saya buka dulu videonya, lets we watch the video
together.
(menonton video)
T: oke, yang kita paling sering banyak temukan dalam bagian lagunya dalam
video apa?
S: reffnya.
T: bagian yang diulang-ulang ya, intronya kan di awal, oke kita ulang lagi
videonya, kita lihat dulu, perhatikan sambil kalian cermati, nanti reffnya yang
mana saja, intronya yang mana gitu ya, kita putar sekali lagi.
(memutar video)
T: oke perhatikan semuannya, kalau reffnya kalimat yang diulang-ulang apa?
S: you can count me like 1 2 3
T: tadi diulang berapa kali kalimatnya yang “you can count me”?
S: Tiga, Mr
T: Tiga, yaa. Trus intronya pas apa, nah intronya itu ketika pas mau masuk ke
lagunya, begitu paham yaa?
S: paham
T: nah, intro ini adalah bagian yang penting di dalam lagu. Nah, kalian lihat
halaman 82. kan ada teks lagunya. saya bagi aja yaa to try the meaning of the text.
Saya bagi aja biar cepet. Kalian coba mencari makna dari kata dari lagu itu ya,
mencari artinya.
T: Oke, over here dari bait awal sampai kalimat when we are called to help our
friends in need. Trus, barisan Risa ke Nisa lanjutannya sampai you can count on
205
me. After that, over there from you can count on me until everyday I will remind
you. And yang cowok lanjutannya sampai yang terakhir yaa. Do you understand?
S: yes, Mr
T: oke,begitu ya di cari maknanya perkata biar paham.
(waktunya berjalan)
T: sudah?
S: belom, Mr.
T: sekarang waktunya sudah habis jadi buat PR kalian aja. Tambahan yaa buat
PR nya besok kamis ulangan ya?
S: ulangan apa, Mr?
T: semua materi sesuai dengan kisi-kisi. Teks lisannya ada 2 story telling atau
sing a song. Lagunya harus lagu ini. Do you understand? Any question?
S: understand. No, Mr.
T: nanti kalau kalian mau nanya bisa ditanyakan via whatsapp ya? Now, say
alhamdulliah. See you next time. wassalamu „alaikum wr.wb
S: alhamdulillah. Wa„alaikum salam wr.wb
206
APPENDIX
2
207
The Data Sheet of the Finding of Type Deixis Used by English Teacher in Teaching Learning Process at the Seventh Grade
Program Khusus of MTsN 1 Karanganyar in Academic Year 2018/2019
M0 : The number of Meeting PD : Person Deixis
00 : Page of Transcript SD : Spatial Deixis
D0 : Number of Data TD : Temporal Deixis
NO CODE DATA CONTEXT TYPE OF DEIXIS MEANING OF DEIXIS Type of Deixis
PD SD TD Valid Unvalid
208
1. M1/01/D1 How are you today? The teacher began   “You” refers to the 
the class with students.
greeting and asking “Today” refers the
about the students‟ Tuesday, on April 16th,
condition. 2019.
2. M1/01/D2 I am very well, who The teacher gave   “I” refers to the teacher. 
is absent today? responses about the “Today” refers the
students answer. Tuesday, on April 16th,
Then the teacher 2019
asked about the
attedance of the
students that day.
By looking at the
absence list.
209
3. M1/01/D3 Okey, keep silent. The teacher begin    “Your” refers to the 
Please! Now, Please! the materials by student‟s book.
Open your book ask to the students “Kamu” refers to one of
page 57. There are to open their book student (Zaky).
several dialogues about conversation “Now” refers to that time
there. Zaky sudah in the book in page when teacher asked the
dibuka belom? Kok 57. students to open their
lemes, kamu sakit? book.
Kalau kamu sakit ke “There” refers to a book.
uks saja.
4. M1/02/D4 Now, look at After the teacher   “Now” refers to time 
dialogue 1 in here. had asked the when teacher asked the
There are two student open their students look in dialogue
students: Edo book. The teacher 1 in their book.
210
and....who is that? asked the students “Here” refers to the
to look at dialogue dialogue 1 in the book.
1.
5. M1/02/D5 Saya akan baca After the teacher    “Saya” refers to the 
dialog ini. asked the students teacher.
Perhatikan open their book. “Ini” refers to the
pengucapannya ya, The teacher reading dialogue 1 in task 1.
ready ya? Oke saya the conversation in “Sekarang” refers to the
mulai dari sekarang. the book. Then, the time when teacher would
students asked to read the conversation.
pay attention the
conversation
spoken by the
teacher.
211
6. M1/02/D6 Okay, sekarang The teacher gave   “Saya” refers to the 
gantian kalian yang the instruction the teacher.
baca bareng-bareng, students to repeat “Kalian” refers to the
setelah saya the utterance of students.
mengucapkan, conversation after “Sekarang” refers to the
kemudian baru the teacher read time when teacher gave
kalian juga that conversation. explanation to the
mengucapkan. Do students before he read
you understand? the conversation.
“Kemudian” refers to the
time when teacher gave
instruction to the
students about practice
the conversation.
212
7. M1/02/D7 Saya mulai dari The teacher gave    “Saya” refers to the 
sekarang, sebelah instruction to the teacher.
sini. “Did you see students to say the “Sini” refers to the
my notebook?” first utterance of students sitting on the
the conversation. left side of teacher.
“Sekarang” refers to the
time when teacher gave
instruction to the
students to say the
conversation (the first
utterance).
8. M1/02/D8 Kurang keras! Ayo, The teacher asked  “Kalian” refers to the 
kalian ulangi lagi! the students to students.
“Did you see my repeat the first
213
notebook?” utterances in a
conversation more
loudly.
9. M1/02/D9 Kemudian, “I put it The teacher asked   “kalian refers to 
on my desk, but it is the students to read students”
there now.” Ayo the next utterance “Kemudian” refers to
kalian ucapkan! in conversation time when teacher gave
Yang keras! with loudly. instruction to the
students to say the next
conversation. (I put it on
my desk, but it is there
now.
214
10. M1/03/D10 Oke sekarang, The teacher asked   “Sana” refers to the 
sebelah sana, “what the students on the students on right side of
does it look like” right side of teacher.
teacher to repeat “Sekarang” refers to time
the utterances in when teacher asked the
conversation, after students to say the
the teacher had conversation. (second
read the utterance. utterance)
11. M1/03/D11 Ayo sekarang The teacher asked   “sini” refers to the 
sebelah sini. “It’s the other students students on left side of
thick. It has a blue on the left side of teacher.
hardcover” teacher to repeat “Sekarang” refers to time
utterance in the when teacher asked the
conversation, after students to say the
215
teacher had read conversation. (third
the utterance. utterance)
12. M1/03/D12 Then, “kalimat The teacher gave  Then refers to time when 
bawahnya, does it instruction to the teacher gave instruction
have a pink ribbon students to say the to the students to say the
separator? This next utterance. next utterance.
one?” After the teacher (Kalimat bawahnya, does
had read that it have a pink ribbon
utterance. separator? This one?)
13. M1/04/D13 Nah, good! Now, “it The teacher gave  Now refers to time when 
must be that one instruction to the teacher gave instruction
over there, on the students to say the to the students to say the
teacher’s desk” next utterance. next utterance.
216
After the teacher (it must be that one over
had read that there, on the teacher’s
utterance. desk)
14. M1/04/D14 Oke, Kemudian The teacher gave  “Kemudian” refers to 
yang terakhir! “Yes, instruction to the time when teacher gave
you are right. Thank students to say the instruction to the
you.” last utterance. After students to say the last
the teacher had utterance.
read that utterance.
15. M1/04/D15 Oke sekarang, The teacher asked   “Kalian” refers to 
kalian latihan baca the students to students.
teks dialognya lagi, exercise reading “Sekarang” refers to time
kemudian nanti the text when teacher asked the
maju kedepan. conversation. And students reading the text.
217
after that the “Kemudian” refers to the
teacher asked the time when students
students to practice would practice reading
the dialogue in the text in front of class.
front of class.
16. M1/04/D16 Iya 2 orang, nanti The teacher gave  “Saya” refers to the 
pasangannya yang instructions about teacher.
milihin saya secara practice the “Kamu” refers to the
random. Jadi kamu conversation. The students.
harus bener-bener teacher gave five
latihannya. Saya minutes to prepare
kasih waktu 5 menit reading the
ya? conversation.
218
17. M1/04/D17 Yasudah, 10 minutes The teacher gave  “Now” refers to the time 
from now. time to practice when teacher gave time
reading the to the students to practice
conversation reading the conversation.
18. M1/04/D18 Makanya kamu The teacher asked  “Kamu” refers to the 
buruan, jangan lama- the student to read students.
lama! the conversation
more quickly.
19. M1/04/D19 Oke, Time is over! The teacher asked    “Saya” refers to the 
Sudah ya, oke saya the students to do teacher.
akan minta 2 pasang practice the “Kamu” refers to the
untuk maju ke conversations in students (April and
depan. Saya acak ya. front of class. The Adam).
Ok. First. April maju teacher to choose “Here” refers to in front
219
kedepan, kamu jadi two students to of the class.
Edo. Then, Adam practice the “Then” refers to the time
kamu jadi Beni. conversation in when the teacher chose
Ayo comes here, front of class. students to do practice
please! the conversation.
20. M1/05/D20 Look here, students! The teacher asked   “Mereka” refers to the 
Nanti kalau salah the students to pay students that do practice
jangan ditertawakan. attention when conversation. (Adam and
Saya Cuma akan their friends April).
melihat .....jadi kalau practiced reading “Saya” refers to the
nanti mereka ada the conversation. teacher.
yang salah ....kita Then, the teacher „Kita” refers to the
koreksi. Okay, asked the students teacher and students.
paham ya? Biarkan to correct the “Kalian or you” refer to
220
mereka berdialog pronounciation of the students.
sesuka mereka. their friends while “Here” refers to in front
Nanti ketika mereka read conversation. of the class.
berdialog, kalian At least, the teacher
tulis pengucapan asked the students
yang salah/belum about students‟
bener, intonasi yang understanding.
kurang pas. Begitu
ya? Do you
understand?
21. M1/05/D21 Iya, betul. Okay The teacher gave  You refers to the students 
Adam and April. Are instruction to the that do practice the
you ready? Speak students about conversation. (Adam and
loudly, ya! readiness to April)
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practice the
conversation.
22. M1/05/D22 Okay, dari sini apa The teacher gave   “Kalian” refers to the 
yang bisa kalian the questions about students.
tangkap dari dialog students‟ responses “Sini” refers to the
yang pengucapannya related the practice of dialogue.
salah? pronounciation of
their friends when
their friends read
the conversation.
23. M1/06/D23 Trus ada lagi gak? The teacher asked  “Sini” refers to the 
Coba, Sebelah sini. to other students students on left side of
Tadi yang salah ada about students‟ teacher.
response when
222
gak? their friends
practiced the
conversation.
24. M1/06/D24 Yah, betul. Itu The teacher asked   “Itu” refers to utterance 
pengucapannya the next partner of of April. (pengucapan
April yang salah. students to do picture di baca “pictur”
Oke, sekarang practice the harusnya “pikcer”)
lanjut yang kedua. conversation.

“Here” refers to in front
Eksan dan Nisa,
of the class.
come here, please!
“Sekarang” refers to time
Eksan jadi Edo. Nisa
when teacher chose the
jadi Beni.
second partner to do
223
practice the conversation.
25. M1/06/D25 Good! Oke, students. The teacher asked  “Kita” refers to the 
Apa yang bisa kita the students‟ teacher and students.
tangkap dari response about
kesalahan Eksan dan mistake
Nisa? pronunciation of
their friends when
their friends
practiced reading
the conversation.
26. M1/06/D26 Oke kalau begitu. The teacher asked   “We or kita” refers to the 
Now, we look again the students to teacher and students.
the dialogue. Kita examine meaning Now refers to the time
224
cermati maknanya of the conversation when teacher would
bersama-sama saja and to discuss the discuss meaning of
ya? Oke ungkapan meaning of the conversation.
yang pertama, “did conversation.
you see my
notebook?” Berarti
maknanya apa?
27. M1/07/D27 Yah, Then “ I put it The teacher had    “Saya refers to the first 
on my desk, but it discussed meaning person in conversation.
not there now” Saya of each the “ku” refers to the first
meletakkannya conversation. person in conversation.
diatas mejaku, tetapi

“sana” refers to the
sekarang tidak ada
teacher‟s the desk in
disana. “What does
225
it look like?” Apa itu conversation.
maksutnya?
“Then” refers to time
when teacher asked the
students discuss meaning
of conversation.
“Itu” refers to the
sentence in conversation.
(What does it look like)
that had happened in
conversation.
226
28. M1/07/D28 Then, bawahnya The teacher asked   “Kamu” refers to one of 
student. (Restu)
“it’s thick. It has a the student to mean
blue hard cover” the word “thick” “Then” refers to time
Thick artinya apa? after that, the when teacher asked the
Ayo kamu, Restu. teacher asked students about meaning
Artinya thick apa? students mean that the next utterance.
Kamu, jangan rame sentence.

(it’s thick. It has a blue
sendiri.
hard cover)
29. M1/07/D29 “It’s thick. It has a The teacher asked  “Kamu” refers to one of 
blue hard cover” the students to students (Restu).
Maknanya apa? repeat meaning of
Ayo, kamu artikan that utterance in
semuanya. conversation.
227
30. M1/07/D30 Good! Dah, kamu The teacher asked   “Kamu” refers to one of 
perhatikan the student to pay students. (Restu)
sekarang, jangan attention because it “Sekarang” refers to time
rame trus. Oke, next. would discuss the when teacher discussed
“Does it have a pink next sentence. the conversation.
ribbon separator?”
Ribbon apa artinya?
31. M1/08/D31 Separator artinya The teacher asked  Your refers to the 
apa? Open your the students to students‟ dictionary
dictionary. Ayoo open the dictionary
cari dulu apa artinya. to know the
meaning of word
“separator”
228
32. M1/08/D32 “Does it have a pink The teacher gave  Itu refers to the sentence 
ribbon separator? questions to the of conversation.
This one?” Nah, itu students about the
berarti artinya apa? next meaning of
sentence in
conversation.
33. M1/08/D33 It‟s shiny, white, The teacher asked  “Kamu” refers to one of 
round, with a picture one of students to student (Adam)
of an Orang utan. mean the sentence
Artinya? Adam, in conversation.
kamu artikan dari
No, the ribbon is
white sampai an
orang utan.
229
34. M1/08/D34 Berarti, semuanya The teacher asked  Kamu refers to one of 
artinya apa. Ayo the student repeat student (Adam)
kamu ulangi, Adam. the meaning of that
sentence.
35. M1/08/D35 Sekarang, “it must The teacher asked   “Kamu” refers to one of 
be that one over one of students to student (Hani).
there on the mean the next “Sekarang” refers to time
teacher’s desk.” sentence. when teacher asked the
Hani, kamu artikan! students to mean the next
sentence in conversation.
(it must be that one over
there on the teacher’s
desk.)
36. M1/08/D36 Good! “yes, you are The teachers  “kamu” refers to the 
230
right. Thankyou” interpret the last second person in
Yaa, kamu benar. sentence. conversation. (yes, you
Terimakasih. are right. Thankyou)
37. M1/08/D37 Now, look at The teacher asked  “Now” refers to time 
carefully on page 59 the students to when teacher asked the
open the book on students to open the book
page 59. page 59.
38. M1/09/D38 page fifty nine. Task The teacher asked  “Kamu” refers to one of 
2. Dialog 1. Sudah the students to students (Arif).
ketemu? Arif, kamu open their book. In
sudah ketemu? page 59 tasks 2.
231
39. M1/09/D39 oke, sekarang The teacher asked   “Saya” refers to the 
kerjakan pertanyaan the students to teacher.
1-5. Saya kasih answer the question “Sekarang” refers to time
waktu 10 menit. in task 2 during 10 teacher ask the students
minutes. to do exercise.
40. M1/09/D40 tidak usah, kamu The teacher answer  “Kamu” refers to the 
kerjakan dialog 1 students‟ question. students.
dulu saja.
41. M1/09/D41 oke, you have 5 The teacher gave  “You” refers to the 
minutes left. time to the students students.
to answer the
questions in task 2.
232
42. M1/09/D42 tinggal 5 menit, The teacher gave   “You” refers to the 
makanya kamu intruction to the students.
segera kerjakan. students to “Itu” refers to the
Mudah lo itu immediate question in task 2.
pertanyaannya. complete the task.
43. M1/09/D43 kalian sudah selesai The teacher gave  “Kalian and kamu” refers 
kan, semuanya 1-5. the question to the to the students.
Rehan, kamu sudah students about task
selesai? completion.
44. M1/09/D44 oke, now we will The teacher asked   “We” refers to the 
discuss together. the students to teacher and students.
Number 1. Yumna, discuss the task. “Kamu” refers to the
kamu baca! students.
“Now” refers to the time
233
would discuss the
exercise.
45. M1/09/D45 nah, ungkapannya The teacher asked  Itu or that refers to the 
itu berarti artinya to the students to sentence of
apa? mean the utterances conversations.
in conversation.
46. M1/10/D46 number two. Naswa, The teacher asked  Kamu refers to one of 
kamu baca dan the students to student (Naswa).
jawab sekalian! answer the
questions in task 2.
47. M1/10/D47 apa yang Edo cari? The teacher had  “Dia” refers to the person 
yang dia cari tadi discussed the in conversation. (Edo)
apa? questions in task 2.
234
48. M1/10/D48 heh? Edo looking for The teacher give  “His” refers to the the 
his notebook. Pake feedback to the person‟s in conversation.
his notebook. student‟s questions (Edo). Kamu refers to
number three. about what is Edo one of student (Rahma)
Kamu, Rahma! looking for.
49. M1/10/D49 apakah buku The teacher  “Kamu” refers to one of 
catatannya memiliki explained the student (Rahma).
pemisah pita warna question number
putih? Kalau three about the
pertanyaannya does question “does it
berarti kamu have a white ribbon
jawabnya gimana? separator?”
235
50. M1/10/D50 number four. Kamu, The teacher asked  “Kamu” refers to one of 
Arif! the student to student. (Arif)
answer the question
number four.
51. M1/11/D51 Oke enough! For The teacher had  “Kamu” refers to the 
your homework, closed the class students.
baca dialog 2 on with gave the “Your” refers to the
page 57 dan kamu assignment for the student‟s homework.
kerjakan dialog 2 on next meeting.
page 59. Do you Then, the teacher
understand? asked about
student‟s
understanding.
52. M1/11/52 Di buku lks saja ya. Before the teacher  “Today” refers to the 
236
Any question about closed the meeting. Tuesday, April 16th,
all material today? The teacher asked 2019.
about the material
that day.
53. M1/11/D53 Oke, I closed the The teacher closed   “I” refers to the teacher. 
meeting today. the meeting that “Your” refers to the
Don‟t forget your day with remind student‟s homework.
homework! Saying student‟s “Today” refers to the
hamdalah together homework to the Tuesday, April 16th,
students. 2019.
54. M1/11/D54 See you next time. After the teacher  “Next time” refers to 
Wassalamu „alaikum had reminded the next meeting in
wr.wb. students about their Thursday, on April 18th,
237
homework. The 2019.
teacher closed the
class.
55. M2/01/D55 How are you today? The teacher began   “You” refers to the 
the class by students.
greeting and asking “Today” refers to the
to the Thursday, on April 18th,
students‟condition. 2019.
56. M2/01/D56 I am very well. Who The teacher   I refer to the teacher. 
is absent today? answered the Today refers to the
students‟ feedback, Thursday, on April 18th,
about student‟s 2019.
question and the
238
teacher about the
attedance of the
students that day.
By looking absence
list.
57. M2/01/D57 Eksan and Rehan, The teacher asked  “Mereka” refers to the 
the reason? Alasan the student about students who absent that
mereka tidak masuk reason their friends day. (Eksan and Rehan)
kenapa? absent that day.
58. M2/01/D58 Oke. Is there The teacher asked  “Yesterday” refers to the 
homework the students‟ Tuesday, on April 16th,
yesterday? homework last 2019
meeting.
239
59. M2/02/D59 Oke, keep silent, The teacher starts   “We” refers to the 
please! Now, we will the class with teacher and students.
discuss the discuss the “Kamu” refers to one of
homework dialog 2 students‟ student (Zahra).
Number 1. Kamu, homework from “Now” refers to the
Zahra. What is the last week. The teacher would discuss
dialog about? teacher asked the students‟ homework in
students number 1. dialogue 2.
60. M2/02/D60 Oke next. Mas Zaky. The teacher ask the  You refers to one of 
You anwser number students to answer student (Zaky).
2. Where does Lina the question
live? number two about
where does Lina
live?
240
61. M2/02/D61 Where does Lina The teacher asked  “You” refers to one of 
live? Apa pertanyaan the students‟ the student (Zaky).
nya? kamu paham understanding
gak, mas zaky? about questions
number two.
62. M2/02/D62 yaah, ulangi! Kamu The teacher asked  “You” refers to one of 
jawab yang lengkap. the students to the student (Zaky).
repeat the answer.
63. M2/02/D63 Oke, number three. The teacher asked  “You” refers to one of 
“Are the houses in the student next student (Risa).
Lina’s neighborhood question. (are the
similar” Siapa nih? houses in Lina‟s
Eeee, mbak Risa, neighborhood
you answers number similar)
241
three! Speak loudly!
64. M2/02/D64 Oke, true ya! The teacher gave   “kamu” refers to one of 
Number 4. Over response about the student. (Abel)
here, kamu, Abel! students‟ answer. “Here” refers to the
After that, the student on the right side
teacher asked the of teacher.
student to answer
the next questions.
65. M2/03/D65 Lina’s house The teacher give  “Kamu” refers to one of 
different because the answers the student (Risa)
there are trees. Yoh, number four and
mbak Risa! Kamu the teacher ask the
ulangi jawabannya. student to repeate
that answers.
242
66. M2/03/D66 Oke number five, The teacher asked  “Kamu” refers to one of 
terakhir. Latifah, the student to student (Latifah).
kamu jawab yang answer the last
terakhir! questions.
67. M2/03/D67 Siti says “but when The teacher gave   “It” refer to a thing in 
the door is open, we explanation the last conversation.
cannot see it from questions about Siti (handycraft)
the street, can we?” says “but when the

“Itu” refer to question in
what does “it refer door is open, we
dialogue 2.
to”? it nya refer cannot see it from
kemana? Itu the street, can we?”
Ditujukan kemana? what does “it refer
to”.
243
68. M2/03/D68 jadi, it refer to The teacher gave  “Itu” refer to a thing in 
handycraft. What is feedback of conversation.
the handycraft? itu student‟s answer. (handycraft)
apa artinya?
69. M2/03/D69 Oke, today we will After teacher had   “We” refers to the 
study about discussed the teacher and students.
declarative homework. The “Kalian” refers to the
sentences. ....Kalian teacher introduce students.
pernah ke suatu material with asked

“Today” refers to the
tempat kan? Pernah the students main
Thursday, on April 18th,
bingung gak? knowledge about
2019.
asking and
providing
informations.
244
70. M2/03/D70 Kalau kalian The teacher asked  “Kalian”refers to the 
bingung, pernah the students about students.
tanya tidak? the material.
71. M2/03/D71 Kalian meminta The teacher gave   “Kalian” refers to the 
informasi atau explanation about students. “Kita” refers to
menanyakan asking and the teacher and students.
informasi. Oke providing

“Saya” refers to teacher.
Sekarang, kita lihat information. The
“Your” refers to the
dialog-dialognya. teacher asked the
students‟ hobby.
Apa yang bisa kita students about the
ucapkan? ..... materials such as
when teacher gave
Sekarang saya what is your hobby.
explanation to the
tanya ke Dita. What
students.
is your hobby, dita?
245
72. M2/04/D72 Waah, bagus The teacher gave  “Saya” refers to the 
membaca, saya kan response about the teacher.
nanya hobi lalu Dita students‟ answer.
jawab membaca.
73. M2/04/D73 Kalau kalian berarti The teacher gave  “Kalian” refers to the 
profesi nya pelajar the other questions students.
ya. Selain profesi? about the material.
74. M2/04/D74 yaa, kalau itu jelas. The teacher was   “Kita” refers to the 
Semisal kita ketemu gave response of teacher and students.
di jalan. Nanya nama students‟ opinion “Your” refers to the
trus ngobrol- and provide students‟ book.
ngobrol. Nah, kita additional

“Itu” refers to students‟
lihat dalam bahasa explanation about
statement.
Inggris di buku. the materials. Then,
246
Open your book on the teacher asked “Here” refers to the text
page 57. Look here the students to of supporting features in
in supporting open their book the book.
features. “What is page 57.
your hobby? I like
listening a music”
Nah, kalau kita
menanyakan
informasi.
75. M2/04/D75 Yaa, jawaban. The teacher give   “You” refers to the one 
Response atau feedback of of student. (Naswa)
tanggapan. Nah itu students‟ answer

namanya providing and the teacher
information. I like give example about
247
listening music. the material. Then, “I “refers to the teacher.
How about you, the teacher asked

“Itu” refers to the
Naswa? What is the student to
students‟ response.
your favorite singer? response the
example given of
the teacher.
76. M2/04/D76 Bts itu untuk antena The teacher asked  “Itu” refers to students‟ 
ya? itu apa? the students about response (Bts)
students‟ answer.
77. M2/04/D77 oalah, nah ini, text The teacher asked    “Kita” refers to the 
yang menanyakan the students to look teacher and students.
informasi lagi. kita again in the text “Ini” refers to the text on
lihat sekarang. about example page 57 in the book.
248
asking for “sekarang” refers to the
information and the time when teacher asked
teacher explained the students to look
that example. asking for information in
the book.
78. M2/04/D78 berarti kalimat itu The teacher asked    “Kita” refers to the 
menanyakan apa? the students to look teacher and students.
menanyakan example asking and “Itu” refers to the
informasi. In here, providing sentence of text.
many example about information in the “Here” refers to the
asking and providing book. The teacher sentence of text.
information. kita asked the students
bisa menanyakan make a question
informasi. about that material.
249
79. M2/05/D79 Sekarang, After the teacher   “Kalian” refers to the 
perhatikan kalian had explained students.
siapkan pertanyaan about asking and “You” refers to the
tentang menanyakan providing students.
informasi ...... information, the “Saya” refers to the
Contoh Naswa tanya teacher asked the teacher.
ke mbak Hani, trus students to make “Sekarang” refers to time
mbak Hani tanya ke the questions use when teacher gave
Abel. Begitu ya? Do question word explanation and
you understand? about asking for assigment to the students.
Saya kasih waktu 10 information. Then,
menit untuk the teacher give 10
membuat minutes to do their
pertanyaan. assignment.
250
80. M2/05/D80 Enggak, nanti saya The teacher answer  “Saya” refers to the 
yang milih dari siapa students‟ question teacher.
ke siapa secara acak. about practice their
assignment.
81. M2/05/D81 Oke, saya kasih The teacher   “Saya” refers to the 
contoh ini yaa. Saya repeated teacher.
nanya ke Abel “what explanation about “Your” refers to the
is your name?” Abel the assignment and students‟ name.
jawab “my name is give example to the “ My” refers to abel‟s
Abel......nanti kalau students. At least, name.
sudah ada yang the teacher asked “You” refers to the
nanya dengan students‟ students.
pertanyaan “what is understanding “Ini” refers to a question
your name?” berarti about their by teacher.
251
gak boleh lagi nanya assignment. “ Itu” refers to the
dengan kata kalimat sentence of example by
itu. Harus dengan teacher.
kalimat yang
berbeda. Begitu ya.
Do you understand?
82. M2/06/D82 Jangan kepepet The teacher gave  “Kamu” refers to the 
dong. Makanya response of students.
kamu harus buat student‟s opinion. “Saya” refers to the
pertanyaan yang Then, the teacher teacher.
banyak... Minimal gave instructions to
buat 5 pertanyaan. make question
Saya kasih waktu 10 minimal five
menit. question.
252
83. M2/06/D83 Time is over. Sudah The teacher would   “Kita” refers to the 
diam yaa. Kita discuss the teacher and students.
mulai dari sekarang question that made “Sekarang” refers to the
ya. Speak loudly! by students. Then, time students had
Jangan pelan-pelan the teacher made presented their
ya nanti bicaranya. penalty agreement assignment.
Kita bikin with the students.
kesepakatan dulu ya.
84. M2/06/D84 Oke, kita hukum The teacher give  “Kita” refers to the 
nyanyi reffnya saja. responses about teacher and students.
students‟ opinion.
85. M2/06/D85 yaa tidak, nanti After the teacher  “Kita” refers to the 
berdua. Kita had given teacher and students.
sepakati yaa, nanti explanation penalty “Saya” refers to the
253
yang sama agreement. The teacher.
pertanyaannya yang teacher asked the “You” refers to the
tidak bisa jawab di students to start students.
hukum. Oke kita with loud voice.
mulai harus dengan Then, the teacher
suara yang keras ya. asking about
Saya tunjuk nanti. readiness the
Are you ready? students.
86. M2/07/D86 What is your The teacher repeat  “Your” refers to one of 
favorite drink? students‟ question. the students‟ favorite
Latifah, jawab! Then, teacher drink (Latifah).
asked the students
to answer the
question.
254
87. M2/07/D87 Rahma! You The teacher asked  “You” refers to one of 
answer! the student to student. (Rahma).
answer the question
from her friend.
88. M2/07/D88 heh? Wewe, apa itu? The teacher give   “Your” refers to the one 
Maksutnya what is feedback about of the students‟ love.
your love? students‟ statement. “Itu” refers to the
students‟ statement.
89. M2/07/D89 Zahra, ayo kamu The teacher asked  “Kamu” refers to one of 
jawab! the student to the student. (Zahra)
answer the question
from her friend
255
90. M2/07/D90 Nice! Zahra, kamu The teacher asked  “Kamu” refers to the one 
tanya ke Arif using one of the students of the student. (zahra).
kata when. to ask other student
using other
question word.
91. M2/07/D91 When you go to the The teacher  “You” refers to the one 
school? repeated the of the student. (Arif)
student‟s question.
92. M2/07/D92 Arif kamu nanya ke The teacher asked  “Kamu” refers to the one 
Zaky. the student to ask of the student (Arif).
to other students.
93. M2/07/D93 Bukan do you. Why The teachers give   “You” refers to the 
do you study at feedback and students.
MTsN 1 correct the “Ini” refers to students‟
256
Karanganyar? Nah, statement of question. (Why do you
kalau pertanyaan nya students. study at MTsN 1
seperti ini, jawabnya Karanganyar?)
gimana?
94. M2/08/D94 boleh, lebih The teacher gave   “This” refers to the 
tepatnya. Because response about MTsN 1 Karanganyar.
this school have students‟ answer. “sekarang” refers to time
high quality. when teacher choosen
Sekarang Zaky ke the student to ask other
tanya ke Kansa. student.
95. M2/08/D95 How many is your The teacher  “Your” refers to one of 
brother? Kansa repeated students‟ the students‟ brother.
jawab! question and asked (Kansa)
257
the student to
answer that
question.
96. M2/08/D96 where is your The teacher gave  “Your” is refers to the 
grandfather live? instruction to the one of the students‟
Jawabnya gimana students to answer grandfather (Khoir).
Khoir. the question of her
friend.
97. M2/08/D97 Khoir, kamu tanya The teacher had  “Kamu” refers to the one 
ke Irma choosen one of the studemt appointed
student to ask a by the teacher‟s choice.
question to the next (khoir)
friends.
258
98. M2/09/D98 ayo maju ke depan The teacher gave   “kamu” refers to the 
students.
kesini. Nyanyi dulu. penalty agreement
Irma sama Risa because the “Kesini” refers to the in

front of the class
nyanyi dulu. Bebas. students had did
“Sini” refers to the in
Irma mengadap mistake in
front of the class faced to
sana. Risa answering and
students‟ line in left side
menghadap sini. asking questioning.
of teacher.
Reffnya saja. Ayo So, they must sing
buruan kamu nyanyi a song in front of “Sana” refers to in front
biar cepet selesai. the class. of the class faced to
Ayo semuanya students‟ line in right
perhatikan sini. side of teacher.
Mumpung ada
hiburan.
259
99. M2/09/D99 Oke, sekarang kita After the teacher    “Kita” refers to the 
simpulkan dulu .... and the students teacher and students.
Ayo lihat sini. Kata had done the “Mu” refers to the thing
tanya what kita... discussion and that in side of students.
untuk menanyakan practice about

“kamu” refers to the one
benda, obyek, ide. asking and
of student (kansa)
Benda apa yang providing
“Sini” refers to the white
didekatmu? What is information. The
board.
over there? Where teacher asked the
untuk menanyakan students to “There” refers to
tempat, seperti attention because students‟ side.
Kansa, kamu tadi would give

menanyakan tempat conclusion all the
when teacher would give
tinggal ibu, material learned in
260
that day. conclusion of material
that day.
100. M2/09/D100 oke sudah yaa, do The teacher asked  “You” refers to the 
you understand? about students‟ students.
understanding
about his
explanation.
101. M2/09/D101 For your homework, The teacher closed  “Your” refers to the 
kalian membuat the class with give students‟ homework.
pertanyaan dengan assignment to the “Kalian” refers to the
menggunakan kata students to make students.
tanya whose and question with
whom, whose itu question word such
261
apa? kepemilikan. as whom and
Nanti buat 1 saja whose. Then, the
pertanyaan whose teacher asked the
satunya whom students about their
begitu yaa. Any question of asking
questions? and providing
information before
closed the class.
262
102. M2/09/D102 Dikumpulkan di The teacher asked   “Saya” refers to the 
meja saya, besok the student to teacher.
ya? Oke enough, collect the

“Besok” refers to the
cukup sekian dari homework in table
next day on the Friday,
saya. Wassalamu teacher‟s in next
on April 19th, 2019
„alaikum wr.wb day.
103. M3/01/D103 How are you today? The teacher begin   “You” refers to the 
the class by students.
greeting the
students and the
Tuesday, on May14th,
teacher asking the
2019
students condition.
104. M3/01/D104 I am fine too. Who The teacher gave   “You” refers to the 
263
is absent today? response about the students.
students‟ answer.
Then, the teacher
asked about the
2019
attedance of the
students that day.
By looking at
absence list.
105. M3/01/D105 Today we will The teacher began   “We” refers to the 
continue English material with teacher and students.
practice. Kita asking to students

“I” refers to the teacher.
lanjutkan belajar about who is
bahasa Inggrisnya. always singing a
Oke, I want to know song at the class.
264
who always singing 2019
a song at the class?
Siapa hayo?
106. M3/01/D106 wooo zahwa. Kamu The teacher asked  “Kamu” refers to one of 
suka nyanyi? one of the students the students. (Zahwa)
Penyanyi favoritnya about song and
siapa? who is favorite
singer.
107. M3/02/D107 sip sip. Over there. The teacher gave   “Kamu” refers to the one 
Restu, kamu pernah the questions to of the students. (Restu)
mendengar siapa other the students

“There” refers to the
sering menyanyi about who is
student on the left side of
dikelas? always singing in
teacher.
the class.
265
108. M3/02/D108 oke, lagunya apa? The teacher gave  “Kamu” refers to the one 
lagu yang pernah feedback about of the students. (Restu)
kamu dengar? students‟ answer.
109. M3/02/D109 Restu pernah The teacher gave  “Itu” refers to the title of 
mendengar Arif response about songs.
menyanyi mau student‟s answer.
dibawa kemana.
Lagunya gimana?
.....Itu judulnya apa?
penyanyi nya siapa?
110. M3/02/D110 Arif! Kamu pernah The teacher gave  “You” refers to one of 
mendengar siapa question to other the students. (Arif)
yang sering the student about
menyanyi dikelas? who is always
266
singing in the class.
111. M3/02/D111 20 anak di kelas ini The teacher gave   “Kamu” refers to one of 
yang kamu pernah responses when the the students (Arif)
denger menyanyi student can‟t

“Ini” refers to students of
siapa? answer.
7PK class.
112. M3/03/D112 heh! Lupa? Yaudah! The teacher asked  “Kamu” refers to one of 
Zahra, kamu suka the other student the students. (Zahra)
menyanyi? What is about favorite of

your favorite of songs.
students‟ favorite songs.
songs?
(Lily-Alan Walker)
267
113. M3/03/D113 Okay, Zahra, kamu The teacher give  “Kamu” refers to one of 
pernah mendengar feedback about the students. (Zahra)
siapa yang nyanyi students‟ answer.
dikelas? Then, the teacher
asking to students
about who is
always singing in
the class.
114. M3/03/D114 Oke, Dita. Kamu The teacher asked  “Kamu” refer to one of 
suka menyanyi to other students the students. (Dita)
indonesian song atau about like sing
apa? indonesian a song
or other.
268
115. M3/03/D115 hadeh, gak tau The teacher give   “Kita” refers to the 
judulnya tapi nyayiin responses the teacher and the students.
lagunya, terkadang student‟s answer

“itu” refers to the
kita secara tidak about the title a
influence of songs.
sadar juga seperti songs.
itu, tau lagunya tapi
tidak tau judulnya,
iya gak? Ada yang
seperti itu juga gak?
116. M3/03/D116 banyak yang gitu ya. The teacher asked  “Kamu” refers to one of 
Hanif, kamu pernah to the other the students. (hanif).
denger siapa? students.
269
117. M3/03/D117 zalwa kan sudah, The teacher asked  “Kamu” refers to one of 
kalau Irma. Kamu to the other the students. (Irma).
suka nyanyi lagu students again
apa? about what song
she like to sing.
118. M3/03/D118 Killing me? Oalah. The teacher  “You” refers to one of 
Abel? How about response about the the students. (Abel)
you? student‟s answer.
Then, the teacher
asked to other
student about her
opinion.
270
119. M3/04/D119 kira-kira yang The teacher give  “You” refers to one of 
pernah kamu dengar response about the the students. (Abel)
lagunya apa? students answer.
120. M3/04/D120 Good! Laili! Kalau The teacher  “You” refers to one of 
Kamu gimana? response with well. the students. (Laili)
The teacher asked
the students about
her opinion.
121. M3/04/D121 oh, Salma. What is The teacher asked  “Dia” refers to the one of 
the title? Dia suka the students about the students. (Salma)
nyanyi Indonesia or she likes sing
English songs? Indonesian song or
English songs.
271
122. M3/04/D122 Risa, what is about The teacher asked  “You” refers to one of 
you? Kamu suka to other student the students. (Risa)
nyanyi lagu apa? about what song
she likes to sing.
123. M3/04/D123 Latifah, what song The teacher asked  “You” refers to one of 
do you like? kamu to the students the students. (Latifah)
suka lagu apa? about she likes sing
Indonesian songs or Indonesian song or
Korean songs? korean songs.
124. M3/04/D124 what about you, The teacher asked  “You” refers to one of 
Irma? to the other the students. (Irma)
students about her
opinions.
272
125. M3/04/D125 You like an The teacher give   “You” refers to one of 
Indonesian song? responses the the students. (Irma)
What is that? What student‟s answer

“That” refers to the title
is the title? about the title of
of the Indonesian song.
song.
126. M3/05/D126 Wow, nice! I also The teacher gave    “I” refers to the teacher. 
like that song. Oke, responses that the “You” refers to one of
attention please! teacher also likes the students. (Irma)
Now, all of you, I that song. Then, the

“That” refers to the
will cek satu satu teacher asked the
students‟ favorite songs.
dulu. Jangan rame students to
“Now” refers to the
sendiri. Keep silent! attention because
situation when the
the teacher wants
teacher asked one by one
to know the song
273
their like one by of students about the
one. material.
127. M3/05/D127 Eksan! Kamu suka The teacher asked  “You” refers to the one 
lagu apa? to the other of the students. (Eksan)
students about what
song he likes to
sing.
128. M3/05/D128 Who is the singer The teacher gave  “You” refers to the one 
you like? Roma feedback about the of the students. (Eksan)
irama? song which his
liked.
274
129. M3/05/D129 Another Eksan, what The teacher asked  You”refers to the one of 
about you, Zaky? to the other the students. (Zaky)
students about his
opinion.
130. M3/05/D130 Indonesian song? The teacher gave  “You” refers to the one 
Dangdut? What is feedback about the of the students. (Zaky)
the title you like? student‟s answer
about the title
songs.
131. M3/05/D131 masih mencintaimu? The teacher asked  “That” refers to the title 
Itu kan judul to the student about of song.
lagunya. Then, who the singer from that
is the singer? title.
275
132. M3/05/D132 ohh, grup band yaa? Then, the teacher  “You” refers to the one 
next, Adam! do you asked to the other of the students. (Adam)
like to sing a song? students about do
you like to sing a
song.
133. M3/05/D133 hah? Stel kendo? The teacher asked  “That” refers to the 
Who is that singer? the student about students‟ favorite singer
Whether that song is the student‟s and favorite song.
the javenese answer about the
language? singer and that
song.
276
134. M3/06/D134 oke , what is about The teacher asked  “You” refers to the one 
you, Zalva? the other students of the students. (Zalva)
about song that her
like.
135. M3/06/D135 weeee, Via Vallen? The teacher gave  “Saya” refers to the 
Sayang, opo koe response about the teacher.
krungu jerite atiku, student‟s answers.

“You” refers to the one
begitu ya lagunya?
of the students. (Restu)
Saya tau dikit dikit.
Terakhir, Restu!
What about you?
136. M3/06/D136 you like javanese The teacher asked   “You” refers to the one 
like? what is that the students about of the students. (Restu)
title? javanese song and
277
the title that song. That refers to the title.
137. M3/06/D137 Dangdut lagi yaa? The teacher gave  “Saya” refers to the 
Aduhh, saya aja gak feedback about the teacher.
tau lagu-lagunya lo. student‟s answer.
Itu penyanyinya
siapa?
138. M3/07/D138 Oke, all of you, The teacher gave   “You” refers to the 
Good! I can conclusion from all students.
conclude all of you. answers about

“I” refers to the teacher.
Here all of you have favorite song and
heard your friends the title song. The
students‟ friends.
sing and have sung teacher conclude
278
in this class. Jadi that all of students “Here” refers to the all
disini semuannya like a singing a students in the class.
pernah mendengar song.

“This” refers to students
temennya menyanyi
of 7PK class.
di kelas. Oke, paling
“Disini” refers to the
tidak, pasti kalian
students in the class.
dirumah pernah
menyanyi dan tanpa
sadar pasti juga
pernah menyanyi
dikamar mandi. Iya
kan?
139. M3/06/D139 Oke, now. Please! After the teacher    “Your” refers to the 
Open your book had asked all
279
page 81. Ayooo! students about students‟ book.
Please, open your songs. The teacher

“Kita” refers to the
book page 81! Now, asked the students
teacher and the students.
look at carefully. to open their books
“You” refers to the
Kita lihat dengan pages 81. In there,
students.
seksama. Ayooo, there are many
“There” refers to in the
now look at task 1. pictures. Then, the
book on page 81 in task1.
There are many teacher asking to
picture of there. the students about “Now” refers to the time
Ayo kita diskusikan who did their see in when teacher asked the
bersama. Do you picture number 1. students to open their
know about number book and look at
1? “Who did you see carefully.
in number 1?”
280
140. M3/07/D140 Oke, Bruno Mars. The teacher gave  He refers to the third 
Where he came feedback about the person who in picture.
from? students‟ answer.
141. M3/07/D141 He came from USA. The teacher gave  “He” refers to the third 
Dari amerika serikat. the answer where person who in picture.
Number 2. Who is in he came from. “You” refers to one of
the picture of Then, the teacher the students. (Rara)
number two? Do asked to next
you know, Rara? picture number
two.
142. M3/07/D142 His face like revan The teacher gave  “His refers to the third 
ya? opinion that the persons‟ who in picture.
face justin bieber
like revan.
281
143. M3/07/D143 the next picture The teacher asked  “He” refers to the third 
number 3. Who is to one of the person who in picture.
he, Risa? Where he students to answers
came from? Anyone number 3.
know?
144. M3/07/D144 Yaa, jelas memang The teacher gave   “Saya” refers to the 
dari luar negeri lah. feedback to the teacher.
Ini gambarnya tidak students about her

“Ini”refers to the picture
jelas. Saya juga answer.
on task 1 in the book.
tidak tahu, lanjut
saja yaa, number 4
145. M3/07/D145 Number four, The teacher said   “Saya” refers to the 
gambar ini banyak that number four, teacher.
yang tidak tahu, the picture unclear.
282
saya tadi nanya ke Then, the teacher “Her” refers to the third
kelas delapan PK. asked the student person who in picture.
Saya juga gak tau number five.

“Ini” refers to the picture
soalnya, Mr gak
on task 1 in the book.
kenal eg. Katanya
number 4 itu Jeniffer
Lopez. And the last
one, who is her?
146. M3/07/D146 Yaah, true! Now, we The teacher asked    “We” refers to the 
will continue to the the students to teacher and students.
task 2. Attention! answer the “You” refers to the
There are many questions in task teacher and the students.
questions. Nanti satu two. The teacher “I”refers to the teacher.
meja jawab satu aja gave five minutes
283
yaa jawabnya. I give to do the “Ini”refers to the task 2
you five minutes for assignment. The in the book.
answer questions. teacher asked the

“Now (1)”refers to the
Task 2 Ini masih student to
time when the teacher
berhubungan dengan collaboration with
gave explanation about
menyanyi tadi ya. their friend.
the assigments to the
Oke lets stars now!
students.
“Now(2)” refers to the
time when the teacher
asked the students to start
discussion the task.
284
147. M3/08/D147 Yaaah kan, makanya The teacher asked  “Kamu” refers to the 
kamu satu meja the students to students.
berdiskusi bersama. discuss together.
148. M3/08/D148 Oke, time is over. Because time is    “Your”refers to the 
Look at here! Now, over. So, the student‟s favorite singer.
number 1, Salwa! teacher asked the

“Here” refers to the book
Who is your favorite students to answer
task 2.
singer? Ayo! Speak the question. The
“Now” refers to the time
loudly! teacher order one
when the teacher asked
of the students to
the students to discuss
answer number 1.
the assignment. .
285
149. M3/08/D149 Where she came Then, the teacher    “She” refers to the third 
from? asking about where person who favorite
she came from singer of one of the
student.
150. M3/08/D150 Oke, good! The next Then, the teacher  “Your” refers to the 
question, Naswa! asking to other students‟ favorite singer
Who is your favorite students about the
singer? favorite singer.
151. M3/08/D151 Why do you like After the teacher  “You” refers to the 
her? Lanang opo asking about the student.
wedok iku? favorite singer.

“Her” refers to the third
Then, the teacher
persons‟ who singer
asking the reason
preferred by one student.
286
she like her singer.
152. M3/08/D152 Oke, why do you The teacher gave  “You” refers to the 
like her? Kenapa responses about student.
kok mau suka dia itu student‟s answer

“Her”refers to the one of
alasannya apa? related favorite
student‟ favorite singer.
singer of students.
“Dia” refers to the
student‟s favorite singer.
(Ariana Grande)
153. M3/08/D153 Oke, because she is The teacher gave  “She” refers to the the 
beautiful, bisa. feedback about the third person who singer
Berarti ada yaa, yang student answer. of one of the student.
suka lagunya karena Then, the teacher “Your” refers to
287
penyanyinya cantik. asked to other students‟ favorite singer.
Biasanya kan karna student to answer
suara dia bagus, the next question.
begitu. Oke, Next
number 3. Adam!
Who is your favorite
singer, dam?
154. M3/08/D154 Could you mention The teacher gave a  “You” refers to one of 
the title of her response about the the students (Adam).
songs?what are student answer and “Her” refers to the third
they? Bisakah kamu asking the next person who student‟s
sebutkan judul lagu question about to favorite singer song.
dari lagunya selena mention the title of “They” refers to the song
gomez, apa aja? his songs. from students‟ favorite
288
singer.
155. M3/08/D155 Wahh, good! Which The teacher asking  “You” refers to one of 
songs do you like to the student the students (Adam)
most? which songs he
likes the most from
his favorite singer.
156. M3/09/D156 Nice! Still number 4. The teacher still  “Your” refers to one of 
Hani, who is your discussed number the students. (Hani)
favorite singer? 4. Then, the teacher
asking one of the
students about who
is her favorite
singer.
289
157. M3/09/D157 Religius ya? Could The teacher give a  Your refers to one of the 
you mention the title responses the students. (Hani)
from nissa sabyan‟s students answers
songs? and ask to mention
the title from the
songs of her
favorite songs.
158. M3/09/D158 Number 4 for you. After the teacher  “You” refers to one of 
Which song do you mention the title the students. (Hani)
like most? from the songs of
her favorite song.
The teacher asking
about which song
does she like most?
290
159. M3/09/D159 Number five, why The teacher  “You” refers to one of 
do you like the continued the last the students. (Hani)
song? Alasannya number. The
apa? teacher asking
about why does she
like the song.
160. M3/09/D160 Oke, good job! The teacher gave   “Your” refers to the 
Perhatikan responses the students.
semuannya. Open student answer. “Kita” refers to the
your book page 82. After that, the teacher and students.
Kita lihat halaman teacher asked “Disini” refers to the
82, nah, disini ada students to open book in page 82.
penjelasannya, yang their book on page “itu” refers to the part of
namanya lagu itu 82. The teacher songs.
291
pasti ada beberapa begin start explain
bagian. Lagu yang about part of song.
sering diulang-ulang
itu namanya apa?
161. M3/09/D161 Apa itu bait lagu? The teacher  Itu or that refers to the 
Verse is describing explained about meaning of verse songs.
the concept and part of songs and
topic of a song, jadi the definition parts
nanti menjelaskan of songs.
apa topik yang
terkait dengan lagu.
162. M3/09/D162 kalian bilang tadi The teacher gave  “Kalian” refers to the 
yang sering diulang- explanation to the students.
292
ulang, berarti ada 3 students about part
ya, apa aja tadi? of songs.
Introduction, verse,
chorse, lalu bridge.
163. M3/10/D163 Now, we watch this The teacher asked   “We” refers to the 
video, saya buka the students to teacher and students.
dulu videonya, lets watch the video of Saya refers to the
we watch the video songs. teacher.
together. “Now” refers to the time
when the teacher and
students would watch the
video.
164. M3/10/D164 Oke, yang kita The teacher give  “Kita” refers to the 
paling sering banyak respond the video teacher and students.
293
temukan dalam of songs and asking
bagian lagu dalam to the students
video apa? about what parts
are often found
from the video of
the song.
165. M3/10/D165 Bagian yang The teacher would   Kita refers to the teacher 
diulang-ulang ya, repeat to watch the and the students. Kalian
intronya kan di awal, video and the refers to the students.
oke kita ulang lagi teacher asked the
videonya, kita lihat students to pay
dulu, perhatikan close attention the
sambil kalian video and mention
cermati, nanti part of songs from
294
reffnya yang mana the video.
saja, intronya yang
mana gitu ya, kita
putar sekali lagi.
166. M3/10/D166 Tiga, yaa. Kemudian The teacher gave  “Itu” refers to the 
intronya pas apa, nah explaination about introduction. (parts of
intronya itu ketika introduction in song)
pas mau masuk ke parts of songs.
lagunya, begitu
paham yaa?
295
167. M3/10/D167 Nah, intro ini adalah The teacher gave   “Kalian” or you refers to 
bagian yang penting explaination about the students.
di dalam lagu. Nah, the part of songs “Saya” refers to the
kalian lihat halaman and the definition teacher.
82. Kan ada teks of that part. After “Ini”refers to the
lagunya.Saya bagi that, the teacher introduction.
aja yaa to try the asked the students “Itu” refers to the song
meaning of the text. to try meaning of (count on me).
Saya bagi aja biar the text from that
cepet. Kalian coba song. At least. The
mencari makna dari teacher asking
kata dari lagu itu ya, understanding of
mencari artinya. the students.
296
168. M3/10/D168 Oke, over here dari The teacher asked   “You” refers to the 
bait awal sampai the students to try students.
kalimat when we are meaning of the text “Here” refers to the
called to help our from that songs. At students on the left side
friends in need. least. The teacher of teacher.
Trus, barisan Risa ke asking “There” refers to the
Nisa lanjutannya understanding of students on the right side
sampai you can the students. of teacher.
count on me. After
that, over there from
you can count on me
until everyday I will
remind you. And
yang cowok
297
lanjutannya sampai
yang terakhir yaa.
Do you understand?
169. M3/11/D169 Sekarang waktunya Because time is   “Kalian” refers to the 
sudah habis jadi buat over. The teacher students.
PR kalian aja. asked the students “Sekarang” refers to the
Tambahan yaa buat about the situation the time is over.
PR nya besok kamis assignment to do in “Besok kamis” refers to
ulangan ya? the home. And the the Thursday on
teacher announced May16th, 2019
that next week will
be held the exam.
170. M3/11/D170 Semua materi sesuai The teacher   “You” refers to the 
dengan kisi-kisi. announced the students.
298
Teks lisannya ada 2 material to exam “Ini” refers to the songs.
story telling atau the next week. (count on me)
sing a song. Lagunya Then, the teacher
harus lagu ini. Do asked the students
you understand? understanding
Any question? about the material
to exam.
171. M3/11/D171 Nanti kalau kalian Before closing the   “Kalian” refers to the 
mau nanya bisa class, the teacher students.
ditanyakan via asked the students “Now” refers to the time
whatsapp ya? Now, to contact via when teacher closed the
say alhamdulliah. whatsapp if they class.
See you next time. have a question. “Next time” refers to the
wassalamu „alaikum next meeting on the
299
wr.wb Thursday on May16th,
2019
300
APPENDIX 3
301
Table 4.1 Type of Deixis Used by English Teacher
NO TYPE OF DEIXIS FREQUENSY
1. Person Deixis 145
First person deixis 51
Second person deixis 80
Third person deixis 14
2. Spatial deixis 52
3. Temporal deixis 48
Total 245
Table 4.2 Tabulation Data of the Types of Deixis
NO CONTEXT MEETING 1 MEETING 2 MEETING 3
PD SD TD PD SD TD PD SD TD
1. Opening 2 0 2 3 0 3 2 0 2
2. Observing 2 3 3 9 3 1 6 3 1
3. Questioning 1 0 1 3 0 1 23 7 1
302
4. Experimenting 3 3 7 4 5 2 8 4 1
5. Associating 4 1 3 4 1 2 2 1 1
6. Communicating 26 8 9 15 4 2 19 7 2
7. Closing 2 0 3 4 1 2 3 1 2
8. Total 40 15 25 42 14 13 63 23 10
Tabel 4.3 Tabulation Data of Meaning Word of Deixis Utterances
Used by English Teacher.
Types of deixis Deixis Meaning Meetings
words
1 2 3
Person First I The teacher 8 6 9
deixis Person We The teacher and 3 6 8
students
Second You The students 22 20 30
person
Your 4 8 7
Third He Example of 2 0 3
person She person or things 0 0 5
It in the materials. 0 1 0
303
They 1 1 1
Spatial deixis This The location near 1 3 6
Here from the speaker 6 4 5
That The location away 5 5 9
from the speaker

There 3 2 3
Temporal deixis Now The present time 13 8 3
Today 4 3 2
Yesterday The past time 0 1 0
Then The future time 7 0 3
Tomorrow 0 1 0
Next week 1 0 2
Total 80 69 96
304
APPENDIX 4
305
FIELD NOTE
Day/ Date: Tuesday, April 16th 2019 (First Observation)
Place: MTsN 1 Karanganyar
Class: 7PK
The teacher and the researcher came to the class at 10.00 a.m. The teacher
opened the meeting by saying Assalamu’alaikum Warohmatullah Wabarokatuh.
Then, he greeted the students by saying good morning and asked their condition.
The students also asked the teachers’ condition. The teacher, then as about who is
not attending the class that day. The students answer that no one absent that day.
The students responded the teacher greatly and the teacher started the lesson.
The material on that day was talking about the descriptive the
conversation. As usual, the teachers begin the class by reading the conversation
and teacher asked the students to repeat the conversation after teacher had read the
conversation. Then, the teacher gave feedback about student’s pronunciation when
the students were read the conversation. After that, teacher asked the students to
practice the conversation with partner in front of class. Then, teacher was
corrected students’ pronunciation when the students had practice the conversation.
After the students had practice the conversation, teacher was discussed meaning
each sentence in conversation. Next, teacher gave assignment to the students to
306
answer the questions in tasks two. The teacher asked about students’
understanding. Then, teacher gave them time to do the assignments.
After period of time, and the assignment done by the students. The teacher
was discussed the assignments. The teacher closed the class by giving the
homework to the students. Then, saying wassalamu’alaikum warohmatullah
wabarokatu.
307
FIELD NOTE
Day/ Date: Thursday, April 18th 2019 (Second Observation)
Class: 7PK
The English teacher entered the class by greeting Assalamu’alaikum
Warohmatullah Wabarokatuh. Then, he greeted the students by saying good
morning. The students also asked the teachers’ condition. The teacher asked the
students about their condition, and the students answer greatly and also answer
about the teacher condition. The teacher asked who was absent on that day. The
students answers there two students absent in that day, there were Eksan and
Rehan. Then, teacher asked about student’s homework.
Before began the material on that day. The teacher discussed the students’
homework in last meeting. Then, teacher began the material on that day was
asking and providing information. The teacher began the material with asked to
students about students’ hobbies. Then, teacher asked the students to book on
page 57. Teacher gave explanation about the material. After that, teacher gave the
assignments to the students to make questions about the material. Teacher gave
ten minutes to do the assignments.
After time is over, teacher gave instruction to the students to practice the
assignments. So, teacher asked the students to ask about asking and providing
308
information to their friends, then other students answer that question. If, students
did mistake when gave questions or answer the question from their friends. Sao,
students would get penalty. After discuss the students’ assignments, the teacher
gave conclusion about that material. Then, teacher gave homework to the students
about the material in that day and asked the students to submit the assignment in
next day. Finally, teacher closed the class by saying wassalamu’alaikum
warohmatullah wabarokatu.
309
FIELD NOTE
Day/ Date: Tuesday, May 14th 2019 (Third Observation)
Class: 7PK
The English teacher entered the class by greeting
Assalamu’alaikum Warohmatullah Wabarokatuh. Then, he greeted the students
by saying good morning. The students also asked the teachers’ condition. The
teacher asked the students about their condition, and the students answer greatly
and also answer about the teacher condition. The teacher asked who was absent on
that day. The students answer that no one in that day.
The material on that day was talking about song. The teachers begin the
class asked one by one of students about who is always singing in the class. Then,
teacher asked about favorite songs, favorite singer and etc. Then, teacher asked
the students to open the book on page 81. The teacher was discussed the pictures
in there. Teacher asked about who is singer in that picture, where come from, and
etc. After that, teacher asked the students to open the book on page 82. Then,
teacher gave explanation about parts of song. Next, teacher play the video and
asked the students to pay attention that video.
After watching the video, teacher asked the students to categorize parts of
songs from song in that video. Then, teacher make groups and asked the students
to try meaning text of that song. Because time is over. Teacher requested the
310
assignments to do in home. Then, teacher closed the class with saying that next
meeting will be held examination. Then, saying wassalamu’alaikum
warohmatullah wabarokatu.
311
APPENDIX 5
312
English Teacher’s Interviewer Transcript
Teacher : Muhammad Rifa’i S.Pd
Interviewer : Riska Arum Rahmawati
Data of Interview : Monday on September 2th, 2019
A: Permisi Pak, bisa minta waktunya bentar buat interview?
B: yaa boleh, silahkan
A: Disini saya mau menanyakan terkait pembelajaran bahasa inggris di MTsN 1
Karanganyar. Bagaimana ketertarikan siswa terhadap pembelajaran bahasa
Inggris?
B: Kalau ketertarikan sebenernya ketertarikannya tinggi mbak,karena bahasa
inggris itu bukan sesuatu hal asing yang mereka temui, terkadang kalau mereka
mainan hp kan mereka selalu menemui kata-kata bahasa inggris, kalau nonton
film pun juga sering ditemui jadi mereka tertarik dan antusias nya tinggi. Jadi
anak itu seneng karna juga sering menjumapai bahasa inggris. Jadi mereka
sangat minat dan tertarik kalau belajar bahasa inggris mbak. Kalau di PK
antusiasnya lebih tinggi daripada di kelas reguler karna mereka inputnya beda.
A: Dalam pembelajaran di kelas itu pasti menggunakan Deixis nggih
pak?Menurut Bapak, seberapa penting penggunaan Deixis di Kelas, khususnya
dalam pembelajaran Bahasa Inggris?
B: Sangat penting, deixis itu kan mengarah pada banyak kata, otomatis pasti
mengucapkan yang mengandung deixis. Itu merupakan hal yang memang
semestinya. Karna bisa mempermudah dalam pembelajaran. kan juga kalau di

313
smp kelas 7 kan gak mungkin full english. Memang harus sering dipakai
memang deixis ini. Makanya dengan adanya deixis ini pembelajaran bisa
dengan kata ganti yang variasi. Dan siswa juga gak bingung.
A: Apakah Deixis itu berpengaruh kepada pemahaman siswa terhadap materi
yang disampaikan?
B: Kalau menurut saya berpengaruh mbak, kalau kita menggunakan deixis kan,
anak-anak jadi tau oh yg dimaksud ini, yang dimaksud itu, jadi siswanya lebih
paham kalau menggunakan deixis. Itu membantu memahami istilahnya. Trus
lagi, ketika siswa itu tidak tertarik, ketika siswa sudah merasa bosan, maka
mereka pasti akan mengabaikannya. Jadi, deixis ini memang sangat diperlukan
dalam pembelajaran.
A: Kalau siswa sendiri, bagaimana deixis itu dipahami oleh siswa?
B: kalau pemahaman mendetail tentang deixis, mereka belum paham, yaa taunya
kata ganti seperti they, we, I, you, he, she,it. Tapi kalau untuk kata ganti yang
dimaksudkan yaa paham, misalnya saya mengucapkan kata “he”, nah mereka
sudah tau “he” yang dimaksudkan itu siapa, seperti itu.
A: kalau saat siswa melakukan kegiatan pembelajaran, misalnya presentasi atau
speech di depan kelas, lalu mereka banyak menggunakan kata yang sama,
apakah bapak mengarahkan untuk menggunakan deixis?
B: Kalau presentasi itu maksudnya pidato yaa, yaa kalau itu diarahkan apalagi
kelas PK, kalau dikelas sore itu kan sering dilatih skill bahasanya, semacam
short speech, retell story, kemudian practice dialog itu sering sudah dipakai,
sebenarnya di kelas pagi juga sering digunakan tpi lebih sering dikelas sore.
314
Kalau yang paling sulit itu di writing nya, kita lebih ke speaking dan listening.
Kalau reading kita combine dengan speaking. Iya biasanya saya terapkan,
ketika mereka sedang speech seperti itu, untuk menggunakan kata ganti
sehingga tidak adanya pengulangan kata terus-menerus, sehingga ada variasi
kata.
A: Jadi, deixis itu sangat dibutuhkan bagi guru untuk mendapatkan variasi kata?
B: iya mbak, bagi guru dan siswa pada pembelajaran 4 skill tadi mbak, speaking,
reading, listening dan writing mbak.
A: Selama bapak menggunakan deixis, apakah siswa paham makna pengucapan
kalimatnya bapak?
B: Yaa paham mbak, namun terkadang jika ada kata baru yang belum pernah
dijumpai, kita bantu dengan pengulangan terus menerus dan juga pengulangan
dengan bahasa indonesia.
A: baik pak, saya rasa cukup pak. Terimakasih atas waktunya.
B: iya sama-sama mbak.
315
APPENDIX 6
316
A. Profil MTsN 1 KARANGANYAR
1. Letak Geografis
Gedung MTs Negeri 1 Karanganyar terletak di Jalan Solo –
Purwodadi Km.12 Telp. (0271) 6812550 Kode Pos 57773, dibelakang
gedung terdapat Persawahan, diapait oleh SMP Negeri 1 Gondangrejo dan
MAN 2 Karanganyar di samping terdapat masjid yang menunjang dalam
kegiatan peribadatan dan Porses Belajar Mengajar. Luas tanah yang
dimiliki kurang lebih 7128 meter persegi dan luas bangunan 2.731 meter,
dengan batas-batas antara lain :
1. Sebelah barat berbatasan dengan Jalan Solo-Purwodadi

2. Sebelah utara dengan SMP Negeri 1 Gondangrejo
3. Sebelah timur dengan persawahan
4. Sebelah selatan dengan MAN 2 Karanganyar
2. Sejarah Berdirinya MTs N 1 Karanganyar
Di tengah semakin banyaknya sekolah menengah yang
menawarkan program unggulan, MTs N 1 Karanganyar berkomitmen
menjadi madrasah yang menjadi kebanggaan masyarakat luas. Dengan
berbekal pengalaman yang telah teruji dan berbagai fasilitas / sarana
prasarana yang lengkap dan ditunjang SDM / Tenaga yang qualified di
bidangnya, MTs N 1 Karanganyar bertekad mewujudkan lulusan yang
berkualitas dalam Imtaq, berprestasi dalam Iptek dan berakhlaq Mulia.
MTsN 1 Karanganyar berlokasi di Jl. Solo – Purwodadi No. 12
Gondangrejo, Karangayar dengan menempati area seluas 7.128 meter dan
luas bangunan 2.731 meter. Pada awal berdirinya, madrasah tsanawiyah
tidak terlepas dari pendidikan agama islam yang telah dirintis oleh
organisasi islam seperti muhammadiyah dan NU. MTs N 1 Karanganyar
pada awalnya adalah madrasah yang dikelola oleh Kyai Hasan Al Ma’arif
sekitar tahun 1960. Kemudian pada tahun 1968, atas keputusan Menteri
Agama, berubah status menjadi sekolah negeri dengan nama MTs Agama
317
Islam Negeri. Hal ini berdasar SK KMA 14 tahun 1968 tanggal 12 Juli
1968 dan sebagai kepala sekolah dipegang oleh KH. Aliyudin BA.
Pada perkembangannya, oleh Menteri Agama dirubah lagi
namanya menjadi MTs Negeri Gondangrejo dengan keputusan Menteri
Agama No. 16 tahun 1978 tanggal 12 Maret 1978 dan kepala sekolah
dijabat oleh Drs. Mukhlas (tahun 1977-1990).
Pada perkembangannya oleh Menteri Agama dirubah lagi namanya

menjadi MTs N 1 Karanganyar, nama MTs N 1 Karanganyar ini dirubah
karena berdasarkan sejarahnya, madrasah ini merupakan madrasah yang
paling tua dan memiliki keunggulan dari madrasah lainnya.
Selanjutnya berturut – turut pejabat yang pernah melaksanakan

tugas di MTs N Gondangrejo sebagai berikut:
1) H. Aliyudin, BA tahun 1967 – 1977

2) Drs. H. Mukhlastahun 1977 – 1990
3) Drs. H. Sutaditahun 1990 – 1998
4) Drs. Ali Machrustahun 1998 – 2002
5) Drs. H. Tibyani Al Baroqtahun 2002 – 2004
6) H. Siswadi, S.Agtahun 2004 – 2011
7) Drs. H. Purwadi, M.Agtahun 2011 – 2014
8) Drs. H. Mulyono, M.M tahun 2014 – 2017
9) Drs. H. Nur Hasan, M.Pd tahun 2018 – sekarang
3. Visi dan Misi MTs N 1 Karanganyar
a. Visi Madrasah
Visi Madrasah adalah imajinasi moral yang dijadikan dasar atau
rujukan dalam menentukan tujuan atau keadaan masa depan Madrasah
yang secara khusus diharapkan oleh Madrasah. Visi Madrasah merupakan
turunan dari Visi Pendidikan Nasional, yang dijadikan dasar atau rujukan
untuk merumuskan Misi, Tujuan sasaran untuk pengembangan Madrasah
318
dimasa depan yang diimpikan dan terus terjaga kelangsungan hidup dan
perkembangannya.
Adapun visi MTs Negeri 1 Karanganyar : “Terwujudnya lulusan
Madrasah yang berkualitas dalam Imtaq, berprestasi dalam Iptek
dan berakhlaq Mulia”
b. Misi Madrasah
Untuk mewujudkan misi yang telah dirumuskan maka langkah-
langkah nyata yang harus dilakukan oleh Madrasah adalah :
1. Menumbuh kembangkan pengamalan ajaran Agama sebagai landasan
hidup
2. Menumbuhkembangkan potensi anak dengan mengintensifkan
pembelajaran dan bimbingan secara kontinyu.
3. Meningkatkan prestasi dalam bidang Iptek agar mampu bersaing di era
Global
4. Deskripsi Akademik MTs N 1 Karanganyar
Struktur kurikulum MTs Negeri 1 Karanganyar Untuk Kurikulum
2013 berlaku bagi siswa kelas VII, VIII dan IX. Dalam kegiatan
pembelajaran menerapkan pendekatan scientific approach. Bahkan sejak
tahun 2009 sampai sekarang MTs Negeri 1 Karanganyar menjadi sekola
mitra DBE (Decentralized Basic Education) di bawah USAID Amerika.
Untuk dapat terus meningkatkan kualitas, Madrasah Tsanawiyah
Negeri Gondangrejo akan dikembangkan dalam 4 pilar yaitu:
a. Character Building (Pembangunan Karakter)
Yaitu dengan semakin menonjolkan ciri khas sebagai madrasah,
sehingga masyarakat menjadi bangga dengannya.
b. Trust Building (Pembangunan Kepercayaan)
Dengan membangun kepercayaan masyarakat melalui pemberian
pelayanan kepada masyarakat dan menciptakan lulusan-lulusan yang
berkualitas.
319
c. Image Building (Pembangunan Image)
Dengan image yang baik, diharapkan agar Madrasah Tsanawiyah
Negeri Gondangrejo mendapatkan tempat khusus di hati masyarakat
sebagai sarana menuju taman surga.
d. Institutional Building (Pembangunan Institusi)
Dengan membangun institusi yang terpercaya sehingga MTs N
Gondangrejo dapat setara dengan sekolah unggulan yang lain.
Untuk mencetak lulusan – lulusan yang berkualitas, Madrasah
Tsanawiyah Negeri Gondangrejo memiliki beberapa keunggulan
diantaranya dengan tersedianya tenaga pengajar yang kualified, serta
banyaknya kegiatan yang berkaitan dengan peningkatan kualitas siswa
seperti SBT, yaitu latihan kecerdasan spiritual yang merupakan hasil kerja
sama antara Madrasah Tsanawiyah Negeri Gondangrejo dengan PT. Tiga
Serangkai yang selama ini telah terbukti efektif dalam memberi motivasi
kepada para siswa dalam hal belajar maupun peningkatan akhlak.
5. Deskripsi Lingkungan Fisik Madrasah
Madrasah Tsanawiyah Negeri 1 Karanganyar memiliki 26 ruang kelas
dengan fasilitas-fasilitas pendukung proses Kegiatan Belajar Mengajar
seperti :
a. Ruang Kepala Madrasah yaitu tempat yang disediakan untuk Kepala
Madrasah.
b. Ruang Guru yaitu tempat yang disediakan untuk para guru saat tidak
melaksanakan kegiatan belajar mengajar dikelas.
c. Ruang Tata Usaha yaitu tempat yang disediakan untuk para karyawan
tata usaha dalam melayani data dan administrasi siswa.
d. Laboratorium IPA yang digunakan untuk kegiatan praktikum, uji coba
dan pembuktian-pembuktian dalam menerapkan teori-teori yang
diperoleh siswa didalam kelas.
e. Laboratorium computer yang disediakan untuk para siswa mendalami
ilmu computer.
320
f. Laboratorium matematika yang digunakan untuk membantu siswa
lebih memahami tentang pelajaran matematika.
g. Laboratorium Bahasa yang digunakan untuk membantu siswa lebih
memahami tentang pelajaran bahasa.
h. Ruang multimedia yang digunakan untuk kegiatan belajar mengajar,
dengan peralatan yang modern, dan computer yang sudah dapat
digunakan untuk akses internet.
i. Ruang perpustakaan menyediakan berbagai buku pelajaran dan buku
umum yang membantu siswa dalam menambah wawasan baik
disekolah maupun.
j. Ruang UKS yang bertujuan untuk menjaga kesehatan para guru dan
siswa.
k. Koperasi sekolah disediakan untuk memenuhi berbagai kebutuhan
siswa dan guru.
l. Ruang BK digunakan untuk kepentingan pembinaan anak diberikan
layanan bimbingan dan penyuluhan atau BP yang dirangani guru-guru
BK.
m. Ruang musik digunakan untuk para siswa yang ingin menyalurkan
bakatnyaa dalam bidang kesenian musik.
n. Sanggar pramuka yang disediakan bagi para siswa yang ingin
menyalurkan minat dan bakatnya dibidang pramuka.
o. Ruang osis disediakan guna memfasilitasi para siswa yang ingin
berperan aktif dan belajar berorganisasi dan sebagai sarana bagi para
siswa untuk bersosialisasi.
p. Ruang jahit digunakan untuk para siswa yang ingin menyalurkan
bakatnyaa dalam bidang menjahit.
q. Ruang ketrampilan digunakan untuk para siswa dalam membuat seni
ketrampilan.
r. Masjid sebagai penggemblengan mental dan peningkatan keimanan
siswa.
321
s. Hotspot Area disediakan untuk memudahkan para guru dan siswa
dalam mengakses internet.
6. Deskripsi Kepegawaian Madrasah
N GO PD TGL
NAMA NIP TEMPAT MAPEL
O L D LAHIR
19641129
Drs. Nur IV/ 29/11/1
1 19930310 S2 Boyolali -
Hasan, M.Pd b 964
02
19600622
Drs. Dwi IV/ 5/6/196
2 19880310 S1 Klaten IPA
Purwanto b 0
03
19680115
IV/ 16/1/19
3 Drs. Sugito 19951210 S1 Boyolali PJOK
b 68
01
Drs. Abdul 19631029
IV/ Karangany 29/10/1
4 Rochman, 19930310 S2 PKN
a ar 963
M.PdI 02
19621110
Drs. Edy IV/ 10/11/1
5 19931310 S2 Sragen IPS
Pupon, M.Pd a 962
01
19601025
IV/ Karangany 25/10/1
6 Drs. Widodo 19920310 S1 IPS
a ar 960
02
19640808 Bahasa
Sri Pratiwi, IV/ 4/8/196
7 19940310 S1 Demak Indonesi
S.Pd a 4
01 a
19610808
IV/ Karangany 8/8/196 Matemati
8 Mujono, S.Pd 19940310 S1
a ar 1 ka
01
9 H. Mastukin, 19610528 IV/ S1 Rembang 28/5/19 PKN
322
S.Pd 19930310 a 61
01
19710101
Wartanto, IV/ Karangany 1/1/197
10 19970310 S2 IPA
M.Pd a ar 1
08
Ahmad 19700325
IV/ 25/3/19 Matemati
11 Suwandi, 19970310 S2 Surakarta
a 70 ka
M.PdI 01
19691209
Sri Suwarni, IV/ 9/12/19
12 19980120 S1 Boyolali IPA
S.Pd a 69
01
19641214
Dra. Dewi Sri IV/ 14/12/1
13 19980220 S1 Blora BP/BK
Nuryanti a 964
01
19661218
IV/ Karangany 18/12/1 Matemati
14 Darmin, S.Pd 19980310 S1
a ar 966 ka
01
19740110
Sri Sumilih, IV/ 10/1/19 Matemati
15 19990320 S1 Sukoharjo
S.Pd a 74 ka
03
19651012
Sri Hastuti, III/ Karangany 12/10/1 Bahasa
16 19891120 S1
S.Pd Ing d ar 965 Inggris
01
19670926
Dra. Rastrini III/ 26/9/19
17 20050120 S2 Wonogiri BP/BK
W, M.Pd d 67
01
19740525
Aflakhatun N, III/ Karangany 25/05/1
18 20050120 S1 IPS
S.Pd d ar 974
01
19 Sa’adah Al 19780426 III/ S1 Karangany 26/04/1 Bahasa
323
Muslimah, 20050120 d ar 978 Inggris
S.Pd 04
19790717
Susiloningsih, III/ Karangany 17/7/19 Matemati
20 20050120 S1
S.Pd d ar 79 ka
03
19800401
Syamsul III/ 1/4/198 Bahasa
21 20050110 S2 Ngawi
Arifin, M.Pd d 0 Inggris
02
Irlina 19801206
III/ Karangany 6/12/19 Matemati
22 Widyastuti, 20050120 S1
d ar 80 ka
S.Pd 03
19610323
H. Alwan III/ 23/3/19
23 19840310 S1 Sragen Staff TU
Santosa, SE d 61
07
Dra. 19660503
III/ 3/5/196 Bahasa
24 Musfirotun, 20060420 S2 Boyolali
c 6 Arab
Md, M.PdI 14
19651231
Drs. M. III/ 31/12/1 Bahasa
25 20070116 S1 Boyolali
Muhtadi c 965 Arab
46
19670920
Drs. Iskandar, III/ Karangany 20/9/19 Bahasa
26 20070110 S2
M.PdI c ar 67 Arab
26
19770815
III/ 15/8/19 Bahasa
27 Sarjono, S.Pd 20060410 S1 Boyolali
c 77 Inggris
29
Farid 19711016
III/ Karangany 16/10/1
28 Masruroch, 20070120 S1 SKI
c ar 971
S.Ag 15
29 Sugiman, 19601220 III/ S1 Sragen 20/12/1 Fiqih
324
S.Ag 20000310 c 960
01
19670707
Yuli Hastuti, III/ 7/7/196 Kepala
30 19880320 S1 Surakarta
SH d 7 TU
02
19640401
III/ SM 1/4/196
31 Muhromi 19850310 Sragen Staff TU
b A 4
04
Budi 19711120
III/ Karangany 20/11/1 Aqidah
32 Haryanta, 20070110 S1
c ar 971 Akhlak
S.Ag 23
19661023
III/ Karangany 23/10/1 Bahasa
33 Suharto, S.Ag 20070110 S1
b ar 966 Arab
15
19720212
Nur Laila E, S III/ 12/2/19 Qur’an
34 20070120 S1 Boyolali
Ag b 72 Haditds
33
19711024 Bhs
M. Syahid, S III/ 24/10/1
35 20070110 S1 Boyolali Indonesi
Ag c 971
21 a
19790910
Arsad Ismail, III/ Karangany 10/9/19 Penjaske
36 20070110 S1
S Pd c ar 79 s
20
19720415
Fatchurachma III/ Karnganya 15/4/19
37 20070110 S1 Fiqih
n, S Ag c r 72
57
19740617
Khoirul III/ 17/6/19
38 20070110 S1 Boyolali Bhs Jawa
Anwar, S Ag c 75
25
39 Kustiningsih, 19790420 III/ S1 Boyolali 20/4/19 IPS
325
S Pd 20071020 b 74
04
Eni 19770310
III/ Karangany 10/3/19
40 Susilowati, S 20071020 S1 PKn
b ar 77
Pd 01
19800114
III/ 14/1/19
41 Sumarah, S Pd 20071020 S1 Surakarta PKn
b 80
01
Muhtar 19681228
III/ 28/12/1
42 Khumaidi, S 20070110 S1 Klaten
b 968
Ag 38
19620319
III/ Karangana 19/3/19
43 Mariman, SE 20070110 S1
b r 62
11
19731008
Anik III/ Karangany 8/10/19
44 20070120 S1
Munjayanah a ar 73
21
19690602 Bhs
Agus III/ 2/6/196
45 20141110 S1 Sragen Indonesi
Sholikin, S Pd a 6
03 a
19700602
M. Sangadan, III/ 2/6/197 Matemati
46 20141110 S1 Sragen
S Pd a 0 ka
01
19761011
Karangany 11/10/1
47 Jamaliyah 20070120 II/d D3
ar 976
28
19830824
Karangany 24/8/19
48 Rahman S PdI 20071010 II/c S1
ar 83
01
49 Martini S Pd S1 Karangany 17/2/19 Bhs
326
ar 75 Indonesi
a
Feni Rahmad Karangany 10/1/19
50 S1 IPA
DP, S Pd ar 6
Mar’atus 17/10/1
51 S1 Boyolali
Solikhah, S Pd 983
Muhammad Karangana 5/4/198
52 S1
Rifa’I, S Pd r 2
Farid Wajdi, S Karangany 26/7/19
53 S1
Pd ar 85
Tri Wahidi, S 28/8/19
54 S1 Boyolali
Sn 84
Siti Sholikah, Karangany 7/10/19
55 S1
S Pd ar 87
Catur 11/19/1
56 S1 Boyolali Kesenian
Sugiarto, S Sn 982
Yuzuf
Karangany 5/12/20 Penjaske
57 Awaludin S1
ar 12 s
Fajri, S Pd
SM 10/10/1
58 Jaenal Abidin Cilacap
A 974
Samsiatul M, Karaganya 13/8/19
59 S1
S HI r 80
Handy Tri 16/11/1
60 D3 Karanyar
Handoko 980
M. ST Karangany 30/8/19
61
Fatkurrohman M ar 74
SM Karangany 15/11/1
62 Maryono
A ar 983
63 Supriyanto SM Sragen 10/1/19
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P 88
SusunanOrganisasidanDaftarNamaPembantu
KepalaMts N 1 KaranganyarTahunPelajaran2018/2019
NO NAMA JABATAN
1 Drs. H. Nur Hasan, M.Pd Kepala Madrasah
2 Yuli Hastuti, S. H Kepala Urusan Tata Usaha
3 Susiloningsih, S. Pd
4 Sarjono, S. Pd Wakamad Urusan Kurikulum
5 Muhammad Rifa’i, S. Pd (PK)
6 Syamsul Arifin, S. Pd
Wakamad Urusan Kesiswaan
7 Arsyad Ismail, S. Pd
Wakamad Urusan Sarana
8 Drs. Dwi Purwanto
Prasarana
9 Drs. H. Edy Pupon, M. Pd Wakamad Hub Masyarakat
10 Dra. Dewi Sri Nuryanti Koordinator BP / BK
11 H. Achmad Suwandi, M. PdI Kepala Urusan Perpustakaan
12 Sri Suwarni, S. Pd Kepala Laboratorium
13 Rahman, S. PdI Bendahara Pengeluaran,
BOM/BOS
14 Anik Munjayanah, SE Bendahara BOSDA
15 Dra. Rastrini Widyastuti, M. Pd Seksi Pemberdayaan Siswa
16 Suharto, S. Ag Seksi Keagamaan
17 Sumarah, S. Pd Seksi UKS dan PMR
WALI KELAS
NO NAMA JABATAN
1 Mar'atus Sholikhah, S. Pd Wali kelas VII A
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2 Farid Wajdi, S. Pd Wali Kelas VII B
3 Martini, S. Pd Wali kelas VII C
4 Drs. Widodo Wali Kelas VII D
5 Eni Susilowati, S. Pd Wali kelas VII E
6 Sa’adah Al Muslimah, S. Pd Wali Kelas VII F
7 Irlina Widyastuti, S. Pd Wali kelas VII G
8 Hj. Musfirotun Mudzi’ah, M. PdI Wali Kelas VII H
9 Khoirul Anwar, S. Ag Wali Kelas VII PK
10 Budi Haryanta, S. Ag Wali kelas VIII A
11 M. Sangadan, S. Pd Wali Kelas VIII B
12 Drs. M. Muhtadi Wali kelas VIII C
13 M. Syahid, S. Ag Wali Kelas VIII D
14 H. Mastukin, S. Pd Wali kelas VIII E
15 Sri Sumilih, S. Pd Wali Kelas VIII F
16 Muhtar Khumaidi, S. Ag Wali kelas VIII G
17 Suharto, S. Ag Wali kelas VIII H
18 Farid Masruroch, S. Ag Wali Kelas VIII PK
19 Mujono, S. Pd Wali kelas IX A
20 Agus Sholihin, S. Pd Wali kelas IX B
21 Kustiningsih, S. Pd Wali kelas IX C
22 Drs. Sugito Wali kelas IX D
23 Sri Pratiwi, S. Pd Wali kelas IX E
24 Darmin, S. Pd Wali kelas IX F
25 Wartanto, M. Pd Wali kelas IX G
26 Nurul Hidayati, S. Ag Wali kelas IX PK
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7. Manajemen Madrasah
a. Manajemen Kurikulum
Proses belajar mengajar di MTs N 1 Karanganyar dilaksanakan
pada pagi hari, untuk kelas regular dimulai pada jam 07.00-13.55 pada
hari senin-kamis, jam 07.00-11.15 pada hari jum’at dan 07.00-13.15
pada hari sabtu. Untuk kelas PK (Program Khusus) proses belajar
mengajar dilaksanakan mulai pukul 07.00-16.00. Jumlah jam
pelajaran selama satu minggu adalah 46 jam untuk kelas regular dan
53 jam untuk kelas PK.
1) Kurikulum yang Digunakan
Struktur kurikulum MTs Negeri 1 Karanganyar yaitu
Kurikulum 2013 yang berlaku bagi siswa kelas VII, VIII dan IX.
Yang dimodifikasi sesuai tujuan dimana untuk pengembangan
program dan proses pembelajaran akademik dan non akademik
serta akhlaqul karimah. Dengan perpaduan kurikulum Departemen
Agama dan Kementrian Pendidikan dan Kebudayaan
(Kemendikbud).
Struktur Kurikulum MTs Negeri 1 Karanganyar (Kurikulum 2013)
Komponen KelasdanAlokasiWaktu
VII VIII IX
A. Mata Pelajaran
1. Pendidikan Agama
a. Fiqih 2 2 2
b. Al Qur;an Hadits 2 2 2
c. Aqidah Akhlaq 2 2 2
d. SKI/Sirah 2 2 2
2. Bahasa Arab 3 3 3
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3. Pendidikan Kewarganegaraan 3 3 3
4. Bahasa Indonesia 6 6 6
5. Bahasa Inggris 4 4 4
6. Matematika 5 5 5
7. Ilmu Pengetahuan Alam 5 5 5
8. Ilmu Pengetahuan Sosial 4 4 4
9. Seni Budaya 2 2 2
10. Pendidikan Jasmani, Olahraga dan 3 3 3
Kesehatan
11. Prakarya 2 2 2
B. Muatan Lokal (Bahasa Jawa) 1 1 1
C. Pengembangan Diri 2*) 2*)
2*)
Jumlah 46 46 46
2*)Ekuivalen 2 jam pembelajaran
2) Sistem Pengelolaan Kurikulum

Pengelolaan kurikulum di MTs N Gondangrejo dapat dilihat dari
pengembangan kurikulum yang dibuat, yaitu:
a) Pengembangan program kelas PK
Pada program ini kurikulum yang digunakan adalah kurikulum
2013 yang dikembangkan dengan berbagai macam pembelajaran
seperti Outbond, pembelajaran Outdoor. Model pembelajaran yang
digunakan adalah CTL dimana dalam proses belajar mengajar
bertujuan untuk mengaktifkan peserta didik dalam membangun
makna atau pemahaman.
b) Pengembangan program kelas unggulan
Program ini adalah program dimana bertujuan untuk menyiapkan
siswa-siswi yang akan mengikuti lomba-lomba dan olimpiade, baik
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ditingkat kabupaten, provinsi, bahkan internasional. Pada program
ini pula siswa-siswinya merupakan siswa-siswi yang tidak diterima
di kelas PK. Meskipun begitu biaya operasionalnya dan jam
pelajaran sama seperti kelas regular.
3) Pengembangan Tugas dan Beban Mengajar Guru

Dalam pelaksanaan program-program yang ada di MTsN 1
Karanganyar, peran guru sangatlah penting. Berhasil atau tidaknya suatu
rencana atau rancangan itu tergantung bagaimana pelaksanaannya. Lepas
dari itu beban mengajar guru di MTsN 1 Karanganyar terhitung sudah
over (melebihi) dari standar minimum mengajar yaitu 37, 5 jam.
Dedikasi mereka kepada MTsN 1 Karanganyar berdasarkan dasar ikhlas
beramal, agar para penerus bangsa mampu berprestasi di akademik dan
non akademik juga berakhaqul karimah, sehingga dalam mengemban
amanat untuk mengajar guru harus mampu memberikan yang terbaik
untuk siswa-siswinya.
Tugas pokok dan fungsi Guru Mata Pelajaran, meliputi :
a) Merencanakan
b) Melaksanakan
c) Membimbing
d) Mengevaluasi
e) Melaksanakan tugas tambahan
Tugas dan tanggung jawab guru, meliputi :
a) Menyusun perangkat program pengajaran
- AMP
- Program Tahunan
- Program Semester
- PengembanganSilabus
- RencanaPelaksanaanPembelajaran
- Persiapanmingguan, harian (jurnalharian guru/agenda harian
guru)
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b) Rencana Pelaksanaan Pembelajaran (RPP), meliputi :
1) Persiapan
2) Pelaksanaan
- Eksplorasi
- Elaborasi
- Konfirmasi
4) Penilaian danTindak lanjut
a. Pengungkapan umpan bali/test pencapaian KD/SK
(tugas/ulangan harian);
b. Program tindak lanjut (perbaikan/pengayaan);
c. Rangkuman dan penugasan;
c) Evaluasi
a. Ulangan harian (setelah menyelesaikan beberapa indikator
pada KD);
b. Ulangan Tengah Semester (setelah selesai beberapa KD);
c. Ulangan Akhir Semester / Ulangan Kenaikan Kelas (setelah
selesai semua KD/SK dalam satu semester);
d. Ujian Madrasah
e. UAMBN
f. Ujian Nasional
d) Analisis Hasil Evaluasi
e) Pelaksanaan program perbaikan, pengayaandanpembiasaan
f) Guru sebagai wali kelas melaksanakan pengelolaan kelas dan
penyelenggaraan administrasi kelas
4. Inovasi dan Pengembangan Dalam Kurikulum
Dalam Proses Belajar Mengajar, MTs N 1 Karanganyar selalu
berusaha memberikan yang terbaik. Oleh karena itu, keyakinan bahwa
proses menentukan hasil sangat dipegang teguh dalam proses belajar
mengajar. Inovasi pun dilakukan untuk pemenuhan kebutuhan siswa.
Seperti menggunakan model strategi baru, MTs N1
Karanganyarbiasanya akan mengadakan pelatihan atau workshop untuk
333
itu. Selain itu, pengembangan bahasa, dan pemakaian teknologi juga
dilakukan sebagai inovasi proses pembelajaran.
5. Sistem Evaluasi
MTs N 1 Karanganyar memang mengutamakan kesempurnaan di
setiapdetail manajemennya, sehingga prinsip kehati-hatian dan evaluasi
terus menerus dilakukan. Juga pada manejemen kurikulum, MTs N 1
Karanganyar setiap satu tahun sekali mengadakan evaluasi bersama
dengan Tim Khusus Pengembang Kurikulum yang beranggotakan dari
guru, komite sekolah dan Kemenag. Selain itu pengelola selalu
melaksanakan rapat hasil kegiatan untuk dievaluasi. Dari rapat
mingguan, bulanan, bahkan tahunan. Hal ini adalah upaya untuk
menjaga agar MTs N 1 Karanganyar menjadi madrasah yang berprestasi
dibidang akademik maupun non akademik juga berakhlaqul karimah.
Adapun KKM Kelas Reguler MTs Negeri 1 Karanganyar pada

tahun pelajaran 2018/2019 adalah sebagai berikut:
Komponen KelasdanAlokasiWaktu
VII VIII IX
A. Mata Pelajaran
1. Pendidikan Agama
a. Fiqih 73 73 73
b. Al Qur;an Hadits 73 73 73
c. Aqidah Akhlaq 73 73 73
d. SKI/Sirah 73 73 73
2. Pendidikan Kewarganegaraan 73 73 73
3. Bahasa Indonesia 73 73 73
4. Bahasa Arab 73 73 73
334
5. Bahasa Inggris 73 73 73
6. Matematika 73 73 73
7. Ilmu Pengetahuan Alam 73 73 73
8. Ilmu Pengetahuan Sosial 73 73 73
9. Seni Budaya 73 73 73
10. Pendidikan Jasmani, Olahraga 73 73 73
dan Kesehatan
11. Prakarya/Teknologi Informasi 73 73 73
dan Komunikasi
B. Muatan Lokal (Bahasa Jawa) 73 73 73
8. Manajemen Kesiswaan
1) Kondisi Siswa Saat Ini
Dari segi kuantitasnya berdasarkan wawancara kami dengan Waka
Kesiswaan jumlah seluruh siswa MTs N 1 Karanganyar sekarang ini
mencapai 850 siswa, yang terdiri dari 26 kelas dan dibagi menjadi: kelas
VII (286 siswa) terdapat 9 kelas, kelas VIII (281 siswa) terdapat 9 kelas
dan kelas IX (283 siswa) terdapat 8 kelas. Pada setiap tingkatan kelas
terdapat satu kelas untuk Program Khusus.
2) Penentuan Pembagian Kelas

Di MTs N 1 Karanganyar terdiri dari 26 kelas yaitu kelas VII
terdapat 9 kelas, kelas VIII terdapat 9 kelas dan kelas IX terdapat 8 kelas.
Salah satu kelasnya merupakan kelas Program Khusus, yang terdiri dari
siswa-siswa yang memiliki potensi akademik yang baik. Sedangkan
pembagian kelas untuk siswa kelas VII yang reguler dibagi dengan cara
acak yaitu dibagi menjadi kelas A sampai dengan kelas G.
335
Untuk kelas VII H sengaja terdiri dari siswa yang memiliki potensi
akademik yang lebih baik dari kelas-kelas reguler yang lain. Hal ini di
maksudkan agar memudahkan pembinaan para peserta didik. Namun,
tidak terjadi kesenjangan antara kelas yang satu dengan yang lainya.
Begitu juga dengan kelas VIII dan kelas IX, pembagian kelasnya sama
dengan pembagian di kelas VII.
3) Pembinaan Siswa
a) Pembinaan Kedisiplinan
Di MTs N 1 Karanganyar terdapat tim pembinaan yang dapat
memantau dan membina siswa. Pelaksanaan pembianaan
kedisiplinan ini menggunakan sistem kredit point, dengan nilai point
paling tinggi yaitu 100 point. Apabila anak telah melanggar aturan
kedisiplinan, dan mencapai 100 point, maka siswa tersebut
dikeluarkan dari sekolah. Selain point negatif tersebut, terdapat pula
point positif, yang dapat membantu siswa untuk mengurangi point
negatif. Point positif diperoleh dari prestasi-prestasi dan
penghargaan.
b) Pembinaan Pengembangan Ekstrakurikuler

Pembinaan siswa juga dilakukan melalui kegiatan ekstrakurikuler
dengan beberapa kegiatan sebagai berikut :
 Pencak Silat
 Musik/Hadrah
 Olahraga
 PMR
 OSIS
 Pramuka
 Qiro’ah
336
c) Pembinaan Bimbingan dan Konseling
Pembinaan bimbingan dan konseling bertujuan untuk
memberikan konsultasi serta memberikan bimbingan karir pada
peserta didik untuk peningkatan prestasi akademis dan non
akademis. Bentuk strategi pembinaan penyuluhan di MTs N 1
Karanganyar meliputi pembentukan karakter atau kepribadian,
pemberian motivasi, dan bimbingan karir.
d) Pengembangan Prestasi Akademik dan Non Akademik

MTs N 1 Karanganyar adalah sekolah yang mampu mencetak
generasi-generasi berprestasi, terbukti telah banyak prestasi yang
diraih oleh siswa- siswi MTs N 1 Karanganyar, baik di bidang
akademik maupun non akademik. Prestasi terakhir yang diperoleh
siswa-siswi di MTs N 1 Karanganyar adalah Juara 1 KSM mapel IPS
se- Kabupaten dan Juara 1 Lari 1 km se-kecamatan.
337
APPENDIX 7
338
A. profile of seventh grade program khusus in MTsN 1 Karanganyar
In the seventh grade program khusus has 23 students which divide to 9 males
and 14 females. Students has 53 hours of study in everyday which is at 07.00 a.m
until 04.00 p.m. In this class a well structured organization. homeroom of this class is
Khoirul anwar, S.Ag and the teacher who taught English in this class and the
coordinator of program khusus is Muhammad Rifai, S.Pd
B. DAFTAR SISWA KELAS 7PK
1. Adam Maulana Abdullah
2. Adhitya Rama Setyawati
3. Arif Budi Jatmiko
4. Ainin Dhita Az Zahro
5. Aisya Ayu Salwa
6. Alyatu 'Ilma Rizqi Nafi'ah Wijaya
7. Annisa Fitri Imawati
8. Arief Hidayat
9. Exsan Tri Nurrohim
10. Falakhul Khoir Romadhoni
11. Hanifah Salsa Utami
12. Khansa Luthfi Inayah
13. Latifah Annisa Firani
14. Muhammad Raihan Izza Muslim
15. Muhammad Zaky Fathurrohman
16. Naswa Hanifah Qol Khouri
17. Nur Laili Apriliana
18. Rahma Ma'shumah Ahmad
19. Restu Saputra

339
20. Rissa Firdaus
21. .Zahra Efind Selvianggraini
22. Zahra Putri Nabila
23. Zalfa Malihah Az Zahra
C. Struktur Organisasi Kelas 7PK
1. Wali Kelas : Nurul Hidayah

2. Ketua : Zalfa Malihah Az Zahra
3. Wakil Ketua : Exsan Tri Nurrohim
4. Sekretaris 1 : Zahra Putri Nabila
5. Sekretaris 2 : Nur Laili Apriliana
6. Bendahara 1 : Alyatu 'Ilma Rizqi Nafi'ah Wijaya
7. Bendahara 2 : Annisa Fitri Imawati
8. Seksi Upacara 1 : Muhammad Raihan Izza Muslim
9. Seksi Upacara 2 : Ainin Dhita Az Zahro
10. Seksi humas 1 : Adam Maulana Abdullah
11. Seksi humas 2 : Latifah Annisa Firani
12. Seksi Olahraga 1 : Restu Saputra
13. Seksi Olahraga 2 : Khansa Luthfi Inayah
14. Seksi Keamanan 1 : Naswa Hanifah Qol Khouri
15. Seksi Keamanan 2 : Aisya Ayu Salwa
16. Seksi Kebersihan 1 : Arief Hidayat
17. Seksi Kebersihan 2 : Rissa Firdaus
D. The differences with other classes
There are several differences which is different between seventh grade
program khusus and other class as follow:
340
No Differences Seventh grade (PK) Seventh grade reguler
1. Selection a. The average of National a. The average of National
Exam is minimal 7,5 Exam is earned of each
student
b. Students should follow
individuality test b. Students should follow
BTQ test and reading latin
2. Total lessons 53 hours of study 46 hours of study
3. Total students 24 students 32 students
4. Additional AC (Air Conditioner), LCD, LCD
Facilities Computer, Wifi, Dictionary and
Locker
5. Reherseal in Skill development, Story telling
English Lesson and playing a role in the
dialogue and playing drama.
Table 2.1 The differences between 7PK and 7 regular
341
APPENDIX
342
A. Meeting 1 (Tuesday, April 16th, 2019)
1. When teacher began the class with asked the students who is absent in
that day.
2. When teacher asked the students to repeat utterances after teacher had
read the utterances in conversation.
343
3. When the teacher asked the students to practice the reading conversation
in front of class
4. When teacher was discussed the students’ assignments
344
B. Meeting 2(Thursday, April 18th, 2019)
1. When the teacher asked the students to make a qustions about the
material (Asking and Providing informations)
2. When the teacher gave explanation to the studens about student’s

assignments.
345
3. When the teacher chose the student to discuss their assignments.
4. When the teacher gave response the student’s answer about their
assignments.
346
C. Meeting 3(Tuesday, May 14th, 2019)
1. When the teacher began the class with asked the students about the material
in that day (songs)
2. When the teacher play the video about the material and teacher asked the
students to pay attention to the video.
347
3. When teacher gave explanation to the students about parts of songs in the
video.
4. When the teacher asked the students to do assignments in task 2 page 81
348
APPENDIX
9
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APPENDIX
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Ahmad Basyir Najwan

OSN Fisika 2016 Number 1

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e. Sekarang massa pertambahan massa bola terhadap perpindahannya bernilai konstan

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OSN Fisika 2015 Number 2

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b. Selanjutnya kita akan menentukan persamaan gerak system menggunakan metode

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𝑚2 2 cos2 𝜃 + 𝑚1 𝑚2 2 𝑚2 2 𝐿2 𝜃̇ 2 cos 𝜃 sin 𝜃

Percepatan kedua benda adalah

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4(𝑚1 + 𝑚2 )𝑔 1 2√3(𝑚1 + 𝑚2 )[5𝑚2 + 4𝑚1 ]𝑔 1

4(𝑚1 + 𝑚2 )𝑔 1 2√3(𝑚1 + 𝑚2 )[5𝑚2 + 4𝑚1 ]𝑔 1

OSN Fisika 2016 Number 3

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b. Tentukan syarat/kondisi agar kedua permukaan silinder berhenti untuk tidak

Persamaan gerak rotasi silinder kedua

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Kemudian subtitusi (7) ke (3)

c. Berikutnya kita akan menghitung momen inersia masing-masing silinder

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OSN Fisika 2016 Number 4

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Ketiga keping membentuk 2 kapasitor plat sejajar dengan kapasitas masing-masing

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b. Sekarang plat tengah disimpangkan sejauh ∆𝑥 dari posisi kesetimbangan stabilnya.

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Dengan mengingat kembali persamaan (**) yaitu

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OSN Fisika 2016 Number 5

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