Enhancement Student Activity using Time Token Arends Model on
Sociology Subject
Rani Kartika, Pretty Eristia Arinda and Renggi Anggraini
Universitas Pendidikan Indonesia, Bandung, Indonesia
Keywords: Student Activity, Time Token Arends.
Abstract: This research is motivated by low student activity in learning process on sociology subject of class XI IPS 1
SMA Negeri 4 Solok. This can be seen from the low reading activity; 7 people, discussion; 5 people, analyze;
3 people, solve the problem; 3 people, ask; 4 people and express opinions; 4 people. In order to overcome the
above problem, it is necessary effort from teacher to increase student activity in learning is through application
of Time Token Arends model. This type of research is a classroom action research, consisting of two cycles.
Technical data analysis using statistical data descriptive percentage with the formula P =F/N × 100%.
Research subjects are Class XI, IPS 1, SMA Negeri 4 Solok, Year Lesson 2016/2017 with the number of
students 27 people. The results of the study indicate an increase in student activity in sociology subjects. The
increase occurred in the student activity that is reading the book 70,83%, discussion 79,16%, ask 62,5%,
express opinion 75%. Based on the results of this study can be concluded that by using Time Token Arends
model can increase student activity in learning.
1 INTRODUCTION
Level of Education Curriculum Unit (KTSP) which is
a refinement of the 2004 curriculum (KBK). KTSP is
an operational curriculum developed and
implemented by each educational unit or school.
(Muslich, 2007) Level of Education Curriculum Unit
(KTSP) that apply today, the learning is more student-
centered. This means that in a learning process,
students are required to be more active than teachers.
Student learning activity plays a very important role
to the achievement of learning outcomes. Students are
said to have a liveliness when found in behavioral
traits such as frequently asked to teachers or other
students, willing to do the tasks given teachers, able
to answer questions, happy to be given the task of
learning, and so forth (Supinah, 2012).
Learning is the basic process of human
development through interaction with the
environment. Through the process of learning is the
changes or the development of behaviour occurs
(Hamalik, 2007; Soemanto, 1995). In principle
learning is to do. There is no learning if there is no
activity. That is why activity is a principle or principle
that is very important in the interaction of teaching
and learning. Student activity in learning is a series of
activities that students do in the learning process.
Student activity in learning is also a very decisive
thing in the achievement of student learning
achievement. It can be concluded that the more
students are active in learning, the greater the
achievement of learning achievement obtained by
students (Sardiman, 2009).
Student activity in learning is a series of activities
that students do in the learning process. Student
activity in learning is also a very decisive thing in the
achievement of student learning achievement. It can
be concluded that the more students are active in
learning, the greater the achievement of learning
achievement obtained by students. Student activity in
learning is a very important element in determining
the effectiveness of the teaching so as to develop the
potential that is in him (Benjamin, 1916). The
learning process is said to be effective if students are
actively involved directly in organizing and finding
information (knowledge) so that they not only receive
passively the knowledge provided by the teacher
(Jerome and Barbetta, 2005). The dimensions that are
indicators of student learning activities during the
learning process at class, complex thinking skills,
effective information processing, effective
Kartika, R., Arinda, P. and Anggraini, R.
Enhancement Student Activity using Time Token Arends Model on Sociology Subject.
In Proceedings of the 2nd International Conference on Sociology Education (ICSE 2017) - Volume 1, pages 575-582
ISBN: 978-989-758-316-2
Copyright © 2018 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved
575

communication, collaboration, collaboration, and
effective thinking (Cavanagh, 2011; Gehret, Elliot,
and MacDonald, 2016).
In general, the factors that influence learning
activities in learners, according to (Slameto, 2010)
consists of two groups, namely internal factors and
external factors. Internal factors are factors that exist
within the individual who is learning, i.e.: 1) physical
factors, such as health, disability. 2) psychological
factors such as, intelligence, attention, interest, talent,
motive, maturity and readiness. 3) fatigue factor.
External factors are factors that exist outside the
individual self, namely: 1) family factors such as,
how to educate parents, relationships between family
members, home atmosphere, the state of the family
economy, understanding parents and cultural
background. 2) school factors such as teaching
methods, curriculum, teacher relation with student,
student relation with student, school discipline,
teaching tool, school time etc. 3) community factors
such as, student activity in society, mass media,
people's lives.
In SMA Negeri 4 Solok, West Sumatera that still
uses KTSP Curriculum, there are some problems that
often faced by teachers in sociology subject. Based on
the initial observations that the author did in SMA
Negeri 4 Solok class XI IPS obtained data as follows:
Table 1: Student activity in sociology learning process.
Student
Activity
XI IPS 1
(27
students)
XI IPS 2
(25
students)
XI IPS 3
(26 students)
Read
7 persons
11
persons
10
persons
Discussion
5 persons
7 persons
8
persons
Analyze
3 persons
5 persons
7
persons
Solve the
problem
3 persons
5 persons
8
persons
Asking
4 persons
7 persons
8
persons
Express the
opinion
4 persons
10
persons
9
persons
Source: author observations January-February 2015
Based on the table 1, data can be seen that of the
three classes, the lowest class of student activity in the
learning activities are students of class XI IPS 1.
Where from 27 students only 7 serious people to read,
5 people active in the discussion, 3 people able to
analyze the problems given by the teacher, 3 people
who can solve problems in discussion activities, 4
people asked and 4 people who put forward opinion.
Students who are active above are the same person,
both at the time of asking and answering, there are
students who answered at once gave his opinion.
Based on the results of the interviews that
researchers conducted with the teacher sociology
(Mrs. Ely Sumarti S.Pd) in SMA Negeri 4 Solok class
XI IPS 1 on 23 February to 21 March 2015 activities
such as reading, discussing, analyzing, solving
problems, asking and expressing opinions still very
less in the learning process. This is seen during the
learning process, many students when the teacher
asked to read the material to be learned, only some
students who want to read the book, while others are
busy with other activities such as talking with friends
and playing mobile phones. So that when the learning
begins and the teacher tries to ask the students about
the material discussed, the students just silent and can
not answer the questions asked by the teacher.
Another problem expressed by the teacher during
the learning process in the classroom is when in the
learning process the teacher assigns the group to
discuss, many of the students are not active and
indifferent during the discussion took place. Not only
that when there are groups that appear, then the other
students give the question, the group is not able to
answer, who answered only smart students only and
that was from other groups. When the teacher
commissioned to produce a report on the outcome of
the discussion, only the students who became heads
of the group made the report while the other students
were not involved. During the authors make
observations the authors also conducted interviews
with some students, from 27 students 15 people they
revealed that learning sociology less interesting and
rather boring and difficult to understand. The cause of
students is inactive, according to the authors are also
influenced by how to teach teachers.
Based on observations made, the methods used by
teachers still use the lecture method. Then the teacher
explained more. So they mostly accept what is
presented by the teacher. Can be concluded that the
factors that affect the low student learning activities
in SMA Negeri 4 Solok one of them is external
factors. The use of learning methods is the method of
discussion that is less interesting and does not use
various variations in running the discussion activities
in the classroom. One of which is done to overcome
the above problem is to use different learning model,
that is learning model of Time Token Arends.
In order to improve the situation put forward
above writers interested to make an effort to improve
the quality of learning through Classroom Action
Research. Because with the classroom action research
the improvement effort can be planned, observed and
ICSE 2017 - 2nd International Conference on Sociology Education
576

reflected carefully. The title of the classroom action
research conducted is “Increased student activity
using Time Token Arends Model on Sociology
Subject, Class XI, IPS 1 in SMA Negeri 4 Solok”.
According to the authors, the model to be used is
suitable for students during the learning process,
because this model requires students to be more
active in learning. Using the Time Token Arends
learning model will encourage students to be more
active, and this model makes student activity a major
concern. Therefore students are always actively
involved. Time Token Arends learning model is a
learning model that is used with the aim that students
actively speak. In the discussion lesson, Time Token
is used so that the 27 students actively inquire in the
discussion. By limiting the time to speak for example
2 minutes, students are expected to fairly get a chance
to speak. Time Token Arends able to encourage
students to increase initiative and participation, help
students to be active in learning activities, improve
students' ability to communicate, and train students to
express their opinions.
Time Token Arends learning model is a learning
model that aims to have each member of the
discussion group get a chance to contribute in
expressing their opinions and listening to the views
and thoughts of other members. Time Token comes
from Time is time, and Token is means sign. Time
learning model Token is a special activity done by an
inner teacher cooperative learning with using cards to
talk with time limits determined. Time Token can
help share more equitably on each student
(Pramukantoro, 2013). The teacher gives a number of
speaking vouchers to each student. Before speaking
students submit the coupon first to the teacher. Each
show speaks one coupon. Students can appear again
after taking turns with other students. Students who
have run out of coupons should not talk anymore. The
student holding the coupon must speak until all the
coupons are gone. So, Time Token in the learning
process besides students discussing each other,
students also have the same opportunity to participate
in groups. This type of learning is expected help
students share actively as well foster effective
communication and passion among group members
(Suprijono, 2009). The steps of applying Time Token
Arends Learning Model in learning (Tukiran, 2012),
ie:
1) The teacher explains the purpose of learning in
this first activity, the teacher will explain the
purpose of learning and mentions the learning
steps that will be implemented in the learning
process later.
2) The teacher will condition the students to carry
out classical discussion in this activity. Teachers
will form several groups.
3) The teacher presents the issues that will be
discussed with the group members.
4) The teacher will give you a number of speaking
vouchers. In this activity each student will get a
coupon to speak as many as 2-3 coupons
(depending on the level of material difficulty).
This coupon is used to answer the given problem.
By using this coupon students will learn more to
practice their social skills and avoid students who
dominate the conversation or keep silent
altogether.
5) The student will hand the coupon to the teacher to
get a chance to answer. Students who still hold the
coupon are entitled to spend the coupon, but
students who are out of coupons are not allowed
to answer again. So that all students will get the
opportunity to participate in the learning activities
take place and will look more alive or spirit.
6) Teacher will do reflection.
Indicators that express student activity in learning,
according to Diedrich cited by (Sardiman, 2009) can
be classified as follows:
a. Visual activities, for example: reading, watching
the images of demonstrations, experiments and
other people's work.
b. Oral activities, for example: stating, formulating,
asking, giving advice, issuing opinions,
conducting interviews, discussions, interruptions.
c. Listening activities, such as listening to a
description, a conversation, discussions,
speeches, music.
d. Writing activities, for example: writing stories,
essays, questionnaires, copying.
e. Drawing activities, for example: drawing, graphs,
maps diagram.
f. Monitor activities, for example: experimenting
with construction, reparation model, playing,
gardening, raising.
g. Mental activities, for example: responding,
remembering, solving problems, analyzing,
looking at relationships, making decisions.
h. Emotional activities, for example: interested,
bored, happy, passionate, passionate, brave, calm,
nervous.
Based on the activity described above, the
activities that are suitable for sociology subject are
visual activities, oral activities, listening activities,
writing activities, mental activities and emotional
activities. This is because the subject of Sociology
aims to enable learners to have the following skills:
(1) Understanding Sociological concepts such as
Enhancement Student Activity using Time Token Arends Model on Sociology Subject
577

socialization, social groups, social structures, social
institutions, social change and conflict until the
creation of social integration; (2) understanding
various social roles in social life; (3) fosters social
attitudes, awareness and awareness in social life
(Permendiknas No. 22 of 2006: 545).
The indicators that researchers want to see during
the activities of students in the learning process in
SMA N 4 Solok are as follows table 2:
Table 2: Student activity indicators in learning.
No.
Student Activity
Student Activity Indicators
in Learning
1.
Visual Activities
a. Reading
Students read the literature
related to the material
2.
Oral Activities
a. Asking
b. Issuing
opinions
c. Discussion
a. Students ask if not
understood during the
learning process
b. Students give a good
opinion in everything to
answer questions or
respond to problems
c. Students actively
discuss a problem to be
solved with a group of
friends
3.
Listening
Activities
a. Listen to the
teacher's
description
b. Listen to the
discussion
a. Students listen to the
teacher's description or
explanation
b. Students listen during
the discussion process
4.
Writing
Activities
a. Make a report
a. Students participate in
creating reports with
friends of a group
5.
Mental Activities
a. Analyze
b. Solve the
problem
a. Students analyze the
information obtained
b. Students solve
problems that are being
encountered through
reading material and
discussion
Source: (Sardiman, 2009)
2 RESEARCH METHODS
2.1 Approach and Method of Research
This type of research is a classroom action research
by using Time Token Arends learning model with the
aim of increasing student activity in the learning
process of sociology. This research was conducted at
SMA Negeri 4 Solok. This average school in the class
has a low activity especially in the learning process
and researchers have observed at the school during
field practice in class XI IPS 1 from February to June
2015.
The subjects of this study are students of class XI
IS 1 SMA Negeri 4 Solok, amounting to 27 people.
Selection of class XI IS 1 because student activity in
the learning process during the observation process is
low compared to class XI IPS 2 and XI IPS 3 (table
1). Researcher collaborated with sociology teacher
Mrs. Ely Sumarti S.Pd who acted as model teacher.
This research will be conducted in semesters of
January-June of Lesson 2015/2016.
This class action research is carried out in a cycle
model consisting of 4 repeatedly performed
components. The four components in each cycle are
planning, action, observation, and reflection (Anwar,
2009).
2.2 Research Instruments
Research instrument used in the form of observation
sheet and field note. In the observation sheet contains
the activities of students in the learning activities
during the learning process takes place so that it can
be seen how much student activity during the
teaching and learning process. The field notes in this
study were used to record things that were not
recorded by the observation sheet. The goal is to
relate to the implementation of the lesson each time
the meeting and the results will be discussed.
2.3 Data Analysis Technique
The data of filling out the observation sheets of
student learning activities were analyzed in
percentage form. The data of the number of students
involved in each learning activity is presented by the
formula (Sudjana, 2009):
P = x 100% with the description i.e.:
P = student activity
F = frequency
N = the total number of students researched
Level of student activity achievement in learning
activity can be seen by comparing result of
observation cycle I and cycle II. To determine the
presentation of student activity score in learning
activity used rating classes according to (Arikunto,
2008) i.e.:
81-100 = Very Good
61-80 = Good
41-60 = Medium
21-40 = Less
0-20 = Very Less
The expected target in this research is good
category that is at interval 61 and above. Based on
ICSE 2017 - 2nd International Conference on Sociology Education
578

these criteria, then the indicator of student activity
success in this research is student activity on learning
activity in good category.
3 RESULTS AND DISCUSSION
3.1 Research Result
In this research, two cycles are conducted. Each cycle
is done 3 times each meeting which each meeting
consists of planning, action, observation and
reflection. If one cycle does not achieve the objectives
and targets of the expected research then it will
continue the second cycle to overcome the
shortcomings that exist in cycle one in order to
achieve goals and objectives (Arikunto, 2012).
Cycle I (first) was conducted during three
meetings with "Social Group" teaching materials,
where every meeting started from planning (making
preparation of teaching like RPP, preparing
observation sheet, preparing lesson program and
speaking coupon using Time Token Arends learning
model) action (teacher conducting learning according
to the steps of learning model Time Token Arends),
observation (researcher doing observation by check
list at each student activity according to achievement
indicator), and reflection (teacher and researcher do
reflection every meeting during learning process
Time Token Arend took place At the first meeting,
students were not used to using new learning model,
so many students forgot to give the coupon to the
teacher before speaking Second meeting, the students
have started accustomed to using Time Token Arends
learning model and eager to use kupo n talk. Meeting
III, student activity in every indicator of achievement
that is expected writer have increased, but still in
medium category.
After the first cycle is run, the observer with the
sociology teacher conducts discussions to look at the
shortcomings that exist during the course of action.
Researchers and teachers of sociology decided to
continue this research into cycle II by making
changes that can overcome the deficiencies in the first
cycle, namely the very low activity of the activity of
asking and expressing opinions. Action taken by the
teacher to reinforce the reward to the students by
stamp writing "congratulations you've dared to
speak". Giving reward and praise is used in
accordance with the purpose of research is to instill
interest in student learning, with methods of giving
praise then students will be motivated to love to learn
and give attention of students to learn and encourage
student activities so that learning more directed (Carr,
Palmer, and Hagel, 2015).
The teacher's next action is to provide teaching
materials that will be studied weeks. Furthermore, it
is distributed at the end of the lesson so that students
can learn it at home. With the distribution of materials
a week before, students can read and understand the
material that will be discussed, prepare questions and
master the material, it affects students' self-
confidence in the discussion, not random in
questioning and answering questions and also impact
on the smooth discussion in sociology learning on
activities to analyze and solve problems. The results
of cycle I can be seen in the following table 3:
Table 3: Student activity comparison in percentage (%).
No.
Student Activity
P1%
P2%
Improvement
P1 P2 (%)
P3%
Improvement
P2 P3 (%)
Average
Cycle 1
(%)
1
Listening to Goal Learning
100
100
0
100
0
100
2
Listening to Referrals Teacher
100
100
0
100
0
100
3
Reading Books
37.03
45.83
8.8
56
10.17
46.28
4
Listening
40.74
41.66
0.92
48
6.34
43.46
5
Analyzing
33.33
41.66
8.33
52
10.34
42.33
6
Solve the problem
37.03
41.66
4.63
56
14.34
44.89
7
Discussion
37.03
45.83
8.8
48
2.17
43.62
8
Make a report
92.59
100
7.41
100
0
97.53
9
Listen to Teacher's Explanation
100
100
0
100
0
100
10
Listening to Discussions
55.55
66.66
11.11
68
1.34
63.40
11
Asking
22.22
33.33
11.11
40
6.67
31.85
12
Express opinions
37.03
41.66
4.63
52
10.34
43.56
13
Listening to Conclusions
48.14
66.66
18.52
64
-2.66
59.6
Source: Observation Results during the Learning Process
Enhancement Student Activity using Time Token Arends Model on Sociology Subject
579

Furthermore, Cycle II is done on the subject
matter of "Multicultural Society", the phase of
implementation of cycle II is the same as Cycle I. In
this cycle students learn in groups to discuss the
subject that provided by teachers. When compared to
cycle I, students activity in each meeting have
increased, especially in activity of reading the subject,
listening to the friends opinion, discussing, analyzing,
asking and expressing opinions. In this research, the
expected target is student activity able to achieve
good category.
Based on the observations made in cycle II (three
times meeting), reading activities, discussions,
questions and opinions seemed to improve. Reward
given in time token arends method in cycle II can
reduce the problems that exist in cycle I, so that
activity has been entered good category. Activity of
learning the learning objectives, listening to teacher
explanations, presenting and reporting are in
excellent category. Activity of asking and expressing
opinions increased after the teacher gave reward. The
reward given is a speech stamp that given to each
student who asks questions, expresses opinions, and
conveys the conclusions of the lessons learned during
the meeting.
Generally, student activities in learning have
achieved good category. Based on the analysis and
observations made in class XI IPS 1 SMA Negeri 4
Solok, student learning activities on each indicator
showed improvement. The activity of reading the
material on the 56% in first cycle, and in the second
cycle 70.83%. Discussion activity on the 48% and
after the reflection and the second cycle was changed
to 79.16%. The reporting activity is very good with
100% percentage for first and second. Activity of
asking in first cycle only 40%, in the second cycle
increased to 62,5%. Next on the activity of issuing
opinions on the first cycle of 52%, and on the second
cycle increased to 75%. Improvements that occur in
first cycles and second can be seen in the following
table 4:
Table 4: Comparison of student activities in cycle II (%).
No
Student Activities
P4%
P5%
Improvement
P4 P5 (%)
P6 %
Improvement
P5 P6 (%)
Average
Cycle II
(%)
1
Listening to Goal
Learning
100
100
0
100
0
100
2
Listening to Referrals
Teacher
100
100
0
100
0
100
3
Reading Books
64
66.66
2.66
70.83
4.17
67.16
4
Listening
56
59.25
3.25
70.83
11.58
62.02
5
Analyzing
56
55.55
-0.45
62.5
6.96
58.01
6
Solve the problem
60
59.25
-0.75
58.33
0.92
59.19
7
Discussion
68
74.07
6.07
79.16
5.09
73.74
8
Make a report
100
100
0
100
0
100
9
Listen to Teacher's
Explanation
100
100
0
100
0
100
10
Listening to Discussions
72
74.07
2.07
79.16
5.09
75.07
11
Asking
56
62.96
6.96
62.5
-0.46
60.48
12
Express opinions
64
74.07
10.07
75
0.93
71.02
13
Listening to Conclusions
68
66.66
-1.34
70.83
4.17
68.49
Source: Observation Result during the Learning Process
Table 4 shows that the most activity done by the
students is activity of learning the learning objectives
by the teacher, listening to the direction of forming
the group and listening to the instruction from the
teacher and make report, this is because students
enthusiastic with new learning model. Activity of
making report in very good category with 100%
percentage. While activity with the lowest percentage
is solve the problem that is with the percentage of
58.33% this activity still in medium category.
ICSE 2017 - 2nd International Conference on Sociology Education
580

3.2 Discussion
Theory of learning by John B. Watson said, learning
is a behavior change that can be observed, measured,
and assessed congruently as a result of experience.
According to this theory, important thing in learning
is the input in the form of stimulus and output in the
form of response. Stimulus is what teacher gives to
the student, while the response is the reaction or the
student's response to stimulus that provided by the
teacher. Based on the research conducted in class XI
IPS 1 SMA Negeri 4 Solok on subject of sociology,
the stimulus are talking coupon and reward that given
a stamp with the words "congratulations, you’ve
speak up bravely". While the response is student
activity. Teachers try to give stimulus to students to
increase the learning activity by using time token
arends model.
Based on data analysis, it is known that by using
time token arends model student activity in learning
sociology has increased. By using this model students
are required to be active because they have to use all
the coupons earned for speaking in the classroom.
Any student who has spent the coupon, should not
speak again. The opportunity to speak is given to
students who still have coupons to speak in discussion
forum. Coupons awarded to students can be used to
ask questions, answer, respond to and summarize the
subject matter at the meeting. Any student activity
using a talking coupon will be rewarded with a stamp
that says "congratulations, you’ve speak up bravely"
indicating that the student has earned points or grades
from the teacher. This is expected to motivate
students to be more active in the learning process.
Learning using the time token arends model
enables students to compete fairly, respect each
other's opinions, and train confidence to speak in
classroom. The role of teachers in learning with this
model is as a motivator and facilitator not as a major
informant. Teachers facilitate students by applying
time token arends models. In the first cycle the
teacher gives the coupon to each student and in the
second cycle the teacher adds a stamp to the student
voucher that is active in the learning process.
Coupons and stamps provided by teachers
become a stimulus for students, motivating students
to increase their morale to be active and bravely to
express the opinions both in discussions and answer
teacher questions. So with the liveliness they will get
reward in the form of talking coupon that they have
used. In addition to providing information about
teaching materials to be learned at the next meeting is
also an important thing that needs to be done by the
teacher. It is intended that students can prepare
themselves to learn the material for the next meeting,
so that the discussion goes smoothly.
4 CONCLUSIONS
Implementation of time token learning arends model
on sociology subjects can increase student activities
such as reading, listening, discussing, asking
questions, issuing opinions and expressing opinions.
Talking coupons and reward in time token arends
model motivate students to be active in learning
activities. The time token arends model provides
equal opportunities for all students to speak in the
classroom, through the opportunity to ask questions,
express opinions and summarize lessons. This model
also helps students to build their confidence in
speaking. So the role of the teacher is very important
in learning process, without teacher role learning
outcomes achieved by students are not optimal (Carr
et al., 2015).
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