THE IMPLEMENTATION OF STUDENT TEAMS ACHIEVEMENT DIVISION (STAD) METHOD TO IMPROVE STUDENTS’ SPEAKING SKILL (A Classroom Action Research at the Second Grade Students of MAN Tengaran in the Academic Year of2014/2015)
A GRADUATING PAPER
Submitted to the Board of Examiners as a partial fulfillment of the requirementsfor the Degree of Sarjana Pendidikan Islam (S.Pd.I) English Education Department of Teacher Training and Education Faculty State Intitute for Islamic Studies (IAIN) Salatiga
ARIS ZULFA 11310047
ENGLISH EDUCATION DEPARTMENT TEACHER TRAINING AND EDUCATION FACULTY STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)SALATIGA 2015
DECLARATION
In the name of Allah, the most gracious. Hereby the writer declares that this graduating paper is writtenby the writer herself. It does not contain any materials which have been published by other people and other people‟s idea except the information from the references. This declaration is written by the writer to be understood. Salatiga, January 27th, 2015 The writer
Aris Zulfa NIM. 11310047
MINISTRY OF RELIGIOUS AFFAIRS STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)SALATIGA Jl. Tentara Pelajar 02 Telp (0298) 323433 Fax 323433 Salatiga 50721 Website: www.iainsalatiga.ac.id email:
[email protected]
Salatiga, January 27th, 2015 Ruwandi, M.A The lecturer of English Education Department State Institute for Islamic Studies (IAIN) Salatiga ATTENTIVE CONSELOR’S NOTE Case : Aris Zulfa‟s Graduating Paper Dear, Dean of Teacher Training and Education Faculty Assalamu’alaikum Wr.Wb. After reading and correcting Aris‟s graduating paper entitled “THE IMPLEMENTATION OF STUDENT TEAMS ACHIEVEMENT DIVISION (STAD) METHOD TO IMPROVE STUDENTS’ SPEAKING SKILL(Classroom Action Research at the Second Grade Students of MAN Tengaran in the Academic Year of 2014/2015)”, I have decided and would like to propose that this paper can be accepted by the Teacher Training and Education Faculty. I hope this paper will be examined as soon as possible. Wassalamu’alaikum Wr.Wb.
Counselor
Ruwandi, M.A NIP.196612252000031 002
MOTTO It always seems impossible until it’s done (Nelson Mandela)
Happy people is not a great man in every way, but one that can find simple things in life and give thanks (NN)
DEDICATION
To my beloved Parents and Brother,Mr. Basroni, Mrs. Tadzkiroh, and Munif, withouttheir support, this paper might still unfinished.
ACKNOWLEDGEMENT
In the name of Allah the most gracious, the most merciful, the Lord of universe, Thanks to Allah, the writer could finish this graduating paper as one of the requirement for Sarjana Kependidikan Islam in English Department of Education Faculty of State Islamic Institute (IAIN) Salatiga in 2015. Secondly, peace and salutation always be given to our prophet Muhammad SAW who has given us enligtment for our lives. However, this success would not be achieved without supports, guidance, advice, help, and encouragement from individual and institution, and I somehow realize that an appropriate moment for me to deepest gratitude for: 1. Mr. Dr. Rahmat Haryadi, M.Pd, the rectorof State Institude Islamic for Studies(IAIN) Salatiga. 2. Mr. Suwardi, M.Pd, as the deanof Teacher Tarining and Education Faculty of IAIN Salatiga. 3. Mrs. Rr Dewi Wahyu Mustikasari, M.Pd, as the head of English Education Department 4. Mr. Ruwandi, M.A, as the counselor who has educated, supported, directed and given the writer advice, suggestion and recommendation for this graduating paper from beginning until the end. Thanks for your patience and guidance. 5. All lecturers of IAIN Salatiga who have bestowed their knowledge to me, especially the lectures of English Department (TBI). Thanks a lot for the very invaluable education. 6. All staffs of IAIN Salatiga who have helped the writer in processing administration. 7. My beloved mother (Mrs. Tadzkiroh) and father (Mr. Basroni) who always give me support encouragement, finance, love, trust, advice, and everlasting praying. Allah always blesses you.
8. My Lovely brother (Muhammad Fatkhul Munif) who helped me, in this paper, and always give me advice and support. 9. My beloved family thanks for your guidance, advice, encouragement, and praying to Allah. 10. My best friends in Bhe the One(Ikhsan Susilo, Rizky hanano, Umairoh, Darsini, Yuni, Ismi, Nisa, Aras, Echan, Mupti,Rois, etc.), and Phaiz, Muna, Yahya thanks for your helping and support. 11. My beloved special one, thanks for your support, love, trust, and praying. 12. My friends in TBI 2010 especially TBI B keep on fire, we always together. 13. Mr.Muhammad Fuad, M.Pd as Head master of MAN Tengaran 14. Mrs. Aliyati Fatmawati, S.Pdas English Teacher in MAN Tengaran, thanks for your helping and collaborating in teaching learning process. 15. The students in XI.IPA 1 class, thanks for your participant in the classroom. 16. Many people who have help the writer that I can‟t mention one by one, thanks all.
Salatiga, January 27th 2015 The writer
Aris Zulfa NIM. 11310047
ABSTRACT Zulfa Aris, 2015:”The Implementation Of Student Teams Achievement Division (STAD) Method to Improve Students’ Speaking Skill(Classroom Action Research at the second grade students of MAN Tengaran in the Academic year 2014/2015).” Graduating Paper of English Department State Institute for Islamic Studies (IAIN) Salatiga. The objectives of the study are to find out the improving of students‟speaking skill of the second grade students of MAN Tengaran inthe academic year of 2014/2015through Student Teams achievement Division (STAD) method, and to find out the significant improvementof speaking skill after using Student Teams Achievement Division (STAD) methodof the second grade students of MAN Tengaran in the academic year of 2014/2015 through the method. The methodology of research used classroom action research. The methods of collecting data usedobservation, documentation and test. This study take two cycles, each cycle comprised of two meetings and each meeting consists of planning, action, observation, and reflection To find out the improving of students‟ speaking skill the researcher used pre test and post test to know how deep the students masteringthe speaking material.The research shows that the students involved actively in teaching learning process, they are more encourages and interested to speak English than before.Then, the researcher analyzedthem by statistical technique. Both in the cycle I and cycle II. in the cycle I show the students‟ improvement speaking skill in the class. The mean score of post-test ( ) are higher than score of pre-test ( ). Then,in the cycle II. The mean score of post-test ( pre-test (
) are higher than score of
).From the t-calculation, the researcher analyzes that there is a
significant difference between cycle I and cycle II. The t-calculation of cycle II (2,434) are higher than score of cycle I (1,917). These indicated that there is significant improvement of students‟ speaking skill through Student Team Achievement Division (STAD) method of the eleventh grade students of MAN Tengaran in the academic year of 2014 /2015. Keyword: Student Team Achievement Division (STAD) method, Speaking skill
TABLE OF CONTENTS TITLE PAGE............................................................................................ i DECLARATION......................................................................................
ii
ATTENTIVE COUNSELOR..................................................................
iii
CERTIFICATION PAGE.......................................................................
iv
MOTTO...................................................................................................... v DEDICATION........................................................................................... vi ACKNOWLEDGEMENT.......................................................................
viii
ABSTRACK.............................................................................................. ix TABLE OF CONTENTS …………………………………………….... x LIST OF TABLE...................................................................................... xiii CHAPTER I INTRODUCTION A. Background of Study
…………………………………………….. 1
B. Identification of the Problems....…………………………………….
4
C. Limitation of the problem ...................................................................
4
D. Statement of the Problems……………………………………..........
5
E. Objective of the Study........…………………………………............
5
F. Pedagogical significance.....................................................................
5
G. Review of Related Literarure.............................................................
6
H. Hypothesis of the study .....................................................................
7
I. The Outline of Paper…………………………………………………
7
CHAPTER II RESEARCH THEORIES A. Speaking
............................................................................................... 9
1. Definition of Speaking ............................................................. 9 2. The Elements of speaking......................................................... 9 3. The Components of Speaking Skill........................................... 11 4. Teaching Speaking.................................................................... 12 5. The Principles of Teaching Speaking....................................... 12 6. Technique in Teaching Speaking.............................................. 13
7. The Role of the Teacher in Speaking........................................ 15 B. Student Teams Achivement Division (STAD) method……………..... 16 1. Definition of STAD Method....................................................
17
2. Components of STAD..............................................................
18
3. Preparation...............................................................................
20
4. Schedule of the activities.........................................................
21
5. Theoretical Framework............................................................
24
CHAPTER III THE METHODOLOGY OF RESEARCH A. Setting of Research.............................................................................
26
1. History of MAN Tengaran.............................................................
26
2. Location of MAN Tengaran...........................................................
27
3. Vision and Mission of MAN Tengaran.........................................
28
4. Condition of Students, Teacher and Functionary..........................
29
5. The organization structure of MAN Tengaran................................ 30 6. Infrastructure and Facilities of MANTengaran.............................
31
B. Research Approach.............................................................................. 32 C. Type of Research.................................................................................. 33 D. Subject of Research.............................................................................. 33 E. Time Schedule of Research................................................................. 34 F.
Procedures of the Research.................................................................. 34
G. Techniques of Collecting Data............................................................ 37 H. Research Instruments........................................................................... 38 I.
Technique of Analyzing Data.............................................................. 43
CHAPTER IVDATA ANALYSIS AND DISCUSSION A. Data Presentation................................................................................
46
1. Cycle I..........................................................................................
46
2. Cycle II.........................................................................................
47
B. Data Analysis....................................................................................... 48 1. Cycle I...........................................................................................
48
2. Cycle II.........................................................................................
50
C. Research FindingsDiscussion.............................................................. 52 1. Cycle I...........................................................................................
55
a. Planning.................................................................................. 55 b. The implementation of the action........................................... 56 c. Observation............................................................................. 67 d. Reflection................................................................................ 68 2. Cycle II..........................................................................................
68
a. Planning................................................................................... 69 b. The implementation of the action............................................ 70 c. Observation.............................................................................. 77 d. Reflection................................................................................. 77 D. Discussion ........................................................................................... 78 CHAPTER V CLOSURE A. Conclusion............................................................................................ 79 B. Suggestion............................................................................................ 80 REFERENCES APPENDIXES
LIST OF TABLE
(Table 2.1) Table the way to assign students to teams
.............……….. 21
(Table 2.2) Table of improvement score…...............…………..…..... (Table 2.3) Team members sheet
...................……………………… 23
(Table 3.1) The number of student in MAN Tengaran (Table 3.2) The organisation of MAN Tengaran
...……….……. 29 ………………….. 30
(Table 3.3) Infrastructure and fasilities of MAN Tengaran (Table 3.4) The time schedule of research (Table 3.5) Students‟ observation sheet
…………… 32
….……………………….. 34 ………………………………. 39
(Table 3.6) The assesment scale for group performance (Table 3.7) The students‟ achievement
.. 23
…………........ 42
…...............………………… 43
(Table 4.1) Result of pre test and post test cycle I
….......…………… 46
(Table 4.2) Result of pre test and post test cycle II
………………… 47
(Table 4.3) The analysis of students‟ improvement
…….......………. 54
CHAPTER 1
INTRODUCTION
A. Background of Study Foreign language learners in general, and English learners in particular should be aware the language skills which must be achieved. The abilty of each learners to improve their language skills are different. The learners have different strenghts and weaknesses in improving their language skills. One of the skills that should be mastered by junior and senior high school students is speaking.To master speaking skill, all students need to get acquired the language components needed. Components of speaking include grammar, pronunciation, vocabulary, and fluency. Grammar is needed for learners to arrange a correct sentence in conversation. Pronounciation in the way for learners to produce clearer language when they speak. Vocabulary means the appropriate diction used in communication. Without having a sufficient vocabulary, someone cannot communicate effectively or express their ideas in both oral and written forms. Fluency can be defined as the ability to speak fluently and accurately. Fluency in speaking is the aim of many language learners. Speaking is difficult for foreign language learners because of some reasons. First, students rarely use English in daily life. Second, students are shy
to speak English. Third, students do not pay attention in teaching learning processes because teachers may use the same methods. Actually, teacher are educator. Educators are adults with all abilities that can change mindset of their students from not knowing to knowing and to be matured. A professional teacher must have skill to design and organize the classroom well. One of the most important skills is the performance of the teachers in the classroom as controlling a classroom to create a good and fun learning environment. Thus, teachers mush choose the learning methods that are appropiate to the characteristics of students. The difficulties of mastering speaking skill must be faced by most of the sudents in Indonesian school institutional including in MAN Tengaran. Their problem in improving speaking skill can be seen when they are in the speaking class. The students feel so hard to express their ideas because they often feel that they do not master enough vocabulary. and they seldom use English in daily activities. So, their language can not develope. Based upon the interview with english teacher in MAN Tengaran conducted 5 April 2014, the writer identified some factors that make the speaking are not developed: first, students rarely use English in daily life. Second, students are shy to speak English. Third, English is not mother tongue students and the teacher usually use same method, like oral and presentation. The researcher assumes that the less improved students mastery in speaking skill can be caused by the inappropeiete use of teaching method. Besides the lack of language components mastery.To solve this problem there
is ways to improve the students speaking skill. For example teacher ask students to make a small group and give students some interesting topic for discuss use english in the group, student will be comfortable if they speak with their friends. And the teacher must controlled students‟ activities during the lesson. So, From the topic students gets new vocabularies and they can practice to speak in the group. The researcher is interested in improving students‟ speaking skills using STAD (Student Teams Achievement Division), and he wants to prove whether the STAD method can be effective for increasing students‟ ability in speaking skills and their achievements. Student Team Achievement Division (STAD) developed by Robert Slavin and his friends at the Johns Hopkins University (in Slavin, 1995) is the simplest cooperative learning, and is suitable use by teachers who are just starting to use cooperative learning. Student Team Achievement Divisions (STAD) is a type of cooperative learning is the simplest, and Student Teams Achievement Division (STAD) method as an alternative to teach speaking competence in the classroom. STAD is one of the popular methods in cooperative learning that is introduced by John Hopkins. Due to the fact found, the researcher wants thesis entitled “The Implementation of Student Teams Achievement Division (STAD) Method To Improve Students’ Speaking Skill(A Classroom Action Reasearch at the Second Grade Students of MAN Tengaran in the Academic Year of 2014/2015”)
B. The Identification of the Problem About Student Teams Achievement Division (STAD) Method There are some reason about why Student Teams Achievement Division (STAD) method is not applyed in the English teaching : 1. Not all English teachers are well comprehended Student Teams Achievement Division (STAD) method. 2. Not all English teachers are wiling to comprehence Student Teams Achievement Division (STAD) method. 3. Teacher need a lot of time to applyed STAD method. 4. Teacher must control the students and condition in the classroom when use STAD method so that the students not noisy. 5. Occurred crowdy class situation. So, students can not work effectively in groups.
C. Limitation of the Problem The researcher would like to limit of the study to the following problems in order to avoid misinterpretation of the problem, are: 1. The implementation Student Teams Achievement Division (STAD) method to improve students speaking skill. 2. The subject in this research is speaking skill of the eleventh grade students of MAN Tengaran. 3. This research was conducted in the eleventh grade students of MAN Tengaran in the academic year of 2014/2015.
D. Statement of the Problem 1. Can STAD method improve speaking skill of eleventh grade students‟ of MAN Tengaran in the academic year 2014/2015? 2. Can STAD method significantly improve speaking skill of eleventh grade students‟ of MAN Tengaran in the academic year 2014/2015?
E. Objectives of the Study 1. To prove that Student Teams Achievement Division (STAD) method help students skill improvement of MAN Tengaran in the academic year of 2014/2015 2. To prove the significant improvement of speaking skill after using Student Teams Achievement Division (STAD) method
F. Pedagogicals significance The out puts of the study expected to be useful for: 1. Students Students are expexted to be able to increase their speaking competense through Student Teams Achievement Division.
2. Teacher Teachers are expected to enrich their teaching method and improve their creativity in teaching Speaking toward an ideal classroom.
3. Researcher The researcher hopes that this study can facilities himself and the English learners in Speaking Competense toward Students Teams Achievement Division (STAD) method.
G. Review of Related Literature In this research, the writer reviews several researchers conducted by the previous writer references as comparison the first related to this research, and the title is “The Use of Student Teams Achievement Division (STAD) To Improve Listening Comprehension of The Second Grade Students of SMAN 2 Salatiga in The Academic Year of 2012/2013” by Wafa (2013). In that paper, he analyzed that the result of the research shows that the use of Student Teams Achievement Division can improve students‟ listening comprehension. The implementation of the Student Teams Achievement Division (STAD) is reasonable because it can give students‟ improvement in listening skill (Wafa, 2013: 96) The second review was researched by Any Laelasari, a student of STAIN Salatiga entitled “The Use of Student Teams Avhievement Division (STAD) to Improve Reading Comprehension” (A Classroom Action Research at the second year students of MA Al Manar Tengaran in the Academic Year of 2012/2013). In the paper, she identified that the use STAD can help students to improve students‟s reading skill. STAD is not only easier to make students
understand the lesson but motivated andinterest students in learning Endlish particulary in Reading ability as well (Lestari, 2013: 75)
H. Hypothesis of the study Based on previous chapter in the background of the study, statement of the problem, the hypothesis of this study stated that: “Student Teams Achievement Division (STAD) method can to Improve Students‟ Speaking Competense of students of MAN Tengaran in the Academic year 2014/2015”.
I. The Outline of Paper In order to meke easy to understand this thesis, the reseacher uses a system of presentation as follows: Chapter I is introduction. It consist; background of the study, the identification of the problem, limitation of the problem, research question, objectives of the study, pedagogocal significance, classification of key term, Review of Related Literature, and outline of paper. Chapter II is Literature review which contains about the definition of the Definition of Speaking, Elements and Components of Speaking, Teaching Speaking, the Principles and Technique of teaching speaking and role of the teacher in speaking, STAD method, component of STAD, Preparation before use STAD, Schedules of the activities, theoritical framework. Chapter III is the research metodology which concist of the research setting, research approach, research method, research subject, Time schedule of
research, research procedure, collecting of data, research instrument, achievement indicator, evaluation criteria,and data analysis, Hypothesis of the studyand the general description of MAN Tengaran, Hypothesis of the study. Chapter IV is research implementation and data analysis which consist the Students‟ improvement and analysis of Speaking competense after using Student Teams Achievement Division, Research Finding and Discussion. Chapter V is closure which consist of conclusion and suggestion. References Appendices
CHAPTER II LITERATURE REVISE
A. Speaking 1.
Definition of Speaking One of language skill which is very important to be mastered by students to be a good communicator is speaking. Speaking is the verbal use of language to communicate with others (Fulcher, 2003: 23). Speech is about making choices. Students must choose how to interact in expressing themselves and forming relationship through speech. Speaking is an ability that is taken for granted, learned as it is through process of socialization through communicating. Speaking is making use of language in ordinary voice; uttering words; knowing and being able to use a language; expressing oneself in words, making speech. In short, speaking can be as the way to carry out feeling through words, even conversation with other. It means that human uses words and phrases in interactive process of contructing meaning of speaking.
2.
The Elements of speaking Hermer, (2003: 269), state that the ability to speak English presuppose the elements necessary for spoken production as follows: a. Language features, The elements necessary for spoken production,are the following:
1) Connected speech: in connected speech sounds are modified (assimilation), omitted (elision), added (linking), or weakened (through contractions and stress patterning). It is also for this reason that we should involve students in activities designed specificially to improve their speaking skill. 2) Expressive devices: native speakers of English change the pitch and stress of particular parts of utterances, vary volume and speed, and show by other physical and nonverbal (paralinguistic) means how they are feeling (especially in face to face interaction). The use of these devices contributes to the ability to convey meanings. 3) Lexis and grammar: teacher should therefore supply a variety of phrases of different function such as agreeing or disagreeing, expressing surprise, shock, or approval. 4) Negotiation language: effective speaking benefits from the negotiatiors language we use to seek clarification and show the structure of what we are saying. We often need to ask for clarification when we are listening to someone else talks and it is very crucial for students. b. Mental / social processing Success of speaker‟s productivity is also dependent upon the rapid processing skills that talking necessitates such as:
1) Language Processing: Language processing involves the retrieval of words and their assembly into syntactically and propositionally appropriate sequence. 2) Interacting with other: effective speaking also involves a good deal of listening, an understanding or how the othe participants are feeling, and knowledge of how linguistically to take turns allow others to do so. 3) Information procesing (On the spot) : Quite apart from our response to other‟s feelings, we also need to be able to process the information they tell us the moment we get it. 3.
The Components of Speaking Skill Rubiati, (2010: 17), stated that here are five components are generalization recognized in analyses of the speech process. a. Pronunciation including the segmental features vowels and consonants and the stress and the stress and intonation patterns. b. Grammar. c. Vocabulary. d. Fluency; the case and speed of the flow of speech. e. Comprehension; for oral communiaction certainly requires a subject to respond to speech as well as initiate it. The five factos of speaking above have important role in speaking. By mastering all the factors, people can produce good speech.
4.
Teaching Speaking Teaching speaking is started at teaching the students how to speak in English as their foreign language, for then ask them to be able to pronunce the new language accurately. It‟s continued then to guide students to a point where they can begin to judge whether their sound production are correct or not. At this point, teacher is no longer primarily to correct, but he or she is supposed to encourage students to practice speaking the target language. Meanwhile, teacher should be able to encourage students speaking some sounds, repeating, and imitating him/her. Finally, the students are required to be used practice and do oral language.
5.
The Principles of Teaching Speaking Teaching speaking has some principles, there are (Nunan, 2003: 5456) : a. Be aware of the differences between second language and foreign lahuage learning contexts. (A foreign language contexts is one where the target language is not the language of communication in the society, then a second language context is one where the target language is the language of communication in the society) b. Give students practice with both fluency and accuracy (Accuracy is the extent to which students‟ speech matches what people actually say when they use the target language, quickly and confidently, with few hesitations of unnatural pauses, false starts, and word seacrhes).
c. Provide opportunities for students to talk by using group work or pair work and limiting teacher talk. d. Plan speaking tasks that involve negotiation for meaning. Research suggests that learners make progress by communicating in the target language because interaction necessarily involves trying to understand and make you understood. e. Design classroom activities that involved guidance and practice in both transactional and interaction of speaking. 6.
Technique in Teaching Speaking Many of classroom speaking activities which are currently used are: a. Acting from script This activity encouage students to act out scene from plays or their course books, sometimes filming the result (Hermer, 2003: 27). Students will often act on dialouges they have written themselves. This frequently involves them in coming out the front of the class. b. Communication Games Speaking activities based on games are often a useful way of giving students valuable practice, where younger learners are involved. Game based activities can involve practice of oral strategies such as describing, predicting, simplifying, and asking for feedback. c. Discussion One of the reason that discussion fail is that students are reluctant to give an opinion in front of the whole class, practicularly if they can not
think of anything to say and are not confident of the language they might use to say it. Many students feel extremely expose in discussion situation. d. Prepared talks A popular kinds of activity is the prepared talk where students make a presentation on a topic of their own choice. Students should speak from notes rather than from a script. Prepared talks represent a defined and useful speaking game, and if properly orginized, can be extremly interesting for both speaker and listener. e. Simulation and role play Many students derive greet benefit from simulation and role play. Students simulate a real life encounter as if they were doing si in the real world. A simulation and rolr play can be esed to encourage general oral fluency to train students for specific situation. f. Debate Debate is an activity in which opposite points of view are presented and argued. Debate can present opportunities for students to engage in using extended shunks of language for a purpose: to convicingly defend one side of an issue. All of speaking activities above encourage students to practice speaking in classroom. Teacher should choose appropriate activities above based on the level of the students. Every teaching and learning process can be enjoyable if teacher gives the appropriate activity based on the student‟s levels. Beside it, the process of tranfering knowledge can be done easily.
7.
The Role of the Teacher in Speaking Rubiati, (2010: 17), said that there are many roles in teaching speaking that can make effective in learning speaking process: a. Use the target language not only to deal with the subject matter but also to regulate the interaction in the classroom. b. Keep the number of display questions to a minimum. Example: teacher question that are aimed at getting learners to „display‟ their knowledge, such as „What‟s the past of go?’. c. Build the topic at hand together with the students; assume that whatever they say contributes to the topic. d. Tolerate silences; refrain from filling the gaps between turns. e. Encourage students to sustain their speech beyond one or two sentences and to take longer turns, do not use a student‟s short utterance as aspringboard for your own lengthy turn. f. Extend your exchanges with individual students to include clarification of the speaker‟s intentions and a negotiation of meanings; do not cut off too soon an exchange to pass on to another student. g.
Pay attention to the message of students‟ utterances rather than to the form in which they are cast.
h. Make extensive use of natural feedback rather tahn evaluating and judging every student utterance following its delivery.
i. Give students expicit credit by quoting them; do not take credit for what students contributed by giving the impression. j.
Promter; students sometimes get lost, can not think of what to say next or in some other way lose the fluency it expect of them. The teacher can leave them to struggle out of situation on their own, and indeed sometimes this may be the best option.
k.
Paticipant: teacher should be a good animators when asking students to produce language.
l.
Feedback provider: the resentful question of when and how to give feedback in speaking activities is answered by considering carefully the effect possible different approach.
B. Student Teams Achivement Division (STAD) method 1.
Definition of STAD Method According to Slavin (2005:143),two of oldest cooperative laerning and most widely research are Student Teams Achievement Division (STAD) and Teams Games Tournament (TGT). Those method included in cooperative learning that very much applied,from grade two to grade eleven, in mathematics, language, social, scientics lesson. STAD and TGT have similarities, the only one different between STAD and TGT. STAD use individual quiz in the end of lesson, while TGT use academic games.Student Teams Achievement Division (STAD) student are assigned to four or five members learning that are mix in performence level, gender, and ethnicity. Students work in mixed ability teams to study the lesson or work on the material presented by the teacher. Then, they work in groups of four or five members before doing individual quizzes. The team may earn reward based on how much they progess over the previous learning period. The only way that the team can be succesful is to ensure that everyone in the group has learned the content and is able to master the quizzes. The main idea behind STAD is motivate students to encourage and help each other master skills presented by the teacher (Slavin,2009:9) if they want their team to earn team rewards, they must help their teammates to learn the material.
2.
Components of STAD According to Slavin (2009: 136), there are five component of STAD such as: a. ClassPresentation. The material inSTADwas first introducedin a presentationin the classroom. This is thedirect teachingthat oftendone in thelessonsor discussions wholed bythe teacher, presentation.
The
but it canalsoenteredaudiovisual
difference,classpresentationwiththeregularteachingis
thatthepresentationreallyfocused onSTADunit. Thisway, the studentswill realizethattheyhave because
toreallypay
it
attentionduring
would
theclass
very
presentation, helpthemwork
onquizzesandquizscorestheydeterminetheirteam's score.
b. Team. The teamconsistsoffourorfivestudents who representingall partsofthe classin terms ofacademic performance, the kind of sex,race, andethnicity. The primary functionofthe teamis to ensurethatall team membersare actually learning, andmore specifically, is to preparemembers of teamto be able toworkquiz as well. After theteacherdeliveringthe material, the teammust gather
tolearn
theactivity
happen,thestudyinvolvedthe
sheetorthematerial. discussion
The
ofcommon
mostcommon problems,
compareanswers,andcorrectingthe missunderstandingerrorsifthere areteam memberswhomake mistakes.
The team is the most important feature in STAD. At each point, the emphasis is on making the member of team do the best for the team,
the team must do the best to help each of the members. The team is giving support the groups for academic performance in the learning, and to give mutual respect are important for the effect produced by such inter-group relationships, self-esteem, acceptance of mainstream students. c. Quiz. After about one or two periods after the teacher gave a presentation and
one or two teams practice period, the students will work on
individual quiz. The students are not allowed to help each other in the quiz, each student is individually responsible for understanding the material. d. Individuals Scores Progress. The idea behind the progress of individual scores is give every studentsgoal of performance will be achieved if they work harder and deliver better performance than before. Every student can contribute to his team get maximum points in this scoring system, but, impossible students were able to do it without giving their best effort. Each student is given a score "first", which is derived from the average of the student's performance earlier in the same quiz. Students will collect the points for their team based on the rate of increase in their quiz scores compared with their initial scores.
e. Recognition Team. The team will get a certificate or other form of reward when the average score they achieve certain criteria. Student team scores can also be used to determine the twenty percent of their ratings. 3.
Preparation In according with Slavin (2009: 147), before applying STAD in a classroom, teacher should make some preparation as follows: a. Material. STAD can be used with curriculum materials designed specifically for Students Learning Team distributed by Johns Hopkins Team Learning Project or can also be used with materials adapted from textbooks or other published sources or can be made by material teacher. b. Assigning students to teams. STAD teams represent a cross-section of te class (Slavin, 2009:149).
A
team
should
consist
of
students
from
variousperformance level, gender and ethnicity. For example the team would have a high perfomer, a low performer and two average performers. To divide students into a team, teacher can follow this steps: 1) Make a teams summary that is given for students. 2) Arrange the students‟s achievement. 3) Determine the member based on the the number of team.
4) Divide students into a team. 5) Fill the paper of team summary.(Slavin, 2009:150) The way to assign students to teams can be seen in following table. Table 2.1 Rank 1 2 3 4 5 6 7 8 9 10 11 12
High-performing students
Average-performing students
Low-performing students
Team Name A B C C B A A B C C B A
(Slavin,2009:152) c. Determining Initial Base Score. Based score represents students‟ average scores on the past quizzes. It is possible to use students‟ final grades from the previous year. d. Team Building. it is good idea to start off with one or more team building exercises just to give teams members a chance to do something fun and get to know one another. 4.
Schedule of the activities In
accordance
with
Suprijono
(2011:
133),
Achievement Division (STAD) has many stepse as follows:
Student
Team
a. Teacher ask the students to make a group, and every groups consist of 4 students heterogen b. Teacher gives materials. c. Teacher give assigment to groups which to be done every group students in a group. d. Teacher give qizzes to all of students e. Evaluation f. Conclusion According to Slavin (2009: 151), STAD consist of reguler cycle of intructional activities, as follows: 1. Teach
: The teacher presents the lesson.
2. Team Study
: During team study, team member‟s task are
to master the material presented by the teacher and to help their teammates master the material. Students have worksheets and answer sheets they can use to practice their skill. 3. Test
: Students take individual quizzes. It is not
allowed for team to work together on the quiz. 4. Team recognition
: Team scoes is calculated based on progress
score. a) Calculate Improvement score. Students earn points for their teams based on the degree to which their quiz scores exceed their base scores:
Table 2.2 Quiz Score More than 10 points below base score 10 points below to 1 point below base score Base score to 10 points above base score More than 10 points above base score Perfect paper (regardless of base score) (Slavin,2009:159)
Improvement point 5 10 20 30 30
b) Score of the team. To calculate the team score, each point of progress for all team members recorded on the team sheet and a summary of the total number of points divided by the number of team progress team members in attendance. Table 2.3 Value Last Year A A-/B+ B B-/C+ C C-/D+ D F
Initial Scores First 90 85 80 75 70 65 60 55
Sara‟s Score
Total Sara‟s firts score
ThreeAverageTestScores 90 84 87 261+3=87 87
5.
Theoretical Framework For the teacher, Teaching Speaking enough difficult in the learing process. Teaching speaking skill to students is not only act as only teacher but he/she also should help the students as fasilitators, assistans, guide, partner, model, and mediator. In the studies that have been performed in MAN Tengaran, the researcher using STAD Method in the teaching and learning process, hopefully it‟s can help students to improve their speaking skill. In the teaching process that using STAD method, Researcher divided the students into groups to learn and work together finishing the task who given by the teacher, they must help their teammates in order to get a good score. if they want their team to earn team rewards, they must help their teammates to learn the material. And teacher is motivate students to encourage and help each other master speaking skills. In the learning process, the researcher trying to speaking english with students in the teaching process. In the presentation stage, the researcher explain the material using English. So, it‟s can be model for students. The researcher also trying to communicate with the students often using English in order to encourage students to be able to speaking English. And to examine how far student understanding, the researcher geve some quetions orally to the students, it‟s called Practice stage. The purpose of the stage is to encourage student confidence in answering the oral question. The teacher also trying to push their students to briefly speak in English.
The last stage is production stage. In this stage the researcher give an opportunity to the students in order to practice their speaking skill with their group. And students done quiz from the teacher as individual task. In this stage the researcher would see how far STAD method can improve students speaking skill. The researcher expected by using STAD method in theahing process, it‟s can help students to improve their speaking skill.
CHAPTER III THE METHODOLOGY OF RESEARCH
A. Setting of Research This research is done in the class of the second grade students of MAN Tengaran in the academic years of 2014/2015. The resercher take this school is located at Solo-Semarang streets Km.10, Tengaran. This school is strategic and easy to reach by bus other tranportation because it‟s in street Semarang-Solo that many vehicles from anywhere, and MAN Tengaran is school that used Islamic basic to the students. 1. History of MAN Tengaran The idea to built intitute of Islamic educational named PGAP NU in 1967 by Mr. Amin (Now, he is chairman of foundation ASWAJA Tengaran). During 3 years academic was graduated the first students registered, after that directly opened PGAA named PGAA NU, in the 1970. After educational status develop in 1978 PGAP changed be MTs NU (nowdays to be MTs ASWAJA) PGAA NU to be MA NU. In 1979 registered
in
Kanwi
Depag
Prov
Jateng with
contract
Nomor:
Lk/3c/29/Pgm.MA/1979, date 13 November 1979. In 1984 be affiliated of MAN Suruh with decision letter Kanwi Depag Prov Jateng Nomor: Wk/5,d/1984, date 29 September 1984. With decision letter of religion minister No 107 at 17 March 1997, status of affiliate MAN Suruh Changed be MAN Tengarn Semarang Regency. Headmaster:
Since established in 1970 MAN Tengaran that formerly was called PGAA led by some persons. The first headmaster was Mr. Dawam Badruddin who led some years, after that, the headmaster was replaced by Mr. H. Ghufron, after Mr. H. Ghufron lead, and the leadership followed by Mr. KH. Kamil Yasin and led until 1984. After Mr. Kamil Yasin, the headmaster held by Mr. K. Muh. Amin (Filial MAN Tell) for a few years until replaced by Mr. Drs. Suharto, M. Ag and Status of MANu became MAN Tengaran. The headmaster after becoming MAN Tengaran, are Mr. Drs.
Qosim,
Mr.Drs. Rif'an, Mr. Drs. Satibi who led for a long time until he retiring and was replaced by Mr.Drs. H.Mudlofir, MM (PLT) only a few months, until the headmaster chaired by Mr. Drs. Mahsun Alwa'id, M.Ag until late2013, and was replaced by Mr. Muhammad Fuad, M.Pd,
which
is
still
as
headmaster of MAN Tengaran. 2. Location of MAN Tengaran Madrasah Aliyah Negeri (MAN) Tengaran.MAN Tengaran is located in Solo-Semarang street Km 10 Tengaran 50775, phone number (0298) 610288. The location of the school is near with Traditional Market Tengaran. In the east of the school there are SMP N 1 Tengaran. The location of school beside the public transportation. The society surrouding MAN Tengaran work as a trader and a lot of store in there. 3. VisionAnd Mission of MAN Tengaran
a. Vision of MAN Tengaran “Realization of Islam Generation who Excellent inPerformance, Honesty, Discipline, Hard Work and Self Contained” b. Mission of MAN Tengaran 1) Growing appreciation of learners about the teachings of Islam and the culture of the nation. So, it will becomes a source of wisdom to think and act in everyday life which is based on excellence inachievement, honesty and discipline 2) Implemention the democratic education and meaningful, which can improve the academic achievement of students be based on the excellence in achievement, honesty and discipline. 3) Implemention the guidance program effectively until every student can develop optimally with potential to become a human being who has the character of hard work, and selfcontained. 4) Implemention the Madrasah management with participative management that involving all citizens of Madrasah and groups be based on the value of honesty and discipline. 5) Implemention
extra
curricular
learning
effectively
appropriate on talents and interests so, every student has level best in various of religious competition, excellent in various sports competitions, and art with a foundation of
superior value in achievement, hard work, and selfcontained. 4. Condition of Students, Teacher and Functionary in MAN Tengaran a. Condition of Student Totaly, MAN Tengaran have 317 students in 2013. This is the delail of students. Table 3.1 The Number of Student in MAN Tengaran Grade
Number of class
Number of students
X
4
106
XI
5
90
XI
5
110
TOTAL
14
306
b. Condition of Teacher and Functionry condition of MAN Tengaran MAN Tengaran have profesional teacher, almost of them are S1, in fact there are some teacher was graduate S2. To help all activity MAN Tengaran have 11functionary. The functionary have task to help all activity appropriate with their field self. So, the goal can be reach well.
5. The Organisation of MAN Tengaran ofMANTengaran The Organisation of MAN Tengaran of MAN Tengaran consists of the Head master. As the leaders of school, the Head master coordinated withthe school committee. Moreover, in academic duties, Headmaster assisted by vice headmaster of the school (Wakasek), that works intheir fields as well as the coordinator BK. Wakasek of MAN Tengaran divided into five Wakasek. Wakasek of curriculum, Students, facilities and infrastructure, public relations, and curriculum development. And the clerical duties, the Head master assisted
by the administration. Here isa list of the names and
positions of MAN Tengaran management: Table 3.2 The Organisation of MAN Tengaran Pangkat No
NAMA PEGAWAI
NIP / NIK
Gol/Ruang
JABATAN
KET
1
2
3
4
5
6
1
M. Fuad, M.Pd
196209151989031003
Pembina IV/a Pembina
Utama
Kepala Madrasah
2
Drs. Sarno, M.Pd
196306241993031001
3
Drs. Wardani, M.Pd
196304251994011001
Pembina, IV/a
Ketua Pengelola BOS
4
Maryono, S. Pd, M.Pd
196910031998031002
Pembina, IV/a
Waka Sarana dan Prasarana
5
Drs. Solihin, M.Pd.I
196203241999031001
Pembina , IV/a
Waka Kesiswaan
6
Ruslin, S.Pd
196805281999031002
Pembina, IV/a
Kepala Perpustakaan
7
Dra. Mahmudah Rahmawati
196706281997032001
Pembina, IV/a
8
Munawir, S.Ag, M.Pd
196811232001121001
Pembina, IV/a
9
Nur Aini Widi Astuti, S.Pd
197703172002122002
Penata Tk. I, III/d
Muda, IV/c
Waka Kurikulum
Wali Kelas XI IPS 1, Koperasi dan Sosial Waka Humas Kepala
Laboratorium
IPA
Wali Kelas XII IPA 1 dan Pembina Pramuka
10
M. Hidayatur Rohman, S.Pd, M.Sc
198009062003121005
Penata Tk I, III/d
Pengajaran
Penata, III/c
Wali Kelas XII IPS 1
Penata Tk.I,
Kepala Lab. Bahasa dan Wali
III/d
Kelas XI AG
11
Marwoto, SS
196905202001011002
12
Noviati Jamilah, SS
197811192005012005
Kepala
Laboratorium
13
Dra. Muntafiyah, M.Pd
196812042005012002
Penata Tk. I, III/d
14
Selamet Hanafi, S.Si
197502162005011004
Penata, III/c
15
Nurul Qomariyah, SE
197408202005012002
Penata, III/c
Wali Kelas X 3
16
Ninik Fitriyani, S.Pd
198108052005012002
Penata Tk. I, III/d
Wali Kelas XI IPA 1
17
Lilik As‟adah, S.Ag
197110302006042006
Penata, III/c
Wali Kelas XII IPS 2
18
Drs. Joko Riyono
196601192006041005
Penata, III/c
Koordinator BP
19
Laela Wihdatul Arifah, S.Pd
197310032006042009
Penata, III/c
20
Yuliati Khasanah, S.Si
197807162005012003
Penata, III/c
21
Nur Fathonah, S.Pd.I
197911132007102001
22
Nur Rokhman, S.Pd
198710102011011006
23
Prayudi Kurniyanto, S.Pd
198702112011011005
24
TANWIR, SH, MpdI
195710111980031004
Pembina, IV/a
25
MUTMAINAH SE
196204261993032002
Penata Tk.I III/d
Ketrampilan Kepala
Laboratorium
Komputer,dan
koordinator
Pengelola portal MAN
Penata
Wali Kelas X 4 dan sie Dokumentasi Kurikulum Wali Kelas XII IPA 2
Muda,
III/a Penata
Muda
III/a Penata
Muda,
III/a
Wali Kelas XII Agama
Pembina OSIS/Upacara
Pembina Pramuka/Upacara Kepala Urusan Tata Usaha URS. KEPEGAWAIAN dan PDG
Penata muda Tk.I,
26
MUSTGFIRIN, SH
197802011998032001
27
KAROMI
196111261986031003
28
Dra Edwina Meiriyanti
196205071994032001
29
Aliyati Fatmawati, S.Pd
Wali Kelas X 2
30
Saeful Barmawi, A.Md
Wali Kelas XI IPS 2
31
Wahyu Hidayat, S.Pd
Wali Kelas X 1
32
Rahma Dwi Wulansari, S.Pd
Guru BK
33
Muwaffiqoh, S.Pd.I
Wali Kelas XI IPA 2
34
Munjiyati, S.Ag
197803122005012004
Penata, III/c
Guru Mapel
35
Nina Triyanawati, S.Pd
197109142006042001
Penata, III/c
Guru Mapel
36
Komedi, S.Ag
37
SAMSUL BAHRI
38
MARDIYAH, S.Ag
Keuangan Komite Madrasah
39
Abdul Hakim
Pustakawan
40
Slamet Mudi
41
Muawanah
III/b Penata
URS. KEUANGAN DIPA muda
Tk,I, III/b Penata Tk. I, III/d
URS. INVENTS / BMN Arsip paris dan Urs Admin Siswa
Guru Mapel URS.
SAI,
presensi
pegawaidan pengelola portal
Kebersihan Halaman Musholla teras kelas dan Jaga Malam Kebersihan kantor TU & kantor Guru
6. Infrastructure and Facilities of MANTengaran In the process of teaching and learning activities MAN Tengaran supported by the facilities and infrastructure is sufficient. Infrastructures are whatever is in the school in the physical form (movable or immovable objects), and the function to help all the activities of teaching and learning. Table 3.3 Infrastructure and Facilities of MANTengaran 1.
Cadaster a. Certificatate of land 1 b. Certificatate of land 2 Total
2
Buildings Facilities a. Classroom b. Library c. Science laboratory d. Computer room e. Teachers‟ room f. Headmaster room g. Health room h. Volley-basket field i. OSIS and Scout‟s office j. Mosque
3
Learning Equipment a. Table b. Chair c. wardrobe d. typewriter e. computer f. Laptop g. LCD h. library‟s book
Large m2 2.350 1.645 3.995
Total 14 unit 1 unit 1 unit 1 unit 1 unit 1 unit 1 unit 1 unit 1 unit
Condition Fine Fine Fine Fine Fine Fine Fine Fine Fine
1 unit
Fine
Quantity 346 673 25 2 30 1 3 10.071
B. Research Approach The researcher use quantitative approach as a primary approach in this research. In this research the researcher will prepare some media and try to ask students discuss interesting topic and it will produce a speaking activity in the group. From speaking activity it will develop into discussion because each student will tell different idea from same thing. When teacher use this method everyday surely that the students comprehend in speaking be increase. The secondary approach is descriptive. Descriptive is describing how a technique of learning is applied and how the result wanted can be research (Muklis. 2000:57).
C. Type of Research The research method used in this study is classroom action research. There are some definition of action research. The first definition is given by kemmis (2008 in Kunandar 2011) that action research is form of collective self reflective inquiry undertaken by participant in social situation in order to improve the rationally and justice of their own social as educational practices,as well as understanding of this practices and the situation in which these practice are carried out. The second definition, according to Aqib(2009), action research is the research which is doing by teachers on their class through self reflective inquiry with the aim to makethe better work so can improve the result of students learning.
D. Subject of Research The researcher done of research in the MAN Tengaran and the researcher take class of students in the eleveth grade which has students15 each class. The students are taken from XI IA. because based on the observation and interview with the English teacher. these class have high grade that other classes.
E.Time Schedule of Research The classroom action research was done in November 2014. The time schedule of research could be drawn in the table below:
Date and Time April, 5 2014 April, 7 2014
April, 21 2014 Cycle 1
November, 3 2014 13.00 – 14.30 November, 10 2014 13.00 – 14.30
Cycle 2
November, 17 2014 13.00 – 14.30 November, 24 2014 13.00 – 14.30
Table 3.4 The Time Schedule of Research Activities Place Permit Aplicattion MAN Tengaran Interviewing Mrs. Fatma as MAN Tengaran English teacher at secound grade Consultation the schedule of MAN Tengaran the research Providepre-testtomeasurestudents' XI.IPA I MAN speaking skill. Tengaran
Teaching Learning process by XI.IPA I Man using Student Team Tengaran Achievement Division (STAD) method. (give a post-test) Providepre-testtomeasurestudents' XI.IPA I MAN speaking skill. Tengaran
Teaching Learning process by XI.IPA I MAN using Student Team Tengaran Achievement Division (STAD) method. (give a post-test)
F. The Procedure of Research This study uses classroom action research, so in this case the writer use some steps as Kemmis (2008) stated. There are two cycle in this action research in each cycle, the procedure are as follow: 1. Planning The activities the planning is : a. Preparing materials, making lesson plan, and designing the step in doing action. b. Preparing list of student‟s name and scoring. c. Preparing teaching aids. d. Preparing shells for classroom observation(to know the situation of teaching learning process when the method or technique or mode is applied). e. Preparing a test (to know whether students‟ reading skill improve or not). 2. Action a. Giving pretest b. Teaching Speaking by using Student Team Achievement Division (STAD) method c. Giving occasion to the students to ask any difficulties or problem d. Asking the students to practicing speaking e. Giving pretest
f. Observation: Observation is one of instruments used in collecting the data. Observation can be systematically used to observe and note the phenomena investigated like the students‟ feeling, thingking, and something they do in teaching learning process. He plans this observation fixable and writes something that happened in the classroom. 3. Reflection The result of the observation is analized. It is to remember what happened that has been written in observation. Reflection seeks to make sense of process, problems and real issues in strategy action.it tool: account of the comprehend the issues and circumstance in which they arose. Reflection has an evaluative aspect, it ask the researcher to weigh the experience, to judge whether effects were desirable, and suggest ways of proceeding. The researchers„ reflection is done by discussing with collaborator. Then the next cycle can decided or designed. Reflection
Observation
Planning
Planning
Action
Action
Observation
Reflection
Figure 3.1
G. Techniques of Collecting Data 1. Test To get the data, the reseracher proceeds with the test which consists of pre-test and post-test. The function of pre-test is to get the information about the student‟s ability in speaking before the treatment. Pre-test on whatever instruments are used to assess the effect of the experiment before the treatment is given. The function of post-test is to know the result of the experiment and usually on the instruments, after the treatmen is given (Muijs, 2004: 18). The data will prove that there is improvement for the students speaking competense using STAD. 2. Observation In addition, the researches also do the class observation. The observation is done to find out the situation of the teaching and learning process while the learning process using STAD method is applied. It is an important thing that must to do because the reseacher should make a note for the further data collection, not only to get the final score after using STAD method for learning process in increasing speaking‟s competense but also to show their collaborative and their participate in the group. Because STAD method is not only focus on the final score but how develop student‟s attitude with their friends. Darlington (2002: 74) states that observation is a very effective way to finding out what people do in particular contexts, the routines and interactional patterns of their daily lives. In addition, observational research
methods can provide an understanding of what is happening in encounter between a service provider and user, a commitee, a ward or residental unit, a large organizational or a community. 3. Documentation According Arikuntoro (2010: 201-202), Documentation is needed to know about the situation and condition of the students, teachers, and school‟s
profiles.
Documentation
not
only
includes
the
official
organizational papers, brochures, and reports, but also more of work a day, lesson plans, and materials. The researcher collects the data as documentaion by taking photos or videos since the teaching and learning process is going. Document is a record of events in the past in the forms of handwriting, pictures, or even literature works (Sugiyono, 2007:329). The researcher ask the school to complete the data that is needes, so this research can produce a good result that depict the teaching and learning process in MAN Tengaran in second grade by using STAD method.
H. Research Instrument The instrument used to collect the data is test and observation sheet. 1.
Observation In addition, the researches also do the class observation. The observation is done to find out the situation of the teaching and learning process while the learning process using STAD method is applied. It is an important thing that must to do because the reseacher should make a note
for the further data collection, not only to get the final score after using STAD method for learning process in increasing speaking‟s competense but also to show their collaborative and their participate in the group. Because STAD method is not only focus on the final score but how develop student‟sattitude with their friends. Table 3.5 Students’ Observation Sheet
Object Names of Students No
Sex
1
Agus Tri Widodo
M
2
Annisa Ma`Arifatul Azza
F
3
Annisa Ma`Arifatul Isna
F
4
Diah Safitri
F
5
Faizatul Mukaromah
F
6
Habibah Sandra Dewi
F
7
Ika Solehati
F
8
Irnawati Agustina
F
9
Laila Rahman
F
A
B
C
D
Note
10
Laela Lintank R
F
11
Muhammad Ali Sodik
M
12
Nikmah Khoirin Ramadhani
F
13
Nur Rohim
M
14
Puji Nugraheni
F
15
Sandi Ariyanto
M
Explanation A: Pay attention
C: Activeness in responding question
B: Activeness in asking question
D: Enthusiasm in doing test
2. Test To get the data, the researcher proceeds with the test which consists of pre-test and post-test. The function of pre-test is to get the information about the student‟s ability in speaking before the treatment. Pre-test on whatever instruments are used to assess the effect of the experiment before the treatment is given. The function of post-test is to know the result of the experiment and usually on the instruments, after the treatmen is given (Muijs, 2004: 18). The data will prove that there is improvement for the students speaking competense using STAD.
The instrument used to collect the data is observation sheets and test.The writer use pre-test and post-test.
Questions Sheet Pre-test I
Make a dialogue using Expression satisfaction and dissatisfaction, and practice with your group in front of class.
Post-test I
Make a dialogue using Expression of asking and giving opinion, and practice with your group in front of class.
Pre-test II
Make a dialogue using Expression of giving advice and warning, and practice with your group in front of class.
Post-test II
Make a dialogue using Expressing relief, pain, and pleasure, and practice with your group in front of class.
Table 3.6 The Assesment Scale for Group Performance Content
4 points
3 points
2 points
1 points
Pronunciation Pronunciation Pronunciation Pronunciation Pronunciation Assement is exellent
is good
has
many is
problems
based on
unacceptable
oxfod university
Grammar
Grammar exellent
is Grammar good
is Grammar has Grammar many
is
unacceptable
problems Content
All
Most
Some
Few
requirement
requirement
requirement
requirement
are met
are met
are met
are met
In the group performance, the writer used speaking assesmant rubric. In the following: Score of group performents will add to the individual score. In the STAD method, at the end of the lesson there is a quiz for individual scores to be added with the score of the group. Individual score there are variety, used multiplechoice and find the expression, and fill the conversation teks. whostudents worked. To know the students could apply the material in the worksheet and to know the achievement of students mastered the material. And the achievement the student can described. In the following:
Table 3.7 The Students’ Achievement Criteria of Assesment
Grade
90-100
Exellent
80-90
Very good
70-80
Good
60-70
Fair
50-60
Poor
Less than 50
Very poor
I. Technique of Analyzing Data After collecting the data, the next step of this studyis analyzing the data. There are two ways to analyzing data, they are;
1. Descriptive qualitative technique A descriptive qualitative technique is used to know the students behavior during the teaching learning process. In descriptive technique, the researcher analyzes the observation sheet which has been made by his partner (collaborator).
2. Statistical technique This research is calculated by t-test analysis; a) Mean
= Where: :Mean of Students‟ score : The sum of students‟ score : The total number of studens‟
b) Standart Deviation =
-
2
Where: SD : Deviation Standart D : Different between pre-test post-test N : number of Observation in sample c) T-test After calculating the SD the researcher calculate t-test to know is there any significant differences or not between pre-test and post-test
T=
Where,
T
: T-test for the differences of pre-test and post-teset
SD
: Deviation standart for one sample t-test
D
: Different between pre-test and post-test
N
: number of Observation in sampl
CHAPTER IV DATA ANALYSIS AND DISCUSSION
This chapterfocuses on analyzingthe data collection. The researcherswill analyzethe dataobtained from theaction researchactivitiesthroughlearning and teaching process that have been donein thesecond gradestudentsat MAN Tengaran.To used to measure how far the improvement of students speaking skill by aplying STAD method. The researcher gives the details of the findings,which is consist of the results of the cycle I and cycle II. The two cycles are treatment of the implementation of Student Team Achievement Division (STAD) method in speaking skill.
A. Data Presentation 1. Cycle 1 The result of both of the tests can be seen in the table as follows: Table 4.1 The Result of Pre Test and Post Test Cycle 1
No 1 2 3 4 5 6
Names of Students Agus Tri Widodo Annisa Ma`Arifatul Azza Annisa Ma`Arifatul Isna Diah Safitri Faizatul Mukaromah Habibah Sandra Dewi
Pre Test I (X) 60 70 75 45 65 70
Post Test I (Y) 55 100 90 60 80 85
Postpre (D) -5 30 15 15 15 15
(D2) 25 900 225 225 225 225
7 8 9 10 11 12 13 14 15
Ika Solehati Irnawati Agustina Laila Rahman Laela Lintank R Muhammad Ali Sodik Nikmah Khoirin Ramadhani Nur Rohim Puji Nugraheni Sandi Ariyanto ∑
50 70 70 70 65 55 70 70 65
70 90 85 65 60 70 55 80 70
20 20 15 -5 -5 15 -15 10 5
400 400 225 25 25 225 225 100 25
970
1115
145
3475
2. Cycle 2 Table 4.2 The Result of Pre Test and Post Test Cycle 2
No
Names of Students
1
Agus Tri Widodo
2
Annisa Ma`Arifatul Azza
3
Annisa Ma`Arifatul Isna
4
Diah Safitri
5
Faizatul Mukaromah
6
Habibah Sandra Dewi
7
Ika Solehati
8
Irnawati Agustina
9
Laila Rahman
10
Laela Lintank R
11
Muhammad Ali Sodik
12
Nikmah Khoirin Ramadhani
13
Nur Rohim
Pre Test II (X) 65
Post Test II (Y) 65
Postpre (D) 0
(D2) 0
95
95
0
0
85
90
5
25
60
55
-5
25
60
85
25
625
80
100
20
400
80
75
-5
25
80
95
15
225
80
95
15
225
65
75
10
100
70
80
10
100
55
75
20
400
75
55
-20
400
14
Puji Nugraheni
15
Sandi Ariyanto ∑
85
90
5
25
60
80
20
400
1095
1210
115
2975
B. Data Analysis 1. Cycle 1 Moreover, the researcher would like to analyze the improvement of students speaking skill by using t-test calculation from the results of pre test and post test. a. Mean of pre test I
b. Mean of post test I
Mean of pre test = Mean of post test =
Mean of pre test ≤ than post test There is an improvement of speaking skill through Student Team Achievement (STAD) method between pre test I (before the action) and the post test I (after the action). c. SD of post test and pre test From the data above, the researcher calculates SD pretest and posttest
D D
2
2
SD
N N
3475 145 15 15
2
231,67 93,508 138,162 = 11,754 d. T-test calculation
D N to SD D N 1
145 15 to = 11,754 15 1
to =
to =
to =
9,67 11,754 14 9,67 11,754 3,741 9,67 5,044
to= 1,917 2. Cycle 2 Moreover, the researcher would like to analyze the improvement of students speaking skill by using t-test calculation from the result of pre test and post test.
a. Mean of pre test II
b. Mean of post test II
Mean of pre test = Mean of post test = Mean of pre test ≤ than post test There is an improvement of speaking skill throughStudent Team Achievement (STAD) method between pre test I (before the action) and the post test I (after the action). c. SD of post test and pre test From the data above, the researcher calculates SD pretest and posttest
D D
2
2
SD
N N
2975 115 15 15
198,3 58.82 139,48 = 11,81
d. T-test calculation
2
D N to SD D N 1 115 15 to = 11,81 15 1
to =
to =
to =
7,67 11,81 14 7,67 11,81 3,74 7,67 3,15
to= 2,434
C. Research Findings and Discusion In this research, the researcher acts as the teacher and learning process. The researcher arranged two cycles, each cycle consist of planning, action, observation, and reflection. In this section, the researcher would like to analyze all data from the research. The data will describe the finding of this study in general.Cycle I is the first meeting between the researcher and the students of XI.IPA1 class MAN Tengaran. Entering the class, the students look surprising and afraid. In
the action of applying the method, most of the students take a part in the learning process. The test instrument in the cycle I show the students‟ improvement speaking skill in the class. The mean score of post-test ( score of pre-test (
) are higher than
). It means that the students‟ competences are increase.
From the t-calculation, the researcher analyzes that there is a significant difference between pre-test and post-test. In order to get more data, the researcher continuous the cycle I to cycle II. In second meeting, the students look more relax enthusiastic than first meeting. In this section, the researcher prepares the teaching well. Student Team Achievement Divisionmethod used in this cycle. In cycle II, the field note also obtains the data. The researcher concluded that the students are more interested with Student Team Achievement Division method. The test instrument also shows the development of the students‟ achievement in the second cycle. The mean score of post-test ( higher than score of pre-test (
) are
). It means the students‟ achievements are
increase. From the t-calculation, the researcher analyzes that there is a significant difference between cycle I and cycle II. The t-calculation of cycle II (2,434) are higher than score of cycle I (1,917). It means the students‟ achievement from cycle I to cycle II are increase.
After analyzing the data each cycle, the researcher identifies the result of cycle I and cycle II. In order to understand the data easily, the researcher makes the table as follow; Table 4.3
No 1
The analysis of students’ improvement Analyze Cycle I Cycle II Mean Pre test Post test
73 80,67
2
Standard Deviation
11,754
11,81
3
t-test
1,917
2,434
Table above (Table 4.3) shows that there is significant improvement from cycle I to cycle II. The raising of the students score is equal with their competence, students develop their speaking skill. They also participate and enjoy the English class well. In general, Student Team Achievement Divisionmethod improves both students‟ achievement and students‟ interest in learning process. From the score of analysis in cycle I and II, the researcher concluded that the score of post-test in the cycle I is higher than the score of pre test. Based on the research finding, there is a significant improvement after applying Student Team Achievement Divisionmethod in the class.It means the method is successful to improve the students speaking skill. 1. Cycle 1 a. Planning
Before conducting the research the researcher prepared the instrument, they are; 1) Lesson plan In order to controlthe teaching learning process, the lesson plan as a guidance for the reseacher during the activity in the class. 2) Material In the first cycle, the reseacher used meterial about“Expression satisfaction and dissatisfaction and Expressions of asking and giving opinion”,He used severel books as resource and looking for the material in Internet. 3) Attending List The writer prepared the attending list in order to check the attendance of the students in joining class activity. 4) Teaching aid The researcher prepared some instrument, such as; fotocopy material, rubrik, and work sheet. 5) Sheet for classroom observation Sheet for classroom observation was prepared in order to know the condition of teaching learning process.
6) Test (pre-test and post-test) The test was the teacher asked to the students to answer some question about “Expression satisfaction and dissatisfaction and Expressions of asking and giving opinion”. b. The implementation of the action On Monday, November3rd November 2014, the reseacher entered to the English class, the teacher opened the lesson and check the students present and introduce hisself. The first meeting was followed by 15 students. Before the lesson, the reseacher devide the student in the group, the researcher gave the students pre-test for about 40 minutes in the group. The researcher distribute speaking assessment rubric sheet and ask students to fill their own name in the name field. Then, the researcher asked students to make conversation in front of class with their group. Actually, students feel confused about the task, but the researcher trying to encourage them so they dare to speak using English. Pretest is intended to measure how far students speaking skill. The situation in the class that follow; Teacher
:“Assalamualaikum warrahmatullahi wabarakatuh”
Students
:“Waalaikumsalam warrahmatullahi wabarakatuh”
Teacher
:“Ok, saya sudah katakan kemarin bahwa hari ini pak aris akan melakukan penelitian di kelas ini, jadi tolong kerjasamanya dan dibantu untuk kelancaran
penelitiannya.” (Ok, I already talk it on last week that today mr. Aris will do the research in this class, so please cooperate and help to accelerate her research). Students
:“Iya buk” (Yes, mom)
Teacher
:“Tolong dibantu karena saya tidak bisa menemani di kelas dan tolong disiplin.” (Please help her because I can‟t accompany her in this class and please be discipline).
Students
:“Iya, bu” (yes, mom)
Teacher
:“Silahkan Mas tapi saya minta maaf tidak bisa menemani di kelas.” (Please Mr. but I‟m sorry that I can‟t accompany in the class).
Researcher :“Nggeh bu tidak apa apa, terima kasih.” (Yes mom it‟s okay, thank you). Researcher :“Ok guys, I will start the lesson assalamualaikum warrahmatullahi wabarokatuh.” Students
:“Waalaikumsalam warrahmatullahi wabarakatuh”
Researcher :“Please reciting basmallah together to start the lesson today.” Students
:“Bismillahirrahmanirrohim”
Researcher :“Ok I will introduce my self, my name is Aris Zulfa and you can call me Kak Aris and he is my
partner as the observer today, Nur Ikhsan. You can call him Kak Ikhsan.” Students
:“Ok, Kak aris tapi jangan cepat-cepat ngomongnya ya, kak.” (But please don‟t say it very fast, Kak)
Researcher :“Ok. I would like ask you to help my graduation paper as a source of research data.” Students
:”Arti nya apa itu Kak?” (What is that meaning, Kak?)
Researcher :“Artinya
saya
akan
meminta
kalian
untuk
membantu skripsi saya sebagai sumber data penelitian.” (It‟s mean I would like ask you to help my my graduation paper as a source of research data). Students
:“Oh, ya Ka.” (Oh, yes Kak).
Researcher :“Ok, I will ask to you “what is Expression satisfaction and dissatisfaction?” Do you know about
Expression
of
satisfaction
and
dissatisfaction” Irna
:“Ekspresi puas dan tidak puas Kak.” (satisfaction and dissatisfaction, Kak)
Researcher :“Yes,
itu
ExpressingSatisfaction perasaan
yang
(That‟s
benar. (puas)
baik;
rasa
adalah
right). ekspresi
nyaman
atau
kebahagiaan.digunakan
untuk
mengekspresikan
kepuasan. Ketika kami senang setelah kami melihat sebuah konser dan kita benar-benar puas/terhibur dengan pertunjukkanya, ketika kita senang dengan hasil ujian kita, kita harus merasa puas.” ExpressingSatisfaction:Expressing
good
feeling;sense of comfort or happiness. Use to express satisfaction. When we are happy after we see a concert and we are really contented with the performance, when we are happy about our result of exam we must feel satisfied.“Do you understand?” Students
:“Understand, Kak.”
Researcher:”Oke,Ekspression menyatakan
satisfation
kepuasan.
adalah
Jadi,
untuk
Expressing
Dissatisfaction adalah kebalikannya. Expressing Dissatisfaction adalah ekspresi tidak puas.digunakan
untuk
mengekspresikan
ketidakpuasan. ketika kita tidak mendapatkan sesuai dengan harapan kita, dan merasa kecewa dengan beberapa kondisi, kita menjadi tidak puas.
Oke, if ExpressingSatisfaction:Expressing good feeling. So, Expressing Dissatisfaction is the opposite. Expressing Dissatisfaction: expressing lack of satisfaction. Use to express dissatisfaction.When we do not get as enough as we hope and feel disappointed with some conditions, we must be dissatisfied.” Then reseacher explain about The expression that you can use in Formal Situationsand Informal Situations, Examples of Expressing Satisfaction and Dissatisfaction, Asking about satisfaction and dissatisfaction. After explain it, reseacher devide students into some group to make conversation with Expressing Satisfaction and Dissatisfaction. Reseacher :“I will devide you in some group and every group consist 3 students. Do you understand?” Students
:“Iya kak” (Yes, Kak)
Researcher :“Oke, setalah kalian sudah dalam group, silahkan kalian membuat percakapan tentang “Expression of satisfaction
and
dissatisfaction,”
.
Do
you
understand?” (Okey, after you have group, please make
a
coversation
about
satisfaction and dissatisfaction”).
“Expression
of
Students
:“Ya, Kak” (yes, Kak)
Researcher :“Ok, please do it claerly guys and I will give you 25 minutes.” Laila
:“Tambah lagi Kak’ waktunya”. (Add the time, Kak)
Researcher :“Nggak,
saya
pikir
itu
sudah
cukup
buat
membuatnya,buat percakapan yang simpel.apakah kalian sudah paham?” (No, I think the time is enough to do it. Make a simple conversation. Do you understand?) Students
:“Ya, Kak” (Yes, Kak)
Researcher :“Ok, please do the assignment now!” The students began to work and the researcher organized and prepared the material and the quiz for students. Then, the researcher walked around the classroom to see the students‟ performance. And the observer noted that while happen in the classroom, took pictures and recorded the teaching and learning activities. The students actually used the time as well as possible. And the next conversation as follows: Researcher :“Have you finish guys? The time is nearly over”. Nikmah
:“Hampir selesai, Kak” (Near completion, Kak)
Researcher :“Ok, jika sudah selesai, silahkan tampil di depan kelas dengan percakapan kalian.” (If you have finish your assignment, please perform in front of class with your conversation).
Students
:“Ok, Kak”
The students already perform their assigment in front of class with their group, then the researcher give the quiz individual for students about Expression of satisfaction and dissatisfaction and give a bit of explanation about it. And the conversation as follows: Researcher :“Ok, I will give a quiz that you must do it individuality,
and
every
students
should
responsbility with your job. Do you understand? ” Students
:“Yes, Kak”.
Then the researcher walked around to see the students‟ performance and answered the questions that were asked by the students. Then researcher told the remaining time. After less than 10 minutes, the researcher informed that the students got ready to collect the result of their assignment and reminded to write the name and absent number. Researcher :“Have all of you collected your assignment?” Students
:“Ya, Kak” (yes, Kak)
Researcher :“Ok, I think enough for today, thanks for your attention and participation in my research, I am sorry if there are any mistakes while I teach you, and see you next week. Good afternoon and wassalmualaikum warrahmatullahi wabarakatuh” Students
:”Good
afternoon.
warrahmatullahi wabarakatuh.”
Waalaikumsalam
On Monday, 10thNovember 2014, the reseacher and his partner entered to the class to do the post-test and started the class then reseacher explain aboutExpressions of Asking and Giving Opinion with STAD method. The situation as follow; Researcher` :”Assalamu’alaikum warahmatullahi wabarakatuh” Students
:“Waalaikumsalam warrahmatullahi wabarakatuh”
Researcher :“Please reciting basmallah together to start the lesson today.” Students
:“Bismillahirrahmanirrohim”
Researcher :“Good afternoon guys?” Students
:“Good afternoon Kak!!”
Reseacher :“How are you to day?” Students
:”Iam fine thank you and you?”
Reseacher :”Iam fine too. So guys let me check your attendance first, say present if you in my class to day!” Students
:”Yes Kak..!!”
Reseacher :“I will devide you in some group and every group consist 3 students. we will practice STAD method. Do you understand?” Students
:“Not yet kak”. Apa itu Kak?(What it is Kak?)
Reseacher :”Oke, saya akan menjelaskan secara singkat Student Team Achievement Division (STAD)
adalah salah satu cooperative learning yang diperkenalakan
oleh
Robert
Slavin,
model
pembelajaran ini adalah kalian belajar dalam kelompok dan nanti habis mengerjakan tugas kelompok,
kalian
akan
mengerjakan
tugas
individual.”(okey, I will explain it, Student Team Achievement
Division
(STAD)
is
one
of
cooperative learning who introdeced by Robert Slavin, in this is learning method you must study in the group and after finish the group assignment, you will do the individual quiz.) Students :“Oh, ya Kak saya paham. Jadi hampir sama dengan minggu lalu?” (Oh, yes Kak I understand. So, the like of lastweek?). Reseacher :“Ya, hampir, tapi kalian dari awal pelajaran sudah dalam kelompok.” (yes, Almost, but you was in the group since first in the learning process) Students
:“Iya Kak”(yes, Kak)
Reseacher devide students into group. And Explain about Expressions of Asking and Giving Opinion for the student. The meaning, the expression of asking opinion, the example, and how to use Expressionsof Asking and Giving Opinion. After the explanation
students make conversation about Expressions of Asking and Giving Opinion with their group. Researcher :“Ok I will ask to you “what is Expressionsof Asking and Giving Opinion?” Do you know about Expressions of Asking and Giving Opinion?” Isna
:“Meminta dan memberikan pendapat.” (Asking and Giving Opinion, Kak)
Researcher :“Yes, itu benar. (That‟s right). Opinion dialogue is a dialog consists of two persons or more who haveopinion each others. It can use the expressions, such as in my opinion, in my view, I think etc.” Argument dialogue is a dialog that states the arguments or reasons. It can use the words such as first, second etc for arranging arguments. Students
:“Understand, Kak.”
Researcher :“Oke,
Silahkan
kalian
membuat
percakapan
menggunakan Expression of Asking and Giving Opinion,” . Do you understand?” (okey, Please make a coversation use “Expression of Asking and Giving Opinion”). Students
:“Ya,Kak” (yes, Kak)
Researcher :“Ok, please do it claerly guys and I will give you 25 minutes.”
Faiz
:“Tambah lagi Kak’ waktunya”. (Add the time, Kak)
Researcher :“Nggak,
saya
pikir
itu
sudah
cukup
buat
membuatnya,buat percakapan yang simpel.apakah kalian sudah paham?” (No, I think the time is enough to do it. Make a simple conversation. Do you understand?) Students
:“Ya, Kak” (Yes, Kak)
Researcher :“Ok, please do the assignment now!” The students began to work and the researcher organized and prepared the material and the quiz for students. Then, the researcher walked around the classroom to see the students‟ performance. And the observer noted that while happen in the classroom, took pictures and recorded the teaching and learning activities. The students actually used the time as well as possible. And the next conversation as follows: Researcher :“Have you finish guys? The time is nearly over”. Puji
:“Hampir selesai, Kak” (near completion, Kak)
Researcher :“Ok, jika sudah selesai, silahkan tampil di depan kelas dengan percakapan kalian.” (If you have finish your assignment, please perform in front of class with your conversation). Students
:“Ok, Kak”
The students already perform their assigment in front of class with their group, then the researcher give the quiz individual for students
about Expression of Asking and Giving Opinion and give a bit of explanation about it. And the conversation as follows: Researcher :“Ok, I will give a quiz that you must do it individuality,
and
every
students
should
responsbility with your job. Do you understand? ” Students
:“Yes, Kak”.
Then the researcher walked around to see the students‟ performance and answered the questions that were asked by the students. Then researcher told the remaining time. After less than 10 minutes, the researcher informed that the students got ready to collect the result of their assignment and reminded to write the name and absent number. Researcher :“Have all of you collected your assignment?”. Student
:“Ya, kak” (yes, kak)
Researcher :“Ok, I think enough for today, thanks for your attention and participation in my research, I am sorry if there are any mistakes while I teach you, and see you next week. Good afternoon and Wassalmualaikum warrahmatullahi wabarakatuh” Student
:”Good
afternoon.
Waalaikumsalam
warrahmatullahi wabarakatuh.” c. Observation In the first cycle, the teacher and his partner observe the teaching learning process by monitoring the students activity and
attention during the action. Observation made before and after using Student Team Achievement Division (STAD) method, Observation focused on students‟ speaking skill. d. Reflection Based on theobservation of cycle 1, researcher found the weakness that happened during the process. 1) The researcher askto the students to bring dictionary to help their vocabulary. 2) The researcher has to motivate the students to practice more their speaking skill. 3) Students‟ pronunciation were incorrect Analyzing the result of first meeting, the researcher must gave the support them to improved their speaking skill, the reseacher taught with spoke slowly, loudly also used gesture. The gesture help the students understand and comprehend what she said. Using English mostly than bahasa in teaching, students were very challenging to know what the teacher‟s meant, and also the score in next cycle and to do learning extra in each student‟s home. Then, he hoped that they never satisfied with their result and tried to do the best. Therefore, the reseachers plan to conduct cycle II. 2. Cycle II According to the results of cycle 1, it was unpredictable that he result of the pre and post-test was satisfied. But the teacher has to provided her reaserch to get the high score in the next cycle.
a.
Planning Before conducting the research the researcher prepared the instrument, they are; 1) Lesson plan In order to controlthe teaching learning process, the lesson plan as a guidance for the reseacher during the activity in the class. 2) Material In the first cycle, the reseacher used meterial about“Giving Advice and Warning and Expressing Relief, Pain and Pleasure”, He used severel books as resource and looking for the material in internet. 3) Attending List The writer prepared the attending list in order to check the attendance of the students in joining class activity. 4) Teaching aid The researcher prepared some instrument, such as; fotocopy material and work sheet. 5) Sheet for classroom observation Sheet for classroom observation was prepared in order to know the condition of teaching learning process. 6) Test (pre-test and post-test). The test was the teacher asked to the students to answer some question about “Giving Advice and Warning and Expressing Relief, Pain and Pleasure”.
b. The implementation of the action This cycle had done on Monday, May 17th November 2014. The teacher entered and open the class and then check the students present. The teacheruseStudent Team Achievement Division (STAD) method. Before the lesson, the reseacher devide the student in the group, the researcher gave the students pre-test for about 40 minutes in the group. The researcher distribute speaking assessment rubric sheet and ask students to fill their own name in the name field. Then, the researcher asked students to make conversationin front of class with their group. Pretest is intended to measure how far students speaking skill. The situation in the class that follow; Researcher :“Assalamualaikum warahmatullahi wabarokatuh.” Students
:“waalaikumsalam warrahmatullahi wabarakatuh”
Researcher :“Please reciting basmallah together to start the lesson today.” Students
:“Bismillahirrahmanirrohim”
Researcher :How are you today? Students
:I am fine, and you?
Reseacher :I fine too, thank you. Today, we will study about Giving Advice and Warning. Anyone know about it?” Agus
:“Memberi
dan
maminta
Advice and Warning, Kak)
pendapat.”
(Giving
Researcher :“Yes, itu benar. (That‟s right). Giving Advice is to give (someone) a recommendation about what should be done Students
:Understand, Kak.
Researcher :IfWarning is admonition notice, or pointing out on existing or potential danger, specially to one who would otherwise would not be aware of it. Then reseacher explain about The expression that you can use in the dialogue, Examples of Asking Giving Advice and Warning. After explain it, reseacher devide students into some group to make conversation with Giving Advice and Warning. Reseacher :I will devide you in some group and every group consist 3 students. Do you understand?” Students
:“Iya kak” (yes, Kak)
Researcher :“Oke, setalah kalian sudah dalam group, silahkan kalian membuat percakapan tentang “Giving Advice and Warning,” . Do you understand?” (okey, after you have group, please make a coversation about “Giving Advice and Warning”). Students
:“Ya,Kak” (yes, Kak)
Researcher :“Ok, please do it claerly guys and I will give you 25 minutes.” Students
:“Ya, Kak” (Yes, Kak)
Researcher :“Ok, please do the assignment now!” The students began to work and the researcher organized and prepared the material and the quiz for students. Then, the researcher walked around the classroom to see the students‟ performance. The students actually used the time as well as possible. And the next conversation as follows: Researcher :“Have you finish guys? The time is nearly over”. Ika
:“Hampir selesai, Kak” (near completion, Kak)
Researcher :“Ok, jika sudah selesai, silahkan tampil di depan kelas dengan percakapan kalian.” (If you have finish your assignment, please perform in front of class with your conversation). Students
:“Ok, Kak”
The students already perform their assigment in front of class with their group, then the researcher give the quiz individual for students about Giving Advice and Warning and give a bit of explanation about it. And the conversation as follows: Researcher :“Ok, I will give a quiz that you must do it individuality,
and
every
students
should
responsbility with your job. Do you understand? ” Students
:“Yes, Kak”.
Then the researcher walked around to see the students‟ performance and answered the questions that were asked by the students.
Then researcher told the remaining time. After less than 10 minutes, the researcher informed that the students got ready to collect the result of their assignment and reminded to write the name and absent number. Researcher :“Have all of you collected your assignment?” Students
:“Ya, kak” (yes, kak)
Researcher :Ok, I think enough for today, thanks for your attention and participation in my research, I am sorry if there are any mistakes while I teach you, and see you next week. Good afternoon and wassalmualaikum warrahmatullahi wabarakatuh Students
:Good afternoon. Waalaikumsalam warrahmatullahi wabarakatuh.
On monday, 24thNovember 2014, the reseacher and his partner entered to the class to do the post-test and started the class then reseacher explain about Expressing Relief, Pain and Pleasurewith STAD method. The situation as follow; Researcher :“Assalamualaikum warahmatullahi wabarokatuh.” Students
:“Waalaikumsalam warrahmatullahi wabarakatuh”
Researcher :“Please reciting basmallah together to start the lesson today.” Students
:“Bismillahirrahmanirrohim”
Researcher :Good afternoon guys? Students
:“Good afternoon Kak!!”
Reseacher :“How are you to day?” Students
:”Iam fine thank you and you?”
Reseacher :”Iam fine too. So guys let me check your attendance first, say present if you in my class to day!” Students
:”Yes Kak..!!”
Reseacher :“We will applying STAD method again, I devide you in some group and every group consist 3 students.” Reseacher explain about Expressing Relief, Pain and Pleasure for the student. The meaning, the example, and how to use Expressing Relief, Pain and Pleasure. After the explanation students make conversation used Expressing Relief, Pain and Pleasurewith their group. Researcher :“Ok I will ask to you “what is Expressing Relief, Pain and Pleasure?” Lintank
:“Kelegaan
atau
rasa
lega
,kesakitan,
dan
kesenangan.” (Relief, Pain and Pleasure, Kak) Researcher :“Yes, itu benar. (That‟s right). Tapi adaperbedaan antara expressing relief dan expressing pleasure adalah jika relief itu ada usaha tetapi pleasure tidak ada usahanya.”But, there are difference between expressing relief and expressing pleasureis if relief
there are effort but pleasure isn‟t. Do you understand? Students
: “Yes Kak”
Researcher :“Oke,
Silahkan
menggunakan
kalian
membuat
Expressing
Relief,
percakapan Pain
and
Pleasure,” . Do you understand?” (Okey, Please make a coversation use “Expressing Relief, Pain and Pleasure”). Students
:“Ya, Kak” (Yes, Kak)
Researcher :“Ok, please do it claerly guys and I will give you 25 minutes. Use the time effectively!” Students
:“Ya, Kak” (Yes, Kak)
Researcher :“Ok, please do the assignment now! The students began to work and the researcher organized and prepared the material and the quiz for students. Then, the researcher walked around the classroom to see the students‟ performance. And the next conversation as follows: Researcher :“Have you finish guys? The time is nearly over”. Laila
:“Hampir selesai, Kak” (near completion, Kak)
Researcher :“Ok, jika sudah selesai, silahkan tampil di depan kelas dengan percakapan kalian.” (If you have finish your assignment, please perform in front of class with your conversation).
Students
:“Ok, Kak”
The students already perform their assigment in front of class with their group, then the researcher give the quiz individual for students about Expressing Relief, Pain and Pleasure and give a bit of explanation about it. And the conversation as follows: Researcher :“Ok, I will give a quiz that you must do it individuality,
and
every
students
should
responsbility with your job. Do you understand? ” Students
:“Yes, Kak”.
Then the researcher walked around to see the students‟ performance and answered the questions that were asked by the students. Then researcher told the remaining time. After less than 10 minutes, the researcher informed that the students got ready to collect the result of their assignment and reminded to write the name and absent number. Researcher :“Have all of you collected your assignment?” Students
:“Ya, kak” (yes, kak)
Researcher :“Ok, I think enough for today, thanks for your attention and participation in my research for a month, I am sorry if there are any mistakes while I teach you, and see you next time. Good afternoon and
wassalmualaikum
wabarakatuh”
warrahmatullahi
Students
:“Good
afternoon.
Waalaikumsalam
warrahmatullahi wabarakatuh.” c. Observation In observation the researcher observing the learning process that concerned on students ability in understand the lesson and students attention and all activities of the learning process. d. Reflection After analyzing the data of this cycle, the teacher and his partner made a conclusion after comparing the students score berween cycle I and cycle II to find out the improvement of students‟ speaking skill. The students were more ready, they more serious to pay attention to the lesson. They have thought that teacher would give job after he explained the material. The situation was not too crowded like first meeting.
D. Discussion Based the calculation in page 47-51 show the improvement speaking skill from cycle I and cycle II. The test instrument in the cycle I show the students‟ improvement speaking skill in the class. The mean score of post-test ( than score of pre-test (
) are higher
). It means that the students‟ competences are
increase. From the t-calculation, the researcher analyzes that there is a significant difference between pre-test and post-test.
The test instrument also shows the development of the students‟ achievement in the second cycle. The mean score of post-test ( higher than score of pre-test (
) are
). It means the students‟ achievements are
increase. From the t-calculation, the researcher analyzes that there is a significant difference between cycle I and cycle II. The t-calculation of cycle II (2,434) are higher than score of cycle I (1,917). It means the students‟ achievement from cycle I to cycle II are increase. So, the reseacher decided to stop the research on cycle II.
CHAPTER V CLOSURE
A. Conclusion Based on the result of the research that had been done in the research “The Implementation of Student Teams Achievement Division (STAD) Method to Improve Students‟ Speaking Skill”, the researcher conclude that: 1. The improvement of speaking competence after using Student TeamsAchievement Division Method (STAD) could be seen in the progress of improvement during the research from the mean of primary assessment 64,67 to 74,33in the first meeting, the second meeting is 73 to 80,67. In appliying STAD method in the classroom,the students are not only involved in teaching and learning process, but also they are more sociable, confident, and active in teaching and learning in the classroom. 2. The significant improvementof eleventh grade students‟ speaking skill using Student Teams Achievement Division (STAD) Method in teaching speaking skill is going well. The students were not only enthusiastic about teaching and learning process but aslo happy to follow the procedure of STAD; teaching, teaming, quiz, individual score, development of team recognition. The other advantageous sides of using STAD in speaking skill during the research are the students were more sosiable. Their own team
with other teams. They could work, cooperate, and discuss each other to catch the undersatnding of speaking skill, this application of STAD in teaching speaking skill is prove that STAD method can improve students‟ speaking skill.From the t-calculation, the researcher analyzes that there is a significant difference between cycle I and cycle II. The t-calculation of cycle II (2,434) are higher than score of cycle I (1,917). It means the students‟ achievement from cycle I to cycle II are increase.
B. Suggestion Based on the research finding and conclusion above, the writer would like to suggest as follows: 1. To the teachers They must state the classroom rule before appliying the method, suggesting, motivating the students to work in a team. They must give direct responses when the students break the rule. The teacher have important rule to activate their classroom. They must improve their teaching through doing the innovation in the real context the students face. They should be able to use kind of device to support their teaching learning process. 2. To the students Students should be always active in teaching learning process. They also must study hard if they want to be succesful in mastering English, they
must have believe that English is one of important subject that must be learned and they must enrich their peoficiency in English. 3. To other Researcher The finding of research by the use of STAD can improve students‟ speaking skill. Based on the explanation above the researcher would like suggest to other researchers, the result of the study can be used as additional reference for further research with different place and it can motivated other researchers especially in educatioanl research to create or launch the new method in improving aspect of enrichment of eduacation in our country or in other countries that is English as foreign language.
BIBLIOGRAPHY
Arikutoro, Suharsimi. 2006. Prosedur Penelitian Suatu Pendekatan Praktek. Jakarta : PT Rineka Cipta Arikuntoro, Suharmisi. 2010. Prosedure Penelitian Suatu Pendekatan Praktek. Jakarta : PT Rineka Cipta Basrowi and Suwandi (2008), Prosedur Penelitian Tindakan Kelas, Bogor : Ghalia Indonesia. Dr. Rusman, M.Pd, 2011. Model-Model Pembelajaran Mengenbangkan Profesionalisme Guru. Jakarta. PT. Raja Grafindo Persada. Harmer, Jeremy. The practice of English as a second language.New York: Mc. Graw Hill Book Company, 1983/2003. Hopkins, David. 1993. A Teacher’s Guide to Classroom Research. Philadelphia: Open University Press Hornby, A.S. 1995 . Oxford Advanced Learner‟s Dictionary of Current English. London : Oxford University Press. Kunandar.2011. Langkah Mudah Penelitian Tindakan Kelas Sebagai Pengembangan Profesi Guru. Jakarta. PT Rajawali Pers. Kordaki, Maria (2012) “Adapting the Collaborative Strategy „Student Teams Achievement Division‟ in Information Technology Work Place”, Juornal, p. 135. Laelasari, Any, 2013.“The Use of Student Teams Avhievement Division (STAD) to Improve Reading Comprehension” (A Classroom Action Research at the second year students of MA Al Manar Tengaran in the Academic Year of 2012/2013).Tarbiyah faculty at STAIN Salatiga. Nunan, D. 1991/2003.Language Teaching Methodology.Hemel, Hempstead: Prentice Hall. Rubiati, Richa. 2010.”Improving Students’ Speaking Skill Through Debate Technique”(An Action Research at the first semester students of English Language Teaching Department at class TBI 1b) Tarbiyah faculty at IAIN Walisongo, Semarang.
Slavin, Robert E. 2005.Cooperative Learning: teori, riset dan praktek, London: Allymand Bacon Wafa, Zaenul. 2013.“The Use of Student Teams Achievement Division (STAD) To Improve Listeniing Comprehension” (A Classroom action research at The Second Grade Students of SMAN 2 Salatiga in The Academic Year of 2012/2013”) Tarbiyah faculty at STAIN Salatiga. Yusran, Narulita.2005. Terjemahan dari Cooperative Learning Theory Research and Practice (London : Allaymand Bacon, 2005) Bandung : Nusa Media
APPENDICES
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Nama Sekolah Kelas/Semester Jenis teks Tema Aspek/Skill Alokasi Waktu Standar Kompetensi
: MAN Tengaran : XI (Sebelas) / 1 : Transactional / Interpersonal : Home Life : Berbicara : 2 x 45 menit : 3. Mengungkapkan makna dalam teks percakapan transaksional dan interpersonal resmi dan berlanjut (sustained) dalam konteks kehidupan sehari-hari
Kompetensi Dasar
: 3.1 Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: menyampaikan pendapat, meminta pendapat, menyatakan puas, dan menyatakan tidak puas
Indikator Pencapaian Kompetensi: Mengungkapkan Expression satisfaction and dissatisfaction dalam percakapan sederhana. Menggunakan Expression satisfaction and dissatisfaction dalam kalimat sederhana. I. Tujuan Pembelajaran: Siswa dapat memahami Expression satisfaction and dissatisfaction dalam kalimat sederhana. Siswa dapat menggunakan Expression satisfaction and dissatisfaction dalam kalimat sederhana. Siswa dapat mengetahui ciri-ciri dari Expression satisfaction and dissatisfaction. II. Karakter siswa yang diharapkan : Sopan (Politeness), Santun (well behaved), Religious, Dapat dipercaya (Trustworthines), Rasa hormat dan perhatian (Respect), Tekun (Diligence), Berani (Bravery) III. Materi Pembelajaran Expressing Satisfaction and Dissatisfaction 1. Expressing Satisfaction
Expressing Satisfaction: expressing good feeling; sense of comfort or happiness. Use to express satisfaction. When we are happy after we see a concert and we are really contented with the performance, when we are happy about our result of exam we must feel satisfied. The expression that you can use: - Formal Situations : 1. …to be + very pleased with … 2. … to be + content with … 3. … to be + satisfied with … 4. … to be + very delighted … - Informal Situations : 1. Super! 2. Great! 3. Terrific! 4. Fantastic!
5. Smashing! 6. Perfect! 7. Everything is fine. 8. Good enough.
2. Expressing Dissatisfaction Expressing Dissatisfaction: expressing lack of satisfaction. Use to express dissatisfaction.When we do not get as enough as we hope and feel disappointed with some conditions, we must be dissatisfied. The expression that you can use: - Formal Situations : 1. … to be + displeased with … 2. … to be + discontented with … 3. … to be + dissatisfied with … 4. … to be + disappointed with … 5. I‟m not satisfied with… - Informal Situations : 1. Horrible! 2. Very sad! 3. Annoying
4. Disappointing! 5. Frustrating!
Examples of Expressing Satisfaction and Dissatisfaction: Asking about satisfaction - how do you like your room? - is everything O.K ?
- is everything satisfactory ? - are you satisfied? Asking about dissatisfaction - Do you want to complain about something? - Was something not to your satisfaction ? - Are you dissatisfied with something? - Did you find our service satisfactory ? Expressing satisfaction - I really like my new hair cut - I‟m completely satisfied with everything you‟ve done for me. - It was satisfactory. - It was okay. Not too bad. Expressing dissatisfaction - It is disappointing that.! - It is unacceptable - This is the limit I won't take any more of... - Well, this is most unsatisfactory. - The concert is so boring. - What an awful meeting - It's not as good as I thought. Example dialog Expressing Satisfaction : Putri : How‟s your vacation in Lombok, Yuli ? Yuli : It was terrific! The beaches are beautiful. Putri : Really? What else did you do there? Yuli : Oh, I went parasailing! It was the most breath-taking thing that I‟ve ever done. Agnes : Wow, it must be a very fun trip for you. Putri : Yes,I‟m very satisfied with my vacation there. You must go there. Yuli : Yes, I think I‟ll do that. Example dialog Expressing Dissatisfaction : Tiara : Tata, I thought you were on vacation. Tata : Well, I got back early. Tiara : Why? Tata : Well,I didn’t really enjoy being there. Tiara : What happened?
Tata
: Well, the beach was very dirty, and when I got there it was raining heavily.What made it worse was the hotel where I stayed had a bad service. Tiara : You seem to be unhappy with your vacation. Tata : Yes, I’m quite displeased about it. IV. Metode Pembelajaran: three-phase technique V. Langkah- langkah Pembelajaran: 1. Kegiatan Awal a. Salam sapa dengan santun. (nilai yang ditanamkan;sopan dan satun) b. Berdoa untuk mengawali pelajaran. (nilai yang ditanamkan; religious) c. Memperkenalkan diri kepada siswa. (nilai yang ditanamkan; Rasa hormat dan perhatian.) d. Warm up. Dengan menanyakan tentang Expression satisfaction and dissatisfaction kepada siswa. ( nilai yang ditanamkan; kreatif) e. Guru memberitahukan siswa tentang tujuan pembelajaran 2. Kegiatan Inti 1.1 Eksplorasi Guru menyiapkan media yang sudah dipersiapkan yaitu berupa fotocopy materi yang berisi pengertian dan contoh Expression satisfaction and dissatisfaction. Siswa mendengar penjelasan guru mengenai Expression satisfaction and dissatisfaction Siswa diminta untuk bertanya jika menemui kesulitan 1.2 Elaborasi Guru membagikan lembar contoh Giving Advice and Warning kepada siswa.
Siswa dibagi menjadi 5 (lima) kelompok.
Setiap kelompok membuat percakapan tentang Expression satisfaction and dissatisfaction.
Setelah selesai membuat tugas percakapan, siswa dapat mempraktekan hasilnya didepan kelas.
Kemudian siswa diminta untuk mengerjakan soal pilihan ganda yang berkaitan dengan materi.
1.3 Konfirmasi Siswa bersama guru melakukan flash back dan feed back agar memperoleh pengalaman belajar dengan menanyakan kesulitan siswa dalam mempelajari Expression satisfaction and dissatisfaction.
Guru meminta siswa untuk mempelajari Expression satisfaction and dissatisfaction dalam kehidupan seharihari.
3. Kegiatan penutup (5 menit)
Menyimpulkan materi pembelajaran
Menyuruh siswa untuk menerapkan Expression satisfaction and dissatisfaction dalam situasi yang sebenarnya.
Menyampaikan rencana pembelajaran untuk pertemuan berikutnya
Mengucapkan salam penutup
VI. Alat dan Sumber Belajar a. Alat pelajaran: Materi Expression satisfaction and dissatisfaction. b. Sumber Belajar: http://immariatanasale.blogspot.com/2013/11/expressingsatisfaction-and.html VII. Penilaian Hasil Belajar Teknik
: Tugas kelompok dan Individu
Bentuk soal
: Tes Lisan dan Tertulis
Rubric Penilaian : Content
4 points
3 points
2 points
1 points
Pronunciation Pronunciation Pronunciation Pronunciation Pronunciation Penilaian is exellent is good has many is berdasarkan problems unacceptable oxfod university Grammar Grammar is Grammar is Grammar has Grammar is exellent good many unacceptable problems Content
All requirement are met
Most requirement are met
Some requirement are met
Few requirement are met
Choose the correct answer! 1. A : how do you feel about this food? B : I really like this food. It‟s very delicious. Great! The underline expression is used to express… a. Certainty d. Agreement b. Surprise e. Happiness
c. Satisfaction 2. Lecturer : What did you think of the lecture? Student : …………………… Lecturer : Oh, really? Actually I was afraid that my lecture was going to be boring. a. It was boring. d. It was satisfying us. b. We were very disappointed. e. It gave us dissatisfaction. c. We felt bored. 3. Budi : How is the business in the shop? Aulia : Very good. I can‟t complain. I … with the way of business going. a. am unhappy d. feel contented b. am not pleased e. feel discontented c. am dissatisfied 4. Edy : I feel … with the art exhibition because it lacks of promotion. Ali : It is a pity that only a few art lovers came. a. pleased d. interested b. amused e. dissatisfied c. amazed 5. A : I heard that you wanted to move to the new house. B : No, I don‟t plan it. The house where I am living now is … a. satisfactory d. satisfied b. satisfaction e. satisfy c. satisfying Complete the Conversation with correct answer! Waiter : ................................. (6)? Man : Yes, thank you. Everything is fine. Waiter : .................................. (7)? Woman: Quite good. Waiter : How about your roast chicken, Ma‟am? Is it O.K. too? Woman: ..................................... (8). Waiter : Will there be anything else, then? Man : No, not at the moment. Waiter : Very well, then. Have a nice day. Man : Thanks. a. It‟s just right. Just the way I like it. b. Is your steak satisfactory c. Is everything O.K. here
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Nama Sekolah
: MAN Tengaran
Kelas/Semester
: XI (Sebelas) / 1
Jenis teks
: Transactional / Interpersonal
Tema
: Home Life
Aspek/Skill
: Berbicara
Alokasi Waktu
: 2 x 45 menit
Standar Kompetensi : 3. Mengungkapkan makna dalam teks percakapan transaksional dan interpersonal resmi dan berlanjut (sustained) dalam konteks kehidupan sehari-hari
Kompetensi Dasar
: 3.1 Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: menyampaikan pendapat, meminta pendapat, menyatakan puas, dan menyatakan tidak puas
Indikator Pencapaian Kompetensi:
Mengungkapkan Expressions of asking and giving opinion dalam kalimat sederhana. Menggunakan Expressions of asking and giving opinion dalam kalimat sederhana. I. Tujuan Pembelajaran:
Siswa dapat mengungkapkan Expressions of asking and giving opinion dalam percakapan sederhana. Siswa dapat menggunakan Expressions of asking and giving opinion dalam kalimat sederhana.
II. Karakter siswa yang diharapkan : Sopan (Politeness), Santun (well behaved), Religious, Dapat dipercaya (Trustworthines), Rasa hormat dan perhatian (Respect), Tekun (Diligence), Berani (Bravery) III. Materi Pembelajaran EXPRESSIONS OF ASKING AND GIVING OPINION (Meminta dan Memberikan Pendapat)
Opinion is including the words of opinion and argument/ reasons. Opinion dialogue is a dialog consists of two persons or more who have opinion each others. It can use the expressions, such as in my opinion, in my view, I think etc. Argument dialogue is a dialog that states the arguments or reasons. It can use the words such as first, second etc for arranging arguments.
Asking opinion : Formal : - Have you got any comments on ….. - Do you have any idea? - Do you have any opinion on …… - Would you give me your opinion on……….? - What is your reaction to …… - What is your opinion about……….? - What are you feeling about………….? - What are your views on……….? - Please give me your frank opinion? Informal - What do you think of…….? - What do you think about………? - What is your opinion? - Why do they behave like that? - Do you think it‟s going? - How do you like? - How was the trip? - How do you think of Rina‟s idea ? - How do you feel about this dicition?
Giving opinion
Formal : - I personally believe ….. - I personally consider …. - I personally think /feel …. - I hold the opinion …. - My own view of the matter is …… - Well, personally ……. - If I had my view, I would ….. Informal - I think I like it. - I don‟t think I care for it. - I think it‟s good/nice/terrific…….. - I think that awful/not nice/terrible………… - I don‟t think much of it. - I think that…….. - In my opinion, I would rather………. - In my case ….. - What I‟m more concerned with …. - What I have in my mind is……… - The way I see is that………… - No everyone will agree with me, but …. - To my mind ….. - From my point of view …. - If you aks me, I feel …. - Absolutely ……… Example of expressions of asking and giving opinion
Read this dialogue! Andy : Well, what do you think of my car? Bimo : Well, personally, It looks comfortable. By the way, is it an expensive American car? Andy : No, it‟s a cheap small Japanese car. Bimo : How many people can it take? Andy : There‟s room for five people. Bimo : Has it got brakes? Andy : Yes, there‟re very good. The engine‟s in the front, and there‟s a big boot in the back. Bimo : It‟s looks well made Andy : Would you like to come for drive? Bimo : OK. Drive carefully, won‟t you. There‟s a lot of traffic today. IV. Metode Pembelajaran: Student Teams Achievement Division (STAD)
V. Langkah- langkah Pembelajaran: 3.
Kegiatan Awal f. Salam sapa dengan santun. (nilai yang ditanamkan;sopan dan satun) g. Berdoa untuk mengawali pelajaran. (nilai yang ditanamkan; religious) h. Memperkenalkan diri kepada siswa. (nilai yang ditanamkan; Rasa hormat dan perhatian.) i. Warm up. Dengan menanyakan tentang Expressions of asking and giving opinion kepada siswa. ( nilai yang ditanamkan; kreatif) j. Guru memberitahukan siswa tentang tujuan pembelajaran 4. Kegiatan Inti 1.4 Eksplorasi Siswa dibagi menjadi 5 (lima) kelompok. Siswa mendengar penjelasan guru mengenai Expressions of asking and giving opinion. Siswa diminta untuk bertanya jika menemui kesulitan 1.5 Elaborasi Guru menjelaskan kepada siswa mengenai Student Team Achievement Division (STAD)
Setiap kelompok diberi materi yang berisikan Expressions of asking and giving opinion.
Guru menjelaskan kepada siswa mengenai Expressions of asking and giving opinion.
Setiap kelompok membuat percakapan tentang Expressions of asking and giving opinion.
Setelah selesai membuat tugas percakapan, siswa dapat mempraktekan hasilnya didepan kelas.
Kemudian siswa diminta untuk mengerjakan soal pilihan ganda yang berkaitan dengan materi.
1.6 Konfirmasi Siswa bersama guru melakukan flash back dan feed back agar memperoleh pengalaman belajar dengan menanyakan kesulitan siswa dalam mempelajari Expressions of asking and giving opinion.
Guru meminta siswa untuk mempelajari Expressions of asking and giving opinion dalam kehidupan sehari-hari.
3. Kegiatan penutup (5 menit)
Menyimpulkan materi pembelajaran
Menyuruh siswa untuk menerapkan Expressions of asking and giving opinion dalam situasi yang sebenarnya.
Menyampaikan rencana pembelajaran untuk pertemuan berikutnya
Mengucapkan salam penutup
VI. Alat dan Sumber Belajar a. Alat pelajaran: Materi Expression satisfaction and dissatisfaction. b. Sumber Belajar:
http://yuliaps97.blogspot.com/2014/05/expression-ofasking-and-givingopinion_5042.html#sthash.G99vplQa.dpuf
VII. Penilaian Hasil Belajar Teknik
: Tugas kelompok dan Individu
Bentuk soal
: Tes Lisan dan Tertulis
Rubric Penilaian : Content
4 points
3 points
2 points
1 points
Pronunciation Pronunciation Pronunciation Pronunciation Pronunciation Penilaian is exellent
Grammar
is good
has many
is
berdasarkan
problems
unacceptable
oxfod university
Grammar is
Grammar is
Grammar has
Grammar is
exellent
good
many
unacceptable
problems Content
All
Most
Some
Few
requirement
requirement
requirement
requirement
are met
are met
are met
are met
Choose the correct answer! 1. X Y X
: We‟ll have a long holiday next month. What are you going to do? : .... : I hope you have a nice trip.
a. I am thinking of going to Bali b. Sorry, I can‟t tell you c. It‟s not your business d. I have nothing to do e. I don‟t know what to do 2. A B
: What do you think about the film ? : I think .......................
a. I like it b. Thank you c. i can‟t hear you d. you forget it e. let‟s go 3. ........................ he is polite.
a. I don‟t think b. I don‟t c. What do you d. What your opinion e. i don‟t understand
4. Eric : I think our city is very hot at the moment. Indra : I don‟t think so ................ Our city is much cooler than other cities in this country. a. I know it b. I am thinking of c. He forget it d. In my opinion e. see you
5. Bowo Sri
: I feel tired and I feel dizzy. : I think …. Don‟t leave the bed if it is not necessary.
a. you must sing b. you should lie down and have some rest c. you can see the doctor tonight d. I will take you to the hospital e. I must take some rest, too
Read the convertation! Chiko : Chica, what do you think of pop music recently? I mean, do you like them? Chica : Well, I‟d say I don‟t really like them. I‟d prefer jazz. Chiko : Why? I think pop music is very entertaining. Chica : In my opinion, jazz music is relaxing
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Nama Sekolah
: MAN Tengaran
Kelas/Semester
: XI (Sebelas) / 1
Jenis teks
: Transactional / Interpersonal
Tema
: Home Life
Aspek/Skill
: Berbicara
Alokasi Waktu
: 2 x 45 menit
Standar Kompetensi : 3. Mengungkapkan makna dalam teks percakapan transaksional dan interpersonal resmi dan berlanjut (sustained) dalam konteks kehidupan sehari-hari
Kompetensi Dasar
: 3.1 Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: menyampaikan pendapat, meminta pendapat, menyatakan puas, dan menyatakan tidak puas
Indikator Pencapaian Kompetensi:
Mengungkapkan Giving Advice and Warning dalam percakapan sederhana. Menggunakan Giving Advice and Warning dalam kalimat sederhana. I. Tujuan Pembelajaran:
Siswa dapat mengungkapkan Giving Advice and Warning dalam percakapan sederhana. Siswa dapat menggunakan Giving Advice and Warning dalam kalimat sederhana.
II. Karakter siswa yang diharapkan : Sopan (Politeness), Santun (well behaved), Religious, Dapat dipercaya (Trustworthines), Rasa hormat dan perhatian (Respect), Tekun (Diligence), Berani (Bravery) III. Materi Pembelajaran
Giving Advice and Warning Giving Advice is to give (someone) a recommendation about what should be done. Expressions Of Asking for Advice • What should…………………………….. ? • What do you think should………… ? • What do you advise? • Could you give me some advice for ….? • What you would advice? • What would you do if……….? • Do you think I should …..? Expressions of Giving Advice • You should/ought to………. • I think you should/ought to……… • You ought to……………… • I advise you to • If I were you, I would…….. • I would recommend that you …… • You‟d better tell ………….. • You must to………………. Warning is admonition notice, or pointing out on existing or potential danger, specially to one who would otherwise would not be aware of it. Expression of Warning • Look out! There is a snake beside you. • Don‟t step on the grass!. • No smoking! • No hunting! • Be Silent • No camping without permission! • Do not cut down the trees! • Keep out of the reach of children! Dialogue Expressing of Giving Advice Resti : Good morning, Nanda Nanda : Good morning, Resti. (Looks confused) Resti : How are you, Nanda Nanda : I‟m confused now. Resti : Why?
Nanda : My girlfriend forbade me to follow the singing competition. If you were me, what would you tell her? Resti : I would say that the competition is very important to you, and instead, the prize of the competition would you give to her Nanda : That‟s a good idea. I will do it. Thank you very much, Resti. Now I want to go to canteen. See you. Resti :You‟re welcome. See you too. Dialogue Expressing of Warning Wina : “Mom, let me go out for a while, please?” Mother : “Where are you going to, Win?” Wina :“I‟d like to visit Ririn. She got accident this morning. She is in the hospital now.” Mother : “Okay, but take care when you drive! The road is very slippery.” Wina : “Thank you, Mom.” IV. Metode Pembelajaran: three-phase technique V. Langkah- langkah Pembelajaran: 5.
Kegiatan Awal k. Salam sapa dengan santun. (nilai yang ditanamkan;sopan dan satun) l. Berdoa untuk mengawali pelajaran. (nilai yang ditanamkan; religious) m. Memperkenalkan diri kepada siswa. (nilai yang ditanamkan; Rasa hormat dan perhatian.) n. Warm up. Dengan menanyakan tentang Giving Advice and Warning kepada siswa. ( nilai yang ditanamkan; kreatif) o. Guru memberitahukan siswa tentang tujuan pembelajaran 6. Kegiatan Inti 1.7 Eksplorasi Guru menyiapkan media yang sudah dipersiapkan yaitu berupa fotocopy materi yang berisi pengertian dan contoh Giving Advice and Warning. Siswa mendengar penjelasan guru mengenai Giving Advice and Warning. Siswa diminta untuk bertanya jika menemui kesulitan 1.8 Elaborasi Guru membagikan lembar contoh Giving Advice and Warning kepada siswa.
Siswa dibagi menjadi 5 (lima) kelompok.
Setiap kelompok membuat percakapan tentang Giving Advice and Warning.
Setelah selesai membuat tugas percakapan, siswa dapat mempraktekan hasilnya didepan kelas.
Kemudian siswa diminta untuk mengerjakan soal pilihan ganda yang berkaitan dengan materi.
1.9 Konfirmasi Siswa bersama guru melakukan flash back dan feed back agar memperoleh pengalaman belajar dengan menanyakan kesulitan siswa dalam mempelajari Giving Advice and Warning.
Guru meminta siswa untuk mempelajari Giving Advice and Warning dalam kehidupan sehari-hari.
3. Kegiatan penutup (5 menit)
Menyimpulkan materi pembelajaran
Menyuruh siswa untuk menerapkan Giving Advice and Warning dalam situasi yang sebenarnya.
Menyampaikan rencana pembelajaran untuk pertemuan berikutnya
Mengucapkan salam penutup
VI. Alat dan Sumber Belajar a. Alat pelajaran: Materi Giving Advice and Warning. b. Sumber Belajar: VII. Penilaian Hasil Belajar
Teknik
: Tugas kelompok dan Individu
Bentuk soal
: Tes Lisan dan Tertulis
Rubric Penilaian : Content
4 points
3 points
2 points
1 points
Pronunciation Pronunciation Pronunciation Pronunciation Pronunciation Penilaian is exellent
Grammar
is good
has many
is
berdasarkan
problems
unacceptable
oxfod university
Grammar is
Grammar is
Grammar has
Grammar is
exellent
good
many
unacceptable
problems Content
All
Most
Some
Few
requirement
requirement
requirement
requirement
are met
are met
are met
are met
Give underline the expression of Asking for Advice and Giving Advice! Conversation 1 Tami : Hi Aufa, You look worried. What's the matter? Aufa : Er.. it's nothing. Tami : Is it the exam tomorrow? You shouldn't worry. You'll pass easily. Aufa : I know. Tami : Come on, tell me. What are you worried about? Aufa : OK... it's Mark. I think he has started smoking. I was talking to him yesterday about this topic and he toldd me that he isn't smoking. Tami : That's serious. What are you going to do? Aufa : I'm not sure. I should tell someone. What do you think I should do? Tami : If I were you, I'd speak to his older sister. She's really friendly. Aufa : I've never met her. Can you come with me? Tami : Yes, of course. Let's go and find her.
Choose the correct answer! “FOOD STORAGE ONLY NO CHEMICAL IN THIS UNIT”
1. What does the text mean? a. We are allowed to mix food and chemicals here b. We have to add chemical materials on food c. We can put chemicals in the store room d. We can only put food in the unit “KEEP THE ROOM CLEAN” 2. What does the notice on the right mean? a. Do not throw rubbish in the room b. Do not destroy everything in the room c. Do not sleep in the room d. Do not speak in the room “THROW THE RUBBISH INTO THE DUSTBIN” 3. What does it mean? a. The dustbin in the place where students can throw the rubbish b. The rubbish in the dustbin must be thrown away everyday c. Students should throw the rubbish into the dustbin d. Students may not have rubbish in the school “THIS PLACE OF READING, KEEP YOUR VOICE LOW” 4. The caution above means... a. We must keep the place silent b. We must keep the place clean c. We enter the place d. We may read aloud
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Nama Sekolah
: MAN Tengaran
Kelas/Semester
: XI (Sebelas) / 1
Jenis teks
: Transactional / Interpersonal
Tema
: Home Life
Aspek/Skill
: Berbicara
Alokasi Waktu
: 2 x 45 menit
Standar Kompetensi : 3. Mengungkapkan makna dalam teks percakapan transaksional dan interpersonal resmi dan berlanjut (sustained) dalam konteks kehidupan sehari-hari
Kompetensi Dasar
: 3.1 Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: menyampaikan pendapat, meminta pendapat, menyatakan puas, dan menyatakan tidak puas
Indikator Pencapaian Kompetensi:
Mengungkapkan Expressing Relief, Pain and Pleasure dalam percakapan sederhana. Menggunakan Expressing Relief, Pain and Pleasure dalam kalimat sederhana. I. Tujuan Pembelajaran:
Siswa dapat mengungkapkan Expressing Relief, Pain and Pleasure dalam percakapan sederhana. Siswa dapat menggunakan Expressing Relief, Pain and Pleasure dalam kalimat sederhana.
II. Karakter siswa yang diharapkan : Sopan (Politeness), Santun (well behaved), Religious, Dapat dipercaya (Trustworthines), Rasa hormat dan perhatian (Respect), Tekun (Diligence), Berani (Bravery) III. Materi Pembelajaran
EXPRESSING RELIEF, PAIN AND PLEASURE Relief artinya kelegaan atau rasa lega
Pain artinya kesakitan
Pleasure artinya kesenangan
Example : Expression relief Vina : Sorry, I‟m late. The traffic was really awful. Doni : It‟s all right. We‟re still waiting for the major to open the seminar anyway. Vina : What a relief! I thought I was late.
Dewa Chika Dewa Chika Dewa Chika Dewa Chika
Expressing pain : so, will rima join us tomorrow ? : yeah, she has confirmed it : that‟s great! Ouch! : are you all right? Oh no, your forehead! : what‟s wrong with my forehead ? : it think it‟s a swollen. May I touch it ? : ouch! It’s painful! : sorry
Expressing Pleasure Andi : Hurray !!! I did it! Nadia : Hey, what‟s up ? Andi : Look! I achieved the perfect score! So will get a free ticket to watch the final of the interschool basketball competition. How great! Nadia : Well, I‟m happy for you Perbedaan expressing relief dan expressing pleasure adalah jika relief itu ada usaha tetapi pleasure tidak ada usahanya. Here are the sentences to express relief, pain and pleasure. Expressing Relief Expressing Pain What a relief! Ugh, it’s very painful!
Thank God for ….
Oh, it’s killing me!
Thank goodness!
Ouch! It hurts so
much!
Oh, that’s all right, then.
I’m in pain all
over.
I can’t tell you how relieved I am.
I feel very sore My body aches/My muscles ache.
Expressing Pleasure
I love it
That’s great/terrific!
It is really delightful./I am delighted
It’s really a great pleasure.
Great!/Terrific!
That wonderful!
IV. Metode Pembelajaran: Student Teams Achievement Division (STAD) V. Langkah- langkah Pembelajaran: 7.
Kegiatan Awal p. Salam sapa dengan santun. (nilai yang ditanamkan;sopan dan satun) q. Berdoa untuk mengawali pelajaran. (nilai yang ditanamkan; religious) r. Memperkenalkan diri kepada siswa. (nilai yang ditanamkan; Rasa hormat dan perhatian.) s. Warm up. Dengan menanyakan tentang Expressing Relief, Pain and Pleasure kepada siswa. ( nilai yang ditanamkan; kreatif) t. Guru memberitahukan siswa tentang tujuan pembelajaran 8. Kegiatan Inti 1.10 Eksplorasi Siswa dibagi menjadi 5 (lima) kelompok. Siswa mendengar penjelasan guru mengenai Expressing Relief, Pain and Pleasure. Siswa diminta untuk bertanya jika menemui kesulitan 1.11 Elaborasi Guru menjelaskan kepada siswa mengenai Student Team Achievement Division (STAD)
Setiap kelompok diberi materi yang berisikan Expressing Relief, Pain and Pleasure.
Guru menjelaskan kepada siswa mengenai Expressing Relief, Pain and Pleasure.
Setiap kelompok membuat percakapan tentang Expressing Relief, Pain and Pleasure.
Setelah selesai membuat tugas percakapan, siswa dapat mempraktekan hasilnya didepan kelas.
Kemudian siswa diminta untuk mengerjakan soal individu yang berkaitan dengan materi.
1.12
Konfirmasi Siswa bersama guru melakukan flash back dan feed back agar memperoleh pengalaman belajar dengan menanyakan kesulitan siswa dalam mempelajari Expressing Relief, Pain and Pleasure.
Guru meminta siswa untuk mempelajari Expressing Relief, Pain and Pleasure dalam kehidupan sehari-hari.
3. Kegiatan penutup (5 menit)
Menyimpulkan materi pembelajaran
Menyuruh siswa untuk menerapkan Expressing Relief, Pain and Pleasure dalam situasi yang sebenarnya.
Menyampaikan rencana pembelajaran untuk pertemuan berikutnya
Mengucapkan salam penutup
VI. Alat dan Sumber Belajar a. Alat pelajaran: Materi Expressing Relief, Pain and Pleasure b. Sumber Belajar:
VII. Penilaian Hasil Belajar
Teknik
: Tugas kelompok dan Individu
Bentuk soal
: Tes Lisan dan Tertulis
Rubric Penilaian : Content
4 points
3 points
2 points
1 points
Pronunciation Pronunciation Pronunciation Pronunciation Pronunciation Penilaian is exellent
Grammar
is good
has many
is
berdasarkan
problems
unacceptable
oxfod university
Grammar is
Grammar is
Grammar has
Grammar is
exellent
good
many
unacceptable
problems Content
All
Most
Some
Few
requirement
requirement
requirement
requirement
are met
are met
are met
are met
. A waiter is asking a guest about the food. Waiter : Do you like the food we serve, sir? Guest : Oh, the taste is great ____ a. I am very pleased with it b. What a nuisance c. I can't stand it d. Fantastic e. It;s unbelievable 2. A: Have you got the result of the final semester test? B: Yeah, I've got it. And I got a good mark for math exam. A: ____. You must be happy for that. a. Fantastic d. It's okay b. Terrific! e. Nice c. Great! Find the expression of relief, pain, and pleasure! Dialog 1 Andina : “Excuse me, Ma‟am. I‟d like to return this book” Librarian : “Sure. May I have your membership card, please?” Andina : “Sure, here is the card. I think I‟m a day late returning it, aren‟t I?” Librarian : “Let me check. No, you‟ve returned it on time.” Andina : “How relieving!” Dialog 2
Dea Sally Dea Sally Dialog 3 Sally Rony Sally competition”. Rony Dialog 4 Ann umbrella.” Bella forecast for Ann Dialog 5 Shinta artist.” Reny Shinta
: “Ouch!” : “What‟s wrong with you, Devi?” : “A bee stung my arm! Look! It‟s really painful.” : “Poor you. Just wait. I think I brought balm in my bag” : “I have great news for all of us.” : “What is it?” : “The principal agrees with our proposal to have a school band : “I‟m very delighted to hear that” : “I‟m very worried that it will be rain tomorrow, I don‟t have an : “Don‟t worry, it will be sunny tomorrow. I saw the weather tomorrow, and it will turn out good. : “Oh, what‟s a relief.” : “Your painting is really good. You‟re really like professional : “Thank you. I‟ve tried my best to finish this painting.” : “I‟m delighted to hear that.”
DAFTAR SATUAN KETERANGAN KEGIATAN (SKK)
Nama
: Aris Zulfa
NIM
: 11310047
Progdi/jurusan : TBI/Tarbiyah Wali Studi
: Ruwandi, M.A.
NO NAMA KEGIATAN 1. Piagam Penghargaan OPAK 2010 2. Sertifkat UPT PERPUSTAKAAN 2010 3. Sertifakat Pendidikan dan Latihan Calon Penegak Pandega (PLCPP) ke-20, 2010 4. Piagam Penghargaan Gladi Wira Brigsus (GWB) ke-17, 2010 5. Piagam National Workshop of Entrepeneurship and Basic Cooperation 2010 6. Certificate of International Religiuos Dialogue 2010 7. Surat Keputusan Komandan BRIGSUS NAGA SANDHI Penetapan Nomor Registrasi BRIGSUS 2010 8. Piagam Penghargaan Kursus Pembina Pramuka Mahir Tingkat Lanjutan (KML) ke-3 Se-Jawa 2011 9. Piagam Penghargaan
PELAKSANAAN 25-27 Agustus 2010
KETERANGAN PESERTA
NILAI 3
20-25 September 2010
PESERTA
3
8-11 Oktober 2010
PESERTA
3
26-29 Nopember 2010
PESERTA
3
19 Desember 2010
PESERTA
3
22-24 Desember 2010
PESERTA
6
31 Desember 2010
Anggota BRIGSUS
4
25-30 Januari 2011
REKA KERJA
6
18-20 Februari 2011
REKA KERJA
6
10.
11.
12.
13
14.
15.
16.
17.
Temu Prestasi Penggalang dan Penegak 2011 Sertifikat Latihan Gabungan BRIGSUS Nogo SosronSabuk Inten STAIN Kudus dan BRIGSUS Naga Sandhi STAIN Salatiga 2011 Certificate of Practicum Program : Intensive Course and Pronounciation Practice 2011 Surat Keputusan Pengangkatan Pengurus RACANA KUSUMA DILAGA WORO – SRIKANDHI GUDEP SALATIGA 02.0237-02.238 STAIN Salatiga Sertifikat Penyuluhan Peraturan Kawasan Kampus Tanpa Rokok 2011 Sertifikat Gladi Tangguh BRIGSUS ke-6 (GTB VI) 2011 Certificate in “The Cultural Exhange Program” 2011 Setifikat Seminar Nasional Pendidikan “REALISASI PENDIDIKAN BANGSA DALAM KURIKULUM PENDIDIKAN NASIONAL” 2011 Sertifikat PRAKTIKUM KEPRAMUKAAN
25-27 Februari 2011
PESERTA
6
1 Maret 2011
PESERTA
3
23 Maret 2011
Giat Operasional
4
11 Mei 2011
PESERTA
3
31 Mei 2011
PESERTA
3
6-8 Juni 2011
PESERTA
3
20 Juni 2011
PESERTA
6
22-27 juli 2011
PESERTA
6
18.
19.
20.
21.
22.
23.
24
25.
26.
2011 Sertifikat Akhirussanah MA‟HAD STAIN SALATIGA 2011 Piagam Penghargaan Amalan Ramadhan RACANA KUSUMA DILAGA-WORO SRIKANDHI ke-13 Piagam Penghargaan OPAK STAIN SALATIGA 2011 Certificate of Practicum Program : Magazine Writing and Public Speaking 2011
10 Agustus 2011
PANITIA
4
13-17 Agustus 2011
PANITIA
4
20-22 Agustus 2011
TIM KESEHATAN
4
21 September 2011
PESERTA
3
Sertifakat Pendidikan 30 September-03 dan Latihan Calon Oktober 2011 Penegak Pandega (PLCPP) ke-21, 2011 Surat Keputusan 23 Nopember 2011 Komandan BRIGSUS Penetapan Satuan Tugas VETTIK XVII 2011
PANITIA
6
Komandan SATGAS
4
Piagam Penghargaan 10-11 Desember Pembrivetan dan 2011 Pelantikan BRIGSUS NAGA SANDHI 2011 Piagam Penghargaan 19 Desember 2011 Pengabdian pada Dewan Racana Kusuma Dilaga-Woro Srikandhi Periode 2010/2011
Satuan Tugas
4
OPERASIONAL RACANA 02.0237
6
Surat Keputusan Pengangkatan Pengurus RACANA KUSUMA DILAGA WORO –
BENDAHARA RACANA 02.0237
6
03 Januari 2012
SRIKANDHI GUDEP SALATIGA 02.0237-02.238 STAIN Salatiga 27
Certificate of Practicum Program : Book Resume 2012
28 April 2012
PESERTA
3
28.
SERTIFIKAT Program MA‟HAD mahasiswa STAIN Salatiga 1 tahun
20 Juni 2012
PESERTA
3
29.
Certificate of Practicum Program : DRAMA 2012
24 September 2012
PESERTA
3
30.
Piagam Penghargaan 4 Januari 2012 Pengabdian pada Dewan Racana Kusuma Dilaga-Woro Srikandhi Periode 2011/2012
BENDAHARA RACANA 02.0237
4
31.
Teacher Training Workshop on Communicative Language Teaching 2013
2 Mei 2013
PESERTA
3
32.
Piagam Penghargaan Seminar Pencegahan Bahaya NAPZA, HIV/AIDS Mewaspadai Pergaulan Bebas Untuk Membentuk Remaja yang Tangguh dan Lounching PIK SAHAJASA STAIN Salatiga 2013
29 April 2012
PANITIA
4
