APPENDICES
Appendix 1: 1. The Letter of Research 2. The List Of Students
TINIVERSITAS MUHAMMADIYAH
PONOROGO f
FAKTILTAS KEGURUAI\ DAN ILMU PEI\IDIDIKAN ( STATUS TERAKREDITASI )
Alamat : Jl. Budi Utomo No. 10 Telp. (0352) 481124 Fax. (0352) 461796 PONOROGO - 63471
Nomor Larnp
Hal
: 806 / III.3 / PN / XI l2Al4 :: IJIN PENELITIAN
Kepada: Yth. Kepala SMK I Pemuda diPONOROGO
Assalamu'alaikum Wr. Wb.
Wakil Dekan Fakultas Keguruan dan Ilmu Pendidikan (FKfP) Universitas Muhammadiyah Ponorogo, menerangkan
Nama
: Sulis Sugiyanti
Nomor Induk
: 10331539
Angkatan
:2010
Jurusan
: Pendidikan Bahasa Inggris
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:
:
"Developing Students' Writing Skill By Using'TeqmsGames-Tournoment €GD Method At The Eleventh Of SMK I Pemuda Ponorogo In Academic Year 2014 / 201 S"',
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Appendix 2: 1. Lesson Plan Cycle 1 2. Lesson Plan Cycle 2
First Cycle LESSON PLAN (RENCANA PELAKSANAAN PEMBELAJARAN)
School Name
: SMK 1 PEMUDA PONOROGO
Subject
: English
Grade / Semester
: XI / 2
Focus / Skill
: Writing
Time Allocation
: 4 x 45 minutes (2 meetings)
A. Standard Competence 2. Berkomunikasi dengan bahasa Inggris setara level intermediate. B. Basic Competence 2.6 Memahami instruksi-instruksi sederhana. C. Indikator 1. Students can identify the use of the phrase command (imperative sentence) in the text correctly. 2. Students can identify the exact text of the statement is based. 3. Students can compose images randomly into sentences with appropriate commands. 4. Students can make a sentence in accordance with the orders given verb. 5. Students can compose a text paragraph on the instructions procedure intact.
6. Students can re-write the text in the form of instructions by using temporal conjunction with appropriately. D. The Objectives of Learning In the end of learning, students are able to: 1. Students can identify the use of the phrase command (imperative sentence) in the text correctly. 2. Students can identify the exact text of the statement is based. 3. Students can compose images randomly into sentences with appropriate commands. 4. Students can make a sentence in accordance with the orders given verb. 5. Students can compose a text paragraph on the instructions procedure intact. 6. Students can re-write the text in the form of instructions by using temporal conjunction with appropriately. E. The Material of Learning 1. Specific Vocabularies The vocabularies used for giving instructions: a. AC wall outlet b. cable c. button d. install e. transfer
2. Imperative Verbs a. connect b. close c. turn on d. insert e. remove 3. Instructional (procedure) text Instructional (procedure) text is a text which is used to tell sequence of action to reach certain goal. (Lihat BKS Bahasa Inggris SMK XI CV Mediatama, hal 23) Operating Washing Machine Operating washing machine is quite simple. Follow theinstruction on how to operate washing machine as follows. 1) Sort your laundry.
2) Turn on the main power switch. 3) Open the washer door and load the washing. If the door is closed, press the door opening button (keysymbol). The red field lights up and the door will open after a few seconds. Load the laundry. The laundry program chart shows how much laundry can be washed with each program.
4) Add detergent and fabric softener, as required. The detergent packaging will give a recommendationabout how much detergent you should use. If you only have a small amount of washing in the machine, you can reduce the amount of detergent you use.
5) Select the program. You can select a program by turning the program selector. A red field lights up beside the selected program. Select options and settings. By changing options and settings you can adjust the washing program to suit your own specific requirements.
6) Close the cup and press the Start button.
4. Imperative Sentence Imperative is a sentence that gives advice or instructions or that expresses a request or command. It usually ends with a period or an exclamation point.
The structure of imperative sentence: (+) infinitive (without to-) (-) don’t - infinitive (without to-) 5. Transitional Signal A text which tells about a series of instruction is usually added by transitional signal. It helps the reader to know the sequence of the text. When you want to describe how something is completed through a sequence of steps, you use some transitional signals. Here are examples of transitional signals: a. Firstly b. then c. finally d. Secondly e. next f. Thirdly g. after that h. first of all i. later F. Teaching Method and Strategy 1. Teaching Method
: TGT (Teams-Games-Tournaments)
2. Strategy
: literature, frequently asked questions, simulations, picture, assignment.
G. The Steps of Learning 1. Meeting 1 NO 1
ACTIVITIES
STEPS E Biginning X Activity P L O R A T I O N
2
Core Activity
E L A
TEACHER 1. Greeting and checking students’ present.
TIME
STUDENTS 1. Answer greeting from the teacher.
2. To convey the 2. Listen what the 10 purposes of study. teacher say. minutes 3. Gives motivation to 3. Attention to do the best the teacher. competence. 4. Ask the students to 4. Sit down well sit down and listen and listen carefully what the carefully. teacher says. 5. Explain about 5. Listen 5 procedure text, carefully about minutes generic structure and the teacher’s language feature. explanation and ask about the explanation. 10 6. Explain about 6. Listen and minutes imperative identification sentence using the procedure transitional text using signal in transitional procedure text. signal in procedure text. 10 7. Make the students 7. Responding minutes become some of and making teams that consist of team that 4 or 5 students. consist of 4 or 5 students.
B 8. Gives
a
deck
of 8. Responding
O R A T I O N
number cards (1 20) to determine the question and the answere about procedure text such as definition, generic structure, language features, tenses and the steps and ingredient or material of how to make fried rice.
and getting the number cards to determine the question The and the answere about proses procedure text of TGT such as 30 definition, minutes generic structure, (8-18) language features, tenses and the steps and ingredient or material of how to make fried rice.
9. Gives a worksheet 9. Responding of 20 numbered and getting the questions about number cards procedure text to to determine determine the the question question and the and the answere about answere about procedure text such procedure text as definition, such as generic structure, definition, language features, generic tenses and the steps structure, and ingredient or language material of how to features, make fried rice. tenses and the steps and ingredient or material of how to make fried rice. 10. Gives a numbered 10. Responding answere sheet about and getting the procedure text such answere about as definition, procedure text generic structure, such as language features, definition,
tenses and the steps and ingredient or material of how to make fried rice.
generic structure, language features, tenses and the steps and ingredient or material of how to make fried rice.
11. Each team picks up 11. Receive the an envelope/ deck of envelope that cards, question and consist of answer sheet about question and procedure text such answer sheet as definition, about generic structure, procedure text language features, such as tenses and the steps definition, and ingredient or generic material of how to structure, make fried rice. language features, tenses and the steps and ingredient or material of how to make fried rice. 12. Students draw cards 12. Drawing the at each table. The table to write highest number goes the score. first. 13. The 1st student pulls 13. Receive a card from the cards and envelope and reads about out the number to number determine the question question about must procedure text such students’ as definition, answere. generic structure, language features,
the say the of that the
tenses and the steps and ingredient or material of how to make fried rice. 14. The 2nd student 14. Receive the (with the question questions and sheet) reads the read the question sheet question about about procedure text procedure text such as definition, such as generic structure, definition, language features, generic tenses and the steps structure, and ingredient or language material of how to features, make fried rice out tenses and the load. steps and ingredient or material of how to make fried rice to the 1st students. 15. The 1st student 15. Receive the answer the question answere sheet about procedure text and answere such as definition, question about generic structure, procedure text language features, such as tenses and the steps definition, and ingredient or generic material of how to structure, make fried rice. language features, tenses and the steps and ingredient or material of how to make fried rice. 16. The 3rd student 16. Responding (with the answer and correcting sheet) tells if the the answere
answer is correct. If correct, the 1st student keeps the card. If incorrect, the question (2nd) student may challenge answer. If they get the answer correct, they may keep the card. If still incorrect, the card goes to a “discard” pile.
about procedure text such as definition, generic structure, language features, tenses and the steps and ingredient or material of how to make fried rice.
17. The game proceeds 17. Responding clockwise. After and changing each question the jobs until (whether correct or time is up. incorrect) each student changes “jobs”. It continues until the time is up.
Doing duties (19-20)
18. Gives the picture 18. Responding steps of about “How and to Make Fried Rice” developing the 15 and the students result of minutes must discuss about procedure text the result of the by the group game and develop after that, the the steps and students ingredient or develop their material of result one by procedure text by one. themselves. 19. Demonstration 19. Responding about instruction and make the “How to Make Fried instruction Rice” in order to “How to Make make the students Fried Rice” write down about by the group the instruction and must with their develop one creativity. by one.
3
Closing Activity R E F L E C T I O N
2.
20. Ask the students’ 20. Answere the 5 difficulties during students’ minutes teaching learning difficulties. process. 21. Try to conclude the 21. Attention material of learning. material learning.
22. Gives homework to 22. Recieve study more at home do it. about procedure text and closing the learning process.
3 the minutes of
and
2 minutes
Meeting II
NO 1
STEPS E Biginning X Activity P L O R A T I O N
ACTIVITIES TIME TEACHER STUDENTS 1. Greeting and 1. Answer checking students’ greeting from present. the teacher. 2. To convey the 2. Listen what 10 purposes of study. the teacher minutes say. 3. Gives motivation to do 3. Attention to the best competence. the teacher.
2
Core Activity
4. Ask the students the material before about procedure text.
4.Responding 10 and answering minutes the teacher question about material before about procedure text.
5. Make the students 5.Responding become some of teams and making that consist of 4 or 5 the teams that students. consist of 4 or 5 students.
E L A B O R A T I O N
The proses of TGT
35 6. Gives a deck of 6.Receive the minutes number cards (1 - 20) cards to to determine the determine the (5-15) question and answere question and that the students must answere that answere about the the students definition, generic must answere structure, language about the features, and the steps definition, and ingredient or generic material of how to structure, make fried banans. language features, and the steps and ingredient or material of how to make fried banans. 7. Gives a worksheet of 7.Receive the 20 numbered questions questions about the about the definition, generic definition, structure, language generic features, and the steps structure, and ingredient or language material of how to features, and make fried banans. the steps and ingredient or material of how to make fried banans.
8. Gives a numbered 8.Receive the answere sheet about answere sheet the definition, generic about the structure, language definition, features, and the steps generic and ingredient or structure, material of how to language make fried banans. features, and the steps and ingredient or material of how to make fried banans. 9. Each team picks up an 9.Receive the envelope/ deck of envelope that cards, question and consist of answer sheet about question and the definition, generic answere about structure, language the definition, features, and the steps generic and ingredient or structure, material of how to language make fried banans. features, and the steps and ingredient or material of how to make fried banans. 10. Students draw cards 10.Responding at each table. The and drawing highest number goes the table first. score. 11. The 1st student pulls a card from the envelope and reads out the number in order to determine the question that must the students’ answere.
11.Responding and reading out the number in order to determine the question that must the students’ answere.
12. The 2nd student (with the question sheet) reads the question out load about the definition, generic structure, language features, and the steps and ingredient or material of how to make fried banans.
12.Responding and reading the question to 1st students.
13. The 1st student answer the question about the definition, generic structure, language features, and the steps and ingredient or material of how to make fried banans.
13.Responding and answering about the definition, generic structure, language features, and the steps and ingredient or material of how to make fried banans.
14. The 3rd student (with the answer sheet) tells if the answer is correct. If correct, the 1st student keeps the card. If incorrect, the question (2nd) student may challenge answer. If they get the answer correct, they may keep the card. If still incorrect, the card goes to a “discard” pile.
14.Responding and correcting the answere from the 1st students.
15. The game proceeds clockwise. After each question (whether correct or incorrect) each student changes
15.Responding and changing the jobs until time is up.
Doing duties (16-17)
“jobs”. It continues until the time is up.
3
Closing Activity R E F L E C T I O N
16. Gives picture of the steps “How to Make Fried Bananas” in papers and discuss become a procedure text with their group and after that the students must develop in their creativity one by one.
16.Receive the picture and discuss about the result of the game and develop in their creativity one by one.
17. Ask the students to write down about the steps “How to Make Fried Bananas” with their creativity one by one. 18. Ask the students’ difficulties during teaching learning process and gives the first questionnaire.
17.Responding and develop the result of the game one by one.
19. Try to conclude the material of learning.
19.Attention to 3 the teacher. minutes
20. Gives homework to study more at home about procedure text and closing the learning process.
20.Recieve and 2 do it. minutes
H. Learning Media and Resources 1. Learning Media: - Picture cards - Media lain (leptop) - LCD
25 minutes
18.Responding and doing.
5 minutes
2. Learning Media: - Students work sheetsBahasaInggris SMK XI Mediatama Unit 2, hal… - Reference books’ - Modul - English Dictionary - Manual electronic tools
I. SCORING Writing Scoring Rubics No 1.
2.
3.
Aspect Content Excellent to Very Good: knowledge – substantive – etc. Good to Average: some knowledge of subject – adequate – range – etc. Fair to Poor: limited knowledge of subject – little substance – etc. Very Poor: does not show knowledge of subject – nonsubstantive – etc. Organization Excellent to Very Good: fluent expression – ideas clearly stated – etc. Good to Average: somewhat choppy – loosely organized but main ideas stand out – etc Fair to Poor: non-fluent – ideas confused or disconnected – etc. Very Poor: does not communicate – no organization – etc. Vocabulary Excellent to Very Good: sophisticated range – effective word/ idiom choice and usage – etc. Good to Average: adequate range – occasional error of word/idiom form, choice, usage but meaning not obscured. Fair to Poor: limited range – frequent errors of word/
Score 30 – 27 26 – 22 21 – 17 16 – 13 20 – 18 17 – 14 13 – 10 9–7
20 – 18 17 – 14 13 – 10
4.
5.
idiom form, choice, usage – etc. Very Poor: essentially translation – little knowledge of English vocabulary. Language use Excellent to Very Good: effective complex construction - etc. Good to Average: effective but simple constructions – etc. Fair to Poor: major problems in simple/ complex constructions – etc. Very Poor: virtually no mastery of sentence construction rules – etc. Mechanics Excellent to Very Good: demonstrates mastery of conventions – etc. Good to Average: occasional errors of spelling, punctuation – etc. Fair to Poor: frequent errors of spelling, punctuation, capitalization – etc. Very Poor: no mastery of conventions – dominated by errors of spelling, punctuation, capitalization, paragraphing – etc. Total Score of All Aspect
9–7 25 – 22 21 – 19 17 – 11 10 – 5
5 4 3 2 100
Skor maksimal
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APPENDIX
A.
Scoring instruments, questions and key answere
B.
Hand out material
C. The definition of procedure text
Mengetahui
Ponorogo, Guru Bahasa Inggris
Y-,4 srTr uBApAH. S.Pd NIP
Appendix A. Scoring Instrument 1. Questions a. Do you know how to make fried bananas? b. What are the ingredients of making fried bananas? c. Write down the process of making fried bananas?
2. Key Answere It can be flexible depend on the students’work. B. Hand out Material Operating Washing Machine Operating washing machine is quite simple. Follow the instruction on how to operate washing machine as follows. 1. Sort your laundry. 2. Turn on the main power switch. 3.
Open the washer door and load the washing. If the door is closed, press the door opening button (key symbol). The red field lights up and the door will open after a few seconds. Load the laundry. The laundry program chart shows how much laundry can be washed with each program.
4. Add detergent and fabric softener, as required. The detergent packaging will give a recommendation about how much detergent you should use. If you only have a small amount of washing in the machine, you can reduce the amount of detergent you use. 5. Select the program. You can select a program by turning the program selector. A red field lights up beside the selected program. Select options and settings. By changing options and settings you can adjust the washing program to suit your own specific requirements. 6. Close the door and press the Start button.
C. The definition of Procedure Text 1. Definition and Social Function of Procedure Procedure tells us about how to do a task or make something. They can be a set of instructions or directions. Its social function is to help us do a task or make something. They can be a set of instruction or directions. 2. Generic Structure of procedure a.
Goal (The final purpose of doing the instructions)
b. Materials (Ingredients, utensils, equipments to do the instructions) c. Steps (A set of instruction to achieve the final purpose) 3.
Language Features a. Use of imperative ( Cut…….., Don’t mix……..) b. Use of action verbs (turn, put) c. Use of connectives(first, then, finally) d. Use present tense e.g. spray e. Include technical terms when you need to e.g. friable
f. Use words that tell the reader how, when and where to perform the task e.g. fill, firmly. 4.
Model of Procedure Text
a) Goal
: How to Make Fried Rice
b) Material/ Ingredients:
White Rice that's previously been cooked
Yellow Onion
Garlic
c)
3 Eggs
Bean Sprouts
Black Pepper
Salt
Fresh Ginger
Soy Sauce
Green Onion
Sesame Oil
Shrimp, Chicken, and/or pork/tofu(optional)
Steps: 1. Put about 6 cups of rice into your rice cooker. Let it steam until it is ready. 2. Wash the vegetables. Then, dice the carrots and onions into small pieces. Set them aside for the next step. 3. Add oil and heat up the pan to 100 degrees. 4. Toss the vegetables into the pan for about 3 minutes. Add 1 teaspoon of salt into the pan. 5. Boil the chicken or shrimp with the rest of the ingredients (optional) 6. Put a bit more oil into the frying pan. 7. Toss the rice in carefully. 8. Add an egg and scramble with the other ingredients. Add approximately 2 to 3 tablespoons of soy sauce while frying. 9. Put fried rice on a dish and it's ready to serve.
Second Cycle LESSON PLAN (RENCANA PELAKSANAAN PEMBELAJARAN)
School Name
: SMK 1 PEMUDA PONOROGO
Subject
: English
Grade / Semester
: XI / 2
Focus / Skill
: Writing
Time Allocation
: 4 x 45 minutes (2 meetings)
A. Standard Competence 2. Berkomunikasi dengan bahasa Inggris setara level intermediate. B. Basic Competence 2.6 Memahami instruksi-instruksi sederhana. C. Indicator 1. Students can identify the use of the phrase command (imperative sentence) in the text correctly. 2. Students can identify the exact text of the statement is based. 3. Students can compose images randomly into sentences with appropriate commands. 4. Students can make a sentence in accordance with the orders given verb. 5. Students can compose a text paragraph on the instructions procedure intact.
6. Students can re-write the text in the form of instructions by using temporal conjunction with appropriately. D. The Objectives of Learning In the end of learning, students are able to: 1. Students can identify the use of the phrase command (imperative sentence) in the text correctly. 2. Students can identify the exact text of the statement is based. 3. Students can compose images randomly into sentences with appropriate commands. 4. Students can make a sentence in accordance with the orders given verb. 5. Students can compose a text paragraph on the instructions procedure intact. 6. Students can re-write the text in the form of instructions by using temporal conjunction with appropriately. E. The Material of Learning 1. Specific Vocabularies The vocabularies used for giving instructions: a. AC wall outlet b. cable c. button d. install e. transfer
2. Imperative Verbs a. connect b. close c. turn on d. insert e. remove 3. Instructional (procedure) text Instructional (procedure) text is a text which is used to tell sequence of action to reach certain goal. (Lihat BKS Bahasa Inggris SMK XI CV Mediatama, hal 23) Operating Washing Machine Operating washing machine is quite simple. Follow the instruction on how to operate washing machine as follows. 1) Sort your laundry.
2) Turn on the main power switch. 3) Open the washer door and load the washing. If the door is closed, press the door opening button (key symbol). The red field lights up and the door will open after a few seconds. Load the laundry. The laundry program chart shows how much laundry can be washed with each program.
4) Add detergent and fabric softener, as required. The detergent packaging will give a recommendation about how much detergent you should use. If you only have a small amount of washing in the machine, you can reduce the amount of detergent you use.
5) Select the program. You can select a program by turning the program selector. A red field lights up beside the selected program. Select options and settings. By changing options and settings you can adjust the washing program to suit your own specific requirements.
6) Close the cup and press the Start button.
4. Imperative Sentence Imperative is a sentence that gives advice or instructions or that expresses a request or command. It usually ends with a period or an exclamation point.
The structure of imperative sentence: (+) infinitive (without to-) (-) don’t - infinitive (without to-) 5. Transitional Signal A text which tells about a series of instruction is usually added by transitional signal. It helps the reader to know the sequence of the text. When you want to describe how something is completed through a sequence of steps, you use some transitional signals. Here are examples of transitional signals: a. Firstly b. then c. finally d. Secondly e. next f. Thirdly g. after that h. first of all i. later F. Teaching Method and Strategy 1. Teaching Method
: TGT (Teams-Games-Tournaments)
2. Strategy
: literature, frequently asked questions, simulations, picture, assignment.
G. The Steps of Learning 1. Meeting 1 NO 1
STEPS E X P L O R A T I O N
TEACHER Biginning 1. Greeting and checking students’ present. Activity
TIME
STUDENTS 1. Answer greeting from the teacher.
2. To convey the 2. Listen what the perposes of study. teacher say.
10 minutes
3. Gives motivation to do 3. Attention to the best competence. the teacher.
Core Activity
2
ACTIVITIES
4. Ask the students the 4. Responding 5 material before and and listen minutes explain the students’ carefully about difficulties that they the teacher’s face about procedure explanation. text. 5. Gives the video about 5. Attention to 10 procedure text and ask the video and minutes the moral value. answere the moral value . 6. Make the students 6. Responding become some of teams and making the that consist 4 or 5 teams. students.
E L A
The proses of TGT
7. Gives a deck of 7. Receive the 30 number cards (1 - 20) cards that minutes that consist of consist of question and answer question and (6-16) about the function of answer about procedure text, the the function of function of generic procedure text, structure, the tenses, the function of the steps of how to generic create facebook structure, the account and the tenses, the
B O R A T I O N
function of facebook account.
steps of how to create facebook account and the function of facebook account.
8. Gives a worksheet of 8. Receive the 20 numbered questions questions about about the procedure text about function of the function of procedure text, procedure text, the the function of function of generic generic structure, the tenses, structure, the the steps of how to tenses, the create facebook steps of how to account and the create function of facebook facebook account. account and the function of facebook account. 9. Gives a numbered 9. Receive the answere sheet about answere sheet the function of about the procedure text, the function of function of generic procedure text, structure, the tenses, the function of the steps of how to generic create facebook structure, the account and the tenses, the function of facebook steps of how to account. create facebook account and the function of facebook account. 10. Each team picks up an 10. Receive the envelope/ deck of envelope that cards, question and consist of answer sheet about question and
about the function of procedure text, the function of generic structure, the tenses, the steps of how to create facebook account and the function of facebook account.
answer about the function of procedure text, the function of generic structure, the tenses, the steps of how to create facebook account and the function of facebook account.
11. Students draw cards at 11. Responding each table. The and drawing highest number goes the table first. scoring. 12. The 1st student pulls a 12. Responding card from the and reading envelope and reads the question out the number to about about determine the the function of question that must the procedure text, students’ answer. the function of generic structure, the tenses, the steps of how to create facebook account and the function of facebook account. 13. The 2nd student (with 13. Responding the question sheet) and reading reads the question out the question load about the about the function of procedure function of text, the function of procedure text, generic structure, the the function of tenses, the steps of generic
how to create facebook account and the function of facebook account.
structure, the tenses, the steps of how to create facebook account and the function of facebook account.
14. The 1st student 14. Responding answer the question and answering about the function of about the procedure text, the function of function of generic procedure text, structure, the tenses, the function of the steps of how to generic create facebook structure, the account and the tenses, the function of facebook steps of how to account. create facebook account and the function of facebook account. 15. The 3rd student (with 15. Responding the answer sheet) tells and correcting if the answer is the answer correct. If correct, the about the 1st student keeps the function of card. If incorrect, the procedure text, question (2nd) student the function of may challenge generic answer. If they get the structure, the answer correct, they tenses, the may keep the card. If steps of how to still incorrect, the card create goes to a “discard” facebook pile. account and the function of facebook account. 16. The game proceeds 16. Responding
clockwise. After each question (whether correct or incorrect) each student changes “jobs”. It continues until the time is up.
and changing the jobs until the time is up.
17. Gives an assignment 17. Receive to discuss about steps doing. of “How to Create the Facebook Account” in a paper.
and
18. Ask the students to 18. Responding write down about and discussing Doing the steps “How to the steps how duties Create the Facebook to creat the (17-19) Account” with their facebook 20 creativity by their account by group and develop their group minutes their result one by and develop one. their result one by one. 19. Ask the students to 19. Present the present about their assignment by assignment. the group. 3 R E F L E C T I O N
Closing Activity
20.Ask the difficulties teaching process.
students’ 20. Answere the 3 during students’ minutes learning difficulties.
5 21.Try to conclude the 21. Attention to minutes material of learning. the teacher. 22.Gives homework to 22. Recieve study more at home do it. about procedure text and closing the learning process.
and 2 minutes
2.
Meeting II ACTIVITIES
NO 1
2
STEPS E Biginning X Activity P L O R A T I O N Core Activity
TIME TEACHER 1. Greeting and checking students’ present.
STUDENTS 1.Answer greeting from the teacher.
2. To convey the 2.Listen what the 10 perposes of study. teacher say. minutes 3. Gives motivation to do 3.Attention to the the best competence. teacher.
4. Ask the students the 4.Responding and 10 material before to be answering the minutes continue. teacher’s question about the material before . 5. Make the students 5.Responding and become some of making teams teams that consist 4 or that consist of 4 5 students. or 5 students. 6.
E L A
Gives a deck of number cards (1 - 20) that consist of the questions and answeres about the definition of procedure text, the generic structure, language features, the function of procedure text, the tenses of procedure text, the parts of computer, and the steps of how to turn off the computer.
6.Receive the cards that consist of the questions and answeres about the definition of procedure text, the generic structure, language features, the function of procedure text, the tenses of procedure text, the parts of computer, and the steps of how
The proses of TGT
B
to turn off the 35 computer. minutes
O R A T I O N
7. Gives a worksheet of 20 numbered questions about the definition of procedure text, the generic structure, language features, the function of procedure text, the tenses of procedure text, the parts of computer, and the steps of how to turn off the computer.
7.Receive the (5-15) questions about the definition of procedure text, the generic structure, language features, the function of procedure text, the tenses of procedure text, the parts of computer, and the steps of how to turn off the computer.
8. Gives a numbered answere sheet about the definition of procedure text, the generic structure, language features, the function of procedure text, the tenses of procedure text, the parts of computer, and the steps of how to turn off the computer.
8.Receive the answere sheet about the definition of procedure text, the generic structure, language features, the function of procedure text, the tenses of procedure text, the parts of computer, and the steps of how to turn off the computer.
9. Each team picks up an envelope/ deck of cards, question and answer sheet about about the definition of procedure text, the
9.Receive the envelope that consist of question and answer about the definition of
generic structure, language features, the function of procedure text, the tenses of procedure text, the parts of computer, and the steps of how to turn off the computer.
procedure text, the generic structure, language features, the function of procedure text, the tenses of procedure text, the parts of computer, and the steps of how to turn off the computer.
10.Students draw cards 10.Responding at each table. The and drawing highest number goes the table of first. scoring. 11.The 1st student pulls a card from the envelope and reads out the number in order to determine the question that must the students’ answer.
11.Responding and reading the number of the question.
12.The 2nd student (with the question sheet) reads the question out load about the definition of procedure text, the generic structure, language features, the function of procedure text, the tenses of procedure text, the parts of computer, and the steps of how to turn off the computer.
12.Responding and reading the question about the definition of procedure text, the generic structure, language features, the function of procedure text, the tenses of procedure text, the parts of computer, and the steps of how to turn off
the computer. 13.The 1st student answer the question about the definition of procedure text, the generic structure, language features, the function of procedure text, the tenses of procedure text, the parts of computer, and the steps of how to turn off the computer.
13.Responding and answering question about the definition of procedure text, the generic structure, language features, the function of procedure text, the tenses of procedure text, the parts of computer, and the steps of how to turn off the computer.
14.The 3rd student (with the answer sheet) tells if the answer is correct. If correct, the 1st student keeps the card. If incorrect, the question (2nd) student may challenge answer. If they get the answer correct, they may keep the card. If still incorrect, the card goes to a “discard” pile.
14.Responding and correcting the answer about the definition of procedure text, the generic structure, language features, the function of procedure text, the tenses of procedure text, the parts of computer, and the steps of how to turn off the computer.
15.The game proceeds clockwise. After each question (whether correct or incorrect)
15.Responding and changing the jobs until time is up.
each student changes “jobs”. It continues until the time is up.
3
Closing Activity R E F L E C T I O N
16.Gives picture of the steps “How to Turn Off the Computer” in papers and discuss with their group.
16.Receive the picture and discussing the result of the game by their group.
17.Ask the students to write down about the steps “How to Turn Off the Computer” with their creativity one by one.
17.Responding and doing the 25 assignment minutes about procedure text how to turn off the computer one by one.
18.Ask the students’ difficulties during teaching learning process and gives the second questionnaire.
18.Responding and doing.
19.Try to conclude the material of learning.
19.Attention to 3 the teacher. minutes
20.Gives motivation to study more at home about writing English especially in procedure text, gives some reward to the students and closing the learning process.
20.Attention to the teacher 2 and recieve. minutes
H. Learning Media and Resources 1. Learning Media: - Picture cards - Media lain (leptop)
Doing duties (16-17)
5 minutes
- LCD 2. Learning Media: - Students work sheets Bahasa Inggris SMK XI Mediatama Unit 2, hal… - Reference books’ - Modul - English Dictionary - Manual electronic tools I. SCORING Writing Scoring Rubics No 1.
2.
3.
Aspect Content Excellent to Very Good: knowledge – substantive – etc. Good to Average: some knowledge of subject – adequate – range – etc. Fair to Poor: limited knowledge of subject – little substance – etc. Very Poor: does not show knowledge of subject – nonsubstantive – etc. Organization Excellent to Very Good: fluent expression – ideas clearly stated – etc. Good to Average: somewhat choppy – loosely organized but main ideas stand out – etc Fair to Poor: non-fluent – ideas confused or disconnected – etc. Very Poor: does not communicate – no organization – etc. Vocabulary Excellent to Very Good: sophisticated range – effective word/ idiom choice and usage – etc. Good to Average: adequate range – occasional error of word/idiom form, choice, usage but meaning not
Score 30 – 27 26 – 22 21 – 17 16 – 13 20 – 18 17 – 14 13 – 10 9–7
20 – 18 17 – 14
4.
5.
obscured. Fair to Poor: limited range – frequent errors of word/ idiom form, choice, usage – etc. Very Poor: essentially translation – little knowledge of English vocabulary. Language use Excellent to Very Good: effective complex construction - etc. Good to Average: effective but simple constructions – etc. Fair to Poor: major problems in simple/ complex constructions – etc. Very Poor: virtually no mastery of sentence construction rules – etc. Mechanics Excellent to Very Good: demonstrates mastery of conventions – etc. Good to Average: occasional errors of spelling, punctuation – etc. Fair to Poor: frequent errors of spelling, punctuation, capitalization – etc. Very Poor: no mastery of conventions – dominated by errors of spelling, punctuation, capitalization, paragraphing – etc. Total Score of All Aspect
13 – 10 9–7
25 – 22 21 – 19 17 – 11 10 – 5
5 4 3 2 100
Skor maksimal
:20
Nilai siswa: SkorperolehanX l0
:
...
.
Skor maksimal
:
Skorperolehan X 10=. . . .
APPENDIX
A.
Scoring instruments, questions and key answere
B.
Hand out material
C. The definition of procedure text
Mengetahui
Ponorogo, Guru Bahasa Inggris
Y-,4 srTr uBApAH. S.Pd NIP
Appendix A. Scoring Instrument 1. Questions a. Do you know how to turn off the computer? b. What are the equipment of turning off the computer? c. Write down the process of turning off the computer?
2. Key Answere It can be flexible depend on the students’work. B. Hand out Matery Operating Washing Machine Operating washing machine is quite simple. Follow the instruction on how to operate washing machine as follows. 1. Sort your laundry. 2. Turn on the main power switch. 3.
Open the washer door and load the washing. If the door is closed, press the door opening button (key symbol). The red field lights up and the door will open after a few seconds. Load the laundry. The laundry program chart shows how much laundry can be washed with each program.
4. Add detergent and fabric softener, as required. The detergent packaging will give a recommendation about how much detergent you should use. If you only have a small amount of washing in the machine, you can reduce the amount of detergent you use. 5. Select the program. You can select a program by turning the program selector. A red field lights up beside the selected program. Select options and settings. By changing options and settings you can adjust the washing program to suit your own specific requirements. 6. Close the door and press the Start button.
C. The definition of Procedure Text 1. Definition and Social Function of Procedure Procedure tells us about how to do a task or make something. They can be a set of instructions or directions. Its social function is to help us do a task or make something. They can be a set of instruction or directions. 2. Generic Structure of procedure a.
Goal (The final purpose of doing the instructions)
b. Materials (Ingredients, utensils, equipments to do the instructions) c. Steps (A set of instruction to achieve the final purpose) 3.
Language Features a. Use of imperative ( Cut…….., Don’t mix……..) b. Use of action verbs (turn, put) c. Use of connectives(first, then, finally) d. Use present tense e.g. spray
e. Include technical terms when you need to e.g. friable f. Use words that tell the reader how, when and where to perform the task e.g. fill, firmly. 4.
Model of Procedure Text
a) Goal
: How to Make Fried Rice
b) Material/ Ingredients:
White Rice that's previously been cooked
Yellow Onion
Garlic
3 Eggs
Bean Sprouts
Black Pepper
Salt
Fresh Ginger
Soy Sauce
Green Onion
Sesame Oil
Shrimp, Chicken, and/or pork/tofu(optional)
c) Steps: 1. Put about 6 cups of rice into your rice cooker. Let it steam until it is ready. 2. Wash the vegetables. Then, dice the carrots and onions into small pieces. Set them aside for the next step. 3. Add oil and heat up the pan to 100 degrees. 4. Toss the vegetables into the pan for about 3 minutes. Add 1 teaspoon of salt into the pan. 5. Boil the chicken or shrimp with the rest of the ingredients (optional) 6. Put a bit more oil into the frying pan. 7. Toss the rice in carefully. 8. Add an egg and scramble with the other ingredients. Add approximately 2 to 3 tablespoons of soy sauce while frying. 9. Put fried rice on a dish and it's ready to serve.
Appendix 3: 1. Observation Checklist 1 2. Questionnaire cycle 1 3. Test Cycle 1
Appendix
LEARI\IING OBSERVATION SHEET Cycle One
^ Observer : Si+i
Class
Ubadah , S'?A
:X MMI
No
Observed Aspect
I
TEACHING PREPERATION
1.
Lesson plan is well prepared
2.
The indicatoris suitable with the basic competence
3.
There is a cohesive relation among basic competence,
indicator, leaming experience, material, tnd evaluation system PROCESS
II LEARI\IING
l.
The teacher is getting start
2.
The teacher can apply the learning method well
3.
The teacher can manage the class
4.
The teacher can maoage the time
5.
The teacher use the effective media
6.
The teacher uses variaty sryles in teaching
7.
The teacheruses the comprehensible language
8.
The students now the goal of the lesson
,
9.
The students are actively involved in leaming English usine TGT ffeams-Games-Toumament) Method 10. The students understand the teacher's explenation 11. The students are condusive during the lesson
12."the students enjoy the lesson
Yes
No
13. Ths students can do the task given by the teacher
m POST ACTIVTTY
l.
Feed back or evaluation
2.
The learning process is successfull
Ponorogo,
w Collaborator,
I'z
SITI UBADAH. S.Pd NIP
The Result of Observation Sheet in Cycle 1
No Observed Aspect I TEACHING PREPERATION 1. Lesson plan is well prepared 2. The indicator is suitable with the basic competence 3. There is a cohesive relation among basic competence, indicator, learning experience, material, and evaluation system II LEARNING PROCESS 1. The teacher is getting start
Yes
The teacher can apply the learning method well The teacher can manage the class The teacher can manage the time The teacher use the effective media The teacher uses variaty styles in teaching The teacher uses the comprehensible language The students now the goal of the lesson The students are actively involved in learning English using TGT (Teams-Games-Tournament) Method 10. The students understand the teacher’s explenation 11. The students are condusive during the lesson 12. The students enjoy the lesson 13. The students can do the task given by the teacher III POST ACTIVITY 1. Feed back or evaluation 2. The learning process is successfull
Score
14
2. 3. 4. 5. 6. 7. 8. 9.
No
0
Total Score
14
Max
18
Percentage Total x 100 77.77% Maximum
Note Yes No
: =1 =0
QT'ESTIONNAIRE
FirstClcle
A IDENTITAS B.
1.
Nama
2.
No.
Dru
: [ArLo Nue LqrU,t \
- \g
Absen
PETT'NJUK l. lsilah identita pda lembar ja*r,aban yarry tersdia
2- Berilah'eds#)
?-sds
dengan kenyataan yang
3.
kclcr. i:r:.g
da
eudcl'. €c*es#rs meannr**ii.da oacuai
ujurnya) Mintalah petuduk pada petugas apabila mendapatkankesulitan atau hal )angg kurangjefas.
No
(sej
IawaUan
Pertanyaan
Ya I
Apaleh anda tertarik belajar
Tidak
Raguz
Bahasa
lqggris? 2
Apakah anda tertarik pada kemampuan
3
m enulis dalam B ab asa ln Sgfi s? Apakah anda mengetahui TGT (Teams-
4
5
Games-Tournament) Method? Apakah permainan TGT (Teams-GamesTournament) Method menarik dalam pembelajaran Bahasa Inggris terutama pada kemampuan menulis teks prossdur? Apakah kemampuan menulis teks prosedur
dalam bahasa Inggris anda meningkat
V
setelah proses pcmbelajaran menggunakan 6
TGT Method? Apakah anda masih mempunlai masatah dalam belajar Bahasa Inggris teru(ama dalam menulis?
7 8
.9.
l0
Apakah anda scring aktif bcranya kctika proses pembelaiaran Bahasa Insgis? Apakah kegiatan TGT Method dalam setiap siklus masih sulit untuk diterapkan dalam proses pembelajaran menulis anda? Apakah anda ingin memperbaiki kemalnpuan menulis?
tuet@
Apakah TGT diterapkan dalam pembelajaran menulis dalqq,! Bahasa Inggris?
V \/
V
V
QT ESTIONNATRE
First Cycle
A.
IDENTTTAS DIRI
t. Nama _
2.
No.
Absen
: d$Vgt" ctntla )
, (4
B. PET{.'NJUK
l.
Isilalr idcntitas
@a lembar jawaban yang tclrurdia 2. B€rilahede{+)'rsds kalom ,3er.g cr*deF^ teflsscia m.siiff6.ea.ia
eaciai
dengan kenyataan yang ada (sejujurnya)
3.
Mintalah petunjuk pada petugas apabila mendapatkankesulitan atau hal yangg
hrangplirs.
No
tawaban
Pertanyaan
Ya I
Apakah anda tertarik belajar
Bahasa
Inggns?
3
Apakah anda tertarik pada kemampuan menulis dalam Bahasa Insgn s? Apakah anda mengetahui TGT (Teams-
4
Games-Toumament) Method? Apakah permainan TGT (TeamsCames-
2
Tournament) Method menarik 5
Apakah anda rnasih mempunyai masalah dalam belaJar Bahasa Inggris terutama
7
Apalah anda scring aktif bcrtanya kctika
V
/
V
dalam menulis?
9" l0
Ragu2
dalam
pembelajaran Bahasa tnggris terutama pada kernampuan rnenulis te&s prosodur? Apakah kemampuan menulis teks prosedur dalam bahasa Inggris anda meningkat setelah proses pembelajaran menggunakan TGT Method?
A
8
fidak
proses pembelaiaran Bahasa Inegis? Apakah kegiatan TGT Method dalam setiap siklus masih sulit untuk diterapkan dalam proses pembelajaran menulfs anda? Apakah anda ingin memperbaiki kemampuan menulis? Apakah TGT Method ini rn,asih dapat diterapkan dalam pembelajaran menulls 4ql*r Bahasa Inggris?
\r V
V
QIJESTIONNAIRE First Cycle
A. IDENTMAS DIRI
r.
Nama
2.
No.
,fr-f\dunq , bt
Absen
po,i
-\q\fr+r;
B. PETT'NJUK
l.
2. 3.
Isilalr identitas orrda lembar lar,vaban yang tei.r;dia. B€rilah tss& d) peda l..olcca }'er^g ondefr^ temsfe, rm€6ffi6,aada emci dengan kenlataan yang ada(sejujurnya) Mintalah petunjuk pada p*ugas apabila mendapatlonkesulitan atau hal yangg kurang;?Iirs.
No
lawaban
Pertanyaan
Yat fidak l
Apaleh anda tertarik belajar
Raguz
Bahasa
Inggris? 2 3
4
Apakah anda tertarik pudu kemampuan menulis dalam Bahasa lnsgfis? Apakatr anda mengetahui TGT (IeamsGames-Toumament) Method? Apakah permainan TGT (Teams-Games-
Tournament) Method menarik dalam 5
pemhelajaran Bahasp Inggris terutama pada kenampUqlt menuli$ feks prosedur? Apakah menulis teks prosedur dalam anda meningkat setelah pembelajaran rnenggunakan
6
TGT ,{pakah anda masih mernpunlai masalah dalam belaJar Bahasa lnggris terutama
,/
dalam menulis? 7 8
'9.
Apakah anda scring
altif
bcrtanya kctika
proses pembela-iaran Bahasa Inggris? Apakah kegiatan TGT Method dalam setiap siklus masih sulit untuk diterapkan dalani proses pelnbetajaran menulis anda?
Apakah anda ingin
memperbailii
kemampuan menulis? IO
Apakah TGT Method ini masih dapat diterapkan dalam pembelajaran menulis dalam Bahasa Inggris?
v,
J
a
Q{.TESTTONNAIRE
First Cycle
A
IDENTTTAS DIRT
l.
Nama
2.
No. Absen
' L{tgah }ttaoti
't1
B. PETUNJUK
Isilah idendras @a tclrrfur jawahn yang tcr:xt'Iia. l. 2. B€rikh &"dB #, @, tclcc, ieag crd* +-*.dig
3'
ile€iiffi snda eciiai
dengan kenftaan )ang ada (scjujurnya) Mintalah petuduk pada petugas apabila mendapatlcankesulitan atau hal
langg kurangjefas. No
Iawabn
Perhnyaan
I
rmoa rcrhrik belajar Bah"sa ^P(rran Inggris?
2
ApaKaIr an6a t€rtafik pada kemampuan 4renulis daran Balrasa lnosis? lp"*an anoa mengetahui TGT (feams-
3
Ya
Tidak
Raguz
lr/
./
Games-Tournament) Method?
4
Apakah pe Tournament) Method menarik dalam
pembelajaran Bahasa Inggris terutama pada kernampnan menulis teks -prosrritur? Kemampuan menulis teks prosedur
5
iry* ela3
bahasa Inggris anda .Lnirrgk t
proscs pernbelaj*n 1111 TGT Method?
6
/
-"r,gg*ik*
anoa masm mempunlai masalah lnggn:s teruarna {ulqr, dalam menulis? antra scnng ^paKanpembelaiaran alcif bcrtanya kctika Bahasa Inssris? -plqqgs KegtaEn tUI'Method dalam setiap fpaxan siklus masih sulit untuk diterapkan dalam proses pernbelaiaran menulis anda? ApaKan anda ingin memperbaiki kemampuan menulis? .r.par(afr r (, I tuethod lni masih dapat diterapkan dalam pembelajaran **uli, dalam Bahasa Inepris?
^paKan
bela,y:ar Bahasa
7 8
9 IO
-
J J v
Qr.rEsTroNNArRE
'FirstClcle IDENTTTAS
DMI
,Et3 $ur Fhotttah ot
l- Nama 2.
l
No-Absen
B. PETI.'NruK
l.
Isita& identrtas
2-
3. No I
Faa Untrr jawahn yang tMi&
Berilah &nde d, pede telm 3=*g cudat tcrssd.. ncaiiaref ,cada, earc,i dengan kenptaan yang ada(sejujump) Mintalah petuqiuk pada petugas apabila mendapatkankesulitan atau hal yangg kurangje&rs
Iawafur
Pertanyaan
Ya
Aplratr anda tertari@ Ingeris?
2 3
Apakah anda G@ mewlis dalam Bahasa Inggris? Apakah anda m@ Games-Toumament) Method?
4
Ap"kah permainan TGT-(teamsG; Toumament) Method menarik dalam pembelajaran Bahasa Inggris terutama kemampuan menulis teks r;losx/lur?
5
prada
Aqakahremam@
dalam bahasa Inggris anda miningkat 6
sctelah prosas pernbelajaran .erggurakan TGTMethod? ,{paleh anda masih mempunlai masalatr dalam belE:ar Bahasa Inggn's terutama dalam menulis?
7 8
Apakahanua@ proses pembelajaran Bahasa Inggis? ApakahkegiatanTcT@ siklus masilr sulit untuk diterapkan dalam proses pembetajaran menulis anda?
9
Apakah anda
iffi
kemampuan menlrlis? IO
ApakahTc@
diterapkan dalam pembelajaran rr.nulis dalam Bahasa Inggris?
Tidak
Ragu2
The Result of Questionnaire in Cycle 1
QUE STIO NS
1 2 3 4 5 6 7 8 9 10
ANSWER
ANSWER
ANSWER
MAX TOTAL
YES
2
19 38 18 36 17 34 19 38 5 10 10 20 4 8 6 12 19 38 17 34 TOTAL
NO
0
PARTI AL
1
0 1 0 0 1 2 3 2 0 1
0 0 0 0 0 0 0 0 0 0
0 0 2 0 13 7 12 11 0 1
0 0 2 0 13 7 12 11 0 1
38 36 36 38 23 27 20 23 38 35 314
38 38 38 38 38 38 38 38 38 38 380
PRECENT AGE %
100% 94.73% 94.73% 100% 60.52% 71.05% 52.63% 60.52% 100% 92.10% 82.63% TOTAL X100 MAX
YES
= 2
NO
= 0
PARTIAL
= 1
Mr, , l4"b l/,ut . / #QUESTTON#
1.
Do you know how to make fried bananas?
2. 3.
What are the ingredients of making fried bananas?
Write down the process of making fried bananas?
C'26 o_-t7
V: n (- :
?.t)
/x. I
1.
tq-9i{
8*"tu. J,1i,* P;'l-
J.
q
Bq
*ftu. t.
fs.*4or'r. -F^,t,
Tklv,-4,fWP!>",,^*t
W
ff* ru, -Y, ,l*,, -H-
&r,*,^.fu.N *- p,, ry% ar. y,s/,,, AW 'lteL@'v rr ^*,.*dW /4, *":,ffr- ;*' +'
tilta 'fu* h*t N' il;'W /fr-t ' k" 14' "*/,/, /4' A"*"'' /" W&,r*n-t at^i';' & n-^e' *l'"ry &"*' ^&r,rr^ an; frd n,4 /k W - ThL f/+
nlh .h
s*tand
tt
'I
Nqme
i
lanegg1 .C
#QLIESTiON#
i.
Do you knorv how to make liied bananas?
2. 3.
What are the ingredients of rnaking fried bananas?
Write dorvn the process of making fiied bananas?
(:
?,C
o: v: L:
l'7
t1 t3
l'^ -. 3
l. fre ,7 L. The
Ao
lngredents ate
$r
.
3.
Mnana
, otL , fila,oour, yaTt$
Iw
SPoLess
q
yan ,
c/r\rtla,
maKlU6
tBi€p
6ar
i-lottc
(>AuANA{
*he ?^n on the gar {4ooe. A7)cr 4h"t , ?ou, \nlv 'the oit &fo 4t''o ?qn , ar19 W +Ip {kr.* fr?. fi, eA *he gas gbu(. fwtlT . -P.W
W A1+zr 4nn.,,,, o'nff: , p:n 4r,"
+o *r'" hot o\L, anl urait fDr a to hi.hutcr. nf4o *h" banoar, co(our "wn'Lqs [yBi'X;jlfy chomge .b 4h" broar,, .lp" iU by usrng sgfuLa . 4f1u *Xo+ puu *he gied ban^na,, trrfD llale. So. 4h" fried hnona wlr ,sDf +- QaL fianarv,
ln
-
a
Na*a,
{nhy
D-i s
#QUESTTON#
1.
Do you knou, how to make tiied bananas? .1p\'
2. 3.
What are the ingredients of making fried banaaas? %ananu,
-)
I
0r\ , ?o. , 6ot lWe
Write dorvn the process of making fiied bananas?
Q-: L4
Q:
16
V:t'7
L=17
lv1;3 'frt t ,l
17
San a n^1
[i*t JfiL L\e f,ono., . C.rb .[" tht iwrcr\\ yiece5
-
the hok ?^n. Mi* bonancn ll)ifh Jtht then, kt\\ the o,\ kp ''!o buno., the Va.. Ayter bhu[, Naik lhe fu\ il15?[; i* so,,,erJ. 'rrqu\e'' laVe $'t \,an.^,',l *hen [he co\o1hoy bqn*na \r rea'lY b eo \ #-i-."o n .flffitr,ou, .,'
/
Na^e;lvl7ilal'Y #QUESTION#
1.
Do you knorv how to make tiied bananas?
2. What are the ingredients of making fried bananas? 3. Write dowr the process of making tiied bananas?
C..Lf,
o'. t? V 217 L = ((
I
l',t -,
\'
YLs
a
( d0
r
t _ ,-, ^6 ^^,r bonanos, 0i L , t[avo*tt , spi\..r\a , trddil9 '.a,. ^i!ar;Ti) ?loor
'
q
x
?[our*uull** .,I u,ot@r ,fi; \he d*w
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a
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r,;:,,
r
t,h
[.: iry;.y;;'t
7t-
ffqn,e
t ELJ . r.l .k
#QL'ESTTON#
l.
Do you knor.v how to make tiied bananas?
2. 3.
What are the ingredients of making lried bananas? Write dor.vn the process of making tiied bananasl)
c. t.
L,
fl*,
t
3.
C. t(
do
$arlanag
L3
, Oil
,
*'
n'"e
?4^ ,
6al
ofor.
.
Sfi{rla
1'taL;nJ hieJ B*,Gtnqt
V. (L L: n
t\,
3
lzc.r"1 S^rell tLi c< ,;Liq op Loronl-,-ry.SeconJ 14. fce( . crr\,bananq Slic< g^o,,, .ltAL ( ) Pour frn ,,*.n 'rtvl u^"AnJ l+?^ oil b'ian, tbrl , {rJ $rq banana yhl tltI Prl H* . Tt,r^ ion,, l'brl +bl(-!r.-f L--n t 4rl) r^ovc'' banana . fr'nallj in H-,_
T'.e(,
.
, fr{
ylat-e
.
^^l W""r".u.
The Result of the Students’ Test Cycle 1 Score No.
Name
C
O
V
L
M
Total
Classification
1.
AFC
23
16
16
17
3
75
Accomplished
2.
CDS
22
16
14
17
3
72
Unaccomplished
3.
DSL
25
17
16
17
4
79
Accomplished
4.
DPP
22
14
14
17
3
70
Unaccomplished
5.
DL
23
15
15
17
3
73
Unaccomplished
6.
DNS
21
13
13
15
3
65
Unaccomplished
7.
ENK
23
16
16
19
3
77
Accomplished
8.
EDS
24
16
17
17
3
77
Accomplished
9.
ETD
22
14
14
17
3
70
Unaccomplished
10.
EAR
22
16
14
17
3
72
Unaccomplished
11.
FZ
24
16
16
19
3
78
Accomplished
12.
FLF
13.
ISH
21
14
14
16
3
68
Unaccomplished
14.
JCD
25
17
17
19
3
81
Accomplished
15.
LI
22
16
15
17
4
74
Unaccomplished
16.
LK
23
15
15
17
3
73
Unaccomplished
17.
LY
25
17
17
19
4
82
Accomplished
18.
MA
23
16
16
19
3
77
Accomplished
19.
MNL
26
17
17
20
4
84
Accomplished
20.
MAS
22
14
14
17
3
70
Unaccomplished
Total Score
1417
xi 74.57
X= n X
xi n
= The main score = The sum of all the students’ score = The number of the students
Appendix 4: 1. Observation Checklist 2 2. Questionnaire Cycle 2 3. Test Cycle 2
Appendix
LEAR}IING OBSERYATION SIIEET
.
Cycle Two
Observer : Siti Ubadah , c.V
:X MMt
Class No
I
Observed Aspect
Yes
TEACHING PREPERATION
1.
l,esson plan is well prepaled
2. The indicator is suitable with the
basic
comDetence
3. There is a cohesive rclation among
basic
competence, indicator, learning experience,
u
material. and evaluation system LEARI\IING PROCESS
l.
The teacher is getting start
2.
The teacher can apply the leardng method well
3. The teacher can manage the class 4.
The teacher cao manage the time
5.
The teacher use the effective media
6.
The teacher uses variaty styles in teaching
7.
The teacher uses the comprehensible language
8'.
The students now the goal ofthe lesson
9. The students are actively
involved in learning (Teams{ames-ToumamenQ English using TGT Method 10. The students understand the teacha's explenation 11. The students are condusive during the lesson
l2.The
students e4ioy the lesson
No
13. Ths students can do the task given by the teacher
m POST ACTIVTTY
l.
Feed back or evaluation
2.
The learning process is successfull
Ponorogo,
w Collaborator,
I'z
SITI UBADAH. S.Pd NIP
The Result of Observation Sheet in Cycle 2
No Observed Aspect I TEACHING PREPERATION 1. Lesson plan is well prepared 2. The indicator is suitable with the basic competence 3. There is a cohesive relation among basic competence, indicator, learning experience, material, and evaluation system II LEARNING PROCESS 1. The teacher is getting start
Yes
The teacher can apply the learning method well The teacher can manage the class The teacher can manage the time The teacher use the effective media The teacher uses variaty styles in teaching The teacher uses the comprehensible language The students now the goal of the lesson The students are actively involved in learning English using TGT (Teams-Games-Tournament) Method 10. The students understand the teacher’s explenation 11. The students are condusive during the lesson 12. The students enjoy the lesson 13. The students can do the task given by the teacher III POST ACTIVITY 1. Feed back or evaluation 2. The learning process is successfull
Score
16
2. 3. 4. 5. 6. 7. 8. 9.
No
0
Total Score
16
Max
18
Percentage Total x 100 88.88% Maximum
Note Yes No
: =1 =0
QTJESTTONNAIRE Second Cycle
A
IDENTITAS
B.
l.
Nama
2.
No.
Dru , N\Sk
Absen
Nu!-. L'
t \g
PETT'NJT'K
l. 2. 3.
lsilah identita pada lembar jawaban yang tedb,. B€rilah tanda ({) pada kolom yang sudah tersedia menurut anda sesuai dengan yangda(sejujurnya) Mintalah petunjuk pada petugas apabila mendapatkankesulitan atau hal yangg kurangjelas.
No
tawaban
Pertanyaan
Ya I
Apakah anda tertarik belajar Bahasa Inggris?
2
Apakah anda tertarik pada
Tidak
Raeu2
v
kemampuan
menulis dalam Bahasa Inesris? 3
Apakah anda menge&hui TGT (feamsGames-Toumament) Method?
4
Apakah permainan TGT (feams{amesToumament) Method menarik dalam pembelajaran Bahasa Inggris terutama pada
V
V
kemampuan menulis teks prosedur? 5
Apakah kdmampuan lnenulis teks prosedur rneningkat setelah proses pembelajaran menggunakan TGT Method? Apakah anda masih mempunyai masalah dalam belajar Bahasa Inggris terutama dalam
dalam bahasa Inggris anda
6
menulis? 7
Apakah anda sering aktif bertanya ketika proses pembelaiaran Bahasa lnesris?
8
Apakah kegiatan TCT Method dalam setiap siklus masih sulit untuk diterapkan dalam proses pernbelaiaran menulis anda?
9/
Apakah anda ingin .
V V V
V
memperbaiki
kemampuan menulis?
l0
Apakah TGT Method ini masih dapat diterapkan dalam pembelajaran menulis dalam Bahasa Inegis?
V
,1i
11
QrrEsTroNNArRE Second Cycle
AIDENTIASDIRI l' Nama 2. No. Absen B.
t -. r 0 t l'o\F$$n^ c"[ : tq
PETT.INJT'K
1. Isitah idcatita @a lembar jawaban yaing terdia. 2. Berilah tanda ({) pda kolom yang sudah tersedia
menurut anda sesuai
dengan kenyafaan yaag ada (sejujumya)
3.
Mintalah petunjuk pada petugas apabila mendapatkankesulitan atau hal yangg kurangjelas.
No
Jawaban
Pertanyaan
Ya I
Apakah anda tertarik belajar Bahasa Inggris?
V
2
Apakah anda tertarik pada
V
kemampuan
menulis dalam Bahasa tnecris? 3
Apakah anda mengetahui TGT (feamsGame s-Toumament) Method?
4
5
6
7 8
I
Apakah permainan TGT (feams{amesToumament) Method menarik dalam
\/
pembelajaran Bahasa Inggris terutama pada kemampuan menulis teks prosedur? Apakah ktimarnpuarr rnenulis teks prosedur dalam bahasa Inggris anda rneningkat setelah proses pembelajaran menggunakan
TGT Method? Apakah anda masih mempunyai masalah dalam blajar Bahap Inggris tetutama dalam menulis? Apakah anda sering aktif beranya ketika
( {
proses pembelajaran Bahasa [ngeris?
\1
Apakah kegiatan TGT Method dalam setiap siklus masih sulit untuk diterapkan dalam proses pemblajann rnenulis anda? Apakah anda ingin memperbaiki kemrlllpuan menulis?
J J
l0 Apakah TGT Msthod ini masih dapat diterapkan dalam pembelajaran menulis dalam Bahasa Inggris?
J
Tidak
Ragu2
QUESTIONNAIRE SgcondCycle
A. IDENTMAS DIRI
r' Nama 2.
No.
'
Absen
:€rdarro t 0B
D'li (ntitr'
B. PETTJNJI..rK
t.
2.
kilah idcntitr @a lenhar iawaban yang tcrsedia Berilah tanda (.0 pada kolom yang sudah te,rsedia menurut anda sesuai dengan kenyataan yang ada (sqiujurnya)
3. No
Mintalah petunjuk pada petugas apabila mendapatkankesulitan atau hal yangg kurangjelas.
Iawahn
Pertanyaan
Y^r
I
Apakah andatertarik belajar Bahasa Inggris?
2
Apakah anda tertarik pada
kemampuan
menulis dalam Bahasa Inesris? 3
Tidak
V
Apaloh anda mengetahui TGT (feamsGames-Toumament) Method?
4
5
6
7 8
9 10
Apakah permainan TGT (feams4amesTournament) Method menarik dalam pembelajaran Bahasa Inggns terutama pada kernampuan menulis teks prosedur? Apakah kemampuan menulis teks prosedur dalam hhasa Inggris anda meningkat
setelah prcses pembelajaran menggunakan TGT Me&od? Apakah anda masih mempunyai masalah fulam t,r,la1ar Bafusa Inggris twutama rJr,lalllmenulis? Apakah anda sering aktif berhnya ketika Dros€s oembelaiaran Bahasa Inegris? Apakah kegiatan TGT Method dalam setiap siklus masih sulit untuk diterapkan dalm oroses oembelaianan menulis adis? Apal€h anda ingin memperbiki kemampuan menulis? Apakah TGT Method ini masih da@ diterapkan dalam pembelajaran menulis dalam Bahasalnesris?
v
v
J
Ragu2
QUESTTONNAIRE 'second Cycle
A
IDENTITAS DIRI
B.
l.
Nama
2.
No. Abscn
(
'
Lut f tgah
,t1
.
gu\r qn lt
PETT'NJT]K
l. 2. 3.
lsilah identita oadalembar jawabanyang tcrsedrb. Berilah tanda ({) pada kolom yang sudah tersedia menurut anda sesuai dengan kenyataan yang ada (sej ujurnya) Mintalah petunjuk pada petugas apabila mendapatkankesulitan atau hal yangg kurangjelas.
No
tawakn
Pertanyaan
Ya I
Apakah anda tertarik belajar Bahasa Inggris?
2
Apakah anda tertarik pada kemampuan menulis dalam Bahasa Inesris?
3
Apakah anda mengetahui TGT (IeamsGames-Toumament) Method?
4
5
Apakah permainan TGT (feams-GamesTournament) Method menarik dalam pembelajaran Bahasa Inggris terutama pada kemampuan menulis teks prosedur? Apakah kdrnampuan rnenulis teks prosedur
dalam bahasa [nggris anda
meningkat setetah proses pembelajaran menggunakan 6
TGT Method? Apakah anda masih mempunyai masalah dalam blEar Bahasa Inggris tenttama dalam
7
Apakah anda sering aktif bertanya ketika
menulis? pros€s pembelaiaran Bahasa Inesris? 8
9 10
Apakah kegiatan TGT Method dalam setiap siklus masih sulit untuk diterapkan dalam pfirses wmbelaiaran menulis anda? memperbaiki kemampuan menulis?
Apakah anda ingin
Apakah TGT Method ini masih dapat diterapkan dalam pembelajaran menulis dalam Bahasa Inepris?
w
Tidak
Ragu2
QUESTTONNAIRE Second Cycle
A
IDEN,MAS DIRI
B.
l.
Nama
2.
No. Absen
, Etg
,0t
N,t' Fho\itah
PETT.rNJUK
1.
2. 3. No
Isilah idenritas Vada lembar jawaban yang tersodia. Berilah tanda (./) pada kolom yang sudah tersedia menurut anda sesuai dengan kenyataan yang ada (sejujumya) Mintalah petunjuk pada petugas apabila mendapatkankesulitan atau hal yangg kurangjelaslawaban
Pertanyaan
Ya I
Apakah anda tertarik belajar Bahasa Inggris?
2
Apakah anda tertarik pada
kemampuan
menulis dalam Bahasa Inesris? 3
Apakah anda mengetahui TGT (feamsGames-Tournament) Method?
4
5
Apakah permainan TGT (feams{amesTournanent) Method menarik dalam pembelajaran Bahasa Inggris terutama pada kemampuan menulis teks prosedur? Apakah krintanrpuan menulis teks prosedur dalam bahasa Inggris anda meningkat setelah proses pembelajaran menggunakan TGT Method?
6
Apakah anda masih mempunyai masalah
7
dalam belajarBabas Inggris terutama dalam menulis? Apakah anda sering aktif bertanya ketika pros€s pembelajaran Bahasa Inesris? Apakah kegiatan TGT Method dalam setiap
8
siklus masih sulit untuk diterapkan dalam proses pembelajann menulis anda?
9,t
Apakah anda ingin
mempertaiki
kemampuan menulis? 10
Apakah TGT Method ini masih dapat diterapkan dalam pembelajaran menulis dalam Bahasa Inggris?
V
Tidak
Ragu2
The Result of Questionnaire in Cycle 2
QUE STIO NS
1 2 3 4 5 6 7 8 9 10
ANSWER
ANSWER
ANSWER
YES
NO
0
PARTI AL
1
0 0 3 0 0 3 2 3 0 0
0 0 0 0 0 0 0 0 0 0
0 2 3 4 4 5 10 4 0 1
0 2 3 4 4 5 10 4 0 1
2
18 36 16 32 12 24 16 32 14 28 10 20 6 12 11 22 18 36 17 34 TOTAL
TOTAL
MAX
36 34 27 36 32 25 22 26 36 35 309
36 36 36 36 36 36 36 36 36 36 360
PRECENT AGE %
100% 94.44% 75% 100% 88.88% 69.44% 61.11% 72.22% 100% 97.22% 85.83% TOTAL X100 MAX
YES
= 2
NO
= 0
PARTIAL
= 1
b"r*' l4o,* b*,
#QLIESTTON#
I.
Do you knr:rv hor,v to turn offthe computer?
2. 3.
What are the equipment of turning off the computer?
Write dorvn the process of turning otTthe computer?
I F.(rrdrn
tq
5lill needr ru (lcf.
'W.Xry ld, ufrld:tm. r,,r.+rb+-..q.\.6:-:r
r- ("o* rN pq,s Sdq 'Mdd
rk.rg- e a. T/, il/t /,tur4f a4e :
-5
TL
rv Cd
K
ffM-'ry idtuMtu
pd?Ii -ft
w,M
L.r 5 j {.f
+.tn,
gB.rn
9,=ff lWu!.e,
@
Y
: ;tr
i hr, It /!* W'=#
. cbre r/l fyb* g"*,,>/1. L"/ fq A" clard )J *'';- ! I tlrt crltw^ .A, A&b,lLt " /,tt. 7 "Ae^.'atg- cL;a 4U i"'a'" ' -fh-r$, "J'h'!' 'gtol 4u*h". 9". /1" @?eh u-t,) 1"1410,4
,
7f
N
ane i taneesa . C
#QUESTTON#
1.
Do you know how to turn off the computer?
2. 3.
What are the equipment of turning off the computer?
Write dor.vn the process of turning offthe computer?
1
ffo$am
5till
Gsd, io
E T.":::: :Y*lP- jtf lltii i
,c nr* !& ry@ r*r 1 rftemt w.uB r.6 ldB @a dd aid. and &. &n tu @rnr
fffiffiH- r--!ffi"-l
1. q d.
),.^, T
C:
The oluiPrnennt ^re : Com?*er,
Tt{s
f
irct '
Turn
-[he *art" bunon
4he otittcn bitl ff.
o:
d'>
/t
\-t flut
FKolers
of
tn '/
at
*tle .Doon
mo$e
-TuBptp6
OFF
'+&ir
V: L:
of
1ne coupurEr
l'4 :
z8 /3 (8
2z
3
Lep
tDhich ru'. Then, t{Dtt 'tDr fW @f* Ir cheL c[ich 4h"+ bu'bloo , 9o toi(t e(?ear Cornpy , an?
the
las+
ap?caltoo
, CGcV ghuU doton .
So
, 4h"
comp$ler
l,(
a*q : Enday
Dt-i
I
#QUESTTON#
1. Do you knou, how to turn offthe cornputer,l -,,t ; 2. What are the equipment of turning off the cornputer? 3. Write down the process of turning otithe computer?
I
,\o.
Co ntpuier , tVou! ?
,
OD 1
il
lroglarn ltill rEedr !o (iose; e.i.T r,/ uesd,lD&r
pa
{rr!,
.i
!
l
e- a Q:
i. c$e $r Hqf @, rM 6 lrffiiT ier8 &ra dd Cad ad tu
wr@r r.h ika h pt,/cr
hdkttljdl
(x
\/:
IB
L:
23 L{
I
r'rrin$
T [Xe Lorvrpr{e,
.
\""t {-or Stc^.t rqunu on lhu {u\.stop \ Lortrlrr\er ' tr.n s{ur I h utto''t Y ,hr^t^ [hu Menu - /F{"' c\i Th*n, "1, Dn lhu rilht g^o\e of Sh*t P"u'n r'^enu' b,r\]"n o v'rqr[\ hrt, c\i"\, tr^'"n'69 o\ t'ht Lonnlultr ' fast b Lr9 uhousr. 'Jy Nloxr , tp cos?\c"tin9 lttL \roco{''r'g ' .\,"!, to(te gh'r\ {orpn ?,rrL.
'
Nqr"
: LvlF,Uol" Y
#QUESTTON#
1.
Do you knou'how to turn off the cornputer?
2. What are the equipment of tuming off the computer? 3. Write down the process of-turning off the conrputer?
l [{ogrdm \ldl rredt lo (lcf. E
*/ry4
u4'tsdiis&: pisnrr.rJl
hm tuot,m
r. rbe6eFry@ tu isp'mJe$w.is
sd{tu1dd(nddk.sf
:thssi{{qk_ [-,JBil";;J
t
C. ?)
o -rg
\.
9,,r,
7
MouS" dnd cortvukr,
olo
6.
PYAesr
lo
V=
furning
{irc+, clo se the att qfl.icatiet slqrl butlon in h" kll
pg ih, CoUtfulor
.
t uf .tf, ,,cqmpuler *ir?C
L: M>
(B
LL L(
ehoote
c0rner,*m%.|r*, st.,uf ohutn p th, csmfi)fr. ,
unn gff ,
.,/
Naue ,
fU
Nu, KL,ohTa\
#QLJESTTON#
l.
Do you knorv hor,v to turn offthe computer?
2. What are the equipment of tur:ning offthe computer? 3. Write dor.vn the process of turning off the computer?
I l,og,alr \titl '@dr
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The Result of the Students’ Test Cycle 2 Score No.
Name
C
O
V
L
M
Total
Classification
1.
AFC
27
18
18
23
3
89
Accomplished
2.
CDS
28
18
18
23
3
90
Accomplished
3.
DSL
4.
DPP
27
18
17
22
3
87
Accomplished
5.
DL
27
18
17
22
4
88
Accomplished
6.
DNS
28
18
17
22
3
88
Accomplished
7.
ENK
28
18
19
23
4
92
Accomplished
8.
EDS
28
19
18
23
4
92
Accomplished
9.
ETD
28
18
17
23
3
89
Accomplished
10.
EAR
28
18
19
23
3
91
Accomplished
11.
FZ
28
18
18
22
3
89
Accomplished
12.
FLF
27
18
17
22
3
87
Accomplished
13.
ISH
14.
JCD
28
18
18
22
3
89
Accomplished
15.
LI
28
18
18
23
3
90
Accomplished
16.
LK
27
18
17
22
4
88
Accomplished
17.
LY
28
19
18
22
4
91
Accomplished
18.
MA
27
18
17
22
3
87
Accomplished
19.
MNL
29
19
19
23
4
94
Accomplished
20.
MAS
27
18
17
22
3
87
Accomplished
Total Score
1608
xi 89,33
X= n X
xi n
= The main score = The sum of all the students’ score = The number of the students
OBSERVATION CET,CKLIST S'FJ Nama Sekolah : SMK I Pemuda Ponorogo Pengajar : Sit' Ubaael , Pengamat: SutiS tugigaTli Tahun Ajaran Tanggal )L+oW, fi}L, Z7tLl Mata Pelajaran : 2.6 Memahami instruksi-instruksi sederhanaKD
:201312014 :Bahasalnggris
|
Kategori Tahap Pembelajaran
Aspek
4
3
2
1
Interaksi siswa - guru
Penjelasan materi
Minat siswa pada kegiatan pembelajaran
Keseluruhan proses belajar
Paartisipasi siswa dalam kegiatan di kelas
Keseluruhan proses belajar
V
Aktifitas pemodelan
Interaksi siswa- media pembelajaran
Interaksi siswa
-
langkahJangkah shategi pembelajara Keseluruhan proses belajar
metode
pernbelajaran
Situasi siswa yang kondusif
Keseluruhan proses belajar
Keaktifan siswa dalam bertanya
Penjelasan materi
Keaktifan siswa dalam menjawab
Penjelasan materi
pertanyaan
Keseluruhan prioses pembelajaran
Efektifi tas pemanfaatan wakh.r
Keterangan
4:
Always
3= often
2:
1= not
sometimes
1
SuLr3
tyNirl
Appendix 5: 1. Documentation
The Documentation of Teaching Learning Process
