68
APPENDICES
69
Table 16. The students’ Initial Name of MTs N 01 Kudus (VII-A class) No 1. 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32
Students’ Initial Name AAA AAAF AS DNF ENF LNB LTK MT MWA MAF MHF MNA MZI NWS NFN NM NFM NIA PNF RAR RF RKM SSM SA STY SM SA TBP US YA ZAMM ZM
SILABUS PEMBELAJARAN Sekolah
: MTs Negeri Kudus
Kelas
: VII (tujuh)
Mata Pelajaran
: Bahasa Inggris
Semester
: 2 (dua)
Standar Kompetensi : 9. Berbicara mengungkapkan makna dalam percakapan transaksional dan interpersonal sangat sederhana untuk berinteraksi dengan lingkungan terdekat
Penilaian Kompetensi
Materi
Dasar
Pembelajaran
9.1 Mengungkapkan makna dalam percakapan transaksional ( to get things done ) dan interpersonal
Percakapan singkat memuat ungkapanungkapan :
Indikator Pencapaian Kegiatan Pembelajaran Kompetensi
1.
2. Contoh:
( bersosialisasi ) 1.A : Pass me the sangat sederhana dengan menggunakan pencil please! ragam bahasa lisan B : Sure. here you secara akurat, lancar are. dan berterima untuk berinteraksi dengan
3.
Tanya jawab yang * Bertanya dan berkaitan dengan menjawab berbagai materi informasi : Membahas 1.Meminta dan kosakata dan tata memberi jasa bahasa: noun, adjective, adverb, noun phrase 2.Meminta dan Menirukan memberi barang ungkapanungkapan yang digunakan dalam percakapan sesuai materi
70
Teknik
Unjuk kerja
Bentuk
Contoh
Instrumen
Instrumen
Bermain peran
class!
Merespon ungkapan
Sumber
Waktu
Belajar
1. Perform the dialogue 4x40 menit with your friend in the front of the
Tes Lisan
Alokasi
2. Listen to the expression and respond to it , example : a. Pass me the salt,
Script percakapan dari buku teks Alat peraga Rekaman
71
Penilaian Kompetensi Dasar
Materi Pembelajaran
lingkungan terdekat 2.A : Give me the yang melibatkan paper Please! tindak tutur : B : Sure, here it is. meminta dan memberi jasa, meminta dan 3.A: Did you come memberi barang, dan here yesterday ? meminta memberi B : I did fakta
Indikator Pencapaian Kegiatan Pembelajaran Kompetensi 4.
5.
Berlatih dengan teman mengunakan ungkapanungkapan yang ada dalam percakapan sesuai materi Bermain peran menggunakan ungkapan yang telah dipelajari.
Bentuk
Contoh
Instrumen
Instrumen please. b. Give me the paper, please. c. Did you come late?
3.Meminta dan
Tata Bahasa - Verbs: Like, need, want - Simple Past Tense Kosakata - Kata Terkait tema dan jenis teks ungkapan baku - Here it is - Here you are
Teknik
Karakter siswa yang diharapkan : Dapat dipercaya ( Trustworthines) Rasa hormat dan perhatian ( respect )
memberi fakta Unjuk kerja
Bermain peran
3. Create a dialoque based on the role cards and perform it.
Alokasi
Sumber
Waktu
Belajar
72
Penilaian Materi
Kompetensi Dasar
Indikator Pencapaian Kegiatan Pembelajaran Kompetensi
Pembelajaran
Teknik
Bentuk
Contoh
Instrumen
Instrumen
Alokasi
Sumber
Waktu
Belajar
4x40
Script percakapan dalam buku teks
Tekun ( diligence ) Tanggung jawab ( responsibility ) 9.2 Mengungkapkan makna dalam percakapan transaksional (to get things done) & interpersonal (bersosialisai) sangat sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan terdekat yang melibatkan tindak tutur : meminta dan memberi pendapat, menyatakan suka dantidak suka, meminta klarifikasi, merespon secara interpersonal
1. Percakapan
1.
singkat memuat ungkapanungkapan :
Mendengarkan dan merespon pertanyaan tentang topik materi yang akan disampaikan
Bertanya dan menjawab berbagai
menit
Informasi : 1. Meminta &
Unjuk kerja
memberi pendapat Contoh :
2.
A : What do you think of this? B : Not bad
Mendengarkan dan merespon pembahasan tentang kosakata dan tatabahasa yang terkait dengan topik materi yang akan disampaikan
3.
A : Are you sure B : I am
Mendengarkan model percakapan transaksional dan interpersonal dengan topik materi yang dipelajari
A :Do you? B : I do
Tes lisan
4.
Menirukan model percakapan transaksional dan interpersonal dengan
Daftar pertanyaan
3. Meminta klarifikasi Unjuk kerja
Bermain peran
Tes lisan
Menjawab singkat
4. Merespon secara
A : I like tea B : I don‟t
2. Menyatakan suka dan tidak suka
Bermain peran
interpersonal
Perform a dialogue about asking and giving opinion with your own words! Answer the following questions orally! Create a dialoque based on the role cards and perform it Give your positive response a. b. c. d.
Do You ? Are You ? Can You ? Does she ?
Script otentik Rekaman percakapan Alat peraga
73
Penilaian Kompetensi Dasar
Materi
Indikator Pencapaian Kegiatan Pembelajaran Kompetensi
Pembelajaran 2. Tata Bahasa
topik materi yang dipelajari
- Verb be - Verb do 5.
- Verb have 3. Kosa kata Kata terkait tema
Melakukan percakapan transaksional dan interpersonal dengan teman dengan materi yang dipelajari
Kata terkait jenis teks 4. Ungkapan Baku Wonderful ! Excellent !
Karakter siswa yang diharapkan :
Dapat dipercaya ( Trustworthines) Rasa hormat dan perhatian ( respect ) Tekun ( diligence ) Tanggung jawab ( responsibility )
Teknik
Bentuk
Contoh
Instrumen
Instrumen
Alokasi
Sumber
Waktu
Belajar
74
Penilaian Kompetensi Dasar
Materi Pembelajaran
Indikator Pencapaian Kegiatan Pembelajaran Kompetensi
Teknik
Bentuk
Contoh
Instrumen
Instrumen
Alokasi
Sumber
Waktu
Belajar
Mengetahui; Kepala MTs Negeri Kudus
Kudus, Juli 2011 Guru Mapel Bahasa Inggris,
Drs. H. Nur Salim NIP. 19560820 198303 1 003
Hj.Chasnah, S.Pd,M.Pd.I NIP 19680108 199203 2 002
75
SILABUS PEMBELAJARAN Sekolah
: MTs Negeri Kudus
Kelas
: VII (tujuh)
Mata Pelajaran
: Bahasa Inggris
Semester
: 2 (dua)
Standar Kompetensi : 10. Berbicara Mengungkapkan makna dalam teks lisan fungsional dan monolog pendek sangat sederhana berbentuk descriptive dan procedure untuk berinteraksi dengan lingkungan terdekat
Penilaian Kompetensi
Materi
Dasar
Pembelajaran
Kegiatan Pembelajaran
Indikator Pencapaian Kompetensi
Teknik
Bentuk
Contoh
Instrumen
Instrumen
Alokasi
Sumber
Waktu
Belajar
76
Penilaian Kompetensi Dasar
Materi
Kegiatan Pembelajaran
Pembelajaran
10.1. Mengungkapkan 1. Teks fungsional 1. makna yang pendek berbentuk terdapat dalam : 2. teks lisan 1. Instruksi fungsional 2. Daftar barang pendek sangat sederhana dengan 3. Pengumuman 4. Ucapan selamat menggunakan 3. ragam bahasa lisan secara 2. Tata Bahasa akurat, lancar, Imperatives dan berterima Quantifiers untuk 4. berinteraksi dengan 3. Kosakata 5. lingkungan Kata terkait jenis terdekat teks 4. Ungkapan Baku
6.
Well done Congratulations Happy birthday 7.
Indikator Pencapaian Kompetensi
Tanya jawab yang berkaitan dengan materi Membahas kosakata dan tata bahasa: noun, noun phrase, adj, verb, adverb Menirukan ungkapan ungkapan yang digunakan dalam percakapan sesuai materi Mendengarkan teks fungsional / pendek Menjawab pertanyaan tentang isi teks yang didengar. Menggunakan ungkapanungkapan yang ada dalam percakapan sesuai materi dengan teman berpasangan Mengguanakan ungkapanungkapan sesuai
Mengungkapkan makna dalam teks fungsional pendek berbentuk : - Instruksi - Daftar barang - Pengumuman - Ucapan selamat Memberi instruksi secara lisan. Menyebutkan daftar barang tertentu. Mengumumkan sesuatu Mengucapkan selamat
Teknik
Unjuk kerja
Bentuk
Contoh
Instrumen
Instrumen
Uji petik berbicara
1.
2. 3. 4.
Give instrtruction to your friend orally based on the picture. Mention the things you find in ... Announce a certain information to your friend Say something to your friend when ... a. He/She got good score at english test b. won the game
Alokasi
Sumber
Waktu
Belajar
4x40
- Script percakapan dari buku teks
menit
- Alat peraga
77
Penilaian Kompetensi Dasar
Materi Pembelajaran
Kegiatan Pembelajaran
Indikator Pencapaian Kompetensi
dengan materi dalam keadaan/situasi nyata
Karakter siswa yang diharapkan : Dapat dipercaya ( Trustworthines) Rasa hormat dan perhatian ( respect ) Tekun ( diligence ) Tanggung jawab ( responsibility ) Berani ( courage )
Teknik
Bentuk
Contoh
Instrumen
Instrumen
Alokasi
Sumber
Waktu
Belajar
78
Penilaian Kompetensi Dasar
Materi
Kegiatan Pembelajaran
Pembelajaran
10.2 Mengungkapkan 1. Teks monolog makna dalam berbentuk : monolog pendek sangat sederhana Descriptive dengan Procedure menggunakan ragam bahasa lisan secara 2. Kosa kata terkait akurat, lancar dan tema / jenis teks. berterima untuk berinteraksi dengan lingkungan 3. Ciri kebahasaan terdekat dalam teks deskriptif / teks berbentuk prosedur descriptive dan procedure
1.
2.
3.
4.
4. Tata Bahasa Present Tense Imperatives 5. Ungkapan Baku Well,.. you know that ?
5.
Indikator Pencapaian Kompetensi
Teknik
Mendengarkan dan 1. Mengungkapkan Tes lisan merespon berbagai berbagai informasi hal tentang teks dalam teks deskriptif/prosedur monolog berbentuk Memperhatikan -Descriptive dan merespon penjelasan tentang -Procedure kosakata dan tatabahasa dalam 2.Menyebutkan fugsi teks monolog Deskriptif/prosedur komunikatif teks tentang Tea/How to yang didengar. make a cup of tea. Mendengarkan 3.Menyebutkan ciri model monolog lisan tentang teks kebahasaan teks deskriptif/prosedur yang didengar. Unjuk kerja Mendiskusikan dalam kelompok draft monolog 4.Melakukan monolog mendeskripsikan dalam bentuk kembali, menyampaikan deskriptif / prosedur prosedur dengan kata-kata sendiri Melakukan monolog lisan secara individu
Bentuk
Contoh
Instrumen
Instrumen
Daftar pertanyaan
Alokasi
Sumber
Waktu
Belajar
Answer the following questions 4x40 menit orally!
Script monolog teks deskriptif/prosed ur dalam buku teks Script otentik Rekaman monolog Alat peraga
Uji petik berbicara
2.a. Describe something / someone with your own words orally in front of the class! 2.b. Tell your friends how to do something (make a
Uji petik berbicara
cup of tea)
79
Penilaian Kompetensi Dasar
Materi Pembelajaran
Kegiatan Pembelajaran
Indikator Pencapaian Kompetensi
Teknik
Bentuk
Contoh
Instrumen
Instrumen
Karakter siswa yang diharapkan : Dapat dipercaya ( Trustworthines) Rasa hormat dan perhatian ( respect ) Tekun ( diligence )
Mengetahui; Kepala MTs Negeri Kudus
Kudus, Juli 2011 Guru Mapel Bahasa Inggris,
Drs. H. Nur Salim NIP. 19560820 198303 1 003
Hj.Chasnah, S.Pd,M.Pd.I NIP 19680108 199203 2 002
Alokasi
Sumber
Waktu
Belajar
80
Table 17. The Score of Students speaking skill in preliminary study
NO 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22
Students' Initial Name
AAA AAAF AS DNF ENF LNB LTK MT MWA MAF MHF MNA MZI NWS NFN NM NFM NIA PNF RAR RF RKM
pronunciation 3 4 3 3 3 2 3 4 3 2 2 3 4 2 2 3 3 4 3 4 3 4
Grammar 2 3 3 4 2 3 2 5 3 3 3 4 5 3 3 3 2 3 3 5 2 3
Aspects Vocabulary 2 4 2 3 3 2 3 4 2 2 3 3 4 2 3 4 3 4 2 4 3 4
Fluency Comprehension 3 2 3 4 2 2 4 3 2 2 2 2 2 2 5 5 2 2 2 3 2 2 4 3 5 5 2 2 2 2 4 3 2 2 3 4 2 2 5 5 2 2 3 4
TOTAL (∑score x 4) 48 72 48 68 48 44 48 92 48 48 48 68 92 44 48 68 48 72 48 92 48 72
81
Continue Table 17. The Score of Students speaking skill in preliminary stud 23 24 25 26 27 28 29 30 31 32
SSM SA STY SM SA TBP US YA ZM ZAMM
2 2 3 3 4 3 4 3 3 2
3 2 2 3 3 2 5 2 3 3 TOTAL SCORE AVERAGE (∑Total Score)/N
2 3 3 2 4 3 4 3 4 3
2 2 2 2 3 2 5 2 3 2
2 2 2 2 4 2 5 2 4 2
44 44 48 48 72 48 92 48 68 48 1872 58,5
82
LESSON PLAN CYCLE I
School
:
MTs N 01 Kudus
Subject
:
English
Class /Semester
:
VII / 2
Standard competent
:
10. Speaking Express the meaning in spoken functional text and very simple short monologue in form of procedure and descriptive to interact with the nearest environment.
Basic competence
10.2
:
Express the meaning in very simple short monologue by using an accurate spoken language, fluent and acceptable to interact with the nearest environment in form of procedure and descriptive.
Indikator
:
Speaking 1. The students are able to identify the characteristic of prochedure text. 2. The students are able to identify a verb with the correct intrepetation. 3. The students are able to make a procedure by using spoken language.
Genre
:
Procedure
Skill
:
Speaking
Time allocation
:
6 x 40 minutes
A. Aim of Learning The students are able to make a procedure text by using an accurate spoken language, fluent and acceptable to interact with the nearest environment.
83
B. Learning Material
Procedure Text Generic Structure Aim/Goal Materials
Steps
Text How to make a cup of coffee 1. Hot water 2. A teaspoon of coffee 3. Two teaspoons of sugar 4. A Spoon 5. A cup First, prepare the materials. Second, pour coffee and sugar into the cup. Third, add hot water and then stir it well. Finally, a cup of coffee is ready to be served.
NOTE: 1. The text above is a procedure text. 2. The function of a procedure text is to describe how something is achieved through a sequence of actions or steps. 3. The generic structure of a procedure text are: Goal/Aim Materials Steps 4. The lexicogrammatical feature of a procedure text are the following : a. Use Simple Present Tense. b. Use imperative, example: prepare the materials, pour coffee, etc. c. Use action verbs, example: add, stir, etc. d. Use conjunctions, example: first, second, third, then, next, after that , finally etc.
C. Method Suggestopedia method. Stages: I C A R E (I)
Introduction
84
(C) (A) (R) (E)
Connection Application Reflection Extension
D. Steps of Learning
No
Stages
Activities
1.
Pre-teaching
Greeting, praying, calling the roll
(Introduction )
Task
Duration (minutes )
Character s
5
Religious Respects
Get the students‟ enthusiasm by using song. Tell the students‟ what they will do today (an extraordinary learning)
2
Whilstteaching (Connection)
Eksploration
Show a cup coffee and ask Task some correlated questions. 1 Give the envelopes for each students (the envelopes explore about procedure text) Ask the students to close their eyes.
5
10
Play classical music. Tell the short story entitled “what should I make?” Ask the students to open their eyes.
5
Demonstrate the short story entitled “what should I make?” by using realia or picture.
10
Ask the students to tell what are they going to make based
Task
Respect
85
on the envelopes which they 2 get. Ask the students to open their Task envelopes. 3 Choose some students to tell in front of the class.
3.
Application Elaboration
4
Postteaching Reflection
confirmation
5
E.
Extention
Ask the students to interview Task their friends. 4 Ask the students to present the result of the interview.
20
Commun -icative
10
Responsibility
Ask the students to stick their result on the wall magazine.
5
Ask the students about the characteristic of procedure text. Ask the students about the difficulties that they find during the learning process. Make a conclusion of learning ang strenghtening the learned material. Ask the students to write a reflection Ask the students to make a Task video how to make fried 5 noodle. Close the lesson.
5
Learning Resources Lembar Kerja Siswa ( The English Teacher „s idea ) Relevant picture.
Diligence
Commun -icative Responsibility Diligence
5
Responsi b-ility
86
Oxford Pocket Dictionary by John Echol
F. Assessing Indicator
: The students are able to make a procedure text by using spoken language by using an accurate spoken language, fluent and acceptable to interact with the nearest environment. Technique : oral production. Bentuk : oral test Instrumen : 1. Answer these questions orally! ( Listening and Speaking ) 2. Tell what are you going to make based on the envelopes which you get! 3. Tell in front of the class based on your food or drink!. 4. Ask your friend about the food or drink which will he or she make!. 5. Make a video how to make fried noodle at home!
G. Scoring Criteria The scoring of the speaking test stated by Brown and Bailey cited in Faizah, (2012:32). No SpeakingComponents Indicators Points 1. Pronunciation a) Students have few traces of 5 foreign accent. b) Students are always intelligible, 4 though one is conscious of definite accent. c) Students have pronunciation problems necessitate concentrated 3 listening and occasionally lead to misunderstanding. d) Students are very hard to 2 understand because of pronunciation problem, must frequently be asked to repeat. e) Students have pronunciation 1 problem severe as to make speech virtually unintelligible.
87
2.
3.
4.
Grammar
Vocabulary
Fluency
a) Students make a few noticeable errors of grammar in order. b) Students occasionally make grammatical or word errors which or not, however obscure meaning. c) Students make frequent errors of grammar and word order which occasionally obscure meaning. d) Students have grammar and word errors make comprehension difficult. e) Students have error in grammar and word order so severe as to make speech virtually unintelligible.
5
a) Students‟ use of vocabulary and idioms is virtually that of native speaker. b) Sometimes, students use inappropriate terms or must rephrase ideas because of lexical inadequacies. c) Students frequently are wrong words conversation somewhat limited because of inadequate vocabulary. d) Students misuse of word and very limited vocabulary so extreme as to make comprehension quite difficult. e) Students have limitation vocabulary so extreme as to make conversation virtually. a) Students have speech as fluent and effortless as that native speaker.
5
b) Students have speed of speech seems to be affected by language problems. c) Students have speed and fluently rather strongly. d) Students usually hesitant often
4
3
2
1
4
3
2
1
5
4 3 2
88
e)
5.
Comprehension
a) b)
c)
d)
e)
force in to silence by language limitation. Students have speech is as halting and fragmentary as to make conversation virtually impossible. Students appear to understand everything without difficult. Students understand nearly everything at normal speed, although occasionally repetition may be necessary. Students understand most what is said at slower than normal speed with repetition. Students have great difficulty following what is said. Can comprehend only social conversation spoken slowly. Student cannot say to understand even simple conversational English.
1
5
4
3
2
1
SCORE = maximum score (20)x 5 = 100
Researcher,
Wahyu Erwanto NIM 2010-32-202
Kudus,.................... 2014 Teacher,
Hj.Chasnah, S.Pd,M.Pd.I NIP 19680108 199203 2 002
Table 18. The Observation Note of Cycle I Student Activities Stages
(Introduction) (Connection)
Pre-teaching Whilst-teaching
Student Activities
Note
Yes
No
Yes
No
-
-
The teacher and the students were excited.
Get the students‟ enthusiasm Sing a song. by using song.
-
-
The teacher unpleasant to sing a song.
Tell the students what they will Pay attention to the teacher. do today (an extraordinary learning)
-
-
The students were curious.
Show a cup coffee and ask See the some correlated questions. demonstration.
-
-
The teacher also used her body language to attract the students‟ interest.
-
This stage was done after the teacher demonstrated the story.
Greeting, praying, calling the Response roll greeting.
1.
2
Teacher Activities
the
Eksploration
No
Teacher Activities
Give the envelopes for each Get the envelopes. students (the envelopes explore about procedure text)
89
teacher
teacher
-
-
-
90
Continue Table 18. The Observation Note of Cycle I Ask the students to close their Close their eyes. eyes. Play classical music.
Listen to the music
-
-
-
Almost of all of the students did the teacher instructions.
-
The music played was full house (instrumental). The music took the students on relax situation.
Tell the short story entitled Hear the story. “what should I make?”
-
-
The teacher tell the story without without demonstration.
Ask the students to open their Open their eyes. eyes.
-
-
The students saw their friends each other.
Demonstrate the short story Pay attention to the entitled “what should I make?” teachers‟ demonstration and by using realia or picture and fill the worksheet. tell to them to guess the meaning of the verb by seeing the teacher demonstration.
-
-
The teacher demonstrated the story and able to attract her students.
Distribute the text of the story.
-
-
Each students had one text.
Get the text.
91
Continue Table 18. The Observation Note of Cycle I
-
-
The teacher students‟ pronunciation.
Ask the students to open their Open the envelopes. envelopes.
-
-
The students were wondering the content of the envelopes by asking and whispering their left and right friends.
Choose some students to tell in Some students tell in front front of the class. of the class.
-
-
Some students tell their own procedure text in front of the class.
Ask the students to interview Do the interview. their friends.
-
-
Students stand up and do the interview to their friends in turn.
Ask the students to present the Present the result of the result of the interview. interview.
-
-
Two students are chosen to present the result of the interview.
Ask the students to stick their Stick the result on the wall result on the wall magazine. magazine.
-
-
All of the students‟ worksheet were sticked on the wall magazine.
Ask the students to repeat the Repeat the teacher pronunciation and ask pronunciation. one student to demonstrate it.
Elaboration
Application
3.
teachers‟
correct the wrong
92
Continue Table 18. The Observation Note of Cycle I
Reflection
Post-teaching
the
Ask the students about the Tell the difficulty. difficulties that they find during the learning process. Make a conclusion of learning Hear and pay attention to ang strenghtening the learned the teacher. material. Ask the students to write a Write a reflection. reflection
Extention
5
teacher
Tell the students that their Pay attention to the teacher. English performance will be recorded on the next meeting. Close the lesson by using Reply the salam or parting. salam or parting.
-
-
confirmation
Ask the students about the Answer characteristic of procedure text. questions.
4
-
-
-
-
-
-
-
-
Not all of the students answered the teacher questions. There were some students who didn‟t answer hers. The teacher didn‟t do this step because of the limited time. Beside did this step, the teacher also looked the students‟ understanding by giving repeated question. The teacher didn‟t do this step because of no preparation of the card reflection. The students asked some questions related to the video. The class ended early because of the teacher had another meeting.
93
Table 19. The Result of Cycle I (Speaking Score)
NO 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Students' Initial Name AAA AAAF AS DNF ENF LNB LTK MT MWA MAF MHF MNA MZI NWS NFN NM NFM NIA PNF RAR
Aspects pronunciation Grammar Vocabulary Fluency Comprehension 3 3 2 3 2 4 3 4 4 4 3 3 3 3 3 3 4 4 4 4 3 4 3 2 2 3 3 3 2 3 4 3 4 3 3 4 4 5 5 5 3 4 3 2 2 4 3 3 3 4 2 3 3 3 3 4 4 3 4 4 5 3 5 5 5 3 3 3 3 3 3 4 3 2 2 4 4 4 4 3 3 3 3 3 3 4 4 3 4 4 4 3 4 4 4 4 4 5 5 5
TOTAL (∑score x 4) 52 76 60 76 56 56 68 92 56 68 56 76 92 60 56 76 60 76 76 92
94
Continue table 19. The Result of Cycle I (Speaking Score) 21 22 23 24 25 26 27 28 29 30 31 32
RF RKM SSM SA STY SM SA TBP US YA ZM ZAMM
4 4 3 4 4 4 4 3 4 3 4 4
3 3 5 4 3 2 3 3 4 3 4 3 4 3 4 3 5 4 4 3 4 3 4 3 TOTAL SCORE AVERAGE (∑Total Score)/N
3 4 3 3 4 3 4 2 5 2 4 3
4 3 3 4 4 3 4 2 5 2 4 3
68 80 56 68 76 68 76 56 92 56 76 68 2220 69,375
LESSON PLAN CYCLE 2
School
:
MTs N 01 Kudus
Subject
:
English
Class /Semester
:
VII / 2
Standard competent
:
10. Speaking Express the meaning in spoken functional text and very simple short monologue in form of procedure and descriptive to interact with the nearest environment.
Basic competence
10.2
:
Express the meaning in very simple short monologue by using an accurate spoken language, fluent and acceptable to interact with the nearest environment in form of procedure and descriptive.
Indikator
:
Speaking 4. The students are able to identify the characteristic of prochedure text. 5. The students are able to identify a verb with the correct intrepetation. 6. The students are able to make a procedure by using spoken language.
Genre
:
Procedure
Skill
:
Speaking
Time allocation
:
6 x 40 minutes
B. Aim Learning The students are able to make a procedure text by using spoken language by using an accurate spoken language, fluent and acceptable to interact with the nearest environment.
95
96
B.
Learning Material
Procedure Text Generic Structure Aim/Goal Materials
Steps
1) 2) 3) 4)
Text How to make a paper mask a) Thick paper b) Scissors c) Two rubber bands d) Coloring pencils e) A cutter Color the picture in athick paper. Use the scissors to cut the picture. Follow the line. Use the cutter to make the holes on the eyes. Use the cutter to make a small hole in each ear.
NOTE: 5. The text above is a procedure text. 6. The function of a procedure text is to describe how something is achieved through a sequence of actions or steps. 7. The generic structure of a procedure text are: Goal/Aim Materials Steps 8. The lexicogrammatical feature of a procedure text are the following : e. Use Simple Present Tense. f. Use imperative, example: prepare the materials, pour coffee, etc. g. Use action verbs, example: add, stir, etc. h. Use conjunctions, example: first, second, third, then, next, after that , finally etc.
97
C. Method
Suggestopedia method. Stages: I C A R E
(I) (C) (A) (R)
Introduction Connection Application Reflection
D. Steps of Learning
No
1.
Stages
Pre-teaching (Introduction)
Activities
Greeting, roll
praying, calling the
Do the review of the students‟ understanding of procedure text by using “ball in turn” 2
Task
Characters
5
Religious Respects
Task 1
Whilstteaching
Ask some students to come up and do the “memory game”
Task 2
(Connection)
Ask the students to write a verb on the whiteboard one by one in turn (the teacher able to play a music during this step).
Task 3
Eksploration
Duratio n (minutes )
5
10
Tell the students how to make paper mask. Distribute the text. Ask the students to read the text together.
5
Respect
98
Ask the students to answer task 4.
Task 4 10
Distribute the thick paper. Ask the students to make paper mask based on the picture that they get. Ask the students to try their paper mask.
3.
Application
Elaboration
Choose some students to tell in front of the class how to make paper mask.
Task 5
35
Communicative Responsibility Diligence
4
Post-teaching
Ask the students about the characteristic of procedure text.
5
Reflection
confirmation
5
Extention
Ask the students about the difficulties that they find during the learning process. Make a conclusion of learning ang strenghtening the learned material. Ask the students to write a reflection Ask the students to make a video how to make fried noodle. Close the lesson.
Communicative Responsibility Diligence
Task 6
5
Responsib -ility
99
E.
Learning Resources Lembar Kerja Siswa ( The English Teacher „s idea ) Relevant picture. Oxford Pocket Dictionary by John Echol
F. Assessing Indicator
: The students are able to make a procedure text by using spoken language by using an accurate spoken language, fluent and acceptable to interact with the nearest environment. Technique : oral production. Bentuk : oral test Instrument : 1) Answer these questions orally! ( Listening and Speaking ) 2) Do the memory game! 3) Write a verb on the whiteboard one by one in turn (the teacher able to play a music during this step) !
4) Write the verbs and the nouns used in the text below! 5) Tell to your friends, how to make a paper mask! 6) Make a video about the learned material!
G. Scoring Criteria The scoring of the speaking test stated by Brown and Bailey cited in (2012:32). No SpeakingComponents Indicators 1. Pronunciation a) Students have few traces of foreign accent. b) Students are always intelligible, though one is conscious of definite accent. c) Students have pronunciation problems necessitate concentrated listening and occasionally lead to misunderstanding. d) Students are very hard to understand because of pronunciation problem, must frequently be asked to repeat. e) Students have pronunciation
Faizah, Points 5
4 3
2
1
100
problem severe as to make speech virtually unintelligible.
2.
3.
4.
Grammar
Vocabulary
Fluency
a) Students make a few noticeable errors of grammar in order. b) Students occasionally make grammatical or word errors which or not, however obscure meaning. c) Students make frequent errors of grammar and word order which occasionally obscure meaning. d) Students have grammar and word errors make comprehension difficult. e) Students have error in grammar and word order so severe as to make speech virtually unintelligible. a) Students‟ use of vocabulary and idioms is virtually that of native speaker. b) Sometimes, students use inappropriate terms or must rephrase ideas because of lexical inadequacies. c) Students frequently are wrong words conversation somewhat limited because of inadequate vocabulary. d) Students misuse of word and very limited vocabulary so extreme as to make comprehension quite difficult. e) Students have limitation vocabulary so extreme as to make conversation virtually. a) Students have speech as fluent and effortless as that native speaker. b) Students have speed of speech seems to be affected by language problems. c) Students have speed and fluently
5
4
3 2
1
5
4
3
2
1
5
4
101
5.
Comprehension
rather strongly. d) Students usually hesitant often force in to silence by language limitation. e) Students have speech is as halting and fragmentary as to make conversation virtually impossible. a) Students appear to understand everything without difficult. b) Students understand nearly everything at normal speed, although occasionally repetition may be necessary. c) Students understand most what is said at slower than normal speed with repetition. d) Students have great difficulty following what is said. Can comprehend only social conversation spoken slowly. e) Student cannot say to understand even simple conversational English.
3 2
1
5
4
3
2
1
SCORE = maximum score (20)x 5 = 100
Researcher,
Wahyu Erwanto NIM 2010-32-202
Kudus,.................... 2014 Teacher,
Hj.Chasnah, S.Pd,M.Pd.I NIP 19680108 199203 2 002
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STUDENTS WORKSHEET
TASK 1Answer these questions orally! ( Listening and Speaking ) 1. Do you know a paper mask? 2. Can you make it? 3. How do you mak it? TASK 2. Do the memory game! the explanation of memory game : Memory game it is a game which explores the students‟ memory. The steps for playing the game are : a) The teacher should prepare the card like following :
1 Front side b) c) d) e)
study behind side
Show the behind side to the students. Ask the students to memorize the verb. Show the front side of the card. Ask the students to point out the number after the teacher says the verb. Example: if the teacher say study so the students should point out the card number one. For the card which can not be guessed by the students the teacher will demonstrate the verb.
TASK 3.Write a verb on the whiteboard one by one in turn ! TASK 4.Write the verbs and the nouns used in the text below! Aim/Goal Materials
Steps
How to make a paper mask f) Thick paper g) Scissors h) Two rubber bands i) Coloring pencils j) A cutter 5) Color the picture in a thick paper.
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6) Use the scissors to cut the picture. Follow the line. 7) Use the cutter to make the holes on the eyes. 8) Use the cutter to make a small hole in each ear.
Verbs : .............................................................................................................. Nouns :...............................................................................................................
TASK 5.Tell to your friends, how to make a paper mask!
TASK 6.Make a video about the learned material!
Table 20. The Observation Note of Cycle II (Wednesday,28th May 2014) Student Activities
(Connection)
Whilst-teaching
2
Teacher Activities
Student Activities
Note
Yes
No
Yes
No
-
-
The teacher and the students were excited.
-
The class were crowded but when the teacher thrown the ball the class became silent.
Greeting, praying, calling the roll
Response the teacher greeting.
Do the review of the students‟ understanding of procedure text by using “ball in turn”
Catch the ball and answer the teachers‟ questions.
Ask some students to come up and do the “memory game”
Play the game with teachers‟ guidance.
-
-
The teacher explored the verb that was used in prochedure text by using the game.
Ask the students to write a verb on the whiteboard one by one in turn (the teacher able to play a music during this step).
Write a verb.
-
-
To make the time shorter and after 6 students wrote the verb in front of the class, the teacher only asked the students orally in turn.
Tell the students how to make paper mask.
Hear the teachers‟ explanation.
-
-
The students wondered the steps how to make paper mask.
Distribute the text.
Get the text.
-
The teacher give one text for each student..
Eksploration
(Introduction)
1.
Stages
Pre-teaching
No
Teacher Activities
the
104
-
-
105
Ask the students to read the text together.
Read the text.
-
-
The students read the text in choir.
Ask the students to answer task 4.
Answer task 4
-
-
The students analysed the text and answer the question. The class situation was quite crowded.
Distribute the thick paper.
Get the thick paper.
-
-
The students saw their friends each other(wondering)
Ask the students to make paper mask based on the picture that they get.
Make paper mask.
-
-
The students gave the color for their paper mask.
Ask the students to try their paper mask.
Try the paper mask.
-
-
The students were fun doing this activity.
Elaborati on
Choose some students to tell in front of the class how to make paper mask.
Some students tell in front of the class.
Ask the students about the characteristic of procedure text. Ask the students about the difficulties that they find during the learning process.
Answer the teacher questions.
confirmati on
Reflection
4
Post-teaching
3.
Application
Continue Table 20. The Observation Note of Cycle II
Tell the difficulty.
-
-
-
-
-
This step was skipped by the teacher.
All of the students answer the questions. The teacher didn‟t do this step because of the limited time.
106
Continue Table 20. The Observation Note of Cycle II
Extention
5
Make a conclusion of learning ang strenghtening the learned material.
Hear and pay attention to the teacher.
Ask the students to write a reflection
Write a reflection.
Tell the students that their English Pay attention to the teacher. performance will be recorded on the next meeting. Close the lesson by using salam or Reply the salam or parting. parting.
-
-
-
-
-
-
-
-
Beside did this step, the teacher also looked the students‟ understanding by giving repeated question. The students wrote their feeling during the learning process, impression and their suggestion for the next meeting. The students asked some questions related to the video. The class ended on time.
107
Table 21. The Result of Cycle II (Speaking Score)
NO 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Students' Initial Name
AAA AAAF AS DNF ENF LNB LTK MT MWA MAF MHF MNA MZI NWS NFN NM NFM NIA PNF RAR
pronunciation 3 4 4 5 4 5 5 5 4 3 4 4 4 4 3 5 3 4 4 5
Aspects Grammar Vocabulary 3 4 5 4 4 4 4 5 5 4 5 4 4 5 4 5 4 3 3 4 5 4 5 3 5 4 4 3 3 4 5 4 3 5 5 4 5 5 4 5
Fluency Comprehension 3 3 5 4 4 4 4 4 3 3 3 3 4 4 5 5 3 3 5 4 4 3 3 4 5 5 4 4 3 3 4 4 4 4 4 3 5 4 5 5
TOTAL (∑score x 4) 64 88 80 88 76 80 88 96 68 76 80 76 92 76 64 88 76 80 92 96
108
Continue table 21 21 22 23 24 25 26 27 28 29 30 31 32
RF RKM SSM SA STY SM SA TBP US YA ZM ZAMM
4 5 4 5 3 3 4 4 5 4 4 5
5 5 5 4 5 3 4 4 5 5 3 4 4 4 4 3 5 4 5 4 5 4 5 4 TOTAL SCORE AVERAGE (∑Total Score)/N
4 5 4 4 4 5 5 4 5 4 4 4
5 5 4 5 3 4 5 4 5 3 3 4
92 96 80 88 80 76 88 76 96 80 80 88 2644 82,625
Students’ Reflection in cycle II
109
110
111
The Picture of Activities in the Classroom (cycle 1)
112
The Picture of Activities in the Classroom (cycle II)
113
YAYASAN PEMBINA UNIVERSITAS MURIA KUDUS UNIVERSITAS MURIA KUDUS FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN Kampus Gondang Manis Bae Kudus PO.Box 53 Telp/Fax (0291)437198
STATEMENT
Name
: Wahyu Erwanto
NIM
: 2010-32-202
Study Program
: English Education Department
Tittle
: IMPROVING THE SPEAKING ABILITY OF THE SEVENTH GRADE STUDENTS OF MTS N 01 KUDUS TAUGHT BY USING SUGGESTOPEDIA METHOD IN ACADEMIC YEAR 2013/2014 States that this paper represents result which the writer has done by
himself and considered to his paper, it does not contain items that have been used as requirement completion of study at the other college. The writer only take some citations in other study to be the reference of related literature. If the reality of this statement is not true, so it fully becomes his responsibility.
Kudus, July 2014 The Writer
Wahyu Erwanto
114
CURRICULUM VITAE
Wahyu Erwanto was born on July 26th, 1991 in Kudus. He lives in Banget Kaliwungu Kudus. The first formal education for him was Kindergarten in TK Himpunan Wanita Karya (HWK) for one year and graduated in 1997. Then, he entered Elementary school in SD N 03 Loram Wetan and graduated on 2003. He continued his study in SMP 1 Jati Kudus and graduated in 2006. Finally, he accomplishes his study in SMK Wisudha Karya Kudus and graduated in 2009. He delayed his study for a year and continued his study in Muria Kudus University in 2010 and took the English Education Department. He believes that English is his passion and love it ever after.
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