THE EFFECTIVENESS OF “FIND SOMEONE WHO” GAME TOWARD STUDENTS’ SPEAKING SKILL (A Pre-experimental Study of First Grade Students of Culinary Department at SMK Negeri 3 Tangerang)
By: Dian Novita Sari 109014000175
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYAH AND TEACHER’S TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 2014
THE EFFECTIVENESS OF “FIND SOMEONE WHO” GAME TOWARD STUDENTS’ SPEAKING SKILL (A Pre-experimental Study of First Grade Students of Culinary Department at SMK Negeri 3 Tangerang) A Skripsi Presented to the Faculty of Tarbiyah and Teacher’s Training in a Partial Fulfillment of the Requirements for the Degree of Starta 1 (Bachelor of Art) in English Language Education
By: Dian Novita Sari 109014000175 Approved by: Advisor I
Advisor II
Dr. Fahriany, M.Pd
Zaharil Anasy, M.Hum
NIP. 19700 611 1991 2 001
NIP. 1976 1007 200710 1 002
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYAH AND TEACHER’S TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 2014
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ENDORSEMENT SHEET The Examination Committee of the Faculty of Tarbiyah and Teachers’ Training certifies that the “Skripsi” (Scientific Paper) entitled “THE EFFECTIVENESS OF „FIND SOMEONE WHO‟ GAME TOWARD STUDENTS’ SPEAKING SKILL” (A Pre-experimental Study of First Grade Students of Culinary Department at SMK Negeri 3 Tangerang), written by Dian Novita Sari student’s registration number 109014000175 was examined by the Committee on January, 29th 2014. The “Skripsi” has been accepted and declared to have fulfilled one of the requirements for the degree of “S.Pd” (Bachelor of Arts) in English language Education at the English Department. Jakarta, January 30th 2014 EXAMINATION COMMETTEE CHAIRMAN : Drs. SYAUKI, M.Pd ________ NIP. 19641212 199103 1 002
(
)
SECRETARY : ZAHARIL ANASY, M.Hum NIP. 1976 1007 200710 1 002
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)
EXAMINER I : Drs. Nasrun Mahmud, M.Pd
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)
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NIP. 150 041 070 EXAMINER II: Drs. SYAUKI, M.Pd _______ NIP. 19641212 199103 1 002
Acknowledge By Dean of Tarbiyah and Teachers’ Training
NURLENA RIFA’I, MA, Ph.D NIP. 19591020 198603 2 001
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SURAT PERNYATAAN KARYA ILMIAH Yang bertanda tangan di bawah ini: Nama
: Dian Novita Sari
NIM
: 109014000175
Jurusan
: Pendidikan Bahasa Inggris
Alamat
: Griya Merpati Mas Blok C43 No.7 RT 04/RW 05 Gembor, Periuk, Tangerang, Banten, 15133.
MENYATAKAN DENGAN SESUNGGUHNYA Bahwa skripsi yang berjudul The Effectiveness of “Find Someone Who” Game toward Students’ Speaking Skill adalah benar hasil karya sendiri di bawah bimbingan dosen: 1. Nama Pembimbing I
: Dr. Fahriany, M.Pd
NIP
: 19700 611 1991 2 001
Jurusan/Program Studi
: Pendidikan Bahasa Inggris
2. Nama Pembimbing II
: Zahari Anasy, M.Hum
NIP
: 1976 1007 200710 1 002
Jurusan/Program Studi
: Pendidikan Bahasa Inggris
Demikian surat pernyataan ini saya buat dengan sesungguhnya dan saya siap menerima segala konsekuensi apabila terbukti bahwa skripsi ini bukan hasil karya sendiri. Jakarta, 22 Desember 2013 Yang Menyatakan
Dian Novita Sari 109014000175
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ACKNOWLEDGEMENT
All praises be to Allah, the lord of the worlds, the one Who has bestowed upon the writer in finishing this ‘Skripsi’ paper. Peace and blessing may always be upon our prophet Muhammad saw, his family, relatives and all of his followers until the day after. First of all, the writer would like to express her greatest thanks to her Advisors Dr. Fahriany, M.Pd and Zaharil Anasy, M.Hum for their guidance and suggestion in completing this ‘Skripsi’. Without their help this ‘Skripsi’ will mean nothing. Moreover, the writer also would like to give her gratitude to all people who have helped her completing this ‘Skripsi’, particularly to: 1. Drs. Syauki, M.Pd and Zaharil Anasy, M.Hum, the Head and Secretary of English Education Department, also to all of their staffs, for their assistance and help which have given lots of contributions for the process of writing this ‘Skripsi’. 2. Drs. Syauki, M.Pd, the Academic Advisor of class E of English Education Department academic year 2009. 3. All the lectures in English Education Department for their encouragement, guidance, and knowledge for the writer during her study in this university. 4. Nurlena Rifa’i, MA, Ph.D, the Dean of the Faculty of Tarbiyah and Teachers Training. 5. Drs. H. Surya Mulyana, the Head Master of SMK Negeri 3 Tangerang for giving the writer permission and authority for doing the research in his school. 6. Misbahul Munir, S.Ag, M.M, the Responsible of Students Organization of Intern School (OSIS) in SMK Negeri 3 Tangerang for his help, guidance, and encouragement for the writer during the research.
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7. Hj. Murtinah, S.Pd, English Teacher of X grade students of academic year 2013- 2014 in SMK Negeri 3 Tangerang for her help, guidance and suggestion for the writer during the research. 8. Writer’s lovely parents Mr. Gunawan, Mrs. Sugiyatmi and writer’s dearest brother Adhika Dwi Prastya for all of their help, support and prayer. 9. Writer’s classmates especially: Maret, Nisa, Nervi, Dita, Ma’dah, Hayin, Neng, for their help, support and accompany for finishing this ‘Skripsi’. Finally, the writer realized that this ‘Skripsi’ is far from being perfect; therefore the writer hoped that there are many constructive critiques and suggestion for the writer to make this ‘Skripsi’ better. Hopefully, this ‘Skripsi’ can give some contribution to the development of English Teaching and Learning and there will be further research of it.
The Writer
ABSTRACT THE EFFECTIVENESS OF “FIND SOMEONE WHO” GAME TOWARD STUDENTS’ SPEAKING SKILL A Pre-experimental study of First Grade Students of Culinary Department at SMK Negeri 3 Tangerang. Skripsi of English Education Department of Faculty of Tarbiyah and Teachers’ Training of State Islamic University Syarif Hidayatullah Jakarta, 2014. Key words: Speaking skill, find someone who game, effectiveness. This study was aimed to improve students’ speaking skill through the use of “Find Someone Who” game in the first grade students of SMK Negeri 3 Tangerang academic year 2013/2014. The subject of this study was a class of X (ten) grade students which consisted of 25 students. The research design of this study was a pre-experimental research design. In this research the writer used only a class of student as experimental class. The writer used one group pre-test and post-test for collecting the data. The data of pre-test were taken for measuring students speaking skill before the treatment was given and the data were taken from the post-test used for measuring students speaking skill after receiving the treatment using “Find Someone Who” game. The result of the study showed that there was improvement of students speaking skill after being taught using “Find Someone Who” game. Most of students speaking score in post-test were better than their score in the pre-test. The students’ mean score from pre-test was 47.36 whereas their mean score in posttest was 59.32. After the data from pre-test and post-test were calculated the result show that t0 (t-observation)= 6.53 and based on degree of freedom (df/dk)=24 at significant level 1% and 5% ttable5% = 2.064 and 1%= 2.797 can be concluded that t0>ttableor 6.53 > 2.797 > 2.064 or Ha was accepted and H0 was rejected. Thus the result of the study showed that “Find Someone Who” game is effective to improve students’ speaking skill and communication practice.
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ABSTRAK EFEKTIVITAS “FIND SOMEONE WHO” GAME UNTUK MENINGKATKAN KEMAMPUAN SPEAKING SISWA Penelitian Preeksperimen Terhadap Siswa Kelas Satu Jurusan Tata Boga di SMK Negeri 3 Tangerang. Skripsi Pendidikan Bahasa Inggris Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negri Syarif Hidayatullah Jakarta, 2014. Kata kunci: Speaking skill, find someone who game, effectiveness. Penelitian ini bertujuan untuk meningkatkan kemampuan berbicara siswa melalui pengaplikasian “Find Someone Who” game sebagai sebuah teknik pembelajaran speaking di kelas satu SMK Negeri 3 Tangerang tahun ajaran 2013/ 2014. Subjek penelitian dalam studi ini diperoleh dari siswa kelas X yang terdiri dari 25 siswa. Design penelitian yang digunakan dalam penelitian ini adalah pre-experimen design dimana peneliti hanya menggunakan satu kelas sebagai kelas eksperimen. Pengambilan data penelitian dilakukan melalui pre-test dan post-test yang berbentuk tes lisan. Data yang didapatkan peneliti melalui pre-test akan digunakan untuk mengukur kemampuan berbicara siswa sebelum perlakuan diberikan, sedangkan data yang didapatkanpeneliti melalui post-test akan digunakan untuk mengukur kemampuan berbicara siswa setelah mendapat perlakuan berupa pembelajaran speaking melalui “Find Someone Who” game. Hasil penelitian menunjukkan bahwa adanya peningkatan secara signifikan terhadap kemampuan berbicara siswa setelah menerima pembelajaran menggunakan “Find Someone Who” game. Sebagian besar nilai speaking siswa yang di dapatkan melalui post-test menunjukkan peningkatan yang cukup signifikan dibandingkan dengan nilai speaking siswa yang didapatkan melalui pre-test. Nilai rata-rata siswa yang didapatkan melalui pre-test sebesar 47.36 lebih kecil dibandingkan nilai rata-rata siswa yang didapatkan melalui post-test yaitu sebesar 59.32. Setelah proses penghitungan data yang diperoleh selesai didapatkanlah hasil t0 (t-observation)= 6.53 dan berdasarkan derajat kebebasan= 24 dengan tingkat kesalahan/ tingkat signifikansi sebesa 1% dan 5% maka didapatkan ttable5% = 2.064 dan 1%= 2.797 sehingga dapat disimpulkan bahwa t0>ttableor 6.53 > 2.797 > 2.064 atau Ha diterima dan H0 ditolak. Dengan demikian dapat disimpulkan melalui hasil penelitian ini bahwa penggunaan“Find Someone Who” game sebagai teknik pembelajaran bahasa efektif untuk meningkatkan kemampuan speaking siswa.
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TABLE OF CONTENT
COVER ................................................................................................................
i
PAGE OF APPROVAL ...................................................................................... ii THE ENDORSEMENT SHEET........................................................................ iii CERTIFICATE OF ORIGINALITY ................................................................ iv ACKNOWLEDGEMENT .................................................................................. v ABSTRACT ......................................................................................................... vii TABLE OF CONTENT ...................................................................................... ix LIST OF THE TABLE ....................................................................................... xi LIST OF THE APPENDICES ........................................................................... xii CHAPTER I
INTRODUCTION .................................................................. 1 A. Background of the Study ...................................................... 1 B. Identification of the Problem ................................................ 3 C. Limitation of the Problem .................................................... 4 D. Formulation of the Problem ................................................. 4 E. Objectives of the Study......................................................... 4 F. Significance of the Study ...................................................... 4
CHAPTER II
THEORETICAL FRAMEWORK ........................................ 5 A. Speaking ............................................................................... 5 1. The Nature of Speaking .................................................. 5 2. Types of Spoken Discourse .............................................. 8 3. Techniques for Teaching Speaking .................................. 10 a. Discussion .................................................................... 12 b. Problem Solving .......................................................... 13 c. Role Play/Simulation ................................................... 14 4. The Objective of Teaching Speaking in Vocational High School .............................................................................. 15 5. Teacher Roles in Teaching Speaking .............................. 19 6. The Characteristics of Successful Speaking Activity ...... 21
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x
B. Game ................................................................................... 22 1. The Definition of Game .................................................. 22 2. Kind of Speaking Games ................................................ 24 a. Information-gap .......................................................... 24 b. Describing Pictures ..................................................... 26 c. Find Someone Who Game .......................................... 27 3. Benefits of Using Find Someone Who Game ................... 29 C. Previous Studies ................................................................... 29 E. Theoretical Thinking ........................................................... 31 F. Hypothesis ............................................................................ 32 CHAPTER III RESEARCH METHODOLOGY .......................................... 33 A. Place and Time of Study ...................................................... 33 B. Research Method and Design ............................................... 33 C. Variable of the Research ...................................................... 34 D. Data of the Research ............................................................ 34 E. Instrument of the Research ................................................... 35 F. Technique of Collecting Data ............................................... 35 G. Technique of Analyzing Data .............................................. 36 H. Scoring ................................................................................. 37 G. Hypothesis Statistic ............................................................. 41 CHAPTER IV RESULT FINDING AND DISCUSSION ............................ 43 A. Data Description................................................................... 43 B. Data Analysis ....................................................................... 45 C. Hypotheses ........................................................................... 48 D. Data Interpretation ............................................................... 49 CHAPTER V
CONCLUSION AND SUGGESTION ................................. 51 A. Conclusion ........................................................................... 51 B. Suggestion ............................................................................ 51
REFERENCES .................................................................................................... 53 APPENDICES ................................................................................................
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LIST OF TABLE
page Table 3.1 : Speaking Rating Scale .................................................................. 38 Table 3.2 : Conversion Table ......................................................................... 40 Table 3.3 : Description of Conversion Table .................................................. 41 Table 4.1 : Students’ Pre-test Speaking Score ............................................... 43 Table 4.2 : Students’ Post-test Speaking Score ............................................... 44 Table 4.3 : Gained Score of Students’ Pre-test and Post-test ......................... 45
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LIST OF APPENDICES
page Appendix 1 : Instrument of the Research .......................................................
57
Appendix 2 : Guidance for Oral-test ..............................................................
57
Appendix 3 : The Score Aspect of Students Pre-test ....................................
58
Appendix 4 : The Score Aspects of Students Post-test ..................................
60
Appendix 5 : Transcript of Students Pre-test .................................................
62
Appendix 6 : Transcript of Students Post-test................................................
63
Appendix 7 : Scoring System .........................................................................
64
Appendix 8 : Lesson Plan of Experiment Class .............................................
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Appendix 9 : Treatments ................................................................................
98
Appendix 10 : The Value of t-table................................................................. 103 Appendix 11 : The Evidence Letter of the Research ...................................... 104 Appendix 12 : The License Letter of the Research .......................................... 105
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CHAPTER I INTRODUCTION A. Background of the Study Language is one of the means of communication that plays an important role in human interaction. People around the world use language to convey their messages, communicate their feelings and needs whether in spoken form or in written
form.
Nobody
can
avoid
the
interaction
through
language
(communication) with people around them. Because of the necessity of communication in humans’ life, speaking skill considers as one of important language aspects that have to be acquired in order to convey their verbal messages precisely and communicate their purpose successfully. Lately, as the development of modern world the necessity of mastering English language especially the ability to communicate in English language has encouraged the Ministry of Education in Indonesia to develop some curriculum that emphasis on developing communicative skill in the term of transactional and interpersonal interactions. Turning back to the past even there are some previous curriculum that already emphasized on communicative activities in the class such as Kurikulum Berbasis Kompetensi (KBK) and Kurikulum Tingkat Satuan Pendidikan (KTSP). Nowadays, the Ministry of Education develops the newest curriculum which is known as Kurikulum 2013. This curriculum hopefully can refine the latest curriculum for integrating some important aspects of education that has not been existed in its predecessor. Based on core competency (Kompetensi Inti) and basic competency in Kurikulum 2013, there are some differences between Kurikulum 2013 and its predecessor KTSP. In KTSP competencies that should be mastered by students were separated in specific lesson but in Kurikulum 2013 every lesson being taught in school supports each competency including affective competency, aptitude competency, and knowledge competency. Furthermore, in Kurikulum 2013
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scientific approach uses as teaching approach that requires students’ active participation in offering critical question about the lesson and theirs participation in analyzing and in summarizing learning points. Another differences come from the integration of some learning aspects such as moral value, religious value, social value, culture, science, and technology. Even though the aim of teaching English in Vocational High School had been well established in Indonesian National Curriculum but most of learners in SMK Negeri 3 Tangerang still find speaking as a difficult skill to be mastered. This situation happened because English language is not used as communication language in their society. Another problem which causes consideration that speaking is a difficult skill to be mastered comes from the implementation of grammatical competence that should be transformed into communicative competence. Speaking, as productive skill, is considered as the most difficult skill to be mastered by most of language learners around the world because speaking is transient and dynamic thus speeches exchange between the speakers occur in very limited time. Fortunately the process of teaching English in SMKN 3 Tangerang has been conducted by using communicative approach before the implementation of Kurikulum 2013. This condition caused students’ communicative skill in SMKN 3 Tangerang are well established. Furthermore, based on writer’s observation on X grade students can be found that there are some problems which caused students’ speaking performance less than good. First of all, students’ previous knowledge about English language; this problems comes from how English language has been taught in students’ previous school thus indirectly influence their capability in constructing well-forms spoken utterances and in implementing language function. Another problem comes from teacher routine on using dialogue practice for teaching speaking. Even though it is not a serious problem but dialogue practice which is known as pre-communicative activity had caused students’ misconception on practicing the target language in real-life communication activity. Most of students performed dialogue memorization while being assessed
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for making simple daily interpersonal communication. The other problem comes from students’ vocabulary mastery. Students’ incapacity in using English vocabulary actively makes them need a great amount of effort for selecting the vocabulary in order to convey the desired meaning. In consequence, after observing these phenomena, the writer saw the necessity of providing a learning technique which can facilitate students with reallife alike communicative activity and can bring the needs for communicating to the students during learning process. Based on that reason therefore the writer chose a kind of communication game named “Find Someone Who” (FSW) for teaching speaking and improving students speaking skill in X grade students of Vocational High School. Other than that, most of experts agree that learning a language is a hard process; therefore facilitating students’ with kind of activity which can bring some joyful feeling such as game is very important. Another reason for using FSW as a teaching technique is the interesting and playfulness feeling that was brought by game. Moreover, there is no doubt that most of teenagers love game; therefore the writer tries to engage students’ attention, involvement, and cooperativeness during learning process in order to provide a great amount of communicative practice and target language exposure into learning activity for improving students’ speaking skill. B. Identification of the Problems According to writer’s observation of X year students of SMK Negeri 3 Tangerang there are some identification of problems: 1. Students’ incapability to speak English caused by their previous knowledge about the language and the way English being taught in their previous school. 2. Students need more communicative activity for improving their speaking skill and practicing English language in real-life communication. 3. Students’ lack vocabulary mastery causes their incapability on conveying their message successfully.
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C. Limitation of the Study In order to be more specific, the writer will limit this study on investigating the effectiveness of a kind of game “Find Someone Who” to increase students’ speaking skill at grade X of Vocational High School. D. Formulation of the Problems Based on limitation of the problems stated above, this study will focus on answering the following question: “Does teaching speaking through „Find Someone Who‟ game effective in increasing students‟ speaking skill?” E. Objectives of the Study According to the formulation of problems mentioned above, the aim of this study is to observe whether “Find Someone Who” is effective for increasing students’ speaking skill in speaking class. F. Significances of the Study Depends on the objective of study has been mentioned above, this study will give several significant not only for students but also for teachers. First of all, for teachers his study will give some benefits such as improving their teaching technique and creating more interesting and more joyful learning process in their speaking class. Moreover, this study also gives some benefits for the students such as reducing their stress and burden that caused by their obligation to catch all of learning points being taught by their teacher during learning process. Since language learning considers as one of difficult subjects to be learned a joyful learning process through game can make them capable of catching more learning points and giving more contribution during learning process.
CHAPTER II THEORETICAL FRAMEWORK
A. Speaking 1. The Nature of Speaking Speaking refers to the communication activity that requires the interaction between at least two people. In this situation, someone who involve in speaking activity can give simultaneous contribution to the communication discourse that occurs in particular situation and they also can change and develop the topic of discussion being discussed as the communication takes place. According to Carter and Nunan speaking defines as reciprocal and physically situated face-to-face interaction. Reciprocal means that speakers can give simultaneous contribution to the discourse and respond to each contribution as soon as possible. Whereas, physically situated face-to-face interaction means that speakers can see each other thus they can understand some physical context and physical signal to show their attention to the interaction and their intention for responding the utterances.1 The definition above explains that speaking is a reciprocal action which means that the speaker and the interlocutor can make direct contribution to the discourse or to the information exchange. This situation will bring the speakers to the topic development or exchange because in oral communication people usually make less predictable interactions such as making initiation for developing topic, making clarification about some information, or closing the interaction. Moreover, beside of its unpredictable activity speaking is known also as dynamic and transient activity because in speaking activity conversations occur immediately and these utterances/conversations are impermanent which can change as soon as the speaker produces the other
1
Ronald Carter, David Nunan. The Cambridge Guide to Teaching English to Speakers of Other Language. (Cambridge: Cambridge University Press, 2001), p. 16.
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utterances. Furthermore, speaking also defines as physically situated face-toface interaction which means that both of speaker and interlocutor can see each other. They can use physical context and physical signal for indicating their attention or intention to the interaction and for making some contribution or for responding the topic being discussed. On the other hand, McDonough and Shaw see that speaking is not an oral form of written language because it requires learners‟ ability to use its subskills to form a complete competency of spoken language.2 With this argumentation can be concluded that speaking differs from oral form of written language because to achieve speaking competency learners are not only required to be able to speak but they also need to be able to master speaking sub-skill such as pronunciation, stress, intonation, turn-taking ability, and so on. When the speakers involve in speaking activity, speaking sub-skills will give some important contributions for maintaining or managing speakers‟ relation with the other speakers in speaking activity. This relation is useful for delivering their message clearly and for communicating successfully. Furthermore, spoken language differs from written language not only because of the involvement its sub-skill but also because of its different characteristics. Spoken language is considered as more dynamic and transient activity than written language; therefore as the spoken discourse has been said it will disappear as soon as possible and it cannot be exactly repeated in the same way. Meanwhile, written language is permanent that the readers can read it anytime they want or they can reread it many times without worrying about missing any essential information in the text. This argumentation derives from Hughes explanation that the nature of speaking is different from the nature of writing in the aspects of production and in the social aspects. In aspect of production spoken language is context dependent, unplanned, transient,
2
Jo McDonough, Christopher Shaw. Materials and Methods in ELT. Second Edition, (Oxford: Blackwell Publishing Ltd, 2003), p. 133.
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oral/aural, and dynamic; whereas in the social aspect spoken language is locus of change, inter-personal, informal, stigmatised, rhetorical, and primary.3 From that statement can be elaborated that the characteristic of spoken language in the aspect of production can be changed depends on its context. Spoken language is unpredictable that speakers can easily move from one topic to the different topic. Moreover, spoken discourse is temporal which means that the utterances being spoken can‟t be repeated in the same way because they disappear as soon as the speakers said them and it delivers through oral/ aural communication which makes spoken language dynamic and actively change for its spontaneous material. This condition makes the materials being discussed in speaking activity can be changed easily based on speakers‟ willingness. On the other hand, in the social aspects the characteristics of spoken language not only require topic exchange between speakers but also topic exchange between discourse and the things around it. Moreover, the interaction in speaking activity always occurs between more than one people and commonly using informal language; therefore, the speakers not only need the ability to adapt themselves with other speakers or the ability to repairs misunderstanding that occur between them but they also need to understand communication style which used by the speakers in order to communicate in effective way. Furthermore, in “A Communicative Grammar of English” Leech and Svartvik remark that a conversation is not limited on giving and receiving information only but also including social interaction and participant cooperation as the basic characteristic of conversation.4 This statement explains that communication between the speakers aimed not only for exchanging information but also for maintaining social interaction and speakers‟ cooperation during the conversation thus demand the speakers to master the ability for managing turn-taking technique in communication. 3
Rebecca Hughes. Teaching and Researching Speaking. (Harlow: Pearson Education Limited, 2002), pp. 9- 11. 4 Geoffrey Leech, Jan Svartvik, A Communicative Grammar of English, Third Eddition, (Essex: Pearson Education Limited, 2002), p. 13.
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Therefore, founded on the three definitions of speaking above can be concluded that the characteristics of spoken language is different from the characteristics of writing language in the aspect of production and in the social aspects. Speaking is known as a communicative activity that requires reciprocal and physical face-to-face interaction between at least two speakers and in order to master speaking competency learners not only have to be able to master speaking skill but also to be able to master its sub-skills for maintaining social interaction between the speakers and for achieving a successful communication.
2. Types of Spoken Discourse There are two kinds of discourse that commonly used in Indonesian English National Syllabus; transactional discourse and interactional discourse. Based on basic competition of Kurikulum 2013 especially in the term of social competition the objective of teaching English in Vocational High School is achieving ability to use English language for transactional and interactional function.5 Therefore, based on that statement students of Vocational High School in Indonesia are required to be able to produce and to understand both of transactional and interpersonal discourse. The classification of English language discourse in Kurikulum 2013 is similar with Richard‟s statements about the classification of spoken discourse. According to Richard, spoken discourse are classified into two: interactional and transactional. Interactional discourse gives more attention on maintaining good interaction between the participants than on giving the information to the participants. On the contrary, transactional discourse focuses on using language to communicate the information to other participant.6 Based on the explanation above can be summed up that interactional discourse is social interaction oriented. It means that the purpose of communication is to build a good interaction among the participant and less 5
Kementerian Pendidikan dan Kebudayaan Republik Indonesia, Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia No. 70 Tahun 2013, p. 86. 6 Penny Ur, A Course in Language Teaching Practice and Theory, (Cambridge: University Press, 1996), p. 130.
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concern on communicating the information itself. On the other hand, transactional discourse is message oriented, it means that the purpose of communication among the speakers is communicating the information in effective, accurate and coherence way. On the other hand, as stated by Nation and Newton speaking interactions classify into transactional speaking and interactional speaking. Transactional speaking is known also as formal speaking; whereas interactional speaking is known as informal speaking.7 This argumentation shows the classification of speaking based on the degree of formality of the language being used in speaking and the purpose of speaking itself. In interactional speaking, speakers commonly use informal language. In this interaction building relationship among the speakers seems more important than conveying speakers‟ message. On the contrary, in transactional speaking, speakers commonly use formal language and give more focus on using language items for conveying their message to the other speakers than maintaining social relationship among the speakers. Furthermore, Nation and Newton explanation about transactional and interactional speaking which has been mentioned before is similar with Farrell statements in his book “Succeeding with English Language Learners”. He said that there are two reasons why people engage in communication: first is interpersonal reason and second is transactional reason.8 Through that statement can be concluded that there are some reason why people keep communicating: the first reason is they want to socialize with people around them (interpersonal reason) and the second reason is they want to exchange the information about something specific with people around them (transactional reason). Furthermore, there are other spoken discourse which is known as longturn and short-turn spoken discourse. Brown and Yule in their book 7
I. S. P Nation, J. Newton, Teaching ESL/EFL Listening and Speaking, (New York: Routledge, 2009), pp. 120- 121. 8 Thomas S. C. Farrell, Succeeding with English Language Learners: A Guide for Beginning Teachers, (California: Corwin Press, 2006), p. 74.
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“Teaching the Spoken Language” explain that a long-turn discourse consists of a long utterance that may end as long as hour‟s lecture; meanwhile a shortturn discourse consists of only one or two utterances. A short-turn speaking discourse commonly unburden the speakers while producing its structure; whereas a long-turn speaking discourse commonly demanding the speakers while producing its structure because they have to be responsible to produce a sequence of well-structured utterance for helping their listeners to draw a coherent representation of their messages.9 The explanation above shows that spoken discourses are classified into two: short-turn and long-turn spoken discourse. Short-turn spoken discourse consists of short utterances and because of its simple form the speakers commonly do not find any serious difficulties while creating its discourse. On the contrary, long-turn spoken discourse consists of longer utterances than its predecessor and because of its complicated form the speakers can feel a burdensome feeling for producing long and complicated structure. Speakers‟ burden when producing long-turn spoken discourse not only comes from speakers‟ responsibility for achieving cohesion and coherence of the discourse but also comes from speakers‟ responsibility for assuring that their listeners achieve their messages clearly. In consequence, from the explanations of experts above can be concluded that there are many kinds of speaking discourse based on its function, they are: transactional
discourse
which
concerns
on
information
exchange,
interactional discourse which concerns on maintaining social relationship among the speakers, long-turn discourse and short-turn discourse which concern on the length and the complexity production of conversational structures.
3. Techniques for Teaching Speaking Before discussing about the techniques of teaching speaking skill, it is essential to know that based on linguistic study human are born with the 9
Gillian Brown, George Yule, Teaching the Spoken Language, (Cambridge: Cambridge University Press, 1991), pp. 16- 17.
11
ability for acquiring the language. This basic ability is given by God through the existence of human brain. In the early age of human development, the process of acquiring first language begin by receiving language input through the interaction of the language users around them. Furthermore, by the development of their speech organ human begin to produce utterances from the language input which is known as language output. Based on input and output theory Harmer suggests the three stages of language teaching and learning to teach productive skill such as speaking that aimed for increasing communicative competence: first, Introducing new language; second, practice; third, communicative activities.10 From that classification can be elaborated that in the first stage teachers should explain clearly the information about the target language including: its meaning, the way to use the language, the grammatical form of the language, then the pronunciation and the written form of the target language. Moreover, in the second stage, teachers should provide a chance for learners to practice the language. In this stage learners will practice to communicate using the target language in more controlled way. Finally, in the third stage teachers should stimulate the communication between learners and learners or between learners and teachers through learning activities. In this activity learners will practice to use the target language in less controlled way or they are allowed to modify the target language based on their own creativity. In addition, Woods reports that according to Cajkler and Addelman there is a current model of language teaching which consists of presentation, practice, and communicative activity. They point out that teachers‟ oral input, learners‟ practice, and oral‟s model repetition are essential for acquiring the target language. On the other hand, Woods adds that without a sufficient target language input teachers‟ cannot expect target language output from their learners.11 This argumentation shows about the importance of input and output 10
Jeremy Harmer, The Practice of English Language Teaching, Third Edition, (New York: Longman Publishing, 1991), pp. 50-51. 11 Caroline Woods, Teaching and Assessing Skill in Foreign Language, (Cambridge: Cambridge University Press, 2005), p. 41.
12
language exposure for learners‟ successful achievement of the target language acquisition. This argumentation upholds the previous opinion about the three stages of language learning based on input and output theory. Moreover, there are also some useful and joyful techniques for teaching speaking according to some experts:
a. Discussion Discussion is one of language teaching technique that emphasizes on giving language learners opportunity to practice communicating through the target language. According to Ur, discussion considers as “the most natural and effective way for learners to practise talking freely in English is by thinking some problem or situation together through verbal interchange of idea”.12 This statement shows that discussion is the most natural and effective learning activity for the language learners practicing their speaking skill. In this activity they can share their idea orally and freely through communication activity which is at the same time learners also can get the opportunity for practicing the target language. In Getting Students to Talk Galebiowska defines discussion as “a communicative activity in which learners retain their own personalities and views. Their task is to come to an agreement regarding an issue which is introduced by the teacher.”13 From that definition can be summed up that discussion is a kind of communicative activity that requires learners‟ effort on upholding their views and argumentations. In this activity learners usually will be asked to reach an agreement through communication activity depends on the issue which is given by their teacher. Furthermore, based on Harmer‟s argumentation discussion is a useful activity to promote the fluent use of language. He adds that teacher should consider some important things before beginning the discussion such as giving thinking time for each participant and giving each group enough time for
12
Penny Ur, Discussion that Work, (Cambridge: Cambridge University Press, 2007), p. 2. Aleksandra Colebiowska, Getting Students to Talk. (Cambridge: The University Press, 1990), p. 5. 13
13
preparing their argumentation.14 From that statement can be concluded that discussion can be used as a language learning technique which promotes language practice for learners. Before beginning the discussion teachers should prepare and encourage their learners to speak by giving them enough time for thinking about the topic that will be discussed. In consequence, the three argumentations of the experts above show that discussion is a kind of activity which prompts the language practice for the learners. In this activity learners will be asked to reach an agreement through verbal communication and they also will be asked to share their opinion about the topic that will be discussed. Moreover, before using this technique for communication practice in the class teachers should consider some necessary things to do such as giving some thinking time for learners before beginning the discussion.
b. Problem Solving Problem solving is one of teaching speaking technique that brings the communicative purpose into learning. According to McDonough and Shaw problem solving technique provides the opportunity for the learners to discuss in small group or pairs. In this activity learners can decide and discuss some reasons for each case which is provided by their teacher.15 From this statement can be concluded that problem solving activity is a kind of activity that provides the opportunity for practicing the use of target language in communicative
way and
for
increasing learners‟
involvement
and
cooperativeness during learning process. Moreover, problem solving is also known as a kind of activity which insists on using the target language for solving the task and for finding the solution for each problem which is given by their teacher. This explanation is taken from Harmer‟s statement in his book “The Practice of English
128.
14
Jeremy Harmer, How to Teach English, (Essex: Pearson Education Limited, 2007), p.
15
McDonough, Shaw, Op.cit., p. 145.
14
Language Teaching”, he said “problem solving activities encourage students to talk together to find a solution to (a set of) problems or tasks.”16 In consequence, from the explanation above can be concluded that problem solving activity can provide language learners with the opportunity for practicing the target language. Moreover, it also can provide the learners with the opportunity for solving and finding the solution of problem which is given by their teacher through small group or pair discussion.
c. Role Play/Simulation Role play or simulation is one of language teaching technique that gives learners opportunity for practicing the language in similar condition of reallife situation. Harmer states that “simulation and role-play can be used to encourage general oral fluency or to train students for specific situation, especially when they are studying English for specific purposes (ESP)”.17 Based on the statement mentioned before role-play and simulation is one of language teaching technique that emphasizes on giving learners opportunity for doing communication practice in specific situation. In this activity, firstly teacher will set up the condition of classroom based on learning topic then learners will be asked to play different roles or character such as act as a secretary, director, officer, or so on in order to accomplish learning task. According to Ur, role-play likely to be a small group discussion that each member of group will be given situation and roles to act and will be asked to explore their roles. Role-play also can increase the learners‟ opportunity for doing communication practice based on real-life situation.18 From that statement can be concluded that in role-play learners will work in small group or pairs and will be given a situation then they will be asked to play and to explore their role creatively. Furthermore, role-play not only can give learners
16
Jeremy Harmer, The Practice of English Language Teaching, Third Edition, (New York: Longman Publishing, 1991), p. 129. 17 Jeremy Harmer, The Practice of English Language Teaching, Fourth Edition, (Essex: Pearson Education Limited, 2007), p. 352. 18 Ur, Op.cit., p. 9.
15
an experience of practicing communication in real-life situation but also can improve learners‟ opportunity for using the target language. In “Materials and Methods in ELT” McDonough and Shaw informs that role-play is one way to make learners speak in different social context and to experience some variations of social role. Role-play is considered as a „social interaction activity‟ that requires learners‟ ability for maintaining and establishing social relationship among the participant.19 This statement shows that role-play is useful not only for giving learners opportunity to speak in different social context and to play different roles in society but also for giving learners the opportunity to use the target language for maintaining and establishing social relationship. Therefore based on the explanation from the experts above can be concluded that role-play can provide learners with communication practice of the target language and give them the opportunity to use that language not only in real-life situation but also in social context thus they can learn useful technique for maintaining social relationship among the participants.
4. The Objective of Teaching Speaking in Vocational High School Since the development of modern world and competitiveness among global countries, the need for developing educational quality in Indonesia seems to be important. The intention for developing Indonesian educational quality can be seen from Educational Ministry serious action on developing Indonesian educational curriculum in simultaneous way. The newest curriculum which is used in Indonesia is Kurikulum 2013 that using PP No. 70 Tahun 2013 as its basic foundation for developing its syllabus and its learning materials. Based on PP No. 70 Tahun 2013 the objectives of teaching speaking in Vocational High School are stated in Kompetensi Dasar (KD): students are required not only being competent on explaining, questioning, and responding the information about themselves 19
Jo McDonough, Christopher Shaw. Materials and Methods in ELT. Second Edition, (Oxford: Blackwell Publishing Ltd, 2003), pp. 145- 147.
16
through the target language in order to achieve social functions but also required being communicative competence for greeting, praising, questioning about
someone‟s
purpose,
responding
to
someone‟s
regard,
and
communicating about past and future event.20 From that regulation can be summed up that the objective of teaching speaking in Vocational High School is achieving transactional and interpersonal function. Moreover, based on PP No. 32 Tahun 2013 pasal 77K, teaching English in Vocational High School is considered as a general content subject that must be taught to the learners.21 The elaboration of this regulation appears in PP No.70 Tahun 2013 that in order to assimilate the learning contents in both of Senior High School and Vocational High School; therefore the Ministry of Education in Indonesia develops a structural curriculum which is known as „Struktur Kurikulum Pendidikan Menengah‟.22 Based on that curriculum the allocation for teaching English subject in Vocational High School is once a week and as the result of the generalization of learning objective which is stated in Kurikulum 2013 most of English Teachers in Vocational High School especially in SMKN 3 Tangerang decided to support their learners competency in mastering English language by initiating the enrichment of learners‟ vocabulary mastery based on their majority. Furthermore, there are some experts‟ argumentations about the objective of teaching speaking. Most of them agree that the objective of teaching speaking should be speaking competency or on the other word capability to communicate through the target language. In Fluency and its Teaching, Guillot instructs that fluency on the foreign language point of view is known as a degree in communication proficiency that consists of: (1) capability in producing both of spoken and written form of language easily; (2) capability in speaking with a good intonation, vocabulary, and grammar; (3) capability in
20
Menteri Pendidikan dan Kebudayaan Republik Indonesia, Op.cit., pp. 86- 92. Presiden Republik Indonesia, Peraturan Pemerintah Republik Indonesia No. 32 Tahun 2013, p. 26. 22 Menteri Pendidikan dan Kebudayaan Republik Indonesia, Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia No. 70 , p. 11. 21
17
communicating idea in an effective way; and (4) capability in continuing speech without obstructing the comprehensible of information or breaking the communication.23 The statement above elaborates that fluency in speaking considers as a skill or an ability to communicate easily with a good but not necessary perfect intonation, vocabulary and grammar. It also requires both of the ability to deliver an idea in an effective way and the ability to control the conversation flow as good as possible. Therefore, in order to achieve the objective of learning speaking (speaking fluency) learners are required to be able to communicate easily and effectively in the target language. Furthermore, in Getting Students to Talk, Colebiowska states that the aim of teaching English should encourage the learners to be able to communicate in English language therefore preparing the learners with a task which concerns with a real-life communication considers as a very important aspect for achieving a successful communication.24 From that explanation can be concluded that providing learners with real-life communication task can help them developing their communicative skill. This condition occurs as the effect of their familiarity with the communication in the target language which also can improve the successful of communication practice among the learners in the class. On the other hand, Byrne declares that the main goal of teaching speaking is oral fluency which defines as the ability to express someone or some idea clearly, wisely, accurately without so much confusion.25 The argumentation about oral fluency as the objective of teaching speaking derives from the fact that in communication process sometimes people experience a communication breakdown. Communication breakdown can occur because the listeners uninterested with the topic had been discussed or get impatient to wait the other speakers' responds. Therefore, in order to avoid communication 23
Marie-Noelle Guillot, Fluency and its Teaching, (Clevedon: Multilingual Matters Ltd, 1999), p. 26. 24 Colebiowska, Op.cit., p. 1. 25 Hughes, Op.cit., p. 67.
18
breakdown and to possess the ability to speak fluently, bringing the learners from model imitation stage or drilling practice to the communicative stage or communication practice in less controlled way is very useful for giving the learners an opportunity to do communication practice in the target language and for expressing their idea freely. In addition, Hammerly reports that most of second-language advocates do not care about students‟ mispronunciation because it can be reduced through communicative
classroom
interaction.
In
contrast
with
Hammerly‟s
argumentation, Ur asserted that the aim of improving pronunciation is not for achieving native alike accent but for achieving accurate pronunciation in order to be understandable and comprehensible enough for other speakers.26 The argumentation above up holds the argumentation of communicative approach advocates. They state that in the beginning of learning stage developing learners‟ vocabulary is considered very important and focusing on the accuracy of language structure production is considered less important because students‟ mistake in pronouncing words, in using inappropriate affixes, and in making incorrect grammatical sentences will disappear gradually through communicative activity in the class. This condition appears as the result of students‟ familiarity of the target language structure. On the contrary, another expert argued that improving students‟ pronunciation considered very important. Even though the aim of improving students‟ pronunciation not to achieve native alike pronunciation but improving students‟ pronunciation is important to achieve a successful communication activity among the speakers and to avoid misunderstanding between them as the result of mispronouncing words. In consequence, some of experts‟ argumentations about the objective of teaching speaking which have been mentioned above lead to the conclusion that most of experts agree that the objective of teaching speaking is developing communication competency or fluency in speaking. On the other hand, cannot be neglected that some of speaking sub-skills also give some 26
Ibid., p. 68.
19
contributions to the successfulness of communication even though these subskills are not the main objective of teaching speaking. The argumentations about the objective of teaching speaking according to the experts actually in line with the objective of teaching speaking in Indonesia that aimed to achieve transactional and interpersonal function.
5. Teacher Roles in Teaching Speaking According to some experts, teachers need to play some roles during speaking activity for making their learners speak fluently and for achieving a successful learning process. The following explanation will focused on describing teachers‟ role in speaking class based on some educational experts‟ argumentation: a)
Prompter When acting as prompter teachers are responsible on helping the learners come over their problem when they get stuck on the idea they are going to say in the middle of the activity. Teachers also have to make sure that their help shouldn‟t break up the activity or make it out of the role in order to prevent students‟ frustration feeling.
b)
Participant Sometimes teachers also can take a role as participant, they can participate in learners‟ activity by informing them about new information in order to keep the activity running on its track. Teachers also have to maintain learners‟ engagement on the activity by setting up an interesting and clear task. They also should provide a creative learning environment by giving their learners some suggestion in the middle of activity without making themselves as a dominant participant during learning process.
c)
Feedback provider Teachers as feedback providers need to be aware of different effect from different feedback approach, for instance, teachers over correction on learners‟ performance can cause the absence of communicativeness from learning activity because students especially who is over corrected by teacher can feel frightened, embarrassed, or even down then decided to be
20
quite instead of speaking up and making another mistake. On the contrary, teachers should make gentle correction which can help their students overcome from difficult situation such as misunderstanding or hesitation during learning process.27 d)
Controller When teachers acting as controller they have to walk around the class to ensure that their students are performing their tasks well and doing their task on the right track. Teachers also have to check out students‟ performance in the small group or pairs and see whether their students need their help or not. Moreover, they also have to make sure that their students share the same opportunity for making contribution during learning process.
e)
Observer/ analyzer Teachers‟ role as observer or analyzer is observing or analyzing students‟ problem during learning process. Teachers should make some observation on students‟ performance in order to ensure that their students are capable of expressing themselves in the target language and in order to provide sufficient opportunities for the students for practicing the target language in the class and outside the class.28
f)
Assessor Teachers‟ obligation as assessor is assessing students‟ performance thus with this action teachers will know how well students understanding about the materials which have been taught and how well students perform their task. Another obligation that should be done by teachers as the assessor are correcting students mistakes during learning activity and organizing feedback for their students in order to point out students successful or failure in performing their task and then when students find some problems in the middle of learning process, teachers can help students to solve their problem. 27
Jeremy Harmer, Op.cit., pp. 347-348. Hayriye Kayi, Teaching Speaking: Activities to Promote Speaking in a Second Language, The Internet TESL Journal, Vol. XII, No. 11, November 2006, (http://iteslj.org/). 28
21
g)
Organizer Teachers‟ role as organizer considers as a difficult role to play because teacher skill in organizing the class will determine both of successful and failure of a learning process. Teachers are expected to be a good organizer in setting up learning materials and students‟ activity in the class. Teachers also have to make sure that students get clear information about the task that will be performed by them during the activity in order to achieve a successful learning process.
h)
Tutor Teachers‟ role as a tutor is acting as a coach and students‟ resource; then while students find any difficulties or problems in their project they can ask their teachers to give some advice or guidance to help them solving their problems. Teachers‟ role as a tutor considers as a broader role than others because as a tutor teacher required to be able to integrate the other roles such as organizer, prompter, and students‟ resource.29 In conclusion, from the explanation above can be concluded that teachers‟
ability for doing their roles in the class are very important to establish and to determine a successful of language teaching process in the class.
6. The Characteristics of Successful Speaking Activity Every teacher expects to accomplish a successful learning process and in order to know whether their learning process success or fail, teachers need to know the characteristics of a successful learning process. In “A Course in Language Teaching” Ur reports that a successful speaking activity has some characteristic such as: (1) learners talk a lot; (2) participation is even; (3) motivation is high; and (4) language is of an acceptable level.30 Therefore, from the explanation above can be elaborated that in a successful speaking activity learners will talk a lot during the learning process 29
Jeremy Harmer, The Practice of English Language Teaching, Third Edition, (New York: Longman Publishing, 1991), pp. 236- 242. 30 Penny Ur, A Course in Language Teaching Practice and Theory, (Cambridge: University Press, 1996), p. 120.
22
and there is no domination of minority students in speaking activity and every learner participate actively during learning process or on the other words learners will equally share the opportunity to talk and to make contribution during learning process. Moreover, learners‟ motivation to speak during speaking activity is high because they are interested in the topic being discussed then they want to give an active contribution in order to accomplish learning objective. The last characteristic is learners‟ mastery of acceptable language level which means that learners‟ language are easy to understand with the other participants and they level of language accuracy are good enough. In addition, McDonough and Shaw stated: “successful completion of this type of activity (communication game activity) clearly depends on the effective communicative use of the language and of the sharing of information amongst the participants”.31 From that statement can be elaborated that in communication game activity the objective of speaking activity only can be accomplished successfully if learners can communicate effectively through the target language thus with this ability they also can share the information successfully. In conclusion, based on the elaboration of the experts above a successful speaking activity can be indicated by some characteristic such as the amount of communication that occurs between the learners, learners‟ active contribution during learning process, learners‟ motivation to accomplish the learning objective, and learners‟ ability to communicate effectively through the target language.
B. Game 1. The Definition of Game Most of people love to play games because of the joyful and the interesting feeling which provided by games. In Games for Language
31
McDonough, Shaw, Op.cit., p. 144.
23
Learning, game defines as an exciting and joyful activity which sometimes challenges its players to play and to interact with others players.32 Points out the definition of game stated above can be summed up that in spite of exciting and joyful sensation provided by game, it also more emphasizes on the challenging aspect rather than competitive aspect in its activity because in competition students against each other and the strongest party considers as a winner and the weakest party considers as a looser thus the gap between the winner and the looser can decries the looser participation during this activity. In contrast, a challenging activity will inspire the participants to do their best without worrying too much of being not good (looser) in doing this activity. Moreover, the idea of game as an interesting and joyful activity also supported by the other expert such as Ur; in “Five Minutes Activities” Ur and Wright define game as “amusing item to round off the lesson with a smile.”33 From that statement can be concluded that game is an entertaining activity which can make learning process full of happiness. When teaching a new language in the class teachers need to include some points such as a new grammatical point, grammatical exercise, or text reading and when those learning points being taught in monotonous technique learners will feel bored; therefore to avoid this problem teachers can initiate to use game as their teaching technique. Furthermore, Harmer‟s explanation about game in “The Practice of English Language Teaching” also similar with the explanation that has been mentioned above; Harmer defines games as an important equipment for teachers because of their usefulness for language practice and their relaxing effect for learners. Moreover, he adds that game can provide a challenging and interesting activity and also capable of cheering up students‟ English class even in the end of a long day.34 From that statement be summed up that games 32
Wright et al, Op.cit., p.1. Penny Ur, Andrew Wright, Five-Minutes Activity, (Cambridge: Cambridge University Press, 2007), p. x. 34 Harmer, Op.cit., p. 101. 33
24
consider as teachers‟ important tools in language teaching. This argumentation comes from the usefulness that provided by game such as: the opportunity for learners to practice the target language, game brings joyful feeling while learning a language, game also can make learning activity more challenging and interesting which making learning process more cheerful even at the end of session. Moreover, game considers also as highly motivated activity because of its amusing and challenging characteristic. Game not only gives students break time from a hard and frustrating learning process but also give them a chance for practicing language skill.35 From that statement can be concluded that game is very useful because it can motivate students through its challenging and interesting activity, it can give students a break from a hard learning process and an obligation for catching lots of learning points, and it also can give students opportunity for practicing the target language. In consequence, under pinned the definitions mentioned by some experts above game considers as an interesting and joyful activity which gives a lot of advantages for language learners such as cooperative work among the students, challenging feeling for every learner which can prompt their effort for doing the best to complete their task, and moreover can make learning process becomes an interesting activity which makes their English class more entertaining and provides more opportunity for practicing the target language.
2. Kind of Speaking Games Some of educational practitioners and experts such as Harmer, Ur, McDonough, Shaw, and so on agree that there are many kind of games which can be used as speaking activity such as information-gap game, describing pictures, and find someone who game.
a. Information-gap One of purpose of communication is interchanging information between the speakers or on the other word there is a gap of information between one 35
Aydan Ersoz, Six Game for the EFL/ESL Classroom, The Internet TESL Journal, Vol. VI, No. 6, June 2000. (http://iteslj.org/).
25
speaker and the other speaker. Therefore in order to provide communication practice activity to the learners information gap is adopted as one of teaching technique in speaking. According to Harmer information gap is “where two speakers have different bits of information, and they can only complete the whole picture by sharing that information because they have different information, there is a „gap‟ between them”.36 Based on that statement can be elaborated that information-gap is a kind of activity which requires the act of sharing information among the learners in order to accomplish their learning task. In this activity each learner will be given a different piece of information. In Teaching and Assessing Skill in Foreign Languages Scrivener reports that the aim of information-gap activity is to make the students using the language which is taught in the class to interact in real and meaningful situation by exchanging the information.37 From that statement can be summed up that information-gap activity is a kind of activity which provides the learners with an opportunity for doing communication practice in real and meaningful situation. In this activity learners are required to exchange the information with their friends in order to complete their task. Moreover, Harmer in his book The Practice of English Language Teaching explains that information-gap activity is a kind of communication game which urges one learner to talk to a partner in order to solve a puzzle, to describe and to draw a picture, and so on.38 This statement explains that information-gap activity prompts learners‟ willingness to talk to their friends in order to seek for useful information which is used for completing their task. Consequently, by the statements‟ of the experts above can be summarized that information-gap activity is an activity that prompts learners to use the target language in real and meaningful situation for completing the gap of information that occurs between them.
36
Jeremy Harmer, How to Teach English, (Essex: Pearson Education Limited, 2007), p.
129. 37
Woods, Op.cit., p. 47. Jeremy Harmer, The Practice of English Language Teaching, Fourth Edition, (Essex: Pearson Education Limited, 2007), p. 349. 38
26
b. Describing Pictures In this activity learners will be divided into small group and ach group will be given a picture which can be seen by all of members of the group. Each member will be asked to describe the activities in the picture in a sentence as much as possible and one of their members should write down each sentence. Learners will be repeated the same procedure when was given a new picture but they have to make more sentences in each session. According to Ur, describing picture activity is a productive activity for beginner classes. In this activity the learners will be tended to break their previous record for describing the activities in the picture in each session.39 Based on this statement can be concluded that even though describing picture is a simple activity but it can increase students contribution during the activity and their opportunity for practicing to speak in the target language. Another variation of describing picture is known as „Describe and Draw‟ game. This variation has a different concept with the previous variation in which in this variation learner will be divided into small group or pairs each student will be given a different kind of picture and they are not allow to see another picture. Each student in pair will exchange their role first one student will describe the picture and another one should draw the picture based on the instruction. Finally, after finishing their task each student can show their picture and match it with their friends‟ drawing.40 In consequence, from the information above can be summed up that describing picture game is one of interactive activities for language classes. This advantage comes for the communicative activity which occurs during this activity. In this activity learners should use the target language to complete their task and they also should work cooperatively with their partners in order to complete their task successfully.
39
Penny Ur, Op.cit., p. 128. Jeremy Harmer, The Practice of English Language Teaching, Third Edition, (New York: Longman Publishing, 1991), p. 126. 40
27
c. Find Someone Who Game Find Someone Who is a kind of game that emphasizes on providing learners with opportunity for oral interaction practice. According to Wright et al “Find Someone Who” is kind of game which makes language learners asking and answering questions to get information about their peers. In this activity learners should be asked to find out and to report on what some learners have in common with other learner.41 From that statement can be conclude that “Find Someone Who” game (FSW) is a kind of activity that provides the learners with opportunity to use the target language in functional way in order to seek for personal information from their friends. Some of experts naming FSW game with different name but actually with the same concept. One of expert that gives different name to FSW game is Ur. In her book “Discussion That Work” Ur explains about a kind of activity named “finding things in common”. In this activity students are divided into pairs and asked to find many things in common as much as they can and retell all the point they got from that activity. She suggests that this activity shouldn‟t be done on a very long time and to avoid boredom while explaining the points. She suggests each group to make a simple statement about how many points they have already found during the activity.42 From that statement can be concluded that FSW can provide communication practice opportunity for each learner. In this activity learners are demanded to use the target language in more natural and communicative way which at the same times this activity also provides an interactive drilling activity because in this activity learners have to repeat the use of some language points. Meanwhile, the expert suggests that this kind of activity is not suitable for long-lasting activity in order to avoid learners‟ boredom during the activity.
41
Andrew Wright, David Betteridge, and Michael Buckby, Games for Language Learning, Third Edition, (New York: Cambridge University Press, 2006), pp. 16. 42 Penny Ur, Discussion that Work, (Cambridge: Cambridge University Press, 2007), p. 35.
28
Furthermore, Harmer explains that FSW game is an activity which is designed to provide a specific language practice in joyful and active way. In this activity students are given a number of different questions and asked for questioning each other in order to know their partner well especially if the students in the class are new friends.43 From that statement can be summed up that FSW game is recommended for new class activity because it provides the opportunity for sharing personal information and for knowing each other in more comfortable interaction. On the other hand FSW game also provides the opportunity for doing some repetition practice of specific language points in more communicative way. Moreover, “Find Someone Who” is also considered as a kind of search game that includes two-way of information gap activity in which every learner has special information. In this game learners are given an empty table with some simple instructions that should be filled by the name of friends or sort of information based on the instruction. They can circle around the class and seek for the information to complete their task and at the same time to help their friends completing their own task too.44 The statement mentioned before shows that FSW game is an interesting activity which provides the opportunity to use the target language in more interactive way. In this activity students have to circle around the class in order to find special information from their classmate; moreover, in this activity learners are being taught to work cooperatively with their classmate in order to complete their task. Even though some educational experts gave different name to “Find Someone Who” game, the basic concept of this activity is similar. This kind of game concerns on finding some similar or common information from their friends and at the end of the activity they will be asked to tell and or to sum up 43
Jeremy Harmer, The Practice of English Language Teaching, Third Edition, (New York: Longman Publishing, 1991), pp. 105- 106. 44 Luu Trong Tuan, Nguyen Thi Minh Doan, Teaching English Grammar Through Games. Studies in Literature and Language Vol. I No. 7, 2010, (www.cscanada.org), p. 68.
29
the point of information they already found during the activity to the class. Moreover, most of experts agree that this kind of game shouldn‟t be over used during learning process because it can cause learners‟ boredom.
3. Benefits of Using “Find Someone Who” Game According to the experts ,”Find Someone Who” game is a kind of game which being used as icebreaker or warmer activity; therefore as a warmer activity FSW known also as an activity that gives more focus on inviting students to participate actively and to do the best for completing their task rather than challenging them with competitiveness activity. Moreover, based on experts argumentations there are some benefits of using “Find Someone Who” game as a technique for teaching speaking: a) Making learners feel comfortable to share their personal information with others and making them feel confident with themselves. b) Increasing learners‟ focus on language lesson and making learners more communicative during learning process. c) Making learners enjoy working with others or on the other words increasing learners‟ cooperation during learning process.45 d) Encouraging the practice of specific language points in joyful and active way.46 e) Providing students with precious language practice which emphasizes on practicing oral strategy such as describing, predicting, simplifying, and asking for feedback trough game-base activity.47
C. Previous Study There are previous researches which related to this study: First of all, a research conducted by Tuhfa Noviana Harun by the title: “Using English Language Games in Teaching Speaking”. This research was conducted at the first grade students of SMP Islamiyah Ciputat. The research used Quasi45
Andrew Wright, David Betteridge, and Michael Buckby, Games for Language Learning, Third Edition, (New York: Cambridge University Press, 2006), p. 11. 46 Harmer, Op.cit., p. 105. 47 Jo McDonough, Christopher Shaw. loc.cit.
30
Experimental design as its research design. The result showed that teaching speaking through English language games can improve students speaking skill.48 Moreover, the second research conducted by Eka Nurul Hayat under the title: “Teaching The Present Perfect Tense by Using The Game (Find Someone Who)”. This research was conducted at third grade students of Junior High School in MTs Soebono Mantofani Jombang, Ciputat. The research design of this study is Classroom Action Research based on Kurt Lewins‟ design and the result of this study showed that Find Someone Who game is successful for improving students‟ comprehension and motivation in learning present perfect tense.49 Furthermore, the third research conducted by BayuWahyu Suandi under the title: “Teaching Speaking Using Simulation Technique”. This research was conducted at third year students of Islamic Junior High School Arrasyid 2 Warungmenteng, Cijeruk, Bogor. The research design being used in this study is Pre-Experimental research and the result of this study showed that teaching speaking trough simulation is effective to improve students‟ speaking score.50 All of the previous researches mentioned above are mainly concerned on researching and improving speaking skill. In this occasion the writer tries to conduct a study that aimed to improve students‟ speaking skill in first grade of Vocational High School in SMKN 3 Tangerang by using a kind of game named “Find Someone Who” (FSW). The writer choose this kind of game because it provides repetition drilling activity of specific language items in more interactive way and at the same time this game also can increase students‟ opportunity for practicing the target language in speaking class through interesting and joyful activity. This study aims to observe whether or not FSW game effective to improve students speaking skill in the first grade of SMKN 3 Tangerang. This study conducted using pre-experimental design as its research design.
48
Tuhfa Noviana Harun, “Using english laguage games in teaching speaking ”, UIN Syarif Hidayatullah Jakarta: 2010. Unpublished skripsi. 49 Eka Nurul Hayat, “Teaching the Present Perfect Tense by Using the Game Find Someone Who”, UIN Syarif Hidayatullah Jakarta: 2011. Unpublished skripsi. 50 Bayu Wahyu Suandi, “Teaching Speaking Using Simulation Technique”, UIN Syarif Hidayatullah Jakarta: 2010. Unpublished skripsi.
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D. Theoretical Thinking Some experts agree to use the three stages of language teaching for teaching speaking: (1) introducing new language; (2) practice; (3) communication activity. Therefore, the teaching activity in the class will be conducted in three stages; in the first stage the writer will introduce the new language points which include its pronunciation, its writing form, and its function. In the second stage, the writer will bring the students to practice the target language utterances in controlled way, this activity commonly known as drilling activity. Finally, in the third stage, the writer will give some instructions or the rules to play “Find Someone Who” game to the students before they begin practicing the communication activity. The writer firstly will make sure that each student understands the rule then the writer will distribute a piece of paper that consists of some task that should be completed by each student and the writer will give a brief demonstration about the way for completing their task. Finally, all of students should circle around the class to ask their friends in the target language in order to seek for useful information for completing their task. Furthermore, since learning a language considers also as a hard work thus learners should catch lots of learning points while a new language being introduced; therefore giving learners a break from a hard learning process trough game alike activity seems to be important. Teachers can use a kind of game Find Someone Who as speaking activity in communication activity stage, this decision being made after considering the benefits of game for language learning according to some experts. They report that “Find Someone Who” game not only can provide intense and meaningful practice of language but also increase learners‟ cooperation and communication during learning process. Based on experts‟ statement above the writer assumed that after giving the treatment- learning speaking using kind of game “Find Someone Who”- to a class of X (ten) grade students in SMKN 3 Tangerang, the students in this group will show willingness to speak and better speaking skill than before they was given the treatment. When the condition appears such as writer‟s assumption that there is a significant effect of FSW game to improve students‟ speaking skill, it means that
32
the writer‟s assumption is accepted. On the contrary, when the result shows no significant effect of FSW game for improving students‟ speaking skill after the treatment being given to the group it means the writer‟s assumption that FSW game is effective to improve students‟ speaking skill is rejected.
E. Hypotheses There are two types of research hypotheses: alternative hypothesis (Ha) and statistic hypothesis or null hypothesis (Ho).51 When alternative hypothesis is accepted, it shows that there is significant effect on using FSW game to improve students‟ speaking skill and writer‟s assumption is accepted. On the contrary when null hypothesis is accepted, it shows that there is no significant effect on using FSW game to improve students‟ speaking skill and writer‟s assumption is rejected. Furthermore, in the end of this study, both of these hypotheses will be proven syntactically after the data have been collected. In order to make the statement of research hypothesis simpler the writer writes them in the following statement: : There is significant effect on using “Find Someone Who” (FSW)
Ha
game in teaching speaking to improve students‟ speaking skill at X grade of SMKN 3 Tangerang. Ho
: There is no significant effect on using FSW game in teaching speaking to improve students‟ speaking skill at X grade of SMKN 3 Tangerang.
51
Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik, (Jakarta: PT. Rineka Cipta, 2010), p. 112.
CHAPTER III RESEARCH METHODOLOGY
A. Place and Time of Study The study conducted at SMK Negeri 3 Tangerang Jl. Moh. Yamin SH Kota Tangerang. This research conducted for about one and half month which started on 21st of October 2013 and ended on 25th of November 2013.
B. Research Method and Design The research method being used by the writer in this study is quantitative method. In qualitative method the researcher intends to investigate why something happened. The occurrence of this changing only can be well described by doing the study over the object of research. Moreover, some quantitative research intends to explain the effect of particular variable toward another variable which only can be done by explaining the relation between each variable.1 Meanwhile, the research design being used in this study is pre-experimental design or one group pre-test and post-test design which uses only a class or a group of students for gaining the data without the existence of comparison group.2 Moreover, according to Arikunto an experimental research design is aimed to investigate whether or not there is a significant influence of particular treatment over something or on the other hand it tries to investigate the cause and the effect of particular treatment by comparing one or more than one experiment group that received a treatment with another group that did not receive a treatment.3 Therefore, based on that statement, in this study the writer conducted the observation twice: the observation which is done before the treatment called as pre-test and the observation which is done after the treatment called post-test. The
1
Jhon W Creswell, Educational Research, Planning, Conducting, and Evaluating Quantitative and Qualitative Research, Fourth Edition, (Boston: Pearson Education Inc, 2012), p. 13. 2 Suharsimi Arikunto, Manajemen Penelitian, (Jakarta: PT.Rineka Cipta, 2005), p. 212. 3 Ibid., p. 207.
33
34
kind of treatment which has been given to the students in this study is teaching speaking using “Find Someone Who” game.
C. Variables of the Research This study uses two kind of variable named dependent variable and independent variable: 1. Dependent Variable Dependent variable is a variable which is influenced by independent variable and this variable was observed by the writer in order to see the effect of independent variable toward dependent variable. According to Sugiyono dependent variable is a variable which affected by independent variable or on the other words a result from independent variable.4 Dependent variable of this study is students’ oral test scores using two-side information gap activity that will indicate students’ speaking skill. 2. Independent Variable Independent variable is a variable which affects dependent variable. Sugiyono states that independent variable is a variable that influences dependent variable or on the other words the variable that causes the changing of dependent variable.5 The independent variable of this study is the use of “Find Someone Who” game for teaching speaking.
D. Data of the Research In order to find out the result of this research the writer has to collect the essential information from the object of research. According to Arikunto data is known as the result which is collected by the researcher that consists of fact or numbers.6 In this study the data of the research were collected from a class of X.1 students of Culinary Department in SMK Negeri 3 Tangerang which consists of 25 (twenty five) students 4
Sugiyono, Statistika Untuk Penelitian, (Bandung: Alfabeta, 2010), p. 4. Ibid. 6 Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik, (Jakarta: PT. Rineka Cipta, 2010), p. 161. 5
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E. Instrument of the Research The writer used test as the instrument of this study, then the test will be used to collect the data from the object of the research. According to Arikunto test is a series of exercise or tools that used for measuring the competency, intelligence, and skill which possessed by an individual or group.7 Kind of test being used in this study is oral-test in which students are divided into pairs and given the list of topics that should be performed in front of the test takers. Before performing the task each pair will be asked to take the number of topic that should be performed and will be given preparation time about 2 up to 5 minutes and performance time about 5 minutes. The type of oral test that will be used in this study is two-side information gap activity in which every learner has special information that will be used for completing their task.
F. Technique of Collecting Data The writer decides to use an oral test as the technique of data collection in this study. The form of oral test being used in this study is two-side information gap activity. The writer decides to use this kind of oral test after considering Hadfield statement in his book that an activity which is based on information-gap activity can be done reciprocally. This situation occurs when both of learners in the pair have some information that should be used for completing their task.8 That statement actually up holds the other statement which explains that “Find Someone Who” game considers as a variation of two-side of information-gap activity in which every learner should involve in giving and searching for information from their classmate in order to complete their task and to help their classmate completing their own task too.9 Therefore, since all of students have been familiar with this kind of activity and because this activity has been used for 7
Ibid., p. 193. Jill Hadfield, Beginners’ Communication Games, (Harlow: Longman, 1999), p. 8. 9 Luu Trong Tuan, Nguyen Thi Minh Doan, Teaching English Grammar Through Games. Studies in Literature and Language Vol. I No. 7, 2010, (www.cscanada.org), p. 68. 8
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speaking practice thus an oral-test using this design will provide useful feed-back for both the writer and the students. The oral-test will be given to all of students in class X.1 of Culinary Department and then the data which has been collected by the writer calculated by using t-test. The data from oral-test which conducted in pre-test will be used for knowing students’ ability to speak before the treatment is given. In the second meeting up to the fifth meeting students in this class will be taught using the treatment: “Find Someone Who” game to teach speaking. Finally, after the treatment is given for about four meetings the students in this class attend oral post-test in order to observe students’ ability to speak and to collect students’ data after the treatment and finally the writer calculates the collection of data from both of pre-test and post-test.
G. Technique of Analyzing Data The writer decides to use comparative technique in order to find out whether the use of “Find Someone Who” game for teaching speaking can influence students’ speaking skill or not. Moreover, the writer compares the data gained from pre-test and post-test by calculating the mean of pre-test and post-test data. After the data have been collected from pre-test and post-test, they will be calculated trough T-test analysis provided by Susetyo in order to get the result of the research.10
t
̅ ̅
D
: The difference of each pre-test and post test score
̅
: mean from D ̅
: Standard deviation from mean D : Pre-test score
10
Budi Susetyo, Statistika Untuk Analisis Data Penelitian, (Bandung: PT Refika Aditama, 2010), p. 108
37
: Post-test score The procedure of calculation of the data will be elaborated in the following steps: 1. Inputting the data gained from pre-test in the table post-test in
and the data gained from
based on the number of sample.
2. Calculating the differences between each data in
. This kind of data
will be considered as the data of D. 3.
∑ Calculating the mean from D or ̅ by the formulation .
4. After finding the result of ̅ then the result will be calculated by subtracting each data in D with the result of ̅ . 5. Then after that the calculation for finding the standard deviation of sample
6. After finding the result of
̅
∑
√
will be done by the formulation
the result will be used for finding the standard
deviation from ̅ by formulation
̅
=
√
.
7. Finally the result from the calculation which has been mentioned above will be calculated using the formulation t
̅ ̅
.
8. Then the result from T-test will be verified trough T-table using dk (derajat kebebasan) at significant level 1% and 5% in order to observe whether the tscore located in accepted or rejected hypothesis area.
H. Scoring The writer use speaking scale which was taken from Hughes book “Testing for Language Teachers,” this scale provided by Adams and Frith and was adapted by the writer.11 The speaking scale was specified into 5 criteria such as: accent (pronunciation), grammar, vocabulary, fluency, and comprehension and the writer
11
Arthur Hughes, Testing for Language Teachers, Second Edition, (Cambridge: Cambridge University Press, 2003), pp. 131- 132.
38
adapted the description of speaking scale by combining it with Harris’ speaking scale.12 The detail of rating scale will be elaborated in the following table: Table 3.1 Speaking Rating Scale Adapted from Adam, Frith and Harris Speaking Scale Rating Scores No 1.
Criteria Accent
Scale
Description
5
Have few traces of native speaker with less
(3)
noticeable pronunciation error. Speech is clear enough nearly native
4 (2)
speaker alike even though there is few traces of mother tongue accent, pronunciation error don’t interfere understanding.
3 (2)
2 (1)
1 (0) 2.
Grammar
5 (30) 4 (24)
12
Pronunciation problem occasionally cause misunderstanding and require careful listening. Very hard to understand because often making pronunciation problem, frequently require repetition. Very serious pronunciation problem thus making speech almost hard to be understood. Make few noticeable grammatical and word order errors. Occasionally makes grammatical and or word orders errors that do not obscure meaning/cause misunderstanding.
David P. Harris, Testing English as a Second Language, (Bombay: Tata McGraw-Hill Publishing Company, 1977), p. 84.
39
Frequently makes grammatical and word 3 (18)
orders errors which occasionally obscure meaning and cause occasional misunderstanding. Making constant errors which showing low
2
control of important grammatical pattern
(12)
thus causes comprehension difficult and frequently preventing communication.
1 (6) 3.
Vocabulary
5 (20) 4 (16) 3 (12)
hard to be understood. Use of vocabulary and idiom almost like native speaker (unlimited vocabulary). Sometimes use inappropriate vocabulary but don’t prevent the communication. Frequently choosing wrong words, conversation somewhat limited because of inadequate vocabulary. Very limited vocabulary makes
(8)
comprehension quite difficult.
(4) Fluency
except in stock phrase thus makes speech
2
1
4.
Very serious grammatical inaccuracy
5 (10) 4 (8) 3 (6)
Vocabulary limitation so extreme as to make simple conversation almost impossible Speech as fluent and effortless almost likes native-speaker. Speed of speech seems to be slightly affected by language problem but some speech good enough. Speed and fluency are rather strongly affected by language problem, sentence
40
frequently left uncompleted. Usually hesitant or very slow, often make 2
some pause that caused by language
(4)
limitation except for short and simple sentence.
1
Speech is so halting and fragmentary as to
(2) 5.
Comprehension
make conversation almost impossible
5
Appears to understand everything in normal
(19)
without difficulty. Understand nearly everything at normal
4
speed although occasionally repetition may
(15)
be necessary
3
Understand most of what is said at slower
(12)
than normal speed without repetition Has great difficulty following what is said,
2
can comprehend only “social conversation”
(8)
spoken slowly and with frequent repetition
1
Cannot be said understand even simple
(4)
conversational English
Maximum Score: 82 Furthermore, students’ score will be interpreted using conversion table provided by Adams and Frith which will be mentioned below.13 Table 3.2 Conversion Table Taken from Adams and Frith Conversion Table
13
Op.cit., pp. 132- 133.
Score
Rating
16 – 25
0+
41
26 – 32
1
33 – 42
1+
43 – 52
2
53 – 62
2+
63 – 72
3
73 – 82
3+
The conversion of score to the rating scale will show students’ level of speaking competency and in order to make it clearer the writer decided to adapt the rating scale which used for showing students’ level of speaking skill using the following description: Table 3.3 Description of Conversion Table Adapted from Adams and Frith Conversion Table Rating
Description
0+
Very poor
1
Poor
1+
Enough
2
Good
2+
Good enough
3
Very good
3+
Excellent
I. Hypotheses Statistic This study is aimed to find out whether teaching speaking using kind of game named “Find Someone Who” can give positive effect on improving students’ speaking skill. In order to get the answer from that hypothesis the writer will use
42
two kinds of hypotheses; alternative hypothesis (Ha) and null hypothesis (Ho) in the following statement: Ha: there is significance effect toward students’ speaking skill after being taught by using “Find Someone Who” game. Ho: there is no significance effect toward students’ speaking skill after being taught by using “Find Someone Who” game. Therefore, in order to prove those hypotheses, the data which is gained from the students’ test are calculated by using t-test formula using the following assumption: 1. If to > ttable: the alternative hypothesis (Ha) is accepted and the null hypothesis (Ho) is rejected. It means that there is significant effect on students’ speaking skill after teaching speaking using “Find Someone Who” game. 2. If to < ttable: the alternative hypothesis (Ha) is rejected and the null hypothesis (Ho) is accepted. It means that there is no significant effect on students’ speaking skill after teaching speaking using “Find Someone Who” game.
CHAPTER IV RESEARCH FINDING AND DISCUSSION A. Data Description In order to know the result of the test, the writer provided the score of students which was gained from the test conducted in pre-test and pos-test in a table and in order to make the result of the test clearer the writer also provided the comparison table to show the differences between students score in pre-test table and post-test table. The following table is the table of students score in pre-test which known also as the result of students’ speaking score before being taught using “Find Someone Who” game. Table 4.1 Students Speaking Score The Score of Students Pre-test (X1) No
Pre-test (X1)
No
Pre-test (X1)
1
56
14
34
2
33
15
44
3
50
16
53
4
49
17
71
5
44
18
37
6
43
19
46
7
37
20
50
8
50
21
33
9
48
22
56
10
33
23
55
11
50
24
53
43
44
12
61
13
65
25
33
From the table above can be seen that the lowest score of pre-test was 33; meanwhile the highest score of pre-test was 71 and the mean score of pre-test was 47.36. In pre-test there are two highest frequencies of score which occurs four times: 33 and 50 and nine lowest frequencies of score which only occur once there are: 34, 43, 46, 48, 49, 55, 61, 65, and 71. Furthermore, in order to find out the differences between students score, the writer showed the result of students’ postest or the test which conducted after the students being taught using “Find Someone Who” game in the following table: Table 4.2 Students Speaking Score The Score of Students Post-test (X2) No
Pre-test (X1)
No
Pre-test (X1)
1
67
14
65
2
52
15
65
3
59
16
69
4
65
17
76
5
63
18
50
6
63
19
46
7
52
20
55
8
57
21
59
9
65
22
69
10
33
23
61
11
55
24
61
12
50
25
53
13
73
45
From the table of post-test above can be seen that the lowest score of post-test was 33; whereas the highest score of post-test was 76 which indicates that there are some improvement in the score of post-test. The mean score of pre-test was 59.32. In post-test the highest frequency of score which occurs four times is 65 and the lowest frequencies of score which only occur once there are: 33, 46, 53, 57, 67, 73 and 76. B. Data Analysis The data which gained from pre-test and post-test will be calculated in order to find out the mean differences between the score from pre-test which taken before the students were given the treatment using “Find Someone Who” game and the score from post-test which taken after students were given the treatment using “Find Someone Who” game. The following table will show the average score that occur between pre-test and post-test: Table 4.3 Gained Score of Students’ Pre-test and Post-test The Comparison between the Score of Pre-test (X1) and the Score of Posttest (X2) D
D
̅
(D– ̅ )2
Student
X1
X2
1
56
67
11
-0.96
0.92
2
33
52
19
7.04
49.56
3
50
59
9
-2.96
8.76
4
49
65
16
4.04
16.32
5
44
63
19
7.04
49.56
6
43
63
20
8.04
64.64
7
37
52
15
3.04
9.24
8
50
57
7
-4.96
24.60
X1 – X2
46
9
48
65
17
5.04
25.40
10
33
33
0
-11.96
143.04
11
50
55
5
-6.96
48.44
12
61
50
-11
-22.96
527.16
13
65
73
8
-3.96
15.68
14
34
65
31
19.04
362.52
15
44
65
21
9.04
81.72
16
53
69
16
4.04
16.32
17
71
76
5
-6.96
48.44
18
37
50
13
1.04
1.08
19
46
46
0
-11.96
143.04
20
50
55
5
-6.96
48.44
21
33
59
26
14.04
197.12
22
56
69
13
1.04
1.08
23
55
61
6
-5.96
35.52
24
53
61
8
-3.96
15.68
25
33
53
20
N = 25
Ʃ X1 = 1184
8.04 ƩD ̅ =
64.64 Ʃ (D– ̅ )2 =
0.00
1998.96
Ʃ X2 = 1483
Ʃ D = 299
After finding out the differences between X1 (pre-test) and X2 (post-test) which will considers as data D, the next step is finding out the average score from data D and in order to find out the mean of D ( ̅ ) the writer used the following formula: ̅= ̅=
∑
=
47
Furthermore, after the writer found the differences between score D and ̅ by subtracting them; finally, the result of calculation process between D and ̅ will be squared (see Table 4.3) in order to find out the standard deviation of sample using the following formula:
√
̅
∑
√
√
=
= 9.14
Moreover, after gaining the result of standard deviation from sample, the writer calculated the standard deviation from ̅ in order to gain the t-score from this study (t0) which calculated using the following formula: ̅
t0
̅
̅
√
t0 =
̅
√
=
=
1.83
6.53
Furthermore, the result of calculation process which has been elaborated above will show the degree of differences which is occur between X1 and X2 and the degree of differences between X1 and X2 is 6.53. Finally, in order to complete the result of this study the writer made a comparison from the score of t0 based on dk (derajat kebebasan) or known also as degree of freedom (df) using the following formula: dk = N – 1 dk = 25 – 1
48
dk = 24 In consequence, based on ttable dk = 24 at level significant 1% and 5% are:
ttable at significant level 1% = 2.797 ttable at significant level 5% = 2.064 In consequence, the result was 2.064 < 6.53 > 2.797 and it showed that t0 (t-observation) was higher than ttable.
C. Hypotheses Before concluding the final result from data calculation process, the writer will interpret t0 (t-observation) using the following formulation: 1) Formulating alternative hypothesis (Ha): there is significant difference between X1 and X2. 2) Formulating null hypothesis (H0): there is no significant deference between X1 and X2. The formulations that will be mentioned bellow are the formulation of t0 hypothesis: 1) If t-observation result is higher than t-table (to > ttable) the alternative hypothesis (Ha) is accepted and the null hypothesis (Ho) is rejected. It means that there is significant difference between X1 and X2. 2) If t-observation result is lower than t-table (to < ttable) the alternative hypothesis (Ha) is rejected and the null hypothesis (Ho) is accepted. It means that there is no significant difference between X1 and X2.
After completing the calculation process the writer found that the value of t0 is 6.53 and dk = 24. In order to know whether the result is significant or not it is necessary to take a glance to ttable in appendix 10.
49
Based on ttable dk = 24 at significant level 1% = 2.797 and 5% = 2.064. In consequence, the significant value indicate that t0 > ttable or 6.53 > 2.797 > 2.064 thus it means that Ha (alternative hypothesis) is accepted and H0 (null hypothesis) is rejected or there is significant deference between the result of pre-test and posttest. From the process of data analysis and discussion above can be seen that the result showed t0 is higher than ttable it means that there is a significant change in students’ speaking score after receiving the treatment using “Find Someone Who” game therefore the writer interpreted that the use of “Find Someone Who” game is effective for improving students’ speaking skill.
D. Data Interpretation After calculating and analyzing the data, the writer found that the result showed that the use of “Find Someone Who” game can improve students speaking skill. The result was proven by the improvement of students’ willingness to speak in the target language in order to complete their task. Moreover, students seemed enjoying the activity and felt excited for doing the task and for circling around the class to seek for information from their friends. In addition, students felt more comfortable and unburden while communicating in the target language. This condition contradicts students’ condition and response in the pre-test or before the treatment was given to the students. Moreover, in pre-test, most of students showed difficulties in communicating and expressing themselves in the target language; most of them doing the conversation with their friend like reading conversation dialogue and some of them was very halting and can’t be said knowing what to say and how to say something in the target language. On the contrary, in the post-test most of students felt more comfortable to communicate and more creative for developing the topic which is discussed with their pairs. The evidence of students speaking skill improvement can be seen from the differences between students’ pre-test score and post-test score. In pre-test students lower score is 33 and students higher score is 71 and in the post-test
50
students lower score is 33 and students higher score is 76. Even though, some students’ score still remained the same but most of students speaking score and performance in post-test were better than their score and performance in the pretest. In consequence, the analysis above explains that “Find Someone Who” game effective to improve students speaking skill in the first grade of SMKN 3 Tangerang. Thus in fact, this study proved the theory of game which stated that using game as a teaching technique can provide the opportunity for practicing the target language and bring joyful feeling for the learners during learning proces. Moreover, this study also proved that “Find Someone Who” game has a lot of advantages over language learning process especially for teaching speaking such as making students comfortable to communicate in the target language, increasing students cooperativeness and contribution during learning process, and making language learning process more communicative. The research finding has proved Wright et al explanation about the advantage of “Find Someone Who” game. The result also uphold their argumentation that FSW game is focused on inviting students with challenging activity rather than inviting them through competitive activity that brought negative back-wash effect on students performance. Based on the interpretation above the writer concluded that “Find Someone Who” game is effective to improve students’ speaking skill.
CHAPTER V CONCLUSION AND SUGESTION A. Conclusion After conducting the study and calculating the data which were taken from students’ oral pre-test and oral post-test, the result showed that teaching speaking through “Find Someone Who” game can improve students’ speaking skill. The conclusion was taken from data calculation process which is gained from the score of students’ pre-test and post-test. Based on the result of calculation process the writer gained that the value of t0 is 6.57 and the degree of freedom (df/ dk) is 24. The result of ttable according to 5% significant level= 2.064 and 1% significant level = 2.797. The result indicated that t0 > ttable (t-observation is higher than ttable) or 6.57 > 2.797 > 2.064 or 2.064 < 2.797 < 6.57 thus it means that H0 (null hypothesis) was rejected and Ha (alternative hypothesis) was accepted. The result showed that Ha (alternative hypothesis) is accepted and it proved that teaching speaking through “Find Someone Who” game is effective to improve students’ speaking skill.
B. Suggestion The writer would like to give some useful suggestion for the reader which is interested in adapting the use of “Find Someone Who” (FSW) game as teaching technique or conducting further research about this study. The writer’s suggestions will be elaborated below: 1. Teachers have to make sure that their students capable to use the target language for asking and answering the questions orally based on the selected topic. 2. Teachers also have to make sure that their students understand well about the role to play the game; a brief demonstration is preferred before starting the activity.
51
52
3. Teachers can help their students to communicate by writing some useful clues (incomplete sentences) for asking question or for answering the question in order to avoid communication break-down. 4. The most important point, teachers should move around the class in order to control the flow of activity, help the students overcome their difficulties and make sure that their students communicate using the target language instead of using their native language. 5. In order to save the time teachers are preferred to give each student a piece of paper that consists of their task including the space for the answers. 6. “Find Someone Who” game should not be done too long in order to avoid students’ boredom. This kind of game is better conducted in limited time in order to increase the effectiveness of communication process.
REFERENCES
Arikunto, Suharsimi. Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta: PT. Rineka Cipta, 2010. -----------------------. Menejemen Penelitian. Jakarta: PT. Rineka Cipta, 2005. Brown, Gillian., and Yule, George. Teaching the Spoken Language. Cambridge: Cambridge University Press, 1991. Carter, Ronald., and Nunan, David. The Cambridge Guide to Teaching English to Speakers of Other Language. Cambridge: Cambridge University Press, 2001. Colebiowska, Aleksandra. Getting Students to Talk. Cambridge: The University Press, 1990. Ersoz, Aydan. Six Game for the EFL/ESL Classroom, The Internet TESL Journal, Vol. VI, No. 6, June 2000. (http://iteslj.org/). Guillot, Marie-Noelle. Fluency and its Teaching. Clevedon: Multilingual Matters Ltd, 1999. Hadfield, Jill. Beginners’ Communication Games. Harlow: Longman, 1999. Harmer, Jeremy. The Practice of English Language Teaching, Third Edition. New York: Longman Publishing, 1996. --------------------. How to Teach English. Essex: Pearson Education Limited, 2007. -------------------. The Practice of English Language Teaching, Fourth Edition. Essex: Pearson Education Limited, 2007. Harris, David P. Testing English as a Second Language. Bombay: Tata McGrawHill Publishing Company, 1977. Hughes, Arthur. Testing for Language Teachers, Second Edition. Cambridge: Cambridge University Press, 2003. Hughes, Rebecca. Teaching and Researching Speaking. Harlow: Pearson Education Limited, 2002.
53
54
Kayi, Hayriye. Teaching Speaking: Activities to Promote Speaking in a Second Language. The Internet TESL Journal, Vol. XII, No. 11, November 2006, (http://iteslj.org/). Kementerian Pendidikan dan Kebudayaan Republik Indonesia. Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia No. 70 Tahun 2013. Leech, Geoffrey., and Svartvik, Jan. A Communicative Grammar of English. Third Eddition. Essex: Pearson Education Limited, 2002. McDonough, Jo. and Shaw, Christopher. Materials and Methods in ELT. Second Edition. Oxford: Blackwell Publishing Ltd, 2003. Nation, I. S. P and Newton, J. Teaching ESL/EFL Listening and Speaking. New York: Routledge, 2009. Presiden Republik Indonesia. Peraturan Pemerintah Republik Indonesia No. 32 Tahun 2013. Richards, Jack C. and S. Rodgers, Theodore. Approaches and Methods in Language Teaching, Second Edition. Cambridge: Cambridge University Press, 1992. S. C. Farrell, Thomas. Succeeding with English Language Learners. California: Corwin Press, 2006. Susetyo, Budi. Statistika Untuk Analisis Data Penelitian. Bandung: PT Refika Aditama, 2010. Tuan, Luu Trong., and Doan, Nguyen Thi Minh. Teaching English Grammar Through Games. Studies in Literature and Language Vol. I No. 7, 2010, (www.cscanada.org). Ur, Penny. A Course in Language Teaching Practice and Theory. Cambridge: University Press, 1996. Ur, Penny. Discussion that Work. Cambridge: Cambridge University Press, 2007. Ur, Penny., and Wright, Andrew. Five-Minutes Activity. Cambridge: Cambridge University Press, 2007.
55
W Creswell, John. Educational Research, Planning, Conducting, and Evaluating Quantitative and Qualitative Research. Boston: Pearson Education Inc, 2012. Woods, Caroline. Teaching and Assessing Skill in Foreign Language. Cambridge: Cambridge University Press, 2005. Wright, Andrew., et al., Games for Language Learning, Third Edition. New York: Cambridge University Press, 2006.
INSTRUMENT OF THE RESEARCH The Topics of Students Oral Test 1. You are new students. You want to make friend with someone sitting next to you, and then you introduce yourself and you share personal information with her/ him. 2. After a long time, you meet your old friend in a public transportation. You don’t know where he/she lives now and you share some information with her/ him. 3. At the first day of school, you meet your best friend. You ask her/ him what she/ he did during holiday. 4. You meet your friend in a book store. You want to know what her/ his favorite book and what she/ he want to buy in a book store. 5. You meet your new classmate in a supermarket. You want to know what she/ he wants to buy in supermarket.
GUIDANCE FOR ORAL-TEST Kisi-Kisi Soal Ujian Indikator Menyusun teks lisan dan tulis untuk memaparkan, menanyakan, dan merespon pemaparan jati diri, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaa yang benar dan sesuai konteks. Menyusun teks lisan dan tulis untuk menyatakan dan menanyakan tentang niat melakukan suatu tindakan/ kegiatan, dengan memperhatikan fungsi sosial, struktr teks, dan unsur kebahasaan yang benar dan sesuai konteks.
Pertanyaan
No. Soal
Sharing personal information: a. Greeting b. Asking, responding and
1, 2, 3
explaining personal information c. Closing the conversation Asking for the purpose of doing something: a. Greeting b. Asking and explaining the purpose of doing something c. Closing the conversation
57
4, 5
PRE-TEST SCORING Name : …………………………….. No 1.
Criteria Accent
Scale 5 4 3 2 1
2.
Grammar
5 4 3
2 1 3.
Vocabulary
5 4 3 2 1
4.
Fluency
5 4 3 2 1
5.
Comprehension
5 4 3 2 1
Score: ………
Description Have few traces of native speaker with less noticeable pronunciation error. Speech is clear enough nearly native speaker alike even though there is few traces of mother tongue accent, pronunciation error don’t interfere understanding. Pronunciation problem occasionally cause misunderstanding and require careful listening. Very hard to understand because often making pronunciation problem, frequently require repetition. Very serious pronunciation problem thus making speech almost hard to be understood. Make few noticeable grammatical and word order errors. Occasionally makes grammatical and or word orders errors that do not obscure meaning/cause misunderstanding. Frequently makes grammatical and word orders errors which occasionally obscure meaning and cause occasional misunderstanding. Making constant errors which showing low control of important grammatical pattern thus causes comprehension difficult and frequently preventing communication. Very serious grammatical inaccuracy except in stock phrase thus makes speech hard to be understood. Use of vocabulary and idiom almost like native speaker (unlimited vocabulary). Sometimes use inappropriate vocabulary but don’t prevent the communication. Frequently choosing wrong words, conversation somewhat limited because of inadequate vocabulary. Very limited vocabulary makes comprehension quite difficult. Vocabulary limitation so extreme as to make simple conversation almost impossible Speech as fluent and effortless almost likes native-speaker. Speed of speech seems to be slightly affected by language problem but some speech good enough. Speed and fluency are rather strongly affected by language problem, sentence frequently left uncompleted. Usually hesitant or very slow, often make some pause that caused by language limitation except for short and simple sentence. Speech is so halting and fragmentary as to make conversation almost impossible Appears to understand everything in normal without difficulty. Understand nearly everything at normal speed although occasionally repetition may be necessary Understand most of what is said at slower than normal speed without repetition Has great difficulty following what is said, can comprehend only “social conversation” spoken slowly and with frequent repetition Cannot be said understand even simple conversational English
58
PRE-TEST SCORING Name : …………………………….. No 1.
Criteria Accent
Scale 5 4 3 2 1
2.
Grammar
5 4 3
2 1 3.
Vocabulary
5 4 3 2 1
4.
Fluency
5 4 3 2 1
5.
Comprehension
5 4 3 2 1
Score: ………
Description Have few traces of native speaker with less noticeable pronunciation error. Speech is clear enough nearly native speaker alike even though there is few traces of mother tongue accent, pronunciation error don’t interfere understanding. Pronunciation problem occasionally cause misunderstanding and require careful listening. Very hard to understand because often making pronunciation problem, frequently require repetition. Very serious pronunciation problem thus making speech almost hard to be understood. Make few noticeable grammatical and word order errors. Occasionally makes grammatical and or word orders errors that do not obscure meaning/cause misunderstanding. Frequently makes grammatical and word orders errors which occasionally obscure meaning and cause occasional misunderstanding. Making constant errors which showing low control of important grammatical pattern thus causes comprehension difficult and frequently preventing communication. Very serious grammatical inaccuracy except in stock phrase thus makes speech hard to be understood. Use of vocabulary and idiom almost like native speaker (unlimited vocabulary). Sometimes use inappropriate vocabulary but don’t prevent the communication. Frequently choosing wrong words, conversation somewhat limited because of inadequate vocabulary. Very limited vocabulary makes comprehension quite difficult. Vocabulary limitation so extreme as to make simple conversation almost impossible Speech as fluent and effortless almost likes native-speaker. Speed of speech seems to be slightly affected by language problem but some speech good enough. Speed and fluency are rather strongly affected by language problem, sentence frequently left uncompleted. Usually hesitant or very slow, often make some pause that caused by language limitation except for short and simple sentence. Speech is so halting and fragmentary as to make conversation almost impossible Appears to understand everything in normal without difficulty. Understand nearly everything at normal speed although occasionally repetition may be necessary Understand most of what is said at slower than normal speed without repetition Has great difficulty following what is said, can comprehend only “social conversation” spoken slowly and with frequent repetition Cannot be said understand even simple conversational English
59
POST-TEST SCORING Name : …………………………….. No 1.
Criteria Accent
Scale 5 4 3 2 1
2.
Grammar
5 4 3
2 1 3.
Vocabulary
5 4 3 2 1
4.
Fluency
5 4 3 2 1
5.
Comprehension
5 4 3 2 1
Score: ………
Description Have few traces of native speaker with less noticeable pronunciation error. Speech is clear enough nearly native speaker alike even though there is few traces of mother tongue accent, pronunciation error don’t interfere understanding. Pronunciation problem occasionally cause misunderstanding and require careful listening. Very hard to understand because often making pronunciation problem, frequently require repetition. Very serious pronunciation problem thus making speech almost hard to be understood. Make few noticeable grammatical and word order errors. Occasionally makes grammatical and or word orders errors that do not obscure meaning/cause misunderstanding. Frequently makes grammatical and word orders errors which occasionally obscure meaning and cause occasional misunderstanding. Making constant errors which showing low control of important grammatical pattern thus causes comprehension difficult and frequently preventing communication. Very serious grammatical inaccuracy except in stock phrase thus makes speech hard to be understood. Use of vocabulary and idiom almost like native speaker (unlimited vocabulary). Sometimes use inappropriate vocabulary but don’t prevent the communication. Frequently choosing wrong words, conversation somewhat limited because of inadequate vocabulary. Very limited vocabulary makes comprehension quite difficult. Vocabulary limitation so extreme as to make simple conversation almost impossible Speech as fluent and effortless almost likes native-speaker. Speed of speech seems to be slightly affected by language problem but some speech good enough. Speed and fluency are rather strongly affected by language problem, sentence frequently left uncompleted. Usually hesitant or very slow, often make some pause that caused by language limitation except for short and simple sentence. Speech is so halting and fragmentary as to make conversation almost impossible Appears to understand everything in normal without difficulty. Understand nearly everything at normal speed although occasionally repetition may be necessary Understand most of what is said at slower than normal speed without repetition Has great difficulty following what is said, can comprehend only “social conversation” spoken slowly and with frequent repetition Cannot be said understand even simple conversational English
60
POST-TEST SCORING Name : …………………………….. No 1.
Criteria Accent
Scale 5 4 3 2 1
2.
Grammar
5 4 3
2 1 3.
Vocabulary
5 4 3 2 1
4.
Fluency
5 4 3 2 1
5.
Comprehension
5 4 3 2 1
Score: ………
Description Have few traces of native speaker with less noticeable pronunciation error. Speech is clear enough nearly native speaker alike even though there is few traces of mother tongue accent, pronunciation error don’t interfere understanding. Pronunciation problem occasionally cause misunderstanding and require careful listening. Very hard to understand because often making pronunciation problem, frequently require repetition. Very serious pronunciation problem thus making speech almost hard to be understood. Make few noticeable grammatical and word order errors. Occasionally makes grammatical and or word orders errors that do not obscure meaning/cause misunderstanding. Frequently makes grammatical and word orders errors which occasionally obscure meaning and cause occasional misunderstanding. Making constant errors which showing low control of important grammatical pattern thus causes comprehension difficult and frequently preventing communication. Very serious grammatical inaccuracy except in stock phrase thus makes speech hard to be understood. Use of vocabulary and idiom almost like native speaker (unlimited vocabulary). Sometimes use inappropriate vocabulary but don’t prevent the communication. Frequently choosing wrong words, conversation somewhat limited because of inadequate vocabulary. Very limited vocabulary makes comprehension quite difficult. Vocabulary limitation so extreme as to make simple conversation almost impossible Speech as fluent and effortless almost likes native-speaker. Speed of speech seems to be slightly affected by language problem but some speech good enough. Speed and fluency are rather strongly affected by language problem, sentence frequently left uncompleted. Usually hesitant or very slow, often make some pause that caused by language limitation except for short and simple sentence. Speech is so halting and fragmentary as to make conversation almost impossible Appears to understand everything in normal without difficulty. Understand nearly everything at normal speed although occasionally repetition may be necessary Understand most of what is said at slower than normal speed without repetition Has great difficulty following what is said, can comprehend only “social conversation” spoken slowly and with frequent repetition Cannot be said understand even simple conversational English
61
TRANSCRIPT OF PRE-TEST 3. At the first day of school, you meet your best friend. You ask her/ him what she/ he did during holiday. Ambar : Good morning. Nadia : Good morning. Ambar : How are you Nadia? Nadia : I’m fine thank you. And you? Ambar : I’m fine thanks. How do you do? Nadia : ………………. (silent) Ambar : How do you do Nadia? Emh…. How are your holiday Nadia? Nadia : I want….. I …. I was great. I went the week end in beach, and you? Ambar : ehhh…. Ntar dulu….. I went to the Parang Teritis beach and it was great! Nadia : Luck you! Ambar : Luck you!
62
TRANSCRIPT OF POST-TEST 1. You are new students. You want to make friend with someone sitting next to you, and then you introduce yourself and you share personal information with her/ him. Ambar : Good morning. Nadia : Good morning. Ambar : May I seat here? Nadia : Sure! Are you…. are you is student? Ambar : Yes, I’am. My name is Ambarjuli Damayanti, you can call me Ambar. And what is your name? Nadia : My name is Nadia. Emmmh….. my name is Nadia. Emm….. where were you live? Ambar : I live….. I live at Poris Jogor Baru , Batu Ceper, Tangerang. And Nadia where do you live? Nadia : I live at in Jl. KH. Taymiyah, Batu Ceper, Tangerang. Ambar : Where… ehh… when were you born? Nadia : I was born 8 July 1996, and you? Ambar : I was born on 26 July 1997. Nadia : Nice to meet you. Ambar : Nice to meet you too. Nadia : Thank you. Ambar : You are welcome.
63
SCORING SYSTEM Pre-test Scoring Accent Students
Grammar
Vocabulary
Fluency
Comprehension
Test-
Test-
Test-
Test-
Test-
Test-
Test-
Test-
Test-
Test-
taker 1
taker 2
taker 1
taker 2
taker 1
taker 2
taker 1
taker 2
taker 1
taker 2
1
4
3
4
4
3
4
3
3
3
4
2
2
3
2
3
2
3
2
3
2
3
3
3
3
4
3
3
4
3
3
3
3
4
3
3
3
3
3
4
2
2
3
3
5
4
3
4
3
3
2
3
2
4
3
6
2
3
3
3
3
3
2
3
2
3
7
2
2
2
3
2
4
2
2
2
2
8
3
3
3
3
3
3
3
3
3
3
9
3
3
4
2
3
3
3
2
3
3
10
2
3
3
2
2
3
2
2
2
2
11
3
3
3
3
3
3
3
4
3
4
12
3
4
4
4
4
4
4
4
4
5
13
4
4
4
4
4
4
4
4
4
5
14
3
4
3
2
2
3
2
3
3
2
15
3
3
3
3
3
3
2
2
3
2
16
4
4
4
3
3
4
3
4
4
5
17
5
4
4
5
4
4
5
5
5
5
18
2
3
2
3
2
3
2
3
3
3
19
3
3
3
3
2
3
3
3
3
3
20
2
4
2
4
2
4
2
4
2
4
21
2
2
2
3
2
2
2
2
2
2
22
3
4
4
4
3
4
3
3
4
3
23
4
4
3
3
3
3
4
4
5
3
24
4
4
3
3
3
3
4
3
5
3
25
3
2
2
3
2
3
2
3
2
3
64
Students’ Pre-test Score in Scale Students
Accent
Grammar
Vocabulary
Fluency
Comprehension
1
3.5
4
3.5
3
3.5
2
2.5
2.5
2.5
2.5
2.5
3
3
3.5
3.5
3
3
4
3
3
3.5
2
3
5
3.5
3.5
2.5
2.5
3.5
6
2.5
3
3
2.5
2.5
7
2
2.5
3
2
2
8
3
3
3
3
3
9
3
3
3
2.5
3
10
2.5
2.5
2.5
2
2
11
3
3
3
3.5
3.5
12
3.5
4
4
4
4.5
13
4
4
4
4
4.5
14
3.5
2.5
2.5
2.5
2.5
15
3
3
3
2
2.5
16
4
3.5
3.5
3.5
4.5
17
4.5
4.5
4
5
5
18
2.5
2.5
2.5
2.5
3
19
3
3
2.5
3
3
20
3
3
3
3
3
21
2
2.5
2
2
2
22
3.5
4
3.5
3
3.5
23
4
3
3
4
4
24
4
3
3
3.5
4
25
2.5
2.5
2.5
2.5
2.5
65
Students’ Pre-test Score Students
Accent
Grammar
Vocabulary
Fluency
Comprehension
Score
Level
1
2
24
12
6
12
56
2+
2
1
12
8
4
8
33
1+
3
2
18
12
6
12
50
2
4
3
18
12
4
12
49
2
5
2
18
8
4
12
44
2
6
1
18
12
4
8
43
2
7
1
12
12
4
8
37
1+
8
2
18
12
6
12
50
2
9
2
18
12
4
12
48
2
10
1
12
8
4
8
33
1+
11
2
18
12
6
12
50
2
12
2
24
12
8
15
61
2+
13
2
24
16
8
15
65
3
14
2
12
8
4
8
34
1+
15
2
18
12
4
8
44
2
16
2
18
12
6
15
53
2+
17
2
24
16
10
19
71
3
18
1
12
8
4
12
37
1+
19
2
18
8
6
12
46
2
20
2
18
12
6
12
50
2
21
1
12
8
4
8
33
1+
22
2
24
12
6
12
56
2+
23
2
18
12
8
15
55
2+
24
2
18
12
6
15
53
2+
25
1
12
8
4
8
33
1+
66
Post-test Scoring Accent Students
Grammar
Vocabulary
Fluency
Comprehension
Test-
Test-
Test-
Test-
Test-
Test-
Test-
Test-
Test-
Test-
taker 1
taker 2
taker 1
taker 2
taker 1
taker 2
taker 1
taker 2
taker 1
taker 2
1
4
4
4
4
4
5
5
5
4
5
2
3
4
3
4
3
4
3
5
3
4
3
4
4
4
4
3
4
3
4
4
4
4
4
4
4
5
4
5
4
4
4
5
5
3
3
4
4
4
5
3
4
4
4
6
4
4
4
5
4
4
3
4
4
5
7
4
3
4
3
4
3
4
4
3
3
8
4
5
3
4
3
5
3
4
4
4
9
3
4
4
4
4
4
4
4
4
4
10
2
3
2
3
2
3
2
3
2
3
11
3
4
3
4
3
4
3
5
4
5
12
3
3
3
3
3
4
3
4
3
4
13
4
4
4
4
5
5
4
5
5
5
14
4
4
4
4
4
4
4
4
4
4
15
4
4
4
4
4
4
4
4
4
4
16
4
5
4
5
4
5
4
5
5
5
17
5
5
4
5
5
5
5
5
5
5
18
3
4
3
3
3
4
3
4
3
3
19
4
4
4
4
4
4
4
4
4
4
20
3
4
3
4
3
4
4
4
4
4
21
3
4
3
4
4
4
4
4
4
4
22
4
4
4
4
4
4
4
4
5
5
23
4
4
4
4
3
4
4
4
4
4
24
4
4
4
4
3
4
4
4
4
4
25
3
4
3
4
3
4
3
4
4
4
67
Students’ Post-test Score in Scale Students
Accent
Grammar
Vocabulary
Fluency
Comprehension
1
4
4
4.5
5
4.5
2
3.5
3.5
3.5
4
3.5
3
4
4
3.5
3.5
4
4
4
4.5
4.5
4
4.5
5
3
4
4.5
3.5
4
6
4
4.5
4
3.5
4.5
7
3.5
3.5
3.5
4
3
8
4.5
3.5
4
3.5
4
9
3.5
4
4
4
4
10
2.5
2.5
2.5
2.5
2.5
11
3.5
3.5
3.5
4
4.5
12
3
3
3.5
3.5
3.5
13
4
4
5
4.5
5
14
4
4
4
4
4
15
4
4
4
4
4
16
4.5
4.5
4.5
4.5
5
17
5
4.5
5
5
5
18
3.5
3
3.5
3.5
3
19
3
3
2.5
3
3
20
3.5
3.5
3.5
4
4
21
3.5
3.5
4
4
4
22
4
4
4
4
5
23
4
4
3.5
4
4
24
4
4
3.5
4
4
25
3.5
3.5
3.5
3.5
4
68
Students’ Post-test Score Students
Accent
Grammar
Vocabulary
Fluency
Comprehension
Score
Level
1
2
24
16
10
15
67
3
2
2
18
12
8
12
52
2
3
2
24
12
6
15
59
2+
4
2
24
16
8
15
65
3
5
2
24
16
6
15
63
3
6
2
24
16
6
15
63
3
7
2
18
12
8
12
52
2
8
2
18
16
6
15
57
2+
9
2
24
16
8
15
65
3
10
1
12
8
4
8
33
1+
11
2
18
12
8
15
55
2+
12
2
18
12
6
12
50
2
13
2
24
20
8
19
73
3+
14
2
24
16
8
15
65
3
15
2
24
16
8
15
65
3
16
2
24
16
8
19
69
3
17
3
24
20
10
19
76
3+
18
2
18
12
6
12
50
2
19
2
18
8
6
12
46
2
20
2
18
12
8
15
55
2+
21
2
18
16
8
15
59
2+
22
2
24
16
8
19
69
3
23
2
24
12
8
15
61
2+
24
2
24
12
8
15
61
2+
25
2
18
12
6
15
53
2+
69
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Sekolah
: SMK Negeri 3 Tangerang
Mata Pelajaran
: Bahasa Inggris (Berbicara)
Kelas/ Semester
: X (Sepuluh)/I (Satu)
Alokasi Waktu
: 2 x 45 (2 x pertemuan )
I.
Kompetensi Inti: 4. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait pengembangan dari yang dipelajarinya disekolah secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan.
II. Kompetensi Dasar: 4.2 Menyusun teks lisan dan tulis untuk memaparkan, menanyakan, dan merespon pemaparan jati diri, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks. III. Indikator: 1. Kognisi 1.1. Proses 1.1.1
Mengidentifikasi kegunaan cardinal number, ordinal number, dan adjectives dengan baik dan benar dengan memperhatikan fungsi sosial, struktur, dan unsur kebahasaan yang benar sesuai dengan konteks.
1.1.2
Menyusun
struktur
kebahasaan
yang
baik
dan
benar
menggunakan cardinal number, ordinal number, dan adjective untuk memaparkan, menanyakan, dan merespon pemaparan jati diri sesuai dengan fungsi sosial dan konteks. 1.2 Produk 1.2.1
Mereproduksi ujaran yang telah dicontohkan guru dengan pelafalan dan struktur kebahasaan yang baik dan benar untuk
70
memaparkan, menanyakan, dan merespon pemaparan jati diri sesuai dengan fungsi sosial dan konteks. 2. Afektif 2.1 Karakter 2.1.1
Jujur, disiplin, dan bertanggung jawab dalam melaksanakan tugas yang diberikan.
2.2. Kemampuan Sosial 2.2.1
Siswa menunjukkan kemampuan bekerjasama yang baik dalam menyelesaikan dan melaporkan tugas yang telah diberikan.
3. Psikomotor 3.1 Siswa mampu menggunakan struktur kebahasaan yang baik dan benar untuk memaparkan, menanyakan, dan merespon pemaparan jati diri dengan memperhatikan kesesuaian fungsi sosial dan konteks. IV. Tujuan Pembelajaran: 1. Kognisi 1.1. Proses 1.1.1
Berdasarkan penjelasan dari guru siswa diharapkan dapat mengidentifikasi kegunaan dari cardinal number, ordinal number, dan adjective sesuai dengan fungsi sosial, struktur kebahasaan, dan konteks.
1.1.2
Berdasarkan contoh percakapan yang didemostrasikan guru dihadapan kelas siswa diharapkan dapat menyusun struktur kebahasaan yang baik dan benar menggunakan cardinal number, ordinal number, dan adjective untuk memaparkan, menanyakan, dan merespon pemaparan jati diri sesuai dengan fungsi sosial dan konteks.
1.2. Produk 1.2.1
Dengan latihan ujaran-ujaran yang telah dicontohkan guru siswa diharapkan dapat mereproduksi ujaran dengan pelafalan dan struktur kebahasaan yang baik dan benar untuk
71
memaparkan, menanyakan, dan merespon pemaparan jati diri sesuai dengan fungsi sosial dan konteks. 2. Afektif 2.1 Karakter 2.1.1
Selama proses belajar berlangsung siswa diharapkan untuk bersikap jujur, disiplin, dan bertanggung jawab dalam melaksanakan tugas yang diberikan.
2.2 Keterampilan Sosial 2.2.1. Selama proses belajar berlangsung siswa diharapkan untuk menunjukkan kemampuan bekerjasama yang baik dalam menyelesaikan dan melaporkan tugas yang telah diberikan. 3. Psikomotor 3.1 Melalui latihan yang intensif siswa diharapkan dapat menggunakan struktur kebahasaan yang baik dan benar untuk memaparkan, menanyakan, dan merespon pemaparan jati diri dengan memperhatikan kesesuaian fungsi sosial dan konteks. V. Materi Pembelajaran: 1. Cardinal Number (students’ book p. 24) Cardinal number (counting numbers) gives information about “how many” to show quantities of something. The use of cardinal numbers: a. To tell the time; (e.g. Twelve fifteen/ quarter past twelve/ twelve o’clock and fifteen minutes), date; (January five/ January the fifth i.e. ordinal number), and phone number (e.g. 0857xxxx oh, eight, five, seven xxxx). b. To show the speed; (e.g. a hundred kilometers), price; (e.g. five million rupiahs), and physical appearance such as weight; (e.g. two hundred and fifty kilos) and height; (e.g. one hundred and eighty five tall).
72
*Note: Hundreds and tens are usually separated by ‘and’; e.g. ten hundred and twenty. Numbers are usually written in singular; e.g. five million rupiahs. The plural number is usually used with dozen, hundreds, thousands, millions, billions when they are not modified by another number of expressions; e.g. several/ few; e.g. hundreds of people visit Bali each year; which mean a large number of people come to Bali every year. 1.1
Calculation 2+2=4
Two and two is/are four. (informal) Two plus two equals/is four. (formal) Two from seven is/leaves five. (informal)
7–2=5
Seven take away two is/leaves five. (informal) Seven minus two equals/is five (formal) Three four are twelve. (informal)
3 x 4 = 12
Three times four is twelve. (informal) Three multiplied by four equals/is twelve. (formal) Three(s) into twelve goes four (times).
12 : 3 = 4
(informal) Twelve divided by three equals/is four. (formal)
1.2 Room Numbers For room number, we can read it like the following: R 406 = Room four oh six
73
R 348 = Room three forty eight But we can’t read room numbers using hundreds e.g. R 348 = Room three hundred and forty eight. 1.3 Flight Numbers Flight numbers mostly consist of letters and numbers: GA-876 from Hongkong has arrived. (The Garuda Indonesia Airways, flight number G.A eight seven six from Hongkong has arrived). 2. Ordinal Number (students’ book p. 25) Ordinal numbers (order number) explain the order of things in a set; first, second, third, etc. they show rank or position of something instead of quantity of something; e.g. the first winner, forty-fifth in the line, etc. *Note: The name of kings and queens are written in Roman numbers; e.g. Elizabeth II In spoken English the definite article ‘the’ is used before the ordinal number; e.g Elizabeth the Second. Date can be said using both of cardinal and ordinal number; e.g. January five (i.e. cardinal number) or January the fifth (i.e. ordinal number). VI. Strategi, Model and Metode Pembelajaran : 1. Strategi Pembelajaran: Menggunakan “Find Someone Who” game 2. Model Pembelajaran : Pendekatan komunikatif 3. Metoda Pembelajaran: Communicative Language Teaching VII. Alat dan bahan : Dialog percakapan dalam bahasa inggris. Gambar. Lembar kegiatan siswa
74
VII. Kegiatan Pembelajaran : Kegiatan Pembuka ( 10 menit) 1.
Mengkondisikan dan mempersiapkan kelas dengan meminta siswa duduk dengan rapih, berdoa bersama, dan mengecek kehadiran siswa.
2.
Guru menuliskan beberapa angka dan meminta siswa untuk memberikan mengucapkannya dalam bahasa inggris. Selanjutnya guru mengarahkan siswa kepada penjelasan mengenai tujuan pembelajaran dan jenis-jenis kemampuan yang hendak dikuasai siswa setelah mempelajari materi yang diberikan di kelas.
Kegiatan Inti ( 1.
Siswa mendengarkan penjelasan guru mengenai tatacara penggunaan ordinal number dan cardinal number dalam kehidupan sehari-hari.
2.
Guru memberikan contoh dialog yang digunakan untuk menanyakan informasi pribadi: menanyakan alamat rumah, menanyakan tempat dan tanggal lahir seseorang, menanyakan nomer telephon seseorang, menanyakan tinggi badan dan berat badan seseorang.
3.
Guru meminta siswa menirukan ujaran demi ujaran kalimat yang digunakan untuk bertanya dan merespon pertanyaan.
4.
Guru mengamati kemampuan siswa dalam memproduksi ujaran dengan baik dan benar.
5.
Guru meminta siswa yang melakukan kesalahan dalam pengujaran untuk melakukan pengulangan hingga siswa dapat memperbaiki kesalahannya.
6.
Guru memberikan tugas kepada siswa untuk mempraktekan ujaran yang telah dipelajarinya dengan teman sebangkunya sebagai persiapan memainkan “Find Someone Who” game.
7.
Siswa dikelompokkan menjadi beberapa kelompok kecil yang terdiri dari dua orang.
8.
Siswa diminta berkeliling kelas untuk saling bertukar informasi pribadi dan menyelesaikan tugas yang telah diberikan oleh guru.
75
9.
Siswa diberikan tugas untuk mencari kesamaan dirinya dengan 2 orang teman sekelasnya. Kegiatan Penutup ( 10 menit)
1.
Guru membantu siswa untuk menyimpulkan hasil dari tugas yang telah diberikan.
2.
Guru bersama-sama siswa membuat kesimpulan mengenai poin-poin pembelajaran yang telah disampaikan.
3.
Guru memberikan umpan balik berupa tugas untuk mengecek pemahaman siswa mengenai materi yang telah diajarkan.
Tangerang, Oktober 2013
Mengetahui,
Guru Pamong
Praktikan
(Hj. Murtinah, S.Pd)
(Dian Novita Sari)
76
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Sekolah
: SMK Negeri 3 Tangerang
Mata Pelajaran
: Bahasa Inggris (Berbicara)
Kelas/ Semester
: X (Sepuluh)/I (Satu)
Alokasi Waktu
: 2 x 45 (2 x pertemuan )
I.
Kompetensi Inti: 4. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait pengembangan dari yang dipelajarinya disekolah secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan.
II. Kompetensi Dasar: 4.2 Menyusun teks lisan dan tulis untuk memaparkan, menanyakan, dan merespon pemaparan jati diri, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks. III. Indikator: 1. Kognisi 1.1. Proses 1.1.1 Mengidentifikasi kegunaan cardinal number, ordinal number, dan adjectives dengan baik dan benar dengan memperhatikan fungsi sosial, struktur, dan unsur kebahasaan yang benar sesuai dengan konteks. 1.1.2 Menyusun
struktur
kebahasaan
yang
baik
dan
benar
menggunakan cardinal number, ordinal number, dan adjective untuk memaparkan, menanyakan, dan merespon pemaparan jati diri sesuai dengan fungsi sosial dan konteks. 1.2 Produk 1.2.1
Mereproduksi ujaran yang telah dicontohkan guru dengan pelafalan dan struktur kebahasaan yang baik dan benar untuk
77
memaparkan, menanyakan, dan merespon pemaparan jati diri sesuai dengan fungsi sosial dan konteks. 2. Afektif 2.1 Karakter 2.1.1
Jujur, disiplin, dan bertanggung jawab dalam melaksanakan tugas yang diberikan.
2.2. Kemampuan Sosial 2.2.1
Siswa menunjukkan kemampuan bekerjasama yang baik dalam menyelesaikan dan melaporkan tugas yang telah diberikan.
3. Psikomotor 3.1 Siswa mampu menggunakan struktur kebahasaan yang baik dan benar untuk memaparkan, menanyakan, dan merespon pemaparan jati diri dengan memperhatikan kesesuaian fungsi sosial dan konteks. IV. Tujuan Pembelajaran: 1. Kognisi 1.1. Proses 1.1.3
Berdasarkan penjelasan dari guru siswa diharapkan dapat mengidentifikasi kegunaan dari cardinal number, ordinal number, dan adjective sesuai dengan fungsi sosial, struktur kebahasaan, dan konteks.
1.1.4
Berdasarkan contoh percakapan yang didemostrasikan guru dihadapan kelas siswa diharapkan dapat menyusun struktur kebahasaan yang baik dan benar menggunakan cardinal number, ordinal number, dan adjective untuk memaparkan, menanyakan, dan merespon pemaparan jati diri sesuai dengan fungsi sosial dan konteks.
1.2. Produk 1.2.1
Dengan latihan ujaran-ujaran yang telah dicontohkan guru siswa diharapkan dapat mereproduksi ujaran dengan pelafalan dan struktur kebahasaan yang baik dan benar untuk
78
memaparkan, menanyakan, dan merespon pemaparan jati diri sesuai dengan fungsi sosial dan konteks. 2. Afektif 2.1 Karakter 2.1.1
Selama proses belajar berlangsung siswa diharapkan untuk bersikap jujur, disiplin, dan bertanggung jawab dalam melaksanakan tugas yang diberikan.
2.2 Keterampilan Sosial 2.2.1. Selama proses belajar berlangsung siswa diharapkan untuk menunjukkan kemampuan bekerjasama yang baik dalam menyelesaikan dan melaporkan tugas yang telah diberikan. 3. Psikomotor 3.2 Melalui latihan yang intensif siswa diharapkan dapat menggunakan struktur kebahasaan yang baik dan benar untuk memaparkan, menanyakan, dan merespon pemaparan jati diri dengan memperhatikan kesesuaian fungsi sosial dan konteks. V. Materi Pembelajaran: 1. Cardinal Number (students’ book p. 24) Cardinal number (counting numbers) gives information about “how many” to show quantities of something. The use of cardinal numbers: a. To tell the time; (e.g. Twelve fifteen/ quarter past twelve/ twelve o’clock and fifteen minutes), date; (January five/ January the fifth i.e. ordinal number), and phone number (e.g. 0857xxxx oh, eight, five, seven xxxx). b. To show the speed; (e.g. a hundred kilometers), price; (e.g. five million rupiahs), and physical appearance such as weight; (e.g. two hundred and fifty kilos) and height; (e.g. one hundred and eighty five tall).
79
*Note: Hundreds and tens are usually separated by ‘and’; e.g. ten hundred and twenty. Numbers are usually written in singular; e.g. five million rupiahs. The plural number is usually used with dozen, hundreds, thousands, millions, billions when they are not modified by another number of expressions; e.g. several/ few; e.g. hundreds of people visit Bali each year; which mean a large number of people come to Bali every year. 1.1
Calculation 2+2=4
Two and two is/are four. (informal) Two plus two equals/is four. (formal) Two from seven is/leaves five. (informal)
7–2=5
Seven take away two is/leaves five. (informal) Seven minus two equals/is five (formal) Three four are twelve. (informal)
3 x 4 = 12
Three times four is twelve. (informal) Three multiplied by four equals/is twelve. (formal) Three(s) into twelve goes four (times).
12 : 3 = 4
(informal) Twelve divided by three equals/is four. (formal)
1.2 Room Numbers For room number, we can read it like the following: R 406 = Room four oh six
80
R 348 = Room three forty eight But we can’t read room numbers using hundreds e.g. R 348 = Room three hundred and forty eight. 1.3 Flight Numbers Flight numbers mostly consist of letters and numbers: GA-876 from Hongkong has arrived. (The Garuda Indonesia Airways, flight number G.A eight seven six from Hongkong has arrived). 2. Ordinal Number (students’ book p. 25) Ordinal numbers (order number) explain the order of things in a set; first, second, third, etc. they show rank or position of something instead of quantity of something; e.g. the first winner, forty-fifth in the line, etc. *Note: The name of kings and queens are written in Roman numbers; e.g. Elizabeth II In spoken English the definite article ‘the’ is used before the ordinal number; e.g Elizabeth the Second. Date can be said using both of cardinal and ordinal number; e.g. January five (i.e. cardinal number) or January the fifth (i.e. ordinal number). VIII. Strategi, Model and Metode Pembelajaran : 4. Strategi Pembelajaran: Menggunakan “Find Someone Who” game 5. Model Pembelajaran : Pendekatan komunikatif 6. Metoda Pembelajaran: Communicative Language Teaching IX. Alat dan bahan : Dialog percakapan dalam bahasa inggris. Gambar. Lembar kegiatan siswa
81
VIII. Kegiatan Pembelajaran : Kegiatan Pembuka ( 10 menit) 1.
Mengkondisikan dan mempersiapkan kelas dengan meminta siswa duduk dengan rapih, berdoa bersama, dan mengecek kehadiran siswa.
2.
Guru menuliskan beberapa angka dan meminta siswa untuk memberikan mengucapkannya dalam bahasa inggris. Selanjutnya guru mengarahkan siswa kepada penjelasan mengenai tujuan pembelajaran dan jenis-jenis kemampuan yang hendak dikuasai siswa setelah mempelajari materi yang diberikan di kelas.
Kegiatan Inti ( 1.
Siswa mendengarkan penjelasan guru mengenai tatacara penggunaan ordinal number dan cardinal number dalam kehidupan sehari-hari.
2.
Guru memberikan contoh dialog yang digunakan untuk menanyakan informasi pribadi: menanyakan alamat rumah, menanyakan tempat dan tanggal lahir seseorang, menanyakan nomer telephon seseorang, menanyakan tinggi badan dan berat badan seseorang.
3.
Guru meminta siswa menirukan ujaran demi ujaran kalimat yang digunakan untuk bertanya dan merespon pertanyaan.
4.
Guru mengamati kemampuan siswa dalam memproduksi ujaran dengan baik dan benar.
5.
Guru meminta siswa yang melakukan kesalahan dalam pengujaran untuk melakukan pengulangan hingga siswa dapat memperbaiki kesalahannya.
6.
Guru memberikan tugas kepada siswa untuk mempraktekan ujaran yang telah dipelajarinya dengan teman sebangkunya sebagai persiapan memainkan “Find Someone Who” game.
7.
Siswa dikelompokkan menjadi beberapa kelompok kecil yang terdiri dari dua orang.
8.
Siswa diminta berkeliling kelas untuk saling bertukar informasi pribadi dan menyelesaikan tugas yang telah diberikan oleh guru.
82
9.
Siswa diberikan tugas untuk mencari kesamaan dirinya dengan 2 orang teman sekelasnya. Kegiatan Penutup ( 10 menit)
1.
Guru membantu siswa untuk menyimpulkan hasil dari tugas yang telah diberikan.
2.
Guru bersama-sama siswa membuat kesimpulan mengenai poin-poin pembelajaran yang telah disampaikan.
3.
Guru memberikan umpan balik berupa tugas untuk mengecek pemahaman siswa mengenai materi yang telah diajarkan.
Tangerang, November 2013
Mengetahui,
Guru Pamong
Praktikan
(Hj. Murtinah, S.Pd)
(Dian Novita Sari)
83
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Sekolah
: SMK Negeri 3 Tangerang
Mata Pelajaran
: Bahasa Inggris (Berbicara)
Kelas/ Semester
: X (Sepuluh)/I (Satu)
Alokasi Waktu
: 2 x 45 (2 x pertemuan )
I.
Kompetensi Inti: 4. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait pengembangan dari yang dipelajarinya disekolah secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan.
II. Kompetensi Dasar: 4.2 Menyusun teks lisan dan tulis untuk memaparkan, menanyakan, dan merespon pemaparan jati diri, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks. III. Indikator: 1. Kognisi 1.1. Proses 1.1.1
Mengidentifikasi kegunaan cardinal number, ordinal number, dan adjectives dengan baik dan benar dengan memperhatikan fungsi sosial, struktur, dan unsur kebahasaan yang benar sesuai dengan konteks.
1.1.2
Menyusun
struktur
kebahasaan
yang
baik
dan
benar
menggunakan cardinal number, ordinal number, dan adjective untuk memaparkan, menanyakan, dan merespon pemaparan jati diri sesuai dengan fungsi sosial dan konteks. 1.2 Produk 1.2.1
Mereproduksi ujaran yang telah dicontohkan guru dengan pelafalan dan struktur kebahasaan yang baik dan benar untuk
84
memaparkan, menanyakan, dan merespon pemaparan jati diri sesuai dengan fungsi sosial dan konteks. 2. Afektif 2.1 Karakter 2.1.1
Jujur, disiplin, dan bertanggung jawab dalam melaksanakan tugas yang diberikan.
2.2. Kemampuan Sosial 2.2.1
Siswa menunjukkan kemampuan bekerjasama yang baik dalam menyelesaikan dan melaporkan tugas yang telah diberikan.
3. Psikomotor 3.1 Siswa mampu menggunakan struktur kebahasaan yang baik dan benar untuk memaparkan, menanyakan, dan merespon pemaparan jati diri dengan memperhatikan kesesuaian fungsi sosial dan konteks. IV. Tujuan Pembelajaran: 1. Kognisi 1.1. Proses 1.1.1
Berdasarkan penjelasan dari guru siswa diharapkan dapat mengidentifikasi kegunaan dari cardinal number, ordinal number, dan adjective sesuai dengan fungsi sosial, struktur kebahasaan, dan konteks.
1.1.2
Berdasarkan contoh percakapan yang didemostrasikan guru dihadapan kelas siswa diharapkan dapat menyusun struktur kebahasaan yang baik dan benar menggunakan cardinal number, ordinal number, dan adjective untuk memaparkan, menanyakan, dan merespon pemaparan jati diri sesuai dengan fungsi sosial dan konteks.
1.2. Produk 1.2.1
Dengan latihan ujaran-ujaran yang telah dicontohkan guru siswa diharapkan dapat mereproduksi ujaran dengan pelafalan dan struktur kebahasaan yang baik dan benar untuk
85
memaparkan, menanyakan, dan merespon pemaparan jati diri sesuai dengan fungsi sosial dan konteks. 2. Afektif 2.1 Karakter 2.1.1
Selama proses belajar berlangsung siswa diharapkan untuk bersikap jujur, disiplin, dan bertanggung jawab dalam melaksanakan tugas yang diberikan.
2.2 Keterampilan Sosial 2.2.1. Selama proses belajar berlangsung siswa diharapkan untuk menunjukkan kemampuan bekerjasama yang baik dalam menyelesaikan dan melaporkan tugas yang telah diberikan. 3. Psikomotor 3.1 Melalui latihan yang intensif siswa diharapkan dapat menggunakan struktur kebahasaan yang baik dan benar untuk memaparkan, menanyakan, dan merespon pemaparan jati diri dengan memperhatikan kesesuaian fungsi sosial dan konteks. V. Materi Pembelajaran: 1. Adjective Adjective is a word that used for describing a noun or pronoun; e.g. beautiful girl (i.g. describing a noun) or e.g. he is gorgeous (i.g. describing pronoun). The Order of Adjective When using more than one adjective to describe a noun, they should be placed in the following order before the noun. Determiner
Opinion
Physical Description Size
An
expensive
A
charming
Tall
Age
Origin
Shape
Color
square
brown
young
Italian
Brazilian
86
Material
Qualifier
Noun
suede
traveling
bag
football
player
a. Determiners: are articles (a, an, or the) and other limiters (possessive pronoun; my, your, her, his, their, our; quantity of something; five, ten, etc). Example: a boy, an umbrella, the house, her pencil, ten bicycles. b. Opinions: are used to describe the idea about a noun (smart, expensive, tasty, etc); e.g. a smart student, an expensive car, the tasty ice cream. c. Sizes: are used to describe how big or small a noun is (big, short, wide, large, etc); e.g. a big house, the short pencil, a wide box, the large class, etc. d. Age: are used to describe how young or old a noun is (young, old, new, etc); e.g. a young woman, an old man, the new dress, etc. e. Shapes: are used to describe the form of noun (round, square, oval, flat, etc); e.g. the round table, a square box, an oval bag, the flat shoes, etc. f. Color: it used to describe the color of a noun; e.g. a brown bag, the blue house, an orange t-shirt, etc. g. Origin: it used to describe where the noun comes from (Mexican, Spain, Australian, etc); a Mexican song, the Spain cap, an Australian girl. h. Material: it used to describe what a noun is made of (wooden, metal, gold, bronze, etc); e.g. a wooden chair, the metal plate, a gold watch, the bronze pan, etc. i. Qualifier: it used to describe what a noun is used for/ what is does; e.g. a swimming suit, my sleeping bag, the cooking pan, etc. j. Noun: is the word being described; e.g. a new book, the wonderful garden, etc.
87
*Note:
Noun is divided into two: singular and plural. e.g. one book- two books, one plate- two plates, etc.
The transformation of plural nouns is divided into two: regular and irregular. REGULAR Singular
IRREGULAR
Plural
Singular
Plural
Chair
Chairs
Woman
Women
Box
Boxes
Man
Men
Wife
Wives
Child
Children
Cloth
Clothes
Mouse
Mice
City
Cities
Goose
Geese
VI. Strategi, Model and Metode Pembelajaran : 1. Strategi Pembelajaran: Menggunakan “Find Someone Who” game 2. Model Pembelajaran : Pendekatan komunikatif 3. Metoda Pembelajaran: Communicative Language Teaching VII. Alat dan bahan : Dialog percakapan dalam bahasa inggris. Gambar. Lembar kegiatan siswa
IX. Kegiatan Pembelajaran : Kegiatan Pembuka ( 10 menit) 1.
Mengkondisikan dan mempersiapkan kelas dengan meminta siswa duduk dengan rapih, berdoa bersama, dan mengecek kehadiran siswa.
2.
Guru menunjukkan sebuah gambar kepada siswa dan menanyakan pendapat siswa mengenai cirri-ciri fisik yang ditemukan pada gambar yang diperlihatkan guru. Selanjutnya guru mengarahkan siswa kepada penjelasan mengenai tujuan pembelajaran dan jenis-jenis kemampuan 88
yang hendak dikuasai siswa setelah mempelajari materi yang diberikan di kelas.
Kegiatan Inti ( 1.
Siswa mendengarkan penjelasan guru mengenai tatacara penggunaan ordinal number dan cardinal number dalam kehidupan sehari-hari.
2.
Guru memberikan contoh dialog yang digunakan untuk menanyakan informasi pribadi: mendeskripsikan ciri-ciri seseorang, mendeskripsikan asal dan kewarganegaraan seseorang, mendeskripsikan profesi seseorang, dan mendeskripsikan tempat.
3.
Guru meminta siswa menirukan ujaran demi ujaran kalimat yang digunakan untuk bertanya dan merespon pertanyaan.
4.
Guru mengamati kemampuan siswa dalam memproduksi ujaran dengan baik dan benar.
5.
Guru meminta siswa yang melakukan kesalahan dalam pengujaran untuk melakukan pengulangan hingga siswa dapat memperbaiki kesalahannya.
6.
Guru memberikan tugas kepada siswa untuk mempraktekan ujaran yang telah dipelajarinya dengan teman sebangkunya sebagai persiapan memainkan “Find Someone Who” game.
7.
Siswa dikelompokkan menjadi beberapa kelompok kecil yang terdiri dari dua orang.
8.
Siswa diminta berkeliling kelas untuk saling bertukar informasi pribadi dan menyelesaikan tugas yang telah diberikan oleh guru.
9.
Siswa diberikan tugas untuk mencari kesamaan dirinya dengan 2 orang teman sekelasnya. Kegiatan Penutup ( 10 menit)
1.
Guru membantu siswa untuk menyimpulkan hasil dari tugas yang telah diberikan.
2.
Guru bersama-sama siswa membuat kesimpulan mengenai poin-poin pembelajaran yang telah disampaikan.
89
3.
Guru memberikan umpan balik berupa tugas untuk mengecek pemahaman siswa mengenai materi yang telah diajarkan.
Tangerang, November 2013
Mengetahui,
Guru Pamong
Praktikan
(Hj. Murtinah, S.Pd)
(Dian Novita Sari)
90
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Sekolah
: SMK Negeri 3 Tangerang
Mata Pelajaran
: Bahasa Inggris (Berbicara)
Kelas/ Semester
: X (Sepuluh)/I (Satu)
Alokasi Waktu
: 2 x 45 (2 x pertemuan )
I.
Kompetensi Inti: 4. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait pengembangan dari yang dipelajarinya disekolah secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan.
II. Kompetensi Dasar: 4.2 Menyusun teks lisan dan tulis untuk memaparkan, menanyakan, dan merespon pemaparan jati diri, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks. III. Indikator: 1. Kognisi 1.1. Proses 1.1.1 Mengidentifikasi kegunaan cardinal number, ordinal number, dan adjectives dengan baik dan benar dengan memperhatikan fungsi sosial, struktur, dan unsur kebahasaan yang benar sesuai dengan konteks. 1.1.2
Menyusun
struktur
kebahasaan
yang
baik
dan
benar
menggunakan cardinal number, ordinal number, dan adjective untuk memaparkan, menanyakan, dan merespon pemaparan jati diri sesuai dengan fungsi sosial dan konteks. 1.2 Produk 1.2.1
Mereproduksi ujaran yang telah dicontohkan guru dengan pelafalan dan struktur kebahasaan yang baik dan benar untuk
91
memaparkan, menanyakan, dan merespon pemaparan jati diri sesuai dengan fungsi sosial dan konteks. 2. Afektif 2.1 Karakter 2.1.1
Jujur, disiplin, dan bertanggung jawab dalam melaksanakan tugas yang diberikan.
2.2. Kemampuan Sosial 2.2.1
Siswa menunjukkan kemampuan bekerjasama yang baik dalam menyelesaikan dan melaporkan tugas yang telah diberikan.
3. Psikomotor 3.1 Siswa mampu menggunakan struktur kebahasaan yang baik dan benar untuk memaparkan, menanyakan, dan merespon pemaparan jati diri dengan memperhatikan kesesuaian fungsi sosial dan konteks. IV. Tujuan Pembelajaran: 1. Kognisi 1.1. Proses 1.1.1
Berdasarkan penjelasan dari guru siswa diharapkan dapat mengidentifikasi kegunaan dari cardinal number, ordinal number, dan adjective sesuai dengan fungsi sosial, struktur kebahasaan, dan konteks.
1.1.2
Berdasarkan contoh percakapan yang didemostrasikan guru dihadapan kelas siswa diharapkan dapat menyusun struktur kebahasaan yang baik dan benar menggunakan cardinal number, ordinal number, dan adjective untuk memaparkan, menanyakan, dan merespon pemaparan jati diri sesuai dengan fungsi sosial dan konteks.
1.2. Produk 1.2.1
Dengan latihan ujaran-ujaran yang telah dicontohkan guru siswa diharapkan dapat mereproduksi ujaran dengan pelafalan dan struktur kebahasaan yang baik dan benar untuk
92
memaparkan, menanyakan, dan merespon pemaparan jati diri sesuai dengan fungsi sosial dan konteks. 2. Afektif 2.1 Karakter 2.1.1
Selama proses belajar berlangsung siswa diharapkan untuk bersikap jujur, disiplin, dan bertanggung jawab dalam melaksanakan tugas yang diberikan.
2.2 Keterampilan Sosial 2.2.1. Selama proses belajar berlangsung siswa diharapkan untuk menunjukkan kemampuan bekerjasama yang baik dalam menyelesaikan dan melaporkan tugas yang telah diberikan. 3. Psikomotor 3.1 Melalui latihan yang intensif siswa diharapkan dapat menggunakan struktur kebahasaan yang baik dan benar untuk memaparkan, menanyakan, dan merespon pemaparan jati diri dengan memperhatikan kesesuaian fungsi sosial dan konteks. V. Materi Pembelajaran: 1. Adjective Adjective is a word that used for describing a noun or pronoun; e.g. beautiful girl (i.g. describing a noun) or e.g. he is gorgeous (i.g. describing pronoun). The Order of Adjective When using more than one adjective to describe a noun, they should be placed in the following order before the noun. Determiner
Opinion
Physical Description Size
An
expensive
A
charming
Tall
Age
Origin
Shape
Color
square
brown
young
Italian
Brazilian
93
Material
Qualifier
Noun
suede
traveling
bag
football
player
k. Determiners: are articles (a, an, or the) and other limiters (possessive pronoun; my, your, her, his, their, our; quantity of something; five, ten, etc). Example: a boy, an umbrella, the house, her pencil, ten bicycles. l. Opinions: are used to describe the idea about a noun (smart, expensive, tasty, etc); e.g. a smart student, an expensive car, the tasty ice cream. m. Sizes: are used to describe how big or small a noun is (big, short, wide, large, etc); e.g. a big house, the short pencil, a wide box, the large class, etc. n. Age: are used to describe how young or old a noun is (young, old, new, etc); e.g. a young woman, an old man, the new dress, etc. o. Shapes: are used to describe the form of noun (round, square, oval, flat, etc); e.g. the round table, a square box, an oval bag, the flat shoes, etc. p. Color: it used to describe the color of a noun; e.g. a brown bag, the blue house, an orange t-shirt, etc. q. Origin: it used to describe where the noun comes from (Mexican, Spain, Australian, etc); a Mexican song, the Spain cap, an Australian girl. r. Material: it used to describe what a noun is made of (wooden, metal, gold, bronze, etc); e.g. a wooden chair, the metal plate, a gold watch, the bronze pan, etc. s. Qualifier: it used to describe what a noun is used for/ what is does; e.g. a swimming suit, my sleeping bag, the cooking pan, etc. t. Noun: is the word being described; e.g. a new book, the wonderful garden, etc.
94
*Note:
Noun is divided into two: singular and plural. e.g. one book- two books, one plate- two plates, etc.
The transformation of plural nouns is divided into two: regular and irregular. REGULAR Singular
IRREGULAR
Plural
Singular
Plural
Chair
Chairs
Woman
Women
Box
Boxes
Man
Men
Wife
Wives
Child
Children
Cloth
Clothes
Mouse
Mice
City
Cities
Goose
Geese
VI. Strategi, Model and Metode Pembelajaran : 1. Strategi Pembelajaran: Menggunakan “Find Someone Who” game 2. Model Pembelajaran : Pendekatan komunikatif 3. Metoda Pembelajaran: Communicative Language Teaching VII. Alat dan bahan : Dialog percakapan dalam bahasa inggris. Gambar. Lembar kegiatan siswa
X. Kegiatan Pembelajaran : Kegiatan Pembuka ( 10 menit) 1.
Mengkondisikan dan mempersiapkan kelas dengan meminta siswa duduk dengan rapih, berdoa bersama, dan mengecek kehadiran siswa.
2.
Guru menunjukkan sebuah gambar kepada siswa dan menanyakan pendapat siswa mengenai cirri-ciri fisik yang ditemukan pada gambar yang diperlihatkan guru. Selanjutnya guru mengarahkan siswa kepada penjelasan mengenai tujuan pembelajaran dan jenis-jenis kemampuan 95
yang hendak dikuasai siswa setelah mempelajari materi yang diberikan di kelas.
Kegiatan Inti ( 1.
Siswa mendengarkan penjelasan guru mengenai tatacara penggunaan ordinal number dan cardinal number dalam kehidupan sehari-hari.
2.
Guru memberikan contoh dialog yang digunakan untuk menanyakan informasi pribadi: mendeskripsikan ciri-ciri seseorang, mendeskripsikan asal dan kewarganegaraan seseorang, mendeskripsikan profesi seseorang, dan mendeskripsikan tempat.
3.
Guru meminta siswa menirukan ujaran demi ujaran kalimat yang digunakan untuk bertanya dan merespon pertanyaan.
4.
Guru mengamati kemampuan siswa dalam memproduksi ujaran dengan baik dan benar.
5.
Guru meminta siswa yang melakukan kesalahan dalam pengujaran untuk melakukan pengulangan hingga siswa dapat memperbaiki kesalahannya.
6.
Guru memberikan tugas kepada siswa untuk mempraktekan ujaran yang telah dipelajarinya dengan teman sebangkunya sebagai persiapan memainkan “Find Someone Who” game.
7.
Siswa dikelompokkan menjadi beberapa kelompok kecil yang terdiri dari dua orang.
8.
Siswa diminta berkeliling kelas untuk saling bertukar informasi pribadi dan menyelesaikan tugas yang telah diberikan oleh guru.
9.
Siswa diberikan tugas untuk mencari kesamaan dirinya dengan 2 orang teman sekelasnya. Kegiatan Penutup ( 10 menit)
1.
Guru membantu siswa untuk menyimpulkan hasil dari tugas yang telah diberikan.
2.
Guru bersama-sama siswa membuat kesimpulan mengenai poin-poin pembelajaran yang telah disampaikan.
96
3.
Guru memberikan umpan balik berupa tugas untuk mengecek pemahaman siswa mengenai materi yang telah diajarkan.
Tangerang, November 2013
Mengetahui,
Guru Pamong
Praktikan
(Hj. Murtinah, S.Pd)
(Dian Novita Sari)
97
ACTIVITY 1
Find Someone Who (Similar Height and Weight) Student’s Name
: ………………………………………..
Phone number
: ………………………………………..
Height
: ………………………
Student’s Name
: ……………………………………….
Phone number
: ………………………………………..
Height
: ……………………
Sample Question: What is your name? What is your phone number? How tall are you? How much do you weight?
98
Weight: …………………
Weight: ……………..
ACTIVITY 2
Self-Introduction Your name
: ……………………………………………..
Place & Birth date
: ……………………………………………..
Phone Number
: ……………………………………………..
Origin
: ……………………………………………..
Address
: ……………………………………………..
Find someone who: Instruction
Student’s Name
1. Was born in the same month 2. Was born in the same city 3. Was born in the same year 4. Has the same origin 5. Live in the same district
Sample Question: When were you born? Where were you born? Where are you from? or where do you come from? Where do you live?
99
Student’s Name
ACTIVITY 3 Find Someone Who (like or dislike the same thing)
Sample Question: Do you like …………. ? Why do you like ……….. ? Do you like her/ his …………….. hair? Do you like her/ his ……………….. lips?
100
1. Friend’s Name: ……………………………………… Like
Dislike
2. Friend’s Name: ……………………………………… Like
Dislike
101
ACTIVITY 4
FIND SOMEONE WHO (Similar Favorite Idol) Your Name
: …………………………………………………..
Favorite Idol : …………………………………………………………… Profession
: ……………………………………………….
Nationality
: ……………………………………………….
Native Language
: ……………………………………………….
1. Friend’s Name: ……………………………………… Similarities
Differences
2. Friend’s Name: ……………………………………… Similarities
Differences
Sample Question: Who is your favorite idol? What is his/ her occupation/ profession? Where does she/ he come from? What is her/his native language? Why do you like her/ him? * Each student already brought a photograph of her/his favorite idol.
102
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