THE EFFECTIVENESS OF ROLE PLAY IN THE TEACHING OF SPEAKING TO THE TENTH GRADE STUDENTS OF ISLAMIC VOCATIONAL HIGH SCHOOL CIPUTAT
By: LISTIANTY RIDAYU MAKSUM 1110014000002
THE DEPARTMENT OF ENGLISH EDUCATION THE FACULTY OF TARBIYAH AND TEACHERS’ TRAINING STATE ISLAMIC UNIVERSITY SYARIF HIDAYATULLAH JAKARTA 2016
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ABSTRACT Listianty Ridayu Maksum, (1110014000002), The Effectiveness of Role Play in the Teaching of Speaking to the Tenth Grade Students of Islamic Vocational High School Ciputat. Skripsi of Department of English Education at Faculty of Tarbiyah and Teachers’ Training of State Islamic University Syarif Hidayatullah Jakarta, 2016. Key Words: Role play, Speaking Skill, Teaching Speaking. This research was carried out to find the empirical evidence of the effectiveness of role play in the teaching of speaking to the tenth grade students of Islamic vocational high school Ciputat. The method used in this research was a quantitative method and the research design was a quasi- experiment. The sample of this research was tenth grade students of Islamic Vocational High School Ciputat. They were X – PM 2 as the experimental class and X – PM 1 as the control one. Each class consisted of 30 students. For sampling technique, the researcher used stratified proportional cluster sampling. The instrument used in this research was an oral test. In analyzing the data, the researcher used T-test formula to analyze students’ achievement, by conducting a pre- and post-test. The result of the study showed that most of students have gained good scores after the treatment. The students’ pre-test mean score in experimental class was 52.26 while the post-test mean score was 69.60. In contrary, the students’ pre-test mean score in controlled class was 54.40 and the post-test mean score was 65.26. There is significant difference of students’ post-test mean score of the experimental class which was treated by using role play was greater than the post-test of the controlled class which was treated without using role play. The result of statistical hypotheses test found that on significance level 5%, tobservation was 3.63 while ttable with df = 58 was 2.001 or tobservation > ttable. Therefore, the H0 (Null Hypothesis) was rejected and the Ha (Alternative hypothesis) is accepted. It proved that role play is effective to teach speaking.
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ABSTRAK Listianty Ridayu Maksum, (1110014000002), The Effectiveness of Role Play in the Teaching of Speaking to the Tenth Grade Students of Islamic Vocational High School Ciputat. Skripsi pada Jurusan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2016. Kata Kunci: Bermain Peran, Kemampuan Berbicara, Pengajaran Berbicara. Penelitian ini bertujuan untuk menemukan bukti empiris dari keefektifan bermain peran dalam pengajaran berbicara pada siswa kelas sepuluh di SMK Islamiyah Ciputat. Metode yang digunakan dalam penelitian ini adalah metode kuantitatif dan desain penelitian yang digunakan adalah quasi eksperimen. Adapun sample dalam penelitian ini adalah siswa-siswi kelas 10 SMK Islamiyah Ciputat. Mereka adalah kelas X – PM 2 sebagai kelas eksperimen dan X – PM 1 sebagai kelas kontrol. Masing-masing kelas terdiri dari 30 siswa. Untuk teknik pengambilan sample, peneliti menggunakan teknik stratified proportional cluster sampling. Instrumen yang digunakan dalam penelitian ini adalah tes lisan. Untuk menganalisa data, peneliti menggunakan perhitungan T-test untuk menganalisa prestasi yang telah dicapai siswa, dengan melaksanakan pre- dan post-test. Hasil penelitian ini menunjukan bahwa sebagian besar siswa mendapatkan nilai yang baik setelah selesai treatmen. Skor rata-rata siswa dikelas ekperimen adalah 52.26 sementara skor post-test nya adalah 69.60. Berbeda dengan kelas eksperimen, skor rata-rata pre-test di kelas kontrol yang didapat adalah 54.40 dan skor rata-rata post-test adalah 65.26. Ada perbedaan yang signifikan dari skor rata-rata post-test dari kelas eksperimen yang diajarkan menggunakan teknik bermain peran dari pada skor post-test kelas kontrol yang diajarkan tanpa menggunakan teknik bermain peran. Hasil uji hipotesis statistik menunjukan bahwa dengan taraf signifikansi 5%, didapatkan tobservasi sebesar 3.63 sementara ttable dengan df = 58 yaitu 2.001 atau disebut tobservasi > ttable. Berdasarkan perhitungan statistik, maka H0 ditolak dan Ha diterima. Ini membuktikan bahwa bermain peran efektif dalam pengajaran berbicara.
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ACKNOWLEDGEMENT
In the name of Allah, the Beneficent, the Merciful. All praises be to Allah, the Lord of the worlds who has given His Mercy and Blessing upon the writer in completing this Skripsi. Peace and salutation always be upon the prophet Muhammad shallallahu ‘alaihi wa sallam, his family, his companions, and his faithful followers. In this occasion, the writer would like to express her greatest appreciation, honour and gratitude to her beloved parents (Lilik Maksum and Siti Munjiyah), for their valuable supports and moral encouragement in motivating the writer to finish her study. Then, the writer thanks to her beloved brothers (Herliansyah Agitsna Maksum and Sandi Amalatief Imani Sakti) for their love and support to the writer in writing this Skripsi. Furthermore, the writer also would like to express her deepest gratitude to her advisors, Drs. Bahrul Hasibuan, M.Ed. and Drs. Syauki, M.Pd., for their valuable time, advices, guidances, corrections, and suggestions in finishing this Skripsi. The writer realized that without support and motivation from people around her, she could not finish this Skripsi. Therefore, she would like to give her deep appreciation to: 1. All lecturers in the Department of English Education who always give their motivation and valuable knowledge and also unforgettable experience during her study at State Islamic University ‘Syarif Hidayatullah’ Jakarta. 2. Dr. Alek, M.Pd. ; the Head of the Department of English Education, and Zaharil Anasy, M.Hum. ; the Secretary of the Department of English Education. 3. Prof. Dr. Ahmad Thib Raya, MA. ; the Dean of Faculty of Tarbiyah and Teachers` Training of State Islamic University ‘Syarif Hidayatullah’ Jakarta.
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4. Her academic advisor, Didin N. Hidayat, MA TESOL, for his advices, guidance, suggestions, and support. 5. Her beloved best friends in the Department of English Education, for sharing knowledge, care, motivation, time, support, laugh and happiness. 6. Any other person who cannot be mentioned one by one for their contribution to the writer during finishing her Skripsi. The words are not enough to say any appreciations for their help.
May Allah, The Almighty bless them all. Amen.
Finally the writer truly realizes that this Skripsi cannot be considered as a perfect masterpiece. Therefore, she feels that it is really pleasure for her to receive criticism and suggestions to make this Skripsi better. She also hopes that this Skripsi would be beneficial, particularly for her and for those who are interested in it.
Jakarta, Juni 2016
The Writer
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TABLE OF CONTENTS APPROVAL ..................................................................................................
i
ENDORSEMENT SHEET ...........................................................................
ii
SURAT PERNYATAAN KARYA SENDIRI .............................................
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ABSTRACT ...................................................................................................
iv
ABSTRAK .....................................................................................................
v
AKNOWLEDGEMENT...............................................................................
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TABLE OF CONTENTS .............................................................................
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LIST OF TABLES ........................................................................................
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LIST OF FIGURES ......................................................................................
xii
LIST OF DIAGRAM ....................................................................................
xiii
LIST OF APPENDICES ..............................................................................
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CHAPTER I : INTRODUCTION A. The Background of the Study ...................................................................
1
B. The Limitation of the Problem ..................................................................
5
C. The Formulation of the Problem ...............................................................
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D. The Objective of the Study .......................................................................
5
E. The Significances of the Study .................................................................
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CHAPTER II : THEORETICAL FRAMEWORK A. Speaking ...................................................................................................
6
1. The Understanding of Speaking.........................................................
6
2. The Types of Speaking ......................................................................
7
3. The Elementsof Speaking ..................................................................
8
4. The Goal of Speaking ........................................................................
10
B. Teaching Speaking ....................................................................................
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1. What is Teaching Speaking ...............................................................
11
2. The Reason for Teaching Speaking ...................................................
12
3. The Goal of Teaching Speaking ........................................................
12
4. The Principles of Teaching Speaking ................................................
14
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5. The Characteristic of Speaking Activities .........................................
16
6. The Types of Classroom Speaking ....................................................
17
7. The Roles of the Teacher during Speaking Activities .......................
22
8. Guidance for Teachers in the Teaching Speaking .............................
23
9. The Evaluation of Teaching Speaking ...............................................
24
C. Role Play ...................................................................................................
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1. The Understanding of Role Play ........................................................
27
2. The Goal of Using Role Play .............................................................
28
3. The Advantages of Role Play ............................................................
29
4. The Disadvantages of Role Play ........................................................
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5. The Types and Procedures in Using Role Play..................................
32
D. Conventional Teaching Technique ...........................................................
34
1. The Understanding of Conventional Teaching Technique .................
34
2. The Types of Conventional Teaching Technique ...............................
35
3. The Advantages of Conventional Teaching Technique ......................
38
4. The Disadvantages of Conventional Teaching Technique .................
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5. The Differences between Conventional and Constructivist Teaching Technique ............................................................................................
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E. The Previous Relevance Study .................................................................
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F. The Conceptual Framework ......................................................................
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G. The Hypotheses of the Research ...............................................................
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CHAPTER III : RESEARCH METHODOLOGY A. The Place and Time of the Research .........................................................
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B. The Method and Research Design ............................................................
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C. The Population and Sample of the Research ............................................
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D. The Instrument and Technique of the Data Collecting .............................
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1. Pre-test ...............................................................................................
50
2. Post-test ..............................................................................................
50
E. The Technique of the Data Analyzing ......................................................
51
F. The Hypotheses of Statistic ......................................................................
53
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CHAPTER IV : RESEARCH FINDINGS AND INTERPRETATION A. Research Findings .....................................................................................
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1. The Data Description .........................................................................
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2. The Analysis of the Data....................................................................
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3. The Test of Hypotheses .....................................................................
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B. The Interpretation ......................................................................................
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CHAPTER V : CONCLUSION AND SUGGESTIONS A. Conclusion ................................................................................................
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B. Suggestions ...............................................................................................
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REFERENCES ..............................................................................................
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APPENDICES ...............................................................................................
77
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LIST OF TABLES Table 2.1. The Rating Score of Oral Test ........................................................
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Table 3.1. Research Schedule ..........................................................................
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Table 4.1. Students’ Pre-test Scores .................................................................
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Table 4.2. Students’ Post-test Scores ...............................................................
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Table 4.3. Gained Scores of Experimental Class and Controlled Class ..........
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Table 4.4. The Result of Normality Test of the Experimental and the Controlled Class’ Pre-test Score ........................................................................................
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Table 4.5. The Result of Normality Test of the Experimental and the Controlled Class’ Post-test Score .......................................................................................
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Table 4.6. The Result of Homogeneity Test of the Experimental and Controlled class’ Pre-test ...................................................................................................
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Table 4.7. Comparison Scores of Each Student in Experimental Class and Controlled Class ...............................................................................................
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LIST OF FIGURES Figure A.1. Normal Histogram of the Experimental Class’ Pre-test Score .....
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Figure A.2. Normal Histogram of the Controlled Class’ Pre-test Score.........
84
Figure B.1. Normal Histogram of the Experimental Class’ Post-test ..............
85
Figure B.2. Normal Histogram of the Controlled Class’ Post-test ..................
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LIST OF DIAGRAM Diagram 3.1. The Diagram of Experimental ....................................................
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LIST OF APPENDICES Appendix 1 The Calculation of Frequency Distribution of the Pre- and Post-test ............................................................................................................
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Appendix 2 The Result of Normality Test .......................................................
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Appendix 3 The Normal Histogram .................................................................
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Appendix 4 Homogeneity Test ........................................................................
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Appendix 5 Kompetensi Inti dan Kompetensi Dasar Bahasa Inggris ..............
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Appendix 6 Silabus Mata Pelajaran Bahasa Inggris ........................................
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Appendix 7 Kisi-kisi Instrumen Pre- dan Post-test ..........................................
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Appendix 8 Research Instrument Pre- and Post-test ........................................
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Appendix 9 RPP Experimental Class...............................................................
139
Appendix 10 RPP Controlled Class .................................................................
187
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CHAPTER I INTRODUCTION A. The Background of the Study The ability to speak English is very beneficial because English is used by many people as a means of communication to express their needs and share their ideas to others. English is used by many fields such as education. For example, in Indonesia, English is taught in all levels of schooling. However, the students, even the teachers, have a little chance to speak English, except when they are in the classroom or in certain places where English is spoken. It cannot be denied that speaking English is still a crucial problem for Indonesian students because many Indonesian students are still lack of ability to speak English either actively or passively. Whereas, students of second or foreign language are considered to be successful in speaking if they have ability to process information and language directly.1 Speaking is a skill which is mostly used to communicate in daily life, whether at school or outside the school. The fact is “the average person produces tens of thousands of words a day, although some people – like auctioneers or politicians – may produce even more than that”.2 In learning to speak, particularly in foreign language, students have difficulties in expressing their ideas. They are often afraid of making mistakes while trying to speak in English, feeling ashamed, and having less confidence in their own ability or even fear of being laughed by their friends. In this case, Penny Ur also states some problems with speaking activities, that is, students are often inhibited when trying to say things in a foreign language, students also often complain that they cannot think of anything to say, and finally students are low or uneven participation and even in the speaking activities some students are still using their mother tongue.3 Those problems make students did 1
Jeremy Harmer, The Practice of English Language Teaching: 3rd Edition, (Harlow: Longman, 2002), p. 269. 2 Scott Thornbury, How to Teach Speaking, (London: Longman, 2005), p. 1. 3 Penny Ur, A Course in Language Teaching: Practice and Theory, (Cambridge: Cambridge University Press, 2009), p.121.
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not make any improvement in their speaking ability and finally, students also cannot reach the goals of the target language. In teaching and learning speaking, it is not only the students who get the difficulties but also the teacher. The teacher should organize the students in a very limited amount of time in order to be able to speak in the target language. The teacher also has to teach certain aspects of language which are necessary for students’ speaking ability. The words in English are rather difficult to be pronounced than students’ native language. Indeed, teaching spoken language is not as simple as many people think. It is supported by Brown and Yule who clearly argue that teaching spoken language, especially in the foreign language, is often considered to be the most difficult problem for the teacher rather than the other skills like listening, reading, and writing.4 The status of English as a foreign language in Indonesia makes the people not accustomed to using English as medium of communication in their spoken language. Consequently, students rarely use English as their spoken language, they cannot express their ideas and also they are often making mistakes in word choices. Moreover, students inaccurately use tenses when they speak English. This situation makes Indonesian students commonly have not attained a good level of speaking English proficiency. On this issues, Utami Widiwati and Bambang Yudi Cahyono show that “the students have a great number of errors when speaking including pronunciation (e.g., word stress and intonation), grammatical accuracy (e.g., tenses, preposition, and sentence construction), vocabulary (e.g., incorrect word choice), fluency (e.g., frequent repair), and interactive communication (i.e., difficulties in getting the meaning across or keeping the conversation going)”.5 Jeremy Harmer also adds some mistakes that non-native speakers usually do. If non-native speakers like Indonesian are trying 4
Gillian Brown and George Yule, Teaching the Spoken Language, (Cambridge: Cambridge University Press, 1999), p. 25. 5 Utami Widiati, Bambang Yudi Cahyono, The Teaching of EFL Speaking in the Indonesian Context: The State of the Art, p. 10. From http://sastra.um.ac.id/wpcontent/uploads/2009/10/The-Teaching-of-EFL-Speaking-in-the-Indonesian-Context-The-Stateof-the-Art-Utami-Widiati-Bambang-Yudi-Cahyono.pdf Retrieved on January 18th 2014.
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to speak like a native English speaker, they will miss things out and put things in which they should not do. For example, non-native speakers are not using the third person present simple tense –s (She look very sad), interchangeable the use of the relative pronouns who and which (a book who, a person which), pluralisation of nouns which are considered uncountable in native-speaker English (informations, staffs, advices), using of that clauses instead of infinitive constructions (I want that we discuss about my dissertation), omission of definite and indefinite articles where the articles are obligatory in native-speaker English, and insertion where they do not occur in native English.6 Many factors can cause the problem to the students’ speaking skill. One of them is the teacher’s preference to use students’ worksheet than using any other resources and techniques. Based on the writer’s experience in her Integrated Teaching Profession Practice - Praktek Profesi Keguruan Terpadu (PPKT ) - in Islamic Vocational High School Ciputat, the teacher taught English by using students worksheet or Lembar Kerja Siswa (LKS). LKS contains many tasks on speaking but unfortunately in reality the teachers never do the speaking activity in the class. The school also does not provide the students with the English environment. As the result, students do not improve their speaking skill. Furthermore, the problem mentioned above is caused by the students who did not achieve the Standar Kompetensi Lulusan (SKL). Whereas, Standar Kompetensi Lulusan (SKL) are criteria that regarding to the qualifications of graduates capabilities which include knowledge, and skills.7 Students are required not only to know the knowledge of English but also they have to be able to speak. In reality, most of students only have the knowledge of English but they cannot speak in English fluently. In this case, the writer realize that there is a problem in the technique of the teaching speaking skill, so the teaching and learning process of speaking skill did not run well. Therefore, to make the teaching and learning 6
Jeremy Harmer, The Practice of English Language Teaching: 4th Edition, (Essex: Pearson Education Limited, 2007), p. 20. 7 Materi Pelatihan Guru: Implementasi Kurikulum 2013 SMA/SMK Bahasa Inggris, (Jakarta: Badan Pengembangan Sumber Daya Manusia Pendidikan dan Kebudayaan dan Penjaminan Mutu Pendidikan, Kementrian Pendidikan dan Kebudayaan, 2014), p. 16.
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speaking run well, the writer would like to propose an alternative method. It is the use of role play. According to Penny Ur, role play is important in teaching speaking because it gives students an opportunity to practice communicating in different social contexts and in different social role.8 In addition, role play seemingly encourage students to be actively participating in the teaching learning process. In role play students have to act the ‘role’ by using their own language, thus the students can be creative by using their own language. Additionally, role play can familiarize students with speaking in front of their friends, and it can decrease their shyness because role play is usually done in a group. Ladousse states that there are several reasons for using role play. The first is role play can bring a variety of experiences into the classroom and encourage students to speak in any situation. The second reason is role play puts students in situations in which they are required to use and develop those phatic forms of language. The other reason is that role play is a helpful rehearsal for real life. For example, role play trains students who are going to work or travel in an international context. The next is role play helps many shy students by providing them with a mask. The last is perhaps the most important reason for using role play is that it is fun.9 In short, role play is a technique that may develop students’ fluency in target language, promotes students to speak or interact with others in the classroom, increases motivation and makes the teaching learning process more enjoyable. Grounding to those matters and the theories, the writer would like to use role play technique to teach speaking skill to the tenth grade students of the Islamic Vocational High School, Ciputat. Thus, the writer would like to do the research on the effectiveness of role play technique in the teaching of speaking skills which may be improving or not improving students’ speaking skill.
8
Ur, op. cit., p. 131. Gillian Porter Ladousse, Role Play: Resource Books for Teacher Series, (Oxford: Oxford University Press, 2003), pp. 6 – 7. 9
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B. The Limitation of the Problem It is important to set the limitation of the problem to avoid misunderstanding and to clarify the problem. The writer limits the study only on the effectiveness of role play in the teaching of speaking to the tenth grade students of Islamic Vocational High School Ciputat.
C. The Formulation of the Problem In accordance with the limitation of the problem above, the writer formulates the problem of the study as follows: “Is role play effective in the teaching of speaking to the tenth grade students of Islamic Vocational High School Ciputat?”
D. The Objective of the Study In line with the formulation of the problem, the objective of this study is to find the empirical evidence of the effectiveness of role play in the teaching of speaking to the tenth grade students of Islamic Vocational High School Ciputat.
E. The Significances of the Study The result of this study in particular is expected to give advantages for the writer herself as a student of English Education Department in Faculty of Tarbiyah and Teachers’ Training Syarif Hidayatullah State Islamic University Jakarta as her knowledge and experience. Further, this study is expected to give knowledge for the reader especially in the teaching of English speaking skill.
CHAPTER II THEORETICAL FRAMEWORK A. Speaking 1. The Understanding of Speaking Speaking is one of the basic use of the language skills which has important role than any other skills due to its frequency use for communication. Donough and Shaw state that speaking is purpose-driven as somebody communicates to achieve a particular end, expressing a wish or desire to do something; negotiating or solving a particular problem; or maintaining social relationships and friendships.1 In other words, the ability to speak and interact in a multiplicity of situations through the language is also a crucial part of an individual’s living processes and experiences such as foreign travel, business or other professional reasons. Without speaking ability, people must remain in almost total isolation from any kind of society since the ability to speak is the most basic means of communication. Therefore, students should be able to be proficient in speaking to express their ideas directly because speaking is the main medium of verbal communication. Further, Harmer added that while speaking with others, the speakers purposively want to express something, get a feedback and have a respond from others. When the speakers say the words, they not only put a tone and stressing, but also show a gesture and a facial expression which help them to show which part of what they are saying is most important.2 Hence, speakers are required to be able to express what they want to say effectively in order to convey the message. Meanwhile, according to Bygate, “Speaking is a skill which deserves attention every bit as much as literary skills, in both first and second languages. It 1 Jo McDonough and Christoper Shaw, Materials and Methods in ELT, (Oxford: Blackwell Publisher, 1993), p. 152. 2 Jeremy Harmer, The Practice of English Language Teaching: New Edition, (Harlow: Longman Publishing, 1991), p. 53.
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is the skill which the students are frequently judged. It is also the vehicle par excellent of social solidarity, of social ranking, of professional advancement and of business.”3 As one of the language skills, teachers and learners have to pay more attention in developing speaking skill because it plays important role in our social life. Based on the previous definitions drawn, the writer summarize that speaking ability becomes an important part of human’s life, because it is the process of sharing or giving information, ideas, knowledge, and opinion with others orally. Moreover, speaking cannot be separated from listening aspect, because speaking involves listener.
2. The Types of Speaking Speaking, particularly conversations, is essentially ‘transactional or ‘interactional’. Gebhard argues that transactional is speaking which primarily focus on the meaning of the message. For example, when somebody explains how to find a home address to a new friend or describes aches and pains to a doctor.4 On the other side, when the speaking delivers interactional purpose, it is to establish and maintain social roles.5 For example, greeting, complimenting, and chatting with friends. Thus, speaking may include both transactional and interactional purposes which not only deliver the meaning of the message but also maintaining social relations. According to Penny Ur, the main types of spoken interaction are: a. Interactional talk This is to some extent a matter of learning conventional formulae of courtesy: how to greet, take leave, start and conversations, apologize, thank and so on.
3
Martin Bygate, Speaking, (New York: Oxford University Press, 1997), p. vii. Jerry G. Gebhard, Teaching English as a Foreign or Second Language, (Ann Arbor: The University of Michigan Press, 2006), p. 169. 5 Ibid. 4
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b. Long turns The ability to speak at length is one which adult, more advanced or academic students will perhaps need and therefore needs cultivating; for other types of classes it perhaps less important. c. Varied situations, feelings, relationships. It is certainly arguable that learners will need function in a wide variety of such contexts, and it makes sense to give them opportunities to try using the target language in simulations of at least a selection of them.6 Further, Jo McDonough and Christoper Shawn cited about Brown and Yule who examined the various forms of language which are most frequently used by speakers of the language, which are as follow: a. b. c. d. e.
f. g. h. i. j.
Incomplete sentences. Very little subordination (subordinate clauses, etc). Very few passives. Not many explicit logical connectors (moreover, however). Topic comment structure (as in ‘the sun – oh look it’s going down’). The syntax of the written language would probably have a subject-verbpredicate structure. Replacing/refining expressions (e.g. ‘this fellow/this chap she was supposed to meet’). Frequent reference to things outside the ‘text’, such as the weather for example. This kind of referencing is called ‘exophoric’. The use generalized vocabulary (thing, nice stuff, place, a lot of). Repetition of the same syntactic form. The use of pauses and ‘fillers’ (‘erm’, ‘well’, ‘uhuh’, ‘if you see what i mean’, and so on).7
The various forms of language outlined above are most frequently used by non-native English speakers. It may caused by lack of language proficiency, vocabulary, and confidence.
3. The Elements of Speaking Speaking is a complex skill requiring the simultaneous use of a number of different abilities which often develop at the different rates. There are five 6 Penny Ur, A Course in Language Teaching: Practice and Theory, (Cambridge: Cambridge University Press, 2009), p. 129. 7 McDonough and Shaw, op. cit., 1993, pp. 155-156.
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components which generally recognized in examining the speech processes. They are pronunciation, grammar, fluency, comprehension, and vocabulary. 8 More specifically the components are explained as follows: a. Pronunciation (including the segmental features – vowels and consonants and the stress and intonation patterns). As stated by Harmer, when students want to be able to speak fluently in English, they need to be able to use appropriate rhythm and stress correctly if they want to be understood.9 The speaker must be able to articulate the words, and create the physical sounds that carry meaning. At the level of word pronunciation, the learners often have problems relate to whether their sound looks like a native speaker of the language or not. b. Grammar Understanding grammar and vocabulary are needed in speaking foreign language.10 Grammar is the sounds and the sound patterns, the basic units of meaning, such as words, and the rules to combine them to form new sentences.11 Therefore, grammar is very important in speaking because if the speaker cannot be able to use grammar structure correctly, he cannot speak English well. c. Vocabulary Vocabulary is single words like phrases, variable phrases, phrasal verbs, and idioms.12 In this term, Ur defines vocabulary as the “words” in foreign language. Words are a single unit of language which has meaning and can be spoken or written. However, a new item of vocabulary may be more than a single word. For example, post office and mother-in-law, 8
David P. Harris, Testing English as a Second Language, (New Delhi: McGraw-Hill Inc., 1977), p. 81. 9 Harmer, op. cit.,1991, pp. 21 – 22. 10 Bygate, op. cit., 1997, p. 3. 11 Victoria Fromkin and Robert Rodman, An Introduction to Language: 7th Edition, (Boston: Wadsworth, 2003), p. 14. 12 Keith S. Folse, Vocabulary Myths: Applying Second Language Research to Classroom Teaching, (Ann Arbor: The University of Michigan Press, 2004), p. 2.
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which are, made up two or three words but express a single idea. They are also multi-word idioms such as call it a day, where the meaning of the phrase cannot be deduced from an analysis of the word components.13 Some students have some difficulties to express their idea because of lack of vocabulary. They know what they want to say, but they cannot say the words. In other words, they should have sufficient vocabulary in speaking ability. d. Fluency Fluency is the ability to talk freely without too much stopping or hesitating.14 Meanwhile, according to Koponen, fluency in speaking can be thought of as ‘the ability to keep going when speaking spontaneously’ 15 when speaking fluently, students should be able to get the message from many resources, regardless of grammatical and other mistakes. e. Comprehension The last speaking element is comprehension. Comprehension is discussed by both speakers because comprehension can make people get the information they want. Comprehension is defined as the ability to understand something by reasonable comprehension of the subject or as the knowledge of what a situation is really like. Based on the theories above the writer would like to examine students’ speaking ability by using those categories.
4. The Goal of Speaking Speaking is used for many different purposes and each purpose involves different skills. The purposes involve making social contact with people, expressing opinions, or to clarifying information. In some situation we use
13
Ur, op. cit., 2009, p. 60. Sari Louma, Assessing Speaking, (Cambridge: Cambridge University Press, 2004), p.
14
88. 15
Ibid.
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speaking to give instruction or to get things done.16 Whatever the students talk to the others, even in a single word comes out from their mouth must contain some goals. People talk to communicate, that is to express their ideas, to influence people, to convey meaning and message and to enjoy the company of others. The goal of speaking is that the students have to be able to ‘express themselves in the target language, to cope with the basic interactive skills like exchanging greetings, thanks and apologies.17 Kayi also states that “teaching speaking should improve students’ communicative skills because only in that way students can express themselves and learn how to follow the social and cultural rules which are appropriate in each communication circumstances.”18 From the explanation above, the writer sum up that the main goal of teaching speaking is for communicating in different purposes.
B. Teaching Speaking 1. What is Teaching Speaking? According to Kayi in Activities to Promote Speaking in a Second Language, teaching English speaking is teaching English language learners to: a. Produce the English speech sounds and sound patterns. b. Use word and sentence stress, intonation patterns and the rhythm of the second language. c. Select appropriate words and sentences according to the proper social setting, audience, situation and subject matter. d. Organize their thoughts in a meaningful and logical sequence. e. Use language as a means of expressing values and judgments. f. Use the language quickly and confidently with few unnatural pauses, which is called as fluency.19
16
Jack C. Richards and Willy A. Renandya, Methodology in Language Teaching: An Anthology of Current Practice, (Cambridge: Cambridge University Press, 2002), p. 201. 17 Gillian Brown and George Yule, Teaching the Spoken Language, (Cambridge: Cambridge University Press, 1999), p. 27. 18 Hayriye Kayi, Teaching Speaking: Activities to Promote Speaking in a Second Language, The Internet TESL Journal, Vol. XII, No. 11, 2014, p. 1, (http://iteslj.org/Techniques/Kayi-TeachingSpeaking.html). 19 Ibid.
12
In conclusion, the teacher must pay attention to some important aspects including producing sentences, intonation, rhythm and stress. Those productions must be meaningful because they must be produced logically from ideas.
2. The Reasons for Teaching Speaking There are many reasons why speaking is important to be learnt. Harmer states that there are three main reasons to getting students to speak in the classroom: a. Speaking activities provide rehearsal opportunities changes to practice real life speaking in the safety of the classroom. b. Speaking tasks in which students try to use any or all of language they know provide feedback for both teacher and students. Everyone can see how well they are doing and what language problems they are experiencing. c. In speaking, students have opportunities to activate the various elements of language they have saved in their brains; the more automatic they use of these elements the more they become strong. As a result, students will be able to use words and phrases fluently without very much conscious thought.20 To sum up, it can be concluded that speaking activities provide tasks, opportunities for both teacher and students feedback and motivate students because of their engaging qualities. Thus, they help students to be able to produce language automatically in their conversation.
3. The Goal of Teaching Speaking Like many other skills (reading, writing, and listening) which have their own goals, speaking also aimed for several purposes, like what is argued by Byrne: The main goal in teaching the productive skill of speaking will be oral fluency: the ability to express oneself intelligibly, reasonably, accurately and without undue hesitation (otherwise communication may break down 20
Jeremy Harmer, How to teach English, (Harlow: Pearson Education Limited, 2001), pp.
87 – 88.
13
because the listener loses interest or gets impatient). To attain this goal, the students will have to be brought from the stage where they merely imitate a model or respond to cues to the point where they can use the language to express their own ideas (processes that must to a large extent be in simultaneous operation).21 It is in similar lines with, The main goal of teaching speaking skill is communicative efficiency. It means that learners should be able to make themselves understood, using their current proficiency to the fullest. They should try to avoid confusion in the message due to faulty pronunciation, grammar, or vocabulary, and to observe the social and cultural rules that apply in each communication situation.22 Students often value speaking more than the other skills like reading, writing and listening, but what often happen is students feel more anxious for their oral production. One of the primary benefits of increased communicative speaking competency is getting a job, education and travel opportunities; it is always an asset to be able to communicate with other people. Furthermore, Nunan suggests that the communicative goals of language are used for: a. Establishing and maintaining interpersonal relationships and, through this, the exchange of information, ideas, opinions, attitudes and feelings, and to get things done. b. Acquiring information from more or less ‘public’ sources in the target language (e.g. books, magazines, newspapers, brochures, documents, signs, notices, films, television, slides, tapes, radio, public announcements, lectures or written reports, etc.) and using this information in some way. c. Listening to, reading, enjoying and responding to creative and imaginative uses of the target language (e.g. stories, poems, songs, rhymes, drama) and, for certain learners, creating them themselves.23
21
Donn Byrne, Teaching Oral English, (London: Longman Group Ltd, 1982), p. 9. The National Capital Language Resources Center, Teaching Speaking: Goals and Techniques for Teaching Speaking, 2014, p. 1. (http://www.nclrc.org/essentials/speaking/goalsspeak.htm) 23 David Nunan, Task-Based Language Teaching, (New York: Cambridge University Press, 2004), p. 42. 22
14
Whatever we talk to others, even a single word comes out from our mouth, must contain some purpose. Even in the idlest conversation, you are trying to tell somebody about something he doesn’t know or you are trying to convince him that this singer is better than another singer or you are telling him a joke to amuse him; whatever you are doing it has some purposes. The writer is also in line with the statements above that she asserts the main goal of teaching speaking in the classroom is for communication whether in or outside the classroom.
4. The Principles of Teaching Speaking Principles of teaching speaking are rules that have to be followed when a learning process is constructed. The principles of such a learning process are understood by its users as the essential characteristics of the process, or reflecting processes designed purpose, and the effective operation or use of which would be impossible if any one of the principles was to be ignored. Every principles show the guidance of teacher how to teach speaking effectively. In teaching speaking, there are some principles according to Brown24, they are: a. Focus on both fluency and accuracy “Accuracy is the extent to which students’ speech matches what people actually say when they use the target language. Fluency is the extent to which speakers use the language quickly and confidently, with few hesitations or unnatural pauses, false starts, word searches, etc.”25 In language lessons, especially at the beginning and intermediate levels, learners must be given opportunities to develop both their fluency and their accuracy. They cannot develop fluency if teacher is constantly 24 H. Douglas Brown, Teaching by Principles: An Interactive Approach to Language Pedagogy: 2nd Edition, (New York: Addison-Wesley, 2001), p. 275. 25 David Nunan, Practical English Language Teaching, (Boston: McGraw Hill, 2005), p. 55.
15
interrupting them to correct their oral errors. Teachers must provide students with fluency building practice and realize that making mistakes is a natural part of learning a new language. On one hand, they need to allow time for grammar and vocabulary learning so that students have sufficient linguistic competence. One the other hand, they need to provide sufficient opportunities for students to develop fluency and accuracy. b. Provide intrinsically motivating techniques Try at all time to remind the students what the ultimate goals and interest to their need for knowledge, for status, and for achieving competence and autonomy, and for being all that they can be. Help them to see how the activity will benefit them. c. Encourage the use of authentic language Energy and creativity to devise authentic contexts and meaningful interaction should be learnt by the teacher, but with the help of a storehouse of teacher resource. d. Provide appropriate feedback and correction In EFL situation, students are totally dependent on the teachers’ feedback. Feedback and correction are really appropriate to improve students’ speaking skill. They will know their mistakes after they perform. The teachers also help them to solve the problems in learning speaking. e. Give students opportunities to initiate oral communication Pair work and group work activities can be used to increase the amount of time that learners get to speak in the target language during lessons. One further interesting point is that when the teacher is removed from the conversation, the learners take on diverse speaking roles that are normally filled by the teacher (such as posing questions or offering clarification).
16
f. Encourage the development of speaking strategies In this case the student should be more pay attention or aware of. To make the student become aware of and have change to practice, such strategies as, asking for clarification (what), asking someone to repeat something (excuse me), using filter (uh, I mean, well) in order to gain time to process, using conversation maintenance cues, and getting someone attention (hey, say, so) etc.26 In conclusion, the writer assumes that the principles mentioned are essentially necessary in teaching speaking in the classroom. Teacher needs to be able to deliver the principles and drawing it on a lesson planning, so that students will get good encouragement in learning and applying speaking skills in the daily life converse naturally, effectively, and without being fear of embarrassment.
5. The Characteristics of Speaking Activities Ur explains some characteristics of successful speaking activities which include: a. Learners talk a lot. As much as possible of the period of time allotted to the activity is in fact occupied by learner talk. This may seem obvious. b. Participation is even. Classroom discussion is not dominated by a minority of talkative participants: all get a chance to speak, and contributions are fairly evenly distributed. c. Motivation is high. Learners are eager to speak: because they are interested in the topic and have something new to say about it, or because they want to contribute to achieving a task objective.
26
Brown, op. cit., 2001, pp. 275 – 276.
17
d. Language is of an acceptable level. Learners express themselves in utterances that are relevant, easily comprehensible to each other, and of an acceptable level of language accuracy.27
6. The Types of Classroom Speaking Activities Nowadays, teachers need to be creative and innovative in creating materials and choosing the right technique that will be used in the classroom. Here, Brown offers six categories which apply to the kinds of oral production that students are expected to carry out in the classroom, they are: a. Imitative A very limited portion of classroom speaking time may legitimately be spent generating “human tape recorder” speech, where, for example, learners practice an intonation contour or try to pinpoint a certain vowel sound. Imitation of this kind is carried out not for the purpose of meaningful interaction, but for focusing on some particular element of language form. b. Intensive Intensive speaking goes on one step beyond imitative to include any speaking performance that is designed to practice some phonological or grammatical aspect of language. Intensive speaking can be self-initiated or it can even form part of some pair work activity, where learners are “going over” certain forms of language. c. Responsive A good deal of student speech in the classroom is responsive: short replies to teacher- or student-initiated questions or comments. d. Transactional (dialogue) Transactional language, carried out for the purpose of conveying or exchanging specific information, is an extended form of responsive language.
27
Ur, op. cit., 2009, p. 120.
18
e. Interpersonal (dialogue) Interpersonal dialogue carried out more for the purpose of maintaining social relationships than for the transmission of facts and information. f. Extensive (monologue) Finally, students at intermediate to advance levels are called on to give extended monologues in the form of oral reports, summaries, or perhaps short speeches. Here the register is more formal and deliberative. These monologues can be planned or impromptu.28 Each category above can be implemented based on the students’ level and students’ ability. Here are the summary purpose of each element: imitative for focusing on some particular element of language form, intensive to practice some phonological or grammatical aspect of language, responsive to stimulate students’ in speaking, transactional to invite students to engage in a conversation, interpersonal to learn how such features as the relationship in the conversation, and extensive is to practice in the form of oral reports, summaries, or perhaps in short speeches. According to Kayi, there are thirteen types of speaking activities; discussion, role play, simulations, information gap, brainstorming, storytelling, interviews, story completion, reporting, playing cards, picture narrating, picture describing, and find the difference.29 In details is as follows: a. Discussion After a content-based lesson, a discussion can be held for various reasons. The students may aim to arrive at a conclusion, share ideas about an event, or find solutions in their discussion groups. Before the discussion, it is essential that the purpose of the discussion activity is set by the teacher. In this way, the discussion points are relevant to this purpose, so that students do not spend their time chatting with each other
28
Brown, op. cit., 2001, pp. 271-274. Kayi, op. cit., 2014, pp. 2 – 4.
29
19
about irrelevant things. For instance, describing pictures, determining picture differences, make a shopping list, and solving a problem.30 b. Role Play Students pretend they are in various social contexts and have a variety of social roles. In role-play activities, the teacher gives information to the learners such as who they are and what they think or feel. For example: ROLE CARD A: You are a customer in a cake shop. You want a birthday cake for a friend. He or she is very fond of chocolate. ROLE CARD B: You are a shop assistant in a cake shop. You have many kinds of cake, but not chocolate cake.31 Role play often done in pairs, as the above example; sometimes role play involves interaction between five or six different roles. c. Simulations Simulations are very similar to role-plays but what makes simulations different than role plays is that they are more elaborate. In simulations, students can bring items to the class to create a realistic situation. For instance, if a student is acting as a singer, she brings a microphone to sing and so on.32 d. Information Gap In this activity, students are supposed to be working in pairs. One student will have the information that other partner does not have and the partners will share their information. Information gap activities serve many purposes such as solving a problem or collecting information. Also, each 30
Ur, op.cit., 2009, pp. 125 – 127. Ibid., pp. 132 – 133. 32 Kayi, op. cit., 2014, p. 2. 31
20
partner plays an important role because the task cannot be completed if the partners do not provide the information the others need. For example, the speaker is provided with one photograph to describe and the listener with a set of four or five similar photograph to describe and the listener with a set of four or five similar photographs, only one of which is exactly the same as the speaker’s. Then, according to speaker’s description, the listener tries to choose the correct photograph.33 e. Brainstorming On a given topic, students can produce ideas in a limited time. Depending on the context, either individual or group brainstorming is effective and learners generate ideas quickly and freely. The good characteristic of brainstorming is that the students are not criticized for their ideas so students will be open to sharing new ideas.34 f. Storytelling Students can briefly summarize a tale or story they heard from somebody beforehand, or they may create their own stories to tell their classmates. Story telling fosters creative thinking. It also helps students express ideas in the format of beginning, development, and ending, including the characters and setting a story has to have.35 g. Interviews Students can conduct interviews on selected topics with various people. It is a good idea that the teacher provides a rubric to students so that they know what type of questions they can ask or what path to follow, but students should prepare their own interview questions. After interviews, each student can present his or her study to the class. Moreover, students can interview each other and "introduce" his or her partner to the class.36 h. Story Completion For this activity, a teacher starts to tell a story, but after a few sentences he or she stops narrating. Then, each student starts to narrate from the point where the previous one stopped. Each student is supposed 33
Brown and Yule, op.cit., 1999, p. 112. Kayi, op. cit., 2014, p. 3. 35 Ibid. 36 Ibid. 34
21
to add from four to ten sentences. Students can add new characters, events, descriptions and so on.37 i. Reporting Before coming to class, students are asked to read a newspaper or magazine and, in class, they report to their friends what they find as the most interesting news. Students can also talk about whether they have experienced anything worth telling their friends in their daily lives before class.38 j. Playing Cards In this game, students should form groups of four. Each suit will represent a topic. For instance: diamonds represent earning money, hearts represent love and relationships, spades represent an unforgettable memory, and clubs represent best teacher. Each student in a group will choose a card. Then, each student will write 4-5 questions about that topic to ask the other people in the group. For example: if the topic "Diamonds: Earning Money" is selected, here are some possible questions: “Is money important in your life? Why?” or “What is the easiest way of earning money?” or “What do you think about lottery?” Etc. However, the teacher should state at the very beginning of the activity that students are not allowed to prepare yes-no questions, because by saying yes or no students get little practice in spoken language production. Rather, students ask open-ended questions to each other so that they reply in complete sentences.39 k. Picture Narrating This activity is based on several sequential pictures. Students are asked to tell the story taking place in the sequential pictures by paying
37
Ibid. Ibid. 39 Ibid.,pp. 3 – 4. 38
22
attention to the criteria provided by the teacher as a rubric. Rubrics can include the vocabulary or structures they need to use while narrating.40 l. Picture Describing For this activity students can form groups and each group is given a different picture. Students discuss the picture with their groups, and then a spokesperson for each group describes the picture to the whole class. This activity fosters the creativity and imagination of the learners as well as their public speaking skills.41 m. Find the Difference For this activity students can work in pairs and each couple is given two different pictures, for example, picture of boys playing football and another picture of girls playing tennis. Students in pairs discuss the similarities and/or differences in the pictures.42 All the types drawn are actually known for its successful technique in teaching speaking. But, the writer will only focus in analyzing the effectiveness of using role play in the teaching speaking. As stated above, role play can simulate student’s speaking skill by the context assigned by the teacher. It can also encourage students to experiment, innovate the language, and create supportive atmosphere that allows students to make mistakes without being fear of embarrassment. This will contribute to their self-confidence as speakers and motivation to learn more.
7. The Roles of the Teacher during Speaking Activities During speaking activities, teachers need to play number of different roles. They can be prompter, participant, even feedback provider as viewed by Hammer as follow: 40
Ibid.,p. 4. Ibid. 42 Ibid. 41
23
a. Prompter When students sometimes get lost in speaking, teacher can leave them to struggle out of situations on their own, and indeed sometimes, this may best option. However teacher may be able to help students and the activity to progress by offering specific suggestions.
b. Participant Teachers should be good animators when asking students to produce language. This can be achieved by setting up an activity clearly with enthusiasm. At other times, teacher may want to participate in discussions or role play themselves. c. Feedback provider When students are in the middle of speaking task, over-correction makes them doubt and take the communicativeness out of the activity. On the other hand, helpful and gentle correction may get students out of difficult misunderstanding and hesitations.43 In summary, when teacher being a prompter, a participant, even a feedback provider, they have to be careful that they do not force students, do not participate too much, and do over correction of their pronunciation, grammar, vocabulary, fluency, and comprehension.
8. Guidance for Teachers in the Teaching Speaking Here are some guidance for English language teachers while teaching oral language: a. Provide maximum opportunity to students to speak the target language by providing a rich environment that contains collaborative work, authentic materials and tasks, and shared knowledge. b. Try to involve each student in every speaking activity; for this aim, practice different ways of student participation.
43
Jeremy Harmer, The Practice of English Language Teaching: 4th Edition, (Essex: Pearson Education Limited, 2007), pp. 347 - 348.
24
c. Reduce teacher speaking time in class while increasing student speaking time. Step back and observe students. d. Indicate positive signs when commenting on a student's response. e. Ask eliciting questions such as "What do you mean? How did you reach that conclusion?" in order to prompt students to speak more. f. Provide written feedback like "Your presentation was really great. It was a good job. I really appreciated your efforts in preparing the materials and efficient use of your voice…" g. Do not correct students' pronunciation mistakes very often while they are speaking. Correction should not distract student from his or her speech. h. Involve speaking activities not only in class but also out of class; contact parents and other people who can help. i. Circulate around classroom to ensure that students are on the right track and see whether they need your help while they work in groups or pairs. j. Provide the vocabulary beforehand that students need in speaking activities. k. Diagnose problems faced by students who have difficulty in expressing themselves in the target language and provide more opportunities to practice the spoken language.44
9. The Evaluation of Teaching Speaking Pronunciation, grammar, vocabulary, fluency, and comprehension are the components which are recognized in examining the speech processes. First component is pronunciation in which the teacher assesses students’ ability to produce understandable speech. Secondly, in the context of grammar, the teacher is looking for a wide range of grammatical structures used accurately and appropriately. Third component is vocabulary in which the teacher concern in students’ ability to use appropriate vocabulary. Next component is fluency, the teacher concern in speech continuity as if students are able to speak at normal rates, without having to stop or hesitate to find words and grammar. The last is comprehension; the teacher concern in students’ ability to understand the conversation, hopefully they can response another students’ idea and opinion. In 44
Kayi, op. cit., 2014, pp. 4 – 5.
25
conclusion, all of the components drawn are used to examine students’ speaking ability. Furthermore, in order to examine students’ speaking ability, the writer used scoring procedure of oral test by David P. Harris as follow:45 Table 2.1. The Rating Score of Oral Test No.
Criteria
Rating
Comments
Score 1
Pronunciation
5
Has few traces of foreign accent
4
Always intelligible, though one is conscious of a definite accent.
3
Pronunciation problems necessitate concentrated listening and occasionally lead to misunderstanding.
2
Very hard to understand because of pronunciation problems, most frequently be asked to repeat.
1
Pronunciation problems so severe as to make speech virtually unintelligible.
2
Grammar
5
Make few (if any) noticeable errors of grammar or word order.
4
Occasionally makes grammatical and/or word order errors that do not, however, obscure meaning.
3
Makes frequent errors of grammar and word order which occasionally obscure meaning.
2
45
Harris, op. cit., 1977, p. 84.
Grammar and word order error make
26
comprehension difficult, must often rephrases sentence and or restrict himself to basic pattern. 1
Errors in grammar and word order as severe as to make speech virtually unintelligible.
3
Vocabulary
5
Use of vocabulary and idioms is virtually that of a native speaker.
4
Sometimes uses inappropriate terms and/or must rephrases ideas because of lexical and inadequate vocabulary.
3
Frequently uses the wrong words; conversation somewhat limited because of inadequate vocabulary.
2
Misuse of words and very limited vocabulary makes comprehension quite difficult.
1
Vocabulary limitation so extreme as to make conversation virtually impossible.
4
Fluency
5
Speech as fluent and efforts less as that of a native speaker.
4
Speed of speech seems to be slightly affected by language problems.
3
Speed and fluency are rather strongly affected by language problems.
2
Usually hesitant; often forced into silence by language limitations.
1
Speech is so halting and fragmentary as to make conversation virtually impossible.
5
Comprehension
5
Appears to understand everything without difficulty.
4
Understand nearly everything at normal
27
speed, although occasionally repetition may be necessary. 3
Understands most of what is said at slowerthan-normal speed without repetitions.
2
Has great difficulty following what is said. Can comprehend only "social conversation" spoken slowly and with frequent repetitions.
1
Cannot be said to understand even simple conversational English.
Maximum Score: 25 𝐹𝑜𝑟𝑚𝑢𝑙𝑎 > 𝑇𝑜𝑡𝑎𝑙 𝑆𝑐𝑜𝑟𝑒 =
𝑆𝑡𝑢𝑑𝑒𝑛𝑡𝑠′ 𝑆𝑐𝑜𝑟𝑒 𝑀𝑎𝑥𝑖𝑚𝑢𝑚 𝑆𝑐𝑜𝑟𝑒
× 100
Purposively, it will be easier for the teacher if they use the formula in giving score of those criterions. From the table above, there are rating scores that show students’ ability in speaking. Therefore, the better the students speak definitely with the entire criterion completed -pronunciation, grammar, vocabulary, fluency, and comprehension, the higher the rate they will get.
C. Role Play 1. The Understanding of Role Play In Cambridge Advanced Learner’s Dictionary of English, role defined as the person whom an actor represents in a film or plays.46 Meanwhile, role play is a method of acting out particular ways of behaving or pretending to be other people who deal with new situations. It is used in training courses language-learning and psychotherapy.47
46 Cambridge Advanced Learner’s Dictionary: 3rd Edition, (Cambridge: Cambridge University Press, 2008), p. 1237 47 Ibid.
28
Many experts have different opinions in defining role play. The following are some of the point of view about role play. Here, Ladousse states her opinion about the definition of role play. At first, she defines the words role play separately. ‘Role, students play a part (either their own or somebody else’s) in specific situation. ‘Play’ means that is taken on in a safe environment in which students are as an inventive and playful as possible. A group of students carrying out a successful role play in classroom has much in common with a group of children playing school, doctors and nurses, or star wars. Both are unselfconsciously creating their own reality and, by doing are experimenting with their knowledge of the real world and developing their ability to interact with other people.48 Meanwhile, Gower et-al assumes that, “A Role play is when students take the part of a particular person: a customer, a manager, a shop assistant, for example. As this person they take part in a situation, acting out a conversation. It is unscripted, although general ideas about what they are going to say might be prepared beforehand.”49 From the explanation above, the writer wraps up that role play is a technique which involves the students learns in an imaginary situation to be someone else or to be ourselves in a specific situation for a while, improvising dialogue and creating real world in scenario. It aims at the students to encourage thinking and creativity, lets students develop and practice new language and behavioral skills in a relatively non-threatening setting, and can create the motivation and involvement necessary for learning to occur.
2. The Goal of Role Play The goal of role play is to bring the language to life and to give the learners some experience of its use as a means of communication as if in the real situation. The pretending realistic communication situation gives the students new
48 Gillian Porter Ladousse, Role Play: Resource Books for Teacher Series, (Oxford: Oxford University Press, 2003), p. 5. 49 Roger Gower, et-al, Teaching Practice: A Handbook for Teachers in Training, (London: Macmillan Education, 2005), p. 105.
29
experience in using the language they have learned, and the experience is good for remembering what they have learned. In other words, role play is used to develop communication situation. Harmer states that “role play can be used to encourage general oral fluency or to train students for specific situations, especially where they are studying English for specific purposes (ESP).”50 Hence, the writer summarize that the goal of using role play technique is similar to the goal of teaching speaking ̶ communication. It means role play can be applied in teaching speaking and it can help students in improving their speaking skill. Role play can also develops students’ fluency in the target language, promotes students to speak or interact with others in the classroom, increases motivation and makes the teaching learning process more enjoyable.
3. The Advantages of Role Play Here are several reasons for using role play in teaching speaking quoted by Ladousse as follow: a. A very wide variety of experience can be brought into classroom and we can train our students in speaking skill in any situations through role play. b. Role play puts students in situation in which they are required to use and develop those phatic forms of language which are so necessary in oiling the works of social relationships, but which are so often neglected by our language teaching syllabuses. c. Some people are learning English to prepare for specific roles in their lives. It is helpful for these students to have tried out and experimented with the language they will require in the friendly and safe environment of a classroom. d. Role play helps many shy students by providing them with a mask
50
Harmer, op. cit., 2007, p. 352
30
e. Perhaps the most important reason for using role play is that it is fun.51 Moreover, Sarah Lynne Bowman states role play gives students a chance to use the language they have practiced in a more creative way students improvise; it increases motivation because the chance to imagine different situations adds interest to a lesson; and it encourages students to use their critical thinking, to develop students’ social and emotional learning, and to build their teamwork skills.52 In conclusion, role play can encourage students to create their performance as well as possible due to the freedom given to them to make up a dialogue/conversation by themselves. Therefore, most students are motivated to share and express their ideas during the activity.
4. The Disadvantages of Role Play In spite of the fact that role play gives some advantages, there are also shows disadvantages. They are: a. Inhibition. Many students, unused to role play, students find it difficult to pretend to be someone else. The result is often embarrassment and an unwillingness to participate. b. Purpose. Role play is lack of specific directions and purposes sometimes result rather in confusion and uncertainty what to do next after this activity finished: partly because the students are not all relaxed and imaginative enough. Partly because they are relatively limited in their technical ability to express themselves.53 In the same way, Livingstone states some disavantages of using role play from a pedagogical point of view. They are as follows:
51
Ladousse, op. cit., 2003, pp. 6 – 7. Sarah Lynne Bowman, The Functions of Role-Playing Games, (Jefferson: McFarland & Company, Inc., 2010), p. 43. 53 Penny Ur, Discussions that Work, (New York: Cambridge University Press, 2007), p. 10. 52
31
a. Organization. The teacher operate in ideal circumtance. The majority work in classrooms which are too small, and with classes which are, numerically, too large. Similarly, the noise level produced by a class of forty, divided into eight role play groups in a small classroom, may be so high as to make concentration impossible. b. Time. If the time taken for preparation and follow-up work is included, then role play will take up a lot of classroom time.54 As shown above, there are many inhibitions faced by both teachers and students in using role play. The teachers find that role play is still lack of specific directions and purposes. Meanwhile, students are often feeling ashamed and unwilling to participate in role play because they are not imaginative enough and have limited ability to express themselves when playing in a role. In addition, teaching speaking by using role play takes up a lot of classroom time because the students need for preparation before their play a role. It is also need an extra room, because if the room is too small the students cannot move when playing their role, and it is can make noisy in the room, so it is very difficult for the students to concentrate.
5. The Types and Procedures in Using Role Play In view of the person taking an actor, Ladousse explains that there are several types of role. The first is the roles which correspond to a real need in the students’ live. In this category, it involves such roles as doctors dealing with patients, or salesman traveling abroad. The second type of role is the students play themselves in a variety of situations which may or may not have direct experience. The example which include in this category is a customer complaining or a passage asking for information. The third type is the type that few students will ever experience directly themselves, but it is easy to play because the teachers have such vast indirect experience of them. The television journalist is a good example
54
Carol Livingstone, Role Play in Language Learning, (Essex: Longman Group Limited, 1983), pp. 30 – 31.
32
of this type and it is very useful kind of role taken from real life. The last type is fantasy roles, which are fictitious, imaginary, and possibly even absurd.55 In case of role play activities, according to Doff, role play can be classified into two; scripted role play and unscripted role play. In details, those types of role play activities described as follows: a. Scripted Role Play This type involves interpreting either the textbook dialogue or reading text in the form of speech. The main function of the text after all is to convey the meaning of language items in a memorably way.56 For more details, Doff gave an example of scripted role play dialogue and reading text and how the process is: Angela
: Good morning. I want to send a letter to Thailand.
Clerk
: Yes, do you want to send it by air mail or ordinary mail?
Angela
: I think I’ll send it air mail. I want it to get there quickly. How much does it cost?
Clerk
: To Thailand? That will be 30.000 rupiah, please.
Angela
: (gives the clerk 50.000 rupiah) Here you are.
Clerk
: Here’s your stamp, and here’s 20.000 rupiah change.
Angela
: Thank you. Where’s the post box?
Clerk
: You want the air mail box. It’s over there, by the door.57 To demonstrate a role play activity based on the dialogue, the
procedures given by Doff is as follows: 1) The teacher guides the role play by writing these prompts: (where? / air mail / ordinary mail? / how much? / post box? / thanks). Talk as you write to show what the prompts mean. 2) If necessary, go through the prompts one by one and get students to give sentences or question for each one. 55
Ladousse, op. cit., 2003, p. 13. Adrian Doff, Teach English: A Training Course for Teachers: Trainer’s Handbooks, (Cambridge: Cambridge University Press, 1992), p.233. 57 Ibid. 56
33
3) Call two students to the front: one play the role as Angela and the other one is the post office clerk. They should improvise the conversation using the prompts to help them. Point out that the conversation should be similar to the one in the box, but not exactly the same; the conversation can be shorter than the presentation dialogue. It should just cover the main points indicated by the prompts. 4) Call out a few other pairs of students in turn, and ask them to have other conversation based on the prompts. Based on these procedures, the writer views that the ways of organizing this dialogue can be carried out into pairs of students who would improvise a conversation in front of class, in turns. The teacher can also ask the students to practice the conversation privately with their parents before they act it out in front of the class.58 Consequently, those procedures need students’ participation actively and teacher is the guider to warm up the students and classroom atmosphere. b. Unscripted Role Play In contrast to scripted role play, the situations of unscripted role play do not depend on the textbooks. It is known as a free role play or improvisation. The students themselves have to decide what language to use and how the conversation should develop. In order to do this activity, good preparation from teacher and students is really necessary. The example and procedures of unscripted role play which is adapted from Doff’s book as follows: One student has lost a bag. He/she is at the police station reporting it to the police. The other student is the police officer, and asks for details.
To demonstrate a role play activity based on the situation above, the procedures given by Doff is as follows: 58
Ibid., pp. 233 – 234.
34
1) The teacher could prepare the whole class, by: a) Discussing what the speakers might say (e.g. the police officer would asks the students how he or she lost the bag). b) Writing prompt on the board to guide the role play, and any key vocabulary. 2) The teacher could divide the class into pairs, and: a) Let them discuss together what they may say. b) Let them all try out the role play privately, before calling on one or two pairs to act out in front of the class.59 The above procedures do not mean an exact to be used. It is flexible; teacher can create or develop procedures which is appropriate and suitable with his/her own class.
D. Conventional Teaching Technique 1. The Understanding of Conventional Teaching Technique Conventional teaching also known as traditional or teacher-centered which the teacher is being the controller of the learning environment, the sender or the source of the information or message, and the students is the receiver of the information.60 In other words, the teacher held the power, responsibility and also they play the role of instructor and decision maker. They regard students as having 'knowledge holes' that need to be filled with information. Further, in conventional teaching, the teacher controls the instructional process, the content is delivered to the entire class and the teacher tends to emphasize factual knowledge.61 It means that the teacher delivers the teaching content and the students listen to the teacher. The conventional teaching has been found in the most school and used by many teachers, and the conventional teaching technique in classroom is of limited effectiveness in both teaching and 59
Ibid., p. 237. Dr. Damodharan V. S. ACCA, AICWA and Mr. Rengarajan.V AICWA, Innovative Methods of Teaching, tt.p., t.p., t.t. p. 3. 61 Ibid. 60
35
learning. Thus, the learning mode tends to be passive and the students play little part in their learning process. Based on the previous definitions drawn, the writer summarize that in the conventional teaching, the teacher generally behave in didactic manner, and disseminating information to the students. While the students are viewed as blank paper onto which information is etched by the teacher.
2. The Types of Conventional Teaching Technique The teachers are the main authority figure in the conventional teaching technique and the students are viewed as “empty glass” whose primary role is to passively receive information (via lectures and direct instruction) with an end goal of testing and assessment. It is the primary role of teachers to pass knowledge and information onto their students. According to Freeman, there are five types of conventional teaching technique; the grammar-translation method, the direct method, the audio-lingual method, desuggestopedia, and total physical response.62 In details is as follows: a. The Grammar-Translation Method The grammar-translation method was used for the purpose of helping students read and appreciate foreign language literature. It was also hoped that, students would become more familiar with the grammar of their native language and this familiarity would help them speak and write their native language better. In addition, it is believed that studying a foreign language provides students with good mental exercise which helps develop their minds.63 The students are taught to translate from one to another. They often translate reading passage in the target language about some aspect of the culture of the target language community. Most of the interaction in the classroom is from the teacher to the students. There is little student initiation 62 Diane Larsen Freeman, Techniques and Principles in Language Teaching: 2nd Edition, (New York: Oxford University Press, 2000), p. 1. 63 Ibid., p. 11.
36
and student-student action. The students study grammar deductively; that is, they are given the grammar rules and examples, are told to memorize them, and then are asked to apply the rules to other examples. They also learn grammatical paradigms such as verb conjunctions. They memorize nativelanguage equivalents for target-language vocabulary words.64 b. The Direct Method Teachers who use the direct method intend that students learn how to communicate in the target language. In order to do this successfully, students should learn to think in the target language. When teacher introduces a new target language word or phrase, he demonstrates its meaning through the use of realia, pictures, or pantomime; teacher never translates it into the students’ native language. Students speak in the target language a great deal and communicate as if they were in real situations. In fact, the syllabus used in the direct method is based upon situations (for example, one unit would consist of language that people would use at a bank, another of the language that they use when going shopping) or topics (such as geography, money, or the weather).65 c. The Audio-Lingual Method The purpose of this method is students to be able to use the target language communicatively. The teachers believe that students need to overlearn the target language, to learn to use it automatically without stopping to think. The students achieve this by forming new habits in the target language and overcoming the old habits of their native language. In this method, the teachers are like an orchestra leader, directing and controlling the language behavior of their students. They are also responsible for providing their students with good model for imitation. Students are imitators of the teacher’s model or tapes she
64
Ibid., pp. 17 – 19. Ibid., pp. 28 – 29.
65
37
supplies of model speakers. Students follow the teacher’s directions and respond as accurately and as rapidly as possible.66 d. Desuggestopedia The goals of the teachers are to accelerate the process by which students learn to use a foreign language for everyday communication. More of the students’ mental powers must be tapped. This is accomplished by dessugesting the psychological barriers learners bring with them to the learning situation and using techniques to activate the ‘paraconsious’ part of the mind, just below the fully-conscious mind. In this method, the teacher is the authority in the classroom. In order for the method to be successful, the students have to trust and respect the teacher. The student will retain information better from someone in whom they have confidence since they will be more responsive to the teacher ‘desuggesting’ their limitations and suggesting how easy it will be for them to succeed. Once the students trust the teacher, they can feel more secure. If they feel secure, they can be more spontaneous.67 e. Total Physical Response Total physical response (TPR) is a language teaching method built around the coordination of speech and action; it attempts to teach language through physical (motor) activity.68 The teachers who use TPR believe in the importance of having their students enjoy their experience in learning to communicate in a foreign language. In fact, TPR was developed in order to reduce the stress people feel when studying foreign languages and thereby encourage students to persist in their study beyond a beginning level of proficiency. Initially, the teacher is the director of all student behavior. The students are imitators of the teacher nonverbal model. At some point, some students will be 66
Ibid., p. 45. Ibid., p. 81. 68 Jack C. Richard and Theodore S. Rodgers, Approaches and Methods in Language Teaching, (New York: Cambridge University Press, 1992), p. 87. 67
38
‘ready to speak.’ At that point there will be a role reversal with individual students directing the teacher and the other students.69 The various methods outlined above, they have characteristics in common, and there are also some fundamental differences among them. So in the end, one does need to choose.
3. The Advantages of Conventional Teaching Technique The conventional teaching or teacher-centered teaching can be very effective, particularly for: a. Sharing information that is not easily found elsewhere. b. Presenting information in a quick manner. c. Generating interest in the information. d. Teaching learners who learn best by listening.70 In line with the statement above, Sagami G. states that the advantages of the conventional teaching method are: a. The conventional method is economical. b. A great deal of information can be communicated in a one hour of teaching. c. The teacher can supplement a textbook by enhancing a topic and making it come to life. d. The teacher can demonstrate critical thinking and problem solving being done by an expert. e. It helps students develop their listening abilities. f. The teaching process brings enjoyment.71
69
Freeman, op. cit., 2000, p. 113. The SchoolNet SA and Scope, Developing 21st Century Skills, 2014, p. 4. (http://schoolnet.org.za/gettingstarted/01/M1_Act3_reading1.htm) 71 Sagami G., Traditional Teaching Strategies, 2014, p. 2, (https://id.scribd.com/doc/36519204/Traditional-Teaching-Strategies-Lecturing) 70
39
Moreover, in the conventional teaching or teacher-centered mode is the teacher supervise the whole teaching activity, imparting systemic knowledge and academic opinions with speculative philosophy, abundant emotional thoughts and unique manner which effect students potentially, from which they receive wisdom and power that is good for the development of their IQ and EQ. At the same time, with the special training of normal university, they understand the education regulation and hold experience of teaching content and method. The teachers can change them in accordance of their aptitude for a better explanation. Further, face to face communication is a stimulative factor for students’ comprehensive quality. In addition, the traditional teaching is the most direct and effective method. The teachers control and inspire students effectively when the students encounter problems or arise conflicts, they take flexible teaching method adjusting the content according to actual requirement under the general teaching arrangement, which is not only conductive to cultivate the basic technique but also for the good habit in forming students’ self-study ability. Teachers’ action and language becomes the target imitated by learners, whose outlook towards right and wrong, attitude, value orientation and academic level have great impact on students.72 Furthermore, here are several reasons for using conventional teaching as follows: a. Gives the teachers the chance to expose students to unpublished or not readily available material. b. Allows the teachers to precisely determine the aims, content, organization, pace and direction of a presentation. In contrast, more student-centered methods, e.g., discussions or laboratories, require the instructor to deal with unanticipated student ideas, questions and comments. c. Can be used to arouse interest in a subject. 72 Chunyang Liu and Fei Long, The Discussion of Traditional Teaching and Multimedia Teaching Approach in College English Teaching, (Harbin: Harbin University of Commerce, 2014), p. 32.
40
d. Can complement and clarify text material. e. Complements certain individual learning preferences. Some students depend upon the structure provided by highly teacher-centered methods. f. Facilitates large-class communication.73 From the explanation above, the writer wraps up that conventional teaching can be profitable for the teachers in the teaching learning process which the teachers determine the aims, content, organization, pace, and direction of presentation. In the same way, conventional teaching helps students develop their listening abilities.
4. The Disadvantages of Conventional Teaching Technique In spite of the fact that conventional teaching gives some advantages, there are also shows disadvantages. They are: a. Not all learners learn best by listening b. Keeping learners’ interest is often difficult c. The approach tends to require little or no critical thinking d. The approach assumes that all learners learn in the same impersonal way74 In the same way, Center for the Integration of Research states some disadvantages of conventional teaching. They are as follows: a. Places students in a passive rather than an active role, which hinders learning. b. Encourages one-way communication; therefore, the teachers have to make a conscious effort to become aware of student problems and student understanding of content without verbal feedback. c. Requires a considerable amount of unguided student time outside of the classroom to enable understanding and long-term retention of content. In contrast, interactive methods (discussion, problem-solving sessions) allow 73 Center for the Integration of Research – Teaching and Learning, Lecturing: Advantages and Disadvantages of the Traditional Lecture Method, 2014, p. 1. (http://www.cirtl.net/node/2570) 74 The SchoolNet SA and Scope, op.cit., 2014, p. 4.
41
the instructor to influence students when they are actively working with the material. d. Requires the instructor to have or to learn effective writing and speaking skills.75 As shown above, in the teaching process the teacher is the center, and the teaching process emphasizes system and completion but few thinking space for students. Students are passive in the class teaching and teachers cannot take care of every student in class who has different basis and interests. Students are listeners and put the teacher as the center. The knowledge is limited; the resource is scarce; the learning is passive but the knowledge is well-formed and departed from real life. The main experience is insufficient or lack of subjective experience, which will restrict the effectiveness of learning strategy teaching. Therefore, many students lose interest in English because their initiative and enthusiasm cannot be fully exerted in class.
5. The Differences between Conventional and Constructivist Teaching Technique Conventional and constructivist have different approaches to content, teaching and learning, classroom environment, assessment, and ICT, as summarized in the following table. Each approach is appropriate in different situations. This table is not intended to show a comparison of two opposing approaches where one is more appropriate than the other. On the contrary, this table shows that both approaches can be appropriate depending on a particular situation.76 Teacher-Centred Approaches
Learner-Centred Approaches Content
The
content
75
is
established
by a Learners
study
topics
based
Center for the Integration of Research – Teaching and Learning, op. cit., 2014, p. 1. The SchoolNet SA and Scope, op. cit., 2014, p. 4.
76
on
42
curriculum, and all learners study the curriculum same topics at the same time.
and standards but
are
allowed numerous choices in a topic of study.
Learners
have
access
to
limited Learners
have
information, selected by the teacher or unlimited the school library.
infinite
information
access of
to
varying
degrees of quality.
Topics of study are typically isolated Learners study content in a way that and disconnected from each other. Learners
memorize
occasionally
facts
analyze
shows connections between subjects. and Learners learn concepts as well as facts,
information and frequently engage in high-level
critically. There is little focus on analysis, evaluation, and synthesis of a applying facts or Concepts to a variety variety of kinds of material. There is an of real world situations.
emphasis on showing how concepts apply to a variety of real world situations.
Learners work to find correct answers.
Learners work to construct any one of a number of possible correct answers.
Teachers choose activities and provide Learners select from a variety of materials at the appropriate level.
teacher-provided activities and often determine their own level of challenge at which to work. Instruction
The teacher is the information giver— The teacher is the facilitator—the guide the sage on the Stage—helping learners on the side—providing opportunities acquires skills and knowledge.
for learners to apply skills and construct their own knowledge.
Learning starts with what learners do Learning starts with learners’ previous not know.
knowledge.
Teaching is an instructive process.
Teaching is a constructive process.
Learners
complete
short,
isolated Learners work on activities and projects
43
activities and lessons around specific connected to long-term goals aimed at content pieces and skills.
building deep conceptual understanding and proficient strategy use. Classroom Environment
Learners learn passively in an often Classroom environment resembles an silent classroom.
active workplace with various activities and levels of sound depending on the kind of work being done.
Learners usually work individually
Learners often collaborate with peers, experts,
community members,
and
teachers. Assessment Learners take paper-and-pencil exams, Learners know ahead of time how they silently and alone. The questions are will be assessed, have input into the kept secret until test time, so learners criteria by which they will be assessed, have to learn all the material even receive feedback from the teacher and though only part of it will be tested.
their peers throughout a unit, and have multiple opportunities to assess their own learning.
Teachers are primarily accountable for Teachers learner learning.
and
accountability
learners for
share
learning
and
achievement. Learners are extrinsically motivated by Learners’ interests and involvement the desire to get good grades, to please promotes teachers, and to gain rewards.
intrinsic
motivation
and
effort. Technology
Teachers
use
various
kinds
of Learners
technology to explain, demonstrate, and technology illustrate various topics.
use to
various conduct
kinds
of
research,
communicate, and create knowledge.
44
In conclusion, good teachers recognize that there is more than one way to teach, and that different situations often require different teaching practices. Although differences exist between the two approaches, learner-centered approaches can enhance conventional, teacher-centered instruction by providing a purposeful and meaningful context for which learners can master their emerging skills.
E. The Previous Relevance Study The relevant previous studies dealing with this study were done by Dea Nela Safitri (The Effectiveness of Teaching Speaking Using Role Play, An Experimental Study at the Second Year Students of MTs. Jam’iyyatul Khair Cempaka Putih in 2011-2012 Academic Year) and Yudi Septiawan (Using Role Play in Teaching Speaking, An Experimental Study at the Third Year of SMP Islam Ruhama Cireundeu Ciputat Timur). The short explanations of those studies are explained in the following section. The first previous study was done by Dea Nela Safitri. She conducted the study based on the problem that she found at MTs Jam’iyyatul Khair. The students in this school often feel afraid or not self-confident because they made many mistakes in their grammar, pronunciation, and diction. For that reason, Dea intended to find out that teaching speaking using role play is effective and prove whether the score of speaking taught using role play increasing or not. She used experimental method to conduct her study. The finding of the study shows that it was effective to use role play to teach speaking, and most of the students gradually gained good scores at the end of test.77 The other study was done by Yudi Septiawan. He conducted the study because he found from his observation that students looked less enthusiastic in learning English especially in speaking. In this study, he aimed to know whether role play is effective in improving students speaking skill or not. He used 77
Dea Nela Safitri, “The Effectiveness of Teaching Speaking Using Role Play”, Skripsi of Undergraduate of State Islamic University Jakarta, Jakarta, 2013, unpublished.
45
comparative technique to compares students test scores. As the finding of the study, the using of role play in teaching speaking was successful since the criteria of success were achieved.78 Those relevant previous studies show a strong relation to this study because the variables are almost the same and the methods used are so.
F. The Conceptual Framework This research is done in order to know the effectiveness of using role play in the teaching speaking. Speaking is one of the basic language skill used by someone to communicate orally whether at school or outside the school. Most teachers tried to find techniques to make students interested in learning speaking. At least, they can speak in a simple conversation freely. In fact, the students of the 10th grade of Islamic Vocational High School Ciputat have difficulties in speaking subject. It is caused by some factors; Students are lack of practice in speaking skill. Then, they are too shy and afraid to speak in the front of the class because they are lack of self-confidence. In order to solve the students’ problem, role play may provide students to develop their speaking ability. In role play, students are assigned to play a role which put them into situations that they may eventually encounter outside classroom. Because role play imitates real life situation, the range of language functions that may be used expands considerably. Also, the role relationships among the students as they play their parts call for them to practice and develop their sociolinguistic competence. They have to use language that is appropriate to the situation and to the characters. Furthermore, role play is one of popular technique used by the teacher to encourage students to speak. The teacher will assign a topic and require students 78
Yudi Septiawan, “Using Role Play in Teaching Speaking”, Skripsi of Undergraduate of State Islamic University Jakarta, Jakarta, 2012, unpublished.
46
to discuss the topic or come up with a short talk. Through role play activities, the students learn how to express ideas, opinions, or feeling to others by using words or sounds of articulation. Last of all, role play is really worthwhile experience for both the students and teachers. Students not only have more opportunities to “act” and “interact” with their peers by trying to use English, but also students’ English speaking, listening, and their comprehension will improve. Role play lightens up the atmospheres and brings lives in the classes. Students learn to use the language in more realistic and more practical way. Thus, they can become more aware of the usefulness and practicality of English. In other words, role play can be very applicable to be used for teaching-learning English especially in teaching speaking.
G. The Hypotheses of the Research Based on the theory in conceptual framework above, the writer concludes the hypotheses could be formulated as follow: 1. Formulating alternative hypothesis (Ha): There is significant difference between students’ achievement taught by using role play and conventional technique in the teaching speaking. 2. Formulating null hypothesis (Ho): There is no significant difference between students’ achievement taught by using role play and conventional technique in the teaching speaking.
CHAPTER III RESEARCH METHODOLOGY A. Place and Time of the Research The research was conducted at Islamic Vocational High School Ciputat Jl. Kihajar Dewantoro No. 23, Ciputat - Kota Tangerang Selatan, on April 9th to May 30th, 2015. The researcher conducted for seven meetings which consisted of giving pre-test, presenting materials and giving post-test in the last meeting. Table 3.1. Research Schedule Activities 1 Observation
March 2 3 4 √
√
Treatment 2 Treatment 3 Treatment 4 Treatment 5 Post-Test Controlled Class √
Pre-Test Treatment 1 Treatment 2 Treatment 3 Treatment 4 Treatment 5
UJIAN NASIONAL (UN) tingkat SMA/SMK
Experiment Class Pre-Test Treatment 1
5
Month April 1 2 3
4
1
May 2 3
4
√ √ √ √ √ √
√ √ √ √ √
Post-Test
√
Data Analyzing
√
47
48
B. The Method and Research Design For this research, the researcher used experimental method. She chose a quasi-experimental research as her research design in which the writer taught two different classes employing two different methods. In experimental method, the researcher taught speaking by using role play technique while in control class she taught employing conventional technique, in the sense that the class was taught in the same way it is usually taught. The design of the study assigned pre- and post-test to the participants before and after the experiment. As a whole the research design looks like the following diagram: Post-test Treatment
Experimental Class Target Population
Pre-test
Selection
Controlled Class Conventional Teaching
Post-test Diagram 3.1. The Diagram of Experimental In this research, the researcher administered pre-test before presenting the material and post-test in the last meeting to both classes. She compared the result
49
of students test scores in both experiment class and control class whether they are gaining scores before and after the treatment.
C. The Population and Sample of the Research The population of this research was the X (tenth) grade students of Islamic Vocational High School Ciputat. They are distributed into 10 classes. So, the total number of students in X (tenth) grade was 440 students. The researcher took the sample only two classes taken from class X – PM 1 and X – PM 2. The sample was taken by using proportional cluster sampling technique. All the classes were given the pre-test and two closer Mean was become the sample. Moreover, the students of the PM class were considered to have an equal characteristics and intelligence. Other considerations are limited time and fund. Finally, the researcher only takes 30 students in each class (experiment class and controlled class) as the sample in gaining the data. The 60 students were collected based on their present and participation when pre- and post-test were administered.
D. The Instrument and Technique of the Data Collecting In order to measure students’ existing knowledge of speaking ability, the researcher gave spoken test to the students that were divided into pre- and posttest. The pre-test was given in the first meeting and post-test in the last meeting. The researcher administered pre-test to both experimental and controlled classes before presenting the material. In pre- and post-test, the students were given similar oral test. They were asked to pair and to choose one of the five envelopes of the role cards which contains situation they have to play. Then, the researcher scored their speaking ability by using Harris’ rating score of oral test. Furthermore, in order to prevent gross errors in assigning the test, the researcher recorded the students’ voice while performing pre- and post-test.
50
The theme of the role cards, which are as follow: a) Congratulation on your business! b) Traveling around Indonesia c) At the birthday party d) My bike got stolen e) Oh, No! My New Computer! In addition, for collecting the data, the researcher used some procedures which can determine the result of the study. The procedures of data collecting used in this research are:
1. Pre-Test The researcher administered the pre-test for both classes (X – PM 1 and X – PM 2) before the treatment began. The pre-test is in a spoken test form which is taken to measure students’ existing knowledge of speaking ability. The students were asked to pair and to choose one of the envelopes of the role cards that were prepared by the writer. Then, the researcher recorded the students’ voice and scored the students’ speaking ability. Additionally, the researcher measured students’ speaking ability by using Harris’s rating score of oral test and the score divided into five criteria, which are the scores of pronunciation, grammar, vocabulary, fluency, and comprehension. Hence, to get the mean, the score from all criteria were summed up and calculated by using formula mentioned in chapter II page 27.
2. Post-Test The last step is post-test. The researcher administered the post-test for both classes after the treatment finished. The post-test is taken to know how well students achieve the materials they have learned. The students did the spoken test by using role play technique. The students were asked to pair and to choose one of
51
the envelopes of the role cards that prepared by the researcher. Then, the researcher recorded the students’ voice and scored the students’ speaking ability. The result of pre- and post-test were collected and compared to know the effectiveness of using role play in the teaching speaking
E. The Technique of the Data Analyzing In analyzing the data from pre- and post-test of the two classes, the researcher used T-test analysis formula to compare the score between the experimental class and controlled class. This technique was useful to prove statistically, whether or not there were any significant differences between the score of students in experimental class and the scores of students in the control class. After the data is gained from pre-test and post-test, then it was calculated to get the result of the study by using T-test analysis from Anas Sudijono:1 𝑡𝑜 =
𝑀𝑥 −𝑀𝑦 𝑆𝐸𝑀𝑥 −𝑀𝑦
𝑡𝑜 = 𝑇ℎ𝑒 𝑣𝑎𝑙𝑢𝑒 𝑜𝑓 "𝑡 𝑜𝑏𝑠𝑒𝑟𝑣𝑎𝑡𝑖𝑜𝑛" 𝑀𝑥 = 𝑀𝑒𝑎𝑛 𝑣𝑎𝑟𝑖𝑎𝑏𝑙𝑒 𝑜𝑓 𝑒𝑥𝑝𝑒𝑟𝑖𝑚𝑒𝑛𝑡𝑎𝑙 𝑐𝑙𝑎𝑠𝑠 𝑀𝑦 = 𝑀𝑒𝑎𝑛 𝑣𝑎𝑟𝑖𝑎𝑏𝑙𝑒 𝑜𝑓 𝑐𝑜𝑛𝑡𝑟𝑜𝑙 𝑐𝑙𝑎𝑠𝑠 𝑆𝐸𝑀𝑥 = 𝑆𝑡𝑎𝑛𝑑𝑎𝑟𝑑 𝐸𝑟𝑟𝑜𝑟 𝑜𝑓 𝐸𝑥𝑝𝑒𝑟𝑖𝑚𝑒𝑛𝑡 𝑐𝑙𝑎𝑠𝑠 𝑆𝐸𝑀𝑦 = 𝑆𝑡𝑎𝑛𝑑𝑎𝑟𝑑 𝐸𝑟𝑟𝑜𝑟 𝑜𝑓 𝐶𝑜𝑛𝑡𝑟𝑜𝑙 𝐶𝑙𝑎𝑠𝑠 𝑋 = 𝐸𝑥𝑝𝑒𝑟𝑖𝑚𝑒𝑛𝑡 𝐶𝑙𝑎𝑠𝑠 𝑌 = 𝐶𝑜𝑛𝑡𝑟𝑜𝑙 𝐶𝑙𝑎𝑠𝑠
1
Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: RajaGrafindo Persada, 2011), pp. 314 – 316.
52
The procedures of calculation are as follows: 1. Determining mean of variable x, the formulation is: 𝑀𝑥 =
∑𝑋 𝑁𝑥
2. Determining mean of variable y, the formulation is: 𝑀𝑦 =
∑𝑌 𝑁𝑦
3. Determining standard deviation of variable x, the formulation is: 𝑆𝐷𝑥 = √
∑ 𝑋2 𝑁𝑥
4. Determining standard deviation of variable y, the formulation is: ∑ 𝑌2
𝑆𝐷𝑦 = √ 𝑁
𝑦
5. Determining standard error of variable x, the formulation is: 𝑆𝐸𝑀𝑥 =
𝑆𝐷𝑥 √𝑁𝑥 −1
6. Determining standard error of variable y, the formulation is: 𝑆𝐸𝑀𝑦 =
𝑆𝐷𝑦 √𝑁𝑦 −1
7. Determining standard error of the different mean between variable x and variable y, the formulation is: 𝑆𝐸𝑀𝑦−𝑀𝑥 = √𝑆𝐸𝑀𝑥 2 + 𝑆𝐸𝑀𝑦 2 8. Determining t0 (test observation), the formulation is: 𝑀𝑥 −𝑀𝑦
𝑡𝑜 = 𝑆𝐸
𝑀𝑥−𝑀𝑦
9. Determining t-table in significance level 1% and 5% with degree of freedom (df): 𝑑𝑓 = (𝑁𝑥 + 𝑁𝑦 ) − 2 Variable X
= Experimental class
Variable Y
= Control class
53
N
= Total of Students
df
= Degree of Freedom
F. The Hypotheses Statistic This research was designed to find out the empirical evidence of using role play in the teaching speaking, whether using role play in the teaching speaking is really effective or not. To get the answer of that hypothesis, the writer proposes alternative hypothesis (Ha) and null hypothesis (H0) as the following: 1.
Alternative hypothesis (Ha). There is significant difference between students’ achievement taught by using role play and conventional technique in the teaching speaking.
2.
Null hypothesis (H0). There is no significant difference between students’ achievement taught by using role play and conventional technique in the teaching speaking.
With note that: If 𝑡0 > t-table, it means that 𝐻𝑎 is accepted and 𝐻0 is rejected; but If 𝑡0 < t-table, it means that 𝐻𝑎 is rejected and 𝐻0 is accepted.
CHAPTER IV RESEARCH FINDINGS AND INTERPRETATION A. Research Findings 1. The Data Description In the following description, it was presented the research finding. The finding was gained from the result of the experimental and controlled class’ preand post-test score. a. The Data Description of Pre-test Scores The data which were analyzed by researcher were the score gained from the pre-test in the experimental and the controlled class. The data which gave information about the result of the test were presented in the table 4.1. Table 4.1. Students’ Pre-test Scores Students
1 2 3 4 5 6 7 8 9 10 11 12 13
The Pre-test Scores of
The Pre-test Scores of
Experimental Class
Controlled Class
48
52
54
60
52
50
56
46
62
60
48
62
54
42
44
64
64
68
52
44
60
66
50
56
42
44 54
55
14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 ∑
44
66
54
64
50
52
46
54
66
44
60
50
38
42
66
68
64
62
40
48
60
54
62
50
38
46
46
56
56
60
42
54
50
48
1568
1632
Mean
52.26 54.40 The table 4.1. showed the students’ pre-test scores of the experimental and controlled class. The pre-test was administered to know students’ speaking ability before they were given the treatment. It used to measure students’ existing knowledge of speaking ability on the course topic and also to compare with the score of post-test. Based on the test, the pre-test mean score (x̅) of experimental class achieved was 52.26. Then, the students’ lowest score achieved in pre-test was 38 and the highest one was 66. Furthermore, based on the table 4.1., the students’ mean score (x̅) achieved in controlled class was 54.40. The lowest score of this class was 42 and the higher score was 68. In addition, both the experimental and controlled classes have 53.33
56
as the median score. The score of pre-test in both classes showed that the students had not had high ability in speaking. From the explanation above, it could be concluded that the students’ mean score of pre-test of controlled class was higher than experiment class. Thus, the class which the mean score was lower would be given the treatment of role play to improve their speaking ability. Meanwhile, other classes would be given the conventional treatment, in the sense that the class was taught in the same way it is usually taught. b. The Data Description of Post-test Scores The data which were analyzed by researcher were the score gained from the post-test in the experimental and the controlled class. The data which gave information about the result of the test were presented in the table 4.2. Table 4.2. Students’ Post-test Scores Students
1 2 3 4 5 6 7 8 9 10 11 12 13
The Post-test Scores of
The Post-test Scores of
Experimental Class
Controlled Class
62
62
68
56
62
68
74
72
82
76
60
60
78
72
64
74
80
78
66
66
72
70
70
58
64
54
57
14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 ∑
58
78
76
76
72
62
68
54
76
52
80
70
64
52
82
66
72
74
66
60
76
64
78
68
56
70
74
56
70
64
58
68
60
58
2088
1958
Mean
69.60 65.26 The table 4.2. showed the students’ post-test scores of the experimental and controlled class. The post-test administered for both classes after the treatment finished. It used to know how well the students achieve the materials they have been learning. In the experiment class, the mean score (x̅) of the post-test increasingly achieved 69.06. Then, the students’ lowest score of the post-test achieved was 56 and the highest one was 82. The result showed that the treatment; role play which was given in the experimental class was effective. Furthermore, the mean score (x̅) of the post-test achieved in controlled class was 65.26. The students’ lowest score of the post-test achieved was 52 and the highest one was 78.
58
From the analysis score of post-test in experimental class and controlled class, it could be concluded that the mean score of the post-test in experimental class was higher than the mean score of the controlled class. Hence, it showed that the treatment which was given in experimental class was more effective than in controlled class. c. The Data Description of Gained Scores The data which were analyzed by researcher were achieved from the pre- and post-test in the experimental and the controlled classes. The data which gave information about the gained score of the pre- and post-test were presented in the table 4.3. Table 4.3. Gained Scores of Experimental Class and Controlled Class Students
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
The Gained Scores of
The Gained Scores of
Experimental Class
Controlled Class
14
10
14
-4
10
18
18
26
20
16
12
-2
24
30
20
10
16
10
14
22
12
4
20
2
22
10
14
12
22
12
22
10
59
17 18 19 20 21 22 23 24 25 26 27 28 29 30 ∑
22
0
10
8
20
20
26
10
16
-2
8
12
26
12
16
10
16
18
18
24
28
0
14
4
16
14
10
10
520
326
Mean
17.33 10.86 The table 4.3. showed that the gained score for experimental class is higher than the controlled class. The lowest gained score in the experimental class was 8 and controlled class was -4. While, the highest gained score in experimental class was 28 and controlled class was 30. Here, the finding pointed that the mean score of the post-test was higher than the mean score of the pre-test. As shown in the table 4.3., the range between the mean score of pre- and post-test score gained in experimental class was 17.33. It means that the treatment; role play which was given in this class is effective. Meanwhile, the range between the mean score of pre- and post-test score gained in controlled class was 10.86. It could be seen that the different (range) between the mean score of the post- and pre-test of this class was not too significant.
60
2. The Analysis of the Data In analyzing the data, the researcher used the comparative technique. She used T-test analysis formula to compare the gained scores for both experimental and controlled classes. This technique was useful to prove statistically whether or not there were any significant differences between the score of students in experimental and controlled class. However, before analyzing the score using the T-test, there were some prerequisite analysis tests that need to be completed, they are normality test and homogeneity test. a. Normality Test The result of normality test on both the experimental and controlled classes pre- and post-test score was gained from Lilliefors test using IBM Statistics SPSS 21. The result which was gotten as follow: Table 4.4. The Result of Normality Test of the Experimental and the Controlled Class’ Pre-test Score Tests of Normality Kolmogorov-Smirnova
Class Statistic
df
Sig.
Pre-test Experiment
,119
30
,200*
Pre-test Control
,119
30
,200*
Score a. Lilliefors Significance Correction
Table 4.5. The Result of Normality Test of the Experimental and the Controlled Class’ Post-test Score Tests of Normality Kolmogorov-Smirnova
Class Statistic
df
Sig.
Post-test Experiment
,100
30
,200*
Post-test Control
,101
30
,200*
Score *. This is a lower bound of the true significance. a. Lilliefors Significance Correction
61
The test of normality above was done to check whether a group of the data came from population which was distributed normally or had normal curve shape. The result of the normality test above showed that significance level or probability value (p) of the experimental and controlled class pre-test score was 0.200. Similarly, the probability value (p) of the experimental and controlled class posttest score was 0.200. Based on the criteria of normality hypothesis testing which was determined, the criteria of normality hypothesis testing were mentioned that if the significance level/probability value ≥ the degree of significance (α = 0.05), the sample data was normally distributed. In the contrary, the sample data did not come from population having normal distribution if the significance level/probability value < the degree of significance (α = 0.05). The result of normality test proved that the probability value (p) was higher than (>) the degree of significance (α = 0.05). In this case, it could be concluded that the sample data of both the experimental and controlled class pre- and post-test score was normally distributed. For the complete statistical calculation, it can be seen in the APPENDIX 2. In addition, the normal histograms of the experimental and controlled class pre- and post-test score also proved that the data met the requirement of normal distribution because the histogram was symmetrical and had a shape like a bellcurve indicating that the distribution of the data was normal. The normal histograms of the experimental and the control class pre- and post-test was presented in the APPENDIX 3.
b. Homogeneity Test After finishing the normality test, the homogeneity test was also required as a prerequisite analysis test to test the similarity of the sample which is taken from homogenous population. To calculate homogeneity test, the researcher used Levene Statistic Test from IBM Statistics SPSS 21 software. The following is the result which was obtained from this calculation:
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Table 4.6. The Result of Homogeneity Test of the Experimental and Controlled class’ Pre-test Test of Homogeneity of Variances Pretest Score Levene Statistic ,903
df1
df2 1
Sig. 58
,346
From the result of the Levene Statistic Test above, it could be seen that the significance level or probability value (p) of the data from the experimental and the controlled pre-test score was 0.346. This result meant that the significance level or probability value (p) of the data was higher than the degree of significance (α = 0.05). Based on the criteria of homogeneity hypothesis testing the researcher determined, the criteria of homogeneity hypothesis testing were mentioned that if the significance level/probability value ≥ the degree of significance (α = 0.05), the sample data came from population which had homogenous variance. In contrast, the sample data came from population which did not have homogenous variance if the significance level/probability value < the degree of significance (α = 0.05). Therefore, it could be interpreted that the sample data came from population which had homogenous variance. The complete statistical calculation was presented in the APPENDIX 4. c. T-test Analysis After finishing the statistical analysis of prerequisite test including the normality and homogeneity test, the researcher continued to do analytical testing/hypothesis testing. Due to both the experimental and the controlled class’ pre- and post-test which met the requirement of normality and homogeneity test, the researcher was able to use t-test to test the hypothesis.
63
Table 4.7. Comparison Scores of Each Student in Experimental Class and Controlled Class Students 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26
X
Y
X–MX
Y–MY
(X–MX)2
(Y–MY)2
14
10
-3.33
-0.86
11.11
0.75
14
-4
-3.33
-14.86
11.11
221.01
10
18
-7.33
7.13
53.77
50.88
18
26
0.66
15.13
0.44
229.01
20
16
2.66
5.13
7.11
26.35
12
-2
-5.33
-12.86
28.44
165.55
24
30
6.66
19.13
44.44
366.08
20
10
2.66
-0.86
7.11
0.75
16
10
-1.33
-0.86
1.77
0.75
14
22
-3.33
11.13
11.11
123.95
12
4
-5.33
-6.86
28.44
47.15
20
2
2.66
-8.86
7.11
78.61
22
10
4.66
-0.86
21.77
0.75
14
12
-3.33
1.13
11.11
1.28
22
12
4.66
1.13
21.77
1.28
22
10
4.66
-0.86
21.77
0.75
22
0
4.66
-10.86
21.77
118.08
10
8
-7.33
-2.86
53.77
8.21
20
20
2.66
9.13
7.11
83.41
26
10
8.66
-0.86
75.11
0.75
16
-2
-1.33
-12.86
1.77
165.55
8
12
-9.33
1.13
87.11
1.28
26
12
8.66
1.13
75.11
1.28
16
10
-1.33
-0.86
1.77
0.75
16
18
-1.33
7.13
1.77
50.88
18
24
0.66
13.13
0.44
172.48
64
27 28 29 30 ∑
28
0
10.66
-10.86
113.77
118.08
14
4
-3.33
-6.86
11.11
47.15
16
14
-1.33
3.13
1.77
9.81
10
10
0.75
326
-0.86 0
53.77
520
-7.33 0
794.66
2093.46
0
0
Mean
17.33 10.86 26.48 69.78 To find out the difference between students’ score of the experimental class
which was taught by using role play and controlled class which was without role play, the researcher calculated them based on the step of the t-test formula as follows: Firstly, the researcher had to find the mean gained score from the experiment and controlled classes. From the formula below, she determines the mean of experimental class as follow: 𝑀𝑥 = 𝑀𝑥 =
∑𝑋 𝑁𝑥 520 30
𝑴𝒙 = 𝟏𝟕. 𝟑𝟑 The next step is to find out the mean of controlled class, the formulation is: 𝑀𝑦 = 𝑀𝑦 =
∑𝑌 𝑁𝑦 326 30
𝑴𝒚 = 𝟏𝟎. 𝟖𝟔 From the calculation above, the mean gained score of each class was 17.33 for experiment class and 10.86 for controlled class.
65
After the researcher got the mean gained score of experiment and controlled classes, she determines the Standard Deviation of each class, the formulation as follows: 𝑆𝐷𝑥 = √
𝑆𝐷𝑥 = √
∑ 𝑋2 𝑁𝑥
794.66 30
𝑆𝐷𝑥 = √23.3 𝑺𝑫𝒙 = 𝟒. 𝟖𝟐 The score above is the result of Standard Deviation of experimental class. The next step is to find out the Standard Deviation of controlled class, the formulation is: ∑ 𝑌2
𝑆𝐷𝑦 = √ 𝑁
𝑦
𝑆𝐷𝑦 = √
2093.46 30
𝑆𝐷𝑦 = √69.78 𝑺𝑫𝒚 = 𝟖. 𝟑𝟓 After the researcher found the Standard Deviation of gained score of each class, experiment class (4.82) and controlled class (8.35), she determines the Standard Error of experiment class as follow: 𝑆𝐸𝑀𝑥 = 𝑆𝐸𝑀𝑥 = 𝑆𝐸𝑀𝑥 =
𝑆𝐷𝑥 √𝑁𝑥 −1 4.82 √30−1 4.82 √29
66
4.82
𝑆𝐸𝑀𝑥 = 5.39
𝑺𝑬𝑴𝒙 = 𝟎. 𝟖𝟗 The next step is to find out Standard Error of controlled class, the formulation is: 𝑆𝐸𝑀𝑦 = 𝑆𝐸𝑀𝑦 = 𝑆𝐸𝑀𝑦 =
𝑆𝐷𝑦 √𝑁𝑦 −1 8.39 √30−1 8.39 √29 8.39
𝑆𝐸𝑀𝑦 = 5.39 𝑺𝑬𝑴𝒚 = 𝟏. 𝟓𝟓 From the calculation above the researcher got the mean Standard Error of each class was 0.89 for experimental class and 1.55 for controlled class. Further, the researcher determines the Standard Error of the different mean between experiment and controlled classes, the formulation as follow: 𝑆𝐸𝑀𝑦−𝑀𝑥 = √𝑆𝐸𝑀𝑥 2 + 𝑆𝐸𝑀𝑦 2 𝑆𝐸𝑀𝑦−𝑀𝑥 = √(0.89)2 + (1.55)2 𝑆𝐸𝑀𝑦−𝑀𝑥 = √0.79 + 2.55 𝑆𝐸𝑀𝑦−𝑀𝑥 = √3.19 𝑺𝑬𝑴𝒚−𝑴𝒙 = 𝟏. 𝟕𝟖 Next, she determines the score of t0 (test observation), the formulation as follow: 𝑀𝑥 −𝑀𝑦
𝑡𝑜 = 𝑆𝐸
𝑀𝑥−𝑀𝑦
67
𝑡𝑜 =
17.33−10.86 1.78 6.47
𝑡𝑜 = 1.78 𝒕𝒐 = 𝟑. 𝟔𝟑 Based on the calculation above, it showed that the result of the to (test observation) of the experiment and controlled classes was 3.63. After finding the result of to, the next is to find the degree of freedom (df). It used to find out the value of the to in the t-table (tt). To determine the value of to from tt, the researcher used tt in significance level 5%. The formulation to get the degree of freedom (df) as follow: 𝑑𝑓 = (𝑁𝑥 + 𝑁𝑦 ) − 2 𝑑𝑓 = (30 + 30) − 2 𝑑𝑓 = 60 − 2 𝒅𝒇 = 𝟓𝟖 Based on the calculation above, the result of df is 58 and critical value of the degree of freedom 58 by using the degree of significance 5% is 2.001 and the to is 3.63. It clearly can be seen that the post-test score of experimental class is higher than the score of controlled class. The result of the comparison between to and tt is 3.63 > 2.001 = tobervation > ttable.
3. The Test of Hypotheses The researcher stated the hypotheses as follows: a. Alternative hypothesis (Ha). There is significant difference between students’ achievement taught by using role play and conventional technique in the teaching speaking.
68
b. Null hypothesis (H0). There is no significant difference between students’ achievement taught by using role play and conventional technique in the teaching speaking. According to Sudijono, if the result of calculation to (tobservation) is higher than tt (ttable); the null hypothesis (H0) is rejected. It means that there are significant difference between students’ achievement taught by using role play and conventional technique in the teaching speaking. If the result of calculation to is lower than tt, to < tt; the null hypothesis (H0) is accepted.1 It means that there is no significant difference between students’ achievement taught by using role play and conventional technique in the teaching speaking. Based on the calculation above, it shows that the value of to is 3.63 and the value of df is 58 on the degree of significance of 5% is 2.001. comparing the to with the value degree of significance, the result is to > tt (3.63 > 2.001). Since to which is obtained from the result of the calculation is higher than tt so the alternative hypothesis (Ha) is accepted and the null hypothesis (H0) is rejected. It means there was significant difference between students’ achievement taught by using role play and conventional technique in the teaching speaking.
B. The Interpretation From the research findings above, it can be shown that in the post-test, students from experimental class gained better score than students from controlled class. It can be seen from the result of the mean score (x̅) of post-test of experimental and controlled classes. The mean score (x̅) of post-test in experimental class was 69.60. Meanwhile, the mean score of post-test in controlled class was 65.26. Hence, the mean score of post-test of experimental class was higher than the mean score of post-test of controlled class. Afterward, the experimental and controlled class students’ gained score show that the mean (x̅) gained score for experimental class students is higher than the 1
Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: RajaGrafindo Persada, 2011),
p. 316.
69
mean (x̅) gained score for controlled class students. The mean (x̅) gained score of experiment class is 17.33. Then, the mean (x̅) gained score of controlled class is 10.86. In addition, the result of hypothesis testing using t-test obtained tobservation > ttable (3.63 > 2.001) at significance degree 5% and df = 58 is 2.001. Thus, it could be concluded that there was significant difference of students’ achievement of the experimental class after they were taught by using role play. Moreover, the experimental class had the higher mean score (x̅) of post-test than the controlled one because during teaching learning process, the experimental class was given the treatment; role play which could help them to be more active and braver to speak English in a playful environment. The finding related to Bowman’s theory of using role play in the teaching speaking. As Bowman asserts, role play gives students a chance to use the language they have practiced in a more creative way students improvise; it increases motivation because the chance to imagine different situations adds interest to a lesson; it encourages students to students to use their critical thinking, to develop students’ social and emotional learning, and to build their teamwork skills.2 This meant that role play can encourage students to create their performance as well as possible due to the freedom given to them to make up a dialogue/conversation by themselves. Another fact is found that students who have better fluency of speaking take the main roles which require more oral communication, while the weaker students compensated for their lack of linguistic ability by using their body language and their acting ability. Similarly, these findings were related to the previous relevant study conducted by Dea Nela Safitri, entitled “The effectiveness of Teaching Speaking Using Role Play, An Experimental Study at the Second Year of MTs. Jam’iyyatul Khair Cempaka Putih in 2011-2012 Academic Year”. Dea found that role play is effective to use in teaching speaking and prove that students gained good score. She also found that the class condition during teaching learning process was also 2
Sarah Lynne Bowman, The Functions of Role-Playing Games, (Jefferson: McFarland & Company, Inc., 2010), p. 43.
70
quite effective.3 In this research, the effectiveness of role play technique also can be seen from the students’ being active in the class activities. Most students found that role play was interesting and enjoyable. Role play also motivated students to learn English conversation easily because they did it in a playful environment. In short, based on the data analysis and the discussion above, the researcher can interpret that teaching speaking using role play at Islamic Vocational High School Ciputat is proved more effective and applicable than teaching speaking without using role play.
3
Dea Nela Safitri, “The Effectiveness of Teaching Speaking Using Role Play”, Skripsi of Undergraduate of State Islamic University Jakarta, Jakarta, 2013, unpublished.
CHAPTER V CONCLUSION AND SUGGESTIONS A. Conclusion The objective of this research was to find empirical evidence of the effectiveness of using role play in the teaching speaking. The samples of this research were tenth grade students of Islamic Vocational High School Ciputat. They were X – PM 2 as the experimental class and X – PM 1 as the controlled class. Each class consisted of 30 students. For sampling technique, the researcher used purposive sampling. The method used in this research was experimental method. In addition, the design used was a quasi-experimental study and the instrument of this research was an oral test. From the data analysis showed that using role play in speaking is effective. In this research, the significance effect was proved by the students’ pre- and post-test gained score (x̅) of the experimental class which was treated by role play was greater than the pre- and post-test gained score (x̅) of the controlled class which was not treated by role play or 17.33 > 10.86. The result of statistical hypothesis test on the level of significance 5% found that tobservation > ttable; 3.63 > 2.001. Thus, the H0 (Null Hypothesis) was rejected and the Ha (Alternative Hypothesis) was accepted. In other word, it could be concluded that there was significant difference between the results of teaching speaking by using role play than teaching speaking by using conventional technique.
B. Suggestions To be success in teaching does not depend on the lesson planning only, but more important is how the teacher presents the materials and uses various techniques to manage the class more lively and enjoyable. Based on the conclusion above, the researcher would like to give some suggestion as follow:
71
72
1.
For the teacher:
a. The teacher should use various and creative technique in the teaching speaking which is taught in school. One of the new recommended techniques in teaching speaking is role play which have been experimentally studied and tested in this scientific research. Moreover, role play will make students are more creative, innovative and enjoyable. b. The teacher should give many chances for students to practice their speaking ability in the class, so the students will be more confidence and fluent to speak in English in the public places. c. The teacher should be making conversation orally to students with role playing, so they are not only doing the exercise but also practice, because by using role play, the students could learn more about many vocabularies, phrases, pronunciation and the others. 2. For students: a. The students are hoped to have good preparation when they are playing role play. They should be more discipline in time in order that the teaching learning process using role play could start and finish on time. b. The students are hoped to be brave in acting out their role, and not to be shy. c. The students should ask the teacher for some difficulties that may be faced in every activity. d. The students should be more pay attention when their friends are role playing the role. They should often practice their speaking ability in daily life, not only in the classroom activities.
REFERENCES Bowman, Sarah Lynne. The Functions of Role-Playing Games. Jefferson: McFarland & Company, Inc., 2010. Brown, Gillian and George Yule. Teaching the Spoken Language. Cambridge: Cambridge University Press, 1999. Brown, H. Douglas. Teaching by Principles: An Interactive Approach to Language Pedagogy. Second Edition. New York: AddisonWesley, 2001. Bygate, Martin. Speaking. New York: Oxford University Press, 1997. Byrne, Donn. Teaching Oral English. London: Longman Group Ltd, 1982. Center for the Integration of Research – Teaching and Learning. Lecturing: Advantages and Disadvantages of the Traditional Lecture Method. (http://www.cirtl.net/node/2570). 2014. Accessed on June 17, 2016. Damodharan and Rengarajan. Innovative Methods of Teaching. tt.p. t.p. t.t. Doff, Adrian. Teach English: A Training Course for Teachers, Trainer’s Handbooks. Cambridge: Cambridge University Press. 1992. Folse, Keith S.. Vocabulary Myths: Applying Second Language Research to Classroom Teaching. Ann Arbor: The University of Michigan Press, 2004. Freeman, Diane Larsen. Techniques and Principles in Language Teaching. Second Edition. New York: Oxford University Press, 2000.
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Fromkin, Victoria and Robert Rodman. An Introduction to Language. Seventh Edition. Boston: Wadsworth, 2003. Gebhard, Jerry G.. Teaching English as a Foreign or Second Language. Ann Arbor: The University of Michigan Press, 2006. Gower, Roger, et-al. Teaching Practice: A Handbook for Teachers in Training. London: Macmillan Education, 2005. Harmer, Jeremy. The Practice of English Language Teaching. New Edition. Harlow: Longman Publishing. 1991. -----. How to teach English. Harlow: Pearson Education Limited. 2001. -----. The Practice of English Language Teaching. Third Edition. Completely Revised and Updated, London: Longman, 2002. -----. The Practice of English Language Teaching. Fourth Edition. Essex: Pearson Education Limited, 2007. Harris, David P.. Testing English as a Second Language. New Delhi: McGrawHill Inc., 1977. Kayi, Hayriye. Teaching Speaking: Activities to Promote Speaking in a Second Language. The Internet TESL Journal. 12, 2014. Ladousse, Gillian Porter. Role Play: Resource Books for Teacher Series. Oxford: Oxford University Press, 2003. Liu, Chunyang and Fei Long. The Discussion of Traditional Teaching and Multimedia Teaching Approach in College English Teaching. Harbin: Harbin University of Commerce, 2014.
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Livingstone, Carol. Role Play in Language Learning. Essex: Longman Group Limited, 1983. Louma, Sari. Assessing Speaking. Cambridge: Cambridge University Press, 2004. Materi Pelatihan Guru: Implementasi Kurikulum 2013 SMA/SMK Bahasa Inggris. Jakarta:
Badan Pengembangan Sumber Daya
Pendidikan
dan
Kebudayaan
dan
Manusia
Penjaminan
Mutu
Pendidikan, Kementrian Pendidikan dan Kebudayaan, 2014. McDonough, Jo and Christoper Shaw. Materials and Methods in ELT. Oxford: Blackwell Publisher, 1993. Nunan, David. Task-Based Language Teaching. New York: Cambridge University Press, 2004. -----. Practical English Language Teaching. Boston: McGraw-Hill, 2005. Richards, Jack C. and Theodore S. Rodgers. Approaches and Methods in Language Teaching. New York: Cambridge University Press, 1992. Richards, Jack C. and Willy A. Renandya. Methodology in Language Teaching: An Anthology of Current Practice. Cambridge: Cambridge University Press, 2002. Sagami,
G.
Traditional
Teaching
Strategies.
(https://id.scribd.com/doc/36519204/Traditional-TeachingStrategies-Lecturing). 2014. Accessed June 17, 2016. Safitri, Dea Nela. The Effectiveness of Teaching Speaking Using Role Play. Skripsi of Undergraduate of State Islamic University Jakarta. Jakarta: 2013. Unpublish.
76
Septiawan, Yudi, Using Role Play in Teaching Speaking. Skripsi of Undergraduate of State Islamic University Jakarta. Jakarta: 2012. Unpublish. Sudijono, Anas. Pengantar Statistik Pendidikan. Jakarta: Raja Grafindo Persada, 2011. The National Capital Language Resources Center. “Teaching Speaking: Goals and
Techniques
for
Teaching
Speaking”.
(http://www.nclrc.org/essentials/speaking/goalsspeak.htm). 2004. Accessed December 7, 2014. The
SchoolNet
SA
and
Scope.
Developing
21st
Century
Skills.
(http://schoolnet.org.za/gettingstarted/01/M1_Act3_reading1.ht m). 2014. Accessed on June 17, 2016. Thornbury, Scott. How to Teach Speaking. London: Longman, 2005. Ur, Penny. Discussions that Work. New York: Cambridge University Press, 2007. -----. A Course in Language Teaching: Practice and Theory. Cambridge: Cambridge University Press, 2009. Widiati, Utami and Bambang Yudi Cahyono. “The Teaching of EFL Speaking in the
Indonesian
Context:
The
State
of
the
Art”.
(http://sastra.um.ac.id/wp-content/uploads/2009/10/TheTeaching-of-EFL-Speaking-in-the-Indonesian-Context-TheState-of-the-Art-Utami-Widiati-Bambang-Yudi-Cahyono.pdf). 2009. Accessed on December 7, 2014.
77
APPENDIX 1
The Calculation of Frequency Distribution of the Pre- and Post-test DescriptiveStatistics Pre-test Score Valid N Missing
30 0
Mean
52,27
Std. Error of Mean
1,551
Median
52,00
Mode
50a
Experimental Std. Deviation Variance
8,497 72,202
Range
28
Minimum
38
Maximum
66
Sum Valid N Missing
1568 30 0
Mean
54,40
Std. Error of Mean
1,502
Median
54,00
Mode
44a
Controlled Std. Deviation Variance
8,228 67,697
Range
26
Minimum
42
Maximum Sum a. Multiple modes exist. The smallest value is shown
68 1632
78
Frequency Distribution of Pre-test Score Class
Frequency
Percent
Valid Percent
Cumulative Percent
Experimental
38
2
6,7
6,7
6,7
40
1
3,3
3,3
10,0
42
2
6,7
6,7
16,7
44
2
6,7
6,7
23,3
46
2
6,7
6,7
30,0
48
2
6,7
6,7
36,7
50
3
10,0
10,0
46,7
52
2
6,7
6,7
53,3
54
3
10,0
10,0
63,3
56
2
6,7
6,7
70,0
60
3
10,0
10,0
80,0
62
2
6,7
6,7
86,7
64
2
6,7
6,7
93,3
66
2
6,7
6,7
100,0
30
100,0
100,0
42
2
6,7
6,7
6,7
44
3
10,0
10,0
16,7
46
2
6,7
6,7
23,3
48
2
6,7
6,7
30,0
50
3
10,0
10,0
40,0
52
2
6,7
6,7
46,7
54
3
10,0
10,0
56,7
56
2
6,7
6,7
63,3
60
3
10,0
10,0
73,3
62
2
6,7
6,7
80,0
64
2
6,7
6,7
86,7
66
2
6,7
6,7
93,3
68
2
6,7
6,7
100,0
30
100,0
100,0
Total
Controlled
Total
79
DescriptiveStatistics Post-test Score Valid
30
N Missing
0
Mean
69,60
Std. Error of Mean
1,407
Median
70,00 64a
Mode Experimental Std. Deviation Variance
7,708 59,421
Range
26
Minimum
56
Maximum
82
Sum
2088 Valid
30
N Missing
0
Mean
65,27
Std. Error of Mean
1,459
Median
66,00
Mode
68a
Controlled Std. Deviation Variance
7,991 63,857
Range
26
Minimum
52
Maximum
78
Sum a. Multiple modes exist. The smallest value is shown
1958
80
Frequency Distribution of Post-test Score Class
Frequency
Percent
Valid Percent
Cumulative Percent
Experimental
56
1
3,3
3,3
3,3
58
2
6,7
6,7
10,0
60
2
6,7
6,7
16,7
62
2
6,7
6,7
23,3
64
3
10,0
10,0
33,3
66
2
6,7
6,7
40,0
68
2
6,7
6,7
46,7
70
2
6,7
6,7
53,3
72
3
10,0
10,0
63,3
74
2
6,7
6,7
70,0
76
3
10,0
10,0
80,0
78
2
6,7
6,7
86,7
80
2
6,7
6,7
93,3
82
2
6,7
6,7
100,0
30
100,0
100,0
52
2
6,7
6,7
6,7
54
2
6,7
6,7
13,3
56
2
6,7
6,7
20,0
58
2
6,7
6,7
26,7
60
2
6,7
6,7
33,3
62
2
6,7
6,7
40,0
64
2
6,7
6,7
46,7
66
2
6,7
6,7
53,3
68
3
10,0
10,0
63,3
70
3
10,0
10,0
73,3
72
2
6,7
6,7
80,0
74
2
6,7
6,7
86,7
76
2
6,7
6,7
93,3
78
2
6,7
6,7
100,0
30
100,0
100,0
Total
Controlled
Total
81
APPENDIX 2
The Result of Normality Test A. Normality Test Calculation of the Experimental and Controlled Class’ Pre-test The result of normality test of the experimental and the controlled class’ pretest was gained from Lilliefors test using IBM Statistics SPSS 21. The result of normality test of the experimental and controlled class’ pre-test was presented in this following table: Table A.1. Tests of Normality Kolmogorov-Smirnova
Class Statistic
df
Sig.
Pre-test Experiment
,119
30
,200*
Pre-test Control
,119
30
,200*
Score a. Lilliefors Significance Correction
After gaining the result of normality test of the experimental and controlled class’ pre-test, it was continued to interpret the result using the degree of significance 5% (α = 0.05). The criteria of taking the decision is as follow: 1.
Hypothesis which was determined: H0: sample data is normally distributed. H1: sample data is not normally distributed.
2.
Criteria to test the hypothesis: If the significance level or probability value (p) ≥ 0.05, H0 is accepted. If the significance level or probability value (p) < 0.05, H0 is rejected.
The result of the normality test above showed that the significance level or the probability value (p) of the experimental and controlled classes was 0.200. It meant that the probability value (p) of both experimental and control class was higher than (>) the degree of significance 5% (α = 0.05). Therefore, it could be
82
concluded that the data of both the experimental and the controlled class’ pre-test was normally distributed. B. Normality Test Calculation of the Experimental and Controlled Class’ Post-test The result of normality test of the experimental and controlled class’ post-test was also gained from Lilliefors test using IBM Statistics SPSS 21. The following was the result of normality test of the experimental and controlled class’ post-test which was presented in this table: Tests of Normality Kolmogorov-Smirnova
Class Statistic
df
Sig.
Post-test Experiment
,100
30
,200*
Post-test Control
,101
30
,200*
Score *. This is a lower bound of the true significance. a. Lilliefors Significance Correction
After gaining the result of normality test of the experimental and controlled class’ post-test, it was continued to interpret the result using the degree of significance 5% (α = 0.05). The criteria of taking the decision is as follow: 1.
The hypothesis which was determined: H0: sample data is normally distributed. H1: sample data is not normally distributed.
2.
The criteria to test the hypothesis: If the significance level ≥ 0.05, H0 is accepted. If the significance level < 0.05, H0 is rejected.
The result of the normality test above showed that the significance level or the probability value (p) of the experimental and controlled classes was 0.200. It meant that the probability value (p) of both the experimental and the controlled class was higher than (>) the degree of significance 5% (α = 0.05). Thus, it could be proved that the data of both the experimental and controlled class’ post-test was normally distributed.
83
APPENDIX 3
The Normal Histogram A. The Histogram of the Experimental and Controlled Class’ Pre-test These following histograms also showed that the data of the experimental and controlled class’ pre-test score met the criteria of normal distribution:
Figure A.1. Normal Histogram of the Experimental Class’ Pre-test Score
84
Figure A.2. Normal Histogram of the Controlled Class’ Pre-test Score Both the figure A.1. and A.2. above represented the histogram which had a shape like a bell-curve indicating that the distribution data was normal. It meant that the data of the experimental and controlled class’ pre-test met the criteria of normality.
85
B. The Histogram of the Experimental and Controlled Class’ Post-test The following was two normal histograms which showed that the data of the experimental and controlled class’ post-test score met the criteria of normal distribution:
Figure B.1. Normal Histogram of the Experimental Class’ Post-test Score
86
Figure B.2. Normal Histogram of the Controlled Class’ Post-test Score Both the figure B.1 and B.2 presented that both the histograms had a curvebell shape look-alike and the curves were symmetrical. It meant that the experimental and controlled class’ post-test met the criteria of normality.
87
APPENDIX 4
Homogeneity Test A. Homogeneity Test After finishing the normality test, the homogeneity test was also required as a prerequisite to do analysis test. To calculate homogeneity test, the researcher used Levene Statistic Test from IBM Statistics SPSS 21 software. The following is the result which was obtained from this calculation: Test of Homogeneity of Variances Pretest Score Levene Statistic ,903
df1
df2 1
Sig. 58
,346
After gaining the result of homogeneity test of the experimental and controlled class’ pre-test, it was continued to interpret the result using the degree of significance 5% (α = 0.05). The criteria of taking the decision of homogeneity test is as follow: 1.
Determining the hypothesis: H0: sample data comes from population which has homogenous variance. H1: sample data comes from population which does not have homogenous variance.
2.
Deciding criteria to test the hypothesis: If the significance level/ probability value (p) ≥ 0.05, H0 is accepted. If the significance level/ probability value (p) < 0.05, H0 is rejected.
From the result of the Levene Statistic Test above, it could be seen that the significance level or probability value (p) of the data from the experiment and control’s pre-test score was 0.346. It meant that the significacance level or probability value (p) of the data was higher than the significance degree (α = 0.05). The result of homogeneity test showed that H0 is accepted and it could be
88
concluded that the sample data comes from population which has homogenous variance.
89
APPENDIX 5 Kompetensi Inti dan Kompetensi Dasar Bahasa Inggris SMA/SMK KELAS: X KOMPETENSI INTI 1. Menghayati dan mengamalkan ajaran agama yang dianutnya
KOMPETENSI DASAR 1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasional.
2. Menghayati dan 2.1. Mengembangkan perilaku santun dan mengamalkan perilaku jujur, peduli dalam melaksanakan komunikasi disiplin, tanggungjawab, antar pribadi dengan guru dan teman. peduli (gotong royong, 2.2. Mengembangkan perilaku jujur, disiplin, kerjasama, toleran, damai), percaya diri, dan bertanggung jawab dalam santun, responsif dan promelaksanakan komunikasi transaksional aktif dan menunjukkan sikap dengan guru dan teman. sebagai bagian dari solusi 2.3. Mengembangkan perilaku tanggung jawab, atas berbagai permasalahan peduli, kerjasama, dan cinta damai, dalam dalam berinteraksi secara melaksanakan komunikasi fungsional. efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia. 3. Memahami ,menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural berdasarkan rasa ingintahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya
3.1 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks pemaparan jati diri, sesuai dengan konteks penggunaannya. 3.2 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada ungkapan memuji bersayap, serta responnya, sesuai dengan konteks penggunaannya. 3.3 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada ungkapan simpati, serta responnya, sesuai dengan konteks penggunaannya. 3.4 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan untuk menyatakan dan menanyakan tentang niat melakukan suatu tindakan/kegiatan, sesuai dengan
90
KOMPETENSI INTI
KOMPETENSI DASAR
untuk memecahkan masalah
konteks penggunaannya. 3.5 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari ungkapan ucapan selamat bersayap, serta responnya, sesuai dengan konteks penggunaannya. 3.6 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan untuk menyatakan dan menanyakan tentang tindakan/kegiatan/ kejadian yang dilakukan/terjadi di waktu lampau yang merujuk waktu terjadinya dengan yang merujuk pada kesudahannya, sesuai dengan konteks penggunaannya. 3.7 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari teks deskriptif tentang orang, tempat wisata, dan bangunan bersejarah terkenal, sederhana, sesuai dengan konteks penggunaannya. 3.8 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari teks pemberitahuan (announcement), sesuai dengan konteks penggunaannya. 3.9 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari teks recount tentang pengalaman, kejadian, dan peristiwa, sederhana, sesuai dengan konteks penggunaannya. 3.10 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks naratif sederhana berbentuk legenda rakyat, sesuai dengan konteks penggunaannya. 3.11 Menyebutkan fungsi sosial dan unsur kebahasaan dalam lagu.
4. Mengolah, menalar, dan 4.1 Menangkap makna pemaparan jati diri lisan menyaji dalam ranah konkret dan tulis. dan ranah abstrak terkait 4.2 Menyusun teks lisan dan tulis untuk dengan pengembangan dari memaparkan, menanyakan, dan merespon yang dipelajarinya di sekolah pemaparan jati diri, dengan memperhatikan secara mandiri, dan mampu fungsi sosial, struktur teks, dan unsur menggunakan metoda sesuai kebahasaan yang benar dan sesuai konteks. kaidah keilmuan 4.3 Menyusun teks lisan dan tulis untuk
91
KOMPETENSI INTI
KOMPETENSI DASAR mengucapkan dan merespon pujian bersayap, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks. 4.4 Menyusun teks lisan dan tulis untuk mengucapkan dan merespon ungkapan simpati, dengan memperhatikanfungsisosial, struktur teks, dan unsure kebahasaan yang benar dan sesuai konteks. 4.5 Menyusun teks lisan dan tulis untuk menyatakan dan menanyakan tentang niat melakukan suatu tindakan/kegiatan, dengan memperhatikan fungsi sosial, struktur teks, dan unsure kebahasaan yang benar dan sesuai konteks. 4.6 Menyusun teks lisan dan tulis untuk mengucapkan dan merespon ucapan selamat bersayap, dengan memperhatikan fungsi sosial, struktur teks, dan unsure kebahasaan yang benar dan sesuai konteks. 4.7 Menyusuntekslisan dan tulis untuk menyatakan dan menanyakan tentang tindakan/kegiatan/ kejadian yang dilakukan/terjadi di waktu lampau yang merujuk waktu terjadinya dengan yang merujuk pada kesudahannya, dengan memperhatikan fungsi sosial, struktur teks, dan unsure kebahasaan yang benar dan sesuai konteks. 4.8 Menangkap makna dalam teks deskriptif, lisan dan tulis, sederhana, tentang orang, tempat wisata, dan bangunan bersejarah terkenal. 4.9 Menyunting teks deskriptif lisan dan tulis, sederhana, tentang orang, tempat wisata, dan bangunan bersejarah terkenal, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks. 4.10 Menyusun teks deskriptif lisan dan tulis, sederhana, tentang orang, tempat wisata,
92
KOMPETENSI INTI
KOMPETENSI DASAR
4.11 4.12
4.13
4.14
4.15 4.16
dan bangunan bersejarah terkenal, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks. Menangkap makna pemberitahuan (announcement). Menyusun teks tulis pemberitahuan (announcement), sangat pendek dan sederhana, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks. Menangkap makna teks recount lisan dan tulis, sederhana, tentang pengalaman, kegiatan, kejadian, dan peristiwa. Menyusun teks recount lisan dan tulis, sederhana, tentang kegiatan, kejadian, peristiwa, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks Menangkap makna teks naratif lisan dan tulis berbentuk cerita pendek sederhana. Menangkap makna lagu.
93
APPENDIX 6 SILABUS MATA PELAJARAN BAHASA INGGRIS
Satuan Pendidikan : SMK/MAK Mata Pelajaran : Bahasa Inggris - Wajib Kelas :X Kompetensi Inti : KI 1: Menghayati dan mengamalkan ajaran agama yang dianutnya KI 2:Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukkan sikap sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia KI 3: Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah. KI 4: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan
Kompetensi Dasar 1.1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar Komunikasi internasional yang
Materi Pokok
Pembelajaran
Penilaian
Alokasi Waktu
Sumber Belajar
94
Kompetensi Dasar diwujudkan dalam semangat belajar 2.1. Menunjukkan perilaku santun dan peduli dalam melaksanakan Komunikasi interpersonal dengan guru dan teman. 2.2. Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam melaksanakan Komunikasi transaksional dengan guru dan teman. 2.3. Menunjukkkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan Komunikasi fungsional
Materi Pokok
Pembelajaran
Penilaian
Alokasi Waktu
Sumber Belajar
95
Kompetensi Dasar
Materi Pokok
3.1. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari teks pemaparan jati diri, sesuai dengan konteks penggunaannya.
Teks lisan dan tulis sederhana, untuk memaparkan , menanyakan, dan merespons pemaparan jati diri
4.1. Menyusun teks lisan dan tulis sederhana, untuk memaparkan, menanyakan, dan merespon pemaparan jati diri, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai dengan konteks.
Fungsi sosial Menjalin hubungan dengan guru, teman dan orang lain Ungkapan My name is... I’m ... I live in ... I have … I like …. dan semacamnya Unsur
Pembelajaran Mengamati Siswa mendengarkan/membaca pemaparan jati diri dengan memperhatikan fungsi sosial, struktur teks, unsur kebahasaan, maupun format penyampaian/penulisannya. Siswa mencoba menirukan pengucapannyadan menuliskan pemaparan jati diri yang digunakan. Menanya Dengan bimbingan dan arahan guru, siswa mempertanyakan antara lain, perbedaan antara berbagai pemaparan jati diri dalam bahasa Inggris, perbedaannya dengan yang ada dalam bahasa Indonesia. Siswa mempertanyakan pengucapan dan isi teks yang memaparkan jati diri
Penilaian Kriteria penilaian: Pencapaian fungsi sosial Kelengkapan dan keruntutan struktur teksmemaparka n dan menanyakan jati diri Ketepatan unsur kebahasaan: tata bahasa, kosa kata, ucapan, tekanan kata, intonasi, ejaan, dan tulisan tangan Kesesuaian format penulisan/ penyampaian
Mengeksplorasi
KINERJA (praktik)
Siswa mencari beberapa teks pemaparan jati diri dari
Melakukan monolog yang
Alokasi Waktu
Sumber Belajar
4 JP
Audio CD/ VCD/DVD SUARA GURU Koran/ majalah berbahasa Inggris www.daily english.co m http://am ericanengl ish.state.g ov/files/a e/resourc e_files http://lea rnenglish. britishcou ncil.org/e n/
96
Kompetensi Dasar
Materi Pokok kebahasaan: (1) Kata terkait dengan hubungan kekeluarga an dan kekerabata n, profesi pekerjaan, hobi. (2) Kata kerja dalam simple present tense: be, have dalam simple present tense (3) Kata tanya What? Who? Which? (4) Ucapan, tekanan kata, intonasi, ejaan, tulisan
Pembelajaran berbagai sumber. Siswa berlatih memaparkan jati diri dengan teman melalui simulasi. Siswa berlatih memaparkan jati diri melalui tulisan Mengasosiasi Siswa menganalisis ungkapan memaparkan jati diri dengan mengelompokannya berdasarkan penggunaan. Secara berkelompok siswa mendiskusikan ungkapan memaparkan jati diri yang mereka temukan dari sumber lain dan membandingkannya dengan yang digunakan guru Siswa memperoleh balikan (feedback) dari guru dan teman tentang fungsi sosial dan unsur kebahasaan yang sampaikan dalam kerja kelompok. Mengomunikasikan Siswa mendemonstrasikan penggunaan pemaparan jati diri secara lisan dan tertulis di
Penilaian menyebutkan jati diri didepan kelas Ketepatan menggunakan struktur dan unsur kebahasaan dalam menyebutkan jati diri observasi: Penilaian untuk tujuan memberi balikan. Sasaran penilaian: Berperilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam melaksanakan Komunikasi Kesungguhan siswa dalam proses pembelajaran
Alokasi Waktu
Sumber Belajar
97
Kompetensi Dasar
Materi Pokok tangan yang rapi (5) Rujukan kata Topik Keteladanan tentang perilaku terbuka, menghargai perbedaan, perdamaian.
Pembelajaran kelas dengan memperhatikan fungsi sosial, ungkapan, dan unsur kebahasaan yang benar dan sesuai dengan konteks Siswa menuliskan permasalahan dalam menggunakan bahasa Inggris untuk memaparkan jati diri dalam jurnal belajar (learning journal).
Penilaian dalam setiap tahapan Portofolio Kumpulan karya siswa yang mencerminkan hasil atau capaian belajar berupa rekaman penggunaan ungkapan dan skrip percakapan Kumpulan hasil tes dan latihan. Catatan penilaian diri dan penilaian sejawat, berupa komentar atau cara penilaian lainnya. Penilaian Diri dan Penilaian Sejawat Bentuk: diary, jurnal, format
Alokasi Waktu
Sumber Belajar
98
Kompetensi Dasar
Materi Pokok
Pembelajaran
Penilaian
Alokasi Waktu
Sumber Belajar
khusus, komentar, atau bentuk penilaian lain 3.2. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada ungkapan memujibersayap serta responnya, sesuai dengan konteks penggunaannya.
Teks lisan dan tulis untuk memuji bersayap (extended) serta responsnya
4.2. Menyusun teks lisan dan tulis untuk mengucapkan dan merespon pujian bersayap, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.
Dengan bimbingan dan arahan guru, siswa mengidentifikasi Menjaga ciri-ciri interaksi memuji hubungan bersayap (fungsi sosial, interpersonal struktur teks, dan unsur dengan guru, kebahasaan). teman dan Menanya orang lain. Dengan bimbingan dan arahan Ungkapan guru, siswa mempertanyakan “Excellent! You antara lain perbedaan antara berbagai ungkapan memuji really did it bersayap dalam bahasa Inggris, well, Tina.” perbedaan ungkapan dengan “That’s nice,
Fungsi sosial
Mengamati Siswa mendengarkan/menonton interaksi memuji bersayap. Siswa mengikuti interaksi memuji bersayap. Siswa menirukan model interaksi memuji bersayap
KRITERIA PENILAIAN:
2 JP
Audio CD/
Pencapaian fungsi sosial
SUARA GURU
Kelengkapan dan keruntutan struktur teksmemuji bersayap
Koran/ majalah ber
Ketepatan unsur kebahasaan: tata bahasa, kosa kata, ucapan, tekanan kata, intonasi, ejaan, dan tulisan tangan Kesesuaian format penulisan/ penyampaian CARA PENILAIAN:
www.daily english.co m http://am ericanengl ish.state.g ov/files/a e/resourc e_files http://lea rnenglish. britishcou ncil.org/e n/
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Kompetensi Dasar
Materi Pokok
Pembelajaran
Anisa. I really like it.” “It was great. I like it, thank you,”
yang ada dalam bahasa Indonesia, kemungkinan menggunakan ungkapan lain, dsb.
Unsur kebahasaan:
Mengeksplorasi
Ucapan, tekanan kata, intonasi
Siswa memuji bersayap dengan bahasa Inggris dalam konteks simulasi, role-play, dan kegiatan lain yang terstruktur. Mengasosiasi Siswa membandingkan ungkapan memuji bersayap yang telah dipelajari dengan yang ada di berbagai sumber lain. Siswa membandingkan antara ungkapan dalam bahasa Inggris dan dalam bahasa siswa. Mengomunikasikan Siswa memuji dengan bahasa Inggris, di dalam dan di luar kelas. Siswa menuliskan permasalahan dalam menggunakan bahasa Inggris
Penilaian KINERJA (praktik) Bermain peran (role play) dalam bentuk interaksi yang berisi pernyataan pujian dan responsnya . Ketepatan dan kesesuaian menggunakan struktur dan unsur kebahasaan dalam menyampaikan pujian serta responnya observasi: Penilaian untuk tujuan memberi balikan. Sasaran penilaian: Upaya menggunakan bahasa Inggris untuk
Alokasi Waktu
Sumber Belajar
100
Kompetensi Dasar
Materi Pokok
Pembelajaran
Penilaian
untuk memuji dalam jurnal belajar (learning journal).
menyatakan pujian dan responsnya ketika muncul kesempatan.
Alokasi Waktu
Sumber Belajar
Kesungguhan siswa dalam proses pembelajaran di setiap tahapan. Kesantunan dan kepedulian dalam melaksanakan Komunikasi 3.3. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada ungkapan menunjukan perhatian (care), serta responnya, sesuai dengan konteks penggunaannya. 4.3. Menyusun teks lisan dan tulis untuk
Teks lisan dan tulis untuk menunjukka n perhatian (care) Fungsi sosial
Mengamati Siswa mendengarkan/menonton interaksi menunjukkan perhatian. Siswa mengikuti interaksi menunjukkan perhatian.
KRITERIA PENILAIAN:
2 JP
Audio CD/
Pencapaian fungsi sosial
SUARA GURU
Kelengkapan dan keruntutan struktur teksmenunjukka n perhatian
Koran/ majalah ber
Siswa menirukan model Menjaga interaksi menunjukkan hubungan perhatian. Ketepatan unsur interpersonal kebahasaan: dengan guru, Dengan bimbingan dan arahan tata bahasa, guru, siswa mengidentifikasi teman dan
www.daily english.co m http://am ericanengl
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Kompetensi Dasar mengucapkan dan merespon ungkapan perhatian (care), dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, yang benar dan sesuai konteks.
Materi Pokok orang lain. Ungkapan Ungkapan untuk memberi perhatian dan cara meresponsnya : You look pale . Are you OK? Not, really. I’ve got a headache. Unsur kebahasaan: Ucapan, tekanan kata, intonasi
Pembelajaran ciri-ciri interaksi menunjukkan perhatian. (fungsi sosial, struktur teks, dan unsur kebahasaan). Menanya Dengan bimbingan dan arahan guru, siswa mempertanyakan antara lain perbedaan antara berbagai ungkapan menunjukan perhatian dalam bahasa Inggris, perbedaan ungkapan dengan yang ada dalam bahasa Indonesia, kemungkinan menggunakan ungkapan lain, dsb. Mengeksplorasi Siswa menunjukan perhatiandengan bahasa Inggris dalam konteks simulasi, roleplay, dan kegiatan lain yang terstruktur. Mengasosiasi Siswa membandingkan ungkapan menunjukan perhatian yang telah dipelajari
Penilaian kosa kata, ucapan, tekanan kata, intonasi, ejaan, dan tulisan tangan Kesesuaian format penulisan/ penyampaian CARA PENILAIAN: KINERJA (praktik) Bermain peran (role play) dalam bentuk interaksi yang berisi pernyataan dan pertanyaan untuk menunjukkan perhatian Ketepatan dan kesesuaian menggunakan struktur dan unsur kebahasaan dalam
Alokasi Waktu
Sumber Belajar ish.state.g ov/files/a e/resourc e_files http://lea rnenglish. britishcou ncil.org/e n/
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Kompetensi Dasar
Materi Pokok
Pembelajaran dengan yang ada di berbagai sumber lain. Siswa membandingkan antara ungkapan dalam bahasa Inggris dan dalam bahasa siswa. Mengomunikasikan Siswa menunjukan perhatian dengan bahasa Inggris, di dalam dan di luar kelas. Siswa menuliskan permasalahan dalam menggunakan bahasa Inggris untuk menunjukan perhatian dalam jurnal belajar (learning journal).
Penilaian menyampaikan ungkapan untuk menunjukkan perhatian observasi: Penilaian untuk tujuan memberi balikan. Sasaran penilaian: Upaya menggunakan bahasa Inggris untuk menunjukkan perhatian (care) ketika muncul kesempatan. Kesungguhan siswa dalam proses pembelajaran di setiap tahapan. Kesantunan dan kepedulian dalam melaksanakan Komunikasi
Alokasi Waktu
Sumber Belajar
103
Kompetensi Dasar 3.4. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan untuk menyatakan dan menanyakan tentang niat melakukan sesuatu, sesuai dengan konteks penggunaannya 4.4. Menyusun teks lisan dan tulis untuk menyatakan dan menanyakan tentang niat melakukan sesuatu, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, yang benar dan sesuai konteks
Materi Pokok Teks lisan dan tulis pernyataan dan pertanyaan tentang niat melakukan sesuatu Fungsi Sosial Menyatakan rencana Struktur Teks ‘I’d like to tell my name,’ I will tell him about my job, I’m going to introduce my friend Unsur Kebahasaan
Pembelajaran Mengamati Siswa mendengarkan dan membaca banyak kalimatmenyatakan dan menanyakantentang niat melakukan sesuatu dalam berbagai konteks Siswa mengikuti interaksi tentang pernyataan dan pertanyaan tentang menyatakan dan menanyakantentang niat melakukan sesuatu dengan bimbingan guru Siswa menirukan contohcontoh kalimat yang menyatakan dan menanyakan tentang niat melakukan sesuatu Dengan bimbingan dan arahan guru siswa mengidentifikasi ciri kalimat yang menyatakan dan menanyakan tentang niat melakukan sesuatu Mempertanyakan Dengan bimbingan dan arahan
Penilaian Kriteria penilaian: Pencapaian fungsi sosial Kelengkapan dan keruntutan struktur teks pernyataan dan pertanyaan tentang niat melakukan sesuatu Ketepatan unsur kebahasaan: tata bahasa, kosa kata, ucapan, tekanan kata, intonasi, ejaan, dan tulisan tangan Kesesuaian format penulisan/ penyampaian Cara Penilaian:
Alokasi Waktu 4 JP
Sumber Belajar Audio CD/ VCD/DVD SUARA GURU Koran/ majalah berbahasa Inggris www.daily english.co m http://am ericanengl ish.state.g ov/files/a e/resourc e_files http://lea rnenglish. britishcou ncil.org/e n/
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Materi Pokok
Pembelajaran
Kata kerja I’d like to .., I will .., I’m going to ...; tata bahasa, ucapan, tekanan kata, intonasi, ejaan, tanda baca, tulisan tangan dan cetak yang jelas dan rapi.
guru, siswa mempertanyakan antara lain perbedaan antara berbagai ungkapan menyatakan dan menanyakantentang niat melakukan sesuatu dalam bahasa Inggris, perbedaan ungkapan dengan yang ada dalam bahasa Indonesia, kemungkinan menggunakan ungkapan lain dsb. Mengekslorasi Siswa menyatakan dan menanyakan tentang niat melakukan sesuatu dalam konteks simulasi, role-play dan kegiatan lain yang terstuktur Siswa berusaha menyatakan dan bertanya tentang niat melakukan sesuatu Mengasosiasi Siswa membandingkan antara ungkapan niat melakukan sesuatu dalam bahasa Inggris yang telah dipelajari dengan yang ada dari berbagai
Penilaian observasi: Penilaian untuk tujuan memberi balikan. Sasaran penilaian: Upaya menggunakan Bahasa Inggris untuk menyatakan dan menanyakan tentang niat melakukan sesuatuketika muncul kesempatan. Kesungguhan siswa dalam proses pembelajaran dalam setiap tahapan Berperilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam melaksanakan
Alokasi Waktu
Sumber Belajar
105
Kompetensi Dasar
Materi Pokok
Pembelajaran sumber lain.
Penilaian
Alokasi Waktu
Sumber Belajar
Komunikasi
Siswa membandingkan ungkapan menyatakan dan menanyakantentang niat melakukan sesuatu dalam bahasa inggris dan dalam bahasa Indonesia Mengomunikasikan Siswa menyatakan dan menanyakan tentang niat melakukan sesuatu dalam bahasa Inggris didalam dan diluar kelas Siswa menuliskan permasalahan dalam jurnal belajar (learning journal)
3.5. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari ungkapan ucapan selamat bersayap, sesuai dengan konteks penggunaannya. 4.5. Menyusun teks
Mengamati Teks lisan dan tulis Siswa memperhatikan untuk beberapa pesan yang berisi mengucapkan ucapan selamat dari berbagai sumber (a.l. film, tape, surat dan kabar, majalah). meresponsuc apan selamat Siswa membacakan contohcontoh teks pesan berisi bersayap ucapan selamat tersebut (extended) dengan ucapan, intonasi,
Kriteria penilaian: Pencapaian fungsi sosial Kelengkapan dan keruntutan struktur teks ucapan selamat bersayap Ketepatan unsur kebahasaan:
4 JP
Audio CD/ VCD/DVD SUARA GURU Koran/ majalah berbahasa Inggris
106
Kompetensi Dasar lisan dan tulis untuk mengucapkan dan merespon ucapan selamatbersayap (extended), dengan memperhatikan tujuan, struktur teks, dengan memperhatikan tujuan, struktur teks, dan unsur kebahasaan, secara benar dan sesuai dengan konteks.
Materi Pokok Fungsi Sosial Menjaga hubungan interpersonal dengan guru, teman, dan orang lain. Struktur text Ungkapan baku dari sumbersumber otentik. Unsur kebahasaan (1) Kata dan tata bahasa baku (2) Ejaan dan tulisan tangan dan cetak yang jelas dan rapi. (3) Ucapan, tekanan
Pembelajaran
Penilaian
tekanan kata, dengan benar dan lancar.
tata bahasa, kosa kata, ucapan, tekanan kata, intonasi, ejaan, dan tulisan tangan Kesesuaian format penulisan/ penyampaian
Dengan bimbingan dan arahan guru, siswa mengidentifikasi ciri-ciri pesan yang berisi ucapan selamat (fungsi sosial, struktur teks, dan unsur kebahasaan). Menanya
Cara Penilaian:
Dengan bimbingan dan KINERJA arahan guru, siswa (praktik) mempertanyakan antara lain perbedaan antar berbagai Melakukan roleplay (bermain pesan yang berisi ucapan peran) selamat dalam bahasa Inggris, menggunakan perbedaan ungkapan dengan ungkapan yang ada dalam bahasa berbentuk pesan Indonesia, kemungkinan berisi ucapan menggunakan ungkapan lain, selamat serta dsb. responnya dalam situasi Mengeksplorasi nyata Siswa secara mandiri dan dalam kelompok mencari
Ketepatan dan kesesuaian menggunakan
Alokasi Waktu
Sumber Belajar www.daily english.co m http://am ericanengl ish.state.g ov/files/a e/resourc e_files http://lea rnenglish. britishcou ncil.org/e n/
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Kompetensi Dasar
Materi Pokok kata, intonasi, ketika mempresen tasikan secara lisan Topik Keteladanan tentang perilaku peduli dan cinta damai.
Pembelajaran ucapan selamat yang lain dari berbagai sumber Siswa bergantian membacakan ucapan selamat dengan unsur kebahasaan yang tepat Siswa mengucapkan dan merespons ucapan selamat yang disampaikan teman dan guru. Mengasosiasi Siswa membandingkan berbagai ucapan selamat terkait dengan tujuan, struktur teks, dan unsur kebahasaan, dilihat dari segi ketepatan, efisiensi, efektivitasnya.
Penilaian struktur dan unsur kebahasaan dalam menyampaikan ucapan selamat bersayap serta responnya observasi: Penilaian untuk tujuan memberi balikan. Sasaran penilaian: Perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan Komunikasi
Siswa memperoleh balikan (feedback) dari guru dan Ketepatan dan teman tentang hasil analisis kesesuaian yang disampaikan dalamkerja dalam menyampaikan kelompok. dan menulis Mengomunikasikan teks berisi
Alokasi Waktu
Sumber Belajar
108
Kompetensi Dasar
Materi Pokok
Pembelajaran
Penilaian
Siswa berkreasi membuat teks-teks ucapan selamat dan menyampaikannya di depan guru dan teman untuk mendapat feedback.
ucapan selamat
Siswa membuat kartu ucapan selamat Siswa memperoleh feedback dari guru dan teman sejawat
Alokasi Waktu
Sumber Belajar
Kesungguhan siswa dalam proses pembelajaran di setiap tahapan Portofolio Kumpulan catatan kemajuan belajar berupa catatan atau rekaman monolog. Kumpulan karya siswa yang mendukung proses penulisan teks ucapan selamat berupa: draft, revisi, editing sampai hasil terbaik untuk dipublikasi Kumpulan hasil tes dan latihan.
3.6. Menganalisis
Tindakan/kej
Mengamati
Kriteria
4 JP
Audio
109
Kompetensi Dasar fungsi sosial, struktur teks, dan unsur kebahasaan pada pernyataan dan pertanyaan tindakan/kejadian yang dilakukan/terjadi di waktu lampau yang merujuk waktu terjadinya dengan yang merujuk pada kesudahannya, sesuai dengan konteks penggunaannya. 4.6. Menyusun teks lisan dan tulis untuk menyatakan dan menanyakan tentang tindakan/kejadian yang dilakukan/terjadi di waktu lampau yang merujuk waktu terjadinya dengan yang merujuk pada kesudahannya,
Materi Pokok
Pembelajaran
adian yang Siswa mendengarkan dan membaca banyak kalimat Past dilakukan/te Simple dan Present perfect rjadi di waktu tense, dalam berbagai konteks. lampau yang Siswa berinteraksi merujuk menggunakan kalimat Past waktu Simple dan Present perfect terjadinya tense selama proses dengan yang pembelajaran, dengan merujuk pada bimbingan guru. kesudahanny Siswa menirukan contoha contoh kalimat PastSimple dan Present Perfect tense, (Past Simple dan Present Dengan bimbingan dan arahan Perfect guru, siswa mengidentifikasi ciri-ciri kalimat PastSimple dan Tense) Present Perfect tense, (fungsi Fungsi sosial sosial, struktur teks, dan unsur kebahasaan). Menyatakan dan Menanya menanyakan Dengan bimbingan dan arahan tentang guru, siswa mempertanyakan tindakan/kej antara lain perbedaan antar berbagai past simple dan adian yang present perfect yang ada dalam dilakukan/te bahasa Inggris, dan perbedaan rjadi di ungkapan dalam bahasa waktu Inggris dengan yang ada dalam lampau yang
Penilaian penilaian: Pencapaian fungsi sosial Ketepatan unsur kebahasaan: tata bahasa, kosa kata, ucapan, tekanan kata, intonasi, ejaan, dan tulisan tangan Kelengkapan dan keruntutan struktur teks Kesesuaian format penulisan/ penyampaian Cara Penilaian: observasi: Penilaian untuk tujuan memberi balikan. Sasaran penilaian: Perilaku jujur, disiplin, percaya diri, dan
Alokasi Waktu
Sumber Belajar CD/ VCD/DVD SUARA GURU Koran/ majalah berbahasa Inggris www.daily english.co m http://am ericanengl ish.state.g ov/files/a e/resourc e_files http://lea rnenglish. britishcou ncil.org/e n/
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Kompetensi Dasar dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, yang benar dan sesuai konteks.
Materi Pokok merujuk waktu terjadinya dengan yang merujuk pada kesudahann ya Struktur teks I hollered farewells to my friends and poured myself into the car
Pembelajaran bahasa Indonesia. Mengeksplorasi Siswa menyatakan dan menanyakan tindakan/kejadian yang dilakukan/terjadi di waktu lampau yang merujuk waktu terjadinya dengan yang merujuk pada kesudahannya dalam bahasa Inggris dalam konteks simulasi, role-play, dan kegiatan lain yang terstruktur.
Siswa berusaha menyatakan dan menanyakan tindakan/kejadian yang dilakukan/terjadi di waktu My friend lampau yang merujuk waktu has prepared terjadinya dengan yang everything merujuk pada kesudahannya dalam bahasa Inggris selama before we left proses pembelajaran. Unsur Mengasosiasi kebahasaan Siswa membandingkan (1) Past kalimat PastSimple dan Simple, Present Perfect tense yang Present telah dipelajari dengan Perfect ungkapan-ungkapan lainnya.
Penilaian bertanggung jawab dalam melaksanakan Komunikasi Ketepatan dan kesesuaian dalam menyampaikan dan menulis teks Kesungguhan siswa dalam proses pembelajaran di setiap tahapan Portofolio Kumpulan karya siswa yang mencerminkan hasil atau capaian belajar Kumpulan hasil tes dan latihan. Catatan penilaian diri dan penilaian sejawat, berupa komentar atau cara penilaian
Alokasi Waktu
Sumber Belajar
111
Kompetensi Dasar
Materi Pokok (2) Tata bahasa, ucapan, tekanan kata, intonasi, ejaan, tanda baca, tulisan tangan dan cetak yang jelas dan rapi. Topik Berbagai hal terkait dengan interaksi antara guru dan siswa selama proses pembelajaran, di dalam maupun di luar kelas.
Pembelajaran Siswa membandingkan antara kalimat PastSimple dan Present Perfect tense dalam bahasa Inggris dengan kalimat tentang tindakan/kejadian yang dilakukan/terjadi di waktu lampau yang merujuk waktu terjadinya dengan yang merujuk pada kesudahannya dalam bahasa ibu atau bahasa Indonesia. Mengomunikasikan Siswa menyatakan dan menanyakan tentang tindakan/kejadian yang dilakukan/terjadi di waktu lampau yang merujuk waktu terjadinya dengan yang merujuk pada kesudahannya dengan bahasa Inggris, di dalam dan di luar kelas. Siswa menuliskan dalam jurnal belajarnya permasalahan dalam menggunakan bahasa Inggris untuk menyatakan dan menanyakan tentang tindakan/kejadian yang dilakukan/terjadi di waktu
Penilaian lainnya
Alokasi Waktu
Sumber Belajar
112
Kompetensi Dasar
Materi Pokok
Pembelajaran
Penilaian
Alokasi Waktu
Sumber Belajar
18
Audio CD/ VCD/DVD
lampau yang merujuk waktu terjadinya dengan yang merujuk pada kesudahannya. 3.7. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks deskriptif sederhana tentang orang, tempat wisata, dan bangunan bersejarah terkenal, sesuai dengan konteks penggunaannya.
Teks deskriptif lisan dan tulis, sederhana, tentang orang, tempat wisata, dan bangunan bersejarah terkenal
Mengamati Siswa memperhatikan / menonton beberapa contoh teks/ film tentang penggambaran orang, tempat wisata, dan bangunan bersejarah. Siswa menirukan contoh secara terbimbing. Siswa belajar menemukan gagasan pokok, informasi rinci dan informasi tertentu dari teks
Kriteria penilaian: Pencapaian fungsi sosial Kelengkapan dan keruntutan struktur teks deskriptif Ketepatan unsur kebahasaan: tata bahasa, kosa kata, ucapan, tekanan kata, intonasi, ejaan, dan tulisan tangan
4.8. Menangkap makna Fungsi sosial dalam teks Menanya deskriptif lisan Membanggak dan tulis Dengan bimbingan dan arahan an, sederhana. guru, siswa mempertanyakan mengenalka Kesesuaian antara lain perbedaan antar 4.9. Menyunting teks n, format berbagai teks deskripsi yang deskriptif lisan dan penulisan/ mengidentifi ada dalam bahasa Inggris, tulis, sederhana, penyampaian kasi, perbedaan teks dalam bahasa tentang orang, memuji, Inggris dengan yang ada dalam KINERJA tempatwisata, bahasa Indonesia mengritik, danbangunanberse (praktik) jarahterkenal, mempromosi Siswa mempertanyakan dengan kan, dsb. gagasan pokok, informasi rinci Melakukan
JP
SUARA GURU Koran/ majalah berbahasa Inggris www.daily english.co m http://am ericanengl ish.state.g ov/files/a e/resourc e_files http://lea rnenglish. britishcou ncil.org/e n/
113
Kompetensi Dasar memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks. 4.10.Menyusun teks deskriptif lisan dan tulis sederhana tentang orang, tempat wisata, dan bangunan bersejarah terkenal, dengan memperhatikan tujuan, struktur teks, dan unsur kebahasaan, secara benar dan sesuai dengan konteks. .
Materi Pokok Struktur text (1) Penyebuta n nama orang, tempat wisata, dan bangunan bersejarah terkenal dan nama bagianbagiannya yang dipilih untuk dideskripsi kan (2) Penyebuta n sifat orang, tempat wisata, dan bangunan bersejarah terkenal dan bagiannya, dan
Pembelajaran dan informasi tertentu dari teks deskriptif Mengeksplorasi Siswa secara kelompok membacakan teks deskriptif lain dari berbagai sumber dengan pengucapan, tekanan kata dan intonasi yang tepat Siswa berpasangan menemukan gagasan pokok, informasi rinci dan informasi tertentu serta fungsi sosial dari teks deskripsi yang dibaca/didengar. Siswa menyunting teks deskripsi yang diberikan guru dari segi struktur dan kebahasaan Berkelompok, siswa menggambarkan tempat wisata lain dalam konteks penyampaian informasi yang wajar terkait dengan tujuan yang hendak dicapai dari model yang dipelajari Mengasosiasi Dalam kerja kelompok
Penilaian monolog tentang deskripsi orang, tempat wisata, bangunan bersejarah terkenal didepan kelas / berpasangan Ketepatan dan kesesuaian dalammengguna kan struktur teks dan unsur kebahasaan dalam membuat teks deskriptif observasi: Penilaian untuk tujuan memberi balikan. Sasaran penilaian: Perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan
Alokasi Waktu
Sumber Belajar
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Kompetensi Dasar
Materi Pokok (3) Penyebuta n tindakan dari atau terkait dengan orang, tempat wisata, dan bangunan bersejarah terkenal.
Pembelajaran terbimbing siswa menganalisis dengan membandingkan berbagai teks yang menggambarkan orang, tempat wisata, bangunanan bersejarah terkenal dengan fokus pada struktur teks, dan unsur kebahasaan. Siswa mengelompokkan teks deskripsi sesuai dengan fungsi sosialnya.
Penilaian Komunikasi Ketepatan dan kesesuaian dalam menyampaikan dan menulis teks deskriptif Kesungguhan siswa dalam proses pembelajaran dalam setiap tahapan
Siswa memperoleh balikan yang (feedback) dari guru dan semuanya teman tentang setiap yang dia Ketepatan dan sesuai dengan sampaikan dalam kerja kesesuaian fungsi sosial kelompok. menggunakan yang hendak Mengomunikasikan strategi dalam dicapai. membaca Berkelompok, siswa Unsur Portofolio menyusun teks deskripsi kebahasaan tentang orang/ tempat wisata/ Kumpulan bangunan bersejarah sesuai (1) Kata catatan dengan fungsi sosial tujuan, benda kemajuan struktur dan unsur yang belajar berupa kebahasaannya terkait catatan atau dengan Siswa menyunting deskripsi rekaman orang, yang dibuat teman. monolog teks tempat deskriptif. Siswa menyampaikan wisata, deskripsinya didepan guru Kumpulan dan
Alokasi Waktu
Sumber Belajar
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Kompetensi Dasar
Materi Pokok bangunan bersejarah terkenal (2) Kata sifat yang terkait dengan orang, tempat wisata, dan bangunan bersejarah terkenal (3) Ejaan dan tulisan tangan dan c etak yang jelas dan rapi (4) Ucapan, tekanan kata, intonasi, ketika memprese ntasikan secara lisan.
Pembelajaran dan teman dan mempublikasikannya di mading. Siswa membuat kliping deskripsi tentang orang, tempat wisata atau bangunan bersejarah yang mereka sukai. Siswa membuat laporan evaluasi diri secara tertulis tentang pengalaman dalam menggambarkan tempat wisata dan bangunan termasuk menyebutkan dukungan dan kendala yang dialami. Siswa dapat menggunakan ‘learning journal’
Penilaian karya siswa yang mendukung proses penulisan teks diskriptif berupa: draft, revisi, editing sampai hasil terbaik untuk dipublikasi Kumpulan hasil tes dan latihan. Catatan penilaian diri dan penilaian sejawat, berupa komentar atau cara penilaian lainnya Penilaian Diri dan Penilaian Sejawat Bentuk: diary, jurnal, format khusus, komentar, atau bentuk penilaian lain
Alokasi Waktu
Sumber Belajar
116
Kompetensi Dasar
Materi Pokok
Pembelajaran
Penilaian
Alokasi Waktu
Sumber Belajar
4
Audio CD/ VCD/DVD
(5) Rujukan kata Topik Keteladanan tentang perilaku toleran, kewirausaha an, nasionalisme , percaya diri.
3.8. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari teks pemberitahuan (announcement), sesuai dengan konteks penggunaannya. 4.11.Menangkap makna pemberitahuan (announcement).
Teks tulis berbentuk announceme nt (pemberitahu an) Fungsi sosial Memberikan informasi dengan atau tanpa
Mengamati Siswa mendengarkan/membaca teks announcement dari berbagai sumber dengan memperhatikan fungsi sosial, struktur teks, unsur kebahasaan, maupun format penyampaian/penulisannya. Siswa mencoba menirukan pengucapannya dan menuliskan teks yang
Kriteria penilaian: Pencapaian fungsi sosial Kelengkapan dan keruntutan struktur teksannounceme nt Ketepatan unsur kebahasaan: tata bahasa,
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Kompetensi Dasar 4.12.Menyusun teks tulis pemberitahuan (announcement), sangat pendek dan sederhana, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.
Materi Pokok perintah atau petunjuk yang harus diikuti, untuk memperlanc ar informasi antara guru, siswa, kepala sekolah, dan staf administrasi
Pembelajaran
Penilaian
digunakan.
kosa kata, ucapan, tekanan Siswa belajar membaca cepat kata, intonasi, untuk mendapat gambaran ejaan, dan umum dari teks melalui tulisan tangan proses skimming dan scanning untuk mendapatkan informasi Kesesuaian format khusus. penulisan/ penyampaian Menanya Cara Penilaian
Dengan bimbingan dan arahan KINERJA guru, siswa mempertanyakan (praktik) antara lain perbedaan berbagai Melakukan tekspemberitahuan dalam monolog dalam Struktur Teks bahasa Inggris, perbedaan teks bentuk pemberitahuan dengan yang ada Ungkapan pemberitahuan (announcement) dalam bahasa Indonesia, yang lazim didepan kelas kemungkinan menggunakan digunakan ungkapan lain, dsb. dalam teks Ketepatan dan kesesuaian announceme Mengeksplorasi dalam nt di media Siswa mencari teks lain untuk menggunakan massa mendengarkan/membaca teks struktur teks maupun di announcement dengan strategi dan unsur internet, yang digunakan dari berbagai kebahasaan secara urut sumber. dalam teks dan runtut. pemberitahuan Siswa berlatih membaca teks (announcement) announcement dengan strategi Unsur
Alokasi Waktu
Sumber Belajar http://am ericanengl ish.state.g ov/files/a e/resourc e_files http://lea rnenglish. britishcou ncil.org/e n/
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Kompetensi Dasar
Materi Pokok kebahasaan Kosa kata , tata bahasa, ucapan, rujukan kata, tekanan kata, intonasi, ejaan, dan tanda baca yang tepat, dengan pengucapan yang lancar dan penulisan dengan tulisan tangan atau cetak yang jelas dan rapi Multimedia:
Pembelajaran yang digunakan bersama teman Siswa berlatih membuat teks announcement dalam kerja kelompok Mengasosiasi Siswa menganalisis teks announcement dengan memperhatikan format penulisannya melalui strategi yang digunakan. Siswa membandingkan teks announcement yang didengar/dibacakan dari guru dengan yang dipelajari dari berbagai sumber lain. Secara berkelompok siswa mendiskusikan teks announcementyang mereka temukan dari sumber lain. Siswa memperoleh balikan (feedback) dari guru dan teman tentang fungsi sosial dan unsur kebahasaan yang sampaikan dalam kerja kelompok.
Layout, dekorasi, yang Mengomunikasikan
Penilaian observasi: Penilaian untuk tujuan memberi balikan. Sasaran penilaian: kesantunan saat melakukan tindakan komunikasi perilaku tanggung jawab, peduli, kerjasama, dan cintadamai, dalam melaksanakan komunikasi Kesungguhan siswa dalam proses pembelajaran di setiap tahapan Ketepatan dan kesesuaian menggunakan strategi dalam
Alokasi Waktu
Sumber Belajar
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Kompetensi Dasar
Materi Pokok
Pembelajaran
membuat tampilan teks lebih menarik
Siswa menyampaikan pemberitahuan secara tertulis dengan memperhatikan fungsi sosial, struktur, dan unsur kebahasaan yang benar dan sesuai dengan konteks Membuat jurnal belajar (learning journal)
Penilaian membaca Portofolio Kumpulan catatan kemajuan belajar berupa catatan atau rekaman monolog teks pemberitahuan Kumpulan karya siswa yang mendukung proses penulisan teks pemberitahuan berupa: draft, revisi, editing sampai hasil terbaik untuk dipublikasi Kumpulan hasil tes dan latihan. Penilaian Diri Bentuk: jurnal belajar
Alokasi Waktu
Sumber Belajar
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Kompetensi Dasar 3.9. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks recount sederhana tentang pengalaman/kejadi an/peristiwa, sesuai dengan konteks penggunaannya.
Materi Pokok
Pembelajaran
Teks recount Mengamati lisan dan Siswa menyimak berbagai tulis, contoh teks recount tentang sederhana, pengalaman/kegiatan/kejadia tentang nb/peristiwa yang diberikan/ diperdengarkan guru pengalaman /kegiatan/ Siswa mengamati fungsi kejadian/peri sosial, struktur dan unsur kebahasaannya stiwa.
Penilaian Kriteria penilaian:
Pencapaian fungsi sosial Kelengkapan dan keruntutan struktur teks recount Ketepatan unsur kebahasaan: Siswa belajar menentukan Fungsi sosial tata bahasa, 4.13. Menangkap gagasan pokok, informasi rinci kosa kata, Meneladani, makna dalam dan informasi tertentu dari ucapan, tekanan teks recount lisan membanggak teks recount kata, intonasi, dan tulis an, Menanya ejaan, dan sederhana. bertindak tulisan tangan 4.14. Menyusun teks teratur, teliti Dengan bimbingan dan Kesesuaian arahan guru, siswa recount lisan dan dan disiplin, formatpenulisan mempertanyakan antara lain tulis sederhana melaporkan. / penyampaian perbedaan berbagai teks tentang tentang Struktur pengalaman/ Cara Penilaian pengalaman/kejadian/peristi kegiatan/kejadian KINERJA wa yang ada dalam bahasa a. Menyebutk /peristiwa, Inggris, perbedaan teks dalam (praktik) an dengan bahasa Inggris dengan yang tindakan/ memperhatikan ada dalam bahasa Indonesia,. Melakukan peristiwa/k fungsi sosial, monolog dalam ejadian struktur teks, dan Siswa mempertanyakan bentuk recount secara unsur mengenai gagasan pokok dalam kelompok umum kebahasaan, informasi rinci dan informasi / berpasangan/ secara benar dan b. Menyebutk
Alokasi Waktu
Sumber Belajar
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Audio CD/ VCD/DVD
JP
SUARA GURU Koran/ majalah berbahasa Inggris www.daily english.co m http://am ericanengl ish.state.g ov/files/a e/resourc e_files http://lea rnenglish. britishcou ncil.org/e n/
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Kompetensi Dasar sesuai dengan konteks
Materi Pokok an urutan tindakan/ kejadian/p eristiwa secara kronologis, dan runtut c. Jika perlu, ada kesimpulan umum.
Pembelajaran tertentu dalam recount Mengeksplorasi
Unsur kebahasaan (1) Kata-kata terkait dengan perjuangan hidup, profesional isme dalam bekerja, kejadian/p eristiwa yang sedang banyak dibicaraka n. (2) Penyebuta
Penilaian didepan kelas
Ketepatan dan kesesuaian Siswa mencari beberapa text dalam recount dari berbagai sumber. menggunakan struktur teks Siswa berlatih menemukan dan unsur gagasan pokok, informasi rinci kebahasaan dan informasi tertentu dari dalam teks teks recount Siswa membacakan teks recount kepada teman dengan observasi: menggunakan unsur Penilaian untuk kebahasaan yang tepat tujuan memberi Siswa berlatih menysun balikan. Sasaran kalimat-kalimat yang penilaian: diberikan menjadi text kesantunan saat recount. melakukan Siswa secara berkelompok tindakan menuliskan /menyalin teks perilaku recount lisan dan tulis, tanggung jawab, sederhana, tentang peduli, pengalaman/kegiatan/ kerjasama, dan kejadian/peristiwa dengan cinta damai, memperhatikan fungsi sosial, dalammelaksana struktur, dan unsur kan komunikasi kebahasaan dengan runtut Kesungguhan siswa dalam
Alokasi Waktu
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Kompetensi Dasar
Materi Pokok n kata benda
Pembelajaran Mengasosiasi
Penilaian
proses pembelajaran di Secara berpasangan siswa setiap tahapan (3) Ejaan dan saling menganalisis Ketepatan dan tulisan teksrecounttulis dengan fokus kesesuaian tangan dan pada fungsi sosial, struktur, menggunakan c etak yang dan unsur kebahasaan. strategi dalam jelas dan membaca Siswa mendiskusikan gagasan rapi pokok, informasi rinci dan Portofolio (4) Ucapan, informasi tertentu dari teks. tekanan Kumpulan kata, Siswa memperoleh balikan catatan intonasi, (feedback) dari guru dan kemajuan ketika teman tentang hasil analisis belajar berupa memprese yang disampaikan dalam kerja catatan atau ntasikan rekaman kelompok. secara monolog teks lisan recount. (5) Rujukan Kumpulan karya Mengomunikasikan kata siswa yang Siswa membuat teks recount mendukung Topik sederhana tentang proses penulisan Keteladanan keteladanan dengan teks recount tentang memperhatikan fungsi sosial, berupa: draft, struktur dan unsur perilaku revisi, editing kebahasaannya. sampai hasil kewirausaha terbaik untuk an, daya Siswa mempresentasikannya dipublikasi juang, di kelas Kumpulan hasil percaya diri, tes dan latihan. Siswa membuat kliping teks tanggung
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Kompetensi Dasar
Materi Pokok jawab, disiplin.
Pembelajaran recount dengan menyalin dari beberapa sumber. Siswa membuat jurnal belajar (learning journal)
Penilaian
Alokasi Waktu
Sumber Belajar
12
Audio CD/ VCD/DVD
Catatan atau rekaman penilaian diri dan penilaian sejawat, berupa komentar atau cara penilaian lainnya Penilaian Diri dan Penilaian Sejawat Bentuk: diary, jurnal, format khusus, komentar, atau bentuk penilaian lain Siswa diberikan pelatihan sebelum dituntut untuk melaksanakanny a.
3.9. Menganalisis fungsi sosial, struktur teks, dan
Teks naratif lisan dan tulis
Mengamati
Kriteria penilaian:
Siswa menyimak berbagai contoh teks legenda yang
Pencapaian
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Kompetensi Dasar unsur kebahasaan pada teks naratif sederhana berbentuk legenda rakyat, sesuai dengan konteks penggunaannya. 4.15. Menangkap makna teks naratif lisan dan tulis berbentuk legenda, sederhana
Materi Pokok berbentuk legenda sederhana. Fungsi sosial Meneladani nilai-nilai moral, cinta tanah air, menghargai budaya lain. Struktur a. Pengenala n tokoh dan setting b. Komplikas i terhadap tokoh utama c. Solusi dan akhir cerita Unsur kebahasaan (1) Kata-kata
Pembelajaran diberikan/ diperdengarkan guru Siswa mengamati fungsi sosial, struktur dan unsur kebahasaannya Siswa mengamati keteladanan dari cerita legenda Siswa belajar menemukan gagasan utama, informasi rinci dan informasi tertentu dari teks legenda Menanya Dengan bimbingan dan arahan guru, siswa mempertanyakan antara lain perbedaan antar berbagai teks naratif yang ada dalam bahasa Inggris, perbedaan teks dalam bahasa Inggris dengan yang ada dalam bahasa Indonesia. Siswa mempertanyakan gagasan utama, informasi rinci dan informasi tertentu Mengeksplorasi Siswa membaca beberapa text
Penilaian fungsi sosial Kelengkapan dan keruntutan struktur teks naratif Ketepatan unsur kebahasaan: tata bahasa, kosa kata, ucapan, tekanan kata, intonasi, ejaan, dan tulisan tangan Kesesuaian format penulisan/ penyampaian KINERJA (praktik) Melakukan monolog dalam bentuk teks naratif dalam kelompok / berpasangan/ didepan kelas Menggunakan struktur teks
Alokasi Waktu
Sumber Belajar SUARA GURU Koran/ majalah berbahasa Inggris www.daily english.co m http://am ericanengl ish.state.g ov/files/a e/resourc e_files http://lea rnenglish. britishcou ncil.org/e n/
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Kompetensi Dasar
Materi Pokok terkait karakter, watak, dan setting dalam legenda (2) Modal auxiliary verbs. (4) Ejaan dan tulisan tangan dan c etak yang jelas dan rapi (5) Ucapan, tekanan kata, intonasi, ketika mempresen tasikan secara lisan (6) Rujukan kata Topik Keteladanan
Pembelajaran legenda dari berbagai sumber. Siswa berlatih menemukan gagasan utama, informasi rinci dan informasi tertentu Siswa melengkapi rumpang dari beeberapa teks legenda sederhana Siswa secara berkelompok menuliskan /menyalin teks recount dengan memperhatikan fungsi sosial, struktur, dan unsur kebahasaan dengan runtut
Penilaian dan unsur kebahasaan dalam teks naratif observasi: Penilaian untuk tujuan memberi balikan. Sasaran penilaian: Berperilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melakukan Komunikasi
Siswa membacakan teks recount kepada teman dengan menggunakan unsur Ketepatan dan kebahasaan yang tepat kesesuaian menggunakan Mengasosiasi strategi dalam membaca Secara berpasangan siswa menganalisis beberapa teks legenda dengan fokus pada fungsi sosial, struktur, dan unsur kebahasaan Siswa memperoleh balikan (feedback) dari guru dan
Kesungguhan siswa dalam proses pembelajaran di setiap tahapan Ketepatan dan
Alokasi Waktu
Sumber Belajar
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Kompetensi Dasar
Materi Pokok tentang perilaku dan nilai-nilai luhur dan budaya.
Pembelajaran teman tentang hasil analisis yang disampaikan dalam kerja kelompok.
Penilaian kesesuaian menggunakan strategi dalam membaca
Mengomunikasikan Siswa menyampaikan informasi fungsi social, struktur, dan unsur kebahasanyang ditemukan setelah membaca teks legenda. Siswa menceritakan kembali teks legenda sederhana yang dibaca dengan memperhatikan fungsi sosial, struktur dan unsur kebahasaannya. Siswa membuat kliping teks legenda dengan menyalin dan beberapa sumber. Siswa membuat ‘learning journal’
Portofolio Kumpulan catatan kemajuan belajar berupa catatan atau rekaman monolog teks naratif Kumpulan karya siswa yang mendukung proses penulisan teks naratif berupa: draft, revisi, editing sampai hasil terbaik untuk dipublikasi Kumpulan hasil tes dan latihan. Catatan penilaian diri dan penilaian
Alokasi Waktu
Sumber Belajar
127
Kompetensi Dasar
Materi Pokok
Pembelajaran
Penilaian
Alokasi Waktu
Sumber Belajar
sejawat, berupa komentar atau cara penilaian lainnya Penilaian Diri dan Penilaian Sejawat Bentuk: diary, jurnal, format khusus, komentar, atau bentuk penilaian lain 3.11. Menyebutkan fungsi sosial dan unsur kebahasaan dalam lagu. 4.16.Menangkap makna lagu sederhana.
Lagu sederhana Fungsi sosial Menghibur, mengungkap kan perasaan, mengajarkan pesan moral Unsur kebahasaan (1) Kata, ungkapan,
Mengamati
Kriteria penilaian:
Siswa mendengarkan/membaca beberapa lirik lagu berbahasa Inggris dan menyalinnya
Pencapaian fungsi sosial
Siswa menirukan penguncapan dengan menyanyikan sesuai dengan lagu yang didengar Menanya Dengan bimbingan dan arahan guru, siswa mempertanyakan antara lain perbedaan pesan yang ada dalam lagu bahasa
Kelengkapan dan keruntutan struktur teks naratif Ketepatan unsur kebahasaan: tata bahasa, kosa kata, ucapan, tekanan kata, intonasi, ejaan, dan
4 JP
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Kompetensi Dasar
Materi Pokok
Pembelajaran
Penilaian
dan tata bahasa dalam karya seni berbentuk lagu.
Inggris, perbedaan lagu dalam bahasa Inggris dengan yang ada dalam bahasa Indonesia.
tulisan tangan
(2) Ejaan dan tulisan tangan dan cetak yang jelas dan rapi.
Mengeksplorasi Siswa membacakan lirik lagu yang disalin kepada teman sebangku Siswa menyanyikan lagu yang disalin dengan pengucapan dan tekanan kata yang tepat
Siswa berdiskusi tentang (3) Ucapan, pesan lagu yang didengar tekanan Mengasosiasi kata, intonasi, Secara individu siswa ketika membandingkan pesan yang mempresen terdapat dalam beberapa lagu tasikan yang dibaca/didengar secara lisan Siswa membuat kumpulan Topik lagu- lagu yang bertema Keteladanan perdamaian dengan menyalin tentang Mengomunikasikan perilaku yang menginspira si.
Siswa melaporkan kumpulan lagu favorit mereka yang sudah dianalis tentang pesan di dalam lagu-lagu tersebut
Kesesuaian format penulisan/ penyampaian observasi: Penilaian untuk tujuan memberi balikan. Sasaran penilaian: - Perilaku tanggung jawab, peduli, kerjasama dan cinta damai dalam melaksanakan Komunikasi - Ketepatan dan kesesuaian dalam pengucapan dan penyalinan lirik lagu - Kesungguhan siswa dalam proses pembelajaran
Alokasi Waktu
Sumber Belajar http://am ericanengl ish.state.g ov/files/a e/resourc e_files http://lea rnenglish. britishcou ncil.org/e n/
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Kompetensi Dasar
Materi Pokok
Pembelajaran Antarsiswa melakukan penilaian terhadap kumpulan lagu yang dibuat.
Penilaian dalam setiap tahapan Portofolio Kumpulan kemajuan siswa berupa kumpulan lagu yang disalin dengan tulisan tangan beserta kesan terhadap lagu kumpulan hasil tes dan latihan. Catatan penilaian diri dan penilaian sejawat, berupa komentar atau cara penilaian lainnya
Alokasi Waktu
Sumber Belajar
130
APPENDIX 7 KISI-KISI INSTRUMEN PRE- DAN POST-TEST Nama Sekolah
: SMK Islamiyah Ciputat
Kelas/Semester
: X (Sepuluh)/Genap
Mata Pelajaran
: Bahasa Inggris
Alokasi Waktu
: 2 X 45 Menit
Bentuk Tes
: Tes Lisan
No. 1.
Kompetensi Inti
Kompetensi Dasar
KI 1 : Menghayati dan 3.1. Menganalisis fungsi mengamalkan ajaran agama sosial, struktur teks, dan yang dianutnya. unsur kebahasaan pada teks pemaparan jati diri, sesuai KI 2 : Menghayati dan dengan konteks mengamalkan perilaku jujur, penggunaannya. disiplin, tanggungjawab, peduli (gotong royong, kerjasama, 4.1. Menangkap makna toleran, damai), santun, responsif pemaparan jati diri lisan dan pro-aktif dan menunjukkan dan tulis. sikap sebagai bagian dari solusi atas berbagai permasalahan 4.2. Menyusun teks dalam berinteraksi secara efektif lisan dan tulis untuk dengan lingkungan sosial dan memaparkan, menayakan,
Materi Pokok Talking about yourself
Indikator
Nomor Soal 1. Siswa mampu No. 3 memahami fungsi sosial, struktur teks, dan unsur kebahasaan untuk menyatakan dan menanyakan tentang pemaparan jati diri. 2. Siswa mampu mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan untuk menyatakan dan menanyakan tentang
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2.
alam serta dalam menempatkan dan merespon pemaparan diri sebagai cerminan bangsa jati diri, dengan dalam pergaulan dunia. memperhatikan fungsi sosial, struktur teks, dan KI 3 : Memahami, unsur kebahasaan yang menerapkan, menganalisis benar dan sesuai konteks. pengetahuan factual, konseptual, procedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan 3.2. Menganalisis procedural pada bidang kajian fungsi sosial, struktur teks, yang spesisfik dan minatnya dan unsur kebahasaan pada untuk memecahkan masalah. ungkapan memuji bersayap serta responnya, sesuai KI 4 : Mengolah, menalar, dan dengan konteks menyaji dalam ranah konkret penggunaannya. dan ranah abstrak terkait dengan pengembangan dari yang 4.2. Menyusun teks dipelajarinya di sekolah secara lisan dan tulis untuk mandiri, dan mampu mengucapkan dan menggunakan metoda sesuai merespon pujian bersayap, kaidah keilmuan. dengan memperhatikan fungsi sosial, struktur teks,
pemaparan jati diri. 3. Siswa mampu menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan untuk menyatakan dan menanyakan tentang pemaparan jati diri.
Expressing compliment to others
4. Siswa terampil menggunakan teks lisan dan tulis untuk menyatakan dan menanyakan tentang pemaparan jati diri. 1. Siswa mampu No. 5 memahami fungsi sosial, struktur teks, dan unsur kebahasaan untuk menyatakan dan menanyakan tentang ungkapan memuji. 2. Siswa mampu mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan untuk menyatakan dan menanyakan tentang
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dan unsur kebahasaan yang benar dan sesuai konteks.
ungkapan memuji. 3. Siswa mampu menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan untuk menyatakan dan menanyakan ungkapan memuji.
3.
3.3. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada ungkapan memuji bersayap serta responnya, sesuai dengan konteks penggunaannya. 4.4. Menyusun teks lisan dan tulis untuk mengucapkan dan merespon ungkapan perhatian (care), dengan memperhatikan fungsi
Showing how you care
4. Siswa terampil menggunakan teks lisan dan tulis untuk menyatakan dan menanyakan tentang ungkapan memuji. 1. Siswa mampu No. 4 memahami fungsi sosial, struktur teks, dan unsur kebahasaan untuk menyatakan dan menanyakan tentang menunjukan perhatian. 2. Siswa mampu mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan untuk menyatakan dan menanyakan tentang
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sosial, struktur teks, dan unsur kebahasaan, yang benar dan sesuai konteks.
4.
3.4. Menganalisis fungsi Expressing sosial, struktur teks, dan intention unsur kebahasaan untuk menyatakan dan menanyakan tentang niat melakukan suatu tindakan/kegiatan, sesuai dengan konteks penggunaannya. 4.5. Menyusun teks lisan dan tulis untuk menyatakan dan menanyakan tentang niat
menunjukan perhatian. 3. Siswa mampu menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan untuk menyatakan dan menanyakan tentang menunjukan perhatian. 4. Siswa terampil menggunakan teks lisan dan tulis untuk menyatakan dan menanyakan tentang menunjukan perhatian. 1. Siswa mampu No. 2 memahami fungsi sosial, struktur teks, dan unsur kebahasaan untuk menyatakan dan menanyakan tentang niat melakukan sesuatu. 2. Siswa mampu mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan untuk menyatakan dan menanyakan tentang niat
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melakukan suatu tindankan/kegiatan, dengan memperhatikan fungsi sosial, struktur teks, and unsur kebahasaan yang benar dan sesuai konteks.
5.
3.5. Menganalisis fungsi Congratulating sosial, struktur teks, dan others unsur kebahasaan dari ungkapan ucapan selamat bersayap, serta responnya, sesuai dengan konteks penggunaannya. 4.6. Menyusun teks lisan dan tulis untuk mengucapkan dan merespon ucapan selamat bersayap, dengan memperhatikan fungsi
melakukan sesuatu. 3. Siswa mampu menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan untuk menyatakan dan menanyakan tentang niat melakukan sesuatu. 4. Siswa terampil menggunakan teks lisan dan tulis untuk menyatakan dan menanyakan tentang niat melakukan sesuatu. 1. Siswa mampu No. 1 memahami fungsi sosial, struktur teks, dan unsur kebahasaan untuk mengucapkan dan merespon ucapan selamat. 2. Siswa mampu mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan untuk mengucapkan dan merespon ucapan selamat.
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sosial, struktur teks, and unsur kebahasaan yang benar dan sesuai konteks.
3. Siswa mampu menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan untuk mengucapkan dan merespon ucapan selamat. 4. Siswa terampil menggunakan teks lisan dan tulis untuk mengucapkan dan merespon ucapan selamat.
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APPENDIX 8 Research Instrument (Pre-test & Post-test) 1) Congratulation on your business!
Situation A
Situation B
Student 1
Student 2
You are a fresh graduate student with a bachelor degree. You haven’t got a job yet. So you are thinking about running a business and you decide to open a clothing store that you design by yourself. You invite some famous people to your opening store and people who have passion in fashion.
You are a fashion blogger who invited to the opening of clothing store. You heard that he/she designed the clothes by him/herself. It is awesome! Try to find him and don’t forget to congratulate the owner of the store!
Congratulation on your opening business!
2) Traveling around Indonesia
Situation A
Situation B
Student 1
Student 2
You are a backpacker from Germany. You have traveled to many countries. But, now, you are in a small island called thousand islands Jakarta. You meet a new local friend who loves traveling too. He/she is a nice and easy going person.
You are a university student in Jakarta who really loves traveling. You are now in a holiday at thousand islands. You meet a foreigner from Germany who loves backpacking around the world and now, he/she is trying to travel around Indonesia.
You have a plan to visit Yogyakarta for the next destination and you are asking him/her to join backpacking to Yogyakarta.
He/she tell you that the next destination is Yogyakarta. He/she ask you to join backpacking to Yogyakarta. You really want to join but unfortunately, your lectures is about to start.
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3) At the birthday party
Situation A
Situation B
Student 1
Student 2
You are an engineer. You are invited to your friend’s birthday party. You meet someone interesting. You are introducing yourself to him/her. Then, you ask about his/her name, address, job, hobbies, and etc.
You are a flight attendance. You are invited to your friend’s birthday party. At the party, someone ask you to getting acquainted with him/her. You feel comfortable when you talk to him/her
You like him/her as you feel closer to him/her. You dare yourself to ask his/her phone number.
He/she ask your phone number. What would you do? Would you give your phone number or not?
4) My bike got stolen Situation A
Situation B
Student 1
Student 2
You are a teacher of senior high school. While walking in a pedestrian, you accidentally see your new transferred students crying.
You are a new transferred student from Papua. You move to Jakarta because of your parents’ job. You got a new motor bike but it was stolen while you are in the internet café.
You ask your student what was happened to him/her. Try to comfort him/her and give a solution to the problem.
You are afraid of your parents being mad at you and you are confused what to do. Luckily, you meet your teacher, he/she try to comfort you and give a solution for your problem.
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5) Oh, No! My New Computer!!!
Situation A
Situation B
Student 1
Student 2
You’re the Boss of a small, but quite wealthy company. You love your brand new computer and don’t let anybody work on it. Yesterday you had a very good day: checked your emails, played an online game, checked FOREX and online bank accounts, visited several websites connected to business, and watched an online movie.
You’re an IT staff. You work for a small but wealthy company but you want to leave and apply for a job in Google. So you really need good recommendations. That’s why you’re very careful to do your job. Yesterday you saw that your boss get a brand new computer and he/she likes it a lot.
Today you came to work and found out that the computer can’t start (it definitely had a virus). You call the IT staff to fix the computer as soon as possible because you have several urgent emails to send. If it works, don’t forget to give the IT staff compliment!
But, today he/she sees that the computer can’t start and he thinks it might be a virus. So, you’re assigned to fix your boss’ computer. You get a little trouble while fixing the computer but it finally works.
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RENCANA PELAKSANAAN PEMBELAJARAN (Experimental Class)
Satuan Pendidikan
: SMK Islamiyah Ciputat
Mata Pelajaran
: Bahasa Inggris
Kelas
: X (Sepuluh)
Materi Pokok
: Talking about yourself
Alokasi waktu
: 2 X 45 Menit
Pertemuan
: Ke-1 (Kesatu)
A. Kompetensi Inti (KI) KI 1
: Menghayati dan mengamalkan ajaran agama yang dianutnya.
KI 2
: Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab,
peduli (gotong royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukkan sikap sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia. KI 3
: Memahami, menerapkan, menganalisis pengetahuan factual, konseptual,
procedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan procedural pada bidang kajian yang spesisfik dan minatnya untuk memecahkan masalah. KI 4
: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak
terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan.
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B. Kompetensi Dasar 1.1.
Mensyukuri kesempatan dapat mempelajari Bahasa Inggris sebagai
Bahasa pengantar komunikasi internasional yang diwujudkan dalam semangat belajar. 2.2.
Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab
dalam melaksanakan komunikasi transaksional dengan guru dan teman. 3.1.
Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks
pemaparan jati diri, sesuai dengan konteks penggunaannya. 4.1.
Menangkap makna pemaparan jati diri lisan dan tulis
4.2.
Menyusun teks lisan dan tulis untuk memaparkan, menayakan, dan
merespon pemaparan jati diri, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.
C. Indikator Pencapaian Kompetensi 1. Siswa mampu memahami fungsi sosial, struktur teks, dan unsur kebahasaan untuk menyatakan dan menanyakan tentang pemaparan jati diri. 2. Siswa mampu mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan untuk menyatakan dan menanyakan tentang pemaparan jati diri. 3. Siswa mampu menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan untuk menyatakan dan menanyakan tentang pemaparan jati diri. 4. Siswa terampil menggunakan teks lisan dan tulis untuk menyatakan dan menanyakan tentang pemaparan jati diri.
D. Tujuan Pembelajaran Setelah mempelajari materi “Talking about yourself” siswa: 1. Dapat menggunakan bahasa inggris dalam berkomunikasi tentang pemaparan jati diri dengan guru dan teman. 2. Dapat menunjukkan sikap perilaku jujur, disiplin, percaya diri dan bertanggung jawab dalam melaksanakan komunikasi antar pribadi dengan guru dan teman.
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3. Dapat mengidentifikasi fungsi sosial, struktur teks, unsur kebahasaan dari teks pemaparan jati diri. 4. Dapat merespon makna dari teks pemaparan jati diri lisan dan tulis. 5. Dapat menyusun teks lisan dan tulis sederhana tentang pemaparan jati diri. E. Materi Pembelajaran Gambar dan contoh dialog pemaparan jati diri:
Today is the commemoration of National Education Day. Every province in Indonesia sends their representatives to attend Indonesia Students Conference in Jakarta.
Asep : Hi! My name is Asep. I am from Bandung. What is your name? Denias : Hi, I am Denias, I’m from Papua. Asep : Oh, really? That’s so far. Nice to meet you. Denias : Nice to meet you too. By the way, let’s go to the crowd.
Denias and Asep go to the crowd and they meet a girl. Sri : Hi! Asep. How are you?
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Asep : I’m fine, thanks. How about you? Sri : I’m fine too. Thank you. Is this your second time for attending this conference, right? Asep : Yes, you are right. By the way, this is Denias, my new friend from Papua. Denias : Hi. How do you do? Pleased to meet you. Sri : How do you do? Pleased to meet you too. What city are you from? Denias : I’m from Sentani, Jayapura City. I am the only one representative from Papua. Sri : Wow, you are so cool! What’s your hobby? Denias: I like playing football very much. And I wish, I could be the number one football player in Indonesia like Titus Bonai. What’s your hobby, Sri? Sri: Wow, I hope your dream will be come true Den. Hmmm, I like cooking very much. I can spend my whole day for cooking anything. Denias : Wow, great. I love to eat delicious food. Will you cook for me special foods from your province? I’d like to eat them. Asep : Alright my friends, let’s talk about cooking and foods later. We should go to the palace to meet the President of Indonesia. Denias and Sri : Okay, Let’s go! Sentence Pattern Example:
Subject+Verb Sri reads. She is cooking. Denias will leave.
Example:
Subject+Verb+Object Denias loves football. Sri is reading a book. Asep sees the Mr. President.
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Example:
Subject+Verb+Adjective Denias is busy. Denias is smart. The flower is red.
Example:
Subject+Verb+Adverb Mr. President is here. Asep run slowly. People are everywhere.
Example:
Subject+Verb+Noun She is my friend. He is a doctor. They are teachers.
Greetings Extending greetings Good morning. Good afternoon. Good evening. How nice to see you Hello. How are you? How do you do? How're you doing? How have you been? How is it going? What’s new/What’s up? Hi!
Possible replies to greetings Good morning Good afternoon Good evening Yes, it’s been so nice Hello Fine, thank you/ thanks. And you? How do you do? Not bad/ Just so-so Quite well, thank you. Not bad/Wonderful. Things couldn’t be better Nothing much. What’s new with you? Nothing much to tell you. Hi !
Farewell Farewell Good night
How to response Good night
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Goodbye See you later Bye
Goodbye See you later Bye!
Making Introduction Introducing yourself: First let me introducing myself. My name is…. Allow me to introduce myself I’m …. Excuse me my name is …….. How do you do? My name is… Hi! I’m ………
Possible replies during an introduction: (It’s) Nice to meet you. (I’m) Glad to meet you. (I’m) Pleased to meet you. (I’m) Happy to meet you. I’ve heard so much about you.
Introducing others: I would like to introducing you to … I’d like you to meet …. Allow me to introduce …. This is (name) ...... Etc F. Pendekatan dan Metode Pembelajaran Pendekatan: Scientific Metode: Role Play (Bermain Peran) G. Media, Alat, dan Sumber Belajar 1. Media: - Gambar - Role cards 2. Alat: - Laptop - LCD - Papan Tulis 3. Sumber Belajar: - Buku ajar siswa (Bahasa Inggris / Kementrian Pendidikan dan Kebudayaan Republik Indonesia 2014). - Internet.
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H. Langkah Pembelajaran Komponen Pendahuluan
Deskripsi Kegiatan Alokasi waktu a. Menyiapkan peserta didik secara 10 Menit psikis dan fisik untuk mengikuti proses pembelajaran. b. Memberi motivasi belajar siswa secara kontekstual sesuai manfaat dan aplikasi materi ajar. c. Menjelaskan tujuan pembelajaran atau kompetensi dasar yang akan dicapai; dan d. Menyampaikan cakupan materi talking about yourself dan penjelasan uraian kegiatan sesuai silabus.
Kegiatan inti Mengamati
a. Siswa mendengarkan / membaca 20 Menit contoh pemaparan jati diri yang diberikan guru dengan memperhatikan fungsi sosial, struktur teks, unsur kebahasaan, maupun format penyampaian / penulisannya. b. Siswa mencoba menirukan pengucapannya dan menuliskan ungkapan pemaparan jati diri yang digunakan.
Menanya
a. Dengan bimbingan dan arahan guru, 5 menit siswa mempertanyakan antara lain, perbedaan etika yang digunakan dalam memaparkan jati diri dengan menggunakan bahasa Inggris dan dengan menggunakan bahasa Indonesia dalam situasi formal maupun informal. b. Siswa mempertanyakan pengucapan dan isi teks yang memaparkan jati diri.
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Mengeksplorasi
a. Siswa mencari beberapa teks 15 Menit pemaparan jati diri dari berbagai sumber; buku maupun internet. b. Secara berkelompok (3 siswa), siswa diberikan role card kemudian siswa berlatih memaparkan jati diri melalui tulisan sesuai konteks yang ada pada role card. c. Siswa berlatih memaparkan jati diri melalui bermain peran.
Mengasosiasi
a. Secara berkelompok (3 siswa), siswa 5 Menit mendiskusikan ungkapan memaparkan jati diri yang mereka temukan dari sumber lain dan membandingkannya dengan yang digunakan guru b. Siswa
memperoleh
balikan
(feedback) dari guru dan teman tentang fungsi sosial dan unsur kebahasaan yang sampaikan dalam kelas. Mengkomunikasik an
a. Secara berkelompok (3 siswa), siswa 30 Menit bermain peran dalam pemaparan jati diri secara lisan di depan kelas dengan memperhatikan fungsi sosial, ungkapan, dan unsur kebahasaan yang benar dan sesuai dengan konteks. b. Siswa
menuliskan
permasalahan
dalam menggunakan bahasa Inggris untuk memaparkan jati diri dalam jurnal belajar (learning journal). Penutup
a. Guru memberikan umpan balik 5 Menit terhadap
proses
pembelajaran.
dan
hasil
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b. Guru melakukan kegiatan tindak lanjut dalam bentuk pemberian tugas, untuk individual; dan c. Guru menginformasikan rencana kegiatan
pembelajaran
untuk
pertemuan berikutnya.
I. Penilaian Rating Score of Oral Test No .
Criteria
1
Pronunciation
2
Grammar
3
Vocabulary
Rating Score
Comments 5 Has few traces of foreign accent Always intelligible, though one is conscious of a 4 definite accent. Pronunciation problems necessitate concentrated listening and occasionally lead to 3 misunderstanding. Very hard to understand because of pronuncation problems, most frequently be 2 asked to repeat. Pronuncation problems so severe as to make 1 speech virtually unintelligible. Make few (if any) noticeable errors of grammar 5 or word order. Occasionally makes grammatical and/or word order errors that do not, however, obscure 4 meaning. Makes frequent errors of grammar and word 3 order which occasionally obscure meaning. Grammar and word order error make comprehension difficult, must often rephrases 2 sentence and or restrict himself to basic pattern. Errors in grammar and word order as severe as 1 to make speech virtually unintelligible. Use of vocabulary and idioms is virtually that of 5 a native speaker.
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4
3 2 1 5 4 4
Fluency
3 2 1 5
4 5
Comprehension
3
2 1
Sometimes uses inappropriate terms and/or must rephrases ideas because of lexical and inadequate vocabulary. Frequently uses the wrong words; conversation somewhat limited because of inadequate vocabulary. Misuse of words and very limited vocabulary makes comprehension quite difficult. Vocabulary limitation so extreme as to make conversation virtually impossible. Speech as fluent and effortsless as that of a native speaker. Speed of speech seems to be slightly affected by language problems. Speed and fluency are rather strongly affected by language problems. Usually hesitant; often forced into silence by language limitations. Speech is so halting and fragmentary as to make conversation virtually impossible. Appears to understand everything without difficulty. Understand nearly everything at normal speed, although occasionally repetition may be necessary. Understands most of what is said at slower-thanormal speed without repetitions. Has great difficulty following what is said. Can comprehend only "social conversation" spoken slowly and with frequent repetitions. Can not be said to understand even simple conversational English.
Maximum Score: 25 𝐹𝑜𝑟𝑚𝑢𝑙𝑎 > 𝑇𝑜𝑡𝑎𝑙 𝑆𝑐𝑜𝑟𝑒 =
𝑆𝑡𝑢𝑑𝑒𝑛𝑡 𝑠 ′ 𝑆𝑐𝑜𝑟𝑒 𝑀𝑎𝑥𝑖𝑚𝑢𝑚 𝑆𝑐𝑜𝑟𝑒
× 100
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J. Role Cards Situation A
Situation B
You meet your friend in a restaurant, and He/She bring someone then He/She introduce Him/Her to you.
You are in a birthday party, and you are alone. You see someone interesting in the middle of a group then you introduce yourself to them.
Situation C You and your mother are in a traditional market, and you meet your friend’s mother. Then, you introduce her to your mother.
Ciputat, 20 April 2015 Mengetahui, Guru Mata Pelajaran
Peneliti
Drs. Dedy Nurjamil
Listianty R. Maksum
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RENCANA PELAKSANAAN PEMBELAJARAN (Experimental Class)
Satuan Pendidikan
: SMK Islamiyah Ciputat
Mata Pelajaran
: Bahasa Inggris
Kelas
: X (Sepuluh)
Materi Pokok
: Expressing Compliment to Others
Alokasi waktu
: 2 X 45 Menit
Pertemuan
: Ke-2 (Ke-dua)
A. Kompetensi Inti (KI) KI 1
: Menghayati dan mengamalkan ajaran agama yang dianutnya.
KI 2
: Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab,
peduli (gotong royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukkan sikap sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia. KI 3
: Memahami, menerapkan, menganalisis pengetahuan factual, konseptual,
procedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan procedural pada bidang kajian yang spesisfik dan minatnya untuk memecahkan masalah. KI 4
: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak
terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan.
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B. Kompetensi Dasar 1.1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai Bahasa pengantar komunikasi internasional. 2.3. Mengembangkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan komunikasi fungsional. 3.2. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada ungkapan memuji bersayap serta responnya, sesuai dengan konteks penggunaannya. 4.2. Menyusun teks lisan dan tulis untuk mengucapkan dan merespon pujian bersayap, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.
C. Indikator Pencapaian Kompetensi 1. Siswa mampu memahami fungsi sosial, struktur teks, dan unsur kebahasaan untuk menyatakan dan menanyakan tentang ungkapan memuji. 2. Siswa mampu mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan untuk menyatakan dan menanyakan tentang ungkapan memuji. 3. Siswa mampu menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan untuk menyatakan dan menanyakan ungkapan memuji. 4. Siswa terampil menggunakan teks lisan dan tulis untuk menyatakan dan menanyakan tentang ungkapan memuji.
D. Tujuan Pembelajaran Setelah mempelajari materi “Expressing Compliment to Others” siswa: 1. Dapat menggunakan bahasa inggris dalam berkomunikasi menggunakan ungkapan memuji dengan guru dan teman. 2. Dapat menunjukkan sikap perilaku jujur, disiplin, percaya diri dan bertanggung jawab dalam melaksanakan komunikasi antar pribadi dengan guru dan teman. 3. Dapat mengidentifikasi fungsi sosial, struktur teks, unsur kebahasaan pada ungkapan pujian.
152
4. Dapat merespon makna dari ungkapan memuji lisan dan tulis. 5. Dapat menyusun teks lisan dan tulis sederhana untuk mengucapkan dan merespon ungkapan memuji.
E. Materi Pembelajaran a) Compliment Compliment is an expression to appreciate or praise other people. Compliment is useful to give encouragement so that people will keep on doing their best and even improve their performance. When to express compliment:
On general occasion,
When someone has done his/her best,
When you visit someone’s house for the first time,
If you notice something new about someone’s appearance.
Example for Expression of Complimenting Expressing Compliment
Responding to a Compliment
-
Well done!
-
Thank you/ Thanks
-
Fantastic!
-
It’s nice of you to say so.
-
That’s great!
-
Really? I’m not sure about it,
-
I like …
-
That/Those … is/are nice.
-
Do you really think so?
-
… look/looks nice on you.
-
It’s very kind of you to say that.
-
You do look nice in …
-
Thanks, I need that.
-
You have a beautiful hair.
-
You’ve made my day.
-
You have nice voice.
-
Mary got nine for English. What a clever girl!
-
How beautiful flower is.
-
What a beautiful flower.
actually.
153
Some adjective that used in complimenting, are: -
Excellent!
-
Wonderful!
-
Good!
-
Terrific!
-
Magnificent!
Example dialogue for expression of complimenting: Cinta
: Hello. How are things going on, Saf?
Safira
: Hi. Good, and you?
Cinta
: I’m feeling great today. How was your weekend with your family
in Malang? Safira
: Terrific! We had a lovely time there. You should have gone there
with us. Cinta
: Really? Hey, what a beautiful skirt you are wearing. It matches
your blouse. Safira
: Thanks a lot. My sister bought it for me.
Cinta
: Wow! That’s wonderful.
Safira
: oh, Cinta, can I ask you something?
Cinta
: Yes, sure.
Safira
: Have you finished writing the book we discussed two months
ago? Cinta
: Yes. Luckily, I bring the book right now. Look at this. What do
you think? Safira
: Wow, magnificent! I like the cover. Let me see the contents. This
book is excellent. You really did a great job. Cinta
: Thanks a lot. You’ve inspired me to do this.
Safira
: Well, that’s great. I am proud of you. By the way, I’ve got to go
now. Have a nice day! Safira
: Thanks, you too.
154
F. Pendekatan dan Metode Pembelajaran Pendekatan: Scientific Metode: Role Play (Bermain Peran) G. Media, Alat, dan Sumber Belajar 1. Media: - Video - Role cards 2. Alat: - Laptop - LCD - Papan Tulis 3. Sumber Belajar: - Buku ajar siswa (Bahasa Inggris / Kementrian Pendidikan dan Kebudayaan Republik Indonesia 2014). - Internet. H. Langkah Pembelajaran Komponen Pendahuluan
Deskripsi Kegiatan Alokasi waktu a. Menyiapkan peserta didik secara 5 Menit psikis dan fisik untuk mengikuti proses pembelajaran. b. Memberi motivasi belajar siswa secara kontekstual sesuai manfaat dan aplikasi materi ajar. c. Menjelaskan tujuan pembelajaran atau kompetensi dasar yang akan dicapai.
Kegiatan inti Mengamati
a. Siswa mendengarkan / menonton 25 Menit video interaksi tentang ungkapan memuji. b. Siswa mengikuti interaksi memuji. c. Siswa menirukan model interaksi memuji. d. Dengan bimbingan dan arahan guru, siswa mengidentifikasi ciri-ciri ungkapan memuji (fungsi sosial,
155
struktur teks, kebahasaan). Menanya
dan
unsur
a. Dengan bimbingan dan arahan guru, 5 menit siswa mempertanyakan antara lain, perbedaan antara berbagai ungkapan memuji dengan menggunakan bahasa Inggris dan dengan menggunakan bahasa Indonesia dalam situasi formal maupun informal. c. Siswa mempertanyakan pengucapan dan isi teks ungkapan memuji.
Mengeksplorasi
a. Secara berpasangan (2 siswa), 15 Menit siswa diberikan role card kemudian siswa berlatih untuk memuji melalui tulisan sesuai konteks yang ada pada role card. b. Siswa berlatih untuk memuji melalui bermain peran.
Mengasosiasi
a. Secara berpasangan (2 siswa), siswa 5 Menit mendiskusikan ungkapan memuji yang mereka gunakan dalam teks. b. Siswa memperoleh balikan (feedback) dari guru dan teman tentang fungsi sosial dan unsur kebahasaan yang sampaikan dalam kelas.
Mengkomunikasik an
a. Secara berpasangan (2 siswa), siswa 30 Menit bermain peran menggunakan ungkapan memuji secara lisan di depan kelas dengan memperhatikan fungsi sosial, ungkapan, dan unsur kebahasaan yang benar dan sesuai dengan konteks. b. Siswa menuliskan permasalahan dalam menggunakan bahasa Inggris
156
untuk ungkapan memuji ataupun ungkapan menunjukan perhatian dalam jurnal belajar (learning journal). a.
Penutup
Guru
memberikan
terhadap
umpan
balik
dan
hasil
proses
pembelajaran. b. Guru melakukan kegiatan tindak lanjut
dalam
bentuk
pemberian
tugas, untuk individual; dan c.
Guru
menginformasikan
kegiatan
pembelajaran
rencana untuk
pertemuan berikutnya.
I. Penilaian Rating Score of Oral Test No .
Criteria
1
Pronunciation
2
Grammar
Rating Score
Comments 5 Has few traces of foreign accent Always intelligible, though one is conscious of a 4 definite accent. Pronunciation problems necessitate concentrated listening and occasionally lead to 3 misunderstanding. Very hard to understand because of pronuncation problems, most frequently be 2 asked to repeat. Pronuncation problems so severe as to make 1 speech virtually unintelligible. Make few (if any) noticeable errors of grammar 5 or word order. Occasionally makes grammatical and/or word order errors that do not, however, obscure 4 meaning. Makes frequent errors of grammar and word 3 order which occasionally obscure meaning.
a.
157
2 1 5
4 3
Vocabulary 3 2 1 5 4
4
Fluency
3 2 1 5
4 5
Comprehension
3
2 1
Grammar and word order error make comprehension difficult, must often rephrases sentence and or restrict himself to basic pattern. Errors in grammar and word order as severe as to make speech virtually unintelligible. Use of vocabulary and idioms is virtually that of a native speaker. Sometimes uses inappropriate terms and/or must rephrases ideas because of lexical and inadequate vocabulary. Frequently uses the wrong words; conversation somewhat limited because of inadequate vocabulary. Misuse of words and very limited vocabulary makes comprehension quite difficult. Vocabulary limitation so extreme as to make conversation virtually impossible. Speech as fluent and effortsless as that of a native speaker. Speed of speech seems to be slightly affected by language problems. Speed and fluency are rather strongly affected by language problems. Usually hesitant; often forced into silence by language limitations. Speech is so halting and fragmentary as to make conversation virtually impossible. Appears to understand everything without difficulty. Understand nearly everything at normal speed, although occasionally repetition may be necessary. Understands most of what is said at slower-thanormal speed without repetitions. Has great difficulty following what is said. Can comprehend only "social conversation" spoken slowly and with frequent repetitions. Can not be said to understand even simple conversational English.
Maximum Score: 25 𝐹𝑜𝑟𝑚𝑢𝑙𝑎 > 𝑇𝑜𝑡𝑎𝑙 𝑆𝑐𝑜𝑟𝑒 =
𝑆𝑡𝑢𝑑𝑒𝑛𝑡 𝑠 ′ 𝑆𝑐𝑜𝑟𝑒 𝑀𝑎𝑥𝑖𝑚𝑢𝑚 𝑆𝑐𝑜𝑟𝑒
× 100
158
J. Role Cards
Situation A
Situation B
You see your friend with new hair cut
Your friend sings very well on the Prom Night
Situation C
Situation D
Your mother looks beautiful in her new dress
Your brother bought the newest smartphone with high technology
Situation E You visit your friend’s house for the first time
Ciputat, 27 April 2015 Mengetahui, Guru Mata Pelajaran
Peneliti
Drs. Dedy Nurjamil
Listianty R. Maksum
159
RENCANA PELAKSANAAN PEMBELAJARAN (Experimental Class)
Satuan Pendidikan
: SMK Islamiyah Ciputat
Mata Pelajaran
: Bahasa Inggris
Kelas
: X (Sepuluh)
Materi Pokok
: Showing How You Care
Alokasi waktu
: 2 X 45 Menit
Pertemuan
: Ke-3 (Ke-tiga)
A. Kompetensi Inti (KI) KI 1
: Menghayati dan mengamalkan ajaran agama yang dianutnya.
KI 2
: Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab,
peduli (gotong royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukkan sikap sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia. KI 3
: Memahami, menerapkan, menganalisis pengetahuan factual, konseptual,
procedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan procedural pada bidang kajian yang spesisfik dan minatnya untuk memecahkan masalah. KI 4
: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak
terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan.
160
B. Kompetensi Dasar 1.1.Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai Bahasa pengantar komunikasi internasional. 2.1.Mengembangkan perilaku santun dan peduli dalam melaksanakan komunikasi antar pribadi dengan guru dan teman. 3.3. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada ungkapan memuji bersayap serta responnya, sesuai dengan konteks penggunaannya. 4.4. Menyusun teks lisan dan tulis untuk mengucapkan dan merespon ungkapan perhatian (care), dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, yang benar dan sesuai konteks.
C. Indikator Pencapaian Kompetensi 1. Siswa mampu memahami fungsi sosial, struktur teks, dan unsur kebahasaan untuk menyatakan dan menanyakan tentang menunjukan perhatian. 2. Siswa mampu mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan untuk menyatakan dan menanyakan tentang menunjukan perhatian. 3. Siswa mampu menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan untuk menyatakan dan menanyakan tentang menunjukan perhatian. 4. Siswa terampil menggunakan teks lisan dan tulis untuk menyatakan dan menanyakan tentang menunjukan perhatian.
D. Tujuan Pembelajaran Setelah mempelajari materi “Showing How You Care” siswa: 1. Dapat menggunakan bahasa inggris dalam berkomunikasi menggunakan ungkapan menunjukan perhatian dengan guru dan teman 2. Dapat menunjukkan sikap perilaku jujur, disiplin, percaya diri dan bertanggung jawab dalam melaksanakan komunikasi antar pribadi dengan guru dan teman.
161
3. Dapat mengidentifikasi fungsi sosial, struktur teks, unsur kebahasaan pada ungkapan menunjukan perhatian. 4. Dapat merespon makna dari ungkapan menunjukan perhatian lisan dan tulis. 5. Dapat menyusun teks lisan dan tulis sederhana untuk mengucapkan dan merespon ungkapan menunjukan perhatian.
E. Materi Pembelajaran a) Expression of Showing Care Showing care is an expression or feeling pity and sorrow when we know and see people are unlucky, have trouble, or are in bad conditions. The purpose of showing care is to comfort people who have trouble or are in bad conditions. It is also aimed to let people know that we care for them.
Example for Expression of Showing Care Showing Care
Responding of Showing Care
-
Are you hurt?
-
No, I’m not
-
Are you okay?
-
I’m fine
-
Do you need my help?
-
No, thanks
-
It looks heavy, can I help you?
-
Yes, thank you
-
I extremely sorry to hear that
-
Thanks for your sympathy
-
I am sorry…
-
I hope so
-
Oh, that’s a bad luck
-
It’s very kind of you
-
I gave my deepest condolence
-
That’s a pity, isn’t it?
-
I am very sorry to hear…
-
Thanks for your support
-
Oh, I am sorry to hear that
-
It would be OK, thanks for your
-
You must be very annoyed
-
I do sympathize
-
I know how is your feeling
-
It would be OK soon
-
That’s too bad
-
What a pity of you!
support
162
-
Be patient, it would be better soon.
Example for dialogue expression of showing care: Raisa
: Hey, you look so pale. Here, I bring you some soup, fix you some
tea and bake you some treats. Hope you recover soon. Isyana
: Thanks a lot. What a lovely friend you are! I really appreciate
that. Sheryl
: I’d also water your plants and tidy your room.
Isyana
: Thank you very much. I’m glad you do it for me.
Momo
: To help you feel better, I’d fluff up your pillow and straighten
your sheets. Isyana
: I am so grateful to you. You’re the best friend I have ever had.
F. Pendekatan dan Metode Pembelajaran Pendekatan: Scientific Metode: Role Play (Bermain Peran) G. Media, Alat, dan Sumber Belajar 1. Media: - Video - Role cards 2. Alat: - Laptop - LCD - Papan Tulis 3. Sumber Belajar: - Buku ajar siswa (Bahasa Inggris / Kementrian Pendidikan dan Kebudayaan Republik Indonesia 2014). - Internet. H. Langkah Pembelajaran Komponen Pendahuluan
Deskripsi Kegiatan Alokasi waktu a. Menyiapkan peserta didik secara 5 Menit psikis dan fisik untuk mengikuti proses pembelajaran.
163
b. Memberi motivasi belajar siswa secara kontekstual sesuai manfaat dan aplikasi materi ajar. c. Menjelaskan tujuan pembelajaran atau kompetensi dasar yang akan dicapai. Kegiatan inti Mengamati
a. Siswa mendengarkan / menonton 25 Menit video interaksi tentang menunjukan perhatian. b. Siswa mengikuti menunjukan perhatian.
interaksi
c. Siswa menirukan model interaksi menunjukan perhatian. d. Dengan bimbingan dan arahan guru, siswa mengidentifikasi ciriciri ungkapan yang menunjukan perhatian (fungsi sosial, struktur teks, dan unsur kebahasaan). Menanya
a. Dengan bimbingan dan arahan 5 menit guru, siswa mempertanyakan antara lain, perbedaan antara berbagai ungkapan menunjukan perhatian dengan menggunakan bahasa Inggris dan dengan menggunakan bahasa Indonesia dalam situasi formal maupun informal. b. Siswa mempertanyakan pengucapan dan isi teks tentang ungkapan menunjukan perhatian.
Mengeksplorasi
a. Secara berpasangan (2 siswa), 15 Menit siswa diberikan role card kemudian siswa berlatih untuk menunjukan perhatian melalui tulisan sesuai konteks yang ada pada role card. b. Siswa berlatih untuk menunjukan
164
perhatian melalui bermain peran. Mengasosiasi
a. Secara berpasangan (2 siswa), 5 Menit siswa mendiskusikan ungkapan menunjukan perhatian yang mereka gunakan dalam tulisan. b. Siswa memperoleh balikan (feedback) dari guru dan teman tentang fungsi sosial dan unsur kebahasaan yang sampaikan dalam kelas.
Mengkomunikasik an
a. Secara berpasangan (2 siswa), 30 Menit siswa bermain peran tentang ungkapan menunjukan perhatian secara lisan di depan kelas dengan memperhatikan fungsi sosial, ungkapan, dan unsur kebahasaan yang benar dan sesuai dengan konteks. b. Siswa menuliskan permasalahan dalam menggunakan bahasa Inggris untuk ungkapan menunjukan perhatian dalam jurnal belajar (learning journal).
Penutup
a. Guru
memberikan
terhadap
umpan
balik
dan
hasil
proses
pembelajaran.
b. Guru melakukan kegiatan tindak lanjut
dalam
bentuk
pemberian
tugas, untuk individual; dan
c. Guru
menginformasikan
kegiatan
pembelajaran
pertemuan berikutnya.
rencana untuk
b.
165
I. Penilaian Rating Score of Oral Test No .
Criteria
1
Pronunciation
2
Grammar
3
Vocabulary
4
Fluency
Rating Score
Comments 5 Has few traces of foreign accent Always intelligible, though one is conscious of a 4 definite accent. Pronunciation problems necessitate concentrated listening and occasionally lead to 3 misunderstanding. Very hard to understand because of pronuncation problems, most frequently be 2 asked to repeat. Pronuncation problems so severe as to make 1 speech virtually unintelligible. Make few (if any) noticeable errors of grammar 5 or word order. Occasionally makes grammatical and/or word order errors that do not, however, obscure 4 meaning. Makes frequent errors of grammar and word 3 order which occasionally obscure meaning. Grammar and word order error make comprehension difficult, must often rephrases 2 sentence and or restrict himself to basic pattern. Errors in grammar and word order as severe as 1 to make speech virtually unintelligible. Use of vocabulary and idioms is virtually that of 5 a native speaker. Sometimes uses inappropriate terms and/or must rephrases ideas because of lexical and 4 inadequate vocabulary. Frequently uses the wrong words; conversation somewhat limited because of inadequate 3 vocabulary. Misuse of words and very limited vocabulary 2 makes comprehension quite difficult. Vocabulary limitation so extreme as to make 1 conversation virtually impossible. Speech as fluent and effortsless as that of a 5 native speaker.
166
Speed of speech seems to be slightly affected by language problems. Speed and fluency are rather strongly affected by language problems. Usually hesitant; often forced into silence by language limitations. Speech is so halting and fragmentary as to make conversation virtually impossible. Appears to understand everything without difficulty. Understand nearly everything at normal speed, although occasionally repetition may be necessary. Understands most of what is said at slower-thanormal speed without repetitions. Has great difficulty following what is said. Can comprehend only "social conversation" spoken slowly and with frequent repetitions. Can not be said to understand even simple conversational English.
4 3 2 1 5
4 5
Comprehension
3
2 1 Maximum Score: 25 𝐹𝑜𝑟𝑚𝑢𝑙𝑎 > 𝑇𝑜𝑡𝑎𝑙 𝑆𝑐𝑜𝑟𝑒 =
𝑆𝑡𝑢𝑑𝑒𝑛𝑡 𝑠 ′ 𝑆𝑐𝑜𝑟𝑒 𝑀𝑎𝑥𝑖𝑚𝑢𝑚 𝑆𝑐𝑜𝑟𝑒
× 100
J. Role Cards
Situation A
Situation B
Your mother is sick
Your friend has lost his wallet
Situation C
Situation D
Your friend’s grandmother has passed away
Your friend has just got an accident
167
Situation E Your friend got his motorbike stolen
Ciputat, 4 Mei 2015 Mengetahui, Guru Mata Pelajaran
Peneliti
Drs. Dedy Nurjamil
Listianty R. Maksum
168
RENCANA PELAKSANAAN PEMBELAJARAN (Experimental Class)
Satuan Pendidikan
: SMK Islamiyah Ciputat
Mata Pelajaran
: Bahasa Inggris
Kelas
: X (Sepuluh)
Materi Pokok
: Expressing Intention
Alokasi waktu
: 2 X 45 Menit
Pertemuan
: Ke-4 (Ke-empat)
A. Kompetensi Inti (KI) KI 1
: Menghayati dan mengamalkan ajaran agama yang dianutnya.
KI 2
: Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab,
peduli (gotong royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukkan sikap sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia. KI 3
: Memahami, menerapkan, menganalisis pengetahuan factual, konseptual,
procedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan procedural pada bidang kajian yang spesisfik dan minatnya untuk memecahkan masalah. KI 4
: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak
terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan.
169
B. Kompetensi Dasar 1.1.Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai Bahasa pengantar komunikasi internasional. 2.1.Mengembangkan perilaku santun dan peduli dalam melaksanakan komunikasi antar pribadi dengan guru dan teman. 3.4.Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan untuk menyatakan dan menanyakan tentang niat melakukan suatu tindakan/kegiatan, sesuai dengan konteks penggunaannya. 4.5.Menyusun teks lisan dan tulis untuk menyatakan dan menanyakan tentang niat melakukan suatu tindankan/kegiatan, dengan memperhatikan fungsi sosial, struktur teks, and unsur kebahasaan yang benar dan sesuai konteks.
C. Indikator Pencapaian Kompetensi 1. Siswa mampu memahami fungsi sosial, struktur teks, dan unsur kebahasaan untuk menyatakan dan menanyakan tentang niat melakukan sesuatu. 2. Siswa mampu mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan untuk menyatakan dan menanyakan tentang niat melakukan sesuatu. 3. Siswa mampu menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan untuk menyatakan dan menanyakan tentang niat melakukan sesuatu. 4. Siswa terampil menggunakan teks lisan dan tulis untuk menyatakan dan menanyakan tentang niat melakukan sesuatu.
D. Tujuan Pembelajaran Setelah mempelajari materi “Expressing Intention” siswa: 1. Dapat menggunakan bahasa inggris dalam berkomunikasi untuk menyatakan dan menanyakan niat melakukan suatu tindakan dengan guru dan teman. 2. Dapat menunjukkan sikap perilaku jujur, disiplin, percaya diri dan bertanggung jawab dalam melaksanakan komunikasi antar pribadi dengan guru dan teman.
170
3. Dapat mengidentifikasi fungsi sosial, struktur teks, unsur kebahasaan pada ungkapan niat melakukan sesuatu. 4. Dapat menyusun teks lisan dan tulis sederhana untuk mengucapkan dan merespon tentang niat melakukan sesuatu.
E. Materi Pembelajaran Holiday Plans A long weekend is coming. Riri, Santi, and Bayu are talking about their plans. Riri
: It wil be a long weekend soon. Do you have any plans?
Santi
: Uhm, I’m not sure. I don’t have an idea yet. I think I might stay at home.
Bayu
: Stay at home? Well, you could do something more interesting!
Santi
: So, what about you Bayu? Do you have any plans?
Bayu
: Definitely! My dad and I are going to go fishing.
Santi
: Fishing? It sounds boring too! Are you going to go fishing in the river near your house?
Bayu
: No, we plan to go fishing in a lake near my uncle’s house. Would you like to come with us?
Santi fishing.
: I don’t really like fishing. I would rather stay at home than go
Bayu weekend?
: What about you, Riri? What would you like to do on the long
Riri
: I have made a plan with my mother about what to do on this long weekend. We are going to practice baking cookies.
Santi
: That’s sounds like a very good plan!
Bayu
: Are you going to bake choco chips cookies like the last time?
Riri
: Well, yes. That is my favorite. But we will also try to make ginger cookies.
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Santi
: Oh, how I envy you. My mother is going to accompany my little brother to attend drawing competition. I don’t think I can ask her to teach me baking cookies.
Bayu
: Ha ha, I guess you should enjoy staying at home alone.
Riri
: Oh, would you like to join me to learn baking cookies? You can come to my house.
Bayu
: It’s a good idea! Or will you go fishing with me and my dad?
Santi
: Uhm, not fishing I guess. But I think I would like to bake cookies with Riri. Thanks for asking me to join you Riri.
Riri
: No problem. I will call you on Friday to let you know the time when we can start.
Santi
: Thanks a lot. I will be waiting for your call.
Bayu
: Have a nice long weekend everyone.
Riri, Santi
: You too.
Expressing intention is to state plan or something intended to do in the future.
I would like to ..... I will ...... I want to ...... I am going to ...... I would rather ......
Examples of Expressing Intention:
I would like to tell about my family I will visit museum today I want to make a pancake I am going to introduce my friend I would rather stay at home than go fishing
To express willingness: use will (+) Subject + will + V1 + Object/Complement (-) Subject + will not + V1 + Object/Complement (?) Will + subject + V1 + Object/complement
172
(+) She will visit her cousins on the next holiday. (-) She will not visit her cousins on the next holiday. (?) Will she visit her cousins on the next holiday?
To express a prior plan: Use only be going to (+) Subject + Be going to + V1 + O/C (-) Subject + Be not going to + V1 + O/C (?) Be + Subject + going to + V1 + O/C
(+) She is going to visit her cousins on the next holiday. (-) She is not going to visit her cousins on the next holiday? (?) Is she going to visit her cousins on the next holiday? F. Pendekatan dan Metode Pembelajaran Pendekatan: Scientific Metode: Role Play (Bermain Peran) G. Media, Alat, dan Sumber Belajar 1. Media: - Video - Role cards 2. Alat: - Laptop - LCD - Papan Tulis 3. Sumber Belajar: - Buku ajar siswa (Bahasa Inggris / Kementrian Pendidikan dan Kebudayaan Republik Indonesia 2014). - Internet.
173
H. Langkah Pembelajaran Komponen Pendahuluan
Deskripsi Kegiatan Alokasi waktu a. Menyiapkan peserta didik secara 5 Menit psikis dan fisik untuk mengikuti proses pembelajaran. b. Memberi motivasi belajar siswa secara kontekstual sesuai manfaat dan aplikasi materi ajar. c. Menjelaskan tujuan pembelajaran atau kompetensi dasar yang akan dicapai.
Kegiatan inti Mengamati
a. Siswa mendengarkan dan membaca 25 Menit banyak kalimat menyatakan tentang niat melakukan sesuatu dalam berbagai konteks. b. Siswa mengikuti interaksi tentang pernyataan dan pertanyaan tetang menyatakan dan menanyakan tentang niat melakukan sesuatu dengan bimbingan guru. c. Siswa menirukan contoh-contoh kalimat yang menyatakan dan menanyakan tentang niat melakukan sesuatu. d. Dengan bimbingan dan arahan guru, siswa mengidentifikasi ciriciri kalimat yang menyatakan dan menanyakan tentang niat melakukan sesuatu (fungsi sosial, struktur teks, dan unsur kebahasaan).
Menanya
a. Dengan bimbingan dan arahan 5 menit guru, siswa mempertanyakan antara berbagai ungkapan menyatakan dan menanyakan tentang niat melakukan sesuatu dengan
174
menggunakan bahasa Inggris dan dengan menggunakan bahasa Indonesia dalam situasi formal maupun informal. b. Siswa mempertanyakan pengucapan dan isi teks tentang ungkapan menyatakan dan menanyakan tentang niat melakukan sesuatu. Mengeksplorasi
a. Secara berkelompok (4 siswa), 15 Menit siswa diberikan role card kemudian siswa berlatih untuk menyatakan ataupun mengungkapkan tentang niat melakukan sesuatu melalui tulisan sesuai konteks yang ada pada role card. b. Siswa berlatih untuk menyatakan ataupun mengungkapkan tentang niat melakukan sesuatu melalui bermain peran.
Mengasosiasi
a. Secara berkelompok (4 siswa), 5 Menit siswa mendiskusikan ungkapan tentang niat melakukan sesuatu yang mereka gunakan dalam tulisan. b. Siswa memperoleh balikan (feedback) dari guru dan teman tentang fungsi sosial dan unsur kebahasaan yang sampaikan dalam kelas.
Mengkomunikasik an
a. Secara berkelompok (4 siswa), 30 Menit siswa bermain peran tentang ungkapan menanyakan dan menyatakan niat melakukan sesuatu secara lisan di depan kelas dengan memperhatikan fungsi sosial, ungkapan, dan unsur kebahasaan yang benar dan sesuai dengan konteks.
175
b. Siswa menuliskan permasalahan dalam menggunakan bahasa Inggris untuk ungkapan menunjukan perhatian dalam jurnal belajar (learning journal). a. Guru memberikan umpan balik
Penutup
terhadap
proses
dan
hasil
pembelajaran. b. Guru melakukan kegiatan tindak lanjut dalam bentuk pemberian tugas, untuk individual; dan c. Guru menginformasikan rencana kegiatan
pembelajaran
untuk
pertemuan berikutnya.
I. Penilaian Rating Score of Oral Test No .
Criteria
1
Pronunciation
2
Grammar
Rating Score
Comments 5 Has few traces of foreign accent Always intelligible, though one is conscious of a 4 definite accent. Pronunciation problems necessitate concentrated listening and occasionally lead to 3 misunderstanding. Very hard to understand because of pronuncation problems, most frequently be 2 asked to repeat. Pronuncation problems so severe as to make 1 speech virtually unintelligible. Make few (if any) noticeable errors of grammar 5 or word order. Occasionally makes grammatical and/or word order errors that do not, however, obscure 4 meaning.
a.
176
3
2 1 5
4 3
Vocabulary 3 2 1 5 4
4
Fluency
3 2 1 5
4 5
Comprehension
3
2 1
Makes frequent errors of grammar and word order which occasionally obscure meaning. Grammar and word order error make comprehension difficult, must often rephrases sentence and or restrict himself to basic pattern. Errors in grammar and word order as severe as to make speech virtually unintelligible. Use of vocabulary and idioms is virtually that of a native speaker. Sometimes uses inappropriate terms and/or must rephrases ideas because of lexical and inadequate vocabulary. Frequently uses the wrong words; conversation somewhat limited because of inadequate vocabulary. Misuse of words and very limited vocabulary makes comprehension quite difficult. Vocabulary limitation so extreme as to make conversation virtually impossible. Speech as fluent and effortsless as that of a native speaker. Speed of speech seems to be slightly affected by language problems. Speed and fluency are rather strongly affected by language problems. Usually hesitant; often forced into silence by language limitations. Speech is so halting and fragmentary as to make conversation virtually impossible. Appears to understand everything without difficulty. Understand nearly everything at normal speed, although occasionally repetition may be necessary. Understands most of what is said at slower-thanormal speed without repetitions. Has great difficulty following what is said. Can comprehend only "social conversation" spoken slowly and with frequent repetitions. Can not be said to understand even simple conversational English.
Maximum Score: 25 𝐹𝑜𝑟𝑚𝑢𝑙𝑎 > 𝑇𝑜𝑡𝑎𝑙 𝑆𝑐𝑜𝑟𝑒 =
𝑆𝑡𝑢𝑑𝑒𝑛𝑡 𝑠 ′ 𝑆𝑐𝑜𝑟𝑒 𝑀𝑎𝑥𝑖𝑚𝑢𝑚 𝑆𝑐𝑜𝑟𝑒
× 100
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J. Role Cards Situation 1:
Situation 2:
A friend is absent because she is sick. You plan with your friends to visit her this afternoon. However one of them makes an excuse for not going.
School holiday is coming soon. You have a plan to go to your grandma’s house in the country. You want to find out what your friends are planning.
Situation 3:
Situation 4:
You plan to go to the movie this weekend. You ask several friends to go with you. Two of your friends definitely agree with you, but another friend cannot make up their minds.
It will be the school’s anniversary next month. You and your friends are discussing the plan for the class performance. One of them seems to disagree with the idea because he/she thinks that it will need a lot of money
Ciputat, 11 Mei 2015 Mengetahui, Guru Mata Pelajaran
Peneliti
Drs. Dedy Nurjamil
Listianty R. Maksum
178
RENCANA PELAKSANAAN PEMBELAJARAN (Experimental Class)
Satuan Pendidikan
: SMK Islamiyah Ciputat
Mata Pelajaran
: Bahasa Inggris
Kelas
: X (Sepuluh)
Materi Pokok
: Congratulating Others
Alokasi waktu
: 2 X 45 Menit
Pertemuan
: Ke-5 (Ke-lima)
A. Kompetensi Inti (KI) KI 1
: Menghayati dan mengamalkan ajaran agama yang dianutnya.
KI 2
: Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab,
peduli (gotong royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukkan sikap sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia. KI 3
: Memahami, menerapkan, menganalisis pengetahuan factual, konseptual,
procedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan procedural pada bidang kajian yang spesisfik dan minatnya untuk memecahkan masalah. KI 4
: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak
terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan.
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B. Kompetensi Dasar 1.1.Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai Bahasa pengantar komunikasi internasional. 2.3.Mengembangkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan komunikasi fungsional. 3.5.Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari ungkapan ucapan
selamat
bersayap,
serta
responnya,
sesuai
dengan
konteks
penggunaannya. 4.6.Menyusun teks lisan dan tulis untuk mengucapkan dan merespon ucapan selamat bersayap, dengan memperhatikan fungsi sosial, struktur teks, and unsur kebahasaan yang benar dan sesuai konteks.
C. Indikator Pencapaian Kompetensi 1. Siswa mampu memahami fungsi sosial, struktur teks, dan unsur kebahasaan untuk mengucapkan dan merespon ucapan selamat. 2. Siswa mampu mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan untuk mengucapkan dan merespon ucapan selamat. 3. Siswa mampu menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan untuk mengucapkan dan merespon ucapan selamat. 4. Siswa terampil menggunakan teks lisan dan tulis untuk mengucapkan dan merespon ucapan selamat.
D. Tujuan Pembelajaran Setelah mempelajari materi “Congratulating Others” siswa: 1. Dapat
menggunakan
bahasa
inggris
dalam
berkomunikasi
untuk
mengucapkan dan merespon ucapan selamat dengan guru dan teman. 2. Dapat menunjukkan sikap perilaku jujur, disiplin, percaya diri dan bertanggung jawab dalam melaksanakan komunikasi antar pribadi dengan guru dan teman. 3. Dapat mengidentifikasi fungsi sosial, struktur teks, unsur kebahasaan pada ungkapan ucapan selamat.
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4. Dapat menyusun teks lisan dan tulis sederhana untuk mengucapkan dan merespon ucapan selamat.
E. Materi Pembelajaran Congratulation is an expression that we use the give the congratulation utterance when he/she succeeds in doing something. Expressions of Congratulation
Responding to Congratulation
Congratulation
It’s very good of you to say so.
Congratulations
How nice of you to say so.
Congratulations on your succeeds
Thank you very much for saying so.
Happy Birthday
I’m glad you think so.
Happy New Year
Oh, it’s nothing special actually.
Happy Anniversary
Oh, I have a lot to learn yet.
Let me congratulate you
Thank you.
That’s great!
Oh, not really.
Pretty Good
Oh, nothing to it, actually.
I’d be the first to congratulate you on…
Oh, thanks.
I’d like to congratulate you on… Please
accept
my
congratulations. May I congratulate you on… I must congratulate you. It was great to hear about… Well done Nice one. Good. Fantastic!
warmest
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Example of Congratulation Conversation Being Promoted Rudi
: I haven’t told you what happened yet, have I?
Ben
:I haven’t heard anything.
Rudi
:My boss offered me a promotion, and I took it.
Ben
:Are you serious?
Rudi
:Yes, I am really excited.
Ben
: That’s great. Congratulations.
Rudi
:I appreciate that.
Ben
:You have no idea how happy I am for you.
Rudi
: For real?
Ben
:I believe you were the best choice for that promotion. I really do. Passing National Examination
Rani
:Hi Nisa, have you read the announcement?
Nisa
: What about?
Rani
: I have just told by Erick via SMS that you had passed the national Examination.
Nisa
: Oh, really?
Rani
: Yes, you may read the SMS by yourself, here you are.
Nisa
: Wow, Thank you very much for telling me.
Rani
:Don’t mention it. I congratulate on your graduation.
Nisa
: Thank you very much for saying so.
Rani
: You are welcome. So where will you continue your study?
182
Nisa
: I still have no idea yet.
F. Pendekatan dan Metode Pembelajaran Pendekatan: Scientific Metode: Role Play (Bermain Peran) G. Media, Alat, dan Sumber Belajar 1. Media: - Majalah - Surat Kabar - Role cards 2. Alat: - Laptop - LCD - Papan Tulis 3. Sumber Belajar: - Buku ajar siswa (Bahasa Inggris / Kementrian Pendidikan dan Kebudayaan Republik Indonesia 2014). - Internet. H. Langkah Pembelajaran Komponen Pendahuluan
Deskripsi Kegiatan Alokasi waktu a. Menyiapkan peserta didik secara 5 Menit psikis dan fisik untuk mengikuti proses pembelajaran. b. Memberi motivasi belajar siswa secara kontekstual sesuai manfaat dan aplikasi materi ajar. c. Menjelaskan tujuan pembelajaran atau kompetensi dasar yang akan dicapai.
Kegiatan inti Mengamati
a. Siswa memperhatikan beberapa 25 Menit pesan yang berisi ucapan selamat dari berbagai sumber (a.l. film, surat kabar, majalah). b. Siswa membacakan contoh-contoh teks pesan berisi ucapan selamat tersebut dengan ucapan, intonasi, tekanan kata, dengan benar dan
183
lancar. c. Dengan bimbingan dan arahan guru, siswa mengidentifikasi ciriciri pesan yang berisi ucapan selamat (fungsi sosial, struktur teks, dan unsur kebahasaan). Menanya
a. Dengan bimbingan dan arahan 5 menit guru, siswa mempertanyakan antara lain, perbedaan antara berbagai pesan yang berisi ucapan dengan menggunakan bahasa Inggris dan dengan menggunakan bahasa Indonesia dalam situasi formal maupun informal. b. Siswa mempertanyakan pengucapan dan isi teks tentang ungkapan menunjukan perhatian.
Mengeksplorasi
a. Siswa secara mandiri dan dalam 15 Menit kelompok (3 siswa) mencari ucapan selamat yang lain dari berbagai sumber. b. Secara berkelompok (3 siswa), siswa diberikan role card kemudian siswa berlatih untuk mengucapkan dan merespon ucapan selamat melalui tulisan sesuai konteks yang ada pada role card. c. Siswa berlatih untuk mengucapkan dan merespon ucapan selamat melalui bermain peran.
Mengasosiasi
a. Secara berkelompok (3 siswa), 5 Menit siswa mendiskusikan ungkapan ucapan selamat yang mereka gunakan dalam tulisan. b. Siswa memperoleh balikan (feedback) dari guru dan teman
184
tentang fungsi sosial dan unsur kebahasaan yang sampaikan dalam kelas. Mengkomunikasik an
a. Secara berkelompok (3 siswa), 30 Menit siswa bermain peran mengucapkan dan merespon ucapan selamat secara lisan di depan kelas dengan memperhatikan fungsi sosial, ungkapan, dan unsur kebahasaan yang benar dan sesuai dengan konteks. b. Siswa menuliskan permasalahan dalam menggunakan bahasa Inggris untuk ungkapan menunjukan perhatian dalam jurnal belajar (learning journal). a. Guru memberikan umpan balik
Penutup
terhadap
proses
dan
hasil
pembelajaran.
b. Guru melakukan kegiatan tindak lanjut dalam bentuk pemberian tugas, untuk individual; dan
c. Guru menginformasikan rencana kegiatan
pembelajaran
untuk
pertemuan berikutnya.
I. Penilaian Rating Score of Oral Test No .
Criteria
1
Pronunciation
Rating Score
Comments 5 Has few traces of foreign accent
a.
185
4
3
2 1 5
4 2
Grammar
3
2 1 5
4 3
Vocabulary 3 2 1 5
4
Fluency
4 3 2
Always intelligible, though one is conscious of a definite accent. Pronunciation problems necessitate concentrated listening and occasionally lead to misunderstanding. Very hard to understand because of pronuncation problems, most frequently be asked to repeat. Pronuncation problems so severe as to make speech virtually unintelligible. Make few (if any) noticeable errors of grammar or word order. Occasionally makes grammatical and/or word order errors that do not, however, obscure meaning. Makes frequent errors of grammar and word order which occasionally obscure meaning. Grammar and word order error make comprehension difficult, must often rephrases sentence and or restrict himself to basic pattern. Errors in grammar and word order as severe as to make speech virtually unintelligible. Use of vocabulary and idioms is virtually that of a native speaker. Sometimes uses inappropriate terms and/or must rephrases ideas because of lexical and inadequate vocabulary. Frequently uses the wrong words; conversation somewhat limited because of inadequate vocabulary. Misuse of words and very limited vocabulary makes comprehension quite difficult. Vocabulary limitation so extreme as to make conversation virtually impossible. Speech as fluent and effortsless as that of a native speaker. Speed of speech seems to be slightly affected by language problems. Speed and fluency are rather strongly affected by language problems. Usually hesitant; often forced into silence by language limitations.
186
1 5
4 5
Comprehension
3
2 1
Speech is so halting and fragmentary as to make conversation virtually impossible. Appears to understand everything without difficulty. Understand nearly everything at normal speed, although occasionally repetition may be necessary. Understands most of what is said at slower-thanormal speed without repetitions. Has great difficulty following what is said. Can comprehend only "social conversation" spoken slowly and with frequent repetitions. Can not be said to understand even simple conversational English.
Maximum Score: 25 𝐹𝑜𝑟𝑚𝑢𝑙𝑎 > 𝑇𝑜𝑡𝑎𝑙 𝑆𝑐𝑜𝑟𝑒 =
𝑆𝑡𝑢𝑑𝑒𝑛𝑡 𝑠 ′ 𝑆𝑐𝑜𝑟𝑒 𝑀𝑎𝑥𝑖𝑚𝑢𝑚 𝑆𝑐𝑜𝑟𝑒
× 100
J. Role Cards Situation A:
Situation B:
Your friend got driver’s licence
Your friend won in drawing competition
Situation C:
Situation D:
Your friend is a talented singer
Your best friend is the best student in the school
Ciputat, 18 Mei 2015 Mengetahui, Guru Mata Pelajaran
Peneliti
Drs. Dedy Nurjamil
Listianty R. Maksum
187
RENCANA PELAKSANAAN PEMBELAJARAN (Controlled Class)
Satuan Pendidikan
: SMK Islamiyah Ciputat
Mata Pelajaran
: Bahasa Inggris
Kelas
: X (Sepuluh)
Materi Pokok
: Talking about Self
Alokasi waktu
: 2 X 45 Menit
Pertemuan
: Ke-1 (Ke-satu)
A. Kompetensi Inti (KI) KI 1
: Menghayati dan mengamalkan ajaran agama yang dianutnya.
KI 2
: Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab,
peduli (gotong royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukkan sikap sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia. KI 3
: Memahami, menerapkan, menganalisis pengetahuan factual, konseptual,
procedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan procedural pada bidang kajian yang spesisfik dan minatnya untuk memecahkan masalah. KI 4
: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak
terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan.
188
B. Kompetensi Dasar 1.1. Mensyukuri kesempatan dapat mempelajari Bahasa Inggris sebagai Bahasa pengantar komunikasi internasional yang diwujudkan dalam semangat belajar. 2.2. Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam melaksanakan komunikasi transaksional dengan guru dan teman. 3.1. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks pemaparan jati diri, sesuai dengan konteks penggunaannya. 4.1. Menangkap makna pemaparan jati diri lisan dan tulis 4.2. Menyusun teks lisan dan tulis untuk memaparkan, menayakan, dan merespon pemaparan jati diri, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.
C. Indikator Pencapaian Kompetensi a. Siswa mampu memahami fungsi sosial, struktur teks, dan unsur kebahasaan untuk menyatakan dan menanyakan tentang pemaparan jati diri. b. Siswa mampu mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan untuk menyatakan dan menanyakan tentang pemaparan jati diri. c. Siswa mampu menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan untuk menyatakan dan menanyakan tentang pemaparan jati diri. d. Siswa terampil menggunakan teks lisan dan tulis untuk menyatakan dan menanyakan tentang pemaparan jati diri.
D. Tujuan Pembelajaran Setelah mempelajari materi “Talking about Self” siswa diharapkan mampu: 1. Menunjukkan rasa syukur atas kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasional. 2. Menunjukkan sikap perilaku jujur, disiplin, percaya diri dan bertanggung jawab dalam melaksanakan komunikasi antar pribadi dengan guru dan teman. 3. Mengidentifikasi fungsi sosial, struktur teks, unsur kebahasaan dari teks pemaparan jati diri.
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4. Merespon makna teks pemaparan jati diri lisan dan tulis. 5. Menggunakan ungkapan menyatakan dan menanyakan tentang pemaparan jati diri secara baik dan benar. E. Materi Pembelajaran Gambar dan contoh dialog pemaparan jati diri:
Today is the commemoration of National Education Day. Every province in Indonesia sends their representatives to attend Indonesia Students Conference in Jakarta.
Asep : Hi! My name is Asep. I am from Bandung. What is your name? Denias : Hi, I am Denias, I’m from Papua. Asep : Oh, really? That’s so far. Nice to meet you. Denias : Nice to meet you too. By the way, let’s go to the crowd.
Denias and Asep go to the crowd and they meet a girl. Sri : Hi! Asep. How are you? Asep : I’m fine, thanks. How about you?
190
Sri : I’m fine too. Thank you. Is this your second time for attending this conference, right? Asep : Yes, you are right. By the way, this is Denias, my new friend from Papua. Denias : Hi. How do you do? Pleased to meet you. Sri : How do you do? Pleased to meet you too. What city are you from? Denias : I’m from Sentani, Jayapura City. I am the only one representative from Papua. Sri : Wow, you are so cool! What’s your hobby? Denias: I like playing football very much. And I wish, I could be the number one football player in Indonesia like Titus Bonai. What’s your hobby, Sri? Sri: Wow, I hope your dream will be come true Den. Hmmm, I like cooking very much. I can spend my whole day for cooking anything. Denias : Wow, great. I love to eat delicious food. Will you cook for me special foods from your province? I’d like to eat them. Asep : Alright my friends, let’s talk about cooking and foods later. We should go to the palace to meet the President of Indonesia. Denias and Sri : Okay, Let’s go! Sentence Pattern Example:
Subject+Verb Sri reads. She is cooking. Denias will leave.
Example:
Subject+Verb+Object Denias loves football. Sri is reading a book. Asep sees the Mr. President.
-
Subject+Verb+Adjective
191
Example:
Denias is busy. Denias is smart. The flower is red. -
Example:
Subject+Verb+Adverb Mr. President is here. Asep run slowly. People are everywhere.
Example:
Subject+Verb+Noun She is my friend. He is a doctor. They are teachers.
Greetings Extending greetings Good morning. Good afternoon. Good evening. How nice to see you Hello. How are you? How do you do? How're you doing? How have you been? How is it going? What’s new/What’s up? Hi!
Possible replies to greetings Good morning Good afternoon Good evening Yes, it’s been so nice Hello Fine, thank you/ thanks. And you? How do you do? Not bad/ Just so-so Quite well, thank you. Not bad/Wonderful. Things couldn’t be better Nothing much. What’s new with you? Nothing much to tell you. Hi !
Farewell Farewell Good night Goodbye See you later
How to response Good night Goodbye See you later
192
Bye
Bye!
Making Introduction Introducing yourself: First let me introducing myself. My name is…. Allow me to introduce myself I’m …. Excuse me my name is …….. How do you do? My name is… Hi! I’m ………
Possible replies during an introduction: (It’s) Nice to meet you. (I’m) Glad to meet you. (I’m) Pleased to meet you. (I’m) Happy to meet you. I’ve heard so much about you.
Introducing others: I would like to introducing you to … I’d like you to meet …. Allow me to introduce …. This is (name) ...... Etc
F. Pendekatan dan Metode Pembelajaran Pendekatan Metode
: Scientific : Ceramah
G. Media, Alat, dan Sumber Belajar 1. Media: - Gambar 2. Alat: - Laptop - LCD - Papan Tulis 3. Sumber Belajar - Buku ajar siswa (Bahasa Inggris / Kementrian Pendidikan dan Kebudayaan Republik Indonesia 2014).
H. Langkah Pembelajaran
193
Komponen Pendahuluan
Deskripsi Kegiatan a. Menyiapkan peserta didik secara psikis dan fisik untuk mengikuti proses pembelajaran.
Alokasi waktu 10 Menit
b. Memberi motivasi belajar siswa secara kontekstual sesuai manfaat dan aplikasi materi ajar. c. Menjelaskan tujuan pembelajaran atau kompetensi dasar yang akan dicapai; dan d. Menyampaikan cakupan materi talking about self dan penjelasan uraian kegiatan sesuai silabus. Kegiatan inti Mengamati
a. Siswa mendengarkan / membaca pemaparan jati diri dengan memperhatikan fungsi sosial, struktur teks, unsur kebahasaan, maupun format penyampaian / penulisannya.
15 Menit
b. Siswa mencoba menirukan pengucapannya dan menuliskan pemaparan jati diri yang digunakan. Menanya
a. Dengan bimbingan dan arahan guru, siswa mempertanyakan antara lain, perbedaan antara berbagai pemaparan jati diri dalam bahasa Inggris, perbedaannya dengan yang ada dalam bahasa Indonesia.
10 menit
b. Siswa mempertanyakan pengucapan dan isi teks yang memaparkan jati diri Mengeksplorasi
a. Siswa berlatih memaparkan jati diri dengan teman melalui simulasi. b. Siswa berlatih memaparkan jati diri melalui tulisan
15 Menit
194
Mengasosiasi
a. Siswa menganalisis ungkapan memaparkan jati diri dengan mengelompokannya berdasarkan penggunaan.
10 Menit
b. Secara berkelompok siswa mendiskusikan ungkapan memaparkan jati diri yang mereka temukan dari sumber lain dan membandingkannya dengan yang digunakan guru c. Siswa memperoleh balikan (feedback) dari guru dan teman tentang fungsi sosial dan unsur kebahasaan yang sampaikan dalam kerja kelompok. Mengkomunikasik an
a. Siswa mendemonstrasikan penggunaan pemaparan jati diri secara lisan dan tertulis di kelas dengan memperhatikan fungsi sosial, ungkapan, dan unsur kebahasaan yang benar dan sesuai dengan konteks
25 Menit
b. Siswa menuliskan permasalahan dalam menggunakan bahasa Inggris untuk memaparkan jati diri dalam jurnal belajar (learning journal). Penutup
a. Guru mendeskripsikan keseluruhan rangkaian aktivitas pembelajaran dan hasil-hasil
yang
diperoleh
untuk
selanjutnya secara langsung maupun tidak langsung dari hasil pembelajaran yang telah berlangsung b. Guru
memberikan
terhadap
proses
umpan
balik
dan
hasil
pembelajaran c. Guru melakukan kegiatan tindak lanjut dalam bentuk pemberian tugas, baik
5 Menit
195
tugas individual maupun kelompok; dan b. Guru menginformasikan kegiatan pembelajaran pertemuan berikutnya
rencana untuk
I. Penilaian
Rating Score of Oral Test No .
Criteria
1
Pronunciation
2
Grammar
3
Vocabulary
Rating Score
Comments 5 Has few traces of foreign accent Always intelligible, though one is conscious of a 4 definite accent. Pronunciation problems necessitate concentrated listening and occasionally lead to 3 misunderstanding. Very hard to understand because of pronuncation problems, most frequently be 2 asked to repeat. Pronuncation problems so severe as to make 1 speech virtually unintelligible. Make few (if any) noticeable errors of grammar 5 or word order. Occasionally makes grammatical and/or word order errors that do not, however, obscure 4 meaning. Makes frequent errors of grammar and word 3 order which occasionally obscure meaning. Grammar and word order error make comprehension difficult, must often rephrases 2 sentence and or restrict himself to basic pattern. Errors in grammar and word order as severe as 1 to make speech virtually unintelligible. Use of vocabulary and idioms is virtually that of 5 a native speaker. Sometimes uses inappropriate terms and/or must rephrases ideas because of lexical and 4 inadequate vocabulary.
196
3 2 1 5 4 4
Fluency
3 2 1 5
4 5
Comprehension
3
2 1
Frequently uses the wrong words; conversation somewhat limited because of inadequate vocabulary. Misuse of words and very limited vocabulary makes comprehension quite difficult. Vocabulary limitation so extreme as to make conversation virtually impossible. Speech as fluent and effortsless as that of a native speaker. Speed of speech seems to be slightly affected by language problems. Speed and fluency are rather strongly affected by language problems. Usually hesitant; often forced into silence by language limitations. Speech is so halting and fragmentary as to make conversation virtually impossible. Appears to understand everything without difficulty. Understand nearly everything at normal speed, although occasionally repetition may be necessary. Understands most of what is said at slower-thanormal speed without repetitions. Has great difficulty following what is said. Can comprehend only "social conversation" spoken slowly and with frequent repetitions. Can not be said to understand even simple conversational English.
Maximum Score: 25 𝐹𝑜𝑟𝑚𝑢𝑙𝑎 > 𝑇𝑜𝑡𝑎𝑙 𝑆𝑐𝑜𝑟𝑒 =
𝑆𝑡𝑢𝑑𝑒𝑛𝑡 𝑠 ′ 𝑆𝑐𝑜𝑟𝑒 𝑀𝑎𝑥𝑖𝑚𝑢𝑚 𝑆𝑐𝑜𝑟𝑒
× 100
197
J. Introduction Game
Imagine that you’re invited to that party, think about new identity that you have. Then, talk to other guests and introduce yourself; tell about your family, your profession, and your hobbies. You may ask another guest with some questions, and you may also introduce your friends to other guests.
Ciputat, 21 April 2015 Mengetahui, Guru Mata Pelajaran
Peneliti
Drs. Dedy Nurjamil
Listianty R. Maksum
198
RENCANA PELAKSANAAN PEMBELAJARAN (Controlled Class)
Satuan Pendidikan
: SMK Islamiyah Ciputat
Mata Pelajaran
: Bahasa Inggris
Kelas
: X (Sepuluh)
Materi Pokok
: Expressions of Giving Compliment
Alokasi waktu
: 2 X 45 Menit
Pertemuan
: Ke-2 (Ke-dua)
A. Kompetensi Inti (KI) KI 1
: Menghayati dan mengamalkan ajaran agama yang dianutnya.
KI 2
: Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab,
peduli (gotong royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukkan sikap sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia. KI 3
: Memahami, menerapkan, menganalisis pengetahuan factual, konseptual,
procedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan procedural pada bidang kajian yang spesisfik dan minatnya untuk memecahkan masalah. KI 4
: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak
terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan.
199
B. Kompetensi Dasar 1.1.Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai Bahasa pengantar komunikasi internasional. 2.3.Mengembangkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan komunikasi fungsional. 3.2.Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada ungkapan memuji bersayap serta responnya, sesuai dengan konteks penggunaannya. 4.2.Menyusun teks lisan dan tulis untuk mengucapkan dan merespon pujian bersayap, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.
C. Indikator Pencapaian Kompetensi 1. Siswa mampu memahami fungsi sosial, struktur teks, dan unsur kebahasaan untuk menyatakan dan menanyakan tentang memuji. 2. Siswa mampu mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan untuk menyatakan dan merespon tentang memuji. 3. Siswa mampu menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan untuk menyatakan dan menanyakan memuji. 4. Siswa terampil menggunakan teks lisan dan tulis untuk menyatakan dan menanyakan tentang memuji.
D. Tujuan Pembelajaran Setelah mempelajari materi “Expressions of giving compliment” siswa: 1. Dapat menggunakan bahasa inggris dalam berkomunikasi menggunakan ungkapan pujian dengan guru dan teman. 2. Dapat menunjukkan sikap perilaku jujur, disiplin, percaya diri dan bertanggung jawab dalam melaksanakan komunikasi antar pribadi dengan guru dan teman. 3. Dapat mengidentifikasi fungsi sosial, struktur teks, unsur kebahasaan pada ungkapan pujian.
200
4. Dapat merespon makna dari ungkapan memuji lisan dan tulis. 5. Dapat menyusun teks lisan dan tulis sederhana untuk mengucapkan dan merespon ungkapan memuji. E. Materi Pembelajaran a) Compliment Compliment is an expression to appreciate or praise other people. Compliment is useful to give encouragement so that people will keep on doing their best and even improve their performance. When to express compliment:
On general occasion,
When someone has done his/her best,
When you visit someone’s house for the first time,
If you notice something new about someone’s appearance.
Example for Expression of Complimenting Expressing Compliment
Responding to a Compliment
-
Well done!
-
Thank you/ Thanks
-
Fantastic!
-
It’s nice of you to say so.
-
That’s great!
-
Really? I’m not sure about it,
-
I like …
-
That/Those … is/are nice.
-
Do you really think so?
-
… look/looks nice on you.
-
It’s very kind of you to say that.
-
You do look nice in …
-
Thanks, I need that.
-
You have a beautiful hair.
-
You’ve made my day.
-
You have nice voice.
-
Mary got nine for English. What a clever girl!
-
How beautiful flower is.
-
What a beautiful flower.
actually.
201
Some adjective that used in complimenting, are: -
Excellent!
-
Wonderful!
-
Good!
-
Terrific!
-
Magnificent!
Example dialogue for expression of complimenting: Cinta
: Hello. How are things going on, Saf?
Safira
: Hi. Good, and you?
Cinta
: I’m feeling great today. How was your weekend with your family
in Malang? Safira
: Terrific! We had a lovely time there. You should have gone there
with us. Cinta
: Really? Hey, what a beautiful skirt you are wearing. It matches
your blouse. Safira
: Thanks a lot. My sister bought it for me.
Cinta
: Wow! That’s wonderful.
Safira
: oh, Cinta, can I ask you something?
Cinta
: Yes, sure.
Safira
: Have you finished writing the book we discussed two months
ago? Cinta
: Yes. Luckily, I bring the book right now. Look at this. What do
you think? Safira
: Wow, magnificent! I like the cover. Let me see the contents. This
book is excellent. You really did a great job. Cinta
: Thanks a lot. You’ve inspired me to do this.
Safira
: Well, that’s great. I am proud of you. By the way, I’ve got to go
now. Have a nice day! Safira
: Thanks, you too.
202
F. Pendekatan dan Metode Pembelajaran Pendekatan
: Scientific
Metode
: Ceramah
G. Media, Alat, dan Sumber Belajar 1. Media: - Video 2. Alat: - Laptop - LCD - Papan Tulis 3. Sumber Belajar: - Buku ajar siswa (Bahasa Inggris / Kementrian Pendidikan dan Kebudayaan Republik Indonesia 2014).
H. Langkah Pembelajaran Komponen Pendahuluan
Deskripsi Kegiatan a. Menyiapkan peserta didik secara psikis dan fisik untuk mengikuti proses pembelajaran.
Alokasi waktu 10 Menit
b. Memberi motivasi belajar siswa secara kontekstual sesuai manfaat dan aplikasi materi ajar. c. Menjelaskan tujuan pembelajaran atau kompetensi dasar yang akan dicapai. Kegiatan inti Mengamati
a. Siswa mendengarkan/menonton interaksi memuji bersayap. b. Siswa mengikuti bersayap.
interaksi
memuji
c. Siswa menirukan memuji bersayap.
model
interaksi
d. Dengan bimbingan dan arahan guru, siswa mengidentifikasi ciri-ciri interaksi memuji bersayap (fungsi sosial, struktur teks, dan unsur kebahasaan).
15 Menit
203
Menanya
Mengeksplorasi
a. Dengan bimbingan dan arahan guru, siswa mempertanyakan antara lain perbedaan antara berbagai ungkapan memuji bersayap dalam bahasa Inggris, perbedaan ungkapan dengan yang ada dalam bahasa Indonesia, kemungkinan menggunakan ungkapan lain, dsb. a. Siswa berlatih untuk menggunakan
10 menit
15 Menit
ungkapan memuji melalui simulasi. Mengasosiasi
a. Siswa membandingkan ungkapan memuji bersayap yang telah dipelajari dengan yang ada di berbagai sumber lain.
10 Menit
b. Siswa membandingkan antara ungkapan dalam bahasa Inggris dan dalam bahasa siswa.
Mengkomunikasik an
a. Siswa berpasangan (2 siswa) menulis dialog percakapan untuk memuji dengan bahasa Inggris. b. Siswa menuliskan permasalahan dalam menggunakan bahasa Inggris untuk memuji dalam jurnal belajar (learning journal).
Penutup
a.
Guru
memberikan
umpan
balik
terhadap proses dan hasil pembelajaran b. Guru melakukan kegiatan tindak lanjut dalam bentuk pemberian tugas, baik tugas individual maupun kelompok; dan c. Guru menginformasikan kegiatan pembelajaran pertemuan berikutnya
rencana untuk
25 Menit
204
I. Penilaian
Rating Score of Oral Test No .
Criteria
1
Pronunciation
2
Grammar
3
Vocabulary
4
Fluency
Rating Score
Comments 5 Has few traces of foreign accent Always intelligible, though one is conscious of a 4 definite accent. Pronunciation problems necessitate concentrated listening and occasionally lead to 3 misunderstanding. Very hard to understand because of pronuncation problems, most frequently be 2 asked to repeat. Pronuncation problems so severe as to make 1 speech virtually unintelligible. Make few (if any) noticeable errors of grammar 5 or word order. Occasionally makes grammatical and/or word order errors that do not, however, obscure 4 meaning. Makes frequent errors of grammar and word 3 order which occasionally obscure meaning. Grammar and word order error make comprehension difficult, must often rephrases 2 sentence and or restrict himself to basic pattern. Errors in grammar and word order as severe as 1 to make speech virtually unintelligible. Use of vocabulary and idioms is virtually that of 5 a native speaker. Sometimes uses inappropriate terms and/or must rephrases ideas because of lexical and 4 inadequate vocabulary. Frequently uses the wrong words; conversation somewhat limited because of inadequate 3 vocabulary. Misuse of words and very limited vocabulary 2 makes comprehension quite difficult. Vocabulary limitation so extreme as to make 1 conversation virtually impossible. Speech as fluent and effortsless as that of a 5 native speaker.
205
4 3 2 1 5
4 5
Comprehension
3
2 1
Speed of speech seems to be slightly affected by language problems. Speed and fluency are rather strongly affected by language problems. Usually hesitant; often forced into silence by language limitations. Speech is so halting and fragmentary as to make conversation virtually impossible. Appears to understand everything without difficulty. Understand nearly everything at normal speed, although occasionally repetition may be necessary. Understands most of what is said at slower-thanormal speed without repetitions. Has great difficulty following what is said. Can comprehend only "social conversation" spoken slowly and with frequent repetitions. Can not be said to understand even simple conversational English.
Maximum Score: 25 𝐹𝑜𝑟𝑚𝑢𝑙𝑎 > 𝑇𝑜𝑡𝑎𝑙 𝑆𝑐𝑜𝑟𝑒 =
𝑆𝑡𝑢𝑑𝑒𝑛𝑡 𝑠 ′ 𝑆𝑐𝑜𝑟𝑒 𝑀𝑎𝑥𝑖𝑚𝑢𝑚 𝑆𝑐𝑜𝑟𝑒
× 100
J. Practice for Expressions of Complimenting Practice in expressing compliment and responding to the compliments in pairs. One of you becomes A, and the other becomes B. Situation 1. B is working really hard. A compliments B. B responds to the compliment happily. Situation 2. B is showing very nice drawing. A compliments B. B responds to the compliment.
206
Situation 3. A is wearing a new pair of shoes. B compliments A. A responds to the compliment. Situation 4. A looks beautiful in her new skirt. B compliments A. A responds to the compliment.
Ciputat, 28 April 2015 Mengetahui, Guru Mata Pelajaran
Peneliti
Drs. Dedy Nurjamil
Listianty R. Maksum
207
RENCANA PELAKSANAAN PEMBELAJARAN (Controlled Class)
Satuan Pendidikan
: SMK Islamiyah Ciputat
Mata Pelajaran
: Bahasa Inggris
Kelas
: X (Sepuluh)
Materi Pokok
: Expressions of Showing Care
Alokasi waktu
: 2 X 45 Menit
Pertemuan
: Ke-3 (Ke-tiga)
A. Kompetensi Inti (KI) KI 1
: Menghayati dan mengamalkan ajaran agama yang dianutnya.
KI 2
: Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab,
peduli (gotong royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukkan sikap sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia. KI 3
: Memahami, menerapkan, menganalisis pengetahuan factual, konseptual,
procedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan procedural pada bidang kajian yang spesisfik dan minatnya untuk memecahkan masalah. KI 4
: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak
terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan.
208
B. Kompetensi Dasar 1.1.Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai Bahasa pengantar komunikasi internasional. 2.1.Mengembangkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan komunikasi fungsional. 3.3.Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada ungkapan menunjukan perhatian (care), serta responnya, sesuai dengan konteks penggunaannya. 4.4.Menyusun teks lisan dan tulis untuk mengucapkan dan merespon ungkapan perhatian (care), dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, yang benar dan sesuai konteks.
C. Indikator Pencapaian Kompetensi 1. Siswa mampu memahami fungsi sosial, struktur teks, dan unsur kebahasaan untuk menyatakan dan menanyakan tentang menunjukan perhatian. 2. Siswa mampu mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan untuk menyatakan dan menanyakan tentang menunjukan perhatian. 3. Siswa mampu menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan untuk menyatakan dan menanyakan ungkapan menunjukan perhatian. 4. Siswa terampil menggunakan teks lisan dan tulis untuk menyatakan dan menanyakan tentang ungkapan menunjukan perhatian.
D. Tujuan Pembelajaran Setelah mempelajari materi “Expressions of showing care” siswa: 1. Dapat
menggunakan
bahasa inggris dalam
berkomunikasi
tentang
menunjukan perhatian dengan guru dan teman. 2. Dapat menunjukkan sikap perilaku jujur, disiplin, percaya diri dan bertanggung jawab dalam melaksanakan komunikasi antar pribadi dengan guru dan teman.
209
3. Dapat mengidentifikasi fungsi sosial, struktur teks, unsur kebahasaan pada ungkapan menunjukan perhatian. 4. Dapat merespon makna dari ungkapan menunjukan perhatian lisan dan tulis. 5. Dapat menyusun teks lisan dan tulis sederhana untuk mengucapkan dan merespon ungkapan yang menunjukan perhatian. E. Materi Pembelajaran a) Expression of Showing Care Showing care is an expression or feeling pity and sorrow when we know and see people are unlucky, have trouble, or are in bad conditions. The purpose of showing care is to comfort people who have trouble or are in bad conditions. It is also aimed to let people know that we care for them.
Example for Expression of Showing Care Showing Care
Responding of Showing Care
-
Are you hurt?
-
No, I’m not
-
Are you okay?
-
I’m fine
-
Do you need my help?
-
No, thanks
-
It looks heavy, can I help you?
-
Yes, thank you
-
I extremely sorry to hear that
-
Thanks for your sympathy
-
I am sorry…
-
I hope so
-
Oh, that’s a bad luck
-
It’s very kind of you
-
I gave my deepest condolence
-
That’s a pity, isn’t it?
-
I am very sorry to hear…
-
Thanks for your support
-
Oh, I am sorry to hear that
-
It would be OK, thanks for your
-
You must be very annoyed
-
I do sympathize
-
I know how is your feeling
-
It would be OK soon
-
That’s too bad
-
What a pity of you!
support
210
-
Be patient, it would be better soon.
Example for dialogue expression of showing care: Raisa
: Hey, you look so pale. Here, I bring you some soup, fix you some
tea and bake you some treats. Hope you recover soon. Isyana
: Thanks a lot. What a lovely friend you are! I really appreciate
that. Sheryl
: I’d also water your plants and tidy your room.
Isyana
: Thank you very much. I’m glad you do it for me.
Momo
: To help you feel better, I’d fluff up your pillow and straighten
your sheets. Isyana
: I am so grateful to you. You’re the best friend I have ever had.
F. Pendekatan dan Metode Pembelajaran Pendekatan
: Scientific
Metode
: Ceramah
G. Media, Alat, dan Sumber Belajar 1. Media: - Video 2. Alat: - Laptop - LCD - Papan Tulis 3. Sumber Belajar: - Buku ajar siswa (Bahasa Inggris / Kementrian Pendidikan dan Kebudayaan Republik Indonesia 2014).
H. Langkah Pembelajaran Komponen Pendahuluan
Deskripsi Kegiatan a. Menyiapkan peserta didik secara psikis dan fisik untuk mengikuti proses pembelajaran.
Alokasi waktu 10 Menit
211
b. Memberi motivasi belajar siswa secara kontekstual sesuai manfaat dan aplikasi materi ajar. c. Menjelaskan tujuan pembelajaran atau kompetensi dasar yang akan dicapai. Kegiatan inti Mengamati
a. Siswa mendengarkan/menonton interaksi menunjukan perhatian.
15 Menit
b. Siswa mengikuti interaksi menunjukan perhatian. c. Siswa menirukan model menunjukan perhatian.
interaksi
d. Dengan bimbingan dan arahan guru, siswa mengidentifikasi ciri-ciri interaksi menunjukan perhatian (fungsi sosial, struktur teks, dan unsur kebahasaan). Menanya
Mengeksplorasi
a. Dengan bimbingan dan arahan guru, siswa mempertanyakan antara lain perbedaan antara berbagai ungkapan menunjukan perhatian dalam bahasa Inggris, perbedaan ungkapan dengan yang ada dalam bahasa Indonesia, kemungkinan menggunakan ungkapan lain, dsb. a. Siswa berlatih untuk menggunakan ungkapan
menunjukan
10 menit
15 Menit
perhatian
melalui simulasi. Mengasosiasi
a. Siswa membandingkan ungkapan menunjukan perhatian yang telah dipelajari dengan yang ada di berbagai sumber lain. b. Siswa
membandingkan
antara
10 Menit
212
ungkapan dalam bahasa Inggris dan dalam bahasa siswa.
Mengkomunikasik an
a. Siswa berpasangan (2 siswa) menulis dialog percakapan untuk mengungkapkan perhatian dengan bahasa Inggris.
25 Menit
b. Siswa menuliskan permasalahan dalam menggunakan bahasa Inggris untuk memuji atau menunjukan perhatian dalam jurnal belajar (learning journal). a. Guru
Penutup
memberikan
terhadap
proses
umpan
balik
dan
hasil
pembelajaran
b. Guru melakukan kegiatan tindak lanjut dalam bentuk pemberian tugas, baik tugas individual maupun kelompok; dan
c. Guru kegiatan
menginformasikan
rencana
pembelajaran
untuk
pertemuan berikutnya
I. Penilaian
Rating Score of Oral Test No .
Criteria
1
Pronunciation
Rating Score
Comments 5 Has few traces of foreign accent Always intelligible, though one is conscious of a 4 definite accent.
213
3
2 1 5
4 2
Grammar
3
2 1 5
4 3
Vocabulary 3 2 1 5 4
4
Fluency
3 2 1
Pronunciation problems necessitate concentrated listening and occasionally lead to misunderstanding. Very hard to understand because of pronuncation problems, most frequently be asked to repeat. Pronuncation problems so severe as to make speech virtually unintelligible. Make few (if any) noticeable errors of grammar or word order. Occasionally makes grammatical and/or word order errors that do not, however, obscure meaning. Makes frequent errors of grammar and word order which occasionally obscure meaning. Grammar and word order error make comprehension difficult, must often rephrases sentence and or restrict himself to basic pattern. Errors in grammar and word order as severe as to make speech virtually unintelligible. Use of vocabulary and idioms is virtually that of a native speaker. Sometimes uses inappropriate terms and/or must rephrases ideas because of lexical and inadequate vocabulary. Frequently uses the wrong words; conversation somewhat limited because of inadequate vocabulary. Misuse of words and very limited vocabulary makes comprehension quite difficult. Vocabulary limitation so extreme as to make conversation virtually impossible. Speech as fluent and effortsless as that of a native speaker. Speed of speech seems to be slightly affected by language problems. Speed and fluency are rather strongly affected by language problems. Usually hesitant; often forced into silence by language limitations. Speech is so halting and fragmentary as to make conversation virtually impossible.
214
5
Appears to understand everything without 5 difficulty. Understand nearly everything at normal speed, although occasionally repetition may be 4 necessary. Understands most of what is said at slower-tha3 normal speed without repetitions. Has great difficulty following what is said. Can comprehend only "social conversation" spoken 2 slowly and with frequent repetitions. Can not be said to understand even simple 1 conversational English.
Comprehension
Maximum Score: 25 𝐹𝑜𝑟𝑚𝑢𝑙𝑎 > 𝑇𝑜𝑡𝑎𝑙 𝑆𝑐𝑜𝑟𝑒 =
𝑆𝑡𝑢𝑑𝑒𝑛𝑡 𝑠 ′ 𝑆𝑐𝑜𝑟𝑒 𝑀𝑎𝑥𝑖𝑚𝑢𝑚 𝑆𝑐𝑜𝑟𝑒
× 100
J. Practice for Expressions of Complimenting Showing Care Practice in expressing showing care and responding to the expressions in pairs. Situation 1. Your brother is sick. Situation 2. Your younger sister got a bad score. Situation 3. Your friend got his/her motorcycle stolen. Situation 4. Your friend did not win running competition.
Ciputat, 5 Mei 2015 Mengetahui, Guru Mata Pelajaran
Peneliti
Drs. Dedy Nurjamil
Listianty R. Maksum
215
RENCANA PELAKSANAAN PEMBELAJARAN (Controlled Class)
Satuan Pendidikan
: SMK Islamiyah Ciputat
Mata Pelajaran
: Bahasa Inggris
Kelas
: X (Sepuluh)
Materi Pokok
: Expressing Intention
Alokasi waktu
: 2 X 45 Menit
Pertemuan
: Ke-4 (Ke-empat)
A. Kompetensi Inti (KI) KI 1
: Menghayati dan mengamalkan ajaran agama yang dianutnya.
KI 2
: Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab,
peduli (gotong royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukkan sikap sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia. KI 3
: Memahami, menerapkan, menganalisis pengetahuan factual, konseptual,
procedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan procedural pada bidang kajian yang spesisfik dan minatnya untuk memecahkan masalah. KI 4
: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak
terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan.
216
B. Kompetensi Dasar 1.1.Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai Bahasa pengantar komunikasi internasional. 2.1.Mengembangkan perilaku santun dan peduli dalam melaksanakan komunikasi antar pribadi dengan guru dan teman. 3.4.Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan untuk menyatakan dan menanyakan tentang niat melakukan suatu tindakan/kegiatan, sesuai dengan konteks penggunaannya. 4.5.Menyusun teks lisan dan tulis untuk menyatakan dan menanyakan tentang niat melakukan suatu tindankan/kegiatan, dengan memperhatikan fungsi sosial, struktur teks, and unsur kebahasaan yang benar dan sesuai konteks.
C. Indikator Pencapaian Kompetensi 1. Siswa mampu memahami fungsi sosial, struktur teks, dan unsur kebahasaan untuk menyatakan dan menanyakan tentang niat melakukan sesuatu. 2. Siswa mampu mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan untuk menyatakan dan menanyakan tentang niat melakukan sesuatu. 3. Siswa mampu menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan untuk menyatakan dan menanyakan tentang niat melakukan sesuatu. 4. Siswa terampil menggunakan teks lisan dan tulis untuk menyatakan dan menanyakan tentang niat melakukan sesuatu.
D. Tujuan Pembelajaran Setelah mempelajari materi “Expressing Intention” siswa: 1. Dapat menggunakan bahasa inggris dalam berkomunikasi untuk menyatakan dan menanyakan niat melakukan suatu tindakan dengan guru dan teman. 2. Dapat menunjukkan sikap perilaku jujur, disiplin, percaya diri dan bertanggung jawab dalam melaksanakan komunikasi antar pribadi dengan guru dan teman.
217
3. Dapat mengidentifikasi fungsi sosial, struktur teks, unsur kebahasaan pada ungkapan niat melakukan sesuatu. 4. Dapat menyusun teks lisan dan tulis sederhana untuk mengucapkan dan merespon tentang niat melakukan sesuatu.
E. Materi Pembelajaran Holiday Plans A long weekend is coming. Riri, Santi, and Bayu are talking about their plans. Riri
: It wil be a long weekend soon. Do you have any plans?
Santi
: Uhm, I’m not sure. I don’t have an idea yet. I think I might stay at home.
Bayu
: Stay at home? Well, you could do something more interesting!
Santi
: So, what about you Bayu? Do you have any plans?
Bayu
: Definitely! My dad and I are going to go fishing.
Santi
: Fishing? It sounds boring too! Are you going to go fishing in the river near your house?
Bayu
: No, we plan to go fishing in a lake near my uncle’s house. Would you like to come with us?
Santi fishing.
: I don’t really like fishing. I would rather stay at home than go
Bayu weekend?
: What about you, Riri? What would you like to do on the long
Riri
: I have made a plan with my mother about what to do on this long weekend. We are going to practice baking cookies.
Santi
: That’s sounds like a very good plan!
Bayu
: Are you going to bake choco chips cookies like the last time?
Riri
: Well, yes. That is my favorite. But we will also try to make ginger cookies.
218
Santi
: Oh, how I envy you. My mother is going to accompany my little brother to attend drawing competition. I don’t think I can ask her to teach me baking cookies.
Bayu
: Ha ha, I guess you should enjoy staying at home alone.
Riri
: Oh, would you like to join me to learn baking cookies? You can come to my house.
Bayu
: It’s a good idea! Or will you go fishing with me and my dad?
Santi
: Uhm, not fishing I guess. But I think I would like to bake cookies with Riri. Thanks for asking me to join you Riri.
Riri
: No problem. I will call you on Friday to let you know the time when we can start.
Santi
: Thanks a lot. I will be waiting for your call.
Bayu
: Have a nice long weekend everyone.
Riri, Santi
: You too.
Expressing intention is to state plan or something intended to do in the future.
I would like to ..... I will ...... I want to ...... I am going to ...... I would rather ......
Examples of Expressing Intention:
I would like to tell about my family I will visit museum today I want to make a pancake I am going to introduce my friend I would rather stay at home than go fishing
To express willingness: use will (+) Subject + will + V1 + Object/Complement (-) Subject + will not + V1 + Object/Complement (?) Will + subject + V1 + Object/complement
219
(+) She will visit her cousins on the next holiday. (-) She will not visit her cousins on the next holiday. (?) Will she visit her cousins on the next holiday?
To express a prior plan: Use only be going to (+) Subject + Be going to + V1 + O/C (-) Subject + Be not going to + V1 + O/C (?) Be + Subject + going to + V1 + O/C
(+) She is going to visit her cousins on the next holiday. (-) She is not going to visit her cousins on the next holiday? (?) Is she going to visit her cousins on the next holiday? F. Pendekatan dan Metode Pembelajaran Pendekatan: Scientific Metode: Simulasi G. Media, Alat, dan Sumber Belajar 1. Media: - Video - Role cards 2. Alat: - Laptop - LCD - Papan Tulis 3. Sumber Belajar: - Buku ajar siswa (Bahasa Inggris / Kementrian Pendidikan dan Kebudayaan Republik Indonesia 2014). - Internet.
220
H. Langkah Pembelajaran Komponen Pendahuluan
Deskripsi Kegiatan a. Menyiapkan peserta didik secara psikis dan fisik untuk mengikuti proses pembelajaran.
Alokasi waktu 10 Menit
b. Memberi motivasi belajar siswa secara kontekstual sesuai manfaat dan aplikasi materi ajar. c. Menjelaskan tujuan pembelajaran atau kompetensi dasar yang akan dicapai. Kegiatan inti Mengamati
a. Siswa mendengarkan dan membaca banyak kalimat menyatakan tentang niat melakukan sesuatu dalam berbagai konteks. b. Siswa mengikuti interaksi pernyataan dan pertanyaan menyatakan dan menanyakan niat melakukan sesuatu bimbingan guru.
15 Menit
tentang tetang tentang dengan
c. Siswa menirukan contoh-contoh kalimat yang menyatakan dan menanyakan tentang niat melakukan sesuatu. d. Dengan bimbingan dan arahan guru, siswa mengidentifikasi ciri-ciri kalimat yang menyatakan dan menanyakan tentang niat melakukan sesuatu (fungsi sosial, struktur teks, dan unsur kebahasaan). Menanya
a. Dengan bimbingan dan arahan guru, siswa mempertanyakan antara berbagai ungkapan menyatakan dan menanyakan tentang niat melakukan sesuatu dengan menggunakan bahasa Inggris dan dengan menggunakan bahasa Indonesia dalam situasi formal maupun informal.
10 menit
221
b. Siswa mempertanyakan pengucapan dan isi teks tentang ungkapan menyatakan dan menanyakan tentang niat melakukan sesuatu. Mengeksplorasi
a. Secara berkelompok (4 siswa), siswa diberikan role card kemudian siswa berlatih untuk menyatakan ataupun mengungkapkan tentang niat melakukan sesuatu melalui tulisan sesuai konteks yang ada pada role card.
15 Menit
b. Siswa berlatih untuk menyatakan ataupun mengungkapkan tentang niat melakukan sesuatu melalui bermain peran. Mengasosiasi
a. Secara berkelompok (4 siswa), siswa mendiskusikan ungkapan tentang niat melakukan sesuatu yang mereka gunakan dalam tulisan.
10 Menit
b. Siswa memperoleh balikan (feedback) dari guru dan teman tentang fungsi sosial dan unsur kebahasaan yang sampaikan dalam kelas. Mengkomunikasik an
a. Secara berkelompok (4 siswa), siswa bermain peran tentang ungkapan menanyakan dan menyatakan niat melakukan sesuatu secara lisan di depan kelas dengan memperhatikan fungsi sosial, ungkapan, dan unsur kebahasaan yang benar dan sesuai dengan konteks. b. Siswa menuliskan permasalahan dalam menggunakan bahasa Inggris untuk ungkapan menunjukan perhatian dalam jurnal belajar (learning journal).
Penutup
a. Guru
memberikan
terhadap
proses
umpan
balik
dan
hasil
25 Menit
222
pembelajaran.
b. Guru melakukan kegiatan tindak lanjut dalam bentuk pemberian tugas, untuk individual; dan c. Guru kegiatan
menginformasikan
rencana
pembelajaran
untuk
pertemuan berikutnya.
I. Penilaian
Rating Score of Oral Test No .
Criteria
1
Pronunciation
2
Grammar
Rating Score
Comments 5 Has few traces of foreign accent Always intelligible, though one is conscious of a 4 definite accent. Pronunciation problems necessitate concentrated listening and occasionally lead to 3 misunderstanding. Very hard to understand because of pronuncation problems, most frequently be 2 asked to repeat. Pronuncation problems so severe as to make 1 speech virtually unintelligible. Make few (if any) noticeable errors of grammar 5 or word order. Occasionally makes grammatical and/or word order errors that do not, however, obscure 4 meaning. Makes frequent errors of grammar and word 3 order which occasionally obscure meaning. Grammar and word order error make comprehension difficult, must often rephrases 2 sentence and or restrict himself to basic pattern.
223
1 5
4 3
Vocabulary 3 2 1 5 4
4
Fluency
3 2 1 5
4 5
Comprehension
3
2 1
Errors in grammar and word order as severe as to make speech virtually unintelligible. Use of vocabulary and idioms is virtually that of a native speaker. Sometimes uses inappropriate terms and/or must rephrases ideas because of lexical and inadequate vocabulary. Frequently uses the wrong words; conversation somewhat limited because of inadequate vocabulary. Misuse of words and very limited vocabulary makes comprehension quite difficult. Vocabulary limitation so extreme as to make conversation virtually impossible. Speech as fluent and effortsless as that of a native speaker. Speed of speech seems to be slightly affected by language problems. Speed and fluency are rather strongly affected by language problems. Usually hesitant; often forced into silence by language limitations. Speech is so halting and fragmentary as to make conversation virtually impossible. Appears to understand everything without difficulty. Understand nearly everything at normal speed, although occasionally repetition may be necessary. Understands most of what is said at slower-thanormal speed without repetitions. Has great difficulty following what is said. Can comprehend only "social conversation" spoken slowly and with frequent repetitions. Can not be said to understand even simple conversational English.
Maximum Score: 25 𝐹𝑜𝑟𝑚𝑢𝑙𝑎 > 𝑇𝑜𝑡𝑎𝑙 𝑆𝑐𝑜𝑟𝑒 =
𝑆𝑡𝑢𝑑𝑒𝑛𝑡 𝑠 ′ 𝑆𝑐𝑜𝑟𝑒 𝑀𝑎𝑥𝑖𝑚𝑢𝑚 𝑆𝑐𝑜𝑟𝑒
× 100
224
A. Role Cards Situation 1:
Situation 2:
A friend is absent because she is sick. You plan with your friends to visit her this afternoon. However one of them makes an excuse for not going.
School holiday is coming soon. You have a plan to go to your grandma’s house in the country. You want to find out what your friends are planning.
Situation 3:
Situation 4:
You plan to go to the movie this weekend. You ask several friends to go with you. Two of your friends definitely agree with you, but another friend cannot make up their minds.
It will be the school’s anniversary next month. You and your friends are discussing the plan for the class performance. One of them seems to disagree with the idea because he/she thinks that it will need a lot of money
Ciputat, 12 Mei 2015 Mengetahui, Guru Mata Pelajaran
Peneliti
Drs. Dedy Nurjamil
Listianty R. Maksum
225
RENCANA PELAKSANAAN PEMBELAJARAN (Controlled Class)
Satuan Pendidikan
: SMK Islamiyah Ciputat
Mata Pelajaran
: Bahasa Inggris
Kelas
: X (Sepuluh)
Materi Pokok
: Congatulating Others
Alokasi waktu
: 2 X 45 Menit
Pertemuan
: Ke-5 (Ke-lima)
A. Kompetensi Inti (KI) KI 1
: Menghayati dan mengamalkan ajaran agama yang dianutnya.
KI 2
: Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab,
peduli (gotong royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukkan sikap sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia. KI 3
: Memahami, menerapkan, menganalisis pengetahuan factual, konseptual,
procedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan procedural pada bidang kajian yang spesisfik dan minatnya untuk memecahkan masalah. KI 4
: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak
terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan.
226
B. Kompetensi Dasar 1.1.Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai Bahasa pengantar komunikasi internasional. 2.3.Mengembangkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan komunikasi fungsional. 3.5.Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari ungkapan ucapan
selamat
bersayap,
serta
responnya,
sesuai
dengan
konteks
penggunaannya. 4.6.Menyusun teks lisan dan tulis untuk mengucapkan dan merespon ucapan selamat bersayap, dengan memperhatikan fungsi sosial, struktur teks, and unsur kebahasaan yang benar dan sesuai konteks.
C. Indikator Pencapaian Kompetensi 1. Siswa mampu memahami fungsi sosial, struktur teks, dan unsur kebahasaan untuk mengucapkan dan merespon ucapan selamat. 2. Siswa mampu mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan untuk mengucapkan dan merespon ucapan selamat. 3. Siswa mampu menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan untuk mengucapkan dan merespon ucapan selamat. 4. Siswa terampil menggunakan teks lisan dan tulis untuk mengucapkan dan merespon ucapan selamat.
D. Tujuan Pembelajaran Setelah mempelajari materi “Congratulating Others” siswa: 1. Dapat
menggunakan
bahasa
inggris
dalam
berkomunikasi
untuk
mengucapkan dan merespon ucapan selamat dengan guru dan teman. 2. Dapat menunjukkan sikap perilaku jujur, disiplin, percaya diri dan bertanggung jawab dalam melaksanakan komunikasi antar pribadi dengan guru dan teman. 3. Dapat mengidentifikasi fungsi sosial, struktur teks, unsur kebahasaan pada ungkapan ucapan selamat.
227
4. Dapat menyusun teks lisan dan tulis sederhana untuk mengucapkan dan merespon ucapan selamat.
E. Materi Pembelajaran Congratulation is an expression that we use the give the congratulation utterance when he/she succeeds in doing something. Expressions of Congratulation
Responding to Congratulation
Congratulation
It’s very good of you to say so.
Congratulations
How nice of you to say so.
Congratulations on your succeeds
Thank you very much for saying so.
Happy Birthday
I’m glad you think so.
Happy New Year
Oh, it’s nothing special actually.
Happy Anniversary
Oh, I have a lot to learn yet.
Let me congratulate you
Thank you.
That’s great!
Oh, not really.
Pretty Good
Oh, nothing to it, actually.
I’d be the first to congratulate you on…
Oh, thanks.
I’d like to congratulate you on… Please
accept
my
congratulations. May I congratulate you on… I must congratulate you. It was great to hear about… Well done Nice one. Good. Fantastic!
warmest
228
Example of Congratulation Conversation Being Promoted Rudi
: I haven’t told you what happened yet, have I?
Ben
:I haven’t heard anything.
Rudi
:My boss offered me a promotion, and I took it.
Ben
:Are you serious?
Rudi
:Yes, I am really excited.
Ben
: That’s great. Congratulations.
Rudi
:I appreciate that.
Ben
:You have no idea how happy I am for you.
Rudi
: For real?
Ben
:I believe you were the best choice for that promotion. I really do. Passing National Examination
Rani
:Hi Nisa, have you read the announcement?
Nisa
: What about?
Rani
: I have just told by Erick via SMS that you had passed the national Examination.
Nisa
: Oh, really?
Rani
: Yes, you may read the SMS by yourself, here you are.
Nisa
: Wow, Thank you very much for telling me.
Rani
:Don’t mention it. I congratulate on your graduation.
Nisa
: Thank you very much for saying so.
Rani
: You are welcome. So where will you continue your study?
229
Nisa
: I still have no idea yet.
F. Pendekatan dan Metode Pembelajaran Pendekatan: Scientific Metode: Role Play (Bermain Peran) G. Media, Alat, dan Sumber Belajar 1. Media: - Majalah - Surat Kabar 2. Alat: - Laptop - LCD - Papan Tulis 3. Sumber Belajar: - Buku ajar siswa (Bahasa Inggris / Kementrian Pendidikan dan Kebudayaan Republik Indonesia 2014). - Internet. H. Langkah Pembelajaran Komponen Pendahuluan
Deskripsi Kegiatan a. Menyiapkan peserta didik secara psikis dan fisik untuk mengikuti proses pembelajaran.
Alokasi waktu 10 Menit
b. Memberi motivasi belajar siswa secara kontekstual sesuai manfaat dan aplikasi materi ajar. c. Menjelaskan tujuan pembelajaran atau kompetensi dasar yang akan dicapai. Kegiatan inti Mengamati
a. Siswa memperhatikan beberapa pesan yang berisi ucapan selamat dari berbagai sumber (a.l. film, surat kabar, majalah). b. Siswa membacakan contoh-contoh teks pesan berisi ucapan selamat tersebut dengan ucapan, intonasi, tekanan kata, dengan benar dan lancar.
15 Menit
230
c. Dengan bimbingan dan arahan guru, siswa mengidentifikasi ciri-ciri pesan yang berisi ucapan selamat (fungsi sosial, struktur teks, dan unsur kebahasaan). Menanya
a. Dengan bimbingan dan arahan guru, siswa mempertanyakan antara lain, perbedaan antara berbagai pesan yang berisi ucapan dengan menggunakan bahasa Inggris dan dengan menggunakan bahasa Indonesia dalam situasi formal maupun informal.
10 menit
b. Siswa mempertanyakan pengucapan dan isi teks tentang ungkapan menunjukan perhatian. Mengeksplorasi
a. Siswa secara mandiri mencari ucapan selamat yang lain dari berbagai sumber.
15 Menit
b. Secara berpasangan, siswa berlatih untuk mengucapkan dan merespon ucapan selamat melalui tulisan sesuai konteks yang ada pada role card. c. Siswa berlatih untuk mengucapkan dan merespon ucapan selamat melalui simulasi.
Mengasosiasi
a. Secara berpasangan, siswa mendiskusikan ungkapan ucapan selamat yang mereka gunakan dalam tulisan.
10 Menit
b. Siswa memperoleh balikan (feedback) dari guru dan teman tentang fungsi sosial dan unsur kebahasaan yang sampaikan dalam kelas. Mengkomunikasik an
a. Secara berpasangan, siswa mendemonstrasikan cara mengucapkan dan merespon ucapan selamat secara lisan di depan kelas
25 Menit
231
dengan memperhatikan fungsi sosial, ungkapan, dan unsur kebahasaan yang benar dan sesuai dengan konteks. b. Siswa menuliskan permasalahan dalam menggunakan bahasa Inggris untuk ungkapan menunjukan perhatian dalam jurnal belajar (learning journal). Penutup
a. Guru mendeskripsikan keseluruhan rangkaian aktivitas pembelajaran dan hasil-hasil
yang
diperoleh
untuk
selanjutnya secara langsung maupun tidak langsung dari hasil pembelajaran yang telah berlangsung
b. Guru
memberikan
terhadap
proses
umpan
balik
dan
hasil
pembelajaran
c. Guru melakukan kegiatan tindak lanjut dalam bentuk pemberian tugas, baik tugas individual maupun kelompok; dan
d. Guru menginformasikan kegiatan pembelajaran pertemuan berikutnya
rencana untuk
I. Penilaian
Rating Score of Oral Test
5
Menit
232
No .
Criteria
1
Pronunciation
2
Grammar
3
Vocabulary
4
Fluency
Rating Score
Comments 5 Has few traces of foreign accent Always intelligible, though one is conscious of a 4 definite accent. Pronunciation problems necessitate concentrated listening and occasionally lead to 3 misunderstanding. Very hard to understand because of pronuncation problems, most frequently be 2 asked to repeat. Pronuncation problems so severe as to make 1 speech virtually unintelligible. Make few (if any) noticeable errors of grammar 5 or word order. Occasionally makes grammatical and/or word order errors that do not, however, obscure 4 meaning. Makes frequent errors of grammar and word 3 order which occasionally obscure meaning. Grammar and word order error make comprehension difficult, must often rephrases 2 sentence and or restrict himself to basic pattern. Errors in grammar and word order as severe as 1 to make speech virtually unintelligible. Use of vocabulary and idioms is virtually that of 5 a native speaker. Sometimes uses inappropriate terms and/or must rephrases ideas because of lexical and 4 inadequate vocabulary. Frequently uses the wrong words; conversation somewhat limited because of inadequate 3 vocabulary. Misuse of words and very limited vocabulary 2 makes comprehension quite difficult. Vocabulary limitation so extreme as to make 1 conversation virtually impossible. Speech as fluent and effortsless as that of a 5 native speaker. Speed of speech seems to be slightly affected by 4 language problems.
233
3 2 1 5
4 5
Comprehension
3
2 1
Speed and fluency are rather strongly affected by language problems. Usually hesitant; often forced into silence by language limitations. Speech is so halting and fragmentary as to make conversation virtually impossible. Appears to understand everything without difficulty. Understand nearly everything at normal speed, although occasionally repetition may be necessary. Understands most of what is said at slower-thanormal speed without repetitions. Has great difficulty following what is said. Can comprehend only "social conversation" spoken slowly and with frequent repetitions. Can not be said to understand even simple conversational English.
Maximum Score: 25 𝐹𝑜𝑟𝑚𝑢𝑙𝑎 > 𝑇𝑜𝑡𝑎𝑙 𝑆𝑐𝑜𝑟𝑒 =
𝑆𝑡𝑢𝑑𝑒𝑛𝑡 𝑠 ′ 𝑆𝑐𝑜𝑟𝑒 𝑀𝑎𝑥𝑖𝑚𝑢𝑚 𝑆𝑐𝑜𝑟𝑒
× 100
234
J. Exercise Make a dialogue based on below illustration: -
Your uncle and aunt have moved to their new house. The house has a large garden so that they can enjoy gardening on weekends.
-
Your friend has got an opportunity to be an interpret in an international conference on inter religion dialogue to create and preserve peace and harmony.
-
Your neighbor, who has been married for 10 years has got a cute baby girl.
Ciputat, 19 Mei 2015 Mengetahui, Guru Mata Pelajaran
Peneliti
Drs. Dedy Nurjamil
Listianty R. Maksum
