THE USE OF ENGLISH SONG TO IMPROVE STUDENTS MASTERY ON GRAMMAR A GRADUATING PAPER

THE USE OF ENGLISH SONG TO IMPROVE STUDENTS MASTERY ON GRAMMAR (Classroom Action Research for the Seventh Grades of Junior High School in Bina Insani in Academic Year 2012/2013) SUSUKAN

A GRADUATING PAPER Submitted To The Board Of Examiners As A Partial Fulfillment Of The Requirements For The Degree Of Sarjana Pendidikan Islam (S. Pd. I) In the English and Education Department.

SUROSO 113 08 127 English Department of Education Faculty State Institute of Islamic Studies (STAIN) Salatiga 2014

MOTTO

Intelligence is not the determinant of success, but hard work is the real determinant of your success.

v

DEDICATION

1. My Beloved Mother and Father ( Mrs. Jumiyem and Mr. Wiryo Kemis ). 2. My beloved wife Isnaini Ernawati and my son Asfa Dzikrie EL - Azzam. 3. All of my family in East Kalimantan, South Sumatra, Jakarta, Central Java (Gajihan, Beji Lor, Suruh, Semarang) and the last my parent in law. 4. For my counselor Mr. Ari Setiawan, S. Pd. MM. 5. Thank for head master in SMP Bina insani Susukan Mr. Muhammad Munzaini, S.Ag, M. Pd. I, which has given opportunity for me. 6. Big family Al- Mubina Bina Insani Susukan.

vi

ACKNOWLEDGEMENT

Assalamu‟ alaikum Wr. Wb. In

the

name

of

Allah

whose

the

lord

of

universe.

Alhamdulillahirobbil‟alamin, everlasting thanks to Allah. The writer must be deeply grateful to Allah for his blessing, which without help me writer would have not been able to finish the thesis. Our blessing and praises to go to our prophet Muhammad S.A.W. who bring us from the darkness to lightness. This thesis is presented to English Department of State Islamic Institute (STAIN) Salatiga in partial fulfillment of requirement for the Degree of Educational Islamic Studies (S. Pd. I). It is important for the writer to thank people behind the making this thesis, the writer would like to thanks to: 1. Dr. Rahmat Hariyadi, M.Pd, as the head of state institute of Islamic studies (STAIN) Salatiga. 2. Rr. Dewi Wahyu Mustikasari, S.S, M.Pd, as a chief of English department. 3. Especially Mr. Ari Setiawan, S. Pd, MM, as a consultant who is always ready to give help in solving problem concerning the writing of this graduating paper. Thank you very much for your patience and guidance.

vii

4. To all lectures of STAIN Salatiga, especially all lectures of English department, the writer deeply thanks for all, not only giving knowledge but also insight. 5. To my family (my mother and my father, brother and sister) and my son. 6. To my wife Isnaini Ernawati, I love you so much and you always be mine, I‟m promised to keep and give happiness to our family, thank you very much for your patience, pray, spirit, and always to accompany for to done this thesis. 7. All teachers in SMP Bina Insani Susukan and all friends Al- Mubina.

Salatiga, 27th February 2014 The writer

SUROSO NIM: 113 08 127

viii

ABSTRACT

Of the purposes research are: (1) to know how far is the mastery of grammar seventh grades in junior high school in Bina Insani Susukan in academic year 2012/2013. (2) to know the influence of use English song seventh grades in junior high school in Bina Insani Susukan in academic year 2012/2013. (3) to know the factor influence the student in the mastery of grammar seventh grades in junior high school in Bina Insani Susukan in academic year 2012/2013. This research was classroom action research. It was done through three cycles. Every cycle consists of planning, implementation, observation, and reflection.Take of data use test and observation to collect the data. Statistic analysis was used to analyze the data about the result of observation and the result of test on simple past tense. This research used qualitative and quantitative classroom action research. Based on applied three cyles the use of english song to improve students‟ mastery of grammar, the finally activities are improve on the last cycles.students average score from the pretest was 2157 by classical completeness 45, 89%. First cycle get average 2167 by classical completeness 46, 10 % which means poor, second cycle get average 2675 by classical completeness 56, 91 % which means fair, and third cycle get average 3560 by classical completeness 75, 74 % which mean good. The average score from the posttest was 3901 by classical completeness 83, 00%. The above of data shows an improve in learning students‟ outcomes in each cycle‟s.It means success indicator. The results observation show third cycle has met the expected indicators and have shown that by use a model of learning English song to improve quality of learning grammar. So the hypothesis has been proven true.

Keywords: English song, mastery on grammar , classroom action research.

ix

TABLE OF CONTAINT

TITLE ………………………………………………………………………...

i

DECLARATION ……………………………………………………………

ii

ATTENTIVE COUNSELOR NOTE ………………………………………..

iii

STATEMENT of CERTIFICATION ………………………………………..

iv

MOTTO ...........................................................................................................

v

DEDICATION ……………………………………………………………....

vi

ACKNOWLEDGEMENT …………………………………………………..

vii

ABSTRACT ………………………………………………………………….

ix

TABLE OF CONTENT ……………………………………………………...

x

LIST OF TABLE …………………………………………………………….

xii

LIST OF FIGURE …………………………………………………………..

xiii

CHAPTER I: INTRODUCTION A. Background of The Study…………………………………………………

1

B. Limitation of The Problem………………………………………………..... 2 C. Purpose of The Research…………………………………………………...

3

D. The Benefit of The Research……………………………………………….

3

E. Definition of Key Terms…………………………………………………...

3

F. The Research Methodology………………………………………………..

4

G. Systematic Of Writing……………………………………………………..

9

CHAPTER II: THEORITICAL FRAMEWORK A. English Song……………………………………………………………… 11 x

B. Grammar……………………………………………………………………

14

C. Improving Grammar Mastery………………………………………………

33

CHAPTER III: RESEARH METHOD A. General Description of SMP Bina Insani Susukan………………………...

35

B. Subject of Study …………………………………………………………...

41

C. Data Collection ……………………………………………………………

43

D. Method of Analyzing Data ………………………………………………..

45

CHAPTER IV: RESULT AND DATA ANALYSIS A. The Analysis……………………………………………………………….

47

B. Analyzing Among Cycles………………………………………………….

78

CHAPTER V: CLOSURE A. Conclusion…………………………………………………………………

81

B. Suggestion………………………………………………………………….

81

BIBLIOGRAPHY APPENDIXES

xi

LIST OF FIGURE

Figure 1. 1 Design of Research ……………………………………………….

4

Figure 3. 1 The Organization Figure of SMP Bina Insani Susukan …………..

37

xii

LIST OF TABLE

Table 2. 1 Simple Present Tense ……………………………………………..

16

Table 2. 2 Simple Past Tense ………………………………………………...

19

Table 2. 3 Auxiliary Verbs ……………………………………………….......

22

Table 2. 4 Nominal Sentences ……………………………………………......

22

Table 2. 5 Simple Future Tense ……………………………………………....

25

Table 2. 6 Adverbs ……………………………………………………….......

27

Table 2. 7 Countable Nouns ………………………………………………….

31

Table 2. 8 Uncountable Nouns ………………………………………………

32

Table 3. 1 The teachers of SMP Bina Insani Susukan …………………......

38

Table 3. 2 The equipments of SMP Bina Insani Susukan ……………….......

40

Table 3. 3 The total of students in SMP Bina Insani Susukan …………….....

41

Table 3.4 The sample of research ………………………………………….. ..

42

Table 3. 5 Observation checklist sheet ……………………………………....

44

Table 4. 6 The students score of pretest……………………………….............

47

Table 4.7 The category of students score …………………………………….

49

Table 4.8 Observation research of first cycle students activities ……………..

52

Table 4.9 The students score of first cycle ……………………………………

55

Table 4.10 The category of students score ……………………………………

56

Table 4.11 Observation research of second cycle students activities ………...

60

Table 4.12 The category score of second cycle ………………………………. 63 Table 4.13 The category of students score ………………………………….. . 64

Table 4.14 Observation research of third cycle students activities ………….

67

Table 4.15 The category score of third cycle ………………………………..

70

Table 4.16 The category of students score …………………………………..

72

Table 4.17 The students score of posttest ……………………………………

74

Table 4.18 The category of students score …………………………………..

75

Table 4.19 The students score of pretest and posttest ……………………….

76

xiii

CHAPTER 1 INRODUCTION

A. Background of The Study English is one of the subjects taught for SMP students. The objective of the teaching English is to make the students use the language for real life communication. It involves listening, reading, speaking, and writing is the target to be achieved through the language components such as structure, vocabularies, spelling and pronunciation. They are to support the development of those basic competences. The students are expected to be able to communicate in English usegrammarfluency because English grammar is different from their first language (Indonesia language as a mother tongue). Grammar is one of the subjects taught for SMP students. A grammar is one of the basic components of language which must be learnt by students. Basically different from the student's ability to comprehension other grammar, there is a rapid understanding and some are slow. Rarely a teacher in SMP BinaInsani Susukan use instructional media in teaching in the classroom, they are more likely to use a method, it makes the students quickly bored, sleepy, and confused about the lesson.

The students‟ of SMP BinaInsani Susukan wantto learn to music English song while singing, that's what they want actually because they think that makes a quick way to comprehension grammar in a material particular to memorize the formula and its use, the things the teacher should be able to introduce and use the media as a tool for effective learning and fun. Departing from an interview some students‟ of SMP BinaInsani Susukan, the writer is trying to solve and find appropriate solutions in the use of instructional media. So, based on that fact, the research interested to conduct the research entitle“THE USE OF ENGLISH SONG TO IMPROVE STUDENT'S MASTERY ONGRAMMAR(Classroom Action Research for the Seventh Grades of Junior High School in BinaInsani Susukan in Academic Year 2012/2013). B. Limitation of thestudy Based on the background and identification of the above problems, the formulation of the issues raised in this study is as follows: 1. How far is the difference of English song to improve grammar mastery in seventh grades junior high school Bina Insani Susukan in academic 2012/2013? 2. How far is the significance of the difference of English song to grammar mastery in seventh grades junior high school Bina Insani Susukan in academic 2012/2013?

C. Purpose ofthe Research

The purpose of this study is determineing to observe the use of English songsto improve ability of grammarfor the seventh grades of junior high school BinaInsani Susukan in academic year 2012/2013. D. The Benefits of Research The results of the study are expected to be useful: 1. Benefits of Practice a. For teachers Teachers can enhance creativity in the classroom learning. b. For students Grammar can enhance students' abilities so that they can to improve student achievement, especially in the subjects English. c. For Researchers May be the material to the learning. E. Definition of Key Terms To make research title easy to understand, the writer to give the definition the term used, they are as follow: Songormusic is the actualization of the possibility of any sound whatever to present to some human being a meaning which he experiences with his body. That is to say, with his mind, his feeling, his senses, his will, and his metabolism (Clifton, 1983). According to Longman dictionary (2001), music‟s are short piece of poems with word for singing, act, or art for singing.

English is a West Germanic language spoken originally in England, and is now the most widely used language in the world (www.wikipedia, the free encyclopedia.com).According to Hornby, grammar is the study or science of rules for the combination of words into sentences (syntax) and the forms and word (morphology ) ( A.S. Hornby, 1987 : 375 ).Mastery is complete

control or knowledge (A.S. Hornby, 1987: 523). F. The Research Method 1. The design of the study The design of the research study set is a class action. As for the stage the class action phase of the study are as follows: Figure: 1.1 Design of Research

PLANING

REFLECTION

CYCLE I

IMPLEMENTATION

OBSERVATION

PLANING

REFLECTION

CYCLE II

IMPLEMENTATION

OBSERVATION

PLANING

REFLECTION

CYCLE III

IMPLEMENTATION

N OBSERVATION

Source:RosmaHartini, 2010 : 73. a. Action planis a portrait of things that were conducted before the implementation of measures such as setting up a learning scenario set of equipment, teaching aids, and evaluation sheets. b. Implementation of the action contains a description of the stages of the action taken. c. Observation of the action describes the observed object and the way his observations. d. Reflection is to describe the result of the success or failure in action. 2. Research subjects The study was conducted in three meetings that began on July, 23th 2012. The subjectof study is the seventh grades of junior high school BinaInsaniSusukan use English songs to enhance the ability of grammar. 3. Steps The design of this class action, with the following stages: a. Planning In the planning stages include the following: 1) Assess the learning material on the matter English in grammar. 2) Prepare lesson plans according to indicators that have been set use the medium of learning English song English. 3) Preparing teaching aids and instructional media.

4) Prepare an evaluation tool learning outcomes in the form of written tests, and student worksheets. b. Implementation Implementation of the action is application of a predetermined plan that is about a class action (Arikunto, 2001:18). The teachers who hold the concept of learning and conducting innovative and enjoyable learning process. c. Observation Observation is an activity of the observations made by observers. At this stage a teacher observing to students are enthusiastic learners and are interested in learning English and doing observation about grammar and usage increased. This research held in SMP BinaInsani Susukan for about three days to take the data for the research. d. Reflection Reflection is an activity to restate what has happened and been performed. To finds achievement and success of the research objectives. The writer use method to know behavior directly and the students‟ custom, teaching learning activity as well as the school area, which is focused to take. Learning activity was done in class, giving pretest, using tests in grammar teaching learning and posttest after applying song grammar mastery. 4. Research instruments

To find out observe are successful in grammar mastery use medialearning Englishsong and to observe the activities in the learning process by using a medium of learning English song. a. Documentation Documentation is a method which investigating the written goods, such as books, magazines, documents, rules, meeting notes, daily notes, and so on (Muklis, 2000:96). The writer uses this method to obtain data of marking emphasizing to achievement of students on English lesson. 5. Data collection a. Documentation Documentation consists of personal writings such as diaries, letters, and official documentation in this study data taken from a document are data about the state of both the school and the education system in terms of school organization. The writer uses this method to obtain data of marking emphasizing to the achievement of students on English lesson. b. Test The test is a set of stimuli given to the person with the intent to get an answer that made of test score done by giving the matter that had been developed from the pretest and posttest. c. Observations

Observation is an activity observational or returns the data to capture how much effect the action has meet the target(Arikunto, 2008:127).Way to evaluate the systematic observation. Pieces of direct observation of the researchers to obtain research data student activity.

6. Analysis of data a. Quantitative In this study the authors determine which aspects of the analysis of the number of correct answers, the number of wrong answers, the average grade, thoroughness and completeness of individual learning studied in the classical style. Quantitative data in the form of cognitive learning outcomes are analyzed using descriptive analysis techniques. Data analysis was based on the results of a quantitative summary of data on study subjects answers to daily tests are conducted. The analyzed by finding the percentage of completeness of student learning both individually and in the classical style. The formula used is as follows: 1)

The average value of data (Aqib, 2010:40) analyzed by the formula: Description: ∑ ∑ X = the average value

ΣX = sum of all the students ΣN = number of students 2) Data is analyzed by studying the percentage of completeness the formula: There are two types of learning exhaustiveness, which individually and in the classical style. To calculate the percentage of completeness to learn, use the following formula:

P: Percentage b. Qualitative Qualitative analysis is an analysis that has not use mathematical, statistical, and econometrics or some other models. Data analysis was performed limited to the data organizer techniques, such as the checking of data and tabulation. In this case, just read the tables, graphs, or figures are available, then do analysis and interpretation (Hasan, 2004: 30). G. Systematicof Writing This thesis is composed into systematically five chapters, and able to clarify as follow: Chapter I: Introduction Introduction consist of: background of study, limitation of the problem, purpose of the research, the benefit of the research, definition of key terms, the research methodology, and systematic of the writing.

Chapter II: Theoretical Framework In this chapter, the writer will explain the definition English song the definition of grammar, and some theories of grammar mastery. Chapter III:Resarch Method In this chapter, the writer will explain the general description of SMP BinaInsaniSusukan, subject of the study, data collection, and method of analyzing data. Chapter IV:Results and Data Analysis In this chapter, the writer will discuss about description of data analysis and analysis among cycle. Chapter V: Closure In this chapter, the writer willtake about conclusion and suggestion whose tight relationship with any part that got barbed and thesis.

CHAPTER II THEORETICAL FRAMEWORK

In this chapter the writer presents of theoretical framework on this research. This study involves two variables namely English song and grammar mastery. The writer gives more explanation about definition of English song, definition of grammar,the types of tenses, and improving grammar mastery. A. English Song English song is some formulas from grammar especially on tenses which combined with poem of songs. They are applied in teaching to help students memorize formulas of tenses easier and quicker. Song are give stimulus and positive effect on brain ( Lena, 2008:78). a. Descriptive Song. Teaching and learning foreign languages, especially language will be more attractive when packaged in a series of interesting any way. Learning language through songs make children feel good about learning, because they enjoy the songs, they can learn to sing they English language support. Songs created for children learning in the classroom usually have characteristic features as follows (Kasihan, 2007:114). 

Contains facts, phrases, or sentences with a specific theme



Elements of language in the repeat



Genially singing so easy to memorize contextual



Song with limb movements (action song)



Song could children sing outside the classroom



Pitched excited and quickly

a. Mandatory song Characteristics: 

The lyrics aim to instill patriotism attitude and the nation, patriotism and nationalism.



Using the energetic rhythms and hymns.



Compulsory taught, studied the aims and objectives contained in it. Example: - Satu Nusa SatuBangsa (Manik L.). - Halo Bandung (Ismail Marzuki)

b. Popular songs Characteristics: 

As entertainment.



The melody is an important part, is made to be easy to remember.



Themed poems of love, sadness, political, social, youth.



The main form of presentation is a form of music that band.



Trend songs follow public taste.

Example: - KumenantiSebuahCinta (IwanFals) - Aku Ada KarenaKau Ada (Radja) c. Dangdut song Characteristics: 

As entertainment.



The melody is an important part, is made to be easy to remember.



Mostly love-themed poetry.



Characteristic instrument is the drum (ketipung).



Trend songs follow public taste.

d.Kids Song Characteristics: 

Adapted to life the theme of children and didactic.



Using simple language and easily understood.



The song is not very long sentence.



Melodies were adapted to the child (no more than a 10 tone). Example: - Pelangi (A.T. Mahmud) - Bintang Kecil (IbuSud)

e. CampursariSong Characteristics: 

As entertainment.



Using the Java language.



Mostly love-themed poetry.



Using

a

combination

of

modern

musical

instruments

andmusicians. 

Trend songs follow public taste.

f. Regional Song Characteristics: 

Text of the song using the language and dialects.



Passed down from generation.



Most do not know the author.



Poems and simple melody. Example: - EsLilinandCingCengkeling(West Java) - Soleram (Riau) - Apuseand YamkoRambeYamko (Papua)

B. GRAMMAR 1. The definition of grammar Grammarin English is very important because is one of important aspect in English. An English student be claimed to be able to using grammar in English with suitable. Thegrammar toward mastery is very important to the students‟ in four aspect skills (speaking, reading, listening, and writing). According to Geoffrey leech, (1999:3) grammar is

a set of rules which do not allows other; otherwise they would not be able to put words together in a meaningful way.Longman, (2003: 353), grammar is the rules by which words change their forms and are combined into sentences or the study or are of these rules.Rinvolucry, (1984: 4) grammar is perhaps so serious and central in learning other language that always should be searched for which will focus students energy on the task of mastering and internalizing it. 2. The types of tenses Tenses is the verb form that shows time (Hornby, 1987). According to Aitken (1995:8) generally tenses can be devided into three, that is: present, past, and future. a. Simple Present Tense 1. The Definition of Simple Present Simple present tense used to express habitual action and is often used with adverbs or adverb phrases such as: always, never, often, usually, every week, act, or with time clause expressing routine or habitual

actions(Martinet

and

Thomson,

1986:

159).

2. The Form of Simple Present Tense In the affirmative the simple present tense has the same form as the infinitive but adds an “s” for the third person singular (Martinet and Thomson, 1986: 159). a) Rule for dynamic verb

Present simple with verbs (do or does) or verbal from 'do' or 'does' are same in the function, they are as the auxiliary verb in the simple present tense and we can see the rules bellows: Table: 2.1 Simple Present Tense Positive: Subject

Verb

I/ we/ you/ they

Speak

He/ she/ it/ name

Speaks

Negative: Subject

Verb

I/ we/ you/ they

Do not speak

He/ she/ it/ name

Has not speak

Interrogative: Auxiliary

Subject

Verb

Do

I/ we/ you/ they

Speak?

Does

He/ she/ it/ name

Speak?

b) Rule of verb The sentence is nominal which the predicate verb, we can see the rules bellow: Subject + to be + complement

Positive: Subject

To be

I

Am

We/ you/ they

Are

He/ she/ it/ name

Is

For example: I am a teacher, We are at home every day, He works in the office, She is beautiful Negative: Subject

To be

I

Am + not

We/ you/ they

Are + not

He/ she/ it/ name

Is + not

For example: I am not stupid,We are not at home every day, He is not works in the office, She is not beautiful 3. The Function of Simple Present Tense The use of present tense to tell something about message or specific activity, that you want think in present time: always, usually, generally, often, frequently, sometimes, seldom, never, rarely, etc.We use simple present tense as:

a) The action is a general. b) The action happen all the time, or habitual, in the past, present future. c) The action is not only happening now. d) The statement is fact. For example: He is a lecturer in STAIN Salatiga, A year has twelve months,The lecturer never comes late,He has not work,I do not work, What time does the movie begin? Note: That with the verb to be, we can also use the simple present tense for situation. Look at the examples of the verb "to be" in the simple present tense: I am a teacher Suroso is not at home

The situation is happen now

We are happy

The simple presents tense can be used to expresses: a) A habitual action They write letters now.

(verb)

They want work now.

(verb)

The lecturer never come late.

(habitual action)

How Often do you meet your supervisor?

(habitual action)

We study English in STAIN every Monday. (habitual action)

b) A general truth A year has twelve months, Sponge is soft, It Rains in rainy seasons. A week has seventh days,This world is a form circle. c) A planned future The English class starts the day after tomorrow. b. Simple Past Tense 1. The Definition of Simple Past Tense The simple past tense is used for an action whose time is not given but which occupied a period of time now terminated, or occurred at a moment in a period of time now terminated (Martinet and Thomson, 1986: 162). 2. The Form of Simple Past Tense a) Rule for verbal sentence Study the patterns: Positive: S + past + or Auxiliary did + infinitive The examples of the infinitive regular verb and irregular verbs, past, and past participle. Table: 2.2 Simple Past Tense

INFINITIVE

PAST

PAST PARTICIPLE

MEANING

Regular verb

Irregular verb

Admire Bargain Call Dance Enter

Admired Bargained Called Danced Entered

Admired Bargained Called Danced Entered

Memuji Menawar Memanggil Berdansa Masuk

The past for all regular verbs ( - ed)

Arise Bear Come Do Eat

Arose Bore Came Did Ate

Arisen Born Come Done Eaten

Timbul Melahirkan Datang Melakukan Makan

The past for irregular verbs is variable

Past participle just for completeness

S + PAST

Subject

Past

I, we, you, they

Began

He, she, it

Example: He called him mother hardly, The police stopped me on my way home last week Negative: Subject+ Auxiliary Verb ( did ) + Past

Subject

Auxiliary Verb + not Did not ( didn‟t )

I, we, you, they

Infinitive Begin

He, she, it

Example: He did not begin competition this day, They did not read yesterday holy Qur'an Interrogative: Auxiliary Verb ( did ) + Subject+ Infinitive

Auxiliary

Subject

Infinitive

I, we, you, they

Begin

Verb Did

He, she, it

For negative sentence and interrogative use the auxiliary verb (did) all subject. Look at the pattern bellow. Table: 2.3 Auxiliary Verbs Subject

Auxiliary

Verb

verb Positive

I

-

Went

To campus

Positive

You

-

Studied

Study hard

Negative

She

Did

Sing

Yesterday

Interrogative Did

You

Come

To my party?

Interrogative Did

She

Sing

Last night?

Not

c) Rule for a nominal sentence We can look at the pattern bellow: (+) Subject + was / were + Noun / adjective (-) Subject + was / were + Not + Noun / adjective (?) Was / were + Subject + Noun / adjective Table: 2.4 Nominal Sentences Form

Subject

Verb

Noun/Adjective

Positive

I, he, she, it

Was

Happy

You, we, they

Were

In STAIN

I, he, she, it

Was

Not

Sad

You, we, they

Were

Not

Sad

Negative

Interrogative Was

I, he, she, it

Difficult?

Were

Yesterday?

3. The Simple Past Tense for Time Signal. Yesterday:

morning

yesterday,

afternoon

yesterday,

night

yesterday, etc.Lasts: lasts morning, lasts afternoon, lasts night, last week, last year, etc. Ago: two days ago, a year ago, etc. 4. The Use of Simple Past Tense. It is used for actions completed in the past at a definite time. It is therefore used: for a past action when the time is give (I met him yesterday, Pasteur died in 1895), or when the time is asked about (when did you meet him?), or when the action clearly took place at definite even

though this time is not mentioned: then train was ten minutes late, how did you get your present job?, sometimes the time becomes definite as result of question and answer in the present perfect: where have you been? I’ve been to the opera (Martinet and Thomson, 1986: 162). According(Swan, 1996: 415) the use of simple past tense aretalk about many kinds of past events: short, quickly, finished actions and happenings, longer situations, and repeated events. Simple past tense is common in story - telling when we are telling people about past events:A long time ago in Prambanan palace, lived a king named Baka with his beautiful daughter RoroJongrang. Many rules wanted .... C. Simple Future Tense 1. The Definition of Simple Future Tense. To express the speaker‟s opinion, assumption, speculations about the future (Martinet and Thomson, 1986: 189). 2. The Form of Simple Future Tense. There are some verbs can be used that formula to reveal the future activities or possibilities. a. Verb 1 + will

Transitive Intransitive

b.Is going to + verb 1

Transitive Intransitive

c. Want to + verb 1

Transitive Intransitive

d. Plan to

Transitive Intransitive

e. Verb - ing (continuous)

Transitive Intransitive

Transitive Verb: Will finish the work tomorrow, Is going to finish the work soon, Wants to finish the work right now, Plans to finish the work next week, Is finishing work this afternoon. Intransitive verb: Will stay in a hotel, is going to stay in a hotel, Wants to stay in a hotel, Plans to stay in hotel, is staying in a hotel. In the third basically above is used to express future activities. Auxiliary verb and infinitive will be followed without 'to'. Table: 2.5 Simple Future Tense a. Often Auxiliary will shorten: ‘LL

Will I will come soon

I‟ll come soon

They will here next Sunday

They „ll be here next Sunday

b. Negative“will not” will not

won‟t + Verb 1

He won’t let you go away, They won’t have a meeting next Sunday. c. “Will”+ interrogative clause Will they have a meeting next Sunday?,Will you come to my party?.

d. Iinterrogative(Wh) - question What will they have next Sunday?,How will she come to the party?. Time Expression: There is kinds of time expressions used in the simple future tense, the adverb that shows all future time. a. Form word and phrase: Tomorrow

: Isnâ will attend the party tomorrow

Soon

: They are going to come soon

Tonight

: I am staying at home tonight

b. Clause form: If the rain falls tomorrow, .... If the people have come ... Simple Future Passive Will + be +verb 3 Is going to + be + verb 3

Active phrase

Passive phrase

Will type the report

The report will be typed by….

Will repaint the car

The car will be repainted by….

Will save all the money

All the money will be saved by….

Passive sentences: The banks with poor management system will soon be

liquidated by the government. The new price for the gasoline will be determined soon Note: auxiliary verb in simple future tense "shall" use for “I and we”. I shall do it for you next time. 3. The Function of Simple Future Tense The main function of simple future tense is to reveal the plan of activities or in the foreseeable future. a. Used to express activities for future time. Isna will finish her work tomorrow, Isna is going to her work tomorrow b. To express plans to do. Isna wants to buy a new car c. To express possibility. You will hurt yourself. Be careful!,There will be more crimes this year d. To offer to do something. I'll help you if you are very busy tomorrow, e. To offer some promise to do something. I'll tell her what you have said. I believe she will be happy. f. To express willingness. The phone is ringing. Well, I'll get it g. The express the continuity of a prior plan (especially is going to). Why did you buy paintthat? I am going to pain the bedroom

h. Requests or to ask someone to do something Will you close the door, please? D.ADVERB 1. The Definition of Adverb. Adverb is a word that adds to the meaning of a verb, an adjective, another adverb, or a whole sentence, such as “slowly” in „he run slowly (Longman, 2003: 26). 2. The Types of Adverb. The classifieds by types of adverb: 1. Adverb of manner. Descriptive words thathow to work a job or event occurs. In general, an adverb of manner formed by making a suffix - Ly to the adjective. Adjective + adverb

Table: 2.6 Adverbs No.

Adjective

Adverb

Meaning

1.

Active

Actively

Dengangiat

2.

Beautiful

Beautifully

Denganindah

3.

Easy

Easily

Denganmudah

Placement adverbs of manner. 

After the verb

Verb + Adverb

Walked Isnaslowly, My wife speaks English well. 

Before the verb (if the verb followed by another). Isnaslowly walked down the street., Isna answered the letter promptly.

2. Adverb of place. Show the scene of the events in a sentence: At the office, Behind, were, In front of me, In the class, etc. Placement of an adverb of place: 

After the verb Isna goes to campus, Isna studying in the classroom.



After the object I put my pen on the table, Suroso and Isna met at campus.



After the adverb of manner Isna played beautiful piano on the stage, She lives happily in Susukan.

3. Adverb of frequency Descriptive words that indicate frequent or rare an event occurs: Already, always, continuous, ever, every day, never, seldom, rarely, often, sometimes, etc. Placement of an adverb of frequency:



When to be My teacher is always on time for teaching



Before the verb Frankly speaking, I seldom do sport



After the verb Do you practice speaking English continuously?



After the auxiliary verb I have never been to Bali Island

4. Adverb of degree Adverbs that shown level or how much a job is done or event occurs. Absolutely, already, clearly, enough, hardly, may be, much, only, so, very. Placement of an adverb of place: 

After To be I am absolutely sure that love her, As for me, the weather is too cold in Salatiga



Before the verb Isna actually love him, I really love her



Before the adjective or adverb The story is fairly good, He behaved very badly



Statement said only that the word is explained by his side Suroso only gave a ring to Isna

5. Interrogative adverb Descriptive words that make up the question in a sentence: How, why, when, where. Interrogative adverb placement:



At the beginning of a sentence How do you got to the office?,Why do you love Isna? Where did Isna got last Sunday?

6. Relative adverb Describe word that serves as a between the main clause and the clause in a compound sentenceWhen, where, why. Relative adverb placement. 

Among

the

main

clause

and

the

clause

Do you know why she is angry with me?, I forget where I put pen to 7. Inversion Descriptive words that serve to give a negative sense in a sentence. Placement inversion. 

At the beginning of the sentence followed by verb and subject. Only by studying hard, will you be a clever student.



At the beginning of the clause in compound sentences I do not speak English, and neither does Isna.

E. COUNTABLE AND UNCOUNTABLE NOUN 1. The Definition ofCountable and Uncountable Noun Countable is can be used in the plural or with „a or an‟ (Horby, 2000: 300),thedivisioncountablenouns. a. Singular Singular shows objects in a single more usually written with a prefix of the word 'a' which means one or a. b. Plural Plural shows the number of objects in more than one is usually written by adding the letter‟s‟ behind the noun. Table: 2.7. Countable Nouns No.

Singular

Plural

1.

A book

Books

2.

A boy

Boys

3.

A girl

Girls

4.

An apple

Apples

5.

An umbrella

Umbrellas

Note: the word 'a' indicates one or a meaning. For the first few letters of nouns using vocal sounds, the word 'a' transformed into 'an'. Characters uncountable noun: 

The form can be converted into a singular plural



Plural could use many words, some, and several



Can use the singular of 'a' or 'an'



Can be made plural by adding the letter‟s‟ or 'ice' in the singular.

Uncountable is impossible to comprehension or explain (Horby, 2000: 1461)there are many example of uncountable noun: Table: 2.8.Uncountable Nouns Food

Meat, cheese, bread, butter, fruit, etc.

Liquid

Milk, water, wine, beer, coffee, tea, etc.

Materials

Glass, wood, iron, paper, steel, etc.

Disease

Meals, cancer, diarrhea, etc.

Games

Baseball, chess, football, soccer, etc.

Languages

English, Greek, Indonesia, etc.

Abstract noun

Beauty, freedom, news, honesty, etc.

Natural phenomena

Weather, lightening, thunder, heat, snow, etc.

Some concrete nouns

Furniture, money, traffic, business, etc.

Science and school subject Mathematic, physic, chemistry, economics, literature

Characters uncountable noun: 

It has a singular and cannot be converted into plural

The use of uncountable noun with measurements glass of water, A lot of bread, Three glasses of water C. Improving GrammarMastery 1. How to Improve Grammar Mastery? Grammar is the aspect of English part. There are many materials which are taught by grammar or structure. It can be tenses, error analysis, conditional sentence, pronoun and other. To teach or learn of grammar, occasionally there are many ways for it. Some people say that teach or learn of grammar is more difficult, vocabulary or other lesson in English. There are basic ways than can help to improve of grammar. a. Step 1 one tense at a time. Before delving into the following list of resources, it is important to realize that each tense separately learning is essential to fully understanding grammar in Englishh and focused on teaching grammar, providing the user with online grammar tests and exercises. b. Step 2 Buy an English language book Practical English Usage such as by Michael Swan. This gives a grammar overview and devotes chapters to the severalusesofgrammar. c. Step 3 Ssearch the board where ESL Tutors certified ESL (English as a Second Language), teachers offer private tutoring, online or in person, and

will help you learn a specific skill, like grammar.Take a TEFL (Teaching English as a Foreign Language) certification course. While this course was designed as a teaching certification, it is also a good way to learn English grammar. The TEFL certification tests you every step of the way and provides feedback from a personal tutor. It is possible to do a TEFL. 2. Grammar Mastery The writer has given some relation methods to learn English grammar. After we read the above methods, we can know and comprehension that the role and used of grammaris important to be grammar mastery. We can use methods to learn grammar those using English through song.

CHAPTER III RESEARCH METHOD

In this chapter the writer present the research methodology that will be used in this research. In conducted in SMP Bina Insani Susukan. The writer got data of the students scores from the test items have been given to them and profile of SMP Bina Insani Susukan. A. General Description of SMPBinaInsaniSusukan 1.

The Geographical Location This research has done at SMP BinaInsaniSusukan is located

at Baran, Ketapang, Susukan, Semarang 50777 phone (0298) 615145 emails: [email protected]. 2. The History of SMP BinaInsaniSusukan SMP BinaInsani was founded in 1999 by the Foundation Islamic Education Ahmadina. Aiming to build and reword to human being, prospective scientists and Islamic scholars, skills and character Islamic planting, combining traditional and modem education system with clear and focused specialization. As a nonprofit organization but aspiring noble ideals, SMP BinaInsani always is seeking quality education with cost light. 3. Vision and Mission of SMP BinaInsaniSusukan

a. Vision of SMP BinaInsaniSusukan “Creating humans with Faithful, Cultured, Knowledgeable, and Achievement” b.Mission of SMP BinaInsaniSusukan 1. Assess, appreciate and practice the teachings of Islam are comprehensive and Rohmatallil‟alamin. 2. Conducting an effective education system, an innovative and dynamic with orientation the community. 3. Promote the procurement use and maintenance of educational facilities optimally. 4. Implement

activity

of

achievement

mastery

graduation

competition knowledge, skill, attitudes, and behaviors. 5. Implement based school management is steady. 6. Seek funding to support the development of comprehensive schooling. 7. The research conducting thoroughly and continuously to obtain the desired result. 3. The Organization Structure ofBinaInsaniSusukan The following figure is the structure of organization in SMP BinaInsaniSusukan.

Figure: 3. 1 THE ORGANIZATION FIGURE of SMP BINA INSANI SUSUKAN

CHIEF OF FOUNDATION AHMAD TAMIN SAID

DR. H. Zuhroni, M. A

COMMITTEE

SCHOOL OF HEAD MASTER

Basari

M. Munzaini, S. Ag, M. Pd. I

Basari

M. Munzaini, S. Ag, M. Pd. I

DR. H. Zuhroni, M. A

ADMINISTRATION

NilaAmbar Sari, S. E

VICE OF HEAD MASTER

NilaAmbar Sari, S. E

Maskunah, S. Pd. I

Maskunah, S. Pd. I STAFF CURRICULUM

STAFF OF STUDENT

STAFF PUBLIC RELATION

STAFF EQUIPMENT

Muntafiatun, S. Ag

Toto Hariyanto, S. Pd

Suroto, S. Pd

Syarifudin, M. Si

Muntafiatun, S. Ag

Toto Hariyanto, S. Pd

Suroto, S. Pd

Syarifudin, M. Si

CLASS OF GUARDION

STAFF CONSULT

STAFF LIBRATION

Giyanti, S. Pd

Said Mubarok

Giyanti, S. Pd

Said Mubarok

VICE OF LABORAT

TEACHER

4. The Teacher The formal education need qualified people to work as teachers and some as administrations to good undertake and learning process. There are teachers and staffs. They do factitively their job in teaching and learning activities and responsible toward extracurricular program. Table: 3. 1 The Teachers of SMP BinaInsaniSusukan

NO.

KINDS of LESSON

1.

The Formal of Lesson A. Islamic Education (PAI)

TEACHER

1. M. Munzaini, S. Ag, M. Pd.I 2. Maskunah, S. Pd. I

B. The Education of Pancasila

1. Dr. Kastijah 2. Drs. ArisSusanto, M. Pd

C. Mathematic

1. Trijono, S. Pd 2. Tri Wahyuni, S. Pd 3. RismaRofida, S. Pd

D. Science -

Physic

1. Muflikhah, ST 2. SitiNurWahidah, S. Pd

-

Biology

1. Asriningrum, S. Pd 2.Muflikhah, ST

E. Social Education -

History

1. MiftahusSa‟adah, S. Pd 2. Istiqomah, S. Pd

-

Geography

1. MiftahusSa‟adah, S. Pd 2. Istiqomah, S. Pd 3. SitiTaqwimah, S. Pd

-

Economic

1. MiftahusSa‟adah, S. Pd 2. Istiqomah, S. Pd

-

Sociology / Anthropology

-

-

F. Language Lesson -

English

1. NurulHidayati, S. Pd. I 2. UmiFadhilah, S. Pd 3. Suroso

-

Indonesia

1. Toto Hariyanto, S. Pd 2. Muntafiatun, S. Ag

-

Arabic

1. NurRohim 2. Audi Nasri 3. RabbaniRozaq

- Japanese Language

1. Paidi HP, S. Pd 2. Suroto, S. Pd

G. Tec. Information and Communication

1. AfisSunani 2. Rita Indriyani, A. Md 3. SlametFadhilaturrohman

H. Tata Busana ( dressmaking)

1. Istiqomah, S. Pd 2. NurulHidayati

I. Tata Boga ( food science )

1. Dr. Kastijah 2. Istiqomah, S. Pd

J. Art Education

1. FajarAfianto

K. Sport Education

1. Sutanto, S. Pd 2. Syarifudin, M. Si 3. YanuarUlilAlbab

L. Consulting

1. Giyanti, S. Pd 2. SusiloAdi, S. Pd 3. LutfiRendi, S. Pd

5.School facilitations Teaching

and

learning

process

needs

enough

equipment

andfacilitations to easer on teaching accelerate and learning process. Table. 3. 2 The facilitations of SMP BinaInsaniSusukan

No. 1 2 3 4. 5 6 7 8 9. 10. 11. 12. 13. 14. 15. 16 17. 18. 19.

Medium and instrument Headmaster room Administration room Teacher room Computer laboratory Chemistry laboratory Physic laboratory Biology laboratory Library room Counselor room Mosque Canteen Healthy room Sport field Class room Organized student General telephone Tata boga (food science) room Store house Bathroom

Total 1 1 2 1 1 1 1 1 1 1 1 1 2 15 1 1 1 1 10

6. The Student The characteristics of the population educational background of the students is divided two categories. They are the students who background from elementary school (SekolahDasar) is 75%and the students who graduated from Islamic elementary school (Madrasah Ibtidaiyah) is 25%.

Fromobserve to ability received some different of lesson in class get 70%.They are some of them who come from other villages, even from other sub districts. The condition of their socio economic is low up to the middle level. The educational background of their parents is mostly graduated from elementary school and junior high school, 80% of them works as farmers, and the other are works as teachers. The location of the school is easyto find out because there is public transportation which can be used. The students must live and do activities in boarding because this school is an Islamic boarding school. Table: 3.3 The total of students in SMP Bina Insani 2012/2013 Total of Class Total of Class

Students

Sex Male

Female

VII

4

158

88

70

VIII

4

153

67

79

IX

3

94

49

45

405

204

194

Total 11

B.Subject of the Study The subject of the study is the seventh grades junior high school SMP Bina Insani Susukan the total numbers of students are 47 it is consist of female.

Table: 3.4 The sample of research

No. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33

Students Number 1489 1439 1427 1387 1312 1401 1463 1434 1329 1407 1341 1456 1342 1343 1431 1338 1388 1409 1319 1377 1486 1353 1457 1501 1405 1470 1367 1349 1325 1419 1346 1365 1479

Name Indah Sayekti Nurcahyani Irmawati Wijaya Saputri Arfiatul Azka Istiqomah Lailatul Maghfiroh Latifah Milausa'adah Marfuatun Maryam Jamilah Maulida Hamidah Mellyana Dhian Isfandhiary Ersa Aulia Rohman Miftakhul Janah Naily Ghoiry Rosady Nandia Armey Ningrum Naurah Nazifah Durotunnisa' Nur Yulianingrum Nurma Asma Umayah Prisca Ayu Wulandari Rahajeng Fauziah Sulistyaningrum Rahma Yuliana Shafira Harahap Retno Puji Susanti Rhahmadanny Rima Afifah Risma Novita Dewi Rofiah Salma Eka Nurjanahti Sela Mardiana Anisa Khusnul Khotimah Dwi Lestari Sururin Naja Ananda Maury Claudhea Arthin Tsania Rif'ati

34 35 36 37 38 39 40 41 42 43 44 45 46 47

1339 1324 1425 1315 1322 1449 1515 1332 1511 1416 1468 1500 1386 1423

Tsania Salsabila Ulfa Rif'atun Naf'a Winda Putriana Wulan Pradita Yastafida Fatikhati Al Faani Zunita Sari Nadia Lailaturrizqiyah Hana Setia Budi Astuti Syahriani Nurma Annisa Deva Ariyani Mursida Dina Afriana Dewi Nikmatul Aliyah Fikriana Salma Maulina Ika Wahyu Ningsih

C. Data collection To obtain necessary data in composing and writing down this thesis, the writer uses several methods. 1. Observation Observation is action which forms interpretation and values of theory. In addition researcher also will do observation with classroom action research (CAR) and join in the class. In this case, the researcher is the teacher to observe and to know the situation activities during teaching learning process.

Table: 3.5 Observation checklist sheet

Aspect of The Observation No. Name of Group 1

1

2

3

4

5

Group A - L

Total The percentage Average % Qualification

Criterion: The expressing the ability to material comprehension

and

every aspect get score: where first aspect is weak, second aspect is average, third aspect is enough, fourth aspect is good, and five aspect is the ability

to received material, concentration, discussing,

interaction, tolerance to team work, braveness, and confidences for result team work presentation. 2. Tests According to Brown (2004:3) test is a method of measuring a person‟s ability, knowledge, or performance in a given domain. The test as a method it is an instrument a set of techniques, procedures, or items that

requires performance on the part of the test-taker. The writer used multiple choices, this test consist of 20 items test and it is partially separated into two terms, there are: pre test which is done before giving treatment namely using English song in learning process. Post test is test which is done after giving treatment for using English song to measure how significant of the influence of using English song in learning process. The forms of the test were multiple choice type and complete the blank of the sentences. If the students answer 20 items of question correctly they will get score 100 (that is total score x 5 = 100). Formative test is which is evaluating students in the process of learning their competencies and skill with the goal of helping them to continue that growth process (Brown, 2004:6). In this study the writer conducted the formative test in first cycle, second cycle, and third cycle. 3. Documentation Documentation is a method which investigating the written goods, such as books, magazines, documents, rules, meeting notes, daily notes, and so on (Muklis, 2000:96). The writer uses this method to obtain data of marking emphasizing to achievement of students on English lesson. Besides, the study of document used to show the score of the students. D. Method of Analyzing Data 1. Method of analyzing observation checklist

Research used observation checklist during the teaching and learning process in first cycle, second cycle, and third cycle. The result observation checklist would be analyzed by calculating the percentage as following:

P: Percentage % 2. Level of achievement The analyzed by finding the percentage of completeness of student learning both individually and in the classical style. The formula used is as follows: The average value of data (Aqib, 2010:40) analyzed by the formula: Description: ∑ ∑ X = the average value ΣX = sum of all the students ΣN = number of students

CHAPTER IV RESULTS AND DATA ANALYSIS

In this chapter, the data which had been collected were analysis and discussed. The writer got the data from pre test and posttest scores to find the correlation of using English song toward student grammar mastery. A. Data analysis The analysis was conducted on English learning process at SMP BinaInsani Susukan seventh grades. In order to observe the quality of English learning improve after the implementation of the model English song and the research was conducted in three cycles. The results will be based on class action and test result. 1. Result of Pretest Table: 4.6 The students score of pretest

No. 1 2 3 4 5 6 7

Name Indah Sayekti Nurcahyani Irmawati Wijaya Saputri Arfiatul Azka Istiqomah Lailatul Maghfiroh Latifah Milausa'adah Marfuatun

Score 40 48 48 56 48 60 52

Precentage % 40% 48% 48% 56% 48% 60% 52%

8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46

Maryam Jamilah Maulida Hamidah Mellyana Dhian Isfandhiary Ersa Aulia Rohman Miftakhul Janah Naily Ghoiry Rosady Nandia Armey Ningrum Naurah Nazifah Durotunnisa' Nur Yulianingrum Nurma Asma Umayah Prisca Ayu Wulandari Rahajeng Fauziah Sulistyaningrum Rahma Yuliana Shafira Harahap Retno Puji Susanti Rhahmadanny Rima Afifah Risma Novita Dewi Rofiah Salma Eka Nurjanahti Sela Mardiana Anisa Khusnul Khotimah Dwi Lestari Sururin Naja Ananda Maury Claudhea Arthin Tsania Rif'ati Tsania Salsabila Ulfa Rif'atun Naf'a Winda Putriana Wulan Pradita Yastafida Fatikhati Al Faani Zunita Sari Nadia Lailaturrizqiyah Hana Setia Budi Astuti Syahriani Nurma Annisa Deva Ariyani Mursida Dina Afriana Dewi Nikmatul Aliyah Fikriana Salma Maulina

44 44 56 40 44 28 68 20 56 63 38 44 40 56 48 48 48 52 40 52 44 25 20 44 56 52 68 56 44 44 44 40 52 60 25 35 40 52 40

44% 44% 56% 40% 44% 28% 68% 20% 56% 63% 38% 44% 40% 56% 48% 48% 48% 52% 40% 52% 44% 25% 20% 44% 56% 52% 68% 56% 44% 44% 44% 40% 52% 60% 25% 35% 40% 52% 40%

47

Ika Wahyu Ningsih Total score Average % Highest score Lowest score Pass criteria maximum (KKM) 75

35 2157 45, 89% 68 20 -

35%

Table: 4.7 The catagory of student score

No. 1. 2. 3. 4. 5.

Interval of correct answer 81 – 100 61 – 80 41 – 60 21 – 40 0 – 20

Frequency 3 28 12 2

Percentage 6, 3% 59, 57% 25, 53% 4, 25%

Category excellent good fair less poor

The table 3.7 above shows that the pretest obtained the lowest score was 20 and the highest score was 68 so that average of students test result of pretest was 45, 89 % this score was still low from pass criteria maximum. ∑ ∑ = 2157: 47 = 45, 89 % a. The result of first cycle 1. First Cycle Planning: Researches plan to prepare the implementation of lesson plan standards competency the meaning of short written descriptive text in which to respond the meaning and rhetoric step accurately,

correspond to immediate environment. More over learning indicators: will be focused on sentences, writing a short functional text. Implementation: The activity in the first cycle of this meeting was a pre activity includes learning, the initial activities, and the final activity. 1. Pre learning activities The teacher greet before starting the lesson, students pray together and ask students after all to make up their learning equipment. 2. Initial activity The teachers communicate learning goals, so that students know what thing are to be achieved on learning. 3. Core activities Core activities of learning involves three stages, namely exploration activities, elaboration, confirmation with an explanation of the learning processes follows: a) Exploration The teacher asks students to read to material briefly on English book. Then the teacher frequently asked question about the grammar to the students‟. b) Elaborating

The teacher divides students into groups, each consisting of four members. Each group in

charge of

analyzing the subject matter then to show their activity and logical thinking, caring for friends and able to cooperate. c) Confirmation The teacher asked the representative of each group come forward to present the results of their discussion, then given time for other group to provide feedback. 4. Closing The teacher provides opportunities for students‟ to ask about the material that has been understood.

The

feedback given to teacher to know the extent to which students are able to received the material and closing say hallo. Observing: The implementation of observation, the main things that the students‟ observed is the activity during the learning process. The data observation students‟ activities in learning grammar using English song first cycle can be seen in the following table:

Table: 4.8 Observation results of first cycle students activities

No. Name of Group 1 Group A Indah Sayekti N.C Irmawati.W ArfiatulAska Istiqomah 2 Group B Lailatul. M Latifah. M Marfuatun Nikmatul. A 3 Group C Maryam Jamilah Maulida. H Melyana.D ErsaAulia .R 4 Group D Miftahul. J Naily G. R Nandya A. N Fikriana.S 5 Group E Naurah Nur.Y Nurma A .U Dorotunnisa 6 Group F Prisca A .W Rahajeng. F Rahma Y. S Hanna. S 7 Group G RetnoPuji. S Rhamadany

Aspect of The Observed 1 2 3 4 3 1 1 1

5 2

3

2

2

1

1

3

2

2

2

1

3

1

2

2

2

3

1

2

3

1

3

2

2

2

1

3

1

1

2

1

Rima Afifah Dina Arfiana 8

9

10

11

12

Group H Risma N. D Rofiah Salma Eka N IkaWahyu Group I Sela. M SururinNaja Annis. K

3

2

1

1

1

3

1

1

2

1

Group J TsaniaRifati Tsania. S Ulfa R. N Dwi Lestari Group K Winda. P Wulan. P Yastafida. F Ananda. M Group L Zunita Sari Nadia Lailatul. R Syahrini. N

3

1

2

2

1

3

2

2

2

1

3

1

2

2

2

36

17

19

23

15

Deva Ariani Total The percentage Average % Qualification

100% 47,2% 52,70% 63,90% 41,70% 61, 1% Poor

Table 3.8 is expressing the ability to material comprehension and every aspect get score: where first aspect is weak, second aspect is

average, third aspect is enough, fourth aspect is good, and five aspect is the ability

to received material, concentration, discussing,

interaction, tolerance to team work, braveness, and confidences for result team work presentation. The table 3.8 above showes that, the first aspect of a visual form of activities that includes the students to read back a glimpse of grammar as much as 100%, the second aspect is the verbal activities which includes activities and answer the students in asking question, expressing opinion and discussing with friends who other as much as 47, 2%, the third aspect is listening activities that includes listening to the teacher, listening to English song, conversation, listening to group discussions and answer questions during a presentation in front of the classroom as much as 52,70%, the fourth aspects of the activities writing that includes the students in sentences, and when students are working on the evaluations as much as 63,90%, and the last tithe aspects are activities that includes mental and emotional activity when students analyze and solve problems, the activity of students in remembering, thinking and working on task and activities as brave interested students cite the lessons much as 41,70% Based on observations of students‟ activity tables above, it was shown that the students‟ activity in learning English song has an average of 61, 1% which means poor.

After the treatment thourhg English song the teacher gave multiple choice test to measure score. Table: 4.9 The students score of first cycle

No. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

Name Indah Sayekti Nurcahyani Irmawati Wijaya Saputri Arfiatul Azka Istiqomah Lailatul Maghfiroh Latifah Milausa'adah Marfuatun Maryam Jamilah Maulida Hamidah Mellyana Dhian Isfandhiary Ersa Aulia Rohman Miftakhul Janah Naily Ghoiry Rosady Nandia Armey Ningrum Naurah Nazifah Durotunnisa' Nur Yulianingrum Nurma Asma Umayah Prisca Ayu Wulandari Rahajeng Fauziah Sulistyaningrum Rahma Yuliana Shafira Harahap Retno Puji Susanti Rhahmadanny Rima Afifah Risma Novita Dewi Rofiah Salma Eka Nurjanahti Sela Mardiana Anisa Khusnul Khotimah Dwi Lestari

Score 35 45 40 50 48 55 45 40 35 35 45 48 35 70 25 56 65 40 40 45 56 40 40 45 56 40 56 35 30 30

Precentage % 35% 45% 40% 50% 48% 55% 45% 40% 35% 35% 45% 48% 35% 70% 25% 56% 65% 40% 40% 45% 56% 40% 40% 45% 56% 40% 56% 35% 30% 30%

31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47

Sururin Naja Ananda Maury Claudhea Arthin Tsania Rif'ati Tsania Salsabila Ulfa Rif'atun Naf'a Winda Putriana Wulan Pradita Yastafida Fatikhati Al Faani Zunita Sari Nadia Lailaturrizqiyah Hana Setia Budi Astuti Syahriani Nurma Annisa Deva Ariyani Mursida Dina Afriana Dewi Nikmatul Aliyah Fikriana Salma Maulina Ika Wahyu Ningsih Total score Average % Highest score Lowest score Pass criteria maximum (KKM) 75

56 50 52 70 52 48 40 56 44 52 72 30 35 44 52 44 45 2167 46, 10% 72 30 -

56% 50% 52% 70% 52% 48% 40% 56% 44% 52% 72% 30% 35% 44% 52% 44% 45%

Table: 4.10 The catagory of student score

No. 1 2 3. 4 5

Interval of correct answer 81 – 100 61 – 80 41 – 60 21 – 40 0 – 20

Frequency 3 29 47 -

Percentage 0% 6, 3% 61, 70% 100% 0%

Category excellent good fair less poor

To know the average score of result of test research calculated the average of the test using English song to improve grammar mastery classroom action research for the seventh

gradesof junior high school in BinaInsani Susukan in academic year 2012/2013 as follow: ∑ ∑ = 2167: 47 = 46, 10% The table 3.9above shows that the first cycle obtained the lowest score was 30 and the highest scorewas 72 so that average values obtained in the first cycle is about 46, 10%. Reflection: Some problems arise when of applying English song, this cause first cycle of learning has not been optimally implemented. The first cycle was more focused on the issues that arise during the action. The observation of students‟ activities shows the average of the observed indicator is 61, 1% which is quite meaningful poor, so that the indicators of success were not met. The results of evaluation test showed that there was 46, 10 so the indicator has not success. b. The result of second cycle 1. Second Cycle Planning: Researches plan to prepare the implementation of lesson plan standards competency the meaning of short written descriptive text in which to respond the meaning and rhetoric step accurately, correspond to immediate environment. More over learning

indicators: will be focused on sentences, writing a short functional text. Implementation: The activity in the first cycle of this meeting was a pre activity includes learning, the initial activities, and the final activity. 1. Pre learning activities The teacher greet before starting the lesson, students pray together and ask students after all to make up their learning equipment. 2. Initial activity The teachers communicate learning goals, so that students know what thing are to be achieved on learning. 3. Core activities Core activities of learning involves three stages, namely exploration activities, elaboration, confirmation with an explanation of the learning processes follows: d) Exploration The teacher asks students to read to material briefly on English book. Then the teacher frequently asked question about the grammar to the students‟. e) Elaborating

The teacher divides students into groups, each consisting of four members. Each group in

charge of

analyzing the subject matter then to show their activity and logical thinking, caring for friends and able to cooperate. f) Confirmation The teacher asked the representative of each group come forward to present the results of their discussion, then given time for other group to provide feedback. 4. Closing The teacher provides opportunities for students‟ to ask about the material that has been understood.

The

feedback given to teacher to know the extent to which students are able to receive the material and closing say hallo. Observing: The implementation of observation, the main things that the students‟ observed is the activity during the learning process. The data observation students‟ activities in learning grammar using English song second cycle can be seen in the following table:

Table: 4.11 Observation results of second cycle students activities

No 1

2

3

4

5

6

7

Name of Group Group A Indah Sayekti N.C Irmawati. W ArfiatulAska Istiqomah Group B Lailatul.M Latifah. M Marfuatun Nikmatul.A Group C Maryam .J Maulida. H Melyana. D ErsaAulia.R Group D Miftahul.J Naily G. R Nandya A. N Fikriana. S Group E Naurah Nur.Y Nurma A .U Dorotunnisa Group F Prisca A. W Rahajeng.F Rahma Y. S Hanna. S Group G RetnoPuji.S Rhamadany

Aspect of The Observed 1 2 3 4 2 2 2 2

5 2

3

3

2

2

1

3

2

3

1

2

3

2

1

1

3

3

1

2

3

1

3

2

2

1

2

2

2

3

1

1

Rima Afifah Dina Arfiana 8

9

10

11

12

Group H Risma N. D Rofiah Salma Eka.N IkaWahyu Group I Sela M SururinNaja Annis K

3

2

2

1

3

3

1

2

1

2

Group J TsaniaRifati Tsania.S UlfaR .N Dwi Lestari Group K Winda. P Wulan. P Yastafida. F Ananda. M Grloup L Zunita Sari Nadia Lailatul R Syahrini N Deva Ariani

2

2

3

2

2

3

1

2

1

1

3

2

3

2

1

32

23

28

16

22

Total The percentage Average % Qualification

88,9% 63,9% 77,8% 44,4% 61,1% 67,2% Good

Table 3.11 is expressing the ability to comprehension material and every aspect get score: where first aspect is weak, second aspect is average, third aspect is enough, fourth aspect is good, and five aspect is

the ability to received material, concentration, discussing, interaction, tolerance to team work, braveness, and confidences for result team work presentation. The table 3.11above of shows that, the first aspect of a visual form of activities that includes the students to reread the material grammar observing as much as 88,9%, the second aspect is the verbal activities which includes activities and answer the students in asking question, expressing opinion and discussing with friends as much as 63,9%, the third aspect is listening activities that includes listening to the teacher, listening to English song, conversation, listening to group discussions and answer questions during a presentation in front of the classroom as much as 77,8%, the fourth aspects of the activities writing that includes the students in sentences, and when students are working on the evaluations as much as 44,4%, and the last tithe aspects are activities that includes mental and emotional activity when students analyze and solve problems, the activity of students in remembering, thinking and working on task and activities as brave interested students cite the lessons much as 61,1%.According to the table 3.11 is activity of students‟ in learning English song in which average score of 67, 2% and it belongs to goodcriteria. After the treatment thourhg English song the teacher gave multiple choice test to measure score.

Table: 4.12 The students score of second cycle

No. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32

Name Indah Sayekti Nurcahyani Irmawati Wijaya Saputri Arfiatul Azka Istiqomah Lailatul Maghfiroh Latifah Milausa'adah Marfuatun Maryam Jamilah Maulida Hamidah Mellyana Dhian Isfandhiary Ersa Aulia Rohman Miftakhul Janah Naily Ghoiry Rosady Nandia Armey Ningrum Naurah Nazifah Durotunnisa' Nur Yulianingrum Nurma Asma Umayah Prisca Ayu Wulandari Rahajeng Fauziah Sulistyaningrum Rahma Yuliana Shafira Harahap Retno Puji Susanti Rhahmadanny Rima Afifah Risma Novita Dewi Rofiah Salma Eka Nurjanahti Sela Mardiana Anisa Khusnul Khotimah Dwi Lestari Sururin Naja Ananda Maury Claudhea Arthin

Score 40 48 45 55 50 65 50 55 60 60 73 56 56 73 45 70 70 45 55 45 50 60 68 73 65 45 60 56 73 65 60 60

Precentage % 40% 48% 45% 55% 50% 65% 50% 55% 60% 60% 73% 56% 56% 73% 45% 70% 70% 45% 55% 45% 50% 60% 40% 73% 65% 45% 60% 56% 73% 65% 60% 60%

33 34 35 36 37 38 39 40 41 42 43 44 45 46 47

Tsania Rif'ati Tsania Salsabila Ulfa Rif'atun Naf'a Winda Putriana Wulan Pradita Yastafida Fatikhati Al Faani Zunita Sari Nadia Lailaturrizqiyah Hana Setia Budi Astuti Syahriani Nurma Annisa Deva Ariyani Mursida Dina Afriana Dewi Nikmatul Aliyah Fikriana Salma Maulina Ika Wahyu Ningsih Total score Average % Highest score Lowest score Pass criteria maximum (KKM) 75

56 70 56 50 45 62 56 58 70 40 40 56 63 50 52 2675 56, 91% 73 40 -

56% 70% 56% 50% 45% 62% 56% 58% 70% 40% 40% 56% 63% 44% 52%

Table: 4.13 The catagory of student score

No. 1 2 3. 4 5

Interval of correct answer 81 – 100 61 – 80 41 – 60 21 – 40 0 – 20

Frequency 13 33 3 -

Percentage 0% 27, 65% 70, 21% 6, 38% 0%

Category excellent good fair less poor

To know the average score of result of test research calculated the average of the test using English song to improve grammar mastery classroom action research for the seventh grades of junior high school in BinaInsani Susukan in academic year 2012/2013 as follow:

∑ ∑ = 2675: 47 = 56, 91% The table 3.12above shows that the second cycle obtained the lowest score was 40 and the highest score was 73 so that average values obtained in the second cycle is about 56, 91%. Reflection: Some problems arise when of applying English song, this cause second cycle of learning has not been optimally implemented. The second cycle was more focused on the issues that arise during the action. The observation

of

students‟

activities

shows

the

average

of

the

observedindicator is 67, 2% which is good, so that the indicators of success were not met. The results of evaluation test showed that there was 56, 91% so the indicator has not success. c. The result of third cycle 1. Third Cycle Planning: Researches plan to prepare the implementation of lesson plan standards competency the meaning of short written descriptive text in which to respond the meaning and rhetoric step accurately, correspond to immediate environment. More over learning

indicators: will be focused on sentences, writing a short functional text. Implementation: The activity in the first cycle of this meeting was a pre activity includes learning, the initial activities, and the final activity. 1. Pre learning activities The teacher greet before starting the lesson, students pray together and ask students after all to make up their learning equipment. 2. Initial activity The teachers communicate learning goals, so that students know what thing are to be achieved on learning. 3. Core activities Core activities of learning involves three stages, namely exploration activities, elaboration, confirmation with an explanation of the learning processes follows: a. Exploration The teacher asks students to read to material briefly on English book. Then the teacher frequently asked question about the grammar to the students‟. b. Elaborating

The teacher divides students into groups, each consisting of four members. Each group in

charge of

analyzing the subject matter then to show their activity and logical thinking, caring for friends and able to cooperate. c. Confirmation The teacher asked the representative of each group come forward to present the results of their discussion, then given time for other group to provide feedback. 4. Closing The teacher provides opportunities for students‟ to ask about the material that has been understood.

The

feedback given to teacher to know the extent to which students are able to received the material and closing say hallo. Observing: The implementation of observation, the main things that the students‟ observed is the activity during the learning process. The data observation students‟ activities in learning grammar using English third cycle can be seen in the following table: Table: 4.14 Observation result of third cycle student activities

No. 1

Name of group Group A

Aspect of the observed 1 2 3 4 3 2 3 2

5 2

2

3

4

5

6

7

8

Indah Sayekti N.C Irmawati. W ArfiatulAska Istiqomah Group B Lailatul. M Latifah. M Marfuatun Nikmatul. A Group C Maryam. J Maulida. H Melyana.D ErsaAulia. R Group D Miftahul. J Naily G .R Nandya A. N Fikriana.S Group E Naurah Nur.Y Nurma A. U Dorotunnisa Group F Prisca A .W Rahajeng. F Rahma Y. S Hanna. S Group G RetnoPuji.S Rhamadany Rima Afifah Dina Arfiana Group. H Risma N. D Rofiah Salma Eka. N

3

1

3

2

2

2

2

3

2

1

3

2

2

2

3

3

2

2

2

2

3

2

3

2

1

3

2

2

1

2

3

2

2

2

2

9

10

11

12

IkaWahyu Group I Sela. M SururinNaja Annis. K Group J TsaniaRifati Tsania.S Ulfa R .N Dwi Lestari Group K Winda. P Wulan. P Yastafida. F Ananda. M Grloup L Zunita Sari Nadia Lailatul. R Syahrini. N Deva Ariani

Total The percentage of Average % Qualification

3

2

3

2

2

3

1

2

2

3

3

2

2

2

2

3

2

3

1

1

35

23

30

22

23

97,2% 63,9% 83,3% 61,1% 63,9% 73,9% Excellent

Table 3.14 is expressing the ability to material comprehension and every aspect get score: where first aspect is weak, second aspect is average, third aspect is enough, fourth aspect is good, and five aspect is the ability to received material, concentration, discussing, interaction, tolerance to team work, braveness, and confidences for result team work presentation.

The table 3.14 aboveshows that, the first aspect of a visual form of activities that includes the students to reread the material grammar observing as much as 97, 2%, the second aspect is the verbal activities which includes activities and answer the students in asking question, expressing opinion and discussing with friends as much as 63,9%, the third aspect is listening activities that includes listening to the teacher, listening to English song, conversation, listening to group discussions and answer questions during a presentation in front of the classroom as much as 83,3%, the fourth aspects of the activities writing that includes the students in sentences, and when students are working on the evaluations as much as 61,1%, and the last tithe aspects are activities that includes mental and emotional activity when students analyze and solve problems, the activity of students in remembering, thinking and working on task and activities as brave interested students cite the lessons much as 63,9%. According to the table 3.14activities of students in learning English song in which average score of 73, 9% and it belongs to excellent. The data showed improve activity of students in each cycle. After the treatment thourhg English song the teacher gave multiple choice test to measure score. Table: 4.15 The students score of third cycle

No. 1

Name Indah Sayekti Nurcahyani

Score 60

Precentage % 60%

2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40

Irmawati Wijaya Saputri Arfiatul Azka Istiqomah Lailatul Maghfiroh Latifah Milausa'adah Marfuatun Maryam Jamilah Maulida Hamidah Mellyana Dhian Isfandhiary Ersa Aulia Rohman Miftakhul Janah Naily Ghoiry Rosady Nandia Armey Ningrum Naurah Nazifah Durotunnisa' Nur Yulianingrum Nurma Asma Umayah Prisca Ayu Wulandari Rahajeng Fauziah Sulistyaningrum Rahma Yuliana Shafira Harahap Retno Puji Susanti Rhahmadanny Rima Afifah Risma Novita Dewi Rofiah Salma Eka Nurjanahti Sela Mardiana Anisa Khusnul Khotimah Dwi Lestari Sururin Naja Ananda Maury Claudhea Arthin Tsania Rif'ati Tsania Salsabila Ulfa Rif'atun Naf'a Winda Putriana Wulan Pradita Yastafida Fatikhati Al Faani Zunita Sari Nadia Lailaturrizqiyah

65 75 78 83 78 75 65 70 82 88 81 78 83 68 83 83 76 70 67 88 76 85 85 75 60 73 60 80 80 76 75 65 78 60 75 82 80 75 76

65% 75% 78% 83% 78% 75% 65% 70% 82% 88% 81% 78% 83% 68% 83% 83% 76% 70% 67% 88% 76% 85% 85% 75% 60% 73% 60% 80% 80% 76% 75% 65% 78% 60% 75% 82% 80% 75% 76%

41 42 43 44 45 46 47

Hana Setia Budi Astuti Syahriani Nurma Annisa Deva Ariyani Mursida Dina Afriana Dewi Nikmatul Aliyah Fikriana Salma Maulina Ika Wahyu Ningsih Total score Average % Highest score Lowest score Pass criteria maximum (KKM) 75

90 67 80 73 73 81 84 3560 75, 74 90 60 32 students

90% 67% 80% 73% 73% 81% 84%

Table: 4.16 The catagory of student score

No. 1 2 3. 4 5

Interval of correct answer 81 – 100 61 – 80 41 – 60 21 – 40 0 – 20

Frequency 14 29 4 -

Percentage 29, 78% 61, 70% 8, 51% 0% 0%

Category excellent good fair less poor

To know the average score of result of test research calculated the average of the test using English song to improve grammar mastery classroom action research for the seventh grades of junior high school in BinaInsani Susukan in academic year 2012/2013 as follow: ∑ ∑ = 35, 60: 47 = 75, 74

The table 3.15 above shows that the third cycle obtained the lowest score was 60 and the highest score was 90 so that average values obtained in the third cycle is about 75, 74%. Reflection: Based on the observation of third cycle, it is known that the seventh grade of junior high school in BinaInsani Susukan to learning grammar with English song model has improved. This can be seen from the observation of student activities andthe results of evaluation test showed that there was 75, 74 so the indicator is success. Knowing the result of the students score and teaching learning process that run well the writer decided to conduct the post test, before the giving test the writer review all material simple past tense and give a motivation to do the best for the test. 2. Result of post test After conducting third cycle, the writer saw students had improved their mastery in simple past tense and they must have been evaluated once again that was in the post test. The writer review the material briefly and this activity more focused to students that still confused. The procedure in the post test was the same as test before.

Table: 4.17 The students score of posttest

No. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34

Name Indah Sayekti Nurcahyani Irmawati Wijaya Saputri Arfiatul Azka Istiqomah Lailatul Maghfiroh Latifah Milausa'adah Marfuatun Maryam Jamilah Maulida Hamidah Mellyana Dhian Isfandhiary Ersa Aulia Rohman Miftakhul Janah Naily Ghoiry Rosady Nandia Armey Ningrum Naurah Nazifah Durotunnisa' Nur Yulianingrum Nurma Asma Umayah Prisca Ayu Wulandari Rahajeng Fauziah Sulistyaningrum Rahma Yuliana Shafira Harahap Retno Puji Susanti Rhahmadanny Rima Afifah Risma Novita Dewi Rofiah Salma Eka Nurjanahti Sela Mardiana Anisa Khusnul Khotimah Dwi Lestari Sururin Naja Ananda Maury Claudhea Arthin Tsania Rif'ati Tsania Salsabila

Score 75 80 80 85 80 80 85 76 88 84 88 84 80 84 80 88 88 80 76 76 92 80 92 92 84 72 80 72 92 88 84 80 72 80

Precentage % 75% 80% 80% 85% 80% 80% 85% 76% 88% 84% 88% 84% 80% 84% 80% 88% 88% 80% 76% 76% 92% 80% 92% 92% 84% 72% 80% 72% 92% 88% 84% 80% 72% 80%

35 36 37 38 39 40 41 42 43 44 45 46 47

Ulfa Rif'atun Naf'a Winda Putriana Wulan Pradita Yastafida Fatikhati Al Faani Zunita Sari Nadia Lailaturrizqiyah Hana Setia Budi Astuti Syahriani Nurma Annisa Deva Ariyani Mursida Dina Afriana Dewi Nikmatul Aliyah Fikriana Salma Maulina Ika Wahyu Ningsih Total score Average % Highest score Lowest score Pass criteria maximum (KKM) 75

76 80 92 92 84 80 92 76 88 80 80 92 92 3901 83, 00% 92 72 44 students

76% 80% 92% 92% 84% 80% 92% 76% 88% 80% 80% 92% 92%

Table: 4.18 The catagory of student score

No. 1 2 3. 4 5

Interval of correct answer 81 – 100 61 – 80 41 – 60 21 – 40 0 – 20

Frequency 23 24 -

Percentage 48, 93% 51, 06% 0% 0% 0%

Category excellent good fair less poor

The table 3.17 above shows that the posttestobtained the lowest score was 72 and the highest score was 92 so that average of students test result of posttest was 83, 00 % this score achieved success pass criteria maximum.

∑ ∑ = 35, 60: 47 = 75, 74% The research analysis it shows that average of students test result of posttest was 75, 74 %, there were improve from first cycle, second cycle, and third cycle and post test was also considered as implementation. The researcher concluded that the student‟s difficulties understanding on simple past tense were solved enough through the use of English song to improve grammar mastery. The improvement of result test score pretest and posttest can be seen as follow: Table: 4.19 The students score of pretest and posttest

No 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Name Indah Sayekti Nurcahyani Irmawati Wijaya Saputri Arfiatul Azka Istiqomah Lailatul Maghfiroh Latifah Milausa'adah Marfuatun Maryam Jamilah Maulida Hamidah Mellyana Dhian Isfandhiary Ersa Aulia Rohman Miftakhul Janah Naily Ghoiry Rosady Nandia Armey Ningrum Naurah Nazifah

Pretest 40 48 48 56 48 60 52 44 44 56 40 44 28 68 20

First Cycle 35 45 40 50 48 55 45 40 35 35 45 48 35 70 25

Second Cycle 40 48 45 55 50 65 50 55 60 60 73 56 56 73 45

Third Cycle 60 65 75 78 83 78 75 65 70 82 88 81 78 83 68

Posttest 75 80 80 85 80 80 85 76 88 84 88 84 80 84 80

16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47

Durotunnisa' Nur Yulianingrum Nurma Asma Umayah Prisca Ayu Wulandari Rahajeng Fauziah Sulistyaningrum Rahma Yuliana Shafira Harahap Retno Puji Susanti Rhahmadanny Rima Afifah Risma Novita Dewi Rofiah Salma Eka Nurjanahti Sela Mardiana Anisa Khusnul Khotimah Dwi Lestari Sururin Naja Ananda Maury Claudhea Arthin Tsania Rif'ati Tsania Salsabila Ulfa Rif'atun Naf'a Winda Putriana Wulan Pradita Yastafida Fatikhati Al Faani Zunita Sari Nadia Lailaturrizqiyah Hana Setia Budi Astuti Syahriani Nurma Annisa Deva Ariyani Mursida Dina Afriana Dewi Nikmatul Aliyah Fikriana Salma Maulina Ika Wahyu Ningsih Total score Average %

56 63 38 44 40 56 48 48 48 52 40 52 44 25 20 44 56 52 68 56 44 44 44 40 52 60 25 35 40 52 40 35 2157 45, 89

56 65 40 40 45 56 40 40 45 56 40 56 35 30 30 56 50 52 70 52 48 40 56 44 52 72 30 35 44 52 44 45 2167 46, 10

70 70 45 55 45 50 60 68 73 65 45 60 56 73 65 60 60 56 70 56 50 45 62 56 58 70 40 40 56 63 50 52 2675 56, 91

83 83 76 70 67 88 76 85 85 75 60 73 60 80 80 76 75 65 78 60 75 82 80 75 76 90 67 80 73 73 81 84 3560 75, 74

88 88 80 76 76 92 80 92 92 84 72 80 72 92 88 84 80 72 80 76 80 92 92 84 80 92 76 88 80 80 92 92 3901 83, 00

B. Analysis among cycle The analysis among cycle based on the observation of student activities and result of test at each cycle for grammar using English song. a. Student Activity The following interpretations on the observation of the students‟ activity first, second, and third cycle. The observations indicate that the model of learning English song can enhance the student‟s activity of learning. This is evident by the percentage of students who score indicators of activity were observed in each cycle is improve and has meet the criteria defined indicators of success. The writer can see the cycle of the average score obtained was 61, 1%, which means poor and has notmet the criteria established indicators of success. There are still some indicators of student activities that have not been implemented at the time of the learning takes place. So that corrective actions need to be done in the next cycle so that there was improve. In the second cycle can be seen the average score obtained was 67, 2% which means good. These results suggest that the criteria defamed indicators of success are met. Some indicators of students‟ activities that do not appear on the first cycle have been present in this second cycle. The third cycle shows the average score obtained was 73, 9% which means excellent. Indicator of the success criteria specified has been met. The study is a system that emphasizes active learning students physically, mentally, intellectually and emotionally in order to obtain the

learning outcomes in the form of a combination of cognitive, affective and psychomotor. Based on data from the observation of students‟ activity in first, second, and third cycle shows the average of indicators that were observed to improve. b. The result of test From the table showed there was an improvement in every test. The average of pretest the total score was 2157 average was 45, 89%. It was lower than pass criteria maximum and the students had problem in simple present tense. The result first cycle there was improve the total score was 2167 average was 46, 10%, second cycle there was improve the total score was 2675 average was 56, 91%it was lower than pass criteria maximum but the students gave improvement in first cycle and second cycle, in indicated that the students could understand simple past tense better by using English song. Based on the result first cycle and second cycle there were some students score still under pass criteria maximum. The writer decided to conduct the third cycleas last cycle distributed a test and the result were good, the average of total score was 3560 average was 75, 74%. The average of posttest the total score was 3901 average was 83, 00% compared with the total score pretest. This improved showed that the students could simple past tense using English song. Based on observations of the result of test in first, second, and third cycle shows that the results of studying classical completeness has meet a

set indicators of success. From the result analysis that there is positive significant correlation between using English song to improve grammar mastery seventh grades SMP Bina Insani Susukan is effective.

CHAPTER V CLOSURE

A.Conlusion The results of research and discussion on the application the model of English song to improve the quality of learning grammarseventh ofjunior high schoolin BinaInsani Susukan can show chapter four can be drawn: Learning activities using English song can improve the quality ofgrammar, which include:

the improvestudent activity and result of

study. In first cycle get 61, 1 % with mean poor, second cycle get 67, 20 % with good, and third cycle get 73, 9 % with excellent. Finally activities are improved on the last cycles. The result get score 2157 by classical completeness 45, 89%. First cycle get score 2167 by classical completeness 46, 10 % which means poor, second cycle get score 2675 by classical completeness 56, 91% which means fair, and third cycle get score 3560 by classical completeness 75, 74 which means good. The result of posttest get score 3901by classical completeness 83,00%. The above of data showsimprove in learning students‟ outcomes in eachcycle‟s.Itmeans success indicator. B.Suggestion Based on the results of the study, researchers give the following suggestions: Provide opportunities for teachers to conduct research or to involve

in scientific forums, such as educational seminars, scientific discussions, training, workshops, refresher courses, organized training Depdiknas (National Education Department) and to increase knowledge for teachers .Teachers should be able to select appropriate learning methods in materials as well as take advantage of useful media to motivate and to involve students actively in learning activities. The teachers must continue strive to improve the quality of learning in the classroom by applying interactive learning models. The teachers read books and references relating to the application of the method and the use of creative and innovative

media

and

then

apply

in

learning

process.

Students must follow the active learning by asking the things that are less obvious and confusing of material from a teacher. The students should develop their motivation because it is an important factor in the English learning and should study the material intensively, repeatedly, toughly, and not give up and can develop their knowledge and capability by themselves or with their partner use exercise. Studying grammar is important in order students have comprehensible communicate.

BIBLIOGRAPHY

Azar, Betty Schrampfer. 1989. Understanding And Using English Grammar, Second Edition. New Jersey: Practice Hall Regents. Hornby, A.S. 2007.Oxford Advanced Learner’s Dictionary of Current English: Oxford University Press. Hornby, A.S. 2000.Oxford Advanced Learner’s Dictionary of Current English New Edition: Oxford University Press. Hornby, A.S. 1987. Oxford advance learner’s dictionary of current English. Oxford: Oxford University Press. Rosemary, Aitken. 1995. Teaching Tenses: Ideas for Presenting and Practicing Tenses in English. England: Longman. Swan, Michael. 1996. Practical English Usege ( New Edition). New York. Martinet, Thomson. 1986. A Practical English Grammar Fourth Edition. Oxford University Press. Rinvolucry, Mario and Davis, Paul. 1995. More grammar game. U. S. A. Cambridge University Press. Leech, Geoffrey, Margaret deuchar, and Robert hoogenred R. 1982. English grammar for today. Houdmils: macmillan education LTD

Arikunto, Suharsimi. 2001. Dasar-Dasar Evaluasi Pendidikan.Jakarta: Bumi Aksara. Arikunto, Suharsimi.2002. Prosedur Penelitian Suatu Pendekatan Praktek. Jakarta: Rineka Cipta. Arikunto, Suharsimi, dkk. 2008. Penelitian Tindakan Kelas. Jakarta: Bumi Aksara. Pardiyono. 2004. Pasti Bisa Bahasa Inggris 16 Tenses. Yogyakarta: C. V. Andi Offset. Pardiyono. 2007. Pasti Bisa Bahasa Inggris 16 Tenses. Yogyakarta: C.V.Andi Offset. Longman. 2003. Longman dictionary of contemporary English new edition . II Summer: Della. Hartiny, Rosma. 2010. Model penelitian tindakan kelas. Yogyakarta: Teras. Suyanto, Kasihan K. E. 2008. English for young learners. Jakarta: Bumi Aksara Hasan, Iqbal.2004. Analisis Data Penelitian Dengan Stastitik. Jakarta: Bumi Aksara. Aqib, Zainal. 2010. Penelitian Tindakan Kelas. Bandung: Yrama Widya Hakim, Thursan. 2009. Panduan Praktis Menerapkan English Grammar Dalam Percakapan Sehari – hari. Jakarta : Kawan Pustaka

Lembar Observasi Aktivitas Siswa Selama Pembelajaran Grammar Dengan English Song

Nama Kelompok

:A

Sekolah

: SMP Bina Insani Susukan

Kelas/semester

: VII/ gasal

Materi

: Simple past tense

Hari/tanggal

: Senin, 23 Juli 2012

Siklus

: I (Satu)

PETUNJUK : 1. Tanda check (√) pada kolom tingkat kemampuan yang sesuai dengan indikator pengamatan. 2. Skor penilaian : 3 : apabila ada 3 deskriptor muncul 2 : apabila ada 2 deskriptor muncul 1 : apabila ada 1 deskriptor muncul 0 : apabila tidak ada deskriptor yang muncul Indikator

Skor Penilaian (0)

(1)

(2)

(3) 

1. Kegiatan-kegiatan visual 2.

Kegiatan-kegiatan lisan (oral)



3.

Kegiatan-kegiatan mendengarkan



4.

Kegiatan-kegiatan menulis



5.

Kegiatan-kegiatan mental dan



emosional

Susukan, 23 Juli 2012 Guru mapel bahasa inggris

Suroso

Lembar Observasi Aktivitas Siswa Selama Pembelajaran Grammar Dengan English Song

Nama Kelompok

:B

Sekolah

: SMP Bina Insani Susukan

Kelas/semester

: VII/ gasal

Materi

: Simple past tense

Hari/tanggal

: Senin, 23 Juli 2012

Siklus

: I (Satu)

PETUNJUK : 1. Tanda check (√) pada kolom tingkat kemampuan yang sesuai dengan indikator pengamatan. 2. Skor penilaian : 3 : apabila ada 3 deskriptor muncul 2 : apabila ada 2 deskriptor muncul 1 : apabila ada 1 deskriptor muncul 0 : apabila tidak ada deskriptor yang muncul Indikator

Skor Penilaian (0)

(1)

(2)

(3) 

1. Kegiatan-kegiatan visual 2.

Kegiatan-kegiatan lisan (oral)



3.

Kegiatan-kegiatan mendengarkan



4.

Kegiatan-kegiatan menulis



5.

Kegiatan-kegiatan mental dan



emosional

Susukan, 23 Juli 2012 Guru mapel bahasa inggris

Suroso

Lembar Observasi Aktivitas Siswa Selama Pembelajaran Grammar Dengan English Song

Nama Kelompok

:C

Sekolah

: SMP Bina Insani Susukan

Kelas/semester

: VII/ gasal

Materi

: Simple past tense

Hari/tanggal

: Senin, 23 Juli 2012

Siklus

: I (Satu)

PETUNJUK : 1. Tanda check (√) pada kolom tingkat kemampuan yang sesuai dengan indikator pengamatan. 2. Skor penilaian : 3 : apabila ada 3 deskriptor muncul 2 : apabila ada 2 deskriptor muncul 1 : apabila ada 1 deskriptor muncul 0 : apabila tidak ada deskriptor yang muncul Indikator

Skor Penilaian (0)

(1)

(2)

(3) 

1. Kegiatan-kegiatan visual 2.

Kegiatan-kegiatan lisan (oral)



3.

Kegiatan-kegiatan mendengarkan



4.

Kegiatan-kegiatan menulis



5.

Kegiatan-kegiatan mental dan



emosional

Susukan, 23 Juli 2012 Guru mapel bahasa inggris

Suroso

Lembar Observasi Aktivitas Siswa Selama Pembelajaran Grammar Dengan English Song

Nama Kelompok

:D

Sekolah

: SMP Bina Insani Susukan

Kelas/semester

: VII/ gasal

Materi

: Simple past tense

Hari/tanggal

: Senin, 23 Juli 2012

Siklus

: I (Satu)

PETUNJUK : 1. Tanda check (√) pada kolom tingkat kemampuan yang sesuai dengan indikator pengamatan. 2. Skor penilaian : 3 : apabila ada 3 deskriptor muncul 2 : apabila ada 2 deskriptor muncul 1 : apabila ada 1 deskriptor muncul 0 : apabila tidak ada deskriptor yang muncul Indikator

Skor Penilaian (0)

(1)

(2)

(3) 

1. Kegiatan-kegiatan visual 

2.

Kegiatan-kegiatan lisan (oral)

3.

Kegiatan-kegiatan mendengarkan



4.

Kegiatan-kegiatan menulis



5.

Kegiatan-kegiatan mental dan



emosional

Susukan, 23 Juli 2012 Guru mapel bahasa inggris

Suroso

Lembar Observasi Aktivitas Siswa Selama Pembelajaran Grammar Dengan English Song

Nama Kelompok

:E

Sekolah

: SMP Bina Insani Susukan

Kelas/semester

: VII/ gasal

Materi

: Simple past tense

Hari/tanggal

: Senin, 23 Juli 2012

Siklus

: I (Satu)

PETUNJUK : 1. Tanda check (√) pada kolom tingkat kemampuan yang sesuai dengan indikator pengamatan. 2. Skor penilaian : 3 : apabila ada 3 deskriptor muncul 2 : apabila ada 2 deskriptor muncul 1 : apabila ada 1 deskriptor muncul 0 : apabila tidak ada deskriptor yang muncul Indikator

Skor Penilaian (0)

(1)

(2)



1. Kegiatan-kegiatan visual 2.

Kegiatan-kegiatan lisan (oral)

3.

Kegiatan-kegiatan mendengarkan

4.

Kegiatan-kegiatan menulis

5.

Kegiatan-kegiatan mental dan

(3)

   

emosional

Susukan, 23 Juli 2012 Guru mapel bahasa inggris

Suroso

Lembar Observasi Aktivitas Siswa Selama Pembelajaran Grammar Dengan English Song

Nama Kelompok

:F

Sekolah

: SMP Bina Insani Susukan

Kelas/semester

: VII/ gasal

Materi

: Simple past tense

Hari/tanggal

:Senin, 23 Juli 2012

Siklus

: I (Satu)

PETUNJUK : 1. Tanda check (√) pada kolom tingkat kemampuan yang sesuai dengan indikator pengamatan. 2. Skor penilaian : 3 : apabila ada 3 deskriptor muncul 2 : apabila ada 2 deskriptor muncul 1 : apabila ada 1 deskriptor muncul 0 : apabila tidak ada deskriptor yang muncul Indikator

Skor Penilaian (0)

(1)

(2)

(3) 

1. Kegiatan-kegiatan visual 2.

Kegiatan-kegiatan lisan (oral)



3.

Kegiatan-kegiatan mendengarkan



4.

Kegiatan-kegiatan menulis



5.

Kegiatan-kegiatan mental dan



emosional

Susukan, 23 Juli 2012 Guru mapel bahasa inggris

Suroso

Lembar Observasi Aktivitas Siswa Selama Pembelajaran Grammar Dengan English Song

Nama Kelompok

:G

Sekolah

: SMP Bina Insani

Kelas/semester

: VII/ gasal

Materi

: Simple past tense

Hari/tanggal

: Senin, 23 Juli 2012

Siklus

: I (Satu)

PETUNJUK : 1. Tanda check (√) pada kolom tingkat kemampuan yang sesuai dengan indikator pengamatan. 2. Skor penilaian : 3 : apabila ada 3 deskriptor muncul 2 : apabila ada 2 deskriptor muncul 1 : apabila ada 1 deskriptor muncul 0 : apabila tidak ada deskriptor yang muncul Indikator

Skor Penilaian (0)

(1)

(2)

(3) 

1. Kegiatan-kegiatan visual 2.

Kegiatan-kegiatan lisan (oral)



3.

Kegiatan-kegiatan mendengarkan



4.

Kegiatan-kegiatan menulis

5.

Kegiatan-kegiatan mental dan

 

emosional

Susukan, 23 Juli 2012 Guru mapel bahasa inggris

Suroso

Lembar Observasi Aktivitas Siswa Selama Pembelajaran Tense Dengan English Song

Nama Kelompok

:H

Sekolah

: SMP Bina Insani Susukan

Kelas/semester

: VII/ gasal

Materi

: Simple past tense

Hari/tanggal

: Senin, 23 Juli 2012

Siklus

: 1 (satu)

PETUNJUK : 1. Tanda check (√) pada kolom tingkat kemampuan yang sesuai dengan indikator pengamatan. 2. Skor penilaian : 3 : apabila ada 3 deskriptor muncul 2 : apabila ada 2 deskriptor muncul 1 : apabila ada 1 deskriptor muncul 0 : apabila tidak ada deskriptor yang muncul Indikator

Skor Penilaian (0)

(1)

(2)

(3) 

1. Kegiatan-kegiatan visual 

2.

Kegiatan-kegiatan lisan (oral)

3.

Kegiatan-kegiatan mendengarkan



4.

Kegiatan-kegiatan menulis



5.

Kegiatan-kegiatan mental dan



emosional

Susukan, 23 Juli 2012 Guru mapel bahasa inggris

Suroso

Lembar Observasi Aktivitas Siswa Selama Pembelajaran Grammar Dengan English Song

Nama Kelompok

:I

Sekolah

: SMP Bina Insani Susukan

Kelas/semester

: VII/ gasal

Materi

: Simple past tense

Hari/tanggal

:Senin, 23 Juli 2012

Siklus

: I (Satu)

PETUNJUK : 1. Tanda check (√) pada kolom tingkat kemampuan yang sesuai dengan indikator pengamatan. 2. Skor penilaian : 3 : apabila ada 3 deskriptor muncul 2 : apabila ada 2 deskriptor muncul 1 : apabila ada 1 deskriptor muncul 0 : apabila tidak ada deskriptor yang muncul Indikator

Skor Penilaian (0)

(1)

(2)

(3) 

1. Kegiatan-kegiatan visual 2.

Kegiatan-kegiatan lisan (oral)



3.

Kegiatan-kegiatan mendengarkan



4.

Kegiatan-kegiatan menulis

5.

Kegiatan-kegiatan mental dan

 

emosional

Susukan, 23 Juli 2012 Guru mapel bahasa inggris

Suroso

Lembar Observasi Aktivitas Siswa Selama Pembelajaran Grammar Dengan English Song

Nama Kelompok

:J

Sekolah

: SMP Bina Insani Susukan

Kelas/semester

: VII/ gasal

Materi

: Simple past tense

Hari/tanggal

: Senin, 23 Juli 2012

Siklus

: I (Satu)

PETUNJUK : 1. Tanda check (√) pada kolom tingkat kemampuan yang sesuai dengan indikator pengamatan. 2. Skor penilaian : 3 : apabila ada 3 deskriptor muncul 2 : apabila ada 2 deskriptor muncul 1 : apabila ada 1 deskriptor muncul 0 : apabila tidak ada deskriptor yang muncul Indikator

Skor Penilaian (0)

(1)

(2)

(3) 

1. Kegiatan-kegiatan visual 

2.

Kegiatan-kegiatan lisan (oral)

3.

Kegiatan-kegiatan mendengarkan



4.

Kegiatan-kegiatan menulis



5.

Kegiatan-kegiatan mental dan



emosional

Susukan, 23 Juli 2012 Guru mapel bahasa inggris

Suroso

Lembar Observasi Aktivitas Siswa Selama Pembelajaran Grammar Dengan English Song

Nama Kelompok

:K

Sekolah

: SMP Bina Insani Susukan

Kelas/semester

: VII/ gasal

Materi

: Simple past tense

Hari/tanggal

: Senin, 23 Juli 2012

Siklus

: I (Satu)

PETUNJUK : 1. Tanda check (√) pada kolom tingkat kemampuan yang sesuai dengan indikator pengamatan. 2. Skor penilaian : 3 : apabila ada 3 deskriptor muncul 2 : apabila ada 2 deskriptor muncul 1 : apabila ada 1 deskriptor muncul 0 : apabila tidak ada deskriptor yang muncul Indikator

Skor Penilaian (0)

(1)

(2)

(3) 

1. Kegiatan-kegiatan visual 2.

Kegiatan-kegiatan lisan (oral)



3.

Kegiatan-kegiatan mendengarkan



4.

Kegiatan-kegiatan menulis



5.

Kegiatan-kegiatan mental dan



emosional

Susukan, 23 Juli 2012 Guru mapel bahasa inggris

Suroso

Lembar Observasi Aktivitas Siswa Selama Pembelajaran Grammar Dengan English Song

Nama Kelompok

:L

Sekolah

: SMP Bina Insani Susukan

Kelas/semester

: VII/ gasal

Materi

: Simple past tense

Hari/tanggal

: Senin, 23 Juli 2012

Siklus

: I (Satu)

PETUNJUK : 1. Tanda check (√) pada kolom tingkat kemampuan yang sesuai dengan indikator pengamatan. 2. Skor penilaian : 3 : apabila ada 3 deskriptor muncul 2 : apabila ada 2 deskriptor muncul 1 : apabila ada 1 deskriptor muncul 0 : apabila tidak ada deskriptor yang muncul Indikator

Skor Penilaian (0)

(1)

(2)

(3) 

1. Kegiatan-kegiatan visual 

2.

Kegiatan-kegiatan lisan (oral)

3.

Kegiatan-kegiatan mendengarkan



4.

Kegiatan-kegiatan menulis



5.

Kegiatan-kegiatan mental dan



emosional

Susukan, 23 Juli 2012 Guru mapel bahasa inggris

Suroso

Lembar Observasi Aktivitas Siswa Selama Pembelajaran Grammar Dengan English Song

Nama Kelompok

:A

Sekolah

: SMP Bina Insani Susukan

Kelas/semester

: VII/ gasal

Materi

: Simple past tense

Hari/tanggal

: Kamis, 26 Juli 2012

Siklus

: II (Dua)

PETUNJUK : 3. Tanda check (√) pada kolom tingkat kemampuan yang sesuai dengan indikator pengamatan. 4. Skor penilaian : 3 : apabila ada 3 deskriptor muncul 2 : apabila ada 2 deskriptor muncul 1 : apabila ada 1 deskriptor muncul 0 : apabila tidak ada deskriptor yang muncul Indikator

Skor Penilaian (0)

(1)

(2)

1. Kegiatan-kegiatan visual



4.

Kegiatan-kegiatan lisan (oral)



5.

Kegiatan-kegiatan mendengarkan



6.

Kegiatan-kegiatan menulis



7.

Kegiatan-kegiatan mental dan



(3)

emosional

Susukan, 26 Juli 2012 Guru mapel bahasa inggris

Suroso

Lembar Observasi Aktivitas Siswa Selama Pembelajaran Grammar Dengan English Song

Nama Kelompok

:B

Sekolah

: SMP Bina Insani Susukan

Kelas/semester

: VII/ gasal

Materi

: Simple past tense

Hari/tanggal

: Kamis, 26 Juli 2012

Siklus

: II (Dua)

PETUNJUK : 3. Tanda check (√) pada kolom tingkat kemampuan yang sesuai dengan indikator pengamatan. 4. Skor penilaian : 3 : apabila ada 3 deskriptor muncul 2 : apabila ada 2 deskriptor muncul 1 : apabila ada 1 deskriptor muncul 0 : apabila tidak ada deskriptor yang muncul Indikator

Skor Penilaian (0)

(1)

(2)

(3)

1. Kegiatan-kegiatan visual



4.

Kegiatan-kegiatan lisan (oral)



5.

Kegiatan-kegiatan mendengarkan



6.

Kegiatan-kegiatan menulis



7.

Kegiatan-kegiatan mental dan



emosional

Susukan, 26 Juli 2012 Guru mapel bahasa inggris

Suroso

Lembar Observasi Aktivitas Siswa Selama Pembelajaran Grammar Dengan English Song

Nama Kelompok

:C

Sekolah

: SMP Bina Insani Susukan

Kelas/semester

: VII/ gasal

Materi

: Simple past tense

Hari/tanggal

: Kamis, 26 Juli 2012

Siklus

: II (Dua)

PETUNJUK : 3. Tanda check (√) pada kolom tingkat kemampuan yang sesuai dengan indikator pengamatan. 4. Skor penilaian : 3 : apabila ada 3 deskriptor muncul 2 : apabila ada 2 deskriptor muncul 1 : apabila ada 1 deskriptor muncul 0 : apabila tidak ada deskriptor yang muncul Indikator

Skor Penilaian (0)

(1)

(2)

(3) 

2. Kegiatan-kegiatan visual 4.

Kegiatan-kegiatan lisan (oral)

5.

Kegiatan-kegiatan mendengarkan

6.

Kegiatan-kegiatan menulis

7.

Kegiatan-kegiatan mental dan

   

emosional

Susukan, 26 Juli 2012 Guru mapel bahasa inggris

Suroso

Lembar Observasi Aktivitas Siswa Selama Pembelajaran Grammar Dengan English Song

Nama Kelompok

:D

Sekolah

: SMP Bina Insani Susukan

Kelas/semester

: VII/ gasal

Materi

: Simple past tense

Hari/tanggal

: Kamis, 26 Juli 2012

Siklus

: II (Dua)

PETUNJUK : 3. Tanda check (√) pada kolom tingkat kemampuan yang sesuai dengan indikator pengamatan. 4. Skor penilaian : 3 : apabila ada 3 deskriptor muncul 2 : apabila ada 2 deskriptor muncul 1 : apabila ada 1 deskriptor muncul 0 : apabila tidak ada deskriptor yang muncul Indikator

Skor Penilaian (0)

(1)

(2)

(3) 

2. Kegiatan-kegiatan visual 

4.

Kegiatan-kegiatan lisan (oral)

5.

Kegiatan-kegiatan mendengarkan



6.

Kegiatan-kegiatan menulis



7.

Kegiatan-kegiatan mental dan



emosional

Susukan, 26 Juli 2012 Guru mapel bahasa inggris

Suroso

Lembar Observasi Aktivitas Siswa Selama Pembelajaran Grammar Dengan English Song

Nama Kelompok

:E

Sekolah

: SMP Bina Insani Susukan

Kelas/semester

: VII/ gasal

Materi

: Simple past tense

Hari/tanggal

: Kamis, 26 Juli 2012

Siklus

: II (Dua)

PETUNJUK : 3. Tanda check (√) pada kolom tingkat kemampuan yang sesuai dengan indikator pengamatan. 4. Skor penilaian : 3 : apabila ada 3 deskriptor muncul 2 : apabila ada 2 deskriptor muncul 1 : apabila ada 1 deskriptor muncul 0 : apabila tidak ada deskriptor yang muncul Indikator

Skor Penilaian (0)

(1)

(2)



2. Kegiatan-kegiatan visual 4.

Kegiatan-kegiatan lisan (oral)

5.

Kegiatan-kegiatan mendengarkan

6.

Kegiatan-kegiatan menulis

7.

Kegiatan-kegiatan mental dan

(3)

   

emosional

Susukan, 26 Juli 2012 Guru mapel bahasa inggris

Suroso

Lembar Observasi Aktivitas Siswa Selama Pembelajaran Grammar Dengan English Song

Nama Kelompok

:F

Sekolah

: SMP Bina Insani Susukan

Kelas/semester

: VII/ gasal

Materi

: Simple past tense

Hari/tanggal

:Kamis, 26 Juli 2012

Siklus

: II (Dua)

PETUNJUK : 3. Tanda check (√) pada kolom tingkat kemampuan yang sesuai dengan indikator pengamatan. 4. Skor penilaian : 3 : apabila ada 3 deskriptor muncul 2 : apabila ada 2 deskriptor muncul 1 : apabila ada 1 deskriptor muncul 0 : apabila tidak ada deskriptor yang muncul Indikator

Skor Penilaian (0)

(1)

(2)

(3) 

2. Kegiatan-kegiatan visual 4.

Kegiatan-kegiatan lisan (oral)



5.

Kegiatan-kegiatan mendengarkan



6.

Kegiatan-kegiatan menulis

7.

Kegiatan-kegiatan mental dan

 

emosional

Susukan, 26 Juli 2012 Guru mapel bahasa inggris

Suroso

Lembar Observasi Aktivitas Siswa Selama Pembelajaran Grammar Dengan English Song

Nama Kelompok

:G

Sekolah

: SMP Bina Insani

Kelas/semester

: VII/ gasal

Materi

: Simple past tense

Hari/tanggal

: Kamis, 26 Juli 2012

Siklus

: II (Dua)

PETUNJUK : 3. Tanda check (√) pada kolom tingkat kemampuan yang sesuai dengan indikator pengamatan. 4. Skor penilaian : 3 : apabila ada 3 deskriptor muncul 2 : apabila ada 2 deskriptor muncul 1 : apabila ada 1 deskriptor muncul 0 : apabila tidak ada deskriptor yang muncul Indikator

Skor Penilaian (0)

(1)

(2)

(3)



2. Kegiatan-kegiatan visual



4.

Kegiatan-kegiatan lisan (oral)

5.

Kegiatan-kegiatan mendengarkan

6.

Kegiatan-kegiatan menulis



7.

Kegiatan-kegiatan mental dan





emosional

Susukan, 26 Juli 2012 Guru mapel bahasa inggris

Suroso

Lembar Observasi Aktivitas Siswa Selama Pembelajaran Tense Dengan English Song

Nama Kelompok

:H

Sekolah

: SMP Bina Insani Susukan

Kelas/semester

: VII/ gasal

Materi

: Simple past tense

Hari/tanggal

: Kamis, 26 Juli 2012

Siklus

: II (Dua)

PETUNJUK : 3. Tanda check (√) pada kolom tingkat kemampuan yang sesuai dengan indikator pengamatan. 4. Skor penilaian : 3 : apabila ada 3 deskriptor muncul 2 : apabila ada 2 deskriptor muncul 1 : apabila ada 1 deskriptor muncul 0 : apabila tidak ada deskriptor yang muncul Indikator

Skor Penilaian (0)

(1)

(2)

(3) 

2. Kegiatan-kegiatan visual 4.

Kegiatan-kegiatan lisan (oral)

5.

Kegiatan-kegiatan mendengarkan

6.

Kegiatan-kegiatan menulis

7.

Kegiatan-kegiatan mental dan

 

 

emosional

Susukan, 26 Juli 2012 Guru mapel bahasa inggris

Suroso

Lembar Observasi Aktivitas Siswa Selama Pembelajaran Grammar Dengan English Song

Nama Kelompok

:I

Sekolah

: SMP Bina Insani Susukan

Kelas/semester

: VII/ gasal

Materi

: Simple past tense

Hari/tanggal

:Kamis, 26 Juli 2012

Siklus

: II (Dua)

PETUNJUK : 3. Tanda check (√) pada kolom tingkat kemampuan yang sesuai dengan indikator pengamatan. 4. Skor penilaian : 3 : apabila ada 3 deskriptor muncul 2 : apabila ada 2 deskriptor muncul 1 : apabila ada 1 deskriptor muncul 0 : apabila tidak ada deskriptor yang muncul Indikator

Skor Penilaian (0)

(1)

(2)

(3) 

2. Kegiatan-kegiatan visual 4.

Kegiatan-kegiatan lisan (oral)

5.

Kegiatan-kegiatan mendengarkan

6.

Kegiatan-kegiatan menulis

7.

Kegiatan-kegiatan mental dan

   

emosional

Susukan, 26 Juli 2012 Guru mapel bahasa inggris

Suroso

Lembar Observasi Aktivitas Siswa Selama Pembelajaran Grammar Dengan English Song

Nama Kelompok

:J

Sekolah

: SMP Bina Insani Susukan

Kelas/semester

: VII/ gasal

Materi

: Simple past tense

Hari/tanggal

: Kamis, 26 Juli 2012

Siklus

: II (Dua)

PETUNJUK : 3. Tanda check (√) pada kolom tingkat kemampuan yang sesuai dengan indikator pengamatan. 4. Skor penilaian : 3 : apabila ada 3 deskriptor muncul 2 : apabila ada 2 deskriptor muncul 1 : apabila ada 1 deskriptor muncul 0 : apabila tidak ada deskriptor yang muncul Indikator

Skor Penilaian (0)

(1)

(2)

(3)



2. Kegiatan-kegiatan visual



4.

Kegiatan-kegiatan lisan (oral)

5.

Kegiatan-kegiatan mendengarkan

6.

Kegiatan-kegiatan menulis



7.

Kegiatan-kegiatan mental dan





emosional

Susukan, 26 Juli 2012 Guru mapel bahasa inggris

Suroso

Lembar Observasi Aktivitas Siswa Selama Pembelajaran Grammar Dengan English Song

Nama Kelompok

:K

Sekolah

: SMP Bina Insani Susukan

Kelas/semester

: VII/ gasal

Materi

: Simple past tense

Hari/tanggal

: Kamis, 26 Juli 2012

Siklus

: II (Dua)

PETUNJUK : 3. Tanda check (√) pada kolom tingkat kemampuan yang sesuai dengan indikator pengamatan. 4. Skor penilaian : 3 : apabila ada 3 deskriptor muncul 2 : apabila ada 2 deskriptor muncul 1 : apabila ada 1 deskriptor muncul 0 : apabila tidak ada deskriptor yang muncul Indikator

Skor Penilaian (0)

(1)

(2)

(3) 

2. Kegiatan-kegiatan visual 

4.

Kegiatan-kegiatan lisan (oral)

5.

Kegiatan-kegiatan mendengarkan

6.

Kegiatan-kegiatan menulis



7.

Kegiatan-kegiatan mental dan



emosional

Susukan, 26 Juli 2012 Guru mapel bahasa inggris

Suroso

Lembar Observasi Aktivitas Siswa Selama Pembelajaran Grammar Dengan English Song

Nama Kelompok

:L

Sekolah

: SMP Bina Insani Susukan

Kelas/semester

: VII/ gasal

Materi

: Simple past tense

Hari/tanggal

: Kamis, 26 Juli 2012

Siklus

: II (Dua)

PETUNJUK : 3. Tanda check (√) pada kolom tingkat kemampuan yang sesuai dengan indikator pengamatan. 4. Skor penilaian : 3 : apabila ada 3 deskriptor muncul 2 : apabila ada 2 deskriptor muncul 1 : apabila ada 1 deskriptor muncul 0 : apabila tidak ada deskriptor yang muncul Indikator

Skor Penilaian (0)

(1)

(2)

(3) 

2. Kegiatan-kegiatan visual 4.

Kegiatan-kegiatan lisan (oral)

5.

Kegiatan-kegiatan mendengarkan

6.

Kegiatan-kegiatan menulis

7.

Kegiatan-kegiatan mental dan

   

emosional

Susukan, 26 Juli 2012 Guru mapel bahasa inggris

Suroso

Lembar Observasi Aktivitas Siswa Selama Pembelajaran Grammar Dengan English Song

Nama Kelompok

:A

Sekolah

: SMP Bina Insani Susukan

Kelas/semester

: VII/ gasal

Materi

: Simple past tense

Hari/tanggal

: Sabtu, 28 Juli 2012

Siklus

: III (Tiga)

PETUNJUK : 5. Tanda check (√) pada kolom tingkat kemampuan yang sesuai dengan indikator pengamatan. 6. Skor penilaian : 3 : apabila ada 3 deskriptor muncul 2 : apabila ada 2 deskriptor muncul 1 : apabila ada 1 deskriptor muncul 0 : apabila tidak ada deskriptor yang muncul Indikator

Skor Penilaian (0)

(1)

(2)

(3) 

1. Kegiatan-kegiatan visual 

6.

Kegiatan-kegiatan lisan (oral)

7.

Kegiatan-kegiatan mendengarkan

8.

Kegiatan-kegiatan menulis



9.

Kegiatan-kegiatan mental dan





emosional

Susukan, 28 Juli 2012 Guru mapel bahasa inggris

Suroso

Lembar Observasi Aktivitas Siswa Selama Pembelajaran Grammar Dengan English Song

Nama Kelompok

:B

Sekolah

: SMP Bina Insani Susukan

Kelas/semester

: VII/ gasal

Materi

: Simple past tense

Hari/tanggal

: Sabtu, 28 Juli 2012

Siklus

: III (Tiga)

PETUNJUK : 5. Tanda check (√) pada kolom tingkat kemampuan yang sesuai dengan indikator pengamatan. 6. Skor penilaian : 3 : apabila ada 3 deskriptor muncul 2 : apabila ada 2 deskriptor muncul 1 : apabila ada 1 deskriptor muncul 0 : apabila tidak ada deskriptor yang muncul Indikator

Skor Penilaian (0)

(1)

(2)

(3) 

1. Kegiatan-kegiatan visual 

6.

Kegiatan-kegiatan lisan (oral)

7.

Kegiatan-kegiatan mendengarkan

8.

Kegiatan-kegiatan menulis



9.

Kegiatan-kegiatan mental dan





emosional

Susukan, 28 Juli 2012 Guru mapel bahasa inggris

Suroso

Lembar Observasi Aktivitas Siswa Selama Pembelajaran Grammar Dengan English Song

Nama Kelompok

:C

Sekolah

: SMP Bina Insani Susukan

Kelas/semester

: VII/ gasal

Materi

: Simple past tense

Hari/tanggal

: Sabtu, 28 Juli 2012

Siklus

: III (Tiga)

PETUNJUK : 5. Tanda check (√) pada kolom tingkat kemampuan yang sesuai dengan indikator pengamatan. 6. Skor penilaian : 3 : apabila ada 3 deskriptor muncul 2 : apabila ada 2 deskriptor muncul 1 : apabila ada 1 deskriptor muncul 0 : apabila tidak ada deskriptor yang muncul Indikator

Skor Penilaian (0)

(1)

Kegiatan-kegiatan lisan (oral)

7.

Kegiatan-kegiatan mendengarkan

8.

Kegiatan-kegiatan menulis

9.

Kegiatan-kegiatan mental dan

(3)



3. Kegiatan-kegiatan visual 6.

(2) 

  

emosional

Susukan, 28 Juli 2012 Guru mapel bahasa inggris

Suroso

Lembar Observasi Aktivitas Siswa Selama Pembelajaran Grammar Dengan English Song

Nama Kelompok

:D

Sekolah

: SMP Bina Insani Susukan

Kelas/semester

: VII/ gasal

Materi

: Simple past tense

Hari/tanggal

: Sabtu, 28 Juli 2012

Siklus

: III (Tiga)

PETUNJUK : 5. Tanda check (√) pada kolom tingkat kemampuan yang sesuai dengan indikator pengamatan. 6. Skor penilaian : 3 : apabila ada 3 deskriptor muncul 2 : apabila ada 2 deskriptor muncul 1 : apabila ada 1 deskriptor muncul 0 : apabila tidak ada deskriptor yang muncul Indikator

Skor Penilaian (0)

(1)

(2)

(3) 

3. Kegiatan-kegiatan visual 6.

Kegiatan-kegiatan lisan (oral)



7.

Kegiatan-kegiatan mendengarkan



8.

Kegiatan-kegiatan menulis



9.

Kegiatan-kegiatan mental dan



emosional

Susukan, 28 Juli 2012 Guru mapel bahasa inggris

Suroso

Lembar Observasi Aktivitas Siswa Selama Pembelajaran Grammar Dengan English Song

Nama Kelompok

:E

Sekolah

: SMP Bina Insani Susukan

Kelas/semester

: VII/ gasal

Materi

: Simple past tense

Hari/tanggal

: Sabtu, 28 Juli 2012

Siklus

: III (Tiga)

PETUNJUK : 5. Tanda check (√) pada kolom tingkat kemampuan yang sesuai dengan indikator pengamatan. 6. Skor penilaian : 3 : apabila ada 3 deskriptor muncul 2 : apabila ada 2 deskriptor muncul 1 : apabila ada 1 deskriptor muncul 0 : apabila tidak ada deskriptor yang muncul Indikator

Skor Penilaian (0)

(1)

(2)

(3) 

3. Kegiatan-kegiatan visual 6.

Kegiatan-kegiatan lisan (oral)



7.

Kegiatan-kegiatan mendengarkan



8.

Kegiatan-kegiatan menulis



9.

Kegiatan-kegiatan mental dan



emosional

Susukan, 28 Juli 2012 Guru mapel bahasa inggris

Suroso

Lembar Observasi Aktivitas Siswa Selama Pembelajaran Grammar Dengan English Song

Nama Kelompok

:F

Sekolah

: SMP Bina Insani Susukan

Kelas/semester

: VII/ gasal

Materi

: Simple past tense

Hari/tanggal

:Sabtu, 28 Juli 2012

Siklus

: III (Tiga)

PETUNJUK : 5. Tanda check (√) pada kolom tingkat kemampuan yang sesuai dengan indikator pengamatan. 6. Skor penilaian : 3 : apabila ada 3 deskriptor muncul 2 : apabila ada 2 deskriptor muncul 1 : apabila ada 1 deskriptor muncul 0 : apabila tidak ada deskriptor yang muncul Indikator

Skor Penilaian (0)

(1)

(2)

(3) 

3. Kegiatan-kegiatan visual 6.

Kegiatan-kegiatan lisan (oral)

7.

Kegiatan-kegiatan mendengarkan

8.

Kegiatan-kegiatan menulis

9.

Kegiatan-kegiatan mental dan

   

emosional

Susukan, 28 Juli 2012 Guru mapel bahasa inggris

Suroso

Lembar Observasi Aktivitas Siswa Selama Pembelajaran Grammar Dengan English Song

Nama Kelompok

:G

Sekolah

: SMP Bina Insani

Kelas/semester

: VII/ gasal

Materi

: Simple past tense

Hari/tanggal

: Sabtu, 28 Juli 2012

Siklus

: III (Tiga)

PETUNJUK : 5. Tanda check (√) pada kolom tingkat kemampuan yang sesuai dengan indikator pengamatan. 6. Skor penilaian : 3 : apabila ada 3 deskriptor muncul 2 : apabila ada 2 deskriptor muncul 1 : apabila ada 1 deskriptor muncul 0 : apabila tidak ada deskriptor yang muncul Indikator

Skor Penilaian (0)

(1)

(2)

(3) 

3. Kegiatan-kegiatan visual 6.

Kegiatan-kegiatan lisan (oral)



7.

Kegiatan-kegiatan mendengarkan



8.

Kegiatan-kegiatan menulis

9.

Kegiatan-kegiatan mental dan

 

emosional

Susukan, 28 Juli 2012 Guru mapel bahasa inggris

Suroso

Lembar Observasi Aktivitas Siswa Selama Pembelajaran Tense Dengan English Song

Nama Kelompok

:H

Sekolah

: SMP Bina Insani Susukan

Kelas/semester

: VII/ gasal

Materi

: Simple past tense

Hari/tanggal

: Sabtu, 28 Juli 2012

Siklus

: III (Tiga)

PETUNJUK : 5. Tanda check (√) pada kolom tingkat kemampuan yang sesuai dengan indikator pengamatan. 6. Skor penilaian : 3 : apabila ada 3 deskriptor muncul 2 : apabila ada 2 deskriptor muncul 1 : apabila ada 1 deskriptor muncul 0 : apabila tidak ada deskriptor yang muncul Indikator

Skor Penilaian (0)

(1)

(2)

(3) 

3. Kegiatan-kegiatan visual 6.

Kegiatan-kegiatan lisan (oral)



7.

Kegiatan-kegiatan mendengarkan



8.

Kegiatan-kegiatan menulis



9.

Kegiatan-kegiatan mental dan



emosional

Susukan, 28 Juli 2012 Guru mapel bahasa inggris

Suroso

Lembar Observasi Aktivitas Siswa Selama Pembelajaran Grammar Dengan English Song

Nama Kelompok

:I

Sekolah

: SMP Bina Insani Susukan

Kelas/semester

: VII/ gasal

Materi

: Simple past tense

Hari/tanggal

:Sabtu, 28 Juli 2012

Siklus

: III (Tiga)

PETUNJUK : 5. Tanda check (√) pada kolom tingkat kemampuan yang sesuai dengan indikator pengamatan. 6. Skor penilaian : 3 : apabila ada 3 deskriptor muncul 2 : apabila ada 2 deskriptor muncul 1 : apabila ada 1 deskriptor muncul 0 : apabila tidak ada deskriptor yang muncul Indikator

Skor Penilaian (0)

(1)

(2)

(3) 

3. Kegiatan-kegiatan visual 

6.

Kegiatan-kegiatan lisan (oral)

7.

Kegiatan-kegiatan mendengarkan

8.

Kegiatan-kegiatan menulis



9.

Kegiatan-kegiatan mental dan





emosional

Susukan, 28 Juli 2012 Guru mapel bahasa inggris

Suroso

Lembar Observasi Aktivitas Siswa Selama Pembelajaran Grammar Dengan English Song

Nama Kelompok

:J

Sekolah

: SMP Bina Insani Susukan

Kelas/semester

: VII/ gasal

Materi

: Simple past tense

Hari/tanggal

: Sabtu, 28 Juli 2012

Siklus

: III (Tiga)

PETUNJUK : 5. Tanda check (√) pada kolom tingkat kemampuan yang sesuai dengan indikator pengamatan. 6. Skor penilaian : 3 : apabila ada 3 deskriptor muncul 2 : apabila ada 2 deskriptor muncul 1 : apabila ada 1 deskriptor muncul 0 : apabila tidak ada deskriptor yang muncul Indikator

Skor Penilaian (0)

(1)

(2)

(3) 

3. Kegiatan-kegiatan visual 

6.

Kegiatan-kegiatan lisan (oral)

7.

Kegiatan-kegiatan mendengarkan



8.

Kegiatan-kegiatan menulis



9.

Kegiatan-kegiatan mental dan



emosional

Susukan, 28 Juli 2012 Guru mapel bahasa inggris

Suroso

Lembar Observasi Aktivitas Siswa Selama Pembelajaran Grammar Dengan English Song

Nama Kelompok

:K

Sekolah

: SMP Bina Insani Susukan

Kelas/semester

: VII/ gasal

Materi

: Simple past tense

Hari/tanggal

: Sabtu, 28 Juli 2012

Siklus

: III (Tiga)

PETUNJUK : 5. Tanda check (√) pada kolom tingkat kemampuan yang sesuai dengan indikator pengamatan. 6. Skor penilaian : 3 : apabila ada 3 deskriptor muncul 2 : apabila ada 2 deskriptor muncul 1 : apabila ada 1 deskriptor muncul 0 : apabila tidak ada deskriptor yang muncul Indikator

Skor Penilaian (0)

(1)

(2)

(3) 

3. Kegiatan-kegiatan visual 6.

Kegiatan-kegiatan lisan (oral)



7.

Kegiatan-kegiatan mendengarkan



8.

Kegiatan-kegiatan menulis



9.

Kegiatan-kegiatan mental dan



emosional

Susukan, 28 Juli 2012 Guru mapel bahasa inggris

Suroso

Lembar Observasi Aktivitas Siswa Selama Pembelajaran Grammar Dengan English Song

Nama Kelompok

:L

Sekolah

: SMP Bina Insani Susukan

Kelas/semester

: VII/ gasal

Materi

: Simple past tense

Hari/tanggal

: Sabtu, 28 Juli 2012

Siklus

: III (Tiga)

PETUNJUK : 5. Tanda check (√) pada kolom tingkat kemampuan yang sesuai dengan indikator pengamatan. 6. Skor penilaian : 3 : apabila ada 3 deskriptor muncul 2 : apabila ada 2 deskriptor muncul 1 : apabila ada 1 deskriptor muncul 0 : apabila tidak ada deskriptor yang muncul Indikator

Skor Penilaian (0)

(1)

(2)

(3) 

3. Kegiatan-kegiatan visual 

6.

Kegiatan-kegiatan lisan (oral)

7.

Kegiatan-kegiatan mendengarkan

8.

Kegiatan-kegiatan menulis



9.

Kegiatan-kegiatan mental dan





emosional

Susukan, 28 Juli 2012 Guru mapel bahasa inggris

Suroso

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Nama Sekolah

: SMP Bina Insani Susukan

Mata Pelajaran

: Bahasa Inggris

Kelas/Semester

: VII / gasal

Standar Kompetensi

: 6. Mengungkapkan makna dalam teks tulis fungsional pendek sangat sederhana untuk berinteraksi dengan lingkungan terdekat

Kompetensi Dasar

: 6.2 Mengungkapkan langkah retorika dalam teks tulis fungsional pendek sangat sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan terdekat

Jenis teks

: Teks tulis fungsional pendek

Tema

: Simple Present Tense

Aspek/Skill

: Mendengarkan

Alokasi Waktu

: 2 x 40 menit

Tujuan Pembelajaran Pada akhir pembelajaran, siswa dapat merespon makna dalam: a. Menuliskan percakapan berdasarkan serangkaian perintah b. Menuliskan penjelasan berdasarkan lagu c. Membuat poster tentang sekolah disertai penjelasan d. Menuliskan wawancara dengan seorang teman e. Menuliskan cerita kegiatan selama satu hari f. Menuliskan laporan kegiatan sehari-hari temanmu

 Karakter siswa yang diharapkan :

Dapat dipercaya ( Trustworthines) Rasa hormat dan perhatian ( respect ) Tekun ( diligence ) Tanggung jawab ( responsibility ) Berani ( courage )

1. Materi Pembelajaran a. Unit Self Test 

Penjelasan tentang instruksi untuk membuat dialog



Penjelasan tentang instruksi untuk membuat skema tentang identitas diri



Penjelasan tentang instruksi untuk membuat karangan singkat tentang kegiatan sehari-hari



Penjelasan tentang instruksi untuk membuat pertanyaan wawancara kegiatan sehari-hari temanmu



Penjelasan tentang instruksi untuk membuat kalimat berdasarkan serangkaian perintah

b. Build up your Portfolio 

Penjelasan tentang instruksi latihan untuk membuat poster disertai penjelasan



Penjelasan tentang instruksi latihan membuat kalimat tentang kegiatan sehari-hari



Gambar, lagu, dan instruksi membuat kalimat menceritakan kegiatan

c. Grammar Practice 

Penjelasan dan latihan penggunaan Simple present tense



Penjelasan dan latihan membuat kalimat simple present tense

d. Communication Practice 

Media lagu dan instruksi untuk membuat kalimat tentang simple present tense

2. Metode Pembelajaran: three-phase technique 3. Langkah-langkah Kegiatan Pertemuan pertama dan kedua. a.Kegiatan Pendahuluan Apersepsi : 

Menuliskan lima kalimat tentang kegiatan siswa sehari-hari



Menuliskan lima kalimat tentang simple present tense

Motivasi : 

Menjelaskan pentingnya materi yang akan dipelari berikut kompetensi yang harus dikuasi siswa

b.Kegiatan Inti Eksplorasi Dalam kegiatan eksplorasi, guru:  Melibatkan peserta didik mencari informasi yang luas dan dalam tentang topik/tema materi yang akan dipelajari dengan menerapkan prinsip alam takambang jadi guru dan belajar dari aneka sumber;  Menuliskan kalimat-kalimat menceritakan kegiatan berdasarkan lagu  Mendengarkan penjelasan guru tentang grammar practice dan mengerjakan latihan secara tertulis  Menggunakan

beragam

pendekatan

pembelajaran,

media

pembelajaran, dan sumber belajar lain;  Memfasilitasi terjadinya interaksi antarpeserta didik serta antara peserta didik dengan guru, lingkungan, dan sumber belajar lainnya;  Melibatkan peserta

didik secara aktif

dalam setiap kegiatan

pembelajaran  Memfasilitasi peserta didik melakukan percobaan di laboratorium, studio, atau lapangan. Elaborasi Dalam kegiatan elaborasi, guru:

 Membiasakan peserta didik membaca dan menulis yang beragam melalui tugas-tugas tertentu yang bermakna  Menuliskan kalimat berdasarkan serangkaian perintah  Membuat poster disertai penjelasan  Membuat kalimat tentang kegiatan sehari-hari temanmu  Memfasilitasi peserta didik melalui pemberian tugas, diskusi, dan lainlain untuk memunculkan gagasan baru baik secara lisan maupun tertulis  Memberi kesempatan untuk berpikir, menganalisis, menyelesaikan masalah, dan bertindak tanpa rasa takut  Memfasilitasi peserta didik dalam pembelajaran kooperatif dan kolaboratif  Memfasilitasi

peserta

didik

berkompetisi

secara

sehat

untuk

meningkatkan prestasi belajar  Memfasilitasi peserta didik membuat laporan eksplorasi yang dilakukan baik lisan maupun tertulis, secara individual maupun kelompok  Memfasilitasi peserta didik untuk menyajikan hasil kerja individual maupun kelompok  Memfasilitasi peserta didik melakukan pameran, turnamen, festival, serta produk yang dihasilkan  Memfasilitasi peserta didik melakukan kegiatan yang menumbuhkan kebanggaan dan rasa percaya diri peserta didik Konfirmasi Dalam kegiatan konfirmasi, guru:  Memberikan umpan balik positif dan penguatan dalam bentuk lisan, tulisan, isyarat, maupun hadiah terhadap keberhasilan peserta didik  Memberikan konfirmasi terhadap hasil eksplorasi dan elaborasi peserta didik melalui berbagai sumber  Memfasilitasi peserta didik melakukan refleksi untuk memperoleh pengalaman belajar yang telah dilakukan

 Memfasilitasi peserta didik untuk memperoleh pengalaman yang bermakna dalam mencapai kompetensi dasar:  Berfungsi sebagai narasumber dan fasilitator dalam menjawab pertanyaan peserta didik yang menghadapi kesulitan, dengan menggunakan bahasa yang baku dan benar  Membantu menyelesaikan masalah  Memberi acuan agar peserta didik dapat melakukan pengecekan hasil eksplorasi  Memberi informasi untuk bereksplorasi lebih jauh  Memberikan motivasi kepada peserta didik yang kurang atau belum berpartisipasi aktif c. Kegiatan Penutup Dalam kegiatan penutup, guru:  Bersama-sama dengan peserta didik dan/atau sendiri membuat rangkuman/simpulan pelajaran  Melakukan penilaian dan/atau refleksi terhadap kegiatan yang sudah dilaksanakan secara konsisten dan terprogram  Memberikan umpan balik terhadap proses dan hasil pembelajaran  Merencanakan kegiatan tindak lanjut dalam bentuk pembelajaran remedi, program pengayaan, layanan konseling dan/atau memberikan tugas baik tugas individual maupun kelompok sesuai dengan hasil belajar peserta didik  menyampaikan rencana pembelajaran pada pertemuan berikutnya. 4. Sumber belajar a. Buku teks yang relevan: CD audio 5. Penilaian Indikator Pencapaian

Teknik

Bentuk

Kompetensi

Penilaian

Instrumen

Instrumen/ Soal

1. Membuat teks fungsional

Tes tulis

Melengkapi

pendek

1. Complete the blank spaces of the short text.

2. Menggunakan langkah

Tes tulis

Esai

retorika dalam menulis teks

2.find words simple present in song

fungsional pendek Project

b. Go to public places and find at least 10 written short texts

a. Instrumen:

Rescue

from the mire

Whisper words of Rescue me -

rescue me

With your open wide Want you here by my side Come to me - darling rescue me When this world's in There's no need to pretend Set me

- darling rescue me

I don't wanna let you So I'm standing in your way I never needed anyone like I'm needing you today Do I to say the words? Do I have to tell the truth? Do I have to shout it out? Do I have to say a

?

Must I prove to you - how good we are Do I have to say the words?

?

Fill in the gaps using the correct form of the verb in brackets. June usually …(wake up) at 7 a.m. and she …(get up) five minutes later. First, she …(have) a shower, then she ….( get dressed) and at about 7. 45 a.m. she …(have) breakfast in the kitchen. June …(leave) home at eight fifteen and …(go) to work by train. She …(start) working at 9 o’clock and … ( finish) at 5 p.m. After work she often …(go) swimming or jogging. She sometimes …(meet) her friend Diana and they …(go) shopping together. In the evening, June …(cook) her own dinner, …(do) the dishes and …(watch) TV or …(read) a book.

b. Pedoman Penilaian Nilai maksimal = 100 Nilai perolehan =

SkorPerole han x10 SkorMaksim al

c. Rubrik Penilaian Element

Score

Grammar

25

Spelling

25

Diction

25

Paragraph Development

25

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Nama Sekolah

: SMP Bina Insani Susukan

Mata Pelajaran : Bahasa Inggris Kelas/Semester : VII / gasal

Standar Kompetensi

: 6. Mengungkapkan makna dalam teks tulis fungsional pendek sangat sederhana untuk berinteraksi dengan lingkungan terdekat

Kompetensi Dasar

: 6.2 Mengungkapkan langkah retorika dalam teks tulis fungsional pendek

sangat sederhana dengan

menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan terdekat Jenis teks

: Teks tulis fungsional pendek

Tema

: Simple Present Tense

Aspek/Skill

: Mendengarkan

Alokasi Waktu

: 2 x 40 menit

Tujuan Pembelajaran Pada akhir pembelajaran, siswa dapat merespon makna dalam: g. Menuliskan percakapan berdasarkan serangkaian perintah h. Menuliskan penjelasan berdasarkan lagu i. Membuat poster tentang sekolah disertai penjelasan j. Menuliskan wawancara dengan seorang teman k. Menuliskan cerita kegiatan selama satu hari l. Menuliskan laporan kegiatan sehari-hari temanmu

 Karakter siswa yang diharapkan :

Dapat dipercaya ( Trustworthines) Rasa hormat dan perhatian ( respect ) Tekun ( diligence ) Tanggung jawab ( responsibility ) Berani ( courage )

6. Materi Pembelajaran e. Unit Self Test 

Penjelasan tentang instruksi untuk membuat dialog



Penjelasan tentang instruksi untuk membuat skema tentang identitas diri



Penjelasan tentang instruksi untuk membuat karangan singkat tentang kegiatan sehari-hari



Penjelasan tentang instruksi untuk membuat pertanyaan wawancara kegiatan sehari-hari temanmu



Penjelasan tentang instruksi untuk membuat kalimat berdasarkan serangkaian perintah

f.

Build up your Portfolio 

Penjelasan tentang instruksi latihan untuk membuat poster disertai penjelasan



Penjelasan tentang instruksi latihan membuat kalimat tentang kegiatan sehari-hari



Gambar, lagu, dan instruksi membuat kalimat menceritakan kegiatan

g. Grammar Practice 

Penjelasan dan latihan penggunaan Simple present tense



Penjelasan dan latihan membuat kalimat simple present tense

h. Communication Practice



Media lagu dan instruksi untuk membuat kalimat tentang simple present tense

7. Metode Pembelajaran: three-phase technique 8. Langkah-langkah Kegiatan Pertemuan pertama dan kedua. a.Kegiatan Pendahuluan Apersepsi : 

Menuliskan lima kalimat tentang kegiatan siswa sehari-hari



Menuliskan lima kalimat tentang simple present tense

Motivasi : 

Menjelaskan pentingnya materi yang akan dipelari berikut kompetensi yang harus dikuasi siswa

b.Kegiatan Inti Eksplorasi Dalam kegiatan eksplorasi, guru:  Melibatkan peserta didik mencari informasi yang luas dan dalam tentang topik/tema materi yang akan dipelajari dengan menerapkan prinsip alam takambang jadi guru dan belajar dari aneka sumber;  Menuliskan kalimat-kalimat menceritakan kegiatan berdasarkan lagu  Mendengarkan penjelasan guru tentang grammar practice dan mengerjakan latihan secara tertulis  Menggunakan

beragam

pendekatan

pembelajaran,

media

pembelajaran, dan sumber belajar lain;  Memfasilitasi terjadinya interaksi antarpeserta didik serta antara peserta didik dengan guru, lingkungan, dan sumber belajar lainnya;

 Melibatkan

peserta

didik

secara

aktif

dalam

setiap

kegiatan

pembelajaran  Memfasilitasi peserta didik melakukan percobaan di laboratorium, studio, atau lapangan. Elaborasi Dalam kegiatan elaborasi, guru:  Membiasakan peserta didik membaca dan menulis yang beragam melalui tugas-tugas tertentu yang bermakna  Menuliskan kalimat berdasarkan serangkaian perintah  Membuat poster disertai penjelasan  Membuat kalimat tentang kegiatan sehari-hari temanmu  Memfasilitasi peserta didik melalui pemberian tugas, diskusi, dan lainlain untuk memunculkan gagasan baru baik secara lisan maupun tertulis  Memberi kesempatan untuk berpikir, menganalisis, menyelesaikan masalah, dan bertindak tanpa rasa takut  Memfasilitasi peserta didik dalam pembelajaran kooperatif dan kolaboratif  Memfasilitasi

peserta

didik

berkompetisi

secara

sehat

untuk

meningkatkan prestasi belajar  Memfasilitasi peserta didik membuat laporan eksplorasi yang dilakukan baik lisan maupun tertulis, secara individual maupun kelompok  Memfasilitasi peserta didik untuk menyajikan hasil kerja individual maupun kelompok  Memfasilitasi peserta didik melakukan pameran, turnamen, festival, serta produk yang dihasilkan  Memfasilitasi peserta didik melakukan kegiatan yang menumbuhkan kebanggaan dan rasa percaya diri peserta didik Konfirmasi Dalam kegiatan konfirmasi, guru:

 Memberikan umpan balik positif dan penguatan dalam bentuk lisan, tulisan, isyarat, maupun hadiah terhadap keberhasilan peserta didik  Memberikan konfirmasi terhadap hasil eksplorasi dan elaborasi peserta didik melalui berbagai sumber  Memfasilitasi peserta didik melakukan refleksi untuk memperoleh pengalaman belajar yang telah dilakukan  Memfasilitasi peserta didik untuk memperoleh pengalaman yang bermakna dalam mencapai kompetensi dasar:  Berfungsi sebagai narasumber dan fasilitator dalam menjawab pertanyaan peserta didik yang menghadapi kesulitan, dengan menggunakan bahasa yang baku dan benar  Membantu menyelesaikan masalah  Memberi acuan agar peserta didik dapat melakukan pengecekan hasil eksplorasi  Memberi informasi untuk bereksplorasi lebih jauh  Memberikan motivasi kepada peserta didik yang kurang atau belum berpartisipasi aktif c. Kegiatan Penutup Dalam kegiatan penutup, guru:  Bersama-sama dengan peserta didik dan/atau sendiri membuat rangkuman/simpulan pelajaran  Melakukan penilaian dan/atau refleksi terhadap kegiatan yang sudah dilaksanakan secara konsisten dan terprogram  Memberikan umpan balik terhadap proses dan hasil pembelajaran  Merencanakan kegiatan tindak lanjut dalam bentuk pembelajaran remedi, program pengayaan, layanan konseling dan/atau memberikan tugas baik tugas individual maupun kelompok sesuai dengan hasil belajar peserta didik  menyampaikan rencana pembelajaran pada pertemuan berikutnya.

9. Sumber belajar a. Buku teks yang relevan: CD audio 10. Penilaian Indikator Pencapaian

Teknik

Bentuk

Kompetensi

Penilaian

Instrumen

3. Membuat teks fungsional

Tes tulis

Melengkapi

pendek

Instrumen/ Soal 1. Complete the blank spaces of the short text.

4. Menggunakan langkah

Tes tulis

Esai

retorika dalam menulis teks

2.find words simple present in song

fungsional pendek

Project

b. Go to public places and find at least 10 written short texts

a. Instrumen:

Rescue

from the mire

Whisper words of Rescue me -

rescue me

With your open wide Want you here by my side Come to me - darling rescue me When this world's in There's no need to pretend Set me

- darling rescue me

I don't wanna let you So I'm standing in your way I never needed anyone like I'm needing you today Do I to say the words? Do I have to tell the truth? Do I have to shout it out? Do I have to say a

?

Must I prove to you - how good we are Do I have to say the words?

?

Fill in the gaps using the correct form of the verb in brackets.

June usually …(wake up) at 7 a.m. and she …(get up) five minutes later. First, she …(have) a shower, then she ….( get dressed) and at about 7. 45 a.m. she …(have) breakfast in the kitchen. June …(leave) home at eight fifteen and …(go) to work by train. She …(start) working at 9 o’clock and … ( finish) at 5 p.m. After work she often …(go) swimming or jogging. She sometimes …(meet) her friend Diana and they …(go) shopping together. In the evening, June …(cook) her own dinner, …(do) the dishes and …(watch) TV or …(read) a book.

b. Pedoman Penilaian

Nilai maksimal = 100 Nilai perolehan =

SkorPerole han x10 SkorMaksim al

c. Rubrik Penilaian Element

Score

Grammar

25

Spelling

25

Diction

25

Paragraph Development

25

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Nama Sekolah

: SMP Bina Insani Susukan

Mata Pelajaran : Bahasa Inggris Kelas/Semester : VII / gasal

Standar Kompetensi

: 6. Mengungkapkan makna dalam teks tulis fungsional pendek sangat sederhana untuk berinteraksi dengan lingkungan terdekat

Kompetensi Dasar

: 6.2 Mengungkapkan langkah retorika dalam teks tulis fungsional pendek

sangat sederhana dengan

menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan terdekat Jenis teks

: Teks tulis fungsional pendek

Tema

: Simple Present Tense

Aspek/Skill

: Mendengarkan

Alokasi Waktu

: 2 x 40 menit

Tujuan Pembelajaran Pada akhir pembelajaran, siswa dapat merespon makna dalam: m. Menuliskan percakapan berdasarkan serangkaian perintah n. Menuliskan penjelasan berdasarkan lagu o. Membuat poster tentang sekolah disertai penjelasan p. Menuliskan wawancara dengan seorang teman q. Menuliskan cerita kegiatan selama satu hari r. Menuliskan laporan kegiatan sehari-hari temanmu

 Karakter siswa yang diharapkan :

Dapat dipercaya ( Trustworthines) Rasa hormat dan perhatian ( respect ) Tekun ( diligence ) Tanggung jawab ( responsibility ) Berani ( courage )

11. Materi Pembelajaran i.

Unit Self Test 

Penjelasan tentang instruksi untuk membuat dialog



Penjelasan tentang instruksi untuk membuat skema tentang identitas diri



Penjelasan tentang instruksi untuk membuat karangan singkat tentang kegiatan sehari-hari



Penjelasan tentang instruksi untuk membuat pertanyaan wawancara kegiatan sehari-hari temanmu



Penjelasan tentang instruksi untuk membuat kalimat berdasarkan serangkaian perintah

j.

Build up your Portfolio 

Penjelasan tentang instruksi latihan untuk membuat poster disertai penjelasan



Penjelasan tentang instruksi latihan membuat kalimat tentang kegiatan sehari-hari



Gambar, lagu, dan instruksi membuat kalimat menceritakan kegiatan

k. Grammar Practice

l.



Penjelasan dan latihan penggunaan Simple present tense



Penjelasan dan latihan membuat kalimat simple present tense

Communication Practice



Media lagu dan instruksi untuk membuat kalimat tentang simple present tense

12. Metode Pembelajaran: three-phase technique 13. Langkah-langkah Kegiatan Pertemuan pertama dan kedua. a.Kegiatan Pendahuluan Apersepsi : 

Menuliskan lima kalimat tentang kegiatan siswa sehari-hari



Menuliskan lima kalimat tentang simple present tense

Motivasi : 

Menjelaskan pentingnya materi yang akan dipelari berikut kompetensi yang harus dikuasi siswa

b.Kegiatan Inti Eksplorasi Dalam kegiatan eksplorasi, guru:  Melibatkan peserta didik mencari informasi yang luas dan dalam tentang topik/tema materi yang akan dipelajari dengan menerapkan prinsip alam takambang jadi guru dan belajar dari aneka sumber;  Menuliskan kalimat-kalimat menceritakan kegiatan berdasarkan lagu  Mendengarkan penjelasan guru tentang grammar practice dan mengerjakan latihan secara tertulis  Menggunakan

beragam

pendekatan

pembelajaran,

media

pembelajaran, dan sumber belajar lain;  Memfasilitasi terjadinya interaksi antarpeserta didik serta antara peserta didik dengan guru, lingkungan, dan sumber belajar lainnya;

 Melibatkan

peserta

didik

secara

aktif

dalam

setiap

kegiatan

pembelajaran  Memfasilitasi peserta didik melakukan percobaan di laboratorium, studio, atau lapangan. Elaborasi Dalam kegiatan elaborasi, guru:  Membiasakan peserta didik membaca dan menulis yang beragam melalui tugas-tugas tertentu yang bermakna  Menuliskan kalimat berdasarkan serangkaian perintah  Membuat poster disertai penjelasan  Membuat kalimat tentang kegiatan sehari-hari temanmu  Memfasilitasi peserta didik melalui pemberian tugas, diskusi, dan lainlain untuk memunculkan gagasan baru baik secara lisan maupun tertulis  Memberi kesempatan untuk berpikir, menganalisis, menyelesaikan masalah, dan bertindak tanpa rasa takut  Memfasilitasi peserta didik dalam pembelajaran kooperatif dan kolaboratif  Memfasilitasi

peserta

didik

berkompetisi

secara

sehat

untuk

meningkatkan prestasi belajar  Memfasilitasi peserta didik membuat laporan eksplorasi yang dilakukan baik lisan maupun tertulis, secara individual maupun kelompok  Memfasilitasi peserta didik untuk menyajikan hasil kerja individual maupun kelompok  Memfasilitasi peserta didik melakukan pameran, turnamen, festival, serta produk yang dihasilkan  Memfasilitasi peserta didik melakukan kegiatan yang menumbuhkan kebanggaan dan rasa percaya diri peserta didik Konfirmasi Dalam kegiatan konfirmasi, guru:

 Memberikan umpan balik positif dan penguatan dalam bentuk lisan, tulisan, isyarat, maupun hadiah terhadap keberhasilan peserta didik  Memberikan konfirmasi terhadap hasil eksplorasi dan elaborasi peserta didik melalui berbagai sumber  Memfasilitasi peserta didik melakukan refleksi untuk memperoleh pengalaman belajar yang telah dilakukan  Memfasilitasi peserta didik untuk memperoleh pengalaman yang bermakna dalam mencapai kompetensi dasar:  Berfungsi sebagai narasumber dan fasilitator dalam menjawab pertanyaan peserta didik yang menghadapi kesulitan, dengan menggunakan bahasa yang baku dan benar  Membantu menyelesaikan masalah  Memberi acuan agar peserta didik dapat melakukan pengecekan hasil eksplorasi  Memberi informasi untuk bereksplorasi lebih jauh  Memberikan motivasi kepada peserta didik yang kurang atau belum berpartisipasi aktif c. Kegiatan Penutup Dalam kegiatan penutup, guru:  Bersama-sama dengan peserta didik dan/atau sendiri membuat rangkuman/simpulan pelajaran  Melakukan penilaian dan/atau refleksi terhadap kegiatan yang sudah dilaksanakan secara konsisten dan terprogram  Memberikan umpan balik terhadap proses dan hasil pembelajaran  Merencanakan kegiatan tindak lanjut dalam bentuk pembelajaran remedi, program pengayaan, layanan konseling dan/atau memberikan tugas baik tugas individual maupun kelompok sesuai dengan hasil belajar peserta didik  menyampaikan rencana pembelajaran pada pertemuan berikutnya.

14. Sumber belajar a. Buku teks yang relevan: CD audio 15. Penilaian Indikator Pencapaian

Teknik

Bentuk

Kompetensi

Penilaian

Instrumen

5. Membuat teks fungsional

Tes tulis

Melengkapi

pendek

Instrumen/ Soal 1. Complete the blank spaces of the short text.

6. Menggunakan langkah

Tes tulis

Esai

retorika dalam menulis teks

2.find words simple present in song

fungsional pendek

Project

b. Go to public places and find at least 10 written short texts

a. Instrumen:

Rescue

from the mire

Whisper words of Rescue me -

rescue me

With your open wide Want you here by my side Come to me - darling rescue me When this world's in There's no need to pretend Set me

- darling rescue me

I don't wanna let you So I'm standing in your way I never needed anyone like I'm needing you today Do I to say the words? Do I have to tell the truth? Do I have to shout it out? Do I have to say a

?

Must I prove to you - how good we are Do I have to say the words?

?

Fill in the gaps using the correct form of the verb in brackets.

June usually …(wake up) at 7 a.m. and she …(get up) five minutes later. First, she …(have) a shower, then she ….( get dressed) and at about 7. 45 a.m. she …(have) breakfast in the kitchen. June …(leave) home at eight fifteen and …(go) to work by train. She …(start) working at 9 o’clock and … ( finish) at 5 p.m. After work she often …(go) swimming or jogging. She sometimes …(meet) her friend Diana and they …(go) shopping together. In the evening, June …(cook) her own dinner, …(do) the dishes and …(watch) TV or …(read) a book.

b. Pedoman Penilaian

Nilai maksimal = 100 Nilai perolehan =

SkorPerole han x10 SkorMaksim al

c. Rubrik Penilaian Element

Score

Grammar

25

Spelling

25

Diction

25

Paragraph Development

25