USING SONGS AND GAMES TO INCREASE STUDENTS PARTICIPATION IN THE ENGLISH TEACHING AND LEARNING PROCESS IN THE SEVENTH GRADE OF SMP BOPKRI 2 YOGYAKARTA

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

USING SONGS AND GAMES TO INCREASE STUDENTS’ PARTICIPATION IN THE ENGLISH TEACHING AND LEARNING PROCESS IN THE SEVENTH GRADE OF SMP BOPKRI 2 YOGYAKARTA A THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

By Adria Indah Putranti Student Number : 061214119

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA 2010

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DON’T GIVE UP (YOU ARE LOVED) Don’t give up It’s just the weight of the world When your heart’s heavy, I will lift it for you Don’t give up Because you want to be heard If silence keeps you, I will break it for you Everybody wants to be understood Well I can hear you Everybody wants to be loved Don’t give up Because you are loved Don’t give up It’s just the hurt That you hide When you’re lost inside, I’ll be there to find you Don’t give up Because you want to burn bright If darkness blinds you I will shine to guide you Everybody wants to be understood Well I can hear you Everybody wants to be loved Don’t give up Because you are loved You are loved

-Josh GrobanI lovingly dedicate this thesis to My wonderful family My soul, and My soul mate…

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ABSTRACT Putranti, Adria Indah. (2010). Using Songs and Games to Increase Students’ Participation in the English Teaching and Learning Process in the Seventh Grade of SMP BOPKRI 2 Yogyakarta. Yogyakarta: Sanata Dharma University. One of the most fundamental factors in the successful teaching and learning process is students’ participation. It is a very influential factor in the achievement of the learning output. The learning is not going well if the students do not participate in the teaching learning process. The higher the students’ level of participation, the better learning achievement will be. Students’ participation is needed in all teaching and learning process including the English teaching and learning process. Therefore, in order to get a better learning output, the English teachers ha ve to increase students’ participation in the teaching and learning process. This research focused on the implementation of songs and games to increase students’ participation in the English and teaching process. This research addressed a question. How can songs and games increase students’ participation in the teaching and learning process in the seventh grade of SMP BOPKRI 2 Yogyakarta? This research was classroom action research with aim to increase students’ participation in the English teaching and learning process. The sample of this study was taken from Class 7A seventh grade students of SMP BOPKRI 2 Yogyakarta. The observation done by the researcher in Class 7A of SMP BOPKRI 2 Yogyakarta showed that there was a problem feasible to solve. The problem was that the participation in the English teaching and learning process was low. To solve this problem, the writer followed steps in classroom action research, namely planning, action, observation, and reflection. This problem was tried to be solved by two actions. The actions were (1) implementing songs in the beginning of the English lesson and (2) implementing games in the middle of the English lesson. These actions were implemented simultaneously in four cycles. This research was conducted in seven meetings. There were two meetings in each cycle, except in cycle 4 which only has one meeting. In the data gathering, the writer used several instruments, namely human instrument, observation, field notes, tests, interview, and questionnaires. The first four instruments were conducted during the research, the other two after the research, and the last instrument before and after the research. The result showed that the use of songs and games could help the students in Class 7A of SMP BOPKRI 2 Yogyakarta increase their participation in the English teaching and learning process. Songs with actions made the students happy. By making the students happy, it was easier to engage students in the learning process. The implementation of games with element of group work and competition increased the students’ participation in the English teaching and learning process in Class 7A SMP BOPKRI 2 Yogyakarta. They made the students more involved in the English teaching and learning process. Group work enabled the students to associate with their friends to help each other and to share ideas.

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The element of competition in the games made the students try hard to be better and even to be the best in their learning. It was because the students, who were still teenager, tended to want to be better than others. Besides, it required the students to work as fast as possible to beat other groups. These make the students more ‘awake’ in the teaching and learning process.

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ABSTRAK Putranti, Adria Indah. (2010). Using Songs and Games to Increase Students’ Participation in the English Teaching and Learning Process in the Seventh Grade of SMP BOPKRI 2 Yogyakarta. Yogyakarta: Universitas Sanata Dharma. Salah satu faktor pokok dalam keberhasilan proses belajar mengajar adalah partisipasi siswa. Hal tersebut sangat berpengaruh terhadap hasil pencapaian siswa. Pembelajaran tidak akan berjalan dengan mulus jika tidak ada partisipasi siswa dalam proses belajar mengajar. Semakin tinggi partisipasi siswa, maka pencapaian hasil belajar siswa akan lebih baik. Partisipasi siswa sangat dibutuhkan dalam semua proses belajar mengajar, termasuk dalam proses belajar mengajar pelajaran Bahasa Inggris. Oleh karena itu, untuk mendapatkan hasil pencapaian belajar siswa yang lebih baik, guru Bahasa Inggris perlu meningkatkan partisipasi siswa dalam proses belajar mengajar. Penelitian ini fokus pada penerapan lagu dan permainan untuk meningkatkan partisipasi siswa dalam proses belajar mengajar. Penelitian ini menjawab satu pertanyaan. Bagaimana lagu dan permainan dapat meningkatkan partisipasi siswa dalam proses belajar mengajar Bahasa Inggris di kelas 7 SMP BOPKRI 2 Yogyakarta? Penelitian ini merupakan penelitian tindakan kelas dengan tujuan untuk meningkatkan partisipasi siswa dalam proses belajar mengajar Bahasa Inggris. Partisipan dalam penelitian ini adalah siswa kelas 7A SMP BOPKRI 2 Yogyakarta. Berdasarkan pengamatan yang dilakukan oleh peneliti di kelas 7A SMP BOPKRI 2 Yogyakarta terdapat suatu masalah yang mungkin dapat dipecahkan. Masalah tersebut adalah bahwa partisipasi siswa dalam proses belajar mengajar Bahasa Inggris tergolong rendah. Untuk memecahkan masalah tersebut, penulis mengikuti langkah- langkah dalam penelitian tindakan kelas, yaitu perencanaan, pelaksanaan, pengamatan, dan refleksi. Masalah tersebut akan diselesaikan dengan dua tindakan. Tindakan tersebut adalah (1) menerapkan lagu di awal pelajaran Bahasa Inggris dan (2) menerapkan permainan di tengah-tengah pelajaran Bahasa Inggris. Tindakan ini dilaksanakan bersamaan dalam empat siklus. Penelitian ini dilaksanakan dalam tujuh pertemuan. Terdapat dua pertemuan dalam tiap siklus, kecuali dalam siklus keempat yang hanya dapat dilaksanakan dalam satu pertemuan saja. Dalam proses pengumpula n data, penulis meggunakan beberapa instrumen, yaitu human instrument, observasi, catatan lapangan, tes, wawancara, dan kuesioner. Empat instrument pertama dilaksanakan selama penelitian berlangsung, dua instrumen yang lain dilaksanakan setelah penelitian, dan instrumen terakhir dilaksanakan sebelum dan setelah penelitian. Hasil penelitian menunjukkan bahwa penerapan lagu dan permainan dapat membantu siswa di kelas 7A SMP BOPKRI 2 Yogyakarta meningkatkan partisipasi dalam proses belajar mengajar Bahasa Inggris. Lagu dengan gerakan membuat siswa senang. Dengan membuat siswa senang, akan lebih mudah untuk melibatkan mereka dalam proses belajar mengajar. Penerapan games yang berisi kerja kelompok dan kompetisi meningkatkan partisipasi siswa dalam proses

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belajar mengajar Bahasa Inggris di kelas 7A SMP BOPKRI 2 Yogyakarta. Games membuat para siswa bekerjasama dengan siswa lain untuk saling membantu dan saling bertukar pikiran. Kompetisi yang terdapat dalam games membuat siswa untuk menjadi yang terbaik. Selain itu, kompetisi mengharuskan para siswa untuk bekerja secepat mungkin untuk mengalahkan kelompok yang lain. Hal ini membuat siswa lebih ‘bangun’ dalam proses belajar mengajar.

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ACKNOWLEGMENTS

In the process of writing the thesis, I found that there were many obstacles and experiences that accompanied me until finishing this thesis. Therefore, I would like to express my gratitude toward the number of people who have helped me in completing my thesis. First of all, I would like to give my gratitude to the Lord above, Jesus Christ, who always there in every single moment I had, especially during the painstaking process of this thesis. I’m nothing without Him! My special gratitude goes to my beloved parents Bapak Rasmono and Ibu Nani not only because of their financial support, but also for their love and encouragement for me to finish my study, my beloved sisters and brother, Mbak Oni, Tika, and Lukas. I’m blessed to have family like them. I would like to give my sincere thank to my major sponsor Carla Sih Prabandari, S.Pd., M.Hum., who supported me with her corrections, criticisms, and beneficial suggestions for my thesis. I also thank Mbak Dani and Mbak Tari who have been very informative about administrative matters during my years of study in Sanata Dharma. My sincere gratitude goes to the headmaster of SMP BOPKRI 2 Yogyakarta, Yulius, S.Pd., who had let me do the research. I could not have been able to gather the data if he had not allowed me to. I feel indebted for his kindness. I thank Ariaty Puji Lestari, S.Pd, the English teacher of SMP BOPKRI 2 Yogyakarta, as she had given me opportunity, freedom, and trust to conduct

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research in her class. Obviously, she had given great contribution to this research. I would also like to thank 21 students of Class 7 A in SMP BOPKRI 2 Yogyakarta who had been very cooperative to help me conduct this research. I would also like to thank Pak Heru and Bu Dewi for give me chance to apply my teaching skill in BEC. I thank teachers there, Miss Eli, Miss Indah, Miss Agatha, Miss Kiki, Mr. Moris, Mr. Aven, Mr. Ardi, Mr. Vebry for lighting my fire. I would like to thank all my students there for trusting me as their teacher and friend. I would like to thank all my friends in academic year of 2006 who have colored my life so meaningfully Deta, Ika, Yuli, Zita, Puput, Ichaq, Ade, Desi, Agnes, Nike, Leona, Stella, Rani, Grace, Ayu, Olive, Dewi, Intan, Vembry, Widuri, Ceye, Making, and others 2006 that I cannot mention one by one. I also thank HARMONY friends Susan, Nesya, Dita, Mas Jiwo, Mas Aan, PPL friends, and KKN friends, for the support and friendship that they have given to me. I wish to express my lovely thanks to my beloved one, Arga Anggayasta, who is the light and pillar for me to keep struggling. He is the reason for my life. Thank to him for accompanying me so far in my best and sad time.

Adria Indah Putranti

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TABLE OF CONTENTS

TITLE PAGE …………………………………………………………………

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APPROVAL PAGES …………………………………………………………

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PAGE OF DEDICATION ……………………………………………………

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STATEMENT OF WORK’S ORIGINALITY ………………...……………

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ABSTRACT …………………………………………………………………...

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ABSTRAK …………………………………………………………...…………

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ACKNOWLEDGEMENTS …………………………………………………..

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TABLE OF CONTENTS ……………………………………………………..

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LIST OF TABLES ……………………………………………………………

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LIST OF FIGURES …………………………………………………………..

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LIST OF APPENDICES ……………………………………………………

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CHAPTER I. INTRODUCTION A. Background of the Study …………………………………………………

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B. Problem Limitation ………………………………………………….…….

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C. Problem Formulation …………………………………………………..….

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D. Research Objective ………………………………………………………..

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E. Research Benefit …………………………………………………………..

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F. Definition of Terms ………………………………………………….........

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CHAPTER II. REVIEW OF RELATED LITERATURE A. Theoretical Description ……………………………………………...........

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1. English and the English Teaching-Learning Process …………………....

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a. English as a Foreign Language ……………………………………...

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b. English Teaching and Learning Process …………………………….

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2. Students’ Participation in the English Teaching- Learning Process …......

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3. Adolescents ……………………………………………………………...

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a. Characteristics of Adolescents ………………………………………

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b. Principles of Teaching Adolescents …………………………………

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4. Songs …………………………………………………………….………

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a. Songs in Language Teaching ………………………………….……..

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b. The Significance of Songs in Language Teaching …………………..

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5. Games …………………………………………………………….……...

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a. Games in Language Teaching ……………………………………….

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b. The Significance of Games in Language Teaching …………………

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B. Theoretical Framework ……………………………………………………

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CHAPTER III. METHODOLOGY A. Research Method ……………………………………………………...…..

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1. Definition of Classroom Action Research ……………………………....

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2. Aims …………………………………………………………………......

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3. Characteristics …………………………………………………………...

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4. Procedure ………………………………………………………………...

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B. Research Participants ……………………………………………………...

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C. Research Setting …………………………………………………………..

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1. School Setting …………………………………………………………...

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2. Class Setting …………………………………………………………......

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D. Research Instruments ……………………………………………………..

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1. Human Instrument ……………………………………………………….

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2. Interview ………………………………………………………………....

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3. Questionnaire ……………………………………………………………

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4. Observation ……………………………………………………………...

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5. Field Notes ………………………………………………………………

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6. Tests ………………………………………………………………….….

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E. Data Gathering Technique ……………………………………………..….

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F. Data Analysis Technique ……………………………………………….....

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G. Research Procedure ……………………………………………………….

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1. The Identification of the Field Problem ………………………………....

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2. Determining Some Actions to Overcome the Field Problem …………....

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3. The Implementation of the Actions ………………………………….

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a. Planning ……………………………………………………………...

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b. Action and Observation ……………………………………………...

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c. Reflection ……………………………………………………………

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CHAPTER IV. RESEARCH FINDINGS AND DISCUSSIONS A. Cycle 1 ………………………………………………………………...…..

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1. Planning ……………………………………………………………….…

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2. Action ………………...……………………………………………….....

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3. Observation ……………………………………………………………...

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4. Reflection ………………………………………………………………..

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B. Cycle 2 …………………………………………………………………….

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1. Planning ………………………………………………………………….

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2. Action ……………….. ……………………………………………….....

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3. Observation ……………………………………………………………...

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4. Reflection ……………………………………………………………......

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C. Cycle 3 …………………………………………………………………….

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1. Planning ………………………………………………………………….

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2. Action ……………….. ……………………………………………….....

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3. Observation ……………………………………………………………...

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4. Reflection ……………………………………………………………......

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D. Cycle 4 …………………………………………………………………....

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1. Planning ………………………………………………………………….

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2. Action ………………...……………………………………………….....

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3. Observation ……………………………………………………………...

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4. Reflection ……………………………………………………………......

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CHAPTER V. CONCLUSIONS AND SUGGESTIONS A. Conclusions …………………………………………………………….....

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B. Suggestions ………………………………………………………………..

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REFERENCES ………………………………………………………………..

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LIST OF TABLES Table 3.1 Problems Related to the English Teaching and Learning Process in Class 7A ………………………………………………………………

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Table 4.1 Test Results of Four Cycles ………………………………………….

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LIST OF FIGURES Figure 3.1 Map of the Class 7A ………………………………………………...

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Figure 3.2 Kemmis and McTaggart’s Model of Action Research ……………...

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Figure 4.1 Students’ Participation in the Song………………………………….

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Figure 4.2 Students’ Participation in the Games………………………………...

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Figure 4.3 Students’ Condition in the English Teaching and Learning Process ..

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Figure 4.4 Students’ Participation in the English Teaching and Learning Process ……………………………………………………………...

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LIST OF APPENDICES

APPENDIX A: Letter of Consent ………………………………….…………..

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APPENDIX B : Syllabus ……………………………………………………….

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APPENDIX C : Lesson Plans and Teaching Materials ………………………...

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APPENDIX D: Questionnaires ………………………………………………...

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APPENDIX E : Interview Scripts ……………………………………………… 147 APPENDIX F : Observation Checklists ……………………………………….. 161 APPENDIX G: Field Notes ……………………………………………………

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 1

CHAPTER I INTRODUCTION

This chapter elaborates the research problem, namely using songs and games in the English teaching and learning process and its implementation for seventh grade students of SMP BOPKRI 2 Yogyakarta. Furthermore, it presents research background, problem formulation, problem limitation, research objectives, research benefits, and definition of terms.

A. Background of the Study One of the most fundamental factors in the successful teaching and learning process is students’ participation. There will not be any learning if the students do not participate in the teaching and learning process. It is a very influential factor in the achievement of the learning output. The learning is not going well if the students do not participate in the teaching and learning process. The higher the students’ level of participation, the better learning achievement will be. Students’ participation is needed in all teaching and learning process including the English teaching and learning process. Thus, in order to get a better learning output, the English teachers have to increase students’ participation in the teaching and learning process. Every teaching and learning process aims at reaching an improvement in learning achievement. In that process, the participation of both the teacher as the educator and the students as the learners is needed. In other words, in a teaching-

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learning activity, the teacher and students need to be involved. The most essential thing in a teaching and learning process is the process of ‘learning’, which happens in the students’ mind. Besides receiving the learning material from the teacher, the students are also expected to participate in doing activities supporting their learning process such as reading the textbook, taking note, asking and answering questions, doing discussion, and working in pairs or groups, so that they can be more physically and mentally involved in the teaching and learning process. The research reported in this thesis was classroom action research with an aim to increase the students’ participation in the English teaching and learning process of seventh grade students in SMP BOPKRI 2 Yogyakarta. It was based on the several observatio ns done by the researcher in Class 7A that the students there lacked participation in the English teaching and learning process. Actually there were some problems needed to be solved, but the problems in the students’ participation was the most urgent to be solved. Moreover, results of many tests of Class 7A in SMP BOPKRI 2 Yogyakarta showed unsatisfying results. There were more than 50 % students of Class 7A got score fewer than the standard score 60. Through this classroom action research, it was expected that more than 75 % students in Class 7A participated in the English teaching and learning process and more than 75 % students in Class 7A got the standard score 60. According to the several observations done by the researcher in the classroom, the students were categorized cognitively passive, but physically active. The students could be called cognitively passive if they were passive in


doing activities connected with thinking process. For example asking and answering teacher’s questions and participating in class discussion. The other one, if the students were active in doing physical movements, they were called physically active. These could be seen in these following descriptions. When the teacher explained a new material, the students looked confused. Actually, they did not understand what the teacher said. Thus, they decided to do another activity such as drawing and making unimportant notes in their books, disturbing other friends and talking with friends, instead of listening to the teacher’s explanation. Some students liked walking around the classroom during the teaching and learning process. Moreover, the students did not take a note of the teacher’ explanation, whereas in fact they did not have good ability to memorize the materials they had go t. When the teacher asked the class, only certain students answered. In the discussion session, only active students participated in the discussion. Some passive students only acted as observers and let their friend did the task. As a result, they were not always ready to face examination so that they often got low scores for examination. Results of questionnaires showed that the students’ participation in the English teaching and learning process was low. More than 50 % students often felt sleepy in class, more than 50 % students seldom listened to the teacher’s explanation, more than 50 % students seldom took note of the teacher’s explanation, more than 50 % students seldom asked the teacher about the unclear material, and more than 50 % students seldom answered questions when the


teacher asked the class. These indicated that the students did not pay much attention during the English teaching and learning process. After investigating further by conducting some interviews, the researcher found out the root of these problems, which could be categorized as an internal factor and an external factor. The internal factor was that the students had been lack of motivation to learn English because in their minds they considered English as a difficult and confusing subject. The external factor was that the teaching and learning process lacked variations. Concerning that, the researcher concluded that the low learning output was not merely caused by the teacher who delivered the material, but it was also caused by the students themselves as subjects of learning. Therefore, it was needed to improve the teaching strategy which focused on learners’ improvement of their participations in the English teaching and learning process in order to maximize their learning achievement. There are many teaching strategies which can be implemented to increase the students’ participation in the English teaching and learning process. They are game, song, discussion, group work, drill and practice, role play, presentation, and field trip. In this research, the researcher chose song and game to increase participation of Class 7A students in SMP BOPKRI 2 Yogyakarta. The consideration of choosing songs and games was based on many factors. The first factor was based on interviews to class 7A students of SMP BOPKRI 2 Yogyakarta. They mostly said that they liked songs and games in the English teaching and learning activity. The second factor was based on the


research of some experts. They say that songs and games can encourage students to sustain their interest in the English lesson. According to Lewis (1999) games can make unmotivated student interested. Similarly, Wright, Betteridge, & Buckby (2006) state that using songs and games in the teaching and learning process can increase interest toward language learning. Moreover, songs and games also create an environment that is conducive to learning. The last but not least, the researcher have had many teaching repertoire about songs and games that would be useful to be implemented. The researcher made plan which consisted of two actions. First action was implementing songs in the beginning of the English lesson. The second was implementing games in the middle of the English lesson. Songs can be conducted in the beginning of a lesson as teaching strategy to capture students’ attention at the start of a lesson. Thus, the students’ interest can be maintained (Burden and Byrd, 1999). The songs and games were treated as a track in one meeting. The track would be songs- material- games-evaluation in every meeting of English lesson. Following this track enabled the students to participate in the English teaching and learning process. Gordon (1999) explains that the appropriate time to conduct games was when students’ understanding and energy are at their best. Thus, the researcher inserted games after the material was explained.

B. Problem Limitation This research was limited to the three matters. First, the participants were twenty one students of Class 7 A in SMP BOPKRI 2 Yogyakarta. Second, the


research was conducted through classroom action research in SMP BOPKRI 2 Yogyakarta. Third, this research focused on using songs and games to increase the students’ participation in the teaching and learning process.

C. Problem Formulation This thesis would like to address a question. How can songs and games increase students’ participation in the teaching and learning process in the seventh grade of SMP BOPKRI 2 Yogyakarta?

D. Research Objective The writer wrote this classroom action research thesis with the aim to describe the planning, implementation, and evaluation of the implementation of songs and games in the teaching and learning activity to increase the students’ participation in the English teaching and learning process in the seve nth grade of SMP BOPKRI 2 Yogyakarta. It shows the planning, implementation, and evaluation which are conceptually and theoretically most appropriate for seventh grade students of SMP BOPKRI 2 Yogyakarta.

E. Research Benefit This research is expected to give benefits to some parties. First, the researcher expects this thesis would give contribution to the English teachers of SMP BOPKRI 2 Yogyakarta. This classroom action research is expected to be used as a means to increase students’ participation in the English teaching and


learning process in the classroom. Second, by implementing songs and games in the English teaching and learning process, the researcher expects that it will be useful for the students to increase their participation in the English teaching and learning process so that their academic achievement will increase. Third, the researcher expects this thesis would give contribution to the next research to investigate further about this thesis, hoping they can design materials for seventh grade students of Junior High School which contain songs and games.

F. Definition of Terms 1. Songs Songs discussed in this classroom action research are language songs. As the name implies, language songs provide lessons for the students which are educative, cheerful, and engaging (Cebula, 2003).

2. Games Games in this thesis are language games. Language games are more than activities which aim to break the ice between students or kill the time. Jill Hadfield (1990) as cited by Deesri (2002) gives the definition of games as a form of play concerning rules, a goal, and an element of fun. In other word, games are done to get the learner to use the language in the course of the game. Thus there are two important elements language games must have, namely fun and learning.


3. Students’ Participation Peterson (1992:12) states that students’ participation is involving students in doing things and thinking about what they are doing. It is students’ involvement or taking part in the teaching and learning activity in the class. The students must do more than just listen to the teacher. They are expected to bring textbook, read the textbook, take notes, do the task, answer the teacher’s question when the teacher asks the class, ask the teacher about the unclear material, and so forth.

4. Seventh Grade Students of Junior High School Seventh grade students of Junior High School are students whose age is around thirteen to fourteen. They are considered as adolescents (Thornburg, 1982: 7). Seventh grade students of Junior High School mentioned in this thesis refers to students who are taken from class 7A, one of seventh grade classes in SMP BOPKRI 2 Yogyakarta which consisted of twenty one students: eleven girls and ten boys.


CHAPTER II REVIEW OF RELATED LITERATURE

This chapter elaborates the theoretical description regarded to this classroom action research problem, namely using songs and games in the English teaching and learning process and its implementation for seventh grade students of SMP BOPKRI 2 Yogyakarta. Also, it provides theoretical framework which summarizes all major relevant theories to solve the research problem.

A. Theoretical Description In this theoretical description, the researcher discusses the theories related to the research conducted for the seventh grade students of SMP BOPKRI 2 Yogyakarta. They are English and the English Teaching-Learning Process, Students’ Participation in the English Teaching- Learning Process, Adolescents, Songs, and Games.

1. English and the English Teaching-Learning Process According to Crystal (2003), in the minds of many people, English is considered a world language and is dominant in all six continents. Because of its status as a world language, as Richards (1987) as cited by Crystal (2003) asserts, in many countries where English is not an official language, English might still have a significant role to play. English is now a language which is most widely taught as a foreign language in many countries. English may be an important

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school subject and it may be necessary to pass an examination in English to enter universities. Therefore, English is still regarded as an important subject.

a. English as a Foreign Language Crystal (2003) states that a foreign language (FL) is a non-native language taught at school and has no status as a routine medium of communication in that country. In Indonesia, English is regarded as a foreign language. According to Simatupang (1999) as cited by Lauder (2008), English has no wide use in society of Indonesia. Also, it is not used as a medium communication in officials like government, the law courts, and the educational system and it is not accorded any special status in the country’s language legislation. English is only learned at school and not used in daily life. Nevertheless, it is still seen as priority, as the most important foreign language to be taught. Nababan (1991) states that in Indonesia’s education, the function of English language is as a “library language”. It is because most of the books and scientific materials in the libraries are in English. It is about 80 per cent of the books in a university library are in English. Therefore, English are taught in the secondary schools for practical purpose of preparing the students enter universities.

b. English Teaching and Learning Process According to Brown (1987: 6), teaching may be defined as “showing or helping someone to learn how to do something, giving someone instructions,


guiding someone in the study of something, providing someone with knowledge, and causing someone to know or understand.” In short, teaching can be defined as an activity to give someone knowledge and to train someone. In accordance with Brown, Gage (1964) as quoted by Brown (1987: 7) notes that teaching is guiding learner, enabling the learner to learn, facilitating learning, and setting the conditions for learning. Brown (1987: 6) also states the definition of learning. He breaks down the components of the definition of learning as follows: 1. Learning is acquisition or “getting”. 2. Learning is retention of information or skill. 3. Retention implies storage systems, memory, and cognitive organization. 4. Learning involves active, conscious focus on and acting upon events outside or inside the organism. 5. Learning is relatively permanent, but subject to forgetting. 6. Learning involves some form of practice, perhaps reinforced practice. 7. Learning is a change in behavior. Thus, according to Brown learning is not only the activity of obtaining knowledge, but also maintaining information and skill someone obtain. Also, learning contains the value of the force to change in behavior. It includes the values of someone’s attitude. In summary, teaching and learning cannot be defined apart from each other. Teaching may be defined as giving someone knowledge, guiding someone in the study of something, providing someone with knowledge, causing someone to know or understand. What is learned is not merely information or knowledge, but also an expression of values and attitudes. Also learning is a highly individualistic experience of acquiring or getting knowledge of a subject or a skill


by study, experience, or instruc tion, taking place through the active behavior of the student, causing a relatively permanent change in a behavioral tendency, and the result of reinforced practice which takes place between the two kinds of participants: the teacher on one hand and the learners on the other.

2. Students’ Participation in the English Teaching -Learning Process Peterson (1992:12) states that students’ participation is involving students in doing things and thinking about what they are doing. Thus, students’ participation is students’ involvement in teaching and learning process. Students’ involvement is the core of the learning process. It is a crucial factor that determines the success of the learning process. Burden and Byrd (1999: 239) also state that securing and maintaining attention is an important responsibility. If students are not engaged in the learning process, it is possible that they will not learn the material and it is possible that they will be left out the lesson. In accordance with Burden and Byrd, Astin (2003) states his “Involvement Theory” that “the greater the students’ involvement in college, the greater will be the amount of student learning and personal development.” According to him, students’ involvement or participation is defined as the amount of physical and psychological energy the students devote to the learning experience and the time and effort spent by the students in activities that relate directly to their learning. Astin also explains that the involvement will not only improve students’ abilities to persist towards their educational goals, but also intensify the developmental


impact on student personality, behavior, career progress, satisfaction, and achievement. In summary, students’ participation is very crucial in the learning process. There will not be any learning if students are not involved. Students learn and grow from their experiences encountered during teaching and learning process.

3. Adolescents Thornburg (1982) presents the age ranges of human development represent a span of time in which there is a shift an individual develops. The age range of adolescence is between 11 and 19 which is the time between childhood and adulthood.

a. Characteristics of Adolescents According to Brown (2007:106), adolescents are an age of transition, confusion, self-consciousness, growth, and changing bodies and minds. It is because they are in between childhood and adulthood who reach the age of puberty. The characteristic of adolescents discussed in this thesis is limited to the emotional development which affects the adolescents’ learning. Ausubel (1954) states that adolescent students are frequently moody. They can be happy and bright one day and depressed the next day. Also, many adolescents find themselves bored, indecisive and unmotivated. Moreover, they have problem with


discipline matter, in that they tend to be disruptive. It is because in their ages, they search for their individual identity. According to Thornburg (1982), adolescents experience the fear of failure, fear of doing the wrong things, and anxiety. Adolescence is the period when emotional state of anxiety arises. The anxiety sources such as irritability, uneasiness, depression, and sudden shifts of mood appear in the adolescence period.

b. Principles of Teaching Adolescents Brown (2007) explains some considerations applied to teaching adolescents. First, the abstract operational thought is developing so adolescents can solve complex problems with logical thinking. Second, the attention spans are lengthening, but they can easily be shortened because of the diversions on a adolescent’s life. Third, varieties of sensory input are still important. Fourth, factors surrounding ego, self- image, and self- esteem are at their peak. Adolescents are very sensitive. What the teacher has to do is to keep self-esteem high by avoiding embarrassment of students, affirming students’ talents and strengths, allowing mistakes to be accepted, and encouraging group work. In the principle of effective teaching for adolescents, Ausubel (1954) describes the learning environment which is suitable for teaching adolescents. First, the teacher provides physical conditions that are comfortable, such as seating, ventilation, lighting, decoration, and so forth. Also the teacher should provide environment which is conductive to interaction. Second, the teacher


accepts the learners as persons of worth and respects their feelings and ideas. Third, the teacher seeks to build relationships of mutual helpfulness among the learners by encouraging cooperative activities. Similarly, Mackeracher as cited by Ausubel (1954) describes some of the conditions that are required for learning, which have enough time and freedom from threat. Learning activities need to include opportunities for developing mutually trusting relationships, encouraging learners, and reducing fear of failure. Implementing various teaching methods which are encouraging and enjoyable would be useful for adolescents. Engaging them in an activity in groups, such as discussion and games, may help them built good relationship among peers and also motivate them to learn English better.

4. Songs a.

Songs in Language Teaching Implementing songs is a kind of activity which is motivating for adolescents

in language learning. Cebula (2003) states that adolescents’ interest derives from the pleasure given to them by a particular activity. The activity like conducting songs during the lesson are regarded as a pleasing activity for most students. Teaching adolescents through songs, however, is not the same as teaching small children. Cebula (2003) says that children usually like singing, role playing, and acting out dialogues, but they pay attention to playing, not to learning. Even if a teacher corrects some important mistakes, they do not feel uncomfortable, because the song is the most important. In teaching adolescents, songs are parts of


learning. Adolescents can learn grammar, vocabulary, pronunciation, and other teaching materials provided in the songs.

b. The Significance of Songs in Language Teaching Barbu (2006) states that songs have two functions in language teaching. First, songs provide pleasure.

It reduces fear and anxiety toward language

learning. If teaching and learning activity is done with pleasure, it will be good for students’ learning. Second, songs can help students to learn pronunciation, vocabulary, and other teaching materials. Similarly, songs have a lot of advantages in language learning, especially to help students to speak English and to pronoun the English words without the fear of making a mistake, as attention is not on any individual person. Besides, songs can be used to maintain students’ interest. Burden and Byrd (1999) state that conducting songs can capture students’ attention at the start of a lesson. In addition, conducting songs in the beginning of the lesson is the good idea as a teaching strategy.

5. Games Games play a range of roles in the language teaching. Traditionally, games have been used in the language class as warm- ups at the beginning of class, fillins when there is extra time before the end of class, or as an occasional bit of interest motivated into the language teaching to add variety. All these are fine. Lee (1979) and Uberman (1998) state that games can also represent a more


important part of language courses. Games can be either for practicing specific language items or skills or for more communicative language production.

a. Games in Language Teaching There are many types of language games which can be applied in the teaching and learning process. Hadfield (1999) as cited by Deesri (2002) presents various types of language games. She divides language games into two types: linguistic games and communicative games. Linguistic games focus on accuracy, such as supplying the correct antonym. On the other hand, communicative games emphasize successful exchange of information and ideas. Correct language usage, though still important, is secondary to achieving the communicative goal. According to Hadfield (1999) as cited by Deesri (2002), there are many kinds of communicative language games which can be carried out in the English lesson. The first is information gap games. In these games, one or more learners have some information and other learners do not. There is a need to communicate and transfer the knowledge. So the other learners can complete a task. Second games are guessing games. These games are slightly similar with information gap games. The most popular example is 20 Questions. One learner thinks of a famous person, place, or thing and the other learners can ask 20 Yes/No questions to find clues in order to guess who or what the learner is thinking of. The third are matching games. In these games, learners have to find a match for a word, picture, or card. The rule is that learners place 20 word cards, for example, which consist of 10 pairs. Those cards are placed face down in random order. Each person turns


over two cards at a time. By us ing their memory, they have to find a matching pair. Labelling games are the forth. These games are similar with matching games. Learners have to match labels and pictures. The fifth games are exchanging games. In these games, learners barter cards, other objects, or ideas. These are like exchanging and collecting games. The sixth is word games. The example of word games commonly used is crossword puzzle and hangman. These games enable the students to enjoy playing with words. Spelling and writing are involved there. Next are board games. These games are in a form of boards. One of the most popular board games widely use is scrabble. The last are role play games. These games enable learner to perform in front of class. The learners play roles that they do not play in real life, such as a doctor, a tourist, an artist, and so forth. In these games the learners work in pairs or groups to make conversation with their own words. These eight kinds of games can belong to the other categories. Also, these are flexib le. There are various language teaching materials which are appropriate with these games. Lewis (1999) divides games based on the characteristics of the games into two, namely rousing and settling games. The movement games and competitive games are types of rousing games. Rousing games make the adrenalin going. Settling games, on the other hand, calm the class down. The example of settling games is board games. Wright, Betteridge, & Buckby (2005) classify 4 types of games based on the opportunity for every student to use the language, namely individual work, pair work, group work, and class work. Individual work requires the students to


work individually. Pair work can be done by two students. It provides opportunities for more intensive practice. In some games which require four to six players, group work is essential. It enables the students to work cooperatively with other students. Sometimes, some games can involve the whole class which is called class work.

b. The Significance of Games in Language Te aching According to Boocock and Schild (1968:18), the major function of games is to increase interest and motivation. They also state that games can generate great interest and involvement. When playing games, the players learn from their very participation in the game (Boocock & Schild 1968:19). In accordance with Boocock and Schild, Wright, Betteridge, & Buckby (2006) state that implementing games in the teaching and learning process can increase interest toward language learning. Games also create an environment that is conducive to learning. It is preferable because students can learn the learning material easily and happily. It can arouse students’ motivation to learn and get involved in teaching and learning activity. Besides, Wright, Betteridge, & Buckby (2006) state that games provide a context for meaningful communication. If the games are in groups, students can communicate about the game with other members. It can improve interpersonal relationship with others. Games may have a special value for the slow and unmotivated students. (Boocock & Schild, 1968:19). Everybody can follow games, no mater of in what


level of intellectuality he/she is. Similarly, Wright, Betteridge, & Buckby (2005) say that games add interest to what students might not find very interesting. Sustaining interest can mean sustaining effort.

B. Theoretical Framework As explained in the background and identification of the problem, students’ participation is one of the most important things in the students’ learning process, including their English teaching and learning process. The greater the students’ participation in the teaching and learning process, the greater will be the amount of student learning and personal development. But, in reality, according to the researcher’s experience in her formal schools and her teaching’s experiences, many teaching and learning processes lack students’ participation. The subjects of the research are considered adolescents. Generally, adolescents are easily bored. They need various activities to get them involved. They also show anxiety and fear toward English lesson. These attitudes are regarded as enemies of learning. Thus teaching and learning process should provide enjoyment and relaxation which can help adolescents learn without anxiety and fear. As explained in the literature review, songs and games are expected to increase students’ interests and motivations in the English lesson. Thus, later on, they can increase students’ participation in the teaching and learning process.


Improving teaching strategy can carry out improvement of students’ participation in the English teaching and learning process. An improvement can be built through gradual changes through planning, implementation, evaluation, and reflection, so that success in the teaching and learning process can be achieved.


CHAPTER III METHODOLOGY

This chapter elaborates the methodology used in this research. It presents research method, research participants, research setting, research instruments, data gathering technique, data analysis technique, and research procedure of this research.

A. Research Method This research was classroom action research with aim to increase the students’ participation in the English teaching learning process in the seventh grade of SMP BOPKRI 2 Yogyakarta. This kind of research was a qualitative research which focused on understanding social phenomena from the perspective of the human participants in the study. What follows are the definition, aims, characteristics, and procedure of classroom action research.

1. Definition of Classroom Action Research Stephen Kemmis, as cited by Hopkins (1993: 44) states that action research is “a form of self-reflective inquiry undertaken by participants in a social(including educational) situation in order to improve the rationality and justice of (a) their own social or educational practices, (b) their understanding of these practices, and (c) the situations in which practices are carried out”.

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From the definition stated by Kemmis, classroom action research can be defined as a reflective study done by teachers which cures problems emerged in the classroom to improve the teaching and learning process in the class.

2. Aims Based on the definition in the previous paragraphs, it can be stated that the aim of classroom action research is to improve. McNiff (2002) as quoted by PGSM emphasizes the basic of the conducting of classroom action research is to improve. In this case, the improvement is on the quality of teaching and learning process. Through this classroom action research, it is expected that the students’ participation in the English teaching and learning process in SMP BOPKRI 2 Yogyakarta can be increased.

3. Characteristics According to Burns (1999:30), there are four characteristics of classroom action research. First, classroom action research examines problems occurred in specific situation because it is conducted in a small scale, in this case problems faced by the teacher in class. Second, it provides changes and improvement since there are evaluation and reflection within its process. Third, it builds collaborative cooperation between colleagues, practitioners, and researchers. Fourth, it brings a force for changes.


4.

Procedure The aim of classroom action research, which is to improve the quality of

teaching and learning process, can be achieved by doing some alternative actions in solving the teaching and learning problem. It follows the research procedure of classroom action research. The research procedure is the descriptions of the activities involved in the action-research cycle. Kemmis and McTaggart (1982) as cited by Burns (1999) provide the spiral of cycle in the action research, namely planning, action, observation, and reflection. According to Kemmis and McTaggart, in doing action research, the researcher has to develop a plan of action, act to implement the plan, observe the effects of the action, and reflect on these effects as a basis for further planning.

B. Research Participants This research involved 21 participants. The sample was taken from class 7A, one of the seventh grade classes in SMP BOPKRI 2 Yogyakarta which consisted of 21 students: 11 girls and 10 boys. The consideration of choosing the seventh grade students was that the seventh grade was considered as beginning level of language learners so there is a need to increase their motivation to learn English. Moreover, if they are motivated and interested enough, they would increase their literacy to maximize their learning process in preparing them to the higher level of education.


C.

Research Setting

1.

School Setting SMP BOPKRI 2 was a junior high school under shielded by BOPKRI

foundation which stood for Badan Oesaha Pendidikan Kristen Repoeblik Indonesia. It was located at Jalan Sultan Agung No. 4, Yogyakarta. The total number of classes was six classes which consisted of two paralel classes each grade. Each class consisted of twenty to twenty six students of average. The teaching- learning process was carried out from 7.00 a.m. to 11.30 a.m every Monday, Tuesday, Wednesday, Friday, and Saturday and from 7.00 a.m. to 1.00 p.m. every Thursday. The school had total 24 English hours. It was only handled by one English teacher. In the English teaching and learning process in class, the students used LKS and did not use any course books.

2.

Class Setting The total number of students in class 7A was twenty one consisting of ten

male and eleven female students. English lesson was carried out two times a week with four total class hours and duration of forty minutes per class hour. Here it is the map of the class 7A


Note: S1 S2

T

S3 S4

S7 S8

S9 S10

S12 S13

S14 S15

S16 S17

S18 S19

S5 S6

S11

W A whiteboard T

A teacher’s desk

S

Students’ seats

W

S20 S21

Figure 3.1. Map of the class 7A

D. Research Instruments This research used six instruments, namely human instruments, interview, questionnaire, observation, field notes, and tests.

1. Human instrument In this classroom action research, human instrument here is the writer who also acted as the researcher of this research. Guba and Lincoln (1981) state that the researcher is considered as human instrument because during the research the researcher experiences dynamic situation during the teaching and learning process which can easily change at times.


2. Interview In this classroom action research, the writer used an unstructured or informal interview. According to Burns (1999:120) the unstructured or informal interview is free- flowing conversation process in which there is no preplanned question in a fixed order. The interview was not planned ahead of time. The writer used the subjects’ responses to decide on the next question. The researcher conducted an informal interview to the students and the English teacher of SMP BOPKRI 2 Yogyakarta after the implementation of actions in every cycle. It is important to know the students’ feeling and changes toward the actions implemented in every cycle. Also, it is important to know the students’ condition during teaching and learning process in the perspective of teacher.

3. Questionnaire There were two kinds of questionnaires used in this research. They were distributed to twenty one students of Class 7A SMP BOPKRI 2 Yogyakarta. The first was to know the students’ participation in the English teaching and learning process. The second was distributed after the implementation of the actions to know the students’ feeling toward the actions implemented, the advantages of the actions implemented to the students, and the suggestions for the actions implemented. According to Ary et al (2002), there are two question formats of questionnaires, namely closed-ended questions and open-ended questions. A close-ended form contains the questions and the alternative answers. Whereas, the


open-ended form does not contains the alternative answers, so that the respondents can answer the questions freely. The first questionnaire used closedended questions in a format of scaled items. The respondents chose the answers indicating frequency. The researcher used open-ended form for the second questionnaires because the researcher wanted many possible answers from the respondents.

4. Observation Observation is an important part of this classroom action research. Through observation, the researcher watches, monitors, and examines the teaching and learning process when actions are implemented. The researcher also uses checklists. Checklists are applied in observations by indicating the kinds of information needed to answer the questions. In this classroom action research, the writer provided some conditions in regard to the students’ participation indicating the students’ behaviour in the classroom. It is used to measure the improvement of students’ participation in the English teaching and learning process in Class 7A of SMP BOPKRI 2 Yogyakarta.

5. Field notes According to Bogdan and Biklen (1982), field notes are the written account of what the researcher hears, sees, experiences, and thinks in the course of collecting and reflecting on the data in a qualitative study.


Field notes consist of two kinds of materials, they are descriptive and reflective. Descriptive field notes are to provide a word-picture of setting, people, actions, and conversations as observed. The other one, reflective field notes are the parts that capture more of the observer’s mind, ideas, and concerns. In this research, descriptive field notes are used to record the responses and participation of the seventh grade students of SMP BOPKRI 2 Yogyakarta toward the actions implemented in the classroom. The format of field notes is as follows: Meeting : ... Title of Song : … Activities

Students’ Responses

Name of Games : … Activities


6. Tests Tests are used to measure the students’ understanding of the material the students have got. In this research, tests were conducted in the end of every cycle to measure the students’ learning achievement.

E. Data Gathering technique First step of data gathering was through observation. The writer observed the teaching and learning process in SMP BOPKRI 2 Yogyakarta. The observation focused on students’ participations during teaching and learning activity. During the observation, the writer could obtain data from observation


checklists. The data gained through observation checklists were in a form of lists of students’ behavior in regard to students’ participation during teaching and learning process. The next step of data gathering was conducting interview and questionnaires. The data gained from interview and questionnaires were in a form of recording and written. After experiencing the actions, the students were asked about their feeling and participation in the English teaching and learning process in Class 7A in SMP BOPKRI 2 Yogyakarta.. The writer also distributed questionnaires to them in regard to their participation. Then, in order to make the data valid, the writer did a triangulation by comparing the data from the observations and the data from interview and questionnaires. These steps of data gathering aimed to find out feelings, opinions, hopes, suggestions, and obstacles of Class 7A students in SMP BOPKRI 2 Yogyakarta in regard to their participation in the English teaching and learning process.

F. Data Analysis Technique After collecting the data, the writer analyzed the data. The data were analyzed through data triangulation. Elliot (1991) states that data triangulation is a method which brings several evidences to be compared and contrasted. Data triangulation is an approach to data analysis that synthesizes data from multiple sources. The data were collected through observation, field notes, interview, and questionnaire. Thus, the writer thinks it is essential to use data triangulation to check the reliability and validity of the research. Thus, there are two perceptions,


which is students’ perceptions and researcher’s perception. The writer compared and contrasted data gathered from field notes, interview and questionnaires. Then it came into conclusion.

G. Research Procedure Research procedure of classroom action research is preceded by the identification of the field problem and determining some actions to overcome the field problems. After these two processes were done, the researcher implemented the actions.

1. The Identification of the Field Problem The problem identification process was done by observing, interviewing, and distributing questionnaires before this research was conducted. First, the researcher did several observations during the English teaching and learning process to know the real condition in the seventh grade students of SMP BOPKRI 2 Yogyakarta. During observations, the researcher found eleven problems related to the English teaching and learning process in Class 7A. The problems can be seen in the table below.

Table 3.1. Problems Related to the English Teaching and Learning Process in Class 7A No

Problems

1.

When the teacher came to the class, the students were still not ready to study.


2.

When the bell rang, many students were still outside the class.

3.

Students often made noise in class

4.

Students talked to each other when the teaching and learning activity was still going on.

5.

Students went out of the classroom when the teacher was out for a moment

6.

Students walked around the classroom when the teaching and learning activity was going on.

7.

Students often made up something for fun in answering the teacher’s questions.

8.

Students did not pay any attention when the teacher explains in front of the class.

9.

Students often came late to class so that the teaching- learning process was disturbed.

10. Students played with their classmates when the teaching- learning process was going on. 11. Students often did not do their homework.

The researcher then did interview and distributed questionnaire. Interview was done to obtain the students’ opinions about things related to the English teaching and learning process, including the problems they faced. Questionnaires were also distributed to the students to complete the data about their problems and their characteristics. From the identification process could be concluded that the problem faced by the seventh grade students of SMP BOPKRI 2 Yogyakarta was related to the students’ participation in the English teaching and learning process. They lacked participation in the English teaching and learning process in the classroom.


The researcher also analyzed the root of the problem so that it would help in finding the solutions. The researcher found that the students’ low participation was caused not only by the students’ characteristic itself, but also the teaching and learning process. The process of learning did not have any variations so they were easy to get bored. The interview showed that many students considered English as a difficult subject. Because they found it difficult to learn English, they became not care so they did not do their homework, they often made noise in class, they got sleepy in class, they did something for fun, they disturb other friends, they did not pay any attention to the teacher explanation, and the sort of things. The main point was that the problem faced by the 7A students of SMP BOPKRI 2 Yogyakarta was the participation in the English teaching and learning process was low. Thus, it needed some actions to solve the problem.

2. Determining Some Actions to Overcome the Field Problem After the problem was identified, the researcher then formulated two actions. The actions were: 1. Implementing songs in the beginning of the English lesson 2. Implementing games in the middle of the English lesson The track would be songs-material- games-evaluation in every meeting of English lesson. The researcher hoped this track would make the students heartson, minds-on, and hands-on. Thus, they students could obtain not only knowledge but also happiness in the English teaching and learning process. The researcher


believed that by involving the students both physically and mentally, it would improve the students’ learning achievement. Songs were implemented in the beginning of the lesson. It aimed to maintain the students’ interest toward the lesson. As Burden and Byrd (1999) states that songs can be conducted in the beginning of a lesson as teaching strategy to capture students’ attention at the start of a lesson. Besides, it can introduce the material and energize the class. It was hoped to give picture of the material to the students so the student could be readier in digest the material. By implementing songs the students were hoped to be easier to go deeper into the material. Games are conducted after the material being explained because at that time the students’ understanding of the material was at best. It was hoped the students could understand the material more through the games (Gordon, 1999).

3. The Implementation of the Actions After formulating some actions to solve the problems faced by the seventh grade stud ents of SMP BOPKRI 2 Yogyakarta, the researcher implemented the actions. This research was done in four cycles. Each cycle was conducted in two meetings. The actions implementation was conducted from February to March 2010 in Class 7A. There were two meetings each week, on Tuesday and Friday. Each meeting was carried out at least eighty minutes. In implementing the actions, the researcher took turn with the teacher to be the teacher and the observer. In the first meeting of each cycle the researcher acted as the teacher and the teacher


acted as the observer. In the second meeting, it was the researcher who would be the observer, while the teacher implemented these actions. In this research, the researcher followed steps in classroom action research namely planning, action, observation, and reflection. Kemmis and McTaggart (1988) as cited by Burns (1999) say that there are four major steps in classroom action research, namely planning, action, observation, and reflection. What follows are the description of each step outlined by Kemmis and McTaggart and also the design.

Figure 3.2. Kemmis and McTaggart’s Model of Action Research


a. Planning In this stage, the researcher planned two actions, namely using songs and games that would be carried out to increase the students’ participation. The planning process included description of action planning, description of how to implement the actions pla nned, the changing plan was going to be done, what were going to be done, who were going to do the actions, when the actions implemented, and how to do the actions.

b. Action and Observation In this stage, the researcher implemented the actions planned and did observation of the actions planned. In the Kemmis and McTaggart’s model, acting and observing are not treated as separate component of classroom action research. These two components are done simultaneously. When actions are going on, the observations must follow. In this research, when the actions were conducted, the observation was also conducted as well. The observation was needed to record the effects of the actions implemented, and the changes it made. The observation was limited to the data needed which based on the plan. In doing this step, the researcher used field notes and interviews.

c. Reflection This step involved the analyzing and the concluding of the actions implemented. It was needed to review how successful the changes were. When


the actions were considered successful, it could become one of way that could be carried out to improve the students’ learning. When the actions were considered failed, it needed to be recycled. In other words, the researcher had to begin a new reflective cycle. It needed re-planning, action-observation, and reflection and so on until it got a satisfying result.


CHAPTER IV RESEARCH FINDINGS AND DISCUSSIONS

In this chapter, the research findings and discussions are discussed. The research findings describe the outcome after the researcher implemented the actions. They presents cycles of classroom action research. Each cycle consists of planning, action implementation, observation, and reflection. In this research, there were four cycles conducted. The discussions present interpretations of the findings.

A. CYCLE 1 1. Planning After the problem faced by the seventh grade students of SMP BOPKRI 2 Yogyakarta was identified, the researcher made some plans. The actions were planned based on the problem identified so that it could overcome the problem. In this research, the problem identified was that the students lacked participation in the English teaching and learning process. Thus, the researcher made some plans to increase students’ participation in the English teaching and learning process. The researcher planned to use songs and games in this research. Before implementing these two actions, the researche r consulted the English teacher about the song and games and also explained the procedure and what the researcher would do with these actions.

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In the first two meeting the topic was about asking about location. The teaching and learning process was described as follows: a. In the beginning of the lesson, the song entitled Preposition Song was implemented. b. After the today’s material was explained, the researcher conducted games in pairs. The game was Crossword Puzzle in the first meeting. In the second meeting, the game was Blind Map.

The following paragraphs are the descriptions of the song and games. a. Song The topic in the cycle 1 was about asking for location. In this topic, the students were expected to ask and give information about location of things. Therefore, it was essential to teach many kinds of preposition in advance so that the students could grasp the material easily. The researcher used a simple song entitled Preposition Song to teach students prepositions. Through this song, the students learned many kinds of prepositions. There were many prepositions found in this song. They were in, on, beside, next to, in front of, behind, between, under, and above. This Preposition Song would be conducted for two meetings since the topic of the two meetings was the same. The teacher used pictures describing locations to make the prepositions clear to the students. The teacher sang while her hand pointed out the pictures. The students then sang together with the teacher.


b. Games In this cycle 1, the researcher used in-pairs games. In the first meeting, the researcher conducted game namely Crossword Puzzle. In the second meeting, the game Blind Map was implemented. The consideration of engaging the students to work in pairs was that the researcher hoped pairs work would maximize students learning. According to Wright, Betteridge, and Buckby (2006), pair work provides much opportunity for every student to speak and contribute in the games. In the first meeting, the Crossword Puzzle entitled Where Are You? was implemented. This was a kind of word games. Word games enabled the students to play with words. Through this game, the students were expected to write many kinds of prepositions in a form of puzzle. To play this game, the researcher asked the students to work in pairs with their seatmate. Then, the researcher distributed the Crossword Puzzle to each student. The time allocation for this game was about fifteen minutes. The second game was Blind Map. It was conducted in the second meeting of the cycle 1. The type of this game was information gap game in which the students needed to communicate and transfer the knowledge in order to complete the task. Through this game the students were hoped to be able to ask about location and explain the location of places to other students. The procedures of the game were described in this following. First, the teacher invited students to work in pairs with their seatmate. One would be student A and the other would be student B. Students A and B were given the same map, but different in giving blank in some locations. Student A and B had to complete the blank locations by


asking information to their partner. Student A and B were not allowed to look at each other’ maps. It spent fifteen minutes to play this game.

2. Action The actions were carried out as what the researcher had planned in advance. In the first meeting, the researcher acted as the teacher, while the teacher acted as the observer. In the second meeting, it was the teacher who acted as the teacher and the researcher would be the observer, but it was the researcher who always led the song and games. The first two meeting activities were described as follows: 1. The teacher greeted the class, asked about the presence of the students, delivered the competence, and introduced the material, namely asking about locations. 2. The teacher conducted song Preposition Song to begin the class and introduce the material. 3. The teacher explained the material 4. The teacher conducted games, namely Crossword Puzzle Where Are You? (meeting 1) and Blind Map (meeting 2) 5. The teacher gave tests to the students. (meeting 2)

3. Observation After greeting, the teacher began the lesson by implementing song entitled Preposition Song. The teacher used pictures describing locations to make the


preposition clear to the students. The teacher sang while her hand pointed out the pictures. During implementation of the song, some reluctant students did not sing. They only looked at the picture on the whiteboard. When they entered the end of each line of the song which required them to clap, they clapped noisily. They liked clapping hands instead of singing the song. Some students looked sleepy and spiritless. After singing, the researcher discussed the prepositions found in the song. The students paid attention to the discussion. After implementing the song, the teacher explained the material. The material in the meeting 1 was asking about location of things around the class and home. In the meeting 2, the material was about asking about location of places. After that, when the students’ understanding was at their best, the teacher conducted games, namely crossword puzzle Where Are You? (meeting 1) and Blind Map (meeting 2). The students’ manners in doing the games in the meeting 1 and 2 were quite similar. When the teacher moved around the class to check whether they did the task smoothly or not, some reluctant students surprisingly did not do the task. The teacher saw that their works were still blank. Two students were busy drawing things in their books and made unimportant notes in their books, while other students made noises in class. Meanwhile, some girl students did gossiping with their seatmate or friends sat in front and behind them. Some cheated their friends’ works. One student walked around the class without any guilty. When the teacher came to their seats and addressed them, they kept silent and continued


doing the task. When the teacher walked away from them, they continued making noises. Another problem emerged when the students did game in the meeting 2. There were four students who even did not know what they had to do with the task because they did not listen to the researcher’s instruction. These students always asked the teacher what they had to do with the task, when the teacher came to their seats. The teacher had to explain more and more to these students. But actually, the teacher had explained the instruction clearly in advance and always checked their understanding by giving questions “Do you understand the instructions, Students?” All the students always said “Yes”. What follows was the conversation between the teacher (T) and Student 1 (S1) T : “Mengapa masih kosong?” (“Why is there still empty?”) S1 : “Disuruh ngapain to Miss?” (“What do we have to do, Miss?”) T : “Tadi tidak memperhatikan ya, rame sendiri ya.” (“It seemed that you did not listen to the instruction, right!”) S1 : “Enggak kok Miss.” (“No, I didn’t.”) T : “Kalau tadi memperhatikan pasti tahu.” (“If you listened, you have known what to do) Another problem emerged. The reluctant students liked cheating their partner’s map instead of taking turn in getting information. They were lazy to ask and give information. From the observation done, it could be concluded that the actions in the cycle 1 were not quite successful. There were some problems in implementing


songs and games to increase students’ participation in the English teaching and learning process. These problems will be explained further in the reflection.

4. Reflection From the evaluation, it could be seen that there were three problems emerged when students did pairs work games in the cycle 1. The problem emerged in action 1 (song) was that using picture in song distracted the students’ attention. It made them not sing. In the action 2 (games), the problem happened was that pairs work games bored them. Many students did not do their game smoothly. The last problem but it was essential was that some students did not understand the instruc tion of the game, even though the teacher had explained the instructions three times or even four times in advance. It indicated that the students still did not focus on the teaching and learning process. The implementation of song and games in the cycle 1 did not always run smoothly. The students were still passive. Their participation in the English teaching and learning process was still fewer than 75 %. The implementation of songs and games still made them feel bored because they only settled in their seat without physically movement. Pair works in the cycle 1 did not work smoothly as it expected. Many students did not do the task well. The researcher expectation that the students would learn better in pair works did not work. In the implementation, the researcher gave pair works games which could be categorized ‘settlers’. Settling games in the cycle 1 such as Crossword Puzzle and Blind Map bored the class. The students needed games which were more


challenging. The students in Class 7A of SMP BOPKRI 2 Yogyakarta were categorized physically active. They did not stand to sit down on their chair for a long time. Thus, they easily got bored. Results of interview showed that the students actually felt happy toward the implementation of songs and games. In the interview 1, 2, and 3 which can be seen in appendices, they thought that these two actions were fun and enjoyable. The implementation of songs and games made them interested to the English lesson. When the researcher asked a student who was categorized reluctant student, she found that the student was excited to join songs and games, but he was tired sitting on chair for a long time. Therefore, he liked walking around class when the teaching and learning process was going on. The test result in the cycle 1 was not satisfying. Only thirteen students (60 %) got the standard score 60. The other eight students still got the score fewer than the standard score 60. From the evaluation in this cycle 1, it could be concluded that the students felt happy toward the implementation of song and games, but the implementation of songs and games in the cycle 1 could not be regarded as successful. Finding out the problems happened in the cycle 1, the researcher would improve the implementation of songs and games in the second cycle in which she tried to solve these three problems. Hopefully, next cycle could be applied smoothly.


B. CYCLE 2 1. Planning The problems emerged in the cycle 1 had been identified. The problem emerged in action 1 (song) was that using picture in song distracted the students’ attention. In the action 2 (games), the problem happened was that pair work games bored the students and the students did not understand the instruction, even though the teacher had explained the instructio ns three times or even four times in advance. Therefore, the researcher tried to improve them in the cycle 2. In the meeting 3 and 4 the topic was about describing people. The teaching and learning process was described as follows: a. In the beginning of the lesson, the researcher implemented a song entitled Head, Shoulders, Knees, and Toes. The researcher did not use pictures like those in the cycle 1 anymore. She tried to make the class more energizing by conducting song with actions. b. After the today’s material was explained, the researcher conducted games in which there was an element of cooperation and competition. The researcher implemented competitive games in groups consisting of five students. The game was Magazine Flip in the meeting 3. In the meeting 4, the game was Describe from Memory.


The following paragraphs are the descriptions of the song and games. a. Song The lesson topic of the cycle 2 was describing people. Before the students could describe people’s physical appearances, they had to know parts of human body. Therefore, the researcher implemented song which contained several parts of human body. Thus, the song entitled Head, Shoulders, Knees, and Toes was chosen. There were several parts of human body found in this song, namely head, shoulders, knees, toes, eyes, ears, mouth, and nose. This song was conducted in two meetings because the topic of the two meetings was the same. The researcher did not use pictures like those in the cycle 1 anymore. The researcher used gestures and actions.

b. Games In this cycle, the researcher implemented game entitled Magazine Flip in the third meeting and game entitled Describe from Memory in the fourth meeting. In cycle 2, the researcher tried to conduct games in groups consisting five students and conduct competitive games. The consideration of applying games in groups consisting of five students was that the students needed cooperating with more friends in doing task so that they could mutually help in asking and giving knowledge. Besides engaging the students in groups, the researcher applied competitive games which was hoped to increase challenge so that they did not feel bored anymore. The researcher also planned to overcome problem found in cycle 1 which was rela ted to the games’ instructions. In this case, the researcher tried to


check the students’ understanding by asking the students to re-explain the games’ instructions/ procedures. In the Magazine Flip game in the third meeting, the students were hoped to be able to identify people’s physical appearances. This is a kind of describing games which focused on listening. Playing this game, the students had to listen to the teacher to complete the task. First thing the teacher had to do to conduct this game was distributing papers containing various pictures of people to each group. Then, the teacher described one people found in the paper. Any group which found the people being described could raise hand and told which people it was, then got 100 points. The group which has higher scores was the winner. The time allocation for this game was fifteen minutes. In the fourth meeting, the researcher conducted writing game Describe from Memory. This was also a kind of describing games. Through this game, the students were expected to be able to identify people’s physical appearances and write description of people. The procedure of the game was described in this following. First, the teacher showed a picture to the whole class at once. The teacher gave 10 seconds to look closely at it. Then, each group wrote description of people in the picture as much as possible based on their memory. Any group which could make complete and correct descriptions was the winner. This game lasted fifteen minutes.


2. Action The actions were carried out as what the researcher had planned in advance. In the third meeting, the researcher acted as the teacher, while the teacher acted as the observer. In the fourth meeting, it was the teacher who acted as the teacher and the researcher would be the observer. The two meeting activities in the cycle 2 were described as follows: 1. The teacher greeted the class, asked about the presence of the students, delivered the competence, and introduced the material, namely describing people. 2. The teache r conducted song to begin the class and introduce the material. The song was Head, Shoulders, Knees, and Toes. 3. The teacher explained the material 4. The teacher conducted games, namely Magazine Flip (meeting 3) and Describe from Memory (meeting 4) 5. The teacher gave tests to the students. (meeting 4)

3. Observation According to the observation done by the researcher in the cycle 2, the implementation of the songs ran better than those in the cycle 1. In the implementation, the teacher asked the students to stand up and moved their body. All students looked happy and enthusiastic to sing the song with actions. After the materials were explained by the teacher, the games namely Magazine Flip and Describe from Memory were implemented. Before the games


were implemented, the teacher explained the games instructions/ procedures in advance. When the teacher explained the games’ instructions/ procedures, she also observed the students who did not listen to her. After finishing the explanation, as usual she asked the class “Do you all understand what we are going to do, Students?” As usual, the students said “Yes, we do”. Then she checked the understanding of a student who did not listen to her. She called one student’ name. Student 1, could you explain what we are going to do with this game?” He could not answer the question at all. It was because he did not listen what the teacher said. Then the teacher asked the student who always listened to her explanation. Student 2, could you explain the procedure of the game?” She could explain very well because she did listen to the researcher’s explanation. These two students, Student 1 and Student 2 became model to the class. The researcher said to the class that if they listened to her, they would understand how the games play. The students all agreed and nodded their heads. The implementation of cooperative games was not quite good. A problem emerged in grouping activity. In the classroom, there were three big playing groups. Group one consists of spoiled and fussy students. Group two consists of smart and diligent students. The last group consists of boys. All boys in class 7 A were categorized reluctant students, except four students. In grouping the students, the researcher tried to break the students. She wanted to choose the member of each group. But, the students requested to choose their own member. Then the researcher let them choose by themselves. She asked the students to


make group consisting five students. Thus, to make it become four groups, the boys had to be divided into two. After the explanation of the games’ procedures and the grouping activities were done, some problems emerged in the competitive games. The winner of the games was always the smart and diligent group. The two boy groups which were categorized reluctant were not serious to play the game. Moreover, when the students work in group, only active students did the task. The passive students just sat and observed. They did not give any contribution to the group.

4. Reflection From the evaluation, it could be seen that there were still some problems found in the cycle 2. The problem emerged in the action 2 (games) concerning the grouping activity needed improving. The implementation of the action 1 (song) was quite successful. Song with actions made them fresh and ready to begin the lesson. The problem related to the instruction was solved in the cycle 2 by asking the students to re-explain the teacher’s instruction. As stated in the planning, the researcher applied cooperative and competitive games in groups which consisted of five students. All groups competed in the games, except the group consisting of some reluctant students. Although the students worked in group, the reluctant students kept feeling bored. Only smart and active student did the tasks in groups. Some reluctant students did not give contribution to the task.


The implementation of songs and games in the cycle 2 was not regarded as successful. The students’ participation in the English teaching and learning process was still under 75 %. The test result was not satisfying. Only fourteen students (65 %) got the standard score 60. But, comparing with cycle 1, the students’ participation and the test results in the cycle 2 was better. There was increasing number of the students who took part in the English teaching and learning process. Only some reluctant students who still did not pay attention to the lesson. The number of students who got standard scores 60 increased 5 %. It was from 60 % in the cycle 1 to 65 % in the cycle 2. Nevertheless, results of interview 4, 5, 6 showed that the students are still enthusiastic toward the implementation of songs and games. A student said that songs and games could refresh her mind, especially songs in the beginning of the lesson. It could make her not sleepy because she usually felt tired sitting on chair in a long time from the first subject until the English subject which is the fifth. Another student said that games aroused motivation to learn English. The other student said that the situation provided in games supported her to understand the material more easily. The implementation of games in the cycle 2 was not quite successful because there were some reluctant students still did not pay much attention to the games. The researcher hoped the grouping activity and the implementation of the competitive games in the next cycle would energize them, so that they could give contribution to the group.


C. Cycle 3 1. Planning Two cycles had been conducted, but some problems still emerged. In this cycle, the researcher tried to solve problems happened in the cycle 2. The problems found in the cycle 2 were that the grouping activity and the games’ type could not wake up the reluc tant students. Therefore, in the cycle 3 the researcher concerned to conduct games which could motivate the reluctant students to be active. In the meeting 5 and 6 the topic was different. In the meeting 5 the topic material was asking and giving opinion, while the topic material in the meeting 6 was giving instructions. The teaching and learning process was described as follows: a. A song entitled What Are You Doing? was implemented in the beginning of the lesson. The researcher conducted the song with actions. b. After the today’s material was explained, the researcher conducted competitive games which needed physical movement. The games chosen were Running Dictation in the meeting 5 and TPR games in the meeting 6.

The following paragraphs are the descriptions of the song and games. a. Song In this cycle 3, the researcher conducted song entitled What Are You Doing? From this song, the students learned many kinds of people’s activities, namely singing, dancing, speaking, sitting, jumping, writing, reading, swimming,


walking, and the sort of things. This song was implemented for two meeting in the cycle 3. The researcher used gestures and actions in this song.

b. Games The games implemented in the cycle 3 were Running Dictation in the fifth meeting and TPR Game in the sixth meeting. These games chosen in the cycle 3 enabled each student to contribute within these games. The researcher hoped these games could wake up reluctant students and make them involve both physically and mentally in the game. The researcher also planned to improve the grouping activity. It aimed to avoid the condition in which the winner of the games was always the same group. The researcher would choose the member of the group randomly. The researcher hoped there would be mix-ability groups which were competing to be the winner. Running Dictation game in the fifth meeting was a kind of dictation games. The students had to remember the text they have heard. In conducting this game, the teacher asked the students in group to stand in line. Then, the teacher displayed text on the classroom table. Student A had to run to the text, read it, and tried to memorize one sentence before running back to the student B. Student A then dictated what they remembered to student B, who should record it in writing. Student A then went to the back of line. Then, student B run to the text and memorized one sentence, before running back to the student C, who should record it in writing. That was continuous until the group completed the whole text. It spent fifteen minutes to play this game.


The game conducted in the sixth meeting was TPR Game. This was a kind of guessing games which focused on grammar. Through this game, the students were expected to be able to demonstrate some actions and adverbs following the actions. The students were able to guess some actions and adverbs following the actions. Playing this game, the students could learn various verbs (to walk, to run, to speak, to write, to read, to sing, to dance, to sit, to sleep, to swim, to laugh, to cry, to jump, and the sorts of things) and adverbs (slowly, quickly, loudly, noisily, quietly, lazily, happily, sadly, angrily, badly). The procedures of this game were described as following. One student of a group came in front of class and took one red card consisting of verbs and one blue card consisting of adverbs. Then he/she demonstrated what written in those two cards. The opportunity to guess was given to his/her group, then if the group could not guess correctly, the opportunity was given to the next group. That would continuous that way until certain cycles. Any group which could guess correctly got 100 points. Any group which got the highest points was the winner. The time allocation for this game was fifteen minutes.

2. Action The actions were carried out as what the researcher had planned in advance. In the fifth meeting, the researcher acted as the teacher, while the teacher acted as the observer. In the sixth meeting, it was the teacher who acted as the teacher and the researcher would be the observer. The first two meeting activities in cycle 3 were described as follows:


1. The researcher greeted the class, asked about the presence of the students, delivered the competence, and introduced the material, namely asking and giving opinions (meeting 5) and giving instructions (meeting 6). 2. The researcher conducted song to begin the class and introduce the material. The song was What are you doing? 3. The researcher explained the material 4. The researcher conducted games, namely Running Dictation (meeting 5) and TPR Game (meeting 6) 5. The researcher gave tests to the students. (meeting 6)

3. Observation According to the observation done by the researcher, the students looked happier to join the games in the cycle 3. The games looked fun and lively. The mix-ability group in the competitive games made the games more challenging. The winner of the games was always changing. The groups which could cooperate well would be the winner. Every student contributed in the games, especially some reluctant students. They cooperated well to beat other groups. In the meeting 6, the students were enthusiast to do the games. Especially when they saw their friends do funny and fool movement. A lot of laugh happened there.

4. Reflection In the cycle 3, the researcher applied games which enabled reluctant students to be involved both physically and mentally. Before the implementation


of the games, the researcher divided the class into group which consisted of mixability students. It was due to the fact that in the cycle 2 the winner of the competition was always the group consisting of smart and diligent students. Applying competitive games with mix-ability students in group made them mutually cooperate with other friends. The high ability students could help their low ability friends in group. Group work also made the students busy so that it could decrease the possibility of being sleepy and bored. Competition in the game made the students more motivated to work as fast as possible because all of them wanted to be the winner. As Deesri (2002) states that competition is very important because it can stimulate and encourage students to participate in the activity since naturally they want to beat the other teams. Results of interview 7, 8, 9 showed that the students were happy to join cooperative and competitive games. They preferred group work to individual or even pair work because they could cooperate with more friends so that the task could be finished fast. Besides, they also liked competitive games because they thought it was fun. Moreover, it could train the brain to think fast. Results of the interview 13 with English teacher showed that the implementation of the songs and games in the cycle 2 brought positive effect to the students. She said that there was no student who was sleepy and noisy. The students were busy with their group, so there was no time to get sleepy and make noises. The game was lively and noisy, but it did not matter. The implementation of songs and games in the cycle 3 was categorized successful. There were the increasing number of student’ participation in the


English teaching and learning process and the test results. The measurement was that 75 % students participated in the English teaching and learning process and 75 % students could achieved the standard score 60. The students’ participation increased from cycle 2 to cycle 3. In the cycle 3, the students’ participation was over 75 %. The increasing number of students’ participation happened because the reluctant students involved in the English teaching and learning process. The test results increased significantly from cycle 2 to cycle 3. There were eighteen students (85 %) who could achieve the standard score 60 in the cycle 3, while in the cycle 2 there were fourteen students (65 %) who achieved the standard score 60. There was an improvement point about 20 %. The action implementation in the cycle 3 could be regarded as successful. It needed one more cycle to re-assure the actions implemented were really successful.

D. Cycle 4 1. Planning The researcher thought that there needed one more cycle to make sure that actions implemented in the cycle 3 was successful. In the meeting 7 the topic was about describing someone’s job. The teaching and learning process was described as follows: a. A song entitled What Do You do? was implemented in the beginning of the lesson. The researcher conducted the song with actions.


b. After the today’s material was explained, the researcher conducted rousing and competitive games named Gamezone in groups consisting of five student.

The following paragraphs are the descriptions of the song and games. a. Song Since the topic was describing someone’s job, the song containing various jobs was chosen. The researcher then chose song entitled What Do You Do? Through this song, the students learned many kinds of job. It would increase the students’ vocabulary. Jobs found in this song were pilot, chef, farmer, teacher, doctor, student, fire fighter, police officer, carpenter, singer, and dentist. The researcher used gestures and actions in this song.

b. Games The game conducted in the cycle 4 was Gamezone. It was a guessing game in which the students guessed what other students demonstrated. Through this game, the students learned various kind of job and the description of job. To play this game, the students in group stood in a line and faced other friends’ backs. The students standing in the back were given a description of one kind of job, then they had to act out based on the description given. The students delivered the message by acting out without saying anything to the students in front of them by slapping their friends’ back. The students whose backs were slapped then face their students who were acting out for a second, then also slapped their friends in front. It would continuous that way until the students in


very front got the message. The students in very front then guessed what job was demonstrating and then wrote the answer in a paper. Every group which could guess correctly gets 100 points. The fastest group got 50 points for additional score, the next group got 40 points, then 30 points, and 20 points for the slowest group. The time allocation for this game was fifteen minutes.

2. Action The actions were carried out as what the researcher had planned in advance. In the seventh meeting, the researcher acted as the teacher, while the teacher acted as the observer The activities in the cycle 4 (meeting 7) were described as follows: 1. The researcher greeted the class, asked about the presence of the students, delivered the competence, and introduced the material, namely describing someone’s job. 2. The researcher conducted song to begin the class and introduce the material. The song was What Do You Do? 3. The researcher explained the material 4. The researcher conducted games, namely Gamezone. 5. The researcher gave tests to the students.

3. Observation Based on the observation, the students’ participation also increased from cycle to cycle. In the first cycle the students’ participation was still low. In this


last cycle, the students’ participation increased significantly. Many students contributed in the English teaching and learning process, especially in doing the games. The students were happy. They cooperated each other and did their best to be the winner in the competition. All students took a part and gave contribution to the game. None was sleepy and bored. The following chart indicated the students’ participation in the song. It could be seen that the participation in the song such as paying attention to the teacher’s demonstration, standing up, singing the song, moving the body, and answering the teacher’s questions in the first cycle was still fewer than 75 %. In the cycle 2 to cycle 3 and cycle 3 to cycle 4, the participation in the song increased gradually. Note A: Pay attention to the 100 Percent (%)

90

teacher’s

80

demonstration

70 60

Cycle 1

50

Cycle 2

40

Cycle 3 Cycle 4

30 20

B: Stand up C: Sing the song D: Move their body E: Answer the

10

teacher’s questions

0 A

B

C

D

E

Figure 4.1. Students’ Participation in the Song


The students’ participation in the games which can be seen in the following chart also increased cycle to cycle. The significant increasing number of participation happened in the cycle 3. The percentage of students’ participation such as listening to the teacher’s instructions, cooperating with groups, and doing the task approximated 100 %. Note 100

A: Listen to the teacher’s

90

Percent (%)

80

instructions

70 60

Cycle 1

50

Cycle 2

40

Cycle 3

30

Cycle 4

20

B: Cooperate with groups C: Do the task D: Ask questions

10 0 A

B

C

D

Figure 4.2. Students’ Participation in the Games

4. Reflection From the evaluation, the implementation of songs and games gave positive effect to the improvement of the students’ participation in the English teaching and learning process. One reason was that song and games lowered students’ stress in the classroom. There was a high level of stress to learn foreign language in the classroom because the students had to face unfamiliar words or complicated grammatical structures. It made them feel uncomfortable to study which could affect their ability to learn. The fact found in this research was that the students in


class 7A of SMP BOPKRI 2 Yogyakarta considered English as a difficult and confusing subject. Thus, they like making noise in class instead of listening to the teacher’s explanation when teaching and learning process was going on. They lacked participation in the English teaching and learning process. It affected the students’ learning achievement. The test result of English lesson was not always satisfying. It was approximate 75% students achieved the standard score less than 60 for the English lesson. Therefore, the researcher applied song and games in the English teaching and learning process, hoping there would be any improvement in the students’ participation and also the students’ learning achievement. The implementation of the songs and games were very good in preventing the students from feeling bored in their learning. Avedon (1971) as cited by Deesri (2002) says that games can increase motivation and interest for students’ learning. Games could refresh their mind in the teaching and learning process. Besides happiness, the students also could get knowledge so that the games did not only give enjoyment but also knowledge. From this discussion, it was found that the students were happy and enthusiast with the actions. The implementation of cooperative and competitive games in this research was categorized effective learning aids for class 7A of SMP BOPKRI 2 Yogyakarta. Competitive games gave positive effect to these students. Most of the students were active in this session. The students did not look sleepy. They competed in doing the games. All wanted to be the winner. Competition made the students motivated to do the tasks as best and fast as they would. Most group members got involved in competing with other groups. Competitive aspects of


the games made the students try harder than in other courses. When playing games, the students are trying to win or to beat other teams. It would motivate reluctant students to participate in the games. Besides competition, games in groups could raise the students’ solidarity and level of cooperative work. Research suggests that learning could be improved by a cooperative learning (Johnson, Johnson, & Stanne; Slavin, 1995). By engaging students in group, it would decrease anxiety and construct feedback among students. Moreover, language games related to English material would make it easier for the students to grasp the learning material. The results showed that there was distinction before and after the songs and games were implemented. Based on the observation done in every cycle, the condition which affected their ability to learn could be decreased. It can be seen in this following diagram. Note 60

Percent (%)

A: sleepy 50

B: noisy 40 cycle 1 cycle 2

30

cycle 3 20

cycle 4

C: talking with friends D: day dreaming E: disturb other friends

10

F: do another activity

0 A

B

C

D

E

F

G

G: make up something for fun

Figure 4.3. Students’ Condition in the English Teaching and Learning Process


While the condition affecting the students’ ability to learn English decreased, the students’ participation in the English teaching and learning process increased from cycle to cycle. It can be seen through the following diagram. Note A: Listen to the teacher’s 100

Percent (%)

explanation

90 80

B: Read the handout

70 60

cycle 1

50

cycle 2

40

cycle 3 cycle 4

30

C: Take note D: Do the task E: Answer the teacher’s

20

question

10 0 A

B

C

D

E

F

when

the

teacher asks the class F: Ask the teacher about unclear material

Figure 4.4. Students’ Participation in the English Teaching and Learning process

According to the diagram above, the huge improvement of students’ participation in the English teaching and learning process happened in the cycle 2 to cycle 3. In the cycle 3, the students’ participation in the English teaching and learning process was over 75%. In short, the implementation of songs and games improved the students’ participation in the English teaching and learning process. The students’ participation in the English teaching and learning process affected the students’ learning achievement. It can be seen in the test result of


each cycle. The test result showed that there was improvement in the test result from cycle 1 to cycle 2, cycle 2 to cycle 3, cycle 3 to cycle 4. The measurement was that 75% students could achieved the standard score 60. The significant improvement happened in the cycle 2 to the cycle 3. There was an improvement point about 20%. It was from 65% to 85%. In the last cycle, the improvement was about 5 %. Although not 100% students achieve standard score 60, the action implementation could be categorized successful because the number of students who got standard score over 60 approximate 90%. Table 4.1. Test Results of Four Cycles Score

Number of students (percent) Cycle 1

Cycle 2

Cycle 3

Cycle 4

< 60

8 (40 %)

7 (35 %)

3 (15 %)

2 (10 %)

= 60

13 (60 %)

14 (65 %)

18 (85 %)

19 (90 %)

Total

21 (100 %)

21 (100 %)

21 (100 %)

21 (100 %)

From this report, it could be concluded that the implementation of songs and games give positive effect to the students’ participation in the English teaching and learning process. The students need activities which are hearts-on, minds-on, and hands-on to maximize their learning. By making the students happy, they would participate both physically and mentally. If they participate both physically and mentally, the learning achievement would improve.


CHAPTER V CONCLUSIONS AND SUGGESTIONS

This chapter consists of two parts, namely conclusions and suggestions. The conclusion presents the answer of the problem formulation. The suggestions contain the suggestions for further studies on using songs and ga mes to increase students’ participation in the English teaching and learning process of the seventh grade students.

A. Conclusions This thesis would like to address a question. How can songs and games increase students’ participation in the teaching and learning process in the seventh grade of SMP BOPKRI 2 Yogyakarta? Based on the results derived from the data and the discussion cycle to cycle, it could be concluded that the use of songs and games could help the students in Class 7A of SMP BOPKRI 2 Yogyakarta increase their participation in the English teaching and learning process. Songs with actions made the students happy. By making the students happy, it was easier to engage students in the learning process. The implementation of games with element of group work and competition increased the students’ participation in the English teaching and learning process in Class 7A SMP BOPKRI 2 Yogyakarta. They made the students more involved in the English teaching and learning process. Group work enabled the students to associate with their friends to help each other and to share

67


ideas. The element of competition in the games made the students try hard to be better and even to be the best in their learning. It was because the students, who were still teenager, tended to want to be better than others. Besides, it required the students to work as fast as possible to beat other groups. These make the students more ‘awake’ in the teaching and learning process.

B. Suggestions There are several suggestions presented by the writer. They are suggestions for the seventh grade students of SMP BOPKRI 2 Yogyakarta, English teachers of Junior High School, especially in seventh grade, and further researchers. For the seventh grade students of SMP BOPKRI 2 Yogyakarta, they may maximize their learning by doing group work. The element of group work in the games enables the students to associate with friends to share ideas. Thus, it makes the students more involved in the teaching and learning process so that the learning achie vement would be improved. For English teachers of Junior High School, it is essential to motivate seventh grade students to learn English. It is because the students of seventh grade still do not know the purpose of learning English. Implementing songs and games or presenting attractive material which can keep students’ attention is recommended. Moreover, songs and games can be adjusted to the material and the level of students. The last one is for further researchers. The writer also suggests further researchers due to the fact that the implementation of songs and games presented


in this thesis could help students to increase their participation in the English teaching and learning process. The writer hopes further researcher to design materials for seventh grade students of Junior High School which contain songs and games.


REFERENCES

Astin, A. 2003. Mission. (http://www.monroecc.edu/depts/stucenter/mission.htm, accesed on September 19, 2010) Ausubell, D. P. 1954. Theory and Problems of Adolescent Development. New York: Grune & Stratton, Inc. Ary, D., Jacobs, L. C., Sorensen, C., Razavieh, A. 2002. Introduction to Research in Education. Stamford: Wadsworth Group. Bell, I. W., Wieckerrt, J. E. 1985. Basic Media Skills through Games. Colorado: Libraries Unlimited, Inc. Bogdan, R. C., Biklen, S. K. 2003. Qualitative Research for Education: An Introduction to Theory and Methods. Boston: Pearson Education Group. Boocock, S. S., Schild, E. O. 1968. Simulation Games in Learning. California: Sage Publications, Inc. Brown, H. D. 1987. Principles of Language Learning and Teaching. New Jersey: Prentice-Hall, Inc. Brown, H. D. 2007. Teaching by Principles: An Interactive Approach to Language Pedagogy. New York: Pearson Education. Burden, P. R., Byrd, D. M. 1999. Methods for Effective Teaching. Needham Heights: Allyn & Bacon. Burns, A. 1999. Collaborative Action Research for English Language Teachers. New York: Cambridge University Press. Cebula, D. 2003. Songs and Rhymes in Language Teaching. (http://www.iatefl.org.PL/tdal/n9songs.htm, accesed on March 20, 2010) Crystal, D. 2003. English as a Global Language. New York: Cambridge University Press. Deesri, A. 2002. Games in the ESL and EFL Class. The Internet TESL journal, Vol. VIII, No. 9, September 2002. (http://iteslj.org/Techniques/DeesriGames.html, accessed on March 25, 2010) Elliot, J. 1991. Action Research for Educational Change. Philadelphia: Open University Press.


Good, C., Bass, A. S., Scates, D. 1941. The Methodology of Educational Research. New York: D. Appleton-Century Company, Inc. Gordon, L. 1999. Games For Children. New York: Oxford University Press. Guba, E. G., Lincoln, Y. S. 1981. Effective Evaluation. New York: International Publishing Group. Hopkins, D. 1993. A teacher’s Guide to Classroom Research. Buckingham : Open University Press. Kemmis, S., Carr, W. 1986. Becoming Critical. Victoria: Deakin University. Lauder, A. 2008. The Status and Function of English in Indonesia: A Review Key Factors. Makara, Sosial Humaniora, Vol. 12, No. 1, Juli 2008: 9-20. (http://journal.ui.ac.id/.../02_Lauder,%20A%202007%20The%20status%20 and%20function.pdf, accessed on September 19, 2010) Lee, W. R. 1979. Language teaching games and contests. Oxford: Oxford University Press. Muslich, M. 2009. Melaksanakan PTK (Penelitian Tibdakan Kelas) itu Mudah. Jakarta: Bumi Aksara. Nababan, P. W. J. 1991. Language in Education: The case of Indonesia. International Review of Education, Volume 37, Number 1, 115-131, DOI: 10.1007/BF00598171. (http://www.springerlink.com/content/ql300884x2788445/, accessed on September 19, 2010) Peterson, R. 1992. Managing Successful Learning. London: Biddles Ltd, Guildford and Kings Lynn. Slavin, R. E. 1995. Cooperative Learning. Massachusetts: Allyn & Bacon. Thiagarajan, S. 1999. Teamwork and teamplay: Games and activities for building and training teams. San Francisco: Jossey-Bass. Thornbur g, H. D. 1982. Development in Adolescence. California: Wadsworth, Inc. Uberman, A. 1998. The Use of Games for Vocabulary Presentation and Revision. (http://exchanges.state.gov/forum/vols/vol36/no1/p20.htm, accessed on March 25, 2010) Wright, A., Betteridge, D., Buckby, M. 2006. Games for Language Learning. Cambridge: Cambridge University Press.


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APPENDICES APPENDIX A

: Letter of Consent

APPENDIX B

: Syllabus

APPENDIX C

: Lesson Plans and Teaching Materials

APPENDIX D

: Questionnaires

APPENDIX E

: Interview Scripts

APPENDIX F

: Observation Checklists

APPENDIX G

: Field Notes

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73

APPENDIX A Letter of Consent

73


74


75


76

APPENDIX B Syllabus

76


77

SILABUS Sekolah : SMP BOPKRI 2 Yogyakarta Kelas : VII (Tujuh) Mata Pelajaran : Bahasa Inggris Semester : 2 (Dua) Standar Kompetensi : 7.Mendengarkan Memahami makna dalam percakapan transaksional dan interpersonal sangat sederhana untuk berinteraksi dengan lingkungan terdekat. Kompetensi Dasar 7.1

Materi Pokok/ Pembelajaran

Merespon makna Contoh: dalam percakapan transaksional (to get A : Pass me the things done ) dan pencil, please! interpersonal B : Sure. Here you (bersosialisasi) sangat Are. sederhana secara akurat, lancar dan A : Give me a piece berterima untuk of paper, please! berinteraksi dengan B : Sure, Here You lingkungan terdekat are. yang melibatkan tindak tutur : A : Did you come meminta dan here yesterday? memberi jasa, B : I did. meminta dan memberi barang, serta meminta dan memberi fakta

Penilaian Kegiatan Pembelajaran 1.

2.

3.

4.

5.

Indikator

Tanya jawab tentang Merespon ungkapanberbagai hal terkait ungkapan : materi - Meminta & Membahas kosakata memberi jasa dan tata bahasa: noun phrase, adjective, - Meminta & adverb, verb yang memberi barang terkait dengan meminta dan memberi jasa, - Meminta & meminta dan memberi fakta memberi barang, meminta dan memberi fakta Mendengarkan percakapan sesuai dengan materi Menjawab pertanyaan sesuai dengan isi percakapan Menjawab pertanyaan tentang struktur percakapan

Teknik Tes lisan

Bentuk Instrumen Merespon ungkapan

Contoh Instrumen Listen to the expression and respond to it

Tes tulis Listen to the expression and match it with the suitable response

Unjuk kerja

Merespon tindakan - Pass me the pencil, please.

Alokasi Waktu

Sumber Belajar

2x40 menit - script percakapan - rekaman media elektonik: kaset, VCD, DVD film


78

Kompetensi Dasar

MateriPokok /Pembelajaran

7.2 Merespon makna Contoh : dalam percakapan transaksional ( to A. What do you get things done ) Think? dan interpersonal B. Not bad. (bersosialisasi ) A. I like tea sangat sederhana B. I dont secara akurat, I like milk lancar dan berterima untuk A. Are you sure ? berinteraksi dengan B. I am lingkungan terdekat yang melibatkan A. Are you? tindak turur : Yes, I am meminta dan memberi pendapat dan menyatakan suka dan tidak suka, meminta klarifikasi, dan merespon secara interpersonal


2.

3.

4.

6.

Indikator

Teknik

Mendengarkan dan Merespon ungkapanTes lisan ungkapan : merespon - Meminta dan introduction memberi pendapat tentang topik - Menyatakan suka materi yang akan dan tidak suka disampaikan - Meminta klarifikasi Mendengarkan dan - Merespon secara merespon Tes tulis interpersonal penjelasan kosakata dan tatabahasa tentang topik materi yang akan dipelajari mendengarkan percakapan transaksional dan interpersonal tentang topik materi yang dipelajari mengidentifikasi tindak tutur ungkapanungkapan yang diperdengarkan merespon ungkapanungkapan yang diperdengarkan

Bentuk Contoh Instrumen Instrumen Merespon Respond to the ungkapan following expression orally. A: What do you think? B: .Not ........ A: What do you pilihan like to drink? ganda B: ................... Listen to the expression and choose the best option A: Are you sure? B: ............. a. Ok b. Fine c. Alright d. I am

Alokasi Waktu

Sumber Belajar

2x 40 menit Script percakapan di buku teks Rekaman percakapan buatan: CD,VCD,DV D, film Rekaman percakapan otentik


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Standar Kompetensi : 8. Mendengarkan Memahami makna dalam teks lisan fungsional dan monolog pendek sangat sederhana yang berbentuk descriptive dan procedure untuk berinteraksi dengan lingkungan terdekat Kompetensi Dasar


8.1 Merespon makna • Teks fungsional yang terdapat pendek berupa : dalam teks lisan - Instruksi fungsional pendek - Daftar barang sangat sederhana - Ucapan Selamat secara akurat, - Pengumuman lancar dan berterima untuk berinteraksi Kosakata terkait tema dan dengan lingkungan jenis teks terdekat Ciri kebahasaan teks fungsional : - instruksi - daftar barang -ucapan selamat - pengumuman

Penilaian Kegiatan Pembelajaran 1. 2.

3.

4.

5.

Indikator

Teknik

Brain storming tentang Merespon makna dalam Tes lisan kosakata terkait materi teks fungsional pendek : Membahas kosakata dan - Instruksi tata bahasa terkait - Daftar barang materi tentang : noun, Tes tulis belanjaan noun phrase, adjective, - Ucapan selamat verb, adverb . - Pengumuman Mendengarkan teks fungsional yang Menentu mengunakan gambit - kan fungsi komunikatif gambit attention please, teks yang didengar. thanks, excuse me, sorry. Menentu kan ciri Unjuk kerja Menjawab pertanyaan kebahasaan dari sesuai dengan isi teks masing-masing teks yang didengar fungsional yang Menjawab pertanyaan didengar tentang struktur teks fungsional yang didengar

Bentuk Instrumen

Contoh Instrumen

Pertanyaan

Listen to the text and answer the questions.

-Pilihan ganda

Listen to the text and choose the best option.

Alokasi Waktu

Sumber Belajar

2x40 menit script : di buku guru tentang : instruksi - daftar barang - ucapan selamat

- melengkapi Listen to the text and complete the sentences. Melakukan perintah

- pengumum -an Rekaman

Listen to the instruction and do it !


80

Kompetensi Dasar 8.2 Merespon makna • yang terdapat dalam monolog sangat sederhana secara akurat, • lancar dan berterima untuk • berinteraksi dengan lingkungan terdekat dalam teks • berbentuk descriptive dan procedure

MateriPokok /Pembelajaran Teks monolog berbentuk: - DeskriptIf - prosedur Kosakata terkait tema / jenis teks Ciri kebahasaan teks deskriptif dan procedur. Langkah retorika teks deskriptif / prosedur


2.

3.

4.

5.

6.

7.

Mendengarkan dan • merespon tentang berbagai hal terkait tema / jenis teks yang dibahas. Memperhatikan • penjelasan tentang kosakata dan tatabahasa yang • muncul dalam teks deskriptif / prosedur Mendengarkan model monolog teks deskriptif/prosedur Menjawab pertanyaan secara lisan tentang isi teks deskriptif/prosedur Menyebutkan fungsi komunikatif teks yang didengar. Mengidentifikasi kata kerja dari teks yang didengar. Mendengarkan teks deskriptif / prosedur lainnya.

Indikator

Teknik

Bentuk Instrumen

Contoh Instrumen

Alokasi Waktu

2x40 menit Merespon informasi Tes lisan Pertanyaan Listen and answer the lisan following questions dalam teks lisan monolog berbentuk : - Diskriptif - Procedur Tes tulis Pilihan ganda Listen to the text and Menentukan ciri choose the best answer by kebahasaan teks yang T/F crossing a,b,c or d didengar. Menentukan fungsi Completion komunikatif teks yang didengar. Tugas rumah Penugasa Listen and make a draft of n retelling descriptive/procedure text

Sumber Belajar Script teks monolog deskriptif/prosed ur dalam buku guru Rekaman teks monolog deskriptif /prosedur


81

Standar Kompetensi : 9. Berbicara mengungkapkan makna dalam percakapan transaksional dan interpersonal sangat sederhana untuk berinteraksi dengan lingkungan terdekat

Kompetensi Dasar


9.1 Mengungkapkan • Contoh: makna dalam percakapan A : Pass me the transaksional ( to pencil please! get things done ) B : Sure. here you dan interpersonal are. ( bersosialisasi ) sangat sederhana A : Give me the paper dengan Please! menggunakan B : Sure, here it is. ragam bahasa lisan secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan terdekat yang melibatkan tindak tutur : meminta dan memberi jasa, meminta dan memberi barang, dan meminta memberi fakta


2.

3.

4.

5.

Indikator

Teknik

Tanya jawab yang 1. Bertanya dan Tes lisan berkaitan dengan menjawab berbagai materi informasi : Membahas kosakata - Meminta dan dan tata bahasa: memberi jasa noun, adjective, adverb, noun phrase - Meminta dan Menirukan ungkapanmemberi barang ungkapan yang digunakan dalam percakapan sesuai - Meminta dan materi memberi fakta Berlatih dengan teman mengunakan ungkapan-ungkapan yang ada dalam percakapan sesuai materi Bermain pe ran menggunakan ungkapan yang telah dipelajari.

Bentuk Instrumen

Contoh Instrumen

Performance Perform the dialogue with your friend in the front of the class! Merespon ungkapan

Bermain peran

Listen to the expression and respond to it , example : 1. Pass me the salt, please. 2. Give me the paper, please. Create a dialoque based on the role cards and perform it.

Alokasi Waktu

Sumber Belajar

2x40 menit • Script percakapan dari buku teks • Alat peraga • Rekaman


82

Kompetensi Dasar


Penilaian

Kegiatan Pembelajaran

9.2 Mengungkapkan Contoh : 1. makna dalam percakapan A. What do you think of transaksional (to this? get things done) B. Not bad & interpersonal 2. (bersosialisai) A. I like tea sangat sederhana B. I don’t dengan menggunakan A. Are you sure ragam bahasa B. I am lisan secara akurat, lancar dan A. Do you? berterima untuk B. I do berinteraksi 3. dengan lingkungan terdekat yang melibatkan tindak tutur : meminta dan memberi pendapat, 4. menyatakan suka dantidak suka, meminta klarifikasi, merespon secara interpersonal

Indikator

Teknik

Mendengarkan dan Bertanya dan menjawab Tes merespon pertanyaan berbagai lisan Informasi tentang topik materi yang akan Meminta & memberi disampaikan pendapat Mendengarkan dan merespon pembahasan tentang Menyatakan suka dan kosakata dan tidak suka tatabahasa yang terkait dengan topik Meminta klarifikasi materi yang akan disampaikan Merespon secara Mendengarkan model interpersonal percakapan transaksional dan interpersonal dengan topik materi yang dipelajari Menirukan model percakapan transaksional dan interpersonal dengan topik materi yang dipelajari 5. Melakukan percakapan transaksional dan interpersonal dengan teman dengan materi yang dipelajari

Alokasi Waktu Bentuk Contoh Instrumen Instrumen Performance Perform a dialogue 2x40 menit about asking and giving information with your own words! Daftar pertanyaan Answer the following questions orally! Bermain peran

Sumber Belajar Script percakapan dalam buku teks Script otentik Rekaman percakapan

Create a dialoque based on the role cards and perform it

Alat peraga


83

Standar Kompetensi : 10. Berbicara Mengungkapkan makna dalam teks lisan fungsional dan monolog pendek sangat sederhana berbentuk descriptive dan procedure untuk berinteraksi dengan lingkungan terdekat Kompetensi Dasar


10.1. Mengungkapkan Teks fungsional pendek makna yang berbentuk : terdapat dalam teks lisan - Instruksi fungsional - Daftar barang pendek sangat - Pengumuman sederhana dengan - Ucapan selamat menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan terdekat


3.

4. 5.

6.

7.

Tanya jawab yang berkaitan dengan materi Membahas kosakata dan tata bahasa: noun, noun phrase, adj, verb, adverb Menirukan ungkapanungkapan yang digunakan dalam percakapan sesuai § materi Mendengarkan teks § fungsional / pendek Menjawab pertanyaan tentang isi teks yang § didengar. Menggunakan § ungkapan-ungkapan yang ada dalam percakapan sesuai materi dengan teman berpasangan Mengguanakan ungkapan-ungkapan sesuai dengan materi dalam keadaan/situasi nyata

Indikator

Teknik

Bentuk Instrumen

Mengungkapkan Tes lisan Performance 1 . makna dalam teks fungsional pendek berbentuk : 2. - Instruksi - Daftar barang 3. - Pengumuman - Ucapan selamat Memberi instruksi 4. secara lisan. Menyebutkan daftar barang tertentu. Mengumumkan sesuatu Mengucapkan selamat

Contoh Instrumen Give instrtruction to your friend orally based on the picture. Make a list of things you find in ... Announce a certain information to your friend Congratulate your friend on his / her success

Alokasi Waktu

Sumber Belajar

4x40 menit - Script percakapan dari buku teks - Alat peraga


84

Kompetensi Dasar


Penilaian Kegiatan Pembelajaran Mendengarkan dan • merespon berbagai hal tentang teks deskriptif/prosedur Memperhatikan dan merespon penjelasan § tentang kosakata dan tatabahasa dalam teks monolog § Deskriptif/prosedur tentang Dea/How to § make a cup of tea. Mendengarkan model monolog lisan tentang teks deskriptif/prosedur 4. Mendiskusikan dalam kelompok draft monolog mendeskripsikan kembali, menyampaikan prosedur dengan katakata sendiri 5. Melakukan monolog lisan secara individu

10.2 Mengungkapkan 1. Teks monolog 1. makna dalam berbentuk : monolog pendek sangat sederhana Descriptive/Procedure dengan 2. menggunakan 2. Kosa kata terkait ragam bahasa tema / jenis teks. lisan secara 3. Ciri kebahasaan teks akurat, lancar dan deskriptif / berterima untuk prosedur berinteraksi dengan lingkungan terdekat dalam 3. teks berbentuk descriptive dan procedure

Indikator

Teknik

Mengungkapkan Tes berbagai informasi lisan dalam teks monolog berbentuk : - Descriptive /Procedure Menyebutkan fugsi komunikatif teks yang didengar. Menyebutkan ciri kebahasaan teks yang didengar. Melakukan monolog dalam bentuk deskriptif / prosedur

Bentuk Contoh Instrumen Instrumen Daftar Answer the following pertanyaan questions orally!

Performan ce

Describe something / someone with your own words orally in front of the class! Tell your friends how to do something (make a cup of tea)

Alokasi Waktu

Sumber Belajar

4x40 menit Script monolog teks deskriptif/pros edur dalam buku teks Script otentik Rekaman monolog Alat peraga


85

Standar Kompetensi : 11. Membaca Memahami makna teks tulis fungsional dan esai pendek sangat sederhana berbentuk descriptive dan procedure yang berkaitan dengan lingkungan terdekat Kompetensi Dasar 11.1.

Penilaian


Merespon Teks fungsional pendek makna yang berupa : terdapat dalam - Instruksi teks tulis - Daftar barang fungsional - Ucapan selamat pendek sangat - pengumuman sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan terdekat

Kegiatan Pembelajaran -

-

-

-

Indikator

Teknik

Tanya jawab yang • Mengidentifikasi Tes tulis berkaitan dengan materi berbagai informasi Membahas kosakata dan dalam teks tata bahasa: noun, noun fungsional pendek phrase, adj, verb, adverb berupa: Mendengarkan contoh - Instruksi membaca nyaring yang - Daftar barang dilakukan guru - Ucapan selamat Tes lisan Berdiskusi dengan teman - Pengumuman Esai menjawab pertanyaan . Merespon berbagai bacaan informasi dalam teks Menjawab pertanyaan fungsional pendek bacaan secara lisan - Membaca nyaring individual teks fungsional / Membaca nyaring pendek. bergiliran

Bentuk Instrumen Pertanyaan Esai

Pertanyaan Bacaan

Contoh Instrumen

Alokasi Waktu

Sumber Belajar

- write down the 2x40 menit Buku teks answers completely Yang relevan - Choose the best answer by crossing a,b,c,d

Teks otentik - Answer the questions orally

Performan ce - Read the text aloud.


86

Kompetensi Dasar


Penilaian


11.2 Merespon makna Teks monolog berbentuk 1. dan langkah deskriptive/procedure retorika secara akurat, lancar Kosakata terkait tema / dan berterima jenis teks. dalam esai sangat sederhana Ciri kebahasaan teks : yang berkaitan - procedure 2. dengan - descrptive lingkungan terdekat dalam teks berbentuk descriptive/proc edure

3.

4.

5.

6.

Indikator

Teknik

Mengidentifikasi Mendengarkan dan Tes lisan berbagai informasi merespon introduction tentang dalam teks descriptive dan procedure teks • Mengidentifikasi deskriptif/prosedur langkah retorika dengan topik materi Tes tulis dalam teks yang akan dibaca. descriptive dan Memperhatikan procedure penjelasan tentang • Mengidentifikasi fungsi komunikatif kosakata dan teks deskriptif / tatabahas a yang procedure. berkaitan dengan teks deskriptif/prosedur • Mengidentifikasi langkah retorika yang akan dibaca teks deskriptif Memperhatikan /prosedur penjelasan tentang • Menyebutkan ciri langkah retorika teks kebahasaan teks deskriptif/prosedur descriptive / Mengidentifikasi procedure. langkah retorika dalam kerja kelompok Mengidentifikasi berbagai informasi dalam kerja kelompok Mengidentifikasi langkah retorika dan berbagai informasi secara mandiri

Alokasi Sumber Waktu Belajar Bentuk Contoh Instrumen Instrumen Daftar Read the text 4x40 menit Buku teks pertanyaan carefully and then Yang relevan answer the following questions briefly! Teks otentik Uraian Alat peraga Answer the questions based on the text.


87

Kompetensi Dasar


11.3 membaca nyaring Teks bermakna teks descriptive/procedure fungsional dan esai pendek dan Pronunciation sangat sederhana berbentuk Intonation descriptive/ procedure dengan punctuation ucapan, tekanan dan intonasi yang berterima

Penilaian


Indikator

Teknik

Melafalkan kata, frasa Tes unjuk Mendengarkan dan merespon hal-hal yang dan kalimat dengan baik kerja dan benar perlu diperhatikandalam • Membaca kata frasa kegiatan membaca dan kalimat dengan nyaring teks intonasi yang benar descriptive/procedure • Membaca nyaring tentang pentingnya teks pronunciation, descriptive/procedure intonation, punctuation, dengan baik dan kualitas suara benar.

Mendengarkan model membaca nyaring teks descritive/procedure Menirukan membaca nyaring dengan intonasi dan jeda sesuai model Membaca nyaring sendiri dengan lafal, intonasi, dan jeda yang baik dan benar

Alokasi Sumber Waktu Belajar Bentuk Contoh Instrumen Instrumen Melafalkan Pronounce the 2x40 menit Buku teks following words or phrases correctly! Teks otentik Intonasi Read the following sentences by applying correct intonation! Membaca nyaring Read the following text loudly!


88

Standar Kompetensi : 12. Menulis Mengungkapkan makna dalam teks tulis fungsional dan esai pendek sangat sederhana berbentuk descriptive dan procedure untuk berinteraksi dengan lingkungan terdekat Kompetensi Dasar


12.1 Mengungkapkan - Teks fungsional makna dalam teks - Instruksi tulis fungsional - Daftar barang pendek sangat - Pengumuman sederhana dengan - Ucapan selamat menggunakan - Kosakata terkait tema / ragam bahasa jenis teks. tulis secara - Ciri kebahasaan teks akurat, lancar dan fungsional. berterima untuk berinteraksi dengan lingkungan terdekat


3. 4.

5.

6.

Tanya jawab yang • berkaitan dengan materi Membahas dan mengembangkan kosakata dan tata bahasa: noun, noun phrase, adj, verb, adverb, simple Pr tense, imperative § Membuat frasa, kalimat sesuai dengan materi Membahas struktur atau ciri-ciri teks tulis fungsional pendek Membuat teks tulis fungsional pendek terpimpin ataudengan teman Membuat teks tulis fungsional pendek sendiri dengan bebas

Indikator

Teknik

Test tulis Menulis teks fungsional pendek berbentuk : - Instruksi - Daftar barang - Pengumuman - Ucapan selamat Menulis kalimat sederhana

Bentuk Instrumen

Contoh Instrumen

Melengkapi Complete the sentences

Alokasi Waktu

Sumber Belajar

4x40 menit - Buku teks - Alat peraga

Esai bebas Write down your own shopping list based on the situation given.

- Tempat-tempat umum yang ada teks fungsional


89

Kompetensi Dasar


12.2 Mengungkapkan Teks monolog berbentuk makna dan langkah retorika Descriptive/procedure dalam esai pendek sangat sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkunguan terdekat dalam teks berbentuk descriptive/ procedure

Penilaian

Kegiatan Pembelajaran 1.

2.

3.

4.

5.

Mendengarkan dan § merespon introduction tentang § penulisan teks § monolog deskriptif / prosedur. Memperhatikan penjelasan tentang kosakata dan tatabahasa yang berkaitan dengan penulisan teks monolog deskriptif / prosedur Memperhatikan dan membaca teks deskriptif / prosedur. Menulsi frasa-frasa, kalimat-kalimat yang diperlukan untuk menulis teks deskriptif / prosedur. Menulis teks deskriptif / prosedur dengan struktur teks yang benar.

Indikator

Teknik

Melengkapi teks Tes tulis descriptive / procedure Menyusun teks Menulis teks berbentuk Descriptive/proc edure

Alokasi Sumber Waktu Belajar Bentuk Contoh Instrumen Instrumen melengkapi Complete the blank 4x40 menit Buku teks spaces Correctly. Alat peraga menyusun teks

Esai

Teks otentik Arrange the jumbled sentences into a good descriptive/procedu re text Write down a simple descriptive/procedu re text based on the picturewith your own words


APPENDIX C Lesson Plans and Teaching Materials

90

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 91 RENCANA PELAKSANAAAN PEMBELAJARAN (RPP)

SMP

: SMP BOPKRI 2 YOGYAKARTA

Mata Pelajaran

: Bahasa Inggris

Kelas/ Semester

: 7/Genap

Standar Kompetensi : 8. Memahami makna dalam

percakapan transaksional dan

interpersonal sangat sederhana untuk berinteraksi dengan lingkungan terdekat. Kompetensi dasar

: 8.1. Merespon makna yang terdapat dalam teks lisan fungsional pendek sangat sederhana secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan terdekat.

Indikator

: 8.1.1

Merespon makna tindak tutur yang menyatakan ungkapan meminta dan memberi informasi.

8.1.2

Merespon makna tindak tutur yang menyatakan ungkapan ucapan terima kasih.

Aspek/ Skill

: mendengarkan

Alokasi Waktu

: 2 x 40 menit

A. Tujuan Pembelajaran 1. Siswa dapat mengidentifikasi makna dan fungsi ungkapan meminta dan memberi informasi. 2. Siswa dapat mengidentifikasi makna dan fungsi ungkapan ucapan terima kasih. 3. Siswa dapat merespon ungkapan meminta dan memberi informasi. 4. Siswa dapat merespon ungkapan ucapan terima kasih.

B. Materi Pembelajaran 1. Ungkapan meminta dan memberi informasi Contoh:

A : Where is the book? B : It is on the table

2. Ungkapan terima kasih

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 92 Contoh :

A : Thank you. B : You’re welcome/ Don’t mention it.

3. Kosa kata : Preposition : in, on, under, behind, beside, next to, in front of, near, far from, over there, over here. Nouns

: Things around the classroom and in the house.

C. Metode Pembelajaran

: diskusi, presentasi, permainan

D. Langkah-langkah Kegiatan Pembelajaran No

Kegiatan

Alokasi

. 1.

2.

waktu Pendahuluan • Greetings

3 menit

• Lagu Preposition Song

5 menit

Kegiatan Inti • Siswa menebak arti kata kerja (on, under, in front of, near, between,

behind,

beside,

near)

dengan

5 menit

memperhatikan

demonstrasi guru. • Siswa mendengarkan penjelasan guru dan mempelajari handout 10 menit yang diberikan. • Game: Siswa mengerjakan crossword puzzle “Where Are 10 menit You?” • Siswa menemukan makna kosa kata (nouns around the class 15 menit and the home) dengan cara melaksanakan perintah guru.dalam bahasa Inggris dengan bantuan real objects / gambar. Contoh : Point at the book! Then put the book on the chair! • Siswa me ndengarkan contoh dialog tentang ungkapan meminta 5 menit dan memberi informasi serta ungkapan ucapan terima kasih. • Siswa menjawab pertanyaan guru tentang makna dan fungsi 5 menit ungkapan meminta dan memberi informasi

3.

• Siswa mendengarkan soal listening yang dibacakan guru.

10 menit

• Siswa mencocokan jawaban soal listening

5 menit

Penutup

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 93 • Guru me-review dan menyimpulkan materi pelajaran

5 menit

• Guru memberikan pekerjaan rumah

2 menit

E. Sumber dan Media Pembelajaran Sumber

: handout http://www.learnenglish.de/PictureIt/prepositionsplace.htm http://notredamke.rkc.si/english/crosswords/Crosswords.htm

Media

: whiteboard, marker, picture

F. Penilaian •

Rubrik Listening No

Uraian

Skor

1

Setiap jawaban benar, ejaan benar

2

s/d

Setiap jawaban benar, ejaan salah

1

10

Setiap jawaban salah, ejaan salah

0

Pedoman penilaian 1. Untuk tiap nomor, tiap jawaban benar skor 2 2. Jumlah skor maksimal x 10 = 20 3. Nilai maksimal = 10 SkorPerolehan x10 4. Nilai Siswa = SkorMaksimal

Yogyakarta, Februari 2010

Adria Indah Putranti 06 1214 119


SMP BOPKRI 2 Yogyakarta Class 7 A

Where is it?

Look at the pictures below. Examine them

The ball is in the box

The ball is on the box

Jane's house

John's house

John's house is next to Jane's house

The man stood between the two enemies

Jane's house is between Bill's and John's houses.

The enemies stood

1. Ungkapan meminta dan memberi informasi A : Where is the book? B : It is on the table

box.

Bill's house

Bill's house is next to Jane's house.

The gardeners stood

opposite each other behind the pumpkins

Let’s Learn

Contoh:

The ball is under the

Prepos itions of Place

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 95 2. Ungkapan terima kasih Contoh :

A : Thank you. B : You’re welcome/ Don’t mention it.

Read this following conversation. Then identify the expression of asking and giving information and gratitude. Santi : “Do you have a dictionary?” Eko

: “Yes, I do.”

Santi : “Where is it?” Eko

: “It is in my bedroom. It is on the table.”

Santi : “Thank you.” Eko

: “You’re welcome.”

Listening. Listen to your teacher. Then in fill the blank. No

Things at home

Location

1.

TV

……….

2.

Clock

……….

3.

……….

In the living room

4.

Refrigerator

………

5.

……….

On the table

6.

Arm chair

……….

7.

……….

Beside the box

8.

Cupboard

……….

9.

Bed

……….

10.

Fan

………. -- do your very best --


GAME: Crossword Puzzle Work with your seatmate to complete this crossword puzzle. You may consult your dictionary.

http://notredamke.rkc.si/english/crosswords/Crosswords.htm

RENCANA PELAKSANAAAN PEMBELAJARAN (RPP)


SMP


Mata Pelajaran

: Bahasa Inggris

Kelas/ Semester

: 7/Genap

Standar Kompetensi : 8. Memahami makna dalam

percakapan transaksional dan

interpersonal sangat sederhana ntuk berinteraksi dengan lingkungan terdekat. Kompetensi dasar

: 8.1. Merespon makna yang terdapat delam teks lisan fungsional pendek sangat sederhana secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan terdekat.

Indikator

: 8.1.3

Merespon makna tindak tutur yang menyatakan ungkapan meminta dan memberi informasi.

8.1.4

Merespon makna tindak tutur yang menyatakan ungkapan ucapan terima kasih..

Aspek/ Skill

: berbicara

Alokasi Waktu

: 2 x 40 menit

A. Tujuan Pembelajaran 5. Siswa dapat merespon ungkapan meminta dan memberi informasi. 6. Siswa dapat merespon ungkapan ucapan terima kasih. 7. Siswa dapat menggunakan ungkapan meminta dan memberi informasi dalam percakapan pendek sederhana 8. Siswa dapat menggunakan ungkapan ucapan terima kasih dalam percakapan pendek sederhana.

B. Materi Pembelajaran Kosakata Prepositions : On, in front of, behind, between, beside, next to, opposite to Nouns : Restaurant, hotel, post office, theater, florist, travel

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 98 agency, library, grocery, market, bakery, jewelry store, book store, police station, gas station, train station, fire department

Expressions used for asking about location Asking for Location: Where? Where is the post office? Do you know where the library is? Can/Could you tell me where the bank is, please?




Kegiatan

Alokasi

. 1.

2.

waktu Pendahuluan • Greetings

3 menit

• Lagu Preposition Song

5 menit

• Review materi pertemuan sebelumnya

10 menit

Kegiatan Inti • Siswa menyebutkan nama tempat-tempat umum

5 menit

• Siswa menebak nama tempat-tempat umum sesuai deskripsi 10 menit yang dibacakan guru • Siswa

mendengarkan

penjelaskan

guru

mengenai

the 10 menit

expressions of asking about locations • Game : Siswa mempraktekkan the expressions of asking about 15 menit locations secara berpasangan • Siswa mempraktekan dialog di depan kelas secara berpasangan. 3.

15 menit

Penutup • Guru me-review dan menyimpulkan materi pelajaran

5 menit


2 menit

E. Sumber dan Media Pembelajaran

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 99 Sumber

: handout http://www.learnenglish.de/PictureIt/prepositionsplace.htm

Media


F. Penilaian •

Rubrik Speaking

N0 Aspek

Skala

1.

Lancar, hampir tidak ada kesalahan grammar dan pengucapan

5

2.

Lancar, Sedikit kesalahan grammar dan pengucapan

4

3.

Agak ragu-ragu, beberapa kesalahan grammar dan pengucapan

3

3.

Ragu-ragu, beberapa kesalahan grammar dan pengucapan

2

4.

Ragu-ragu, banyak kesalahan grammar dan pengucapan

1

5= Sangat Baik; score >9 4= Baik; score 8-8,5 3= Cukup Baik; score 7-7,5 2= Kurang Baik; score 6-6,5 1= Tidak Baik; score < 6





Do you know where the post office is?

Asking about locatio

n

Let’s Learn Berikut ini adalah ungkapan untuk menanyakan lokasi suatu tempat

* Restaurant, hotel, post office, theater, florist, travel v Where is the *post office?

agency, library, grocery,

v Do you know where the *library is?

market, bakery, jewelry

v Can/Could you tell me where the *bank is?

store, book store, police station, gas station, train station, fire department

The circus theater is between bookstore and florist over there.

Excuse me, madam. Where is the circus theater near here?


Student A Let’s Practice: Speaking Game Find your partner, and then practice the map below. Use the expressions of asking about locations. Take turn in asking and answering with your friend. For example Student A

: Do you know where the police station is?

Student B

: Yes, I do. The police station is next to fire department.

For student A : Ask Student B the location of Gas Station, Library, Market, Travel Agency, and Bar.

Post Offic e

………..

School

Zoo

………...

………….

Cafe

……… …

stationer’s

……... Florist

Hotel

aGood luck a


Student B Let’s Practice: Speaking Game Find your partner, and then practice the map below. Use the expressions of asking about locations. Take turn in asking and answering with your friend. For example Student A

: Do you know where the police station is?

Student B

: Yes, I do. The police station is next to fire department.

For student B : Ask Student A the location of Hotel, Movie Theater, School, Cafe, and Post Office.

Gas Station

..........

…….. .

Zoo

Library

……

Travel Agency

stationer’s

………... Market ………… …

Florist

aGood luck a

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 103 RENCANA PELAKSANAAAN PEMBELAJARAN (RPP)

SMP


Mata Pelajaran

: Bahasa Inggris

Kelas/ Semester

: 7/Genap

Standar Kompetensi : 8. Memahami makna dalam teks lisan fungsional dan monolog pendek sangat sederhana yang berbentuk deskriptif dan prosedure untuk berinteraksi dengan lingkungan terdekat. Kompetensi dasar

: 8.2. Merespon makna yang terdapat dalam monolog sangat sederhana secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan terdekat dalam teks berbentuk deskriptif .

Indikator

: 8.2.1 Mengidentifikasi berbagai informasi dalam teks lisan monolog berbentuk deskriptif 8.2.2 Mengidentifikasi ciri kebahasaan teks yang didengar 8.2.3 Mengidentifikasi fungsi komunikatif teks yang didengar

Aspek/ Skill

: mendengarkan, membaca

Alokasi Waktu

: 2 x 40 menit

A. Tujuan Pembelajaran 1. Siswa mampu mengidentifikasi berbagai informasi dalam teks monolog lisan berbentuk descriptive. 2. Siswa mampu mengidentifikasi ciri kebahasaan teks descriptive. 3. Siswa mampu mengidentifikasi fungsi teks descriptive. 4. Siswa mampu menemukan gagasan umum teks. 5. Siswa mampu menemukan informasi rinci dalam teks.

B. Materi Pembelajaran 1. Purpose of descriptive text

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 104 •

The purpose of descriptive text in this unit is to describe someone’s physical appearances.

2. Generic structure of descriptive text •

Identification

•

Description

3. The language feature •

Specific participant

•

Using simple present tense




Kegiatan

. 1.

2.

Alokasi waktu

Pendahuluan • Greetings

3 menit

• Lagu Head, Shoulders, Knees, and Toes

5 menit

Kegiatan Inti • Siswa menyebutkan bagian-bagian tubuh manusia dari 5 menit kepala sampai kaki. • Siswa menjawab pertanyaan yang diajukan gur u mengenai 8 menit kata-kata sifat yang digunakan untuk mendeskripsikan seseorang. • Siswa mendengarkan penjelasan guru

7 menit

• Game : Magazine Flip (listening)

15 menit

• Reading a. Pre reading activity §

Siswa menjawab berbagai pertanyaan tentang best friends

§

Siswa menentukan makna kata yang berkaitan dengan text My Best Friends

b.Whilst Reading activity •

Siswa membaca text My Best Friends

8 menit

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 105 •

Siswa menjawab pertanyaan tentang text My Best Friends untuk menemukan gagasan utama dan informasi

14 menit

rinci. •

Siswa menentukan ciri kebahasaan teks deskriptif.

c. Post Reading Activity •

Siswa menemukan struktur kalimat yang digunakan dalam teks

•

Siswa menemukan fitur- fitur bahasa dalam teks;

8 menit

Adjectives, Noun phrases, and Verbs.

3.


5 menit


2 menit


: handout http://youronlinenglishclass.com.pt http://esl-galaxy.com

Media

: whiteboard, marker

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 106 F. Penilaian •

Rubrik Reading 1. Untuk I : - Score max

: 4

2. Untuk II : - Score max

: 6

3. Untuk III : - Score max

: 14

4. Untuk IV : - Score max

: 6

4.. Nilai max : 10 5. Skor siswa

: Score I + II + III + IV

SkorPerolehan x10 . Nilai Siswa = SkorMaksimal





She is Pretty

DESC RIPTI

VE TEXT

I. Answer these following questions based on your experience. 1. Do you have some best friends? 2. Who are they? 3. Could you describe one of them?

II. Look at your dictionary to get meaning of these following words Neighbor = ……

Pretty = ……..

Beautiful = …….

Lovely = ……..

Kind = ……..

Blonde = …….

III. Read the text carefully and identify the generic structure of the text. Then, answer these following questions. My Best friends

My name is Cindy. I am thirteen years old. I am a seventh grade student of Junior High School. I have two best friends. They are Martha and Sally. They live not far from

………………..…

my house. We are neighbors. We always spend our time

………..………

together playing dolls. Martha is older than me. She is fifteen years old. She looks beautiful with her nice smile. She has blonde hair. Her face is round. Sally is younger than Martha and me. She is twelve years old. She is pretty enough. She has beautiful long wavy black hair. Her face is long. My friends are very kind and lovely. I love playing with them.

……………… …

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 108 Answer these questions briefly and correctly. 1. What is the text above about? 2. Who is the writer? 3. What grade is the writer? 4. Who are the writer’s best friends? 5. Where do the writer’s best friends live? 6. Are they neighbors? 7. What do they do to spend their time? 8. What does Martha look like? 9. What are Sally characteristics? 10. Who is the youngest?

IV. Find the language feature of the text 1. Adjectives 2. Noun phrases 3. Verbs

-- do your very best --




SMP


Mata Pelajaran

: Bahasa Inggris

Kelas/ Semester

: 7/Genap

Standar Kompetensi : 12. Mengungkapkan makna dalam teks tulis fungsional dan esai pendek sangat sederhana berbentuk descriptive dan procedure untuk berinteraksi dengan lingkungan terdekat Kompetensi dasar

: 12.2 Mengungkapkan makna dan langkah retorika dalam esai pendek sangat sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkunguan terdekat dalam teks berbentuk descriptive / procedure

Indikator

: •

Mengidentifikasi berbagai informasi dalam teks berbentuk deskriptif

•

Mengidentifikasi ciri kebahasaan teks deskriptif

Aspek/ Skill

: menulis

Alokasi Waktu

: 2 x 40 menit

A. Tujuan Pembelajaran 1. Siswa mampu mengidentifikasi struktur kalimat yang merupakan ciri khas teks deskriptif. 2. Siswa mampu membuat karangan deskriptif.

B. Materi Pembelajaran •

Pattern used for describing people S + to be + adjective

e.g. She is beautiful He is tall

•

People’s physical features Height

tall, short, of medium height

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 111 Build

Slim, thin, plump, fat, skinny, well-built

Age

young, elderly, old, middle-aged, teenager

Face

round, oval, square, long

Eyes

big, round, small, bright

Hair

short, long, bald, straight, curly, wavy

Shoulders

narrow, broad

Complexion Fair, dark Looks

beautiful, charming, pretty, cute, cool, ugly




Kegiatan

Alokasi waktu

. 1.

2.


3 menit

• Lagu Head, Shoulders, Knees, and Toes

5 menit

• Review materi sebelumnya

8 menit

Kegiatan Inti • Siswa mendengarkan penjelasan guru serta mempelajari handout 10 menit yang diberikan guru. • Game : Describe From Memory

15 menit

• Siswa memperhatikan penjelasan guru mengenai cara membuat 7 menit outline sebelum memulai menulis • Siswa membuat outline untuk mendeskripsikan people whom I 10 menit love. • Siswa membuat karangan deskriptif berdasarkan outline yang 15 menit mereka buat. 3.


5 menit


2 menit


: handout

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 112 http://youronlinenglishclass.com.pt accessed on February 6, 2010 Media


F. Penilaian •

Rubrik Writing

Uraian

Skor

Isi benar, tata bahasa benar, tidak ada kesalahan penulisan

5

Isi benar, tata bahasa benar, sedikit kesalahan penulisan

4

Isi benar, tata bahasa benar, cukup banyak kesalahan penulisan

3

Isi dan tata bahasa kurang tepat, cukup banyak kesalahan penulisan

2

Isi dan tata bahasa kurang tepat, banyak kesalahan penulisan

1

Tidak mengerjakan

0

Pedoman penilaian 5= Sangat Baik; score >9 4= Baik; score 8-8,5 3= Cukup Baik; score 7-7,5 2= Kurang Baik; score 6-6,5 1= Tidak Baik; score < 6 0= Tidak mengerjakan



Game : Describe from Memory

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 113 §

Procedure :

1. The teacher shows the picture to the whole class at once. The teacher gives 10 seconds to look closely at it. 2. Each group writes description of people in the picture as much as possible based on their memory 3. The group which can make complete and correct descriptions is the winner §

The pictures which are going to describe

SMP BOPKRI 2 Yogyakarta

He has short hair


Class 7 A

Look at the pictures below. Examine them

He is tall

She has long straight black hair

He is short

She is thin

She has short hair. She has dark skin

She has a long face

She has wavy hair

She is fat

He is bald He has fair skin She has curly hair

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 115 She is beautiful She is slim She is tall Her hair is short She has wavy hair

He is old He is short He has a small nose His hair is gray He is fat He wears glasses He is an old man He is short He is thin He has a pointed nose He is bald

People’s Physical Features Height

tall, short, of medium height

Build

slim, thin, fat, skinny

age

young, elderly, old, middle-aged, teenager

hair

short, long, bald, straight, curly, wavy

face

round, oval, square, long

eyes

big, round, small

nose

flat, pointed

complexion

fair, dark

looks

beautiful, charming, pretty, cute, cool, ugly, handsome


People’s Physical Feature Height Build age hair face eyes nose complexion looks

tall, short, of medium height slim, thin, fat, skinny young, elderly, old, middle-aged, teenager short, long, bald, straight, curly, wavy round, oval, square, long big, round, small flat, pointed fair, dark beautiful, charming, pretty, cute, cool, ugly, handsome Examine this outline below oval face

short wavy hair

middle-aged

round eyes

My Mom pointed nose fair skin

slim

medium height


WRITING Describing People Time : 25 minutes

Name : _______________________ No : _______________________

Activity 1 : Make an outline Describe a person whom you love. Write the physical features on the circle.

……………………..

Activity 2: Writing

Make a composition based on the outline in the activity 1.

……………………


-- do your very best -RENCANA PELAKSANAAAN PEMBELAJARAN (RPP)

SMP


Mata Pelajaran

: Bahasa Inggris

Kelas/ Semester

: 7/Genap

Standar Kompetensi : 9. Mengungkapkan makna dalam percakapan transaksional dan interpersonal sangat sederhana untuk berinteraksi dengan lingkungan terdekat. Kompetensi dasar

: 9.2. Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) sangat sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan terdekat yang melibatkan tindak tutur : meminta dan memberi pendapat, menyatakan suka dan tidak suka, meminta klarifikasi, dan merespon secara interpersonal.

Indikator

: 9.2.1 Meminta dan memberi pendapat 9.2.2 Menyatakan suka dan tidak suka

Aspek/ Skill

: mendengarkan, berbicara

Alokasi Waktu

: 2 x 40 menit

A. Tujuan Pembelajaran 1. Siswa mampu mengidentifikasi makna dan fungsi ungkapan suka dan tidak suka. 2. Siswa mampu mengungkapkan tentang meminta pendapat 3. Siswa mampu mengungkapkan tentang memberi pendapat 4. Siswa mampu mengungkapkan tentang menyatakan suka 5. Siswa mampu mengungkapkan tentang menyatakan tidak suka

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 119 B. Materi Pembelajaran a. Percakapan-percakapan singkat memuat ungkapan-ungkapan : 1. X : What do you think of dancing? Y : It’s great. I like it. 2. A : Do you like playing football? B : No, I don’t b. Kosa kata yang terkait tema Misalnya: like, love, dislike, hate C. Metode Pembelajaran



Kegiatan

Alokasi waktu

. 1.

2.


3 menit

• Lagu What Are You Doing?

5 menit

Kegiatan Inti • Siswa menebak actions yang didemonstrasikan guru (speaking, 5 menit eating, dancing, walking, etc) • Siswa mendengarkan penjelasan guru dan mempelajari handout 10 menit yang diberikan guru • Game : Running Dictation (listening)

15 menit

• Siswa mendengarkan contoh dialog tentang ungkapan meminta dan memberi pendapat. • Siswa menjawab pertanyaan guru tentang makna dan fungsi ungkapan meminta dan memberi pendapat.

10 menit

• Siswa menirukan ungkapan meminta dan memberi pendapat • Siswa mendengarkan contoh dialog tentang ungkapan suka dan tidak suka. • Siswa menjawab pertanyaan guru tentang ungkapan suka dan tidak suka

10 menit

• Siswa menirukan ungkapan suka dan tidak suka. • Siswa menginterview temannya dengan menggunakan instrumen tabel tentang informasi yang diminta dengan menggunakan

15 menit

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 120 ungkapan meminta dan memberi pendapat serta ungkapan suka dan tidak suka 3.


5 menit


2 menit


: handout Siswanto, Arini, Dewanto. Grade VII for Junior High School. Let’s Talk. Pakar Raya. Hal 114-117.

Media


F. Penilaian •

Rubrik Speaking

N0 Aspek

Skala

1.


5

2.


4

3.


3

3.


2

4.


1

Pedoman Penilaian 5= Sangat Baik; score =9 4= Baik; score 8-8,5 3= Cukup Baik; score 7-7,5 2= Kurang Baik; score 6-6,5 1= Tidak Baik; score < 6





Do you like playing badminton?

Listeni ng

Listen to your teacher and put a tick (v ) by the word you hear. 1.

Working

…

Walking

…

2.

Carrying

…

Crying

…

3.

Watching

…

Washing

…

4.

Flying

…

Playing

…

5.

Loving

…

Laughing

…

6. Snowing

…

Snoring

…

7.

Moving

…

Mowing

…

8.

Talking

…

Taking

…

Asking and Giving Opinions 1. Rani Beni 2. Sinta Sandra

: Do you think smoking is good? : No. Smoking is not good for our health : Hi, Sandra! Do you think singing is good? : Hmm… I think singing is good. It makes us happy.

Like and Does Not Like Study this pattern 1. How do you use like in the affirmative form? Subject Verb I You like We They He She likes It 2. How do you use like in the negative form? Subject don’t/doesn’t I don’t You We They He Doesn’t

Noun

playing badminton

verb

Noun

like

playing badminton

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 122 She It 3. How do you use like in the interrogative form? do/ does Subject Verb noun do I You We They like playing badminton does He She It

?

?

Speaking Walk around the class and interview your friends using the following statements. Put a check (v ) if your friends say “yes”, and put a cross (x) if your friends say “no”. Ask your friend the reasons that they say yes or no. Example. Susan

: Do you like swimming?

Miko

: Yes, I do

Susan

: Why do you like swimming?

Miko

: Because I think it is good for our health.

No.

Hobbies

1. 2. 3. 4.

playing music playing chess Cycling Chatting on the internet Cheating Cooking reading a book singing a song Playing video games Dancing

5. 6. 7. 8. 9. 10.

Names

Yes (v) / No (x)

Reasons

cDo your very best c

Game: Running Dictation


§

Procedure :

1. Students in group stand in line. 2. The teacher displays text on the classroom table. 3. Student A must run to the text, read it, and try to memorize one sentence before running back to the student B. 4. Student A should then dictate what they remember of the text to student B, who should record it in writing. 5. Student A then goes to the back of line. Then, student B runs to the text and memorizes one sentence, before running back to the student C, who should record it in writing. 6. That is continuous until the group completes the whole text. §

This is the script: My name is Beni. I am thirteen years old. I like wearing casual clothes when I

do not go to school. I enjoy being a student because I always meet friends. I like playing football with my friend s. During my spare time, I like reading comics. I also love listening to hip hop music. I live in a beautiful city, Yogyakarta. I like eating great Javanese food. I am happy to play with my friends.


PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 124 SMP


Mata Pelajaran

: Bahasa Inggris

Kelas/ Semester

: 7/Genap

Standar Kompetensi : 10. Mengungkapkan makna dalam teks lisan fungsional dan monolog pendek sangat sederhana berbentuk descriptive dan procedure untuk berinteraksi dengan lingkungan terdekat. Kompetensi dasar

: 10.1. Mengungkapkan makna yang terdapat dalam teks lisan fungsional pendek sangat sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan terdekat

Indikator

: Mengungkapkan makna dalam teks fungsional pendek berbentuk: •

Instruksi

•

Daftar barang

•

Pengumuman

Menyebutkan daftar barang tertentu Mengumumkan sesuatu Aspek/ Skill

: mendengarkan, berbicara

Alokasi Waktu

: 2 x 40 menit

A. Tujuan Pembelajaran 1. Siswa mampu menyebutkan daftar barang tertentu 2. Siswa mampu mengidentifikasi berbagai informasi dalam teks fungsional pendek berupa instruksi 3. Siswa mampu mengungkapkan teks fungsional pendek berbentuk instruksi 4. Siswa mampu mengungkapkan teks fungsional pendek berbentuk pengumuman 5. Siswa mampu memberi instruksi secara lisan.

B. Materi Pembelajaran a.

Teks fungsional pendek berbentuk: - Instruksi :

- Open the door.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 125 - Clean the board. - Sweep the floor. Adverb : - Daftar barang:

slowly, quickly, loudly, calmly, quietly, carefully, etc 1. A list of things in the class 2. A list of things on the wall 3. A list of things in your bag.

- Pengumuman Announcement

All students of class seven one, are supposed to gather in the school yard on March 8, 2010 at 10 a.m. for practicing flag ceremony. Please be on time!

Chairman




Kegiatan

Alokasi waktu

. 1.

2.


3 menit

• Lagu What Are You Doing?

5 menit

• Review materi sebelumnya

3 menit

Kegiatan Inti • Siswa menyebutkan daftar barang di dalam kelas.

4 menit

• Siswa menebak instructions yang didemonstrasikan guru (clean the 5 menit whiteboard! open the door!, stand up!, write!, jump!, cry!, laugh!, swim!, read!, sleep!,etc) • Siswa mendengarkan penjelasan guru dan mempelajari handout 7 menit yang diberikan guru • Game : TPR Game

15 menit

• Siswa mendengarkan penjelasan guru mengenai teks fungsional pendek berupa pengumuman • Siswa membuat pengumuman berdasarkan situasi yang telah

8 menit

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 126 ditentukan • Siswa mengerjakan soal listening

8 menit

• Siswa mempraktekkan dialog yang berisi instruksi dengan teman

5 menit

sebangku • Siswa mempraktekkan dialog di depan kelas. 3.

10 menit


5 menit


2 menit


: handout.

Media


F. Penilaian •

Rubrik listening 1. Untuk I : - Score max

: 9


: 6


: 5

4.. Nilai max : 10 5. Skor siswa

: Score I + II + III


•

Rubrik Speaking N0 Aspek

Skala

1.

5


PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 127 2.


4

3.


3

3.


2

4.


1

Pedoman Penilaian 5= Sangat Baik; score =9 4= Baik; score 8-8,5 3= Cukup Baik; score 7-7,5 2= Kurang Baik; score 6-6,5 1= Tidak Baik; score < 6

Yogyakarta, Maret 2010


SMP Bopkri 2 Yogyakarta Class 7A Giving instructions

Open the door, please!

I.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 128 v Giving instruction in imperative form •

Sit down

•

Open the book

•

Close the door

•

Open the window

•

Come here

•

Wait a minute

v Use modals Should

: You should help me

Could

: Could you make me some tea?

Can

: Can you come here, please?

Will

: Will you shut the door, please?

Would

: Would you wait here until the doctor is ready for you?

v Adverb

: slowly, quickly, loudly, calmly, quietly, carefully

•

Walk quickly

•

Open the door carefully

•

Laugh calmly

v Respond on giving instruction •

Yes

•

No problem

•

Sure

•

O.K

•

Of course

Exercise Read these dialogues. Then, underline the expressions of giving instruction. 1. Ratih

: Good morning, mam

Librarian

: Good morning.

Ratih

: Can I help you,mam?.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 129 Librarian

: Call your friend, Ratna. I’m here waiting for her.

Ratih

: No problem.

Librarian

: Thank you.

Ratih

: You are welcome.

2. Lisa

: Hi, Doni. Do you need any help ?

Doni

: Hi, lisa. Yes, lend me your pen, please ?

Lisa

: Sure. here you are

Doni

: That very kind of you

Lisa

: You are welcome

II. Announcement Look at the example of announcement below.

Announcement

All students of class seven one, are supposed to gather in the school yard on March 8, 2010 at 10 a.m. for practicing flag ceremony. Please be on time!

Headmaster

Exercise Make announcement in the space provided, based on the situation below: Ø There will be an English speech contest on March 15, 2010 All students should participate.

Giving Instructions Time : 15 minutes

Name : _______________________ No : _______________________

I. Read these following instructions. Then, write the response!

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 130 1. Can you clean the board, please?

________________________

2. Show me your work!

________________________

3. Pass me the menu, please!

________________________

4. Open your mouth carefully!

________________________

5. Come here quickly!

________________________

6. Can you lend me your book, please? ________________________ 7. Get me a dictionary, please!

________________________

8. Open the window!

________________________

9. Close the door slowly, please!

________________________

II. Listen to the teacher. Write what she says. Choose the response in the box below. 1. Ari

:

Bagus :

.…………………… Sure.

2. Anne :

I’m returning the pen.

Dita

…………………….

:

3. Mr. Jo : Wayan : 4. Ketut : Putri

:

5. David : Listy :

……………… Yes, sir Could you lend me your pen, please? ……………………

a. Sure, here you are b. Open the door, please. c. Take it in my schoolbag. d. Put in here. e. Hold the books for me, please. f. Clean the board, Wayan!

…………………….. Sure

6. Doni

:

Hi, Lisa. Lend me your pen, please.

Lisa

:

…………………

III. Complete the dialogue with the expressions that you hear from your teacher. 1. Lisa

: Ratih, is this your new workbook?

Ratih

: a). ……………………………….

Lisa

: Can I see it?

Ratih

: b). ………………………………...

Lisa

: Thanks.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 131 2. Father

: a). ……………………………….

Vita

: Yes, Dad.

Father

: b). ……………………………….

Vita

: Where is it?

Father

: c). ……………………………….

Vita

: Yes, I got it.

Father

: Thank you.

Speaking Practice the dialogue with your friend. Then, perform it in front of the class Ms. Nita

: Good afternoon, Toni.

Toni

: Good afternoon, Ms. Nita. What do you want to eat ?

Ms. Nita

: Can I have a bowl of soup, please ?

Toni

: Of course. Sit down and wait a minute, please.

Ms. Nita

: Thank you.

Toni

: You are welcome.


Game: TPR Game §

Procedure :

1. One student of a group comes in front of class and takes one red card consisting of Verbs and one blue card consisting of Adverbs. Then he/she demonstrates what written in those

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 132 two cards. The opportunity to guess is given to his/her group, then if the group can’t guess correctly, the opportunity is given to the next group. 2. It will continuous that way until certain cycles. §

§

Here they are the example of 15 red cards consisting of verbs: WALK

SING

OPEN THE DOOR

RUN

DANCE

CLEAN THE WHITEBOARD

SPEAK

SIT

LAUGH

WRITE

SLEEP

CRY

READ

SWIM

JUMP

The example of 10 blue cards consisting of Adverbs

SLOWLY

LAZILY


QUICKLY

HAPPILY

LOUDLY

SADLY

NOISILY

ANGRILY

QUITELY

BADLY


SMP


Mata Pelajaran

: Bahasa Inggris

Kelas/ Semester

: 7/Genap

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 134 Standar Kompetensi : 11. Memahami makna teks tulis fungsional dan esai pendek sangat sederhana berbentuk descriptive dan procedure yang berkaitan dengan lingkungan terdekat. Kompetensi dasar

: 11.2. Merespon makna dan langkah retorika secara akurat lancar dan berterima dalam esai sangat sederhana yang berkaitan dengan lingkungan terdekat dalam teks berbentuk descriptive

Indikator

: •

Mengidentifikasi berbagai informasi rinci dalam teks descriptive

•

Mengidentifikasi ciri-ciri kebahasaan teks descriptive.

•

Mengidentifikasi langkah- langkah retorika teks descriptive.

Aspek/ Skill

: membaca

Alokasi Waktu

: 2 x 40 menit

A. Tujuan Pembelajaran Pada akhir pembelajaran siswa dapat menemukan : 1. Siswa dapat menemukan gagasan umum teks. 2. Siswa dapat menemukan informasi rinci dalam teks. 3. Siswa dapat meemukan makna kata tertentu dalam teks. 4. Siswa dapat menemukan langkah retorika teks.

B. Materi Pembelajaran a. Descriptive text •

The purpose of the descriptive text in this unit is to describe someone’s job, routines or habits.

•

The language features includes the use of: ü Specific participant ü Simple present tense

b. kosakata yang terdapat dalam bacaan Alimudin, a Local Footballer



D. Langkah-langkah Kegiatan Pembelajaran

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 135 No

Kegiatan

Alokasi waktu

. 1.

2.


3 menit

• Lagu What do you do?

5 menit

• Tanya jawab tentang macam- macam job dan deskripsi job

5 menit

Kegiatan Inti • Siswa mendengarkan penjelasan guru serta mempelajari handout 10 menit yang diberikan guru. • Game : Gamezone

15 menit

• Reading d.Pre reading activity §

Siswa menjawab berbagai pertanyaan tentang jobs

§

Siswa menentukan makna kata yang berkaitan dengan text Alimuden, a Local Footballer.

§

10 menit

Siswa menjodohkan macam- macam jobs dengan deskripsinya

e. Whilst Reading activity •

Siswa membaca text Alimudin, a Local Footballer

•

Siswa menjawab pertanyaan tentang text Alimudin, a Local Footballer, untuk menemukan gagasan utama dan informasi

15 menit

rinci. •

Siswa menentukan ciri kebahasaan teks deskriptif.

f. Post Reading Activity •

Siswa menemukan struktur kalimat yang digunakan dalam teks

•

Siswa menemukan fitur-fitur bahasa dalam teks; Verbs in

7 menit

simple present form. 3.

Penutup • Guru menanyakan permasalahan yang dihadapi siswa dalam 3 menit memahami wacana yang diberikan • Guru me-review dan menyimpulkan materi pelajaran

5 menit


2 menit



: handout Mukarto,dkk. 2007. English on Sky 2. Jakarta: Erlangga.

Media


F. Penilaian •

Rubrik Reading 1. Untuk I : - Score max

: 2


: 10


: 13

4. Untuk IV : - Score max

: 15

5. Nilai max : 10 6. Skor siswa

: Score I + II + III + IV


Yogyakarta, Maret 2010


SMP BOPKRI 2 Yogyakarta Class 7A

He is a Footballer Read this

following dialogue. Shanti : “Well, Miss Marinta, what do you do?” Miss Marinta : “I design people’s home and give them ideas for furniture and lighting.” Shanti

: “And what are you doing these days?”

Miss Marinta : “Well, I’m not working on a home at the moment. I’m working on a hotel.” Shanti

: “Do you like your job?”

Miss Marinta : “Yes, I do. I love it.”

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 137 Shanti

: “What do you do on your free time?”

Miss Marinta : “I swim or play basketball. Swimming and playing basketball are my hobbies.”

Answer these two questions 1. What is Miss Marinta’s job? 2. What does she do with her job?

Let’s Learn

Descriptive text Purpose: • To describe someone ’s job, routines or habit

Reading Time : 30 minutes

The language features: • Specific participant • The use of simple present tense

Name : _______________________ No : _______________________

I. Answer these following questions based on your knowledge 1. Can you mention some jobs do you know? 2. What job do you want to be for your future? II. Look at your dictionary to get meaning of these following words Prayer

= ………….

Prepare= ……….

Jogging = ………..

breakfast = ……….

Join = ……….

Field = ……….

Club = ……….

Coach = ……….

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 138 Practice = ………..

Rest = ……….

III. Match the job with the work place and responsibility

No Job

Work Place

Responsibility

1.

A teacher

a. Restaurant

a. Serve People

2.

A doctor

b. Office

b. Make Furniture

3.

A civil Servant

c. Fields

c. Teach Students

4.

A singer

d. Street

d. Treat Patients

5.

A police officer

e. Ship

e. Serve Food

6.

A postman

f. Government office

f. Work on a ship

7.

A farmer

g. Hospital

g. Sell small things

8.

A sailor

h. School

h. Type letters

9.

A vendor

i. Furniture factory

i. Solve crimes

10. A secretary

j. Garage

j. Deliver letters

11. A waitress

k. TV station

k. Fix cars

12. A carpenter

l. Post office

l. Grow rice

13. A mechanic

m. Police station

m. Entertain people with songs

IV. Read the text entitled Alimudin, a Local Footballer . Then do these following instructions v Answer the questions below the text. v Find out the identification and the description. v Underline the verbs in simple present form

Alimudin, a Local Footballer

Alimudin is fourteen years old. He is a local footballer who plays for a small football club in Paramatta, Sydney. He works hard to be a professional footballer. His day starts at 4. First, he says his prayer and then he goes jogging. He goes jogging for one hour. After jogging, he joins his

_____________________

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 139 club to do some practice. After that he takes a rest and takes a bath. His mother always prepares simple breakfast for him. After breakfast, he goes to school.

____________________

At 3 p.m. he goes to the football field. His football club practices playing football. He learns a lot from his coach. His football practice ends at about 5 p.m. He goes home and does his other daily activities. Answer these following questions 1. Who is Alimudin? 2. How old is he? 3. What does he want to be? 4. What does he do at 4? 5. What time does the football practice end?


Game: Gamezone §

Procedure :

1. Students in group stand in a line face other friends’ backs. 2. The students standing in the back are given a description of one kind of job, then they have to act out based on the description given. 3. The students deliver the message by acting out witho ut saying something to the students in front of them by slapping their friends’ back. 4. The students whose backs are slapped then face their students who are acting out for a second, then also slap their friends in front. It will continuous that way until the students in very front get the message. 5. The students in very front then guess what job is demonstrating and then write the answer in a paper.


§

These following are what the students must act out. No Job 1.

2.

3.

4.

5.

6

A postman

A doctor

A singer

A farmer

A policeman

A pilot

Descriptions •

Deliver letters

•

Work in a post office

•

Treat Patients

•

Work in a hospital

•

Entertain people with songs

•

Work in a TV station

•

Grow rice

•

work at fields

•

Solve crimes

•

Work in a police station

•

Drive an aeroplane

•

Work in an airport


141

APPENDIX D Questionnaires

141


142 KUESIONER Partisipasi Siswa Dalam Proses Belajar Mengajar Kelas 7A SMP BOPKRI 2 Yogyakarta

Nama

:

No absen

:

Berilah tanda cek (v) pada kolom yang kamu pilih. Pertanyaan

Selalu

Sering

Apakah kamu membawa LKS Bahasa Inggris setiap kali ada pelajaran Bahasa Inggris? Apakah LKS mu selalu siap di meja dan dibuka? Apakah kamu bertanya kepada guru ketika ada pelajaran yang tidak jelas? Apakah kamu menjawab pertanyan yang guru ajukan di kelas? Apakah kamu mencatat penjelasan guru? Apakah kamu mengerjakan setiap tugas dari gurumu? Apakah kamu mendengarkan ketika gurumu berbicara di kelas? Apakah kamu mengantuk di kelas? (Termasuk meletakkan kepalamu di meja) Apakah gurumu memintamu untuk diam/ mendengarkan?

TERIMA KASIH

Jarang

Tidak pernah


143

KUESIONER

Nama

:

No absen

:

Jawablah pertanyaan berikut ini. 1. Pendapat saya tentang pembelajaran Bahasa Inggris dengan lagu dan permainan adalah... ___________________________________________________________________________ ___________________________________________________________________________ _________________________________________________________

2. Menurut saya, keuntungan yang saya peroleh dari pembelajaran dengan lagu dan permainan adalah ... ___________________________________________________________________________ ___________________________________________________________________________ _________________________________________________________

3. Saran saya tentang pembelajaran Bahasa Inggris dengan lagu dan permainan adalah... ___________________________________________________________________________ ___________________________________________________________________________ _________________________________________________________

TERIMA KASIH

The Result of Questionnaires Analysis


144

I. Before the action was implemented Pertanyaan (Questions) Apakah kamu selalu membawa LKS Bahasa Inggris setiap kali ada pelajaran Bahasa Inggris? (Do you bring LKS every English lesson?) Apakah LKS mu selalu siap di meja dan dibuka? (Is your LKS ready to use ?) Apakah kamu bertanya kepada guru ketika ada pelajaran yang tidak jelas? (Do you ask the teacher about the unclear material?) Apakah kamu menjawab pertanyan yang guru ajukan di kelas? (Do you answer questions when the teacher asks the class?) Apakah kamu mencatat penjelasan guru? (Do you take notes) Apakah kamu mengerjakan setiap tugas dari gurumu? (Do you do your task?) Apakah kamu mendengarkan ketika gurumu berbicara di kelas? (Do you listen to the teacher in class?) Apakah kamu mengantuk di kelas? Termasuk meletakkan kepalamu di meja. (Do you get sleepy in class? Including putting your head on the table.) Apakah gurumu memintamu untuk diam/ mendengarkan? (Does your teacher ask you to keep silent and listen to her?)

Selalu (Always)

Sering (Often)

Jarang (Seldom)

Tidak pernah (Never)

17

2

1

1

6

5

10

0

4

3

12

2

2

6

11

2

0

10

11

1

4

7

10

0

5

5

11

0

2

11

6

2

10

6

5

0


145 II. After the actions was implemented 4. Pendapat saya tentang pembelajaran Bahasa Inggris dengan lagu dan permainan adalah (My opinion about the use of songs and games in the English lesson) a. Menyenangkan (enjoyable)

:8

b. Bagus (good)

:2

c. Biasa saja (not bad)

:2

d. Susah (difficult)

:2

e. Seru (fun)

:1

f. Susah-susah gampang (little bit confusing) : 1 g. Menarik (attractive)

:1

h. Enak (nice)

:1

i.

:1

Santai (relaxed)

j. Tambah pengetahuan (increase knowledge) : 1 k. Ramai (lively)

:1

5. Menurut saya, keuntungan yang saya peroleh dari pembelajaran dengan lagu dan permainan adalah (In my opinion, the benefits of using songs and games in the English lesson) a. Tidak cepat bosan (not boring)

:4

b. Belajar sambil bermain

:4

(learning with playing) c. Semangat (get spirit)

:3

d. Tambah pengetahuan (increase knowledge) : 3 e. Lebih mengerti pelajaran

:3

(understand the material easily) f. Lumayan untuk senang-senang (having fun) : 2 g. Lebih fokus ke pelajaran

:1

(focus on the lesson) h. Tidak tahu (do not know)

:1

6. Saran saya tentang pembelajaran Bahasa Inggris dengan lagu dan permainan adalah (My suggestion toward using songs and games in the English lesson)


146 a. Selalu ada kuis dan permainan

:6

(always conduct quizzes and games) b. Games waktunya lebih lama

:5

(add more times to conduct games) c. Yang menang diberi hadiah

:5

(giving rewards for winners) d. Sulit masuk ke otak (difficult to digest)

:1

e. Games-nya lebih gampang

:1

(easier games, please) f. Tidak ada (none)

:3


APPENDIX E Interview Scripts

147


Interview Transcripts

1. After the Implementation of Cycle 1 Interview 1: An Interview with Student 1 Teacher

: “What do you think about songs in the beginning of the lesson?”

Student 1

: “Ehm..I think it was very exciting.”

Teacher

: “Was there any change?”

Student 1

: “Yes, there was.”

Teacher

: “What was it?”

Student 1

: “It was nicer. It was more enjoyable.”

Teacher

: “What about the game?”

Student 1

: “It was cool with pictures.”

Teacher

: “So..it was because there was the picture,right! Were you happy to join the game?”

Student 1

: “I was happy.”

Teacher

: “But why did you still walk around the class?

Student 1

: “Hehe.. just sitting on chair bored me.”

Teacher

: “Why do not you complete the task?”

Student 1

: “The task was difficult for me.”

Teacher

: “You could ask your seatmate or consult the dictionary, right?”

Student 1

: “My seatmate did not know the answer too,hehe.”

Teacher

: “Oh I see. Thankyou.”

Student 1

: “You are welcome.”

Guru

: “Kalau ada lagu sebelum pelajaran dimulai itu gimana pengaruhnya ke Siswa 1?”

Siswa 1 : “Ehm… gimana ya? Yang pasti seneng gitu.” Guru

: “Ada perubahan nggak?”

Siswa 1 : “Ya ada.” Guru

: “Apa?”

Siswa 1 : “Lebih enak. Lebih enjoy.”


Guru

: “Kalau game-nya gimana?

Siswa 1 : “Bagus. Ada gambarnya,hehe” Guru

: “Jadi karena ada gambarnya. Seneng gak ada game seperti itu?”

Siswa 1 : “Seneng.” Guru

: “Seneng ya? Tapi mengapa masih jalan-jalan di kelas?”

Siswa 1 : “hehe..Cuma duduk aja bosen, Miss.” Guru

: “Mengapa tidak menyelesaikan tugasnya?”

Siswa 1 : “Tugasnya terlalu susah.” Guru

: “Lho Siswa 1 kan bisa bertanya sama temen sebangku atau buka kamus?”

Siswa

: “Temen sebangku juga tidak tahu jawabannya,hehe.”

Guru

: “Gitu ya? Terima kasih.”

Siswa 1 : “Sama-sama.”

Interview 2: An Interview with Student 2 Teacher

: “What do you think Student 2, learning English with songs and games?”)

Student 2

: “I used to be lazy to learn English. I didn’t understand though because the language was difficult. I didn’t understand what the teacher said.”

Teacher

: “And now, you are not lazy anymore, are you?”

Student 2

: “(confused).. I think I was more interested.”

Teacher

: “In what way?”

Student 2

: “It was fun. Mm… the learning process was more interesting.”

Teacher

: “Thank you.”

Student 2

: “Ok.”

Guru

: “Menurut Siswa 2 tadi gimana? Belajar bahasa Inggris dengan lagu dan permainan?


Siswa 2 : “Tadinya aku males kalau belajar bahasa Inggris. Aku gak dong soalnya pakai bahasa lain, susah. Gurunya ngomong apa aku gak dong.” Guru

: “Trus sekarang memakai lagu dan game udah gak males lagi?”

Siswa 2 : “Ya gimana ya, jadi lebih tertarik gitu.” Guru

: “Tertariknya gimana?”

Siswa 2 : “Apa ya… asyik aja gitu.. Mm ya lebih menarik lah belajarnya.” Guru

: “Terima kasih.”

Siswa 2 : “Oke.”


: “Ok! Now Student 3. What do you think about learning English with songs and games?”

Student 3

: “Emm…(confused)..It was enjoyable…more comfortable.”

Teacher

: “So… there was different between learning in the past and now, wasn’t there?”)

Student 3

: “Yes, there was. The learning process which has enjoyment like this was more exciting. Theory made me bored and sleepy.”

Teacher

: “I see. And how did it influence you?”

Student 3

: “I could understand the material easily.”

Teacher

: “Thank you.”

Student 3

: “You are welcome, Miss”

Guru

: “Ok! Sekarang Siswa 3 ya? Menurut Siswa 3 gimana tadi pembelajaran dengan lagu dan permainan?”

Siswa 3 : “Emm.. enak ada hiburan.. nggak suntuk banget.” Guru

: “Oh jadi ada bedanya kan dulu ma sekarang?”

Siswa 3 : “Ada. Enakan yang ada hiburan kayak gini. Ada selinganselingan. Yaa.. pokoknya enakan gini lah. Kalau teori terus bosen ah, bikin ngantuk.” Guru

: “Oh jadi gitu ya. Kalau pengaruhnya ke materi gimana?”


Siswa 3 : “Kalau gini aku lebih bisa ngerti pelajarannya.” Guru


Siswa 3 : “Sama-sama, Miss.”

2. After the Implementation of Cycle 2 Inte rview 4: An Interview with Student 4 Teacher

: “How about you Student 4, learning English by song?”

Student 4

: “It was fun.”

Teacher

: “Could explain more, what kind of fun?”

Student 4

: “I was happy. This was not as usual. So I didn’t get bored.”

Teacher

: “Which one do you prefer, song with movements or not?”

Student 4

: “I prefer song with movements because I felt tired sitting on chair in a long time from the first subject until now.”

Teacher

: “What do you feel after the song was implemented in this lesson?”

Student 4

: “It refreshed my mind and made me not sleepy.”

Teacher

: “Do you usually feel sleepy?”

Student 4

: “Hehehe..he’eh.”

Teacher

: “What about the learning process with games?”

Student 4

: “I was happy.”

Teacher

: “In what way?”

Student 4

: “I could study and play in the same time. It made me not sleepy.”

Teacher

: “Thank you.”

Student 4

: “You are welcome.”

Guru

: “Menurut Siswa 4 tadi gimana? Belajar Bahasa Inggris dengan lagu?”

Siswa 4 : “Seru.” Guru

: “Serunya gimana?”

Siswa 4 : “Ya seneng, nggak kayak biasanya. Jadi nggak bosen.”


Guru

: ”Lebih senang yang mana, lagu sambil duduk aja apa sambil berdiri dengan gerakan-gerakan gitu?”

Siswa 4 : “Lebih suka yang berdiri pakai gerakan, Miss. Kan capek dari pelajaran pertama sampai sekarang duduk terus.” Guru

: “Trus yang Risang rasakan setelah ada lagu gimana?”

Siswa 4 : “Lebih fresh gitu loh otaknya.. bikin gak ngantuk juga.” Guru

: “Apa biasanya Siswa 4 suka ngantuk?”

Siswa 4 : “Hehehe..he’eh.” Guru

: “Kalau pembelajaran dengan games gimana?”

Siswa 4 : “Seneng.” Guru

: “Senengnya gimana?”

Siswa 4 : “Bisa belajar sambil bermain, jadi nggak ngantuk juga.” Guru


Siswa 4 : “Sama-sama.”


: “What do you think about the games, Student 5?”

Student 5

: “Nice!”

Teacher

: “In what way? ”

Student 5

: “Em…(confused). More motivated! And not sleepy either.”

Teacher

: “Were there any differences of the situation between the process using games and not?”

Student 5

: “The situation supported me to understand the material more.”

Teacher

: “And what about learning without any intermezzo?”

Student 5

: “Stressed.”

Teacher

: “Why?”

Student 5

: “Because the learning was monotonous and boring.”

Teacher

: “And what would happen to yo u if you were bored like that?”

Student 5

: “I would be sleeping, he…he…he.”

Teacher

: “Ok. Thank you.”

Student 5

: “Ok, Miss.”


Guru

: “Kalau gamesnya menurut Siswa 5 gimana?

Siswa 5 : “Enak.” Guru

: “Enaknya gimana?”

Siswa 5 : “Em…lebih…piye yo? Lebih semangat! Biar nggak ngantuk juga.” Guru

: “Ada nggak perbedaan suasana antara yang pakai games sama yang enggak?

Siswa 5 : “Ya…suasananya mendukung untuk pelajarannya masuk.” Guru

: “Terus kalau belajar terus-menerus, nggak ada selingan, nggak ada gamesnya, gimana?’

Siswa 5 : “Tertekan.” Guru

: “Kenapa?”

Siswa 5 : “Karena belajarnya gitu terus, monoton, bosen.” Guru

: “Terus kalau udah bosen gitu gimana?”

Siswa 5 : “Tidur. He…he…he…” Guru

: “Oke. Terima kasih.”

Siswa 5 : “Oke, Miss.”


: “What do you think about our last English learning process, Student 6? Was it different from the usual?”

Student 6

: “Nice. It didn’t make me bored. I didn’t feel sleepy if the lesson included songs.”

Teacher

: “I see. Which one do you like, song in our last meeting or like we did it yesterday?”

Student 6

: “I like both, but I prefer song in our last meeting.”

Teacher

: “Why?”

Student 6

: “It was more cheerful. Moreover, I knew the song.”

Teacher

: “I see. What do you think about the game?”


Student 6

: “Hmm.. It aroused motivation and made me more motivated. Formerly, I was lazy to study English. Now, I slowly change.”

Guru : “Menurut Siswa 6 gimana tadi pembelajarannya? Kan beda dari biasanya ya? Ada lagu dan permainan.” Siswa 6 : “Enak, gak ngebosenin. Jadi gak ngantuk kalau ada lagulagunya.” Guru

: “O gitu. Lebih suka pakai lagu yang tadi apa yang kemarin?”

Siswa 6 : “Suka dua-duanya, tapi lebih suka yang tadi.” Guru

: “Mengapa?”

Siswa 6 : “Soalnya lebih semangat dan lebih tahu lagunya.” Guru

: “Begitu ya. Kalau game- nya gimana tadi?”

Siswa 6 : “Hmm.. apa ya jadi motivasi gitu. Yang tadinya malas jadi bersemangat gitu lho buat belajar Bahasa Inggris. Yang tadinya boring dan gak minat pelajaran Bahasa Inggris pela n-pelan jadi suka gitu loh.


: “Ok Student 7! What do you think about that?”

Student 7

: “Funny.”

Teacher

: “In what way did you feel it was funny?”

Student 7

: “The last game was funny and interesting,hehe. It didn’t make me bored.”

Teacher

: “Did you enjoy playing that game?”

Student 7

: “Yes, of course.

Teacher

: “Thankyou.”

Student 7

: “Ok.”

Guru

: “Ok Siswa 7! Menurutmu gimana?”

Siswa 7 : “Lucu.”


Guru

: “Lucunya gimana?”

Siswa 7 : “Gamesnya lucu dan menarik,hehe.. gak bikin bosen.” Guru

: “Apa kamu menikmati gamesnya?”

Siswa 7 : “Ya,tentu saja.” Guru

: “Terimakasih.”

Siswa 7 : “Ok.”


: “Ok! Now Student 8, right? Emm.. What do you think about competition in games you’ve just joined?”

Student 8

: “Emm.. I think it was good and fun.”

Teacher

: “Could you explain more about that?”

Student 8

: “It was good because it trained our brain to think fast. It was kind of fun.”

Teacher

: “I see. What about the group work? What do you prefer, group work or own work?”

Student 8

: “I prefer group work because I could ask my friends whenever I got confused. Moreover, it could be finished faster..hehe.”

Teacher

: “I see. Which one do you like, pairs work or group work with five people?”

Student 8

: “I prefer the last because it enabled us to discuss together.”

Guru

: “So, you gave contribution in group, right?”

Student 8

: “Surely..hehe.”

Guru

: “Ok! Sekarang Siswa 8 ya? Emm.. tadi kan di games nya ada kompetisi. Bagaimana menurut Siswa 8?”

Siswa 8 : “Emm.. ya bagus.. kan cepet -cepetan jadi seru.” Guru

: “Bagus dan serunya gimana?”

Siswa 8 : “Ya bagusnya bisa melatih untuk berpikir cepat..pokoknya seru deh.”


Siswa 8 : “Oh begitu. Kalau kerja kelompoknya gimana? Lebih suka mengerjakan sendiri atau dengan kelompok?’ Siswa 8 : “Ya dengan kelompok lah..bisa nanya temen kalau gak tau. Lagipula selesainya juga lebih cepet.he..he..” Guru

: “Oh begitu. Lebih suka kerja kelompok berdua apa berlima seperti dalam games tadi?’

Siswa 8 : “Aku lebih suka berlima karena bisa diskusi bareng-bareng.” Guru

: “Trus kalau gitu Siswa 8 juga ikut mengerjakan kan dalam kelompok tadi?”

Siswa 8 : “Iya dong..tentu..hehe...”


: “Now Student 9 has experienced the learning process with games. What do you think?”

Student 9

: “I really love it. It was good for refreshing, sometimes. Emm..not sometimes..Just make it often, I mean,hehe.”

Teacher

: “Ok. There was competition in the games. What do you think about it?”

Student 9

: “I was glad because I won.”

Teacher

: “I see. Which one do you like, games with competition or not?”

Student 9

: “I like games with competition, Miss. It was fun.”

Guru

: “Nah sekarang kan Siswa 9 udah merasakan pembelajaran dengan games. Bagaimana menurut Siswa 9?”

Siswa 9 : “Aku sih suka banget. Ya sekali kali begini lah. Eh gak ding, sering-sering aja.hehe.” Guru

: “Ok. Tadi kan games nya ada kompetisi ya. Gimana menurut Siswa 9?

Siswa 9 : “Senang, karena tadi menang.” Guru

: “Oh gitu. Lebih suka games yang ada kompetisinya atau enggak?”


Siswa 9 : “Lebih suka yang ada kompetisinya, Miss. Lebih seru, jadi gak kerasa pelajarannya cepet banget.hehe.”


: “What do you think of games in our last English lesson, Student 10?”

Student 10

: “I was happy because it was fun.”

Teacher

: “In what way did you feel happy?”

Student 10

: “We could grasp the material little by little so that it was not boring as usual.”

Teacher

: “Oh I see, but the focus was to the material, wasn’t it?”

Student 10

: “Yes, if there was a game like that, for me, it made me understand the material more easily. If the teacher just explained the theory, I didn’t understand.”

Teacher

: “Thank you.”

Student 10

: “You’re welcome.”

Guru

: “Bagaimana menurut Siswa 10 tentang games di pelajaran Bahasa Inggris tadi?”

Siswa 10: “Seneng soalnya seru.” Guru

: “Senengnya gimana?”

Siswa 10: “Itu..kita bisa nerima pelajaran dikit-dikit. Jadi gak boring kayak pelajaran biasanya.” Guru

: “Oh gitu ya? Tapi tetep fokusnya ke pelajarannya kan?”

Siswa 10: “Iy sih. Kalau aku kalau kayak games tadi tuh Bahasa Inggrisnya lebih cepet masuk. Tapi kalau cuma diterangin gitu malah gak bisa masuk.” Guru


Siswa 10: “Sama-sama.”



: “Ok Student 11. What do you think about games which contained competition, like our last English lesson?”

Student 11

: “It was different. It was because we could work together.”

Teacher

: “In this case, what changes did you feel?”

Student 11

: “Ehm..(confused).”

Teacher

: “What did you do during the group work?”

Student 11

: “If I did not know the material, I could ask my friends.”

Teacher

: “What did you feel then?”

Student 11

: “I was happy. I felt different atmosphere.”

Teacher

: “In what way you felt it different?”

Student 11

: “It was fun. I did not feel bored.”

Teacher

: “I see. Did you feel sleepy?”

Student 11

: “No, I didn’t.”

Teacher

: “Thankyou.”

Guru

: “Ok Siswa 11. Bagaimana pendapatmu tentang games yang ada kompetisinya, seperti dalam pelajaran tadi?”

Siswa 11: “Berbeda. Soalnya bisa kerjasama gitu.” Guru

: “Terus dalam hal ini perbedaan apa yang Siswa 7 alami?’

Siswa 11: “Ehm..gimana ya..” Guru

: “Gini. Waktu kerja kelompok itu Siswa 7 gimana sama temanteman?

Siswa 11: “Ya kalau saya gak tahu bisa nanya temen gitu.” Guru

: “Trus apa yang Siswa 11 rasakan?

Siswa 11: “Senang..suasananya beda.” Guru

: “Bedanya gimana?”

Siswa 11: “Ya jadi asik pelajarannya..gak bosen.” Guru

: “Oh gitu. Trus ngerasa ngantuk gak?”

Siswa 11: “Enggak.” Guru



After the Implementation of Cycle 1 Interview 12: An Interview with the English Teacher Researcher

: “Ma’am, you have observed actions 1 and 2 in two meetings in cycle 1. What do you think Ma’am? Were there any differences with the students’ participation? ”

Teacher

: “I observed that the students were happy to sing. ”

Researcher

: “What about the games?”

Teacher

: “I think the students became more interested to the learning because it spent the students’ attention.”

Peneliti

: “Ibu kan sudah melihat tindakan 1 dan 2 dalam 2 pertemuan ini pada siklus 1. Bagaimana bu? Ada perubahan tidak dengan partisipasi siswa tadi?”

Teacher

: “Saya lihat anak-anak senang tadi waktu bernyanyi.”

Peneliti

: “Kalau gamesnya?”

Teacher

: “Saya kira anak-anak jauh lebih tertarik karena itu cukup menyita perhatian siswa.”

After the Implementation of Cycle 3 Interview 13: An Interview with the English Teacher Researcher

: “What do you think about the students’ condition during the learning process? Were there many students who were sleepy, noisy, and lazy?”

Teacher

: “I observed that there was no student who was sleepy and noisy. The students were busy with the group work, so there was no time to get sleepy and make noises?”

Researcher

: “What was the game, Ma’am?”

Teacher

: “The game was lively because there was competition. The class was so noisy, but it did not matter. I think that was good indeed.”

Researcher

: “Was there increasing number of students’ participation in the teaching and learning process?”


Teacher

: “I think it was good. The ga me could increase the students’ participation. Every student had own contribution. So they were busy doing their own contribution.

Peneliti

: “Menurut ibu gimana kondisi anak-anak tadi selama proses pembelajaran? Apakah masih banyak yang ngantuk, ramai, dan malas-malasan?”

Teacher

: “Kalau yang tadi saya lihat sudah tidak ada yang ngantuk dan ramai. Karena tadi kan para siswa disibukkan dengan kerja kelompok, jadi seperti gak ada celah untuk ramai sendiri atau bergurau dengan teman.”

Peneliti

: “Kalau gamesnya bu?”

Teacher

: “Gamesnya tadi lebih ramai ya, apalagi ada kompetisi. Jadi ramai sekali kelasnya, tapi malah bagus itu.”

Peneliti

: “Menurut pengamatan ibu, sudah semakin meningkat belum partisipasi siswa dalam proses belajar mengajar?

Teacher

: “Bagus. Gamesnya tadi saya lihat bisa meningkatkan partisipasi siswa. Tiap anak dalam games nya tadi kan punya andil sendiri-sendiri. Jadi mereka sibuk dengan bagiannya sendiri-sendiri”


APPENDIX F Observation Checklists: v Students’ Participation in the Songs v Students’ Participation in the Games v Students’ Condition in the English Teaching and Learning Process v Students’ Participation in the English Teaching and Learning Process

161


1. Observation Checklists Cycle 1 Students’ Participation in the Song Class 7A SMP BOPKRI 2 Yogyakarta No

Students’ name

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21

Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 Student 8 Student 9 Student 10 Student 11 Student 12 Student 13 Student 14 Student 15 Student 16 Student 17 Student 18 Student 19 Student 20 Student 21 Total

A v v v v v v v v v v v v 12

B v v v v v v v v v v v v v v v 15

Activities C v v v v v v v v v v v v v v v 15

Note A. pay attention to the teacher’s demonstration B. stand up C. sing the song D. move their body E. answer the teacher’s questions

Total D v v v v v v v v v v v v v v 14

E v v v v v v v v v v 10

4 5 5 0 2 9 5 5 5 4 4 5 5 4 5 1 2 5 0 0 0


Students’ Participation in the Games Class 7A SMP BOPKRI 2 Yogyakarta No. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21

Students’ name Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 Student 8 Student 9 Student 10 Student 11 Student 12 Student 13 Student 14 Student 15 Student 16 Student 17 Student 18 Student 19 Student 20 Student 21 Total

Note A. listen to the teachers’ instructions B. cooperate with their group. C. do the task D. ask questions

Activities A B v v v v v v v v v v v v v v v v v v v v v v v v v v v v v 14 15

Total C v v v v v v v v v v v v v v v v 16

D v v v v v v v v v v 10

4 4 3 1 1 0 4 4 4 3 4 4 3 4 4 3 1 4 0 0 0


2. Observation Checklist Cycle 2

Students’ Participation in the Song Class 7A SMP BOPKRI 2 Yogyakarta No 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21


A v v v v v v v v v v v v v v v v v v v v v 21

B v v v v v v v v v v v v v v v v v 17


Activities C v v v v v v v v v v v v v v v v v v v v v 21

Total D v v v v v v v v v v v v v v v v v v v v v 21

E v v v v v v v v v v 10

4 5 5 4 4 3 4 5 5 4 4 5 5 4 5 4 4 5 3 3 3


Students’ Participation in the Games Class 7A SMP BOPKRI 2 Yogyakarta

No. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21




Activities B C v v v v v v v v v v v v v v v v v v v v v v v v v v v v v v v 15 16

Total D v v v v v v v v v v 10

4 4 3 2 2 1 4 4 4 3 4 4 3 4 4 3 2 4 1 1 1






B v v v v v v v v v v v v v v v v v v v v v 21




E v v v v v v v v v v v v 12

4 5 5 4 4 4 5 5 5 5 5 5 5 5 5 4 4 5 4 4 4






Activities B C v v v v v v v v v v v v v v v v v v v v v v v v v v v v v v v v v v v v v v v v v v 21 21

Total D v v v v v v v v v v 10

4 4 3 3 3 3 4 4 4 3 4 4 3 4 4 3 3 4 3 3 3






B v v v v v v v v v v v v v v v v v v v v v 21




E v v v v v v v v v v v v v v 14

5 5 5 4 4 4 5 5 5 5 5 5 5 5 5 5 4 5 4 4 4






Activities B C v v v v v v v v v v v v v v v v v v v v v v v v v v v v v v v v v v v v v v v v v v 21 21

Total D v v v v v v v v v v v v v v 14

4 4 3 3 3 3 4 4 4 3 4 4 3 4 4 3 3 4 3 3 3


1. Observation Checklist Cycle 1 Students’ Condition in the Teaching and Learning Process Class 7A SMP BOPKRI 2 Yogyakarta No 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19 20. 21.


A v v v v v v 6

B v v v v v v v v v v 10

C v v v v v v v v v v v v v 13

Activities D E F v v v v v v v v v v v v v v v v v v v v v v v v v v v 6 8 13

G v v v v v v v v v v 10

Total 1 3 1 4 6 6 2 0 2 6 3 2 1 0 1 3 5 1 7 6 6

Note. A. sleepy

E. disturb other friends

B. noisy

F. do another activity

C. talking with friends

G. make up something for fun

D. day dreaming


Students’ Participation in the Teaching and Learning Process 7A Class SMP BOPKRI 2 Yogyakarta No. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21.


A v v v v v v v v v v 10

B v v v v v v v v v v v v v 13

C v v v v 4

Activities D v v v v v v v v v v v v v 13

Note. A. listen to the teacher’s explanation B. read the textbook (LKS)/ handout C. take note D. do the task E. answer the teacher’s question when the teacher asks the class F. ask the teacher about the unclear material

E v v v v v v v 7

F v v v v v 5

Total 4 2 3 0 0 0 3 6 6 2 3 5 4 3 6 0 0 5 0 0 0



Students’ name Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 Student 8 Student 9 Student 10 Student 11 Student 12 Student 13 Student 14 Student 15 Student 16 Student 17 Student 18 Student 19 Student 20 Student 21 total

A v v v 3

B v v v v v v 6

C v v v v v v v v v v 10

Activities D E v v v v v v v v 1 7

F v v v v v v v v 8

G v v v v v v 6

Total 0 1 0 2 4 4 0 0 1 4 2 0 0 0 1 0 4 1 5 6 6

Note. A. sleepy


B. noisy




D. day dreaming


Students’ Participation in the Teaching and Learning Process Class 7A SMP BOPKRI 2 Yogyakarta No. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21.


A v v v v v v v v v v v v 12

B v v v v v v v v v v v v v v 14

C v v v v v v v 7

Activities D v v v v v v v v v v v v v v v 15

E v v v v v v v v 8


F v v v v v v v v v v 10

Total 5 4 4 0 1 0 3 6 6 3 4 5 6 5 6 2 0 6 0 0 0




A v 1

B v v v 3

C v v v v v v 6

Activities D E v v v 0 3

F v v v 3

G v v v 3

Total 0 0 0 1 0 2 0 0 0 2 1 0 0 0 0 0 2 0 3 5 3

Note. A. sleepy


B. noisy




D. day dreaming




A v v v v v v v v v v v v v v v v 16

B v v v v v v v v v v v v v v v v v v 18

C v v v v v v v v v v v v v v v v v 17

Activities D v v v v v v v v v v v v v v v v v v v 19

E v v v v v v v v v v v v v v v v 16


F v v v v v v v v v v v v v v v v 16

Total 6 6 6 3 6 2 6 6 6 6 6 6 6 6 6 6 6 6 1 0 0




A 0

B v v 2

C v v v v 4

Activities D E v v 0 2

F v v 2

G v v 2

Total 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 1 0 3 5 2

Note. A. sleepy


B. noisy




D. day dreaming




A v v v v v v v v v v v v v v v v v 17

B v v v v v v v v v v v v v v v v v v v 19

C v v v v v v v v v v v v v v v v v 17

Activities D v v v v v v v v v v v v v v v v v v v v v 21

E v v v v v v v v v v v v v v v v 16


F v v v v v v v v v v v v v v v v 16

Total 6 6 6 4 6 2 6 6 6 6 6 6 6 6 6 6 6 6 2 1 1


APPENDIX G Field Notes

178


FIELD NOTES

Meeting

:1

Title of Song : Preposition Song Time

: 5 minutes Activities


The teacher offered songs to begin the

All students were happy. They all

lesson.

agreed to sing a song before the lesson began.

The teacher introduced a song entitled

The students looked interested in the

Preposition Song. She also brought pictures. Some reluctant students who pictures and introduced the prepositions were not ready to join the class, did not found in the picture. She taught the listen to the teacher. They were busy students how to pronounce each word

doing another activity, such as drawing

found in the picture.

and writing unimportant notes in their books.

The teacher practiced the song

All students paid attention to the teacher.

The teacher asked the students to sing

Most of the students looked enthusiast

the song together.

to sing the song together with the teacher, but some reluctant students did not sing. They just looked at the picture stuck on the whiteboard and clapped noisily instead of singing the song.

Name of Games

: Crossword Puzzle “Where Are You?”

Time



The teacher explained the instruction of

All students understood the teacher’s

the crossword puzzle game.

instructions.


The teacher asked the students to do the Many students did the task noisily. game in pair with their seat mates.

They kept disturbing their friends. Many students were caught cheating other students’ work.

Only few

students did the task quietly. The teacher moved around the class to

Some reluctant students surprisingly

check the students’ works.

did not do the task. Their works were still blank. Two students were busy drawing things in their books and made unimportant notes in their books, while other students made noises in class. Meanwhile, some girl students did gossiping with their seatmate or friends sat in front and behind them. Some cheated their friends’ works. One student walked around the class without any guilty. When the teacher came to their seats and addressed them, they kept silent and pretended to do the task. When the teacher walked away from them, they continued making noises.

Meeting

:2

Title of Song : Preposition Song Time



The teacher demonstrated the previous

All students paid attention to the

meeting song entitled Preposition Song teacher. to remind the students about the song. The teacher asked the students to stand

Some reluctant students stood up lazily.


up The teacher asked the students to sing

The students sang the song better than

the song together.

they did in the previous meeting, although there were some students who did chaos by clapping hands noisily.

The teacher asked the class about the

Only few students who answered. Some

prepositions in the song

reluctant students did not answer. Even, they did not listen to the teacher.

Name of Games

: Blind Map

Time



The teacher explained the instruction of

Many students looked confused, but

the Blind Map game.

they did not ask questions.

The teacher asked the students to do the One student complained about his game in pair with their seat mates.

partner. He wanted to move to another seat to cha nge partner. The teacher agreed as long as it would made him complete the task.

The teacher moved around the class to

Some students did the task as what the

check the students’ works.

teacher expected. They could do the task smoothly. But, many students liked cheating their partner’s map instead of taking turn in getting information. Besides, there were four students who even did not know what they had to do with the task because they did not listen to the researcher’s instruction. These students always asked the teacher what they had to do with the task, when the


teacher came to their seats. The teacher had to explain more and more to these students. But actually, the teacher had explained the instruction clearly in advance and always checked their understanding.

Meeting

:3

Title of Song : Head, Shoulders, Knees, and Toes Time




The students looked happy because the

Head, Shoulders, Knees, and Toes. song was easy to sing. The tone of the Then she demonstrated the song.

song was familiar to the students.

The teacher asked the students to stand

Some reluctant students did not want to

up

stand up, although their friends already stood up.

The teacher asked the students to sing

All students did what the teacher

the song together with movements like

expected. Suddenly, one student made

what the teacher demonstrated.

chaos by singing the song in Indonesian version Kepala, Pundak, Lutut, Kaki. It disturbed the whole class and made other friends followed to sing that way. First and second warnings, he kept singing that way. In the third warning, he agreed to sing in the English version. Finally, the whole class could be handled.

The teacher discussed parts of body They mentioned the parts of body found in the song.

found in the song and easily guessed


the meaning in Indonesian.

Name of Games

: Magazine Flip

Time



The teacher explained Magazine Flip All students listened to the teacher. The Game’s instruction

students who did not understand asked some questions about the procedure. Then, all students understood what they had to do with the game.

The teacher divided the class into four

The students protested. They wanted to

groups consisting of five students each

be a group with their close friends.

group.

They wanted to choose their own members.

The teacher asked the students to make

The students agreed to choose their

their own group.

own members. In the classroom, there were three big playing groups. Group one consisting of spoiled and fussy students. Group two consisting of smart and diligent students. The last group consisting of boys. All boys in class 7 A were categorized reluctant students, except four students. Thus, to make it become four groups, the boys had to be divided into two.

The teacher led the game

Only active students did the task. The passive students just sat and observed. They did not give any contribution to the group. The winner of the games was the smart and diligent group. The two


boy groups which were categorized reluctant were not serious to play the game.

Meeting

:4

Title of Song : Head, Shoulders, Knees, and Toes Time



The teacher demonstrated the previous All students paid attention to the meeting

song

entitled

Head, teacher.

Shoulders, Knees, and Toes to remind the students about the song. The teacher asked the students to stand All students stood up. up The teacher asked the students to sing

The students were more energetic than

the song together with movements like before. They moved as what the what the teacher demonstrated.

teacher expected. They looked more energetic when the song was sung faster and faster.

The teacher asked the students to The students could mention the part of mention parts of body mentioned in body and the meaning in Indonesian the song.

correctly.

Name of Games

: Describe from memory

Time



The teacher explained the procedure of

The students paid attention to the

Describe from Memory game

teacher. Some students asked some questions about the procedure in this


session. The teacher asked the students to work

Because the students had known their

in the previous group.

groups, they could do grouping fast.


Many students were still passive, especially the boy groups. There was much complaining from them. The boy groups always said that they could not do the game because they thought it was too difficult for them. They were too lazy to think, so they never won the game. The winner of the games was the smart and diligent group.

Meeting

:5

Title of Song : What are you doing? Time



The teacher introduced a song entitled What are you doing?.

The students listened to the teacher.

Then she

demonstrated the song. The teacher asked the students to stand

All students stood up.


The students sang and move as what the


teacher commanded.


Name of Games

: Running Dictation

Time



The teacher explained what the students All students paid attention to the


were going to do with the game.

teacher and asked questions.

The teacher chose the member of each

First, many students protested. Then,

group.

they agreed to join with the group in which the member of it was chosen by the teacher. Most of the students could cooperate well with their group. Two students complained about their group. They wanted to move to another group, but the teacher refused. Thus they did not cooperate well with their group.


All students gave contribution to the group. All groups always supported and gave spirit to their friends in group. All groups competed and tried to beat other groups.

Meeting

:6

Title of Song : What are you doing? Time



The teacher demonstrated the previous

Most of the students paid attention to

meeting song entitled What Are You the teacher. Only two students who Doing? to remind the students about

ignored her. They were busy drawing

the song.

something in their books. The teacher warned them again and again.

The teacher asked the students to stand

All students stood up.


The students could sing and do


movement well. No problem occurred.



Name of Games

: TPR Games

Time



The teache r explained the procedure of The the game.

students

listened

and

asked

questions if they did not understand the procedure.

The teacher asked the students to work

The students moved from their seat to

in the previous groups.

find their group. They did it quickly, so it did not waste time.

The teacher led the game.

A lot of laugh happened there. Many students

did

funny

gestures

and

movements which made other students laughed. Especially when they found the combination of Verbs and Adverbs were funny to match each other, such as sing quietly, cry happily, sleep sadly, and many more. Surprisingly, when the game ended, they wanted to play once again. The teacher refused because of the limited time.

Meeting

:7

Title of Song : What do you do? Time




The students listened to the teacher and

What Do You Do? Then she also also paid attention to her. demonstrated the song. The teacher asked the students to stand

All students stood up happily.



The students sang and did movement


well.


Name of Games

: Gamezone

Time



The teacher explained the game’s The students listened to the teacher’s procedure.

explanation. They also asked some questions if they did not understand the instructions.

The teacher chose the member of each

All agreed with their group. They

group.

enjoyed

with

their

group.

None

protested. The teacher led the game.

All students looked happy. A few students looked shy to act out some actions and move their body. However, all students could give contribution to their group. They all cooperated well in their own group. Every member of the group supported each other. Each group beat other groups to be the winner of the competition.

USING SONGS AND GAMES TO INCREASE STUDENTS PARTICIPATION IN THE ENGLISH TEACHING AND LEARNING PROCESS IN THE SEVENTH GRADE OF SMP BOPKRI 2 YOGYAKARTA

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