improving the students’ speaking skill through...
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IMPROVING THE STUDENTS’ SPEAKING SKILL THROUGH GROUP
INVESTIGATION TECHNIQUE OF THE SEVENTH GRADE STUDENTS
OFMTs SUDIRMAN JAMBU SEMARANG IN THE ACADEMIC YEAR
2016/2017
A GRADUATING PAPER
Submitted to the Board of Examiners as a Partial Fulfillment of the
Requirements for Degree of Sarjana Pendidikan (S.Pd) in
English Education Department of Teacher Training and Education Faculty
State Institute for Islamic Studies (IAIN) Salatiga
BY:
IMAM ARIFIN
11310087
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA
2017
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Motto
Education is about learning your life by your own style
(Eddie Vedder)
There’s a big thing in this world that everyone had, it’s hope
(Anonymous)
Do what you like and do it honestly
(Tom Delonge)
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DEDICATION
The paper is dedicated to:
My beloved mother (Sujiyah, almh) and my father (Mukh.Khanati, alm)
My beloved sister, Liesnawati
My cute brother, TeduhWidya Adidharma
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ACKNOWLEDGEMENT
Bismillahirrahmanirrahim,
In the name of Allah, the most gracious and merciful, the king of universe
and space. Thanks to Allah because the writer could complete this study as one of
requirement to finished study in English and Education Department of States
Institute for Islamic Studies.
This graduating paper would not have been completed without support,
guidance and guidance from individual and institution. Therefore, I would like to
express special thanks to:
1. Dr. Rahmat Hariyadi, M. Pd. as the Rector of State Institute for Islamic
Studies (IAIN) Salatiga.
2. Suwardi, M.Pd as the Dean of Teacher Training and Education Faculty
State Institute for Islamic Studies (IAIN) Salatiga.
3. Noor Malihah, Ph. D. as the Head of English Education Department of
States Institute for Islamic Studies (IAIN) Salatiga. Thank you for all your
suggestions, recommendations and supports for this graduating paper from
the beginning until the end.
4. Dr. Rifqi Aulia Erlangga, M.Hum as counselor who has educated,
supported, directed and given the writer advice, suggestion and
recommendation for this graduating paper from beginning until the end.
Thanks for your patience and care.
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ABSTRACT
Arifin, Imam. 2017. IMPROVING THE STUDENTS’ SPEAKING SKILL
THROUGH GROUP INVESTIGATION TECHNIQUE OF THE
SEVENTH GRADE STUDENTS OF MTs SUDIRMAN JAMBU
SEMARANG IN THE ACADEMIC YEAR 2016 / 2017, A Graduating
Paper, Teacher Training and Education Faculty, English Education Department,
State Institute for Islamic Studies (IAIN) Salatiga. Counselor: Dr. Rifqi Aulia
Erlangga, M.Hum.
Keywords :Group, group work, group investigation technique,speaking
skill, classroom action research.
The researcher and the teacher used group investigation technique to
improve the students’ speaking skill. The objectives of this research were
(1) to describe the implementation of using group investigation to improve
the students’ speaking skill in seventh grade of MTs Sudirman Jambu
Semarang in the academic year of 2016/2017, (2) to identify the
improvement of the students’ speaking skill after being taught by using
group investigation technique. This research is Classroom Action Research
(CAR). It was conducted in two cycles. Each cycle consisted of four steps.
They were planning, acting, observing, and reflecting, and it was done
systematically and collaboratively. The researcher took role as an observer
who observed everything that happened in the class while the teacher
performed CAR for the students. The result showed that (1) The
implementation of group investigation to improve the students’ speaking
skill was really successful. The passing grade was 70. In the pre test of the
cycle 1, 0% of the students passed the passing grade. In the post test of the
cycle 1, 30% of the students successfully passed the passing grade. Then, in
the pre test of the cycle 2, 50% of the students passed the passing grade. In
the post test of the cycle 2, 80% of the students successfully passed the
passing grade, (2) The improvement of the students’ speaking skill in
seventh grade of Mts Sudirman Jambu Semarang was really significant. In
the cycle 1, the t-test was 3,342, and the t-table was 2,262. It used
significant level as many as 5%. In the cycle 2, the t-test was 4.The
researcher took it into T-test analysis provided score t= cycle 2 (4) – cycle
1 (3,342) =(0,658) which is (t >0,05. H0 is accepted=significant). So, from
that statistical result, the researcher concluded the use of group
investigation technique improved students’ speaking skill.
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TABLES OF CONTENTS
TITLE i
DECLARATION ii
ATTENTIVE COUNSELOR NOTES iii
PAGE OF CERTIFICATION ................................................................ iv
MOTTO v
DEDICATION vi
ACKNOWLEDGMENT vii
ABSTRACT ix
TABLE OF CONTENTS x
CHAPTER I: INTRODUCTION
A. Background of the Research .......................................................... 1
B. Problem Statements ........................................................................ 6
C. Objectives of the Research ............................................................. 7
D. Limitation of the Research ............................................................. 7
E. Significance of the Research .......................................................... 9
F. Definition of the Key Terms 10
G. Research Paper Organization 13
CHAPTER II: LITERATURE REVIEW
A. Previous Research .......................................................................... 15
B. Concept of Speaking ...................................................................... 16
1. Definition of Speaking ............................................................ 16
2. Importance of Speaking .......................................................... 17
3. Types of Spoken Language ..................................................... 18
4. Problem in Speaking ............................................................... 19
5. Classroom Speaking Performance .......................................... 22
6. Criteria of Good Speaking Performance ................................. 22
7. Evaluation of Speaking ........................................................... 26
C. Concept of Group Investigation .................................................... 29
1. Definition of Group Investigation ............................................ 29
2. Purpose of Group Investigation ............................................... 31
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3. Procedures of Group Investigation........................................... 32
4. Advantage and The Disadvantage of GI .................................. 33
D. Procedure of the Research .............................................................. 34
CHAPTER III: RESEARCH METHODOLOGY
A. Research Report ............................................................................. 37
1. Identity of MTs Sudirman Jambu Semarang ........................... 37
2. Vision and Mision of MTs Sudirman Jambu Semarang .......... 37
3. Teacher Condition .................................................................... 38
4. Condition of Students ............................................................... 39
B. Research Methodology................................................................... 39
1. Subject of the Research ............................................................ 39
2. Types of the Research .............................................................. 40
3. Procedure of the Research ........................................................ 41
4. Techniques of Collecting Data ................................................. 43
5. Technique of Analyzing Data .................................................. 44
CHAPTER IV: FINDINGS AND DISCUSSION
A. Implementation of the Research..................................................... 47
1. Cycle I ...................................................................................... 47
2. Cycle II ..................................................................................... 49
B. Data Analysis ................................................................................. 51
1. Cycle I ................................................................................ 51
2. Cycle II ............................................................................... 56
CHAPTER V: CLOSURE
A. Conclusion ..................................................................................... 63
B. Suggestion ...................................................................................... 64
REFERENCES
APPENDICES
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CHAPTER I
INTRODUCTION
A. Background of the Research
Language is an important role in maintaining relationship in human
beings. It is the way people use to communicate with other. It becomes an
effective medium communication which helps people share with the others.
Language is important in human life, as David Kilgour (1999) claimed that
language is obviously a vital tool. Not only is it a means of communicating
thoughts and ideas, but it forges friendships, cultural ties, and economic
relationships.
David Crystal (2003) stated that language is an immensely democratizing
institution. To havelearned a language is immediately to have rights in it. You
may add to it, modify it, play with it, create in it, ignore bits of it, as you will. And
it is just as likely that the course of the English language is going to be influenced
by those who speak it as a second or foreign language as by those who speak it as
a mother-tongue.
English has become the one of dominant language in many fields of
activity such as industry, military, business, tourism, transportation, sports,
international relation etc.English is adopted as the foreign language in Indonesia.
It involves into national education curriculum that every formal school runs. It
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becomes an obligatory subject in Junior and Senior High School and a
complementary subject of the higher education and institution.
Many factors contribute to the market for Teaching English as a Foreign
Language The historical factor offers the legacy of the old British Empire
thattook the language around the world. The political factor gives the
currentdominance of the USA. Science and technology have developed
with Englishat the forefront. In addition, there’s a need for a global
language to makeinternational communications smoother, and tools such
as the worldwideweb truly accessible around the planet. (Maxom, 2009)
In learning of English as a foreign language, each student has their own
problem.For some foreign learners in Indonesia, English is difficult enough to
learn. It can be understood, because English is so different with the learner’s
national language, especially in the country that so far from native speakers of
British and American. The Indonesian student as the one of learner who is far
from the natives faced it so. They confused on learning the different pronunciation
in each area whose differ on pronounce the words.
English was chosen over Dutch despite the fact that the Dutch had
colonized Indonesia for three and a half centuries. As is very well recorded
in our history, the official status of English in the country has been "the
first foreign language" and the political stance of Indonesia's government
is quite firm: "English is not and will never be a social language nor the
second official language in Indonesia"(Sadtono in Bachrudin, 1997)
As English was stated as the first foreign language in Indonesia,
Indonesian learners are included to the active students in learning English.
Generally, the learners did so, but there are some students who couldn’t act as
their friend.
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Mastery English language has many advantages to face the world. It is
benefit for many people to communicate or to share information and so on.
Language is very important in social life. All people know about the benefit of
mastery English, but little of them unconscious to learn English. Because, they
think that English is very difficult for them.It has been taught in some levels
ofeducation in Indonesia, such as elementary school, junior high school, and
seniorhigh school in order to make young generations ready to face the
globalizationera. As a global language, English is used in many things we find in
our daily lifeand in many kinds of modern technology, such as mobile phones,
computers,social media/networks, electronic machines, transportation, banking,
etc.
English is acknowledged passport to better education and employment
opportunities. English language plays a crucial role to weave the world
into a single thread. English has a status of a second language in almost all
the countries where it is not the first language. To acquire simple language
for day to day communication is main aim of learning any language.
(Riyaz, 2016)
From the statement above, we can conclude that in order to get better
education and employment opportunities,everyone has to be able to communicate
with English languagein this global era.Learning English is important for the
students. It is important for students to face the world. The successful in learning
English of teaching on school are the students can communicate with oral and
written.
There are four components of learning English. There are, reading,
listening, writing, and speaking. By seeing the phenomena of Mute English how
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the millions of learners can read but not speak, (Jason, 1988) we know that
speaking skill is one of difficult skill to learn for the students. To be a good
speaker, they must masterypronunciation, vocabulary and grammar. Without
mastery pronunciation, vocabulary and grammar, students cannot suggest their
own idea.
According to Nunan(2003)many people feel that speaking in a new
language is harder than reading, writing, or listening for two reasons. First, unlike
reading or writing, speaking happens in real time, usually the person you are
talking to is waiting for you tospeak right then. Second, when you speak, you
cannot edit and revise what you wish to say, as you can if you are writing. In
class, students spent a great deal of time in copying models rather than expressing
their own ideas creatively. Speaking was used to express that students had
mastered vocabulary they have learnt, rather than had a good idea about the
subject matter.
Teacher is the leader on choosing a learning method that using in class.
From some experiences, teachers’ centered has weakness. Usually, teacher just
give structure pattern and ask their students to make sentences in class, it is full of
theories and make them boring. In other hand, students have less interaction with
other students in learning process that will make students more passive in class.
The teacher just uses the same methods. He feels that it has been effective when
teacher uses that method in class, and they don’t understand to change the
methods in order to make students more active and enjoy in classroom. The
teacher should know about new method that can be used in class to improve
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students’ interest and speaking skill.There are a lot of methods that can be used in
class to increase students’ attention in learning process.
Teacher has to find new method in teaching learning process that can
make students easy to understand about the materials, effectively.Communicative
language teaching approach provides various communicative activities in English
language teaching.In formal education, listening and speaking as the important of
language skills get less proportion in the English teaching and learning. There is
rarely speaking test or oral production test. Consequently the students assume that
listening and speaking are not very important to study.Speaking is productive skill
of language learning. It involvescommunicative performance, and other important
elements, such as pronunciation, intonation, grammar, and vocabulary.
Bennett(1991) claimed that cooperative groupwork is the one key of good
teambuilding in class. The statement shows that group has important position in
learning process. As Slavin(1985) stated that applying cooperative learning
methods to multiethnic classroomsas a means of promoting ethnic integration was
one of the initial goals ofcooperative learning theory and investigation.
Based on the things mentioned above, the researcher tried to make
speaking activities more fun and effective for students in learning English by
determining thetechniques which are appropriate and effective to teach speaking.
Sharan (1989) said that in group investigation, students take an active part
in planning what they will study and how. They form cooperative group according
to common interest in topic. All group members help plan how to research their
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topic. The ‘active’ in that statement refers how speaking has central position in
group sharing of group investigation teaching model. The researcher tried to use
group investigation as a kind of techniques in teaching speaking. In addition,
group investigation can help students to be more active and express their idea
through their partner in classroom's group. So, the writer takes using of Group
Investigation method as a topic of this research. That is the reason why the writer
chooses the title for this paper “IMPROVING THE STUDENTS’ SPEAKING
SKILL THROUGH GROUP INVESTIGATION TECHNIQUE OF THE
SEVENTH GRADE STUDENTS OF MTs SUDIRMAN JAMBU SEMARANG
IN THE ACADEMIC YEAR 2016 / 2017”.
B. Problem Statements
When the teacher gave the students speaking activity, the students did not
want to speak or to express their ideas in their mind.Then, the problem of study
can identify as follow:
1. How is the use of group investigation technique in the seventh grade
students of MTs SudirmanJambu in the academic year 2016/2017?
2. How far is the use of group investigation technique to improve the
students’ speaking skill inthe seventh grade students ofMTs
SudirmanJambuin the academic year 2016/2017?
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C. Objectives of the Research
Based on the problems of research above, the writer can conclude of the
purpose/objectives of this research are:
1. To find out the use ofgroup investigation technique in seventh grade of
MTs SudirmanJambuin the academic year 2016/2017.
2. To find out how far is group investigation improve students’ speaking
skill in seventh grade of MTs SudirmanJambuin the academic year
2016/2017.
D. Limitation of the Research
This study is focused in a cooperative learning model that is based on the
need for interaction that creates a positive interdependence relationship in the
classroom. As Dr. Lam Bick Har (2005-2013) defined that
Cooperative learning is a student-centered, instructor-facilitated
instructional strategy in which a small group of students is responsible for
its own learning and the learning of all group members. Students interact
with each other in the same group to acquire and practice the elements of a
subject matter in order to solve a problem, complete a task or achieve a
goal.(Dr. Lam Bick Har, 2005-2013)
From that statement, we know that cooperative learning method requires a
group of students, as Robert E. Slavin (1985) stated that cooperative learning
methods are structured, systematic instructional strategies capable of being used at
any grade level and in most school subjects. All of the methods involve having the
teacher assign the students to four- to six-member learning groups composed of
high-average, and low-achieving students, boys and girls, black, Anglo, and
Hispanic students, and mainstreamed academically handicapped students as well
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as their non-handicapped classmates. In other words, each group is a microcosm
of the class in academic achievement level, sex, and ethnicity.
Cooperative learning is a method in which students are assigned to small
groups in the classroom, as well as other environments, where the students
help each other to learn together. Students achieve more and increase their
self-confidence as individuals, develop communication skills and
participate actively in this method (Doymuş, Şimşek&Şimşek, 2005). This
method is applied with different techniques. The forefronts of these
techniques are: Learning Together, Student Teams, Group Investigation,
Let’s Ask and Learn Together, Jigsaw, and the Reading-Writing-
Presentation technique. (Nilüfer, 2012)
Theexplanation above shows that group investigation is one form of
cooperative learning. Group investigation as one form of cooperative learning
model emphasizes student participation and activity to find the information of
lessons to be learned by their selves through available materials. In learning
process, students are involved since planning stage and determining the topic to
learn it through investigation. Group investigation is a learning model that trains
the students to participate in the development of social systems through
experience.
In order to avoid any misinterpretation of the problem, the writer limits the
study on the using of group investigation in learning process. The writer usedthis
techniqueon focusing to improve speaking skill for the students in MTs
SudirmanJambu Semarang.
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E. Significance of the Research
This research is hoped that it will be useful for the teachers, students and
for the school of MTs SudirmanJambuas the statements is below:
1. For the writer
This research can give teaching experience for the researcher to do
classroom action research in order to train teaching ability and be the
graduating paper to get bachelor grade. The successful of this research will be
used in teaching in class after the writer can be teacher in the future.
2. For the students
Using group investigation to increase the students’ speaking skill, motivate
the students speaking skill in learning process and giving more enjoy and
active in learning English.
3. For the teachers
This research gives contribution for English teachers to choose the
learning methods that are distribute in speaking class and other class. The
teacher should use these methods to improve the students’ achievement in
class. Group Investigationcan help the teacher to improve the students’ ability
in speaking. These methods can be applied in the classroom and givevariety
methods for teacher in learning process. English teacher must have many
methods to teach English to create the effective atmosphere in class. The
students will have more interest joining in English learning. It is the good
point for teacher to get enthusiastic from all students.
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F. Definition of Key Terms
1. Group
As it is mentioned in Oxford Dictionary (2011) that group is number of
people or things together, we can conclude that group contains by some people
in togetherness.The situation inside classroom is like great society. The
classroom has its own social order and classroom culture. The students as
member of classroom keep themselves focus on their way of life that develops
there. Each classroom’s standards and expectations are the things that become
established and maintained by the teacher.
2. Investigation
According to Oxford Dictionary (2011), investigate is examine the facts in
order to discover the truth.From that statement, we see that investigation refers
to the process of inquiring about a chosen topic that groups focus on. The
general role of teacher is carrying out the investigation to make the students
aware on resources finding that may be helpful. In this case, the teacher's role
is to follow the investigative process, offering help when required: suggesting
resources, and ensuring a variety of skills is being used.
3. Group Investigation
Group Investigation is the teaching model which tries to combine in one
teaching strategy form that shows dynamics democratic process with the
process of learning inquiry.
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We knew the meaning of group investigation by the statement below:
Group Investigation (Sharan&Sharan, 1992), developed by Shlomo and
Yael Sharan and their colleagues in Israel, is a general classroom
organization plan in which students work in small groups, using
cooperative inquiry, group discussion, and cooperative planning and
projects. In this method, students form their own two- to six member
groups. The groups choose subtopics from a unit being studied by the
entire class, further break their subtopic into individual tasks, and carry out
the activities necessary to prepare a group report. The group thenmakes a
representation or display to communicate its findings to the entire class,
and is evaluated based on the quality of this report. (Slavin, et al, 1999)
4. Improving
Improving is about adding the ability on doing something. Improving
makes better progress in learning process. Improving shows the changing of
people skill to be better in material which is given. As it is mentioned in
Oxford Dictionary (2011) that improving is the process of becoming or
making to be better, so the teacher's task is increasing the student’s ability and
activeness in class.
5. Speaking
Speaking is described as an interactive process of constructing meaning by
the shared information. It depends on the situation or context, includes the
physical environment and collective experiences. Speaking is not only express
how to produce specific points of language such as pronunciation, vocabulary,
or grammar. It shows how people understand when, why, where, and in what
ways to produce voice as speaking action.
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In language teaching, the four skills are described in terms of their
direction. Language generated by the learner (in speech or writing) is referred
to as productive. Language directed at the learner (in reading or listening) is
called receptive. Another important idea is the channel, which refers to the
medium of the message (aural/oral or written). Thus, speaking is the
productive aural/oral skill. It consists of producing systematic verbal
utterances to convey meaning. As it is mentioned by Nunan (2003) that:
Teaching speaking is sometimes considered a simple process. Commercial
language schools around the world hire people with no training to teach
conversation. Although speaking is totally natural, speaking in a language
other than our own is anything but simple. (Nunan, 2003)
The statement shows the simplicity of teaching speaking. Teaching
speaking has been the one of human needs by looking the usage in the daily
life through conversation to other human being.
6. Skill
“Skill usually requires certain environmental stimuli and situations to
assess the level of skill being shown and used.”
(https://en.wikipedia.org/wiki/Skill)
From the statement above, we know that a skill is the ability to carry out a
task with pre-determined results often within a given amount of time, energy,
or both. Skills can often be divided into domain general and domain-specific
skills. For example, in the domain of work, some general skills would include
time management, teamwork and leadership.
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G. Research Paper Organization
The graduating paper consists of five chapters.
Chapter one presents the background of the study, statements of the
problem, objective of study, limitation of the study, significance of research,
definition of key terms,and research paper organization.
Chapter two is literature review. Firstly, it consists of underlying theories
that include definition of speaking, the importance of speaking skill, types of
spoken language, problem in speaking, classroom speaking performance, criteria
of good speaking performanceand evaluation of speaking. Secondly, present about
the definition of group investigation,the purpose of group investigation,
procedures of group investigation, advantages and disadvantages of using group
investigation teaching model, and then procedure of the research.
Chapter three present about the research methodology. It is explain about
general description of MTs Sudirman, setting of the research, subject of the study,
method of the research, types of the research, technique of collecting data, and
technique of analyzing data.
Chapter four is the implementation of the research and data analysis. This
chapter explains about the score of achievement test, the score of pre-test and
post-test, the analysis and the statistical score of whole research.
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Chapter five is closure which consist of conclusion, and suggestion on the
basis of research finding.
For the last part arereferences and appendices.
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CHAPTER II
LITERATURE REVIEW
A. Previous Research
In order to improve the understanding about this research, the researcher
presents three relevant studies. The first research has been done by Yunita
Haffidianti (2011). The objective of this research was to improve the learning
result in mathematic class of MTs N 1 Semarang. The participants of this
research were 38 students. After the conducting the research, the researcher
found that in the result indicated that there was the significant improvement of
using group investigation to the standard of learning index.
The second research has been done by Fariyah (2013). The objectiveof
this research was to improve the activeness and the learning result of students.
This research applied true experimental design. The participants of this research
were 30 students studying inflation learning in economy class at tenth grade of
SMA 1 Candiroto Temanggung which were divided into experimental group.
After conducting the pre-test and post-test, the result of this research showed that
group investigation (GI) has positive effect on the learning of economy class. It
encouraged the students to be more responsible for the learning process.
The third research has been done by Ona OStarika (2014) who was did
the research in class V of SDN 50 Bengkulu which was consisted by 30 students.
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The researcher found that the use of group investigation improved the activity
and the result of learning of social study. The improvement also improved the
students’ ability in communication and their activeness. The researcher stated
that there was a significant difference before and after the treatment by using
group investigation in class. The researcher concluded that the group
investigation (GI) technique was improved students’ ability in cognitive,
affective, and psychomotor aspect.
Based on the researches above, the research of this paper found that the
use of group investigation showed a significant improvement in some kind of
education materials. So, the researcher concluded to take the research in English
that was about using group investigation technique to improve students’
speaking skill.
B. Concept of Speaking
1. Definition of Speaking
There are four skills in English: listening, reading, writing, and speaking.
Speaking is an expression of human being through conversation. Speaking is a
skill which is simply needed more than one person as speaker and listener. This is
concluded by the statement by Brown (2004).
Brown (2004) defined speaking as a productive skill that can be directly
and empirically observed, those observations are invariably colored by the
accuracy and effectiveness of a test-taker listening skill, which necessarily
compromises the reliability and validity of an oral production test. From those
statements above, the writer can conclude that speaking is an activityinvolving
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two or more people in which the participants are both the listeners and the
speakers having to act what they listen and make their contribution at high speed.
Lado (1977) says also that either four or five components are generally
recognized in analysis of speech process. They are: a) Pronunciation
(Including the segmental features-vowels and consonant and the stress and
intonation/ pattern), b) Grammar, c) Vocabulary, d) Fluency (the case and
the speech of the flow of speech), and e) Comprehension. (Lado in
Kusmaryati, 2009).
The explanation from Lado, shows that speaking needs process. The result of
speaking can be marked in many appraisals, such as pronunciation, grammar,
vocabulary, fluency, and comprehension.
2. Importance of Speaking
Speaking ability in English is useful in many situations and places in this era.
Such as in the school education, apply to get a job, or when someone goes to the
other country, because English is international language. The importance of
speaking was mentioned bellow:
Speaking skill is the most important thing to be mastered when people
learn English because speaking is a process of constructing meaning; it
covers almost all of language components. Through speaking someone can
express their minds, ideas, and thought freely and spontaneously. In
addition purpose of teaching speaking is to guide both the teachers and
students to use the target language as a common language in teaching
learning process even in their daily life. The importance of the ability to
speak or write English has recently increased significantly because English
has become the de facto standard. Learning the English language has
become popular for business, commerce and cultural reasons and
especially for internet communications throughout the world. English is a
language that has become standard not because it is widely used by many
information and technology industries and recognized as being standard.
The call centre phenomenon has stimulated a huge expansion of internet-
related activity establishing the future of India a cyber-technological
super-power. Modern communications, videos, journals and newspapers
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on the internet use English and have made knowing Englishindispensable.
(Shaik, 2016)
Guoqiang (2009) stated that: to be a good speaker the English learners have to
master all of the components. However, besides those linguistic components
above there are many factors that influence speaking ability. Although speaking
has been included in the educational plan for English teaching in colleges and
universities in the past years, the percentage of time devoted to activities in which
students can communicate with each other in English remains small in the whole
class. Speaking is the skill that the students will be judged upon most in real-life
situation .It is an important part of everyday interaction and most often the first
impression of a person is based on his/her ability to speak fluently and
comprehensibly.
3. Types of Spoken Language
Nunan(1991) suggested types of spoken language in this figure:
Figure 1: Types of Spoken Language
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Nunan (1991) explained that: in monologues, when one speaker uses
spoken language for any length of time, as in speeches, lectures, readings, news
broadcasts, and the like, the hearer must process long stretches of speech without
interruption. Planned monologues (such as speeches and other prewritten
material) usually manifest little redundancy and are therefore relatively difficult to
comprehend. Unplanned monologues (impromptu lectures and long stories in
conversations). Dialogues involve two or more speakers and can be subdivided
into those exchanges that promote social relationships (interpersonal) and those
whose purpose is to convey propositional or factual information (transactional).In
conversations between or among participants who are unfamiliar with each other,
references and meanings have to be made more explicit to assure effective
comprehension. In conversations between or among participants who are
unfamiliar with each other, references and meanings have to be made more
explicit to assure effective comprehension.
4. Problem in Speaking
Speaking is not as easy as it may seem. In fact, it is a complex skill which
involves both intrinsic and extrinsic aspects. Speaking shows how the speaker
uses the vocabulary in the right way bravely. So, according to different type of
person, there are some problems in speaking.
20
Brown (2001) suggested some causes that make speaking difficult as
follows:
1. Clustering
Fluent speech is phrasal, not word by word. Learners can organize
their output both cognitively and physically (in breath groups) through
such clustering
2. Redundancy
The speaker has an opportunity to make meaning clearer through the
redundancy of language. Learners can capitalize on this feature of spoken
language
3. Reduced Forms
Contractions, elisions, reduced vowels, etc., all form special problems
teaching spoken English. Students who don’t learn colloquial contractions
can sometimes develop a stilted, bookish quality of speaking that in turn
stigmatize them.
4. Performance Variables
One of the advantages of spoken language is that the process of
thinking as you speak allows you to manifest a certain number of
performance hesitation, pauses, backtracking, and corrections. Learners
can actually be taught how to pause and hesitate. For example, in English
21
our thinking time is not silent; we insert certain fillerssuch as ub, um, well,
you know, I mean, like, etc. one of the most salient differences between
native and nonnative speakers of a language is in their hesitation
phenomena.
5. Colloquial Language
Make sure your students are reasonably well acquainted with the
words, idioms, and phrases of colloquial language and that they get
practice in producing these forms.
6. Rate of Delivery
Another salient characteristic of fluency is rate of delivery. One of
your tasks in teaching spoken English is to help learners achieve an
acceptable speed along with other attributes of fluency.
7. Stress, Rhythm, and Intonation
This is the most important characteristic of English pronunciation. The
stress-timed rhythm of spoken English and its intonation patterns convey
important messages.
8. Interaction
Learning to produce waves of language in a vacuum without
interlocutorswould rob speaking skill of its richest component: the
creativity of conversational negotiation.
22
5. Classroom Speaking Performance
Speaking is one of skill that students should study in the classroom because
speaking is not a simple skill in learning English. It can be used to express ideas
or other purposes in having relation in the world. There are some definitions of
speaking according to experts.
According to Cameron (2001), speaking is the active of language to use
express the meanings in order to get the response from listener. It can be
assumed that speaking as the activity of a person to express his or her
ideas, feeling or something in her/his mind to get response from other
person by spoken language. (Cameron in Herianto, 2010)
Richards (2008) stated that the mastery of speaking skills in English is a priority
for many second language or foreign language learners. Consequently learners
often evaluate their success in language learning as well as the effectiveness of
their English course based on how much they feel they have improved in their
spoken language proficiency.
6. Criteria of Good Speaking Performance
Speaking is not just expressing something orally. However, the students need to
acquire some speaking aspects to have a good speaking skill. Speaking becomes
important because speaking is a skill that can make people easily understand to
what things explained. Speaking assess the speaker to be able to transfer their idea
through speech.
23
There are the aspects of speaking performance:
1. Fluency
In a Sulistya’s thesis (2013), A speaking skill is the ability to express
oneself in life situation (Lado,1961:240), to cooperate in the management
of speaking turns (Thornbury,2005:14), use knowledge in the action
(Bygate, 1991:4), use a language expressing one-self in words (Hornby,
2000:826), and use the language to express meaning so that other people
can make sense of them (Cameron,2001:12).
Foster and Skehan in Nunan (2004) propose a model in assessing
speaking in which fluency is measured by considering the total number of
seconds of silence and time spent saying and by subjects as they complete
a task.
2. Pronunciation
Thornbury (2005) Pronunciation refers to the student ability to produce
comprehensible utterances to fulfill the task requirements. Harmer (2001)
provided more issues related to pronunciation. He suggested pitch,
intonation, individual sounds, sounds and spelling, and stress.
Pronunciation becomes important because it gives meaning to what is
being said. Wrong pronunciation may cause misunderstanding or people
involved in a conversation are offended.
24
3. Grammar
Brown (2001) stated that grammar is the system of rules governing the
conventional arrangement and relationship of words in a sentence.
From that statement, we know that grammar is used to arrange the
words into appropriate sentence by considering all the use of each word
and it’s tense. Grammar makes well arranged group of words that will be
delivered to be known well.
Tabel 1 The Differences of Grammar (Brown, 2001)
Written Grammar Spoken Grammar
• Sentence is the
basic unit of
construction
• Clauses are often
embedded
(subordination)
• Subject + Verb +
Object
Construction
• Reported speech
favored
• Precision favored
• Little ellipsis
• No question tags
• Clause is the basic unit of
construction
• Clauses are usually added (co-
ordination)
• Head + Body + Tail
Construction
• Direct speech favored
• Vagueness tolerated
• A lot of ellipsis
• Many question tags
• Performance effects, including
ü Hesitations
ü Repeats
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4. Vocabulary
Thornbury (2005) suggested three usual things used by speakers in
what they are being said:
a. When people speaking, they are involving high proportion of
words and expressions that express their attitude (stance) to what is
being said.
b. Speakers usually employ words and expressions that express
positive and negative appraisal because a lot of speech has an
interpersonal function, and by identifying what people like and
dislike, they are able to express solidarity.
c. A speech also usually employs deictic language, i.e. words and
expressions that point to the place, time, and participants in the
intermediate or a more distant context.
5. Interactive Communication
According to Thornbury (2005), Interactive communication refers to
the ability of a candidate to interact with the interlocutor and the other
candidates by initiating and responding appropriately and at the required
speed and rhythm to fulfill the task requirements.The statement above
explained that the meaning in conversation as the way of communication
should deliver well to get an appropriate interpretation from the speaker to
listener.
26
6. Appropriateness
Appropriateness should consider the subject matter and its influence
through the conversation process. We can see it from the statement bellow:
Harmer (2001) stated the term of appropriateness is related to some
variables. When people are communicating they have to see what effects
to achieve the communicative purpose. Those variables are: Setting,
participants, gender, channel, topic, complexity.
7. Complexity
Brown, Anderson, Shilock, and Yule in Nunan (2004) provided what
made speaking difficult were related to the type of information that had to
be conveyed and were concerned the scale of the task and
interrelationships among the different elements involved.
The spoken language is complex in a different way. The complexity of
written language is static and dense, while spoken is dynamic and intricate.
7. Evaluation of Speaking
During speaking activities, the teachers need to play a number of different
roles to gain optimal objective in class. Harmer (2007) pointed out three roles of
teachers in teaching speaking.
27
Harmer (2007) provided the three roles of teachers in teaching speaking:
1. Prompter
Students are sometimes confused, cannot think of what to say next
which make lose the fluency we expect of them. The teacher as a prompter
has a rule to help them by offering discrete suggestions. It can be done
supportively (withoutdisrupting the discussion) or ask them to go out of
their roles.
2. Participant
Teachers should be a good animator when asking students to
producelanguage. Sometimes this can be achieved by setting up an activity
clearly andwith enthusiasm. The teachers also may participate in
discussions or role-playsthemselves to help the activity along, ensure
continuing studentsengagement ormaintain creative atmosphere.
3. Feedback Provider
It is vital that the teacher allows the students to assess what they have
done. However, it is important to think about possibility that
overcorrection may inhibit the students in the middle of a speaking
activity.
28
Then, there are the way to assess the speaking performance as it is
mentioned by Brown (2003). He suggested assessment tasks for interactive
speaking (interpersonal and transactional):
1. Interview
When oral production assessmentis mentioned, the first thing that
comes to mind is an oral interview: a test administrator and a test-taker sit
down in a direct face-to-face exchange and proceed through a protocol of
questions and directives. Interview can vary in length from perhaps five to
forty five minutes, depending on their purpose and context.
2. Role Play
Role playing is a popular pedagogical activity in communicative
language teaching classes. In some version, role play allows some
rehearsal time so that students can map out what they are going to say. As
an assessment device, role play opens some windows of opportunity for
test takers to use discourse that might otherwise be difficult to elicit.
3. Discussion and Conversation
As formal assessment devices, discussions and conversations with and
among students are difficult to specify and even more difficult to score.
But as informal techniques to assess learners, they offer a level of
authenticity andspontaneity thatothers assessments techniques may not
provide.
29
C. Concept of Group Investigation
1. Definition of Group Investigation
Learning strategy is about designing a lesson which is conducive to gain the
optimal achievement of educational goals. In addition, the learning strategy
should consider the internal and external circumstances of students inside and
outside the class. Group investigation is the one of learning strategy which is
taking from class experience.
Investigation learning methods Group or Group investigation taking the
model of society, especially the social mechanisms that exist in society is
usually done by mutual agreement. Through this agreement the students
learn the knowledge and they get involved in solving social problems
(Winataputra at www.kajianpustaka.com, 2001)
Slavin (1985) told the history over the past decade, alternatives to the traditional
competitive classroom have emerged. They are instructional methods called
cooperative learning (see Sharan, 1980; Slavin, 1983a). Cooperative learning
methods are structured, systematic instructional strategies capable of being used at
any grade level and in most school subjects. All of the methods involve having the
teacher assign the students to four- to six-member learning groups composed of
high-, average-, and low-achieving students, boys and girls, black, Anglo, and
Hispanic students, and mainstreamed academically handicapped students as well
as their non-handicapped classmates. In other words, each group is a microcosm
of the class in academic achievement level, sex, and ethnicity.
30
Cooperative learning is an integrated learning method which the role of teacher
and student is needed here. The cooperation between all role in class indicates
how maximal the objective which is gained.
Cooperative learning is more than having students work in groups: it is a
fundamental shift from teacher as information provider and sole source of
truth, to teacher as facilitator (Ivy Geok-Chin Tan, ShlomoSharan, and
Christine Kim-Eng Lee., 2006).
It involves the use of tasks whose completion requires the combined efforts and
skills of the individual group members and the one of Cooperative Learning (CL)
form is group investigation teaching model.
Group investigation is cooperative learning strategy which divides
students into group to investigate a topic. In GI, students form interest
groups within which to plan and implement investigation, and synthesize
the findings into a group presentation for the class (Ivy Geok-Chin Tan,
ShlomoSharan, and Christine Kim-Eng Lee., 2006). GI includes four
important components: investigation, interaction, interpretation and
intrinsic motivation. Investigation refers to the fact that groups focus on
the process of inquiring about a chosen topic. Interaction is a hallmark of
all cooperative learning methods, required for students to explore ideas
and help one another learn. Interpretation occurs when the group
synthesizes and elaborates on the findings of each member in order to
enhance understanding and clarity of ideas. Finally, intrinsic motivation is
kindled in students by granting them autonomy in the investigative
process.(Zingaro, 2008)
The students learn material not because they want to, but because it leads to
attainment of grades and other awards. By contrast, the goal of GI is to have
students learn because they are genuinely interested in the material. It has been
shown to improve achievement, increase motivation, and foster inter-ethnic
friendships and respect across an array of age groups and subject areas.
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2. Purpose of Group Investigation
According to Zingaro (2008) For Dewey, the goal of education is to
develop socially responsible citizens who understand how to work together to
solve problems and construct knowledge. Thus, educational environments should
mirror real-world democracies in that the students have the opportunity to make
choices and discuss ideas and thoughts. These criteria were present in Dewey's
classrooms of the early 20th century and continue on in today's GI: students get to
choose the subtopic of study. They are free to explore their own ideas and the
ideas of their group mates in order to arrive at consensus. This is to be contrasted
with traditional teaching in which this horizontal flow of information is replaced
by a vertical command and control philosophy that runs against the core of what
Dewey believed. For example, as part of his pedagogic creed, Dewey stated the
teacher is not in the school to impose certain ideas or to form certain habits in the
child, but is there as a member of the community to select the influences which
shall affect the child and to assist him in properly responding to these influences.
The size of groups must also be governed by the teacher. Group sizes from
two to six have been recommended, but teachers must also decide what to do if
students are not dispersed equally among the subtopics. Certainly, arbitrarily
moving people between groups is to be discouraged. However, some students may
have two equally appealing interests, and this is a choice the teacher can make
based on group formation criteria. Further, groups should be ethnically and
academically heterogeneous, but this may interact with the chosen topic or
available subtopics. For example, if one subtopic is more challenging than others,
32
perhaps an academically homogenous group will result. In this case, the teacher
could try to deliver the message that all subtopics require varying skills in order
for a group to successfully investigate the issue.
3. Procedures of Group Investigation
Steps of Group Investigation (GI) implementation in class, as Kiranawati
(2007) provided in brief: topic selection, planning cooperation, implementation,
analysis and synthetic, providing the final result, and evaluation.
According to Jacobs (1997) A school of psychology often seen as on the
other end of the spectrum from the motivational theory is humanistic psychology
(Dewey, 1966; Rogers, 1979). Humanists are known for valuing affective goals in
addition to cognitive ones, and for seeing students as capable people who should
have the freedom to take initiative and to develop learning objectives that they see
as relevant to their own needs and interests. Cooperative learning fits particularly
well with this perspective, as it provides students an alternative to the teacher-
fronted classroom.
According to Sharan &Sharan(1992) group investigation has student groups
choose their own topics and decide how to research them in preparation for
sharing what they learn with the entire class.
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According to Sharan&Sharan(1992), the procedure is as follows:
1. Teacher introduces a challenging, many-sided problem. Alternatively,
the class can help to formulate the problem.
2. The class organizes itself into groups with each investigating a
different aspect of the problem.
3. Each group plans the what and the how of its investigation.
4. The groups implement their plans.
5. Groups do presentations to the rest of the class based on their work.
6. The teacher, class and groups evaluate the work of each group and
group member.
4. Advantages and Disadvantages of Group Investigation
The implementation of group investigation teaching model has some
advantages and disadvantages, as the statement said that:
Group Investigation is an effective organizational medium for encouraging
and guiding students' involvement in learning. Students actively share
influencing the nature of events in their classroom. Also, by
communicating freely and cooperating in planning and carrying out their
chosen topic of investigation, they can achieve more than they would as
individuals. The final result of the group's work reflects each member's
contribution, but it is intellectually richer than work done individually by
the same students. (Sharan&Sharan, 1989)
From the statement of Yael Sharan and ShlomoSharan (1989), there are some
advantages and disadvantages of using group investigation:
1. Advantages of Group Investigation
a. Not needed many tools because can doing by oral.
b. Easy to do it if there is any students.
c. Can expressing all self-experiences with extensive and deepen.
34
d. The students feel happy because their identity inform to other, not
their self.
e. Rising relation atmosphere that intimate between students although
the students first time meet with other.
2. Disadvantages of Group Investigation
a. Need a place to the students can interact and report the result for
the group
b. Need a brave to express things based main question.
c. To easier remember, it needed a note about the answer to inform
their partner in group or others.
d. The interview can be extensive aspect in another life is not include
in the main questions.
e. The activity time is inclined pass of the limits that be certain,
especially when the interest experiences.
D. Procedure of the Research
Classroom action research is the method which is used in this research.
Classroom action research (CAR) is a way for instructors or teacher to discover
what works best in their own classroom situation, thus allowing informed decision
about teaching.
Action research is not what usually comes to mind when we hear the word
research. Action research is not a library project where we learn more
about a topic that interests us. It is not problem-solving in the sense of
trying to find out what is wrong, but rather a quest for knowledge about
how to improve. Action research is not about doing research on or about
people, or finding all available information on a topic looking for the
correct answers. It involves people working to improve their skills,
35
techniques, and strategies. Action research is not about learning why we
do certain things, but rather how we can do things better. It is about how
we can change our instruction to impact students. (Ferrance, 2000)
According to NSW Department of Education and Training (2010) Action
research is the term which describes the integration of action (implementing a
plan) with research (developing an understanding of the effectiveness of this
implementation). The original concept is sometimes attributed to Kurt Lewin
(1947). Research often conjures a picture in people minds of academics working
in isolation for years proving theories. As distinct from academic research, those
involved in action research participate in an ongoing testing and monitoring of
improvements in their practice. They work in a collaborative way to identify
issues in their organization and develop processes for improvement. In education,
action research is also known as teacher research. It is one method teacher use for
improvement in both their practice and their students learning outcomes. The
central goal of action research is positive educational change. This change impacts
significantly on the teachers involved and how they teach. In a school setting,
participants could include teachers, students, parents and community members. As
in all forms of research, records are kept of the process and findings are published
or presented to a wider audience.
John Elliott (1991) defined action research as:
“Action research is the process through which teachers collaborate in
evaluating their practice jointly; raise awareness of their personal theory;
articulate a shared conception of values; try out new strategies to render
the values expressed in their practice more consistent with educational
values they espouse; record their work in a form which is readily available
to and understandable by other teachers; and thus develop a shared theory
of teaching by research practice.”(Mark R. Young, et al, 2008)
36
The term action research first appeared almost 60 years ago when social
psychologist Kurt Levin (Levin, 1946) proposed that it could be used to solve the
problems that can surface in groups that rely on successful communication and
positive social interaction in order to reach their goals. Teachers of English to
Speakers of Other Languages (TESOL) began to take interest in action research in
the late 1970s and since then, a number of books have been published to help
language teachers understand its nature and purpose (Kemmis&;McTaggart, 1988;
Nunan, 1991; Griffee and Nunan, 1997, Wallace, 1998).
Kemmis and McTaggart (1988) also understand action research as a
collaborative practice. While not every institution and working
environment will allow for language teachers to work together, by
publishing their work they can still enter a larger community of shared
professional concerns. (Hadley, 2003)
Kemmis in Hopkins (1985) the model follows the cycle of: planning,
action, observation and reflection.Planning involves the determination of the
question that needs answering and the strategy to be used in answering it. During
the action stage, the practitioner tries out the strategy. The observation stage
includes recording data on the result of the strategy and also keeping a journal on
the practitioner thoughts and reactions to the entire experience. Finally, during the
reflection stage, the researcher makes conclusions so that a new cycle can begin.
37
CHAPTER III
RESEARCH METHODOLOGY
A. Research Report
1. Identity of MTs Sudirman Jambu Semarang
Name of school : MTs Sudirman Jambu Semarang
Address : Jl. Sutoyo No.59, Bedono Jambu Semarang
Village : Bedono
Sub district : Jambu
Regency : Semarang
Pos code : 50663
E-mail : [email protected]
Telephone : (0298) 7103119
Phone : 08122765274
School statistic number : 20364437
Headmaster : Drs. Miftah
2. Vision and Mission of MTs Sudirman Jambu Semarang
a. Vision of MTs Sudirman Jambu Semarang
The visions of MTs Sudirman Jambu Semarang are as follows:
Become an institution that produce qualified graduates with character,
spirited effort and be good in religion and be able to compete in the global
era.
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b. Mission of MTs Sudirman Jambu Semarang
The missions of MTs Sudirman Jambu Semarang are as follows:
Teaching and practice the students to be:
1. Character and noble
2. Religious
3. Intelligent, skilled, and independent
4. Dedication, creativity, and insight
5. The students can be able to adapt, develop themselves, and
compete in the global era
3. Teacher Condition
Teacher is the important role in teaching and learning process. The
teacher is helps the students to get knowledge and give materials for them.
There are 10 teachers andDrs. Miftah as the chief in MTs Sudirman Jambu
Semarang.
Table 2
Number of the teacher of MTs Sudirman Jambu Semarang
No Name Position
1. Drs. Miftah Headmaster
2. Harsih Widayati, S.Pd.I Teacher of Bahasa
3. Ahmad Muhaimin, S.Ag Teacher of Islamic Religion
4. Nur Sahid Teacher of IslamicTarikh
5. Hariyani, S.Pd Teacher of Science
6. Rupinaningsih, S.Pd Teacher of Social Science
7. Khoirul Mawahib, S.Pd.I Teacher of Islamic Fiqh
39
8. Doni Fatah, S.Pd Teacher of English
9. Nurul Robikah Teacher of Javanese
10. Laela Husnul Himmah Teacher of Math
4. Condition of Students
Totally MTs Sudirman Jambu Semarang has 48 students in 2017.The
distribution of the class of MTs Sudirman Jambu Semarang could be seen in
the table below:
Table 2.1
Number of the students of MTs Sudirman Jambu Semarang
Grade Number of class Number of students
VII 1 10
VIII 1 16
IX 1 22
TOTAL 3 48
B. Research Methodology
1. Subject of the Research
a. Population
The population is the whole subject where the sample of research will
be taken. It is larger than sample, cause the population contains the sample
which is needed.
40
The researcher took population in the seventh grade students of Mts
Sudirman Jambu Semarang in the academic year of 2016/2017. The total
numbers of students of seventh grade of Mts Sudirman Jambu Semarang
are 10 studentsas the sample of research.
b. Sample
In statistics, a sample is a subset of a population that is used to
represent the entire group as a whole.When doing research, it is often
impractical to survey every member of a particular population because
the sheer number of people is simply too large. To make inferences
about characteristics of a population, researchers can use a random
sampleas subject of research. (https://www.verywell.com/what-is-a-
sample-2795877)
c. Technique sampling
The researcher took simple random sampling. It is a randomly chosen
sampling technique of subject on population. Each element of the
population must have equal opportunity to be selected to be sample.
2. Types of the Research
This research is a type of classroom action research. According to
Kurt Lewin in Kunandar (2011) action research is a step which consists of four
steps, they are: planning, action, observe and reflection. Burns (1999) in
Kunandar (2011) stated that action research is find a fact in the problems
solving in social situation with opinion to increase action quality that is done
and involve collaboration and cooperation the researcher.
According to David Hopkins in Kunandar (2011), classroom 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
41
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.
Arikunto (2006) said that action research is a research that is done in
the class and coming from three words they are: Research, Action and Class.
Research is an activity to find out accuracy or information using methodology
which are interest and important for the writer. Action is some activities that
intentional for the purpose. Class is a group of students in the same time got
same lesson from teacher.
According to Arikunto (2008) there are principles of action research as
follows:
1. The real activities in routine situation
2. SWOT as based foundation. SWOT is summary of Strength,
Weakness, Opportunity, and Threat.
3. Following SMART principles in planning. The meaning of
SMART is:
S = Specific
M = Manageable
A = Acceptable or Achievable
R = Realistic
T = Time-bound
3. Procedure of the Research
In this research, a classroom based action research has conducted at the
seventh grade of MTs Sudirman Jambu in the academic year of 2016/2017.
42
The researcher chooses this Junior High School because of the student in
Junior High School is on prime stage of learning process. Although the school
has limited facilities in learning, the students have enough enthusiasm spirit on
learning English especially on improving their speaking skill.
Seeing the academic condition on MTs Sudirman Jambu Semarang, the
writer conducted this research on 10th March 2017 until 31th March 2017.
This study uses classroom action research, so in this case the writer use
some steps as Kemmis stated. There is one cycle in this action research.
There are four cycles in this action research, the procedure are as
follows (Kemmis, 1985):
1. Planning
The activities the planning is:
a. Preparing materials, making lesson plan, and designing the step
in doing action.
b. Preparing list of student’s name and scoring.
c. Preparing teaching aids.
d. Preparing shells for classroom observation (to know the
situation of teaching learning process when the method or
technique or mode is applied).
e. Preparing a test (to know whether students’ writing skill
improve or not).
2. Acting
a. Giving pretest
43
b. Teaching speaking by group investigation
c. Giving post test
3. Observing
Observation is one of instruments used in collecting the data.
Observation can be systematically used to observe and note the
phenomena investigated like the students’ feeling, thinking, and
something they do in teaching learning process. He plans this
observation fixable and writes something that happened in the
classroom.
4. Reflecting
The result of the observation is analyzed. It is to remember what
happened that has been written in observation. Reflection seeks to
make sense of process, problems and real issues in strategy action. It
tool: account of the comprehension, the issues and circumstance in
which they arose. Reflection has an evaluative aspect, it asks the
writer to weigh the experience, to judge whether effects were
desirable, and suggest ways of proceeding. The writer's reflection is
done by discussing with collaborator.
4. Techniques of Collecting Data
1. Observation
Observation is done by researcher to get information about the
students in class during teaching and learning is going on.
44
2. Test
According to Linn and Gronlund (1995) in Sudaryono (2013) test is
an instrument of systematic procedure for measuring a sample of
behavior by posing a set of questions in a uniform manner. Because a test
a form of assessment, test also answers the questions how well does the
individual perform either in comparison with others or in comparison
with a domain of performance task.
Speaking test is done each meeting to get the data. The researcher is
done pre-test and post-test. Pre-test is used to get the data before using
group investigation. Post-test is done to get the data after using group
investigation.
3. Documentation
The researcher needs documentation to know about the situation of
teaching and learning process.
4. Field Notes
Field notes are used to make a note the activities in class during the
teaching learning is going on.
5. Technique of Analyzing Data
After collecting the data, the next step of this studyis analyzing the
data. Analyzing the data is the step where all the data has been the score to
get the changing before and after the treatment of the research.
45
There are two ways to analyzing data, they are:
a. Descriptive qualitative technique
A descriptive qualitative technique is used to know the students
behavior during the teaching learning process. This technique
describes the detailed note about lesson situation inside the classroom.
b. Statistical technique
This research is calculated by t-test analysis;
a) Mean
𝑀𝐷= ∑ 𝐷
𝑁
Where:
𝑀𝐷 :Mean of difference
∑ 𝐷 : The total difference between pre-test and post-test
𝑁 : The total number of students
b) Standard Deviation
𝑆𝐷 = √∑ 𝐷
2
𝑁− (
∑ 𝐷
𝑁)
2
Where:
SD : Deviation Standard
D : Different between pre-test post-test
N : Number of observation in sample
46
c) To calculate the standard error for the mean difference, the
researcher used this formula:
SEMD = 𝑆𝐷𝐷
√𝑁−1
Where:
SEMD = The standard error for the meandifference.
SDD = StandardDeviation.
N = The total number of thestudents.
d.f =N-1
d) T-test
After calculating the SEMD the researcher calculates t-test to
know is there any significant differences or not between pre-test
and post-test
To find the significance difference, the key is:
To= 𝑀𝐷
𝑆𝐸𝑀𝐷
Where,
To = T –test.
MD = Mean ofdifference.
SEMD = The standard error for the mean difference
47
CHAPTER IV
FINDINGS AND DISCUSSION
A. Implementation of the Research
1. Cycle I
a. Planning
In the planning stage, the researcherintroduced himself to every
student in class. Then, the researcher provided a material to the teacher
and explained the generaldescription inapplying group investigation
technique.
b. Implementation
This activity has already conducted on March, 10th2017. In this
cycle, the researcher observed to find how far students’ speaking skills in
classroom. At the beginning stage of research, the researcher made
chemistry of the teacher and the students by playing game of guess the
picture. Then,the researcher as a teacher taught general description about
descriptive text and gave an example of descriptive text. Teacher
explained the material by giving a description text about the thing that
usually easy to finding students’ daily life. Then, the researcher as a
teacher explained the generic structure of the descriptive text and teacher
gave picture for each student.
48
The teacher pointed the volunteer of students to describe the picture which
was given in front of class. This activity aimed to stimulate every student
on trying to make simple example of descriptive text. As the students were
doing that activity, the researcher filled the speaking rubric as it was used
as pre-test score. After the teacher gave the test, the researcher discussed
the answer of each student in group which wasthe class conclusion.
Then, the researcher decided to make simple game of speaking.
The teacher asked the student to join in front of class one by one. The
student in front of class was the performer of profession that has been
provided in Bahasa Indonesia written text by the researcher. Then, the
researcher pointed a volunteer from the other students to answer
whatprofession was the performer did. Student with the right answer is
free to point the other students to translate the profession into English.
Student with the right translation was able to point the other students to
make a sentence from that word.
c. Observation
When the learning process is ongoing, the researcher took some
observation sheets to find how the ability of students in speaking.The
researcher found that there is only one student in class who was
categorized as the active learner in performing speaking. The other
students keep in silent when the researcher asked them to speak in English.
This is the serious problem of speaking which the researcher found in that
class.There were so many aspects of the teacher activities which were
49
observed by the researcher such as greeting the students and leading them
to pray together before beginning the teaching and learning process,
checking the students attendance list, asking the students to prepare their
English book, centering the students’ learning, explaining the material of
factual report, giving opportunity for the students to ask.The lesson plan
and students’ activities were also observed.
d. Reflection
After all the performers have done the activity, the researcher took
one sentence which was made by student to lead the class on making some
paragraphs as a simple example of descriptive text. The process is by
arranging what student said about the profession into sentence and develop
it into paragraphs and text. This activity aimed to memorize about
descriptive text and its general classification. When the learning on the
process, the researcher scored the activity which is used to fill the post test
score incycle I.
2. Cycle II
a. Planning
This activity was done on March, 31st 2017.Based on the result of
pre-test, the researcher decided to use group investigation teaching model
with essay as a media in speaking comprehension.
b. Implementation
The researcher led the class to fix the problem of speaking in class.
In this meeting, almost of the students found it hard to pronounce some
50
vocabularies in English. So, the researcher led the class to learn about
how to pronounce of each letter, then how to pronounce of each word in
English.
Then, the researcher explained about the rules of group
investigation learning technique. Firstly, the whole class did not know
about this method and then the researcher explained it simply. After they
have got the general description of this method, the teacher divided the
students into two groups. One group of student is contained by five
members. Then, the researcher gave a descriptive text with its questions
into each group. The descriptive text is about the things on students’ daily
life from the work book of class VII.
c. Observation
The researcher pointed the leader on the group discussion to
prepare the planning for member and their own duty to figure out the
problems by group. In this process, the researcher scored the rubric of
each student’s speaking performance in group as pre-test score.
d. Reflection
After the discussion in group was finished, the researcher asked
each student to answer the question on text by speaking in front of their
friends in group and the other group. In this process, the researcher also
marked the rubric.Then, after all the students have finished answer the
question, the researcher led the class to analyze of each answer and
51
explain the right ones and how to get the answer. The rubric of this
session is used as the post-test scoring in cycle II.
B. Data Analysis
The researcher and the teacher gave score to the students based on
evaluation criteria. Each answer of a question was given point. The highest point
was 3 point and the lowest point was 0 point. The researcher and the teacher
summed those points and calculated it to produce final score. After collecting the
students’ score in each cycle, the researcher and the teacher processed those
scores mathematically and statistically to ensure whether the use of group
investigation improved the students’ speaking skill or not. Those scores were
presented as follows:
1. Cycle I
a. Pre-Test
Table 3.1 Students’ Score in the Pre Test of the Cycle 1
No Name Sex ∑ P Score
1 Agnes Ardita F 22 45
2 Fitriyani F 23 50
3 HikmalAbror M 18 30
4 IsmawatiIndiyana F 23 55
5 RifkyAmeylia Maharani F 24 60
6 Muhammad Jalaludin M 20 50
7 Sofro M 23 60
8 NurLaela F 22 55
9 Sri Wahyuni F 24 65
10 Yusuf Affandi M 24 65
52
From the students’ score in the pre-test of the cycle 1, the
researcher and the teacher could calculate the number of students
who passed the passing grade.
Table 3.2 Count of Passing Grade of the Pre Test in the
Cycle 1
Criteria Grade Presentation
>70 0 0 %
70 0 0 %
<70 10 100 %
Total 10 100,00 %
From the data above, the researcher and the teacher knew that
there were 0% of the students who got score higher than the passing
grade. The passing grade of English lesson in MTs SudirmanJambu
Semarang was 70. The teacher and the researcher expected that there
were at least 75 % of the students who passed the passing grade.
Therefore, the presentation of passing grade in the pre-test of the
cycle 1 was not achieved.
b. Post-Test
Table 3.3 Students’ Score in the Post Test of the Cycle 1
No Name Sex ∑ P Score
1 Agnes Ardita F 23 45
2 Fitriyani F 23 50
3 HikmalAbror M 20 30
53
4 IsmawatiIndiyana F 23 60
5 RifkyAmeylia Maharani F 24 75
6 Muhammad Jalaludin M 22 50
7 Sofro M 23 70
8 NurLaela F 22 65
9 Sri Wahyuni F 26 75
10 Yusuf Affandi M 26 75
From the students’ score in the post test of the cycle 1 above,
the researcher and the teacher could calculate the number of students
who passed the passing grade.
Table 3.4 Count of Passing Grade of the Post Test in the
Cycle 1
Criteria Grade Presentation
>70 3 30 %
70 1 10 %
<70 6 60 %
Total 10 100 %
From the data above, it could be concluded that there were
improvement from the pre-test. The students who passed the passing
grade in the pre-test of the cycle 1 were 0%. In the post test, 30% of
the students passed the passing grade. There was the improvement as
many as 30%. However, the teacher and the researcher expected that
there were at least 75% of the students passed the passing grade.
Then, the teacher and the researcher conducted the cycleII.
54
c. Calculation ofMean
Table 3.5 Difference square of Pre and Post test Score in
Cycle I
No
Nama
Pre
Test
(X1
)
Post
Test
(Y1)
D
D2
1 Agnes Ardita 45 45 0 0
2 Fitriyani 50 50 0 0
3 HikmalAbror 30 30 0 0
4 IsmawatiIndiyana 55 60 5 25
5 RifkyAmeylia M. 60 75 15 225
6 Muhammad Jalaludin 50 50 0 0
7 Sofro 60 70 10 100
8 NurLaela 55 65 10 100
9 Sri Wahyuni 65 75 10 100
10 Yusuf Affandi 65 75 10 100
Total ∑X1 ∑Y1 ∑ D ∑ D2
z
N=10 535 595 60 650
d. Mean of the Pre-Test
M = ∑𝑋1
𝑁
= 535
10
= 53,500
e. Mean of the Post-Test
M = ∑𝑋1
𝑁
= 595
10
= 59,500
55
In the cycle 1, the mean of the pre-test was 53,500 and the
mean of the post test was 59,500. It means that the mean of the post
test was bigger than the mean of the pre-test. It could be concluded
that there was significant improvement in using group investigation
technique for improving the students’ speaking skill.
f. Calculation of the Mean Difference
MD = ∑ 𝐷
𝑁
= 60
10
= 6
g. Calculation of Standard Deviation
𝑆𝐷 = √∑ 𝐷
2
𝑁− (
∑ 𝐷
𝑁)
2
= √650
10− (
60
10)
2
= √65 − (6)2
= √65 − 36
= √29
= 5,385
h. Standard Error for the Mean Difference
SEMD = 𝑆𝐷0
√𝑁−1
= 5,385
√10−1
56
= 5,385
√9
= 5,385
3
= 1,795
i. Calculation of T-Test
To = 𝑀𝐷
𝑆𝐸𝑀𝐷
= 6
1,795
= 3,342
From the data of the cycle 1 above, the researcher and the teacher
found that the T-test was 3,342, and the T-table with N-1 was 2,262. The
significant level was 5%. The value of the T-test was bigger than the T-
table. Therefore, the researcher and the teacher could conclude that the
result of the cycle 1 was really significant. However, the teacher and the
researcher conducted the cycle 2 because the number of the students who
passed the passing grade was less than75%.
2. Cycle II
a. Pre-Test
Table 3.6 Students’ Score in the Pre Test of the Cycle II
No Name Sex ∑ P Score
1 Agnes Ardita F 22 50
2 Fitriyani F 23 65
3 HikmalAbror M 18 50
4 IsmawatiIndiyana F 23 70
57
5 RifkyAmeylia Maharani F 24 75
6 Muhammad Jalaludin M 20 70
7 Sofro M 23 75
8 NurLaela F 22 75
9 Sri Wahyuni F 24 80
10 Yusuf Affandi M 24 75
From the students’ score in the pre-test of the cycle 1 above,
the researcher and the teacher could calculate the number of students
who passed the passing grade.
Table 3.7 Count of Passing Grade of the Pre Test in the
Cycle II
Criteria Grade Presentation
>70 5 50 %
70 2 20 %
<70 3 30 %
Total 10 100 %
From the data above, the researcher and the teacher knew
that there were 50% of the students who got score higher than the
passing grade. The passing grade of English lesson in MTs
SudirmanJambu Semarang was 70. The teacher and the researcher
expected that there were at least 75 % of the students who passed the
passing grade. Therefore, the presentation of passing grade in the
pre-test of the cycle II was not achieved.
58
b. Post-Test
Table 3.8 Students’ Score in the Post Test of the Cycle II
No Name Sex ∑ P Score
1 Agnes Ardita F 24 70
2 Fitriyani F 24 75
3 HikmalAbror M 20 55
4 IsmawatiIndiyana F 26 85
5 RifkyAmeylia Maharani F 26 85
6 Muhammad Jalaludin M 22 75
7 Sofro M 25 80
8 NurLaela F 23 75
9 Sri Wahyuni F 27 80
10 Yusuf Affandi M 27 85
From the students’ score in the post test of the cycle II above,
the researcher and the teacher could calculate the number of students
who passed the passing grade.
Table 3.9 Count of Passing Grade of the Post Test in the
Cycle II
Criteria Grade Presentation
>70 8 80 %
70 1 10 %
<70 1 10 %
Total 10 100
Before conducting the action for the cycle II, the teacher and
the researcher expected that 75% of the students could pass the
passing grade. From the data above, the presentation for the pre-test
of the cycle 2 was 50% and the presentation for the post test of the
59
cycle 2 was 80%. It meant that the expectation was successfully
achieved. Therefore, the teacher and the researcher did not need to
conduct the nextcycle.
c. Calculation ofMean
Table 3.10 Difference square of Pre and Post test Score in
Cycle II
No
Nama
Pre
Test
(X1
)
Post
Test
(Y1)
D
D2
1 Agnes Ardita 50 70 20 400
2 Fitriyani 65 75 10 100
3 HikmalAbror 50 55 5 25
4 IsmawatiIndiyana 70 85 15 225
5 RifkyAmeylia M. 75 85 10 100
6 Muhammad Jalaludin 70 75 5 25
7 Sofro 75 80 5 25
8 NurLaela 75 75 0 0
9 Sri Wahyuni 80 80 0 0
10 Yusuf Affandi 75 85 10 100
Total ∑X1 ∑Y1 ∑ D ∑ D2
z
N=10 685 765 80 1000
60
d. Mean of the Pre-Test
M = ∑𝑋1
𝑁
= 685
10
= 68,500
e. Mean of the Post-Test
M = ∑𝑌1
𝑁
= 765
10
= 76,500
In the cycle II, the mean of the pre-test was 68,500 and the
mean of the post test was 76,500. It means that the mean of the post
test was bigger than the mean of the pre-test. It could be concluded
that there was significant improvement in using group investigation
technique for improving the students’ speaking skill.
f. Calculation of the Mean Difference
MD = ∑ 𝐷
𝑁
= 80
10
= 8
g. Calculation of Standard Deviation
𝑆𝐷𝐷 = √∑ 𝐷2
𝑁− (
∑ 𝐷
𝑁)
2
= √1000
10− (
80
10)
2
61
= √100 − (8)2
= √100 − 64
= √36
= 6
h. Standard Error for the Mean Difference
SEMD = 𝑆𝐷𝐷
√𝑁−1
= 6
√10−1
= 6
√9
= 6
3
= 2
i. Calculation of T-Test
To = 𝑀𝐷
𝑆𝐷𝑀𝐷
= 8
2 = 4
From the data of the cycle 2, the researcher and the teacher found that the
T-test was 4, and the T-table with N-1 was 2,262. The significant level was
5%. The value of T-test was bigger than T-table. Therefore, the researcher
and the teacher could conclude that the result of the cycle II was really
significant. The significant difference of the cycle 2 was 4.
62
Then, the researcher took the data into T-test analysis provided score that
score t-test of cycle II – the score t-test of cycle II(4 – 3,342 = 0,658) which is
showing positive result (t >0,05 = H0 is accepted). From the statistical data above,
the researcher knew that the use of group investigation teaching model has
improved the students’ speaking skill as the research in MtsSudirmanJambu,
Semarang has been conducted. So, the researcher concluded that the use of group
investigation teaching model can improve students’ speaking skill.
Finally, the teacherand the researcher successfully conducted this
research. It meant also that the use of group investigation improved the students’
speaking skill in seventh grade students of MTs SudirmanJambu Semarang in the
academic year 2016/2017.
63
CHAPTER V
CLOSURE
A. Conclusion
This chapter served and presented the conclusion of the usage of group
investigation teaching method to improve the students’ speaking skill. Based
on thedata analysis about the usage of group investigation to improve
students’ speaking skill on MTs Sudirman Jambu Semarang can be concluded
that:
1. By leading the speaking lesson in frame of group investigation, the
researcher found each of students’ speaking performance. The
researcher saw how was the atmosphere of the class affected the
students’ lesson. It can be seen by analyzing the difference between
the personal speech in class and in group. They did not feel comfort to
share their own answer to the class straight. It was difference where
they shared their own finding in group first. Then they feel brave
enough to share it to other member, group, and class. From this
situation, we can see the good point of using group work in class. The
application of group investigation teaching model to
improvestudents’speaking skill by the media of descriptive text was
done in two cycles.In the cycle I, the researcher used the descriptive
text from the equipment in class to keep the students understand
better. Then in the cycle II the researcher used text of daily life.
64
2. This research aims to show and prove that the usage of group teaching
modelcan help students to improve theirspeaking skill. The researcher
observed how the studentsinterested in steps of group work. By
leading the lesson in group, the students can shared their finding of
text in identifying generic structure of descriptive text. They shared
their own answer of the task given better in group than telling it in
front of class.The improvement of students’ achievement in speaking
performance by the media of descriptive text after being taught by
using group investigation can beseen from the average score of
students before and after the treatment. The teaching modelimproved
the students’ speaking skill in two cycles until almost ofstudents’
score achieved in KKM (70).
B. Suggestion
From the conclusion above, there are some suggestions:
1. Choosing the right method and designing a lesson according to the
observation of the needs and ability of whole class.
2. Concluding the material from the students experience is needed to
gain the objectives.
3. Using the appropriate media as an optimal way to get the best score of
students in the process of learning.
4. Decide the effective and efficient way to get an optimal result.
5. Keep the student focus on material by leading and transferring it
simply.
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APPENDICES
Curriculum Vitae
Full Name : Imam Arifin
Nick Name : Imam
Place & Date of Birth : Salatiga July 24th, 1992
Address : Sraten 02/01 Tuntang, Kabupaten Semarang
Faculty : English Department
Email / Phone : [email protected] / 089677667887
Education History :
1. SD N Sidorejo Lor 03 Salatiga Graduated in 2004
2. SMP N 02 Salatiga Graduated in 2007
3. SMA N 02 Salatiga Graduated in 2010
4. IAIN Salatiga Graduated in 2017
RESEARCH SCHEDULE IN CLASSROOM ACTION RESEARCH
Teacher : Doni Fatah
Researcher : Imam Arifin
Class : VII & VIII of MTs Sudirman Jambu, Semarang.
No Activities Date
1 Contact the Headmaster 23rd February 2017
2 Preliminary visit (Meet curiculum teacher ) 23rd February 2017
3 Meet the English teacher to ask if the reasearch
is macth with curiculum
23rd February 2017
4
Meet the headmaster to give research
permission letter
24th February 2017
5 Meet the English teacher to make sure the start
of the research
25th February 2017
6 Cycle I 10th March 2017
7 Class Sharing 17th March 2017
8 Cycle II 31st March 2017
9 Meet the English teacher to give the result of
the action research.
4thApril 2017
DAFTAR NILAI SKK
Nama : Imam Arifin
NIM : 113-10-087
Fakultas : Tarbiyah dan Ilmu Keguruan
Jurusan : Tadris Bahasa Inggris (TBI)
Dosen PA : Benny Ridwan, M. Hum
NO. JENIS KEGIATAN PELAKSANAAN KETERANGAN NILAI
1.
Orientasi Pengenalan Akademik Dan
Kemahasiswaan (OPAK), dengan
tema ”Optimalisasi Nalar Kritis
Mahasiswa: Upaya Mengawal
Perubahan Bangsa ke Arah yang
Lebih Baik”
25 - 27 Agustus
2010 Peserta
2. Praktikum User Education oleh UPT
Perpustakaan STAIN Salatiga
20 - 25 September
2010 Peserta
3. Ibtida’ Lembaga Dakwah Kampus
(LDK) IAIN Salatiga 10 Oktober 2010 Peserta
4.
Praktikum Intensive Course &
Pronunciation Practice STAIN
Salatiga
1 Maret 2011 Peserta
5. Konser Perdana Zealous STAIN
Music Club (SMC) Salatiga 20 Maret 2011 Panitia
6. Music Competition “Save Our Culture
By Music” SMC 15 -17 Juli 2011 Panitia
7. Praktikum Kepramukaan Jurusan
Tarbiyah STAIN Salatiga 22 - 27 Juli 2011 Peserta
8. Praktikum Magazine Writing & Public
Speaking STAIN Salatiga
21 September
2011 Peserta
9. Music in Campus "Beat Your Music
Soul" SMC 22 Oktober 2011 Panitia
10. Pedas Musik XII & Workshop PSM
VI SMC
13-26 Desember
2011 Panitia
11. Konser Perdana Cambioso SMC 20 Maret 2012 Panitia
12. Praktikum Book Resume STAIN 28 April 2012 Peserta
13.
Workshop Enterpreneurship
“Mencetak Mahasiswa Enterpreneur
Perubahan Ekonomi Kerakyatan Di
Masa Depan” KOPMA FATAWA
7 – 8 Juli 2012 Peserta
14. Festival Rebana SMC 8 Juli 2012 Panitia
15. Lomba Menulis Artikel LPM
Dinamika STAIN Salatiga
29 September
2012 Peserta
16. Music in Campus "A Day With
Music" SMC 13 Oktober 2012 Panitia
17. English Friendship Camp CEC 13 Oktober 2012 Peserta
18.
Pelatihan Ustadz – Ustadzah Badko
TPQ Kabupaten Semarang Wilayah
Pokja III Kec. Tuntang, Pabelan,
Bringin & Bancak
14 Oktober 2012 Peserta
19. Pedas Musik XIII & Workshop PSM
VII SMC
30 November - 2
Desember 2012 Panitia
20. Pendidikan Pers Mahasiswa Tingkat
Dasar (PPMTD) “Peran Jurnalis di 7 Desember 2012 Peserta
Kalangan Mahasiswa Dulu, Sekarang,
dan Yang Akan Datang” LPM
Dinamika STAIN Salatiga
21. Music Tribute to Iwan Fals SMC 27 Desember 2012 Panitia
22. Ulang Tahun & Launching Band SMC 13 Februari 2013 Panitia
23. Konser Perdana Extender SMC 20 Maret 2013 Panitia
24.
Teacher Training Workshop on
Communicative Language Teaching
IALF
2 Mei 2013 Peserta
25.
Seminar “EPST, It’s Your Chance to
Express and Show Up Your Skill”
CEC STAIN Salatiga
11 Mei 2013 Peserta
26. Parade Band Komunitas se-Salatiga
SMC "Togetherness With Music" 6 Juli 2013 Panitia
27. Konser Produksi PSM SMC
"Senandung Nada DalamWarna" 19 Oktober 2013 Panitia
28.
Seminar Nasional dan Workshop ESQ
“Membangun Generasi Mahasiswa
Terbaik” CEC STAIN Salatiga
22 November 2013 Peserta
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP) Cycle I
Satuan Pendidikan : MTs
Kelas/Semester : VII/2
Mata Pelajaran : Bahasa Inggris
Topik : The Profession
Pertemuan Ke- : 1
Alokasi Waktu : 45 menit
Kompetensi Inti
3. Memahami pengetahuan (faktual, konseptual, dan prosedural)
berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,
teknologi, seni, budaya terkait fenomena dan kejadian tampak mata
Kompetensi Dasar
3.10 Memahami tujuan, struktur teks, dan unsur kebahasaan dari teks
deskriptif lisan dan tulis tentang orang, binatang, dan benda, sangat
pendek dan sederhana.
Indikator Pencapaian Kompetensi
3.10.1 Menyebutkan informasi seperti nama orang, binatang, dan benda
dan informasi yang menyertainya
3.10.2 Menemukan beberapa kosa kata baru di dalam teks
3.10.3 Memerkirakan arti dari kosa kata baru yang didapat dari teks
3.10.4 Menunjukkan struktur teks deskriptif di teks
3.10.5 Menghubungkan informasi yang ada di dalam teks ke dalam
kegiatan permainan
Tujuan Pembelajaran
1. Siswa dapat menyebutkan informasi seperti nama orang, binatang,
dan benda dan informasi yang menyertainya Siswa dapat
menemukan beberapa kosa kata baru di dalam teks
2. Siswa dapat memerkirakan arti dari kosa kata baru yang didapat
dari teks
3. Siswa dapat menunjukkan struktur teks deskriptif di teks
4. Siswa dapat menghubungkan informasi yang ada di dala teks ke
dalam kegiatan permainan
Materi Pembelajaran
Descriptive text
Peter Parker
Peter Parker is the man behind Spiderman actor whose profession
as the pizza delivery person in Spiderman movie. He is the worker of
pizza that we know from the uniform of pizza restaurant. Then, he
used trucker cap which is written “Pizza” in front of his cap head.
In Spiderman movie, as Peter Parker acted as pizza delivery
person usually act like nice boy with full of smile in order to be a
friendly person cause he is the good representative man for customer
as he faces the consumer. As simple nick name in street, the people
usually call him as a pizza boy. We can see in the city street where he
usually uses bicycle with box in front of it or motorcycle with box
behind in order to save the pizza.
New vocabulary from the text
• In order to
• Friendly
• Nick name
Generic structure of the text
Identification : Peter Parker is the man behind Spiderman
actor whose profession as the pizza delivery
person in Spiderman movie. He is the
worker of pizza that we know from the
uniform of pizza restaurant. Then, he used
trucker cap which is written “Pizza” in front
of his cap head.
Description : In Spiderman movie, as Peter Parker acted as
pizza delivery person usually act like nice
boy with full of smile in order to be a
friendly person cause he is the good
representative man for customer as he faces
the consumer. As simple nick name in
street, the people usually call him as a pizza
boy. We can see in the city street where he
usually uses bicycle with box in front of it
or motorcycle with box behind in order to
save the pizza.
Model/Metode Pembelajaran
Pendekatan: Scientific
Strategi: Observing – Questioning – Associating.
Kegiatan Pembelajaran
Kegiatan Deskripsi Kegiatan Alokasi
Waktu
Pendahuluan
• Guru masuk ke kelas dan langsung
menyapa menggunakan bahasa Inggris
agar English Environment tercipta.
• Guru mengingatkan siswa tentang
pembahasan descriptive text di
pertemuan beberapa waktu
sebelumnya.
2 menit
Inti Observing
• Guru melakukan ice breaking dengan
cara menyanyi bersama
• Guru membagikan kuestioner kepada
siswa untuk mengetahui tingkatan
tekhnik membaca para siswa
• Guru menanyakan beberapa hal
tentang teks deskriptif kepada siswa
• Guru membagikan sebuah lirik lagu
kepada siswa dan mengajaknya
bernyanyi bersama.
• Guru memberikan soal berupa test
untuk para siswa.
10 menit
Exploring – Questioning
• Guru meminta siswa untuk membaca
teks.
• Guru meminta salah satu siswa untuk
membaca teks dengan suara lantang.
• Guru memberikan kesempatan pada
10 menit
siswa untuk menemukan kosakata baru
dan menanyakan dan mencoba
menemukan artinya.
Guru menjelaskan arti kosakata baru dengan
lebih rinci saat dibutuhkan.
Associating
• Guru membagi kelas menjadi dua
kelompok.
• Guru memberikan dua lembar kertas
berisi nama – nama profesi pekerjaan.
• Guru menjelaskan langkah-langkah
dan peraturan permainan.
• Guru memastikan setiap siswa dapat
melakukan permainan.
• Guru mengeja profesi dalam text
tersebut dan menyuruh siswa membuat
deskripsi tentang profesi itu.
• Guru mendiskusikan hasil permainan
dengan siswa.
• Guru menunjukkan kembali teks yang
telah dibahas.
• Guru meminta siswa untuk
menunjukkan bagian-bagian struktur
teks deskriptif dari teks tersebut.
20 menit
Penutup • Guru mendiskusikan beberapa
kesalahan ataupun kesulitan yang
mungkin ditemui selama proses
pembelajaran
• Guru memberikan ringkasan dari
pelajaran kali ini.
• Siswa diberi tugas membuat daftar
barang yang ada di kelas untuk
pembelajaran minggu depan.
3 menit
Sumber/Media Pembelajaran
Sumber: Internet
Media: Text Print Out, White board, board marker
Penilaian
– Kognitif
– Keaktifan dan sikap siswa selama proses pembelajaran
Rubrik Penilaian Kelas
No Nama
Aspek yang dinilai
Total
Pengetahuan Keaktifan Sikap
Kosa
kat
a
Ket
elit
ian
Pem
aham
an
Kerja
sama Juju
r
Horm
at
Ber
ani
1
2
3
4
5
6
7
8
Nama Kegiatan :
Tanggal Pelaksanaan :
Kelas :
Perhitungan nilai: X 100 =
Rincian aspek penilaian
Kosa kata
1 = terlalu banyak kesalahan hingga sulit memahami dan dipahami
2 = banyak kesalahan dan mengganggu pemahaman makna
3 = ada kesalahan dan mengganggu pemahaman makna
4 = ada kesalahan tapi tidak mengganggu pemahaman makna
5 = hampir tidak ada kesalahan dan makna mudah tersampaikan
Ketelitian
1 = tidak mampu menemukan kesalahan sama sekali
2 = kurang mampu menemukan kesalahan
3 = mampu menemukan beberapa kesalahan
4 = mampu menemukan sebagian besar kesalahan
5 = mampu menemukan semua kesalahan
Pemahaman
1 = tidak menunjukkan pemahaman terhadap materi sama sekali
2 = menunjukkan sedikit pemahaman terhadap materi dengan mampu
menjawab satu-dua pertanyaan dengan tepat dan benar
3 = menunjukkan cukup pemahaman terhadap materi dengan mampu
menjawab sebagian pertanyaan dengan tepat dan benar
4 = memahami materi dan mampu menjawab hampir semua pertanyaan
dengan tepat
5 = memahami materi dan mampu menjawab semua pertanyaan dengan
tepat dan benar
Kerja sama
1 = tidak pernah bekerja sama saat proses permainan kelompok
2 = sering tidak mau bekerja sama saat proses permainan kelompok
3 = beberapa kali menolak untuk melakukan kerja sama dengan kelompok
4 = sesekali menolak kerja sama dengan kelompok
5 = selalu bekerja sama dalam permainan kelompok
Jujur
1 = tidak bersikap jujur saat proses pembelajaran
2 = sering kali tidak bersikap jujur saat proses pembelajaran
3 = beberapa kali tidak bersikap jujur saat proses pembelajaran
4 = sering bersikap jujur saat proses pembelajaran
5 = selalu bersikap jujur saat proses pembelajaran
Hormat
1 = tidak pernah berlaku hormat kepada guru dan teman
2 = sering kali menunjukkan sikap tidak hormat terhadap guru dan teman
3 = beberapa kali menunjukkan sikap tidak hormat terhadap guru dan
teman
4 = sesekali menunjukkan sikap tidak hormat terhadap guru dan teman
5 = tidak pernah bersikap tidak hormat kepada guru dan teman
Berani
1 = tidak pernah bersedia maju atau mau ditunjuk
2 = sering mengelak saat ditunjuk maupun diminta maju
3 = beberapa kali mengelak saat ditunjuk maupun diminta maju
4 = sesekali masih mengelak saat ditunjuk maupun diminta maju
5 = selalu bersedia maju dan mau ditunjuk
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP) Class Sharing
Satuan Pendidikan : MTs
Kelas/Semester : VII/2
Mata Pelajaran : Bahasa Inggris
Topik : My Class
Pertemuan Ke- : 2
Alokasi Waktu : 45 menit
Kompetensi Inti
3. Memahami pengetahuan (faktual, konseptual, dan prosedural)
berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,
teknologi, seni, budaya terkait fenomena dan kejadian tampak mata
Kompetensi Dasar
3.10 Memahami tujuan, struktur teks, dan unsur kebahasaan dari teks
deskriptif lisan dan tulis tentang orang, binatang, dan benda, sangat
pendek dan sederhana.
Indikator Pencapaian Kompetensi
3.10.1 Menyebutkan informasi seperti nama dan sifat binatang yang
didapat dari teks
3.10.2 Menemukan beberapa kosa kata baru di dalam teks
3.10.3 Memerkirakan arti dari kosa kata baru yang didapat dari teks
3.10.4 Menunjukkan struktur teks deskriptif di teks
3.10.5 Menghubungkan informasi yang ada di dalam teks ke dalam
kegiatan permainan
Tujuan Pembelajaran
1. Siswa dapat menyebutkan informasi seperti nama dan sifat binatang
yang didapat dari teks
2. Siswa dapat menemukan beberapa kosa kata baru di dalam teks
3. Siswa dapat memerkirakan arti dari kosa kata baru yang didapat dari
teks
4. Siswa dapat menunjukkan struktur teks deskriptif di teks
5. Siswa dapat menghubungkan informasi yang ada di dala teks ke
dalam kegiatan permainan
Materi Pembelajaran
Descriptive text
My Class
My class in school is near my house. It is only about five-minutes
from my house. My class is quiet class as it is located in the corner of
school.
My class is one of big room in school. It is clean and a place with
full of lamp and decoration. In front of it, we can see one white board
and some photograph of Indonesian heroes a side. It has four windows
in the right that show good landscape of rice field scenery. We really
enjoy spend the time for our lesson in this class. It is conducive to add
our motivation on learning in this cozy room.
New vocabulary from the text
• quiet
• conducive
• cozy
Generic structure of the text
Identification :My class in school is near my house. It is only
about five-minutes from my house. My class is
quiet class as it is located in the corner of
school.
Description :My class is one of big room in school. It is
clean and a place with full of lamp and
decoration. In front of it, we can see one white
board and some photograph of Indonesian
heroes a side. It has four windows in the right
that show good landscape of rice field scenery.
We really enjoy spend the time for our lesson
in this class. It is conducive to add our
motivation on learning in this cozy room.
Model/Metode Pembelajaran
Pendekatan: Group Investigation
Strategi: Observing – Questioning – Associating.
Kegiatan Pembelajaran
Kegiatan Deskripsi Kegiatan Alokasi
Waktu
Pendahuluan
• Guru masuk ke kelas dan langsung
menyapa menggunakan bahasa Inggris
agar English Environment tercipta.
• Guru mengingatkan siswa tentang
pembahasan descriptive text di
pertemuan beberapa waktu
sebelumnya.
2 menit
Inti Observing
• Guru menanyakan beberapa
pertanyaan yang berhubungan teks
deskriptif.
• Guru membagikan sebuah contoh
tentang teks deskripsi kepada siswa.
• Guru menanyakan apa fungsi gambar
pada sebuah teks.
• Guru memberikan waktu kepada siswa
untuk menuliskan jawaban mereka
dalam selembar kertas.
• Guru menjelaskan sedikit hal tentang
bagaimana cara membaca dan strategi
membaca yang benar.
• Guru memberikan waktu kepada siswa
untuk mendiskusikan apa yang ada
dalam teks yang telah diberikan di
awal tadi.
• Guru meminta siswa untuk menuliskan
apa yang mereka pahami tentang teks
yang mereka baca tadi.
10 menit
Exploring – Questioning
• Guru meminta siswa untuk membaca
teks.
• Guru meminta salah satu siswa untuk
membaca teks dengan suara lantang.
• Guru memberikan kesempatan pada
siswa untuk menemukan kosakata baru
dan menanyakan dan mencoba
menemukan artinya.
10 menit
Guru menjelaskan arti kosakata baru dengan
lebih rinci saat dibutuhkan.
Associating
• Guru membagi kelas menjadi dua
kelompok.
• Guru memberikan dua lembar kertas
tentang daftar barang –barang yang
ada di kelas kepada tiap kelompok.
• Guru menjelaskan langkah-langkah
dan peraturan diskusi dalam Group
Investigation.
• Guru memastikan setiap siswa dapat
melakukan Group Work tersebut.
• Guru membacakan kalimat dalam tiap
paragraf.
• Guru mendiskusikanvocabulary yang
ada di tiap teks yang dibuat masing –
masing kelompok.
• Guru menunjukkan kembali teks yang
telah dibahas.
• Guru meminta siswa untuk
menunjukkan bagian-bagian struktur
teks deskriptif dari teks tersebut.
20 menit
Penutup • Guru mendiskusikan beberapa
kesalahan ataupun kesulitan yang
mungkin ditemui selama proses
pembelajaran
• Guru memberikan ringkasan dari
pelajaran kali ini.
• Siswa diberi tugas membuat teks
deskriptif tentang rumah mereka.
3 menit
Sumber/Media Pembelajaran
Sumber: Internet
Media: Text Print Out, Pictures, White board, board marker.
Penilaian
– Kognitif
– Keaktifan dan sikap siswa selama proses pembelajaran
Rubrik Penilaian Kelas
No Nama
Aspek yang dinilai
Total
Pengetahuan Keaktifan Sikap
Kosa
kat
a
Ket
elit
ian
Pem
aham
an
Kerja
sama Juju
r
Horm
at
Ber
ani
1
2
3
4
5
6
7
8
Nama Kegiatan :
Tanggal Pelaksanaan :
Kelas :
Perhitungan nilai: X 100 =
Rincian aspek penilaian
Kosa kata
1 = terlalu banyak kesalahan hingga sulit memahami dan dipahami
2 = banyak kesalahan dan mengganggu pemahaman makna
3 = ada kesalahan dan mengganggu pemahaman makna
4 = ada kesalahan tapi tidak mengganggu pemahaman makna
5 = hampir tidak ada kesalahan dan makna mudah tersampaikan
Ketelitian
1 = tidak mampu menemukan kesalahan sama sekali
2 = kurang mampu menemukan kesalahan
3 = mampu menemukan beberapa kesalahan
4 = mampu menemukan sebagian besar kesalahan
5 = mampu menemukan semua kesalahan
Pemahaman
1 = tidak menunjukkan pemahaman terhadap materi sama sekali
2 = menunjukkan sedikit pemahaman terhadap materi dengan mampu
menjawab satu-dua pertanyaan dengan tepat dan benar
3 = menunjukkan cukup pemahaman terhadap materi dengan mampu
menjawab sebagian pertanyaan dengan tepat dan benar
4 = memahami materi dan mampu menjawab hampir semua pertanyaan
dengan tepat
5 = memahami materi dan mampu menjawab semua pertanyaan dengan
tepat dan benar
Kerja sama
1 = tidak pernah bekerja sama saat proses permainan kelompok
2 = sering tidak mau bekerja sama saat proses permainan kelompok
3 = beberapa kali menolak untuk melakukan kerja sama dengan kelompok
4 = sesekali menolak kerja sama dengan kelompok
5 = selalu bekerja sama dalam permainan kelompok
Jujur
1 = tidak bersikap jujur saat proses pembelajaran
2 = sering kali tidak bersikap jujur saat proses pembelajaran
3 = beberapa kali tidak bersikap jujur saat proses pembelajaran
4 = sering bersikap jujur saat proses pembelajaran
5 = selalu bersikap jujur saat proses pembelajaran
Hormat
1 = tidak pernah berlaku hormat kepada guru dan teman
2 = sering kali menunjukkan sikap tidak hormat terhadap guru dan teman
3 = beberapa kali menunjukkan sikap tidak hormat terhadap guru dan
teman
4 = sesekali menunjukkan sikap tidak hormat terhadap guru dan teman
5 = tidak pernah bersikap tidak hormat kepada guru dan teman
Berani
1 = tidak pernah bersedia maju atau mau ditunjuk
2 = sering mengelak saat ditunjuk maupun diminta maju
3 = beberapa kali mengelak saat ditunjuk maupun diminta maju
4 = sesekali masih mengelak saat ditunjuk maupun diminta maju
5 = selalu bersedia maju dan mau ditunjuk
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP) Cycle II
Satuan Pendidikan : SMP
Kelas/Semester : VII/2
Mata Pelajaran : Bahasa Inggris
Topik : My House
Pertemuan Ke- : 3
Alokasi Waktu : 45 menit
Kompetensi Inti
3. Memahami pengetahuan (faktual, konseptual, dan prosedural)
berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,
teknologi, seni, budaya terkait fenomena dan kejadian tampak mata
Kompetensi Dasar
3.10 Memahami tujuan, struktur teks, dan unsur kebahasaan dari teks
deskriptif lisan dan tulis tentang orang, binatang, dan benda, sangat
pendek dan sederhana.
Indikator Pencapaian Kompetensi
3.10.1 Menyebutkan informasi seperti nama dan sifat binatang yang
didapat dari teks
3.10.2 Menemukan beberapa kosa kata baru di dalam teks
3.10.3 Memerkirakan arti dari kosa kata baru yang didapat dari teks
3.10.4 Menunjukkan struktur teks deskriptif di teks
3.10.5 Menghubungkan informasi yang ada di dalam teks ke dalam
kegiatan permainan
Tujuan Pembelajaran
1. Siswa dapat menyebutkan informasi seperti nama dan sifat
binatang yang didapat dari teks
2. Siswa dapat menemukan beberapa kosa kata baru di dalam teks
3. Siswa dapat memerkirakan arti dari kosa kata baru yang didapat
dari teks
4. Siswa dapat menunjukkan struktur teks deskriptif di teks
5. Siswa dapat menghubungkan informasi yang ada di dala teks ke
dalam kegiatan permainan
Materi Pembelajaran
Descriptive text (terlampir)
Model/Metode Pembelajaran
Pendekatan: Scientific
Strategi: Observing – Questioning – Associating.
Kegiatan Pembelajaran
Kegiatan Deskripsi Kegiatan Alokasi
Waktu
Pendahuluan
• Guru masuk ke kelas dan langsung
menyapa menggunakan bahasa Inggris
agar English Environment tercipta.
• Guru mengingatkan siswa tentang
pembahasan descriptive text di
pertemuan beberapa waktu
sebelumnya.
2 menit
Inti Observing
• Guru menanyakan beberapa
pertanyaan yang berhubungan teks
deskriptif.
• Guru membagi siswa dalam 2
kelompok.
• Guru menjelaskan peraturan dan
langkah-langkah dari diskusi serta
memberikan contoh jika diperlukan.
• Guru membagikansoal dan
permasalahan pada tiap kelompok
untuk dipecahkan.
• Guru memberikan waktu kepada siswa
untuk mendiskusikan apa yang ada
dalam teks yang mereka dapat.
• Guru meminta satu kelompok untuk
menjawab pertanyaan dari kelompok
lain.
• Guru meminta kelompok lain untuk
10 menit
menjawab benar atau salah.
Exploring – Questioning
• Guru meminta siswa untuk membaca
teks.
• Guru meminta salah satu siswa untuk
membaca teks dengan suara lantang.
• Guru memberikan kesempatan pada
siswa untuk menemukan kosakata baru
dan menanyakan dan mencoba
menemukan artinya.
Guru menjelaskan arti kosakata baru dengan
lebih rinci saat dibutuhkan.
10 menit
Associating
• Guru membagi kelas menjadi dua
kelompok.
• Guru memberikan sebuah penutup
mata kepada tiap kelompok.
• Guru menjelaskan langkah-langkah
dan peraturan dalam diskusi Group
Investigation.
• Guru memastikan setiap siswa dapat
melakukan diskusi.
• Guru membacakan kalimat dalam teks
di Lembar Kerja Siswa.
• Guru mendiskusikanpertanyaan
dengan siswa.
• Guru menunjukkan kembali teks dan
daftar kata – kata baru dalam teks yang
telah dibahas.
• Guru meminta siswa untuk
menunjukkan bagian-bagian struktur
teks deskriptif dari teks tersebut.
10 menit
Penutup • Guru mendiskusikan beberapa
kesalahan ataupun kesulitan yang
mungkin ditemui selama proses
pembelajaran
• Guru memberikan ringkasan dari
pelajaran kali ini.
3 menit
Sumber/Media Pembelajaran
Sumber: Lembar Kerja Siswa (LKS)
Media: White board, and board marker
Penilaian
– Kognitif
– Keaktifan dan sikap siswa selama proses pembelajaran
Rubrik Penilaian Kelas
No Nama
Aspek yang dinilai
Total
Pengetahuan Keaktifan Sikap K
osa
kat
a
Ket
elit
ian
Pem
aham
an
Kerja
sama Juju
r
Horm
at
Ber
ani
1
2
3
4
5
6
7
8
Nama Kegiatan :
Tanggal Pelaksanaan :
Kelas :
Perhitungan nilai: X 100 =
Rincian aspek penilaian
Kosa kata
1 = terlalu banyak kesalahan hingga sulit memahami dan dipahami
2 = banyak kesalahan dan mengganggu pemahaman makna
3 = ada kesalahan dan mengganggu pemahaman makna
4 = ada kesalahan tapi tidak mengganggu pemahaman makna
5 = hampir tidak ada kesalahan dan makna mudah tersampaikan
Ketelitian
1 = tidak mampu menemukan kesalahan sama sekali
2 = kurang mampu menemukan kesalahan
3 = mampu menemukan beberapa kesalahan
4 = mampu menemukan sebagian besar kesalahan
5 = mampu menemukan semua kesalahan
Pemahaman
1 = tidak menunjukkan pemahaman terhadap materi sama sekali
2 = menunjukkan sedikit pemahaman terhadap materi dengan mampu
menjawab satu-dua pertanyaan dengan tepat dan benar
3 = menunjukkan cukup pemahaman terhadap materi dengan mampu
menjawab sebagian pertanyaan dengan tepat dan benar
4 = memahami materi dan mampu menjawab hampir semua pertanyaan
dengan tepat
5 = memahami materi dan mampu menjawab semua pertanyaan dengan
tepat dan benar
Kerja sama
1 = tidak pernah bekerja sama saat proses permainan kelompok
2 = sering tidak mau bekerja sama saat proses permainan kelompok
3 = beberapa kali menolak untuk melakukan kerja sama dengan kelompok
4 = sesekali menolak kerja sama dengan kelompok
5 = selalu bekerja sama dalam permainan kelompok
Jujur
1 = tidak bersikap jujur saat proses pembelajaran
2 = sering kali tidak bersikap jujur saat proses pembelajaran
3 = beberapa kali tidak bersikap jujur saat proses pembelajaran
4 = sering bersikap jujur saat proses pembelajaran
5 = selalu bersikap jujur saat proses pembelajaran
Hormat
1 = tidak pernah berlaku hormat kepada guru dan teman
2 = sering kali menunjukkan sikap tidak hormat terhadap guru dan teman
3 = beberapa kali menunjukkan sikap tidak hormat terhadap guru dan
teman
4 = sesekali menunjukkan sikap tidak hormat terhadap guru dan teman
5 = tidak pernah bersikap tidak hormat kepada guru dan teman
Berani
1 = tidak pernah bersedia maju atau mau ditunjuk
2 = sering mengelak saat ditunjuk maupun diminta maju
3 = beberapa kali mengelak saat ditunjuk maupun diminta maju
4 = sesekali masih mengelak saat ditunjuk maupun diminta maju
5 = selalu bersedia maju dan mau ditunjuk
A Research Process in MTs Sudiran Jambu, Semarang