the use of discussion technique to improve …
TRANSCRIPT
i
THE USE OF DISCUSSION TECHNIQUE TO IMPROVE
STUDENTS’ SPEAKING SKILL
(A Classroom Action Research Conducted at the First Grade Students of
SMK N 1 Kejobong in Academic Year 2009/2010)
By:
ELING SETIADI
X2208513
THESIS
Submitted to Teacher Training and Education Faculty of
Sebelas Maret University to Fulfil One of Requirements for Achieving
the Undergraduate Degree of English Education
ENGLISH DEPARTEMENT
TEACHER TRAINING AND EDUCATION FACULTY
SEBELAS MARET UNIVERSITY
SURAKARTA
2010
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ABSTRACT
Eling Setiadi. X2208513. THE USE OF DISCUSSION TECHNIQUE TO IMPROVE STUDENTS’ SPEAKING SKILL (A Classroom Action Research Conducted at the First Grade Students of SMK N 1 Kejobong, in Academic Year 2009/2010). Teacher Training and Education Faculty, Sebelas Maret University, Surakarta. 2010.
This research is a classroom action research. The objectives of this study are to know whether discussion can improve the students’ speaking skill or not and to know some obstacles probably occurred in the process of teaching speaking through discussion. The problem highlighted in the research is the low of students’ speaking skill at the first grade students of SMK N 1 Kejobong in academic year 2009/2010.
This research was carried out in X Computer Engineering and Network class. The procedure of the research consists of planning, action, observation, and reflection. In this study, the writer was the practitioner who implemented the discussion technique in teaching learning process. The data are in form of qualitative and quantitative. The quantitative data are taken from the test conducted before and after the actions are implemented. The qualitative data are taken from the result of observation done by the observer while the actions are being carried out.
In this study, the writer found that the problems came from the teacher and the students. The research showed that the teacher was less creative in delivering material. It made students bored in the teaching learning process. He did not involve all students to take role during teaching learning process, so most of them were passive. Besides the teacher, the problems also came from the students. They still got difficulties in using grammar, vocabulary, and pronunciation. It was seen in the process of teaching learning. It seemed that the students lacked of participation and self confidence in speaking class.
Having collected the data, the writer analyzes the data. In this study, the writer finds that discussion technique can improve students’ speaking skill. It can be seen on students’ performance during teaching and learning process. Students became more active and all students were involved in teaching learning process. It created a better circumstance. Students were more enthusiastic in joining the lesson, so the class became more alive. Furthermore, there was also improvement in students’ achievement. The mean score in pre-test 4.22 increased to 6.76. Thus, the result of the research shows that discussion technique can improve students’ speaking skill in order to become one of appropriate ways in teaching speaking.
Practically, discussion is one of appropriate techniques to improve students’ speaking skill which has a view that students are active learners. It is considered that students learn best when they are personally involved in the teaching experience. Through discussion technique, the students can share ideas, information, or opinion to the other friends. The environment will not be threatening so that the learners are eager to communicate. Teaching speaking through discussion also provides an opportunity to develop accuracy, fluency and keep the learners highly motivated.
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APPROVAL
This thesis has been approved by the consultants to be examined by the board of
thesis examiners of the English Department of Teacher Training and Education
Faculty, Sebelas Maret University Surakarta.
On :
By :
First Consultant,
Second Consultant,
Drs. A. Handoko Pudjobroto 195810261988031001
Dewi Sri Wahyuni, S.Pd, M.Pd 197808182003122002
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APPROVAL OF THE EXAMINERS
This thesis has been examined by the Broad of Thesis Examiners of Teacher Training
and Education Faculty of Sebelas Maret University and has been accepted as partial
fulfillments of the requirements for getting an Undergraduate Degree of Education in
English.
Day :
Date :
Boards of Examiners:
1. Chairman : Drs. Martono, M.A _____________ NIP. 196003011988031004
2. Secretary : Teguh Sarosa, S.S, M.Hum ______________ NIP. 19730205 200604 1001
3. First examiner : Drs. A. Handoko Pudjobroto ______________ NIP. 195810261988031001
4. Second examiner : Dewi Sri Wahyuni, S.Pd, M.Pd ______________ NIP. 197808182003122002
Teacher Training and Education Faculty
Sebelas Maret University Dean,
Prof. Dr. M. Furqon Hidayatulloh, M.Pd NIP 19600727 198702 1 001
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MOTTO
“Man purposes and God disposes”
“Allah will not give all the thing wanted but Allah will give us all the thing really
needed”
“By the sun and its brightness
By the moon as it follows the sun
By the day as it shows up the sun’s brightness
By the night as it conceals the sun
By the heaven and Him Who built it
By the earth and Him Who spread it
By a soul and Him Who perfected him in proportion
Then He showed him what is wrong for him and what is right for him
Indeed he succeeds who purifices his ownself
And indeed he fails who corrupts his ownself”
(Surat Ash-shams: 1-10)
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DEDICATION
This thesis is proudly dedicated to:
My Beloved Mom and Dad
My Beloved Sister, Brother and Nephew
My Beloved Friends
The Readers
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ACKNOWLEDGEMENT
In the name of Allah, the most gracious and the most merciful. All praises
and thanks are only dedicated for Allah SWT, who gives his blessing and help so the
writer can finish his thesis.
In the process of his study, he received support, contribution, and assistance
from many people. Thus, there are honorable people that are important to the writer
to whom he can only express his gratitude:
1. The Dean of Teacher Training and Education Faculty for approving this Thesis.
2. The Head of the Art and Language Education Department who has given his
permission to write the thesis.
3. The Head of English Department of Teacher Training and Education Faculty for
giving the writer permission to write the thesis.
4. Drs. A. Handoko Pudjobroto, the writer’s first consultant for his patience,
guidance, and suggestions.
5. Dewi Sri Wahyuni, S.Pd, M.Pd, the writer’s second consultant for his patience,
guidance, and suggestions.
6. Drs. Sutarno as the headmaster of SMK N 1 Kejobong for facilitating the writer
in collecting the data.
7. Sidik Purnomo, S.Pd as the English teacher of the tenth class of Computer
Engineering and Network who has helped the writer in doing the research.
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8. The students of the tenth class of Computer Engineering and Network for the
cooperation during the research.
9. His beloved parents for uncountable love, support, help, prayer, understanding,
and everything that they give to the writer.
10. His beloved sister, brother in law and little nephew for being inspiration and
supporting behind.
11. His beloved best friends (Nova, Amel, Dhian, Pipiet, Andre and Simbeh) for
being second family, I am nothing without your presence, from the bottom of
my heart I just want to say “I love you all”.
12. His beloved friends in “Neverland” boarding house for the friendship.
13. His friends in teacher qualification program in academic year 2008/2009 for the
beautiful relationship.
The writer realizes that this thesis still has many mistakes and inaccuracies.
Therefore, he accepts gratefully every suggestions, critics, and comments from those
who concern to this thesis. I hope that this thesis will be able to give contribution and
be useful for the readers especially for those who are interested in the similar study.
Surakarta, April 2010
Eling Setiadi
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TABLE OF CONTENT
TITLE ................................................................................................................... i
ABSTRACT ......................................................................................................... ii
APPROVAL ......................................................................................................... iii
APPROVAL OF THE EXAMINERS ................................................................... iv
MOTTO ................................................................................................................ v
DEDICATION ...................................................................................................... vi
ACKNOWLEDGEMENT .................................................................................... vii
TABLE OF CONTENT ........................................................................................ ix
LIST OF APPENDICES ....................................................................................... xi
CHAPTER I. INTRODUCTION
A. Background of the Study .......................................................... 1
B. Problem Formulation ................................................................ 5
C. Objective of the Study .............................................................. 5
D. Benefits of Study ...................................................................... 5
CHAPTER II. THEORICAL REVIEW
A. Teaching English Based on Age Level ..................................... 7
B. Concept of Speaking Skill ........................................................ 10
1. Speaking ............................................................................. 10
2. Skill in Speaking ................................................................. 12
3. Problems and Solutions with Speaking Activity .................. 16
4. The Criteria of a Successful Speaking Activity .................... 19
C. Discussion ................................................................................ 20
1. Definition of Discussion ...................................................... 20
2. Types of Discussion ............................................................ 22
3. Instructional Goals and Learners Outcomes of Discussion ... 24
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4. Teacher Roles and Requirements of Good Discussion ......... 25
5. Phases in Discussion ........................................................... 28
6. The Strength and Weaknesses of Discussion ....................... 29
D. Rationale .................................................................................. 30
E. Hypothesis ............................................................................... 31
CHAPTER III. RESEARCH METHODOLOGY
A. Setting of the Research ............................................................. 32
B. Research Subject ...................................................................... 33
C. Research Method ...................................................................... 34
D. Techniques of Collecting Data .................................................. 39
E. Techniques of Analyzing Data .................................................. 41
CH APTER IV. THE RESULT OF STUDY
A. The Action Processes ............................................................... 43
B. Research Findings .................................................................... 74
CHAPTER V. CONCLUSION, IMPLICATION AND SUGGESTION
A. Conclusion ............................................................................... 76
B. Implication ............................................................................... 77
C. Suggestion ................................................................................ 78
BIBLIOGRAPHY ................................................................................................. 80
APPENDICES ...................................................................................................... 82
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LIST OF APPENDICES
The Pre-Research Observation Result ............................................................... 83
The Interview Report ........................................................................................ 86
Field Notes ...................................................................................................... 98
The Researcher’s and Students’ Diary ................................................................ 114
Lesson Plan ...................................................................................................... 117
Pre-Test and Post-Test Blue Print ...................................................................... 127
The Criteria of Speaking Test ............................................................................ 128
Students’ Test Result ........................................................................................ 129
The Students’ Presence List .............................................................................. 138
The Photographs ............................................................................................... 139
Syllabus ...................................................................................................... 141
Teaching Materials ........................................................................................... 142
Letters of Permission ........................................................................................ 155
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PRE RESEARCH OBSERVATION Class : X Computer Engineering and Network Class of SMK N 1 Kejobong
Day/ Date : Wednesday, 25th January 2010
Time : 12.45-13.35 pm
Students : 41, 8 males and 33 females
Teacher : Sidik Purnomo, S.Pd (SP)
Observer : Eling Setiadi (ES)
The Setting Description
The observation is carried out in the tenth class of Computer Engineering
and Network, SMK N 1 Kejobong. The class is located behind the administration
office. The indoor paint wall is white and the outdoor paint wall is green. The class is
7.5 meter and 7 meter wide. It has glasses windows in the north and the south side of
the class. On the ceiling of the class, there are four 60-centimeter lamps. On the back
wall, there is a red circle clock hanging.
The chairs and desks are arranged facing to the blackboard. There are 21
desks and 42 chairs for the students, and there is a chair and a desk next to the
blackboard. Actually, the class seems to be too full.
In front of students’ seat, there is a big blackboard, with two pictures hung
on of the right and left side of the blackboard. A calendar, a lesson schedule, and a
presence board are hung on the left side of the blackboard. Brooms and dusters are
hung on the wall close to the door. The class looks very clean and fresh.
Today all of the students are present. They wear blue uniform with a
computer symbol stick on her/ his left sleeve. The English teacher wears batik and the
observer wears white shirt and black trousers. The observer sits on the back of last
line.
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The picture of X Computer Engineering and Network
Class
Notes:
1. Blackboard 5. Students’ Chair
2. Teacher’s Desk 6. Observer
1
4
5
6
2
3
7
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3. Teacher’s Chair 7. Clock
4. Students’ Desk
The class, which was used for observation, was X Computer Engineering
and Network class. English was started at 12.45 p.m. Teacher SP and researcher
entered the class after the electric bell had rung. At the beginning of lesson, teacher
SP opened the class with greeting. It was the first time the researcher came to the
class. The students seemed to be curious when the researcher stepped into the class.
The researcher was like a strange one for the teacher. It could be seen from their face
who looked a lot of questions on it and I could see excitement on their face. First of
all, the English teacher introduced him to the students and told them that he would
use the class for try out in order to get the Bachelor Degree.
After introduction, the teacher started the class. The lesson at that time was
speaking class. All of students immediately opened their bag and take English
book/LKS. The teacher asked them to open page 24. There was a short conversation
script about holiday. In the first turn, the students were asked to read and identify
some difficult words. Some students looked into the dictionary to find the word
meaning in Bahasa Indonesian while the other students seemed to be sleepy or had a
chat with other students. After the students got the meaning, they asked to pronounce
the words one by one. From this activity, the researcher found a lot of mistakes in
pronouncing the words.
Teacher began the conversation by using repetition drilling. The students
became bored in the middle of activity. It could be seen when put their head on the
table, or talked to other friends and did not pay attention about the lesson. Then, the
teacher SP invited to two students come forward the class. They were asked to
practice the dialog. Both of them looked very nervous and their bodies were little bit
shaking. There were many of pauses and slight foreign accent. After that, two lucky
students became the next turn. It was similar with the previous performance. They
were less confidence and there was noise coming from the students in the back.
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Finally, the electric bell rang. It meant the class was over, and the researcher
told them that he would use the class became object of the research.
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FIELDNOTE OF INTERVIEW
Place : Teacher office
Date : Wednesday, 27th January 2010
ES : Eling Setiadi (ES)
SP : Mr. Sidik Purnomo (SP)
Topic : Teaching learning process and students’ educational background
Interview Transcript
The interview was conducted in the teacher office. The place was chosen
because there was little noise. It was conducted in leisure time, at 09.15 p.m. and
spent less than 20 minute.
ES : Sebelumnya saya mau tanya nama lengkap dan alamatnya?
SP : Sidik Purnomo, alamatnya di Desa Nangkod RT 01 RW 02 Kecamatan
Kejobong.
ES : Sudah berapa lama mengajar di sekolah ini?
SP : Saya sudah mengajar di sekolah ini hampir 2 tahun
ES : Penglaman di sekolah lain?
SP : Saya sudah pernah mengajar di SMK Makmur Cilacap, SMK Muhammadiyah
Ajibarang, MTs Muhammadiyah 07 Kejobong.
ES : Untuk pembelajaran di sini di SMKN 1 Kejobong, khususnya di kelas TKJ
biasanya siswa aktif tidak?
SP : Kalau aktif atau tidak, saya kira sama dengan sekolah lain. Mungkin ada
sebagian yang aktif dan ada sebagian yang tidak karena merasa tidak PD
(percaya diri).
ES : Syllabus yang dipakai untuk kegiatan belajar mengajar di SMKN 1 Kejobong?
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SP : Saya mengacu kepada sekolah lain, karena SMK ini adalah SMK baru jadi
saya menggunakan syllabus yang digunakan oleh SMK lain yang sudah lama
berdiri.
ES : Background siswa sendiri, termasuk dalam qualified atau belum?
SP : Belum, kalau dikatakan qualified. Karena kita memakai standar kabupaten,
dimana semua kompetensi menguasai. Sedang murid murid di sini berasal dari
sekolah-sekolah pinggiran, yang tidak semua kompetensi dalam bahasa
Inggris diberikan.
ES : Adakah media penunjang yang digunakan untuk kegiatan belajar mengajar,
seperti lab bahasa atau referensi buku-buku bahasa Inggris?
SP : Sementara lab bahasa di sini belum ada, jadi masih mengadakan media
seadanya. Untuk speaking sendiri biasanya kita membuka kasus dengan
menggunakan bantuan modul. Sedangkan untuk listening bisanya masih
manual, saya membacakan dan siswa mendengarkan.
ES : Untuk speaking sendiri, biasanya kegiatan yang dilakukan seperti apa?
SP : Untuk speaking sendiri, biasanya kita masuk materi dengan membuka dialog.
Dengan membahas materi yang pernah diulas/ diberikan.
ES : Ada jam tertentu atau pertemuan tertentu untuk kegiatan speaking?
SP : Kita masih mencampurkan antara 4 kompetensi yang ada, jadi kadang ada
listening dalam kegiatan speaking.
ES : Untuk aspek lain seperti grammar, pronunciation, dan vocabulary, apakah
siswa mengalami masalah?
SP : Ya, grammar dan pronunciation. Untuk grammar kadang mereka tidak tahu
sama sekali tentang pola kalimatnya dan pronunciation mereka mengalami
kesuliatan karena biasanya merupakan bawaan dari SMP. Kita berusaha untuk
mengatasi kesulitan tersebut, dengan memberikan semua kompetensi yang
ada.
ES : Menurut bapak, masih perlu adanya improvement/ peningkatan dalam
pembelajaran yang bapak berikan?
xviii
SP : Untuk SMK bisanya pelajaran yang diberikan masih sangat simple, maka
perlu sekali adanya peningkatan. Kalau kita hanya berpatokan pada kurikulum
yang ada, nanti ada banyak hal yang mereka tidak dapatkan. Karena bahasa
Inggris merupakan bahasa universal, mereka musti tau banyak hal yang tidak
tercantum dalam kurikulum.
ES : Adakah jam tambahan atau ekstrakulikuler bahasa Inggris di SMKN 1
Kejobong ini?
SP : Sementara belum ada, sebenarnya ada program berbicara bahasa Inggris
penuh dalam satu hari, English day tapi belum bisa berjalan. Sedangkan untuk
les atau ekstrakulikuler disini belum ada.
ES : Saya kira sudah cukup untuk informasi yang saya dapat. Terima kasih.
xix
FIELDNOTE OF STUDENTS’ INTERVIEW
Place : Library
Date : Thursday, 28th January 2010
Interviewer : Eling Setiadi (ES)
Interviewees :
1. Ummi Sulastri (US)
2. Uswatun Khasanah (UK)
Topic : Teaching learning process and students’ educational background
The First Interview Transcript
I came to library at 09.00 a.m. I had wait for 30 minutes to meet the
interviewees in this room. After 30 minutes waiting, the interviewees came into the
room and I told them the interview topic. I conducted the interview in bahasa
Indonesia. There were two interviewees. They are Ummi Sulastri and Uswatun
Khasanah. I interviewed them one by one starting from Ummi sulastri.
First Session
ES : Siapa namamu?
US : Ummi Sulastri
ES : Rumahnya?
US : Saya tinggal di desa sambong.
ES : Suka bahasa Inggris ga?
US : Suka.
ES : Kenapa?
US : Menarik
ES : Menurutmu bahasa Inggris penting ga?
US : Penting, karena untuk kebutuhan di dunia kerja
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ES : Dalam belajar bahasa Inggris, ada empat skill yaitu listening, speaking,
reading dan writing. Dari empat skill itu menurut mu mana yang paling
sulit?
US : Speaking
ES : Kenapa menurutmu itu sulit?
US : Karena biasanya susah dalam pengucapannya.
ES : Ada beberapa aspek dalam speaking, contohnya ada vocabulary, grammar
dan pronunciation. Dari ketiga itu, menurut mu menjadi masalah ga?
US : Ya, kadang agak menjadi masalah.
ES : Menurutmu pelajaran bahasa Inggris di sekolah sudah cukup baik belum?
US : Masih kurang baik, karena praktek speakingnya masih kurang karena
biasanya hanya nulis.
ES : Jadi selama ini belum ada praktek speaking?
US : Ya belum pernah.
ES : Padahal kalian ingin?
US : Ya, ingin.
ES : Pada waktu proses belajar mengajar siswa aktif ga?
US : Ya seperti itu, kadang aktif kadang tidak.
ES : Biasanya mereka cuman duduk mendengarkan latihan. Untuk praktek
speakingnya jarang?
US : Ya, jarang.
ES : Dalam kegiatan speaking, biasanya disuruh berbicara atau diskusi tidak?
US : Engga tuh, malah kayaknya engga pernah speaking.
ES : Dalam pembelajaran, apakah guru mendominasi dalam proses belajar
mengajar?
US : Biasanya guru yang lebih banyak ngomong.
ES : Kemudian media pembelajaran yang digunakan biasanya apa?
US : Biasanya cuman LKS.
ES : Menurutmu kemampuan atau skill speaking siswa perlu ditingkatkan ga?
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US : Ya perlu.
ES : Menurutmu caranya seperti apa?
US : Guru menyuruh siswa maju kedepan untuk mencoba belajar speaking di
depan kelas. Selain itu dapat meningkatkan kepercayaan diri siswa.
ES : Sejauh ini, kamu biasanya berlatih speaking dengan siapa?
US : Saya biasanya belajar bahasa di rumah dengan teman-teman.
ES : Selain belajar bahasa Inggris di sekolahan, ada media lain ga untuk
meningkatkan kemampuan bahasa Inggris mu?
US : Saya biasanya nonton film atau mendengarkan lagu dari luar negeri.
ES : Ikut les bahasa Inggris ga ?
US : Ga.
ES : Seandainya kamu disuruh maju berbicara menggunakan bahasa Inggris
malu ga?
US : Mungkin takut ada kesalahan dan kadang kurang PD.
ES : Media lain yang digunakan untuk belajar bahasa Inggris bervariasi ga?
US : biasanya hanya LKS.
ES : Di sekolah ini ada ekstrakulikuler bahasa Inggris ga?
US : Ga ada.
ES : Seandainya diadakan, suka ga?
US : Suka.
ES : Saya kira cukup untuk informasi yang saya dapat. Terima kasih.
xxii
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Second Session
ES : Siapa namamu?
UK : Uswatun Khasanah
ES : Rumahnya?
UK : di Pengadegan, tepatnya di desa karangjoho RT02 RW01
ES : suka bahasa Inggris ga?
UK : Kadang suka, tapi lebih suka matematika
ES : kenapa lebih suka matematika?
UK : ya…asik aja
ES : Menurutmu bahasa Inggris penting ga?
UK : Penting, karena di era globalisasi sekarang ini ada pasar global. Dimana
bahasa Inggris digunakan sebagai bahasa pengantar.
ES : Dalam belajar bahasa Inggris, ada empat skill yaitu listening,
speaking,reading dan writing. Dari empat skill itu menurut mu mana yang
paling sulit?
UK : Speaking dan listening
ES : Kenapa menurutmu itu sulit?
UK : Karena biasanya dalam bahasa Inggris antara tulisan dan pengucapan beda
ES : Ada beberapa aspek dalam speaking, contohnya ada vocabulary, grammar
dan pronunciation. Dari ketiga itu, menurut mu menjadi masalah ga?
UK : Ya, menjadi masalah. Terutama vocabulary.
ES : Menurutmu pelajaran bahasa Inggris di sekolah sudah cukup baik belum?
UK : belum.
ES : alasannya?
UK : media yang digunakan kurang bervariasi dan guru bisanya lebih
mendominasi dalam kegiatan belajar mengajar.
ES : ada pertemuan yang dikhususkan untuk speaking ga?
UK : ga ada. Biasanya cuman writing, reading atau listening. Untuk speaking
sendiri masih sedikit
xxiv
ES : siswa aktif ga dalam kegiatan belajar mengajar?
UK : ada yang aktif ada yang engga, tapi kebanyakan guru yang aktif ngomong.
ES : menurutmu kegiatan belajar mengajar perlu dikembangkan ga?terutama
speaking.
UK : sangat perlu, untuk bisa kepentingan di dunia kerja nantinya.
ES : seandainya dalam kegiatan belajar mengajar, siswa diikut sertakan dalam
proses belajar mengajar kamu senang ga?
UK : Ya senang. Supaya lebih kompeten
ES : di rumah sering latihan bahasa Inggris ga?
UK : Ya, biasanya lewat sms dengan teman, buka-buka kamus untuk menambah
vocabulary, kadang mendengarkan musik tapi ga tau artinya.
ES : kalau film suka ga?
UK : Ya suka.
ES : kalau dalam pelajaran bahasa Inggris diperbanyak kegiatan speaking
gimana?
UK : Ya, senang.
ES : Di sekolah ini ada ekstrakulikuler bahasa Inggris ga?
UK : Ga ada. Dulu katanya mau ada kelas intensif untuk bahasa Inggris dan
science tapi sampai sekarang belum jalan.
ES : Saya kira cukup untuk informasi yang saya dapat. Terima kasih.
xxv
FIELDNOTE OF STUDENTS’ INTERVIEW
Place : Library
Date : Friday, 29th January 2010
Interviewer : Eling Setiadi (ES)
Interviewees :
1. Agustriani (AT)
2. Noviatun (NA) and Rica (R)
Topic : Teaching learning process and students’ educational background
The Second Interview Transcript
I came to library at 09.00 a.m. I had prepared recorder and interview
transcript before. After 5 minutes waiting, the interviewees came into the room and I
told them the interview topic. I conducted the interview in bahasa Indonesia. There
were three interviewees. They are Agustriani, Noviatun and Rica. Agustriani became
the first interviewee, and two last girls were interviewed together.
First Session
ES : Siapa namamu?
AT : Agustriani
ES : Alamat rumahnya?
AT : Nangkasawit RT04 RW02
ES : suka bahasa Inggris ga?
AT : suka
ES : kenapa suka bahasa Inggris?
AT : Karena untuk kedepan sangat berguna, khususnya untuk dunia kerja.
ES : karena bahasa Inggris itu penting, biasanya kamu belajar dimana saja selain
disekolah?
xxvi
AT : dirumah, dulu waktu masih MTs saya ikut kursus tapi sekarang tidak.
ES : Dalam belajar bahasa Inggris, ada empat skill yaitu listening,
speaking,reading dan writing. Dari empat skill itu menurut mu mana yang
paling sulit?
AT : itu yang ada rumus-rumusnya
ES : berarti grammarnya!kalau pronounciation jadi masalah ga?
AT : ya, kadang susah
ES : Menurutmu pelajaran bahasa Inggris di sekolah sudah cukup aktif belum?
AT : belum.
ES : dalam pelajaran bahasa Inggris, apakah guru lebih mendominasi dalam
pembelajaran?
AT : iya, guru lebih sering menjelaskan atau memberikan tugas-tugas.
ES : kegiatan speaking sendiri gimana?apakah sering dilakukan guru.
AT : Belum. Masih sangat kurang.
ES : media yang digunakan apa?
AT : LKS.
ES : yang lain ga ada?
AT : jarang
ES : menurutmu pembelajaran bahasa Inggris pelu ditingkatkan ga?
AT : Ya perlu, sebagai siswa SMK kita harus menguasai bahasa Inggris apalagi
untuk terjun di dunia kerja.
ES : sudah pernah berbicara atau latihan dengan native speaker?contohnya
mungkin waktu wisata di SMP ketemu dengan orang bule kamu berlatih
berbicara gitu!
AT : belum pernah.
ES : kalau dirumah? Tadi kan ada temanmu ada yang bilang katanya mereka
latihan sendiri melalu sms, kalau kamu?
AT : saya biasanya sms pake bahasa Inggris dengan Uus.
ES : seandainya disuruh maju de depan kelas malu ga?
xxvii
AT : mungkin tidak karena dulu waktu masih belajar di MTs berlatih melalui
pidato dengan menggunakan bahasa Inggris.
ES : menurutmu pelajaran bahasa Inggris di SMK ini masih perlu ditingkatkan
ga?
AT : Ya perlu.
ES : kalau dalam pelajaran bahasa Inggris diperbanyak kegiatan speaking
gimana?
AT : Ya, senang.
ES : seandainya di sekolah ini ada ekstrakulikuler bahasa Inggris kamu senang
ga?
AT : Ya, senang.
ES : Saya kira cukup untuk informasi yang saya dapat. Terima kasih.
Second Session
ES : Siapa namamu?
R : Rica
ES : Rumahnya?
R : Kedarpan
ES : kamu?
NA : Noviatun, asal saya Karangjoho
ES : saya ingin Tanya kalian tentang pembelajaran bahasa Inggris di SMK ini.
Kalian sendiri suka bahasa Inggris ga?
R : suka tapi ga bisa.
NA : saya juga suka.
ES : kenapa suka bahasa Inggris?
R : yang pertama unik dan kedua penting untuk kedepan, terutama untuk dunia
kerja.
NA : kalau menurut saya, bahasa Inggris itu sangat penting apalagi di era
globalisasi sperti sekarang ini. Jadi kita harus bisa.
xxviii
ES : Dalam belajar bahasa Inggris, ada empat skill yaitu listening,
speaking,reading dan writing. Dari empat skill itu menurut mu mana yang
paling sulit?
R : Berbicara
Na : Menulis
ES : di sini ada kelas tersendiri untuk kegiatan speaking?
R : ga ada. Jarang sekali.
ES : menurutmu perlu dikembangkan ga kompetensi bahasa Inggris di sini?
NA : ya perlu banget, karena untuk kedepan dapat dijadikan modal kerja
ES : di kelas bahasa Inggris siswa aktif ga?
NA : kadang aktif, karena gurunya galak.hehehehe……
ES : kalian belajar bahasa dimana saja.
NA : cuman di sekolah.
ES : kalau dirumah juga ga pernah?
R : Ya, paling lewat sms. Kadang nonton film atau mendengarkan musik.
ES : di sini kan ga ada ekstrakulikuler bahasa Inggris, seandainya diadakan
kalian mau ikut ga?
NA & R : Mau.
ES : Saya kira cukup untuk informasi yang saya dapat. Terima kasih.
NA & R : sama-sama.
xxix
FIELDNOTES
Meeting : 1st meeting in cycle 1
Class : X Computer Engineering and Network Class of SMKN1 Kejobong
Day/ Date : Wednesday, 3rd February 2010
Time : 07.00-09.00 pm
Object : teaching and learning process led by teacher ES
Observer : Mr. SP
The Setting Description
The class is clean and the atmosphere is very fresh. English is the first lesson
of the day. The students have been ready to study English. The writer, Eling Setiadi,
will lead the teaching learning process and the observer of the teaching learning
process is Mr. Sidik Purnomo.
The teaching and learning process
07.00
The teacher and the observer are walking toward to the class after the bell has rung.
The teacher knocks the door and enters the class. The teacher asks the leader of the
class to lead the opening prayer. After that, the observer walks backward to have a
seat.
07.05
xxx
The teacher greets the students and checks students attendance based on the students’
presence list. Unfortunately, there are two students absent because of sick. The
teacher asks whether they have homework or not, and actually there is no homework.
07.10
The teacher begins the lesson by asking some students questions. The boy sits on the
corner becoming the lucky number one. The teacher asks him with very simple
question “what is your father?” and he spontaneously answers the question “my
father is Riyanto”. Then the teacher asks the other students with same question. Most
of the students’ answers are similar with the first lucky boy. The teacher just smiles at
them. The class tends to be silent when the teacher gives strong deep question “Do
you understand what I mean?”, the students answer my question “No, sir” loudly. The
teacher explains the point of question “yang saya tanyakan ke kalian itu, apa
pekerjaan ayahmu bukan menanyakan siapa nama ayahmu!” and whole of them
reply my explanation with “Oooo…itu to artinya”.
07.20
The teacher tries to take the students’ attention by telling the new topic for today. The
teacher tells them that he will explain them about describing profession. The students
look interested in the topic.
07.25
The teacher asks the students listen to a short text about Robert’s Occupation. The
class starts to become little bit crowded when the teacher is reading the text. To keep
the class being silent, the teacher tells them that there would be some questions must
be answered after all. The noise decreases. Through the process of listening, students
don’t make noise any longer.
07.30
After listening to the descriptive text, the teacher gives some related questions for
some of them randomly. The task is to quest what Robert is. Fortunately, most of
them give right answer.
07.35
xxxi
After the questions finished, the teacher asks two students to read the text and the
other students identify some difficult words. The teacher writes some words and
pronounces the right pronunciation forward the class.
07.45
Going to the main activity, the teacher explains the generic structure of descriptive
text such as identification and description in order to explain language features. The
language features occurred in descriptive text is simple present tense and adjective.
The teacher explains about the pattern and functions of simple present tense.
08.05
After the explanation, one by one the students make some examples on the
blackboard. Most of the examples are well done, so the teacher gives them the other
exercises.
08.15
The researcher hands out a paper filled by some incorrect words in a short paragraph.
In pair, the students have to identify the incorrect one and change into the correct one.
The process runs well because they are able to finish the entire exercises well.
08.25
The bell is ringing. The teacher closes the meeting and says goodbye.
xxxii
FIELDNOTES
Meeting : 2nd meeting in cycle 1
Class : X Computer Engineering and Network Class of SMKN1 Kejobong
Day/ Date : Thursday, 3rd February 2010
Time : 07.00-09.00 pm
Object : teaching and learning process led by teacher ES
Observer : Mr. SP
The Setting Description
The students wear blue uniform. The writer shirt and the observer wears
batik. The writer, Eling Setiadi, will lead the teaching learning process and the
observer of the teaching learning process is Mr. Sidik Purnomo.
The teaching and learning process
07.00
The teacher and the observer have been ready to enter the class. They walk toward to
the class when the electric bell has been ringing. The teacher knocks the door and
enters the class. The teacher asks the leader of the class to lead the opening prayer.
After that, the observer walks backward to have a seat.
07.05
The teacher greets the students and checks students attendance based on the students’
presence list. All of the students are present. The teacher tells them that the lesson
will be a discussion. Some students say ”Yeah….asik”. The teacher begins to split the
class into some big discussion groups. A student asks whether the teacher divide them
or they can choose their group freely. The other students say “pilih sendiri-sendiri ya
pak!!!” and the other one “jangan pak, ditentukan pak guru saja!”. The class becomes
xxxiii
crowded and some of them murmur. Finally, the teacher divides them into some
groups in which each group consists of 8 members.
07.10
The students seek their own group and try to get comfortable seat. After all the
students get their own group, the teacher tells them the discussion rules. The rules are
written on the blackboard and the teacher explains it clearly. After telling the rules, he
asks “do you understand what you have to do?” and they answers “not yet”. The
teacher tries to retell the rules in the second time.
07.15
The teacher spreads a picture for all groups. Each group has to describe the picture
based on the situation. The students start to do the discussion in their own group. The
noise is rising; the teacher claps his hands to warn some students. A leader of the
class also warns “Silent please!” and the class discussion runs better. To make all the
members active in a discussion, the teacher goes around the group and gives some
passive students questions. A boy with pointed hair is questioned by the teacher
“How many people are there?”, he just smiles and doesn’t understand with the
question point.
07.35
The teacher gives them a chance to ask some difficulties to him. Some students ask
about certain words in English such as “mengoprasikan komputer, pengantar pizza,
menelpon, mengecek”. The discussion has spent in adequate time and the teacher says
“have you finished?” lots of them say “Not yet, Sir!”. The injury time is only 5
minutes given to them to finish the assignment and the class is going to be crowded.
The teacher tells them that each group has to choose one volunteer to come forward
and describe the picture based on the discussion.
07.40
xxxiv
There are five representative students in the class. One by one, they explains the
picture forward their peers. A girl from group four carries out the first performance,
she looks confidence and quite good in fluency. After she presents her performance,
the students give loud applause for it. She has a chance to choose the next presenter.
The second performance done by group two, her body shacks gradually when she is
telling the description. Group three does the third performance, she tells the
description well but less of expression occurred in the process of describing.
Actually, the students enchanted with her performance and the class becomes silent.
Group five delivers the fourth performance, there is little communication and she
tends being to be speechless. The class arises crowded when a boy is coming forward
to be the last group. He tells the explanation with many pauses and no expression at
all.
08.15
Before closing the second meeting, the teacher revises some mispronouncing words
and the students reply what the teacher pronounced. The teacher tells the way to be
relaxed and confidence delivering performance in front of the other students, and then
he chooses the best speaker of the day. It is aimed to give them motivation in
speaking class.
08.25
There is 5 minutes provided for the teacher closing the lesson. He gives the students
homework, each student has to get a picture. The picture will be shown off in front of
class, and they have to describe the picture orally. There are no questions from the
students any longer then, he sums the lesson up and says good-bye.
xxxv
FIELDNOTES
Meeting : 3rd meeting in cycle 1
Class : X Computer Engineering and Network Class of SMKN1 Kejobong
Day/ Date : Monday, 9th February 2010
Time : 12.45-13.30 pm
Object : teaching and learning process led by teacher ES
Observer : Mr. S
The Setting Description
The students wear white and grey uniform. The sky looks cloudy and it will
get rain. English is the last lesson; the students seem to be little bit tired. The writer,
Eling Setiadi, will lead the teaching learning process and the observer of the teaching
learning process is Mr. Sidik Purnomo. The writer wears long sleeves white shirt and
the observer wears checked shirt.
The teaching and learning process
07.00
The teacher and the observer have prepared themselves well. They walk toward to the
class when the electric bell has been ringing. The teacher knocks the door and enters
the class.
07.05
The teacher greets the students and checks the students’ attendance. There is no
missing student. All of them are present. The teacher tells the students that today they
will have speaking class. They have to come forward present a picture and one by
one, they describe the picture that has been prepared before.
07.10
Before starting the lesson, the teacher asks several students to pronounce some words
written on colored paper, such as take care, fly, design, entertain, teach, give service,
xxxvi
sew, catch etc. There are some mispronouncing words produced by students and then
the teacher gave correctness. Whole students pronounce the correct pronunciations.
07.15
After that, he states that today activity will be begun. The class arises becoming little
bit crowded and they look ready to perform. After all the students have already
prepared their need, the teacher gives a chance to the students who want to be the first
volunteer. There is a veiling girl coming forward the class and the other peers give
loud applause for the first performance. The boys sit in back line say “prikitiew…”.
She describes the picture quite well but sometimes she speaks with lots of pauses.
07.20
In the second chance, the teacher chooses the next performer randomly. The class is
little bit crowded when one of their friends explains the picture forward the class. The
next performer is short boy who sits in the middle line of chairs. He is Doni. His
friends clap their hands loudly when he starts to explain the pictures. The English
teacher asks the students to keep silent and pay attention to the one who is presenting
the explanation. The atmosphere is getting much better and they begin to pay
attention. Doni looks confidence and little pauses in presenting the picture. Doni’s
performance is over; the others are in turn.
07.25
The performance is still in progress. Some students pay attention but the other are
busy practicing the description in slow voice but it still can be heard. One by one,
they describe the picture until the time is 10 minutes remaining. They are laughing,
smiling, murmuring when one of them perform in the class.
08.20
The students look excited in that day activity because speaking is rarely occurred in
English lesson before. The teacher asks the students “do you like today’s activity?”
and loudly the students answer “Yes, Sir”. Then the teacher chooses one of students
becomes the best speaker of the day. Endah Fariasih is the best speaker of the day;
xxxvii
she looks confident and speaks fluently in front of class. The classroom becomes
silent when she is describing the picture.
08.25
There is no question from the students at all and teacher SP shows two tombs up for
their performance. The teacher leads the closing prayer and says good-bye.
xxxviii
FIELDNOTES
Meeting : 1rd meeting in cycle 2
Class : X Computer Engineering and Network Class of SMKN 1 Kejobong
Day/ Date : Wednesday, 10th February 2010
Time : 07.00-08.30 pm
Object : teaching and learning process led by teacher ES
Observer : Mr. SP
The Setting Description
The students wear blue uniform. The atmosphere is actually very fresh
because English is the first lesson today. As usual, the writer, Eling Setiadi, will lead
the teaching learning process and the observer of the teaching learning process is Mr.
Sidik Purnomo. The writer wears white shirt and the observer wears batik.
The teaching and learning process
07.00
Similar with other day, the teacher enters the class after the bell has rung calling the
students join the lesson today. Greeting and checking students’ attendance are two
ordinary activities of opening. After that, the teacher asks whether there is homework
and the students say that there is no homework today.
07.05
After five minutes passed, the teacher reviews the last meeting before he continues
the main activity. He tells some mispronouncing words such as “would like,
introduce, idol”, grammatical usage such as “long blonde hair, long nose, hair short”,
and less of expressions in previous presentation.
07.10
The teacher starts the lesson today with telling the topic, namely physical appearance.
The teacher asks the students” Do you know what the meaning of physical
xxxix
appearance is?”, a girl sits in backward reply the question” physical appearance is
penampilan fisik seseorang”. The teacher shows a thumb up. After telling the topic of
today meeting, the teacher shows off a beautiful artist picture, she is Luna Maya. The
teacher asks the class “Who is she?” and the whole students enthusiastically answer
the question “She is Luna Maya.”.
07.15
to encourage students’ interest, the teacher gives the other questions continually, such
as about her marital status, her boy friend, her occupation, her business and many
more. The class is more active because most of them try to answer the questions.
07.20
Furthermore, the teacher asks about Luna’s physical appearance to the students. The
answers mostly correct but the structure is incorrect grammatically, such as hair long,
eyes round, hair straight etc.
07.25
The next step activity is writing some adjectives dealing with physical appearance on
black board. The teacher pronounced the adjective correctly and so do the students.
The teacher starts explaining the adjectives more detail.
07.35
When the material has totally given, the researcher hands out some exercises related
to the topic. The students look enthusiastic to do the exercises because they just have
to describe the pictures based on the picture given.
07.45
The last activity, the teacher reads short text entitled “My Friend Lara” and the
students listen to the description seriously. After the description, they have to do the
exercises collaboratively with her/his friends. The class is more manageable than the
previous meeting. The English teacher helps the researcher by controlling them one
by one.
08.00
After the entire students do their exercises, the teacher asks them to present their job.
xl
08.10
In addition, the teacher gives them short material about how to give personal
comment and expressions for conversation/ gambits. The teacher taught them this
material because most of them are still lack of confidence and they do not understand
how to give personal comment and expressions for conversation/ gambits.
08.25
In this stage, the teacher asks the students whether they still find any difficulties or
not. So far, there is no question from the students. He utters that the next meeting will
be guessing game. The class will be split into several small groups’ discussion. The
lesson is summed up and the teacher says good-bye.
xli
FIELDNOTES
Meeting : 2nd meeting in cycle 2
Class : X Computer Engineering and Network Class of SMKN1 Kejobong
Day/ Date : Thursday, 11th February 2010
Time : 07.00-09.00 pm
Object : teaching and learning process led by teacher ES
Observer : Mr. S
The Setting Description
The students wear blue uniform. The writer, Eling Setiadi, will lead the
teaching learning process and the observer of the teaching learning process is Mr.
Sidik Purnomo. The writer and the observer wears batik shirt.
The teaching and learning process
07.00
The teacher and the observer have been ready to enter the class. They walk toward to
the class when the electric bell has been ringing. The teacher knocks the door and
enters the class. The teacher asks the leader of the class to lead the opening prayer.
After that, the observer walks backward to have a seat.
07.05
The teacher tells them that there is a discussion class today. The class has been split
into 10 small group discussions before today’s meeting and they join in their own
group. The class are likely manageable and they do not make any noise in classroom.
07.10
The teacher gives the rule of discussion class i.e. each group has to choose one idol
(movie star, singer, comedian, politician or their friend). The idol chosen should be
kept in secret and untold to the others. The discussion is conducted in each group to
describe the picture as difficult as possible, they have to describe both her/ his
xlii
physical appearance and occupation forward the other students and at the last, the
other groups guess who the idol is by using Yes-No questions.
07.15
After the groups understand the rule of the discussion, they start to discuss the topic.
All of them participate in the discussion actively. The teacher goes around the
discussion groups. The time given is over; the teacher begins to invite the group
randomly. Group 2 takes the first chance. The students clap their hands when group
two is coming to present their task. The leader of group two starts to describe their
idol in front of their peers. The presenter starts to describe idol’s physical appearance
such as “He has black short hair, he is medium high……”. The class is no noise any
longer. The students keep listening to the description curiously. At the certain time,
they seem to discuss about the description told with other members in one group. The
description is totally presented by the lucky number one and questions and answer
session is started then. Most of them raise their hand and try to ask some questions.
This session looks lively because they try to be faster asking the questions. A group
stops a veiling girl because her question is too much.
07.25
The situation keeps going until the last group. In addition, the motivation to take part
in discussion increases.
08.30
The teacher revises little mistakes occurred such as grammar or pronunciation in
main activity. He asks them whether there is a question. The teacher sums up the
activity because there is no question from students. He closes the second meeting
with saying good-bye. In this stage there is injury time given.
xliii
FIELDNOTES
Meeting : 3rd meeting in cycle 2
Class : X Computer Engineering and Network Class of SMKN1 Kejobong
Day/ Date : Monday, 15th February 2010
Time : 12.45-13.30 pm
Object : teaching and learning process led by teacher ES
Observer : Mr. SP
The Setting Description
The students wear white and grey uniform. English is the last lesson of the
day, the students seem to be little bit tired. The writer, Eling Setiadi, will lead the
teaching learning process and the observer of the teaching learning process is Mr.
Sidik Purnomo. The writer wears long sleeves white shirt and the observer wears
checked shirt.
The teaching and learning process
07.00
The teacher and the observer have prepared themselves well. They walk toward to the
class when the electric bell has been ringing. The teacher knocks the door and enters
the class. Speaking test has been planned for today activity.
07.05
The sky is cloudy. Fortunately, the students are still ready to get the last lesson of the
day and all of students are present. The teacher asks the students to choose one of
their idol or inspiring man for her/ his life. Yuninda gives a question for the teacher
“Can I describe my teacher?” and the teacher answers, “Yes, of course”. Then, the
teacher provides 5 minutes for the students preparing the speaking test. Similar with
the previous test, they describe the idol in front of their friends. Each student begins
xliv
to prepare the oral test. Some of them look into dictionary or ask to their friends.
Whole students have been ready to describe their idol.
07.20
Based on the students’ presence list, the teacher and teacher SP invite them one by
one. The first performance is done by Uswatun Khasanah. She describes a Hollywood
actor who plays in Harry Potter Trilogy. She seems to be relax and confidence in her
performance. In previous meeting, she usually looks nervous in describing picture.
The performance is better than the last activity. They look very confidence and do
less of mistakes in speaking.
07.25
Most students look confidence in turn of describing their idol. In queue, they come
forward presenting their performance well. The accuracy and fluently absolutely
increase.
08.30
The time allotment in the third meeting of second cycle is over. The teacher gives
them motivation in studying English, especially in speaking. Then, he leads the
students to close the activity with closing prayer and he says good bye.
xlv
Researcher’s and Students’ Diary
A. Researcher’s Diary
The technique conducted to the students could create alive atmosphere in
teaching learning process, especially in speaking. Students felt confidence and
they were not afraid of speaking English. after they had been treated until second
cycle, there was good progression. Researcher took some representatives students
whose progression increased. They are:
1. Student US
She was active and confidence student. She was fast student, she replied the
question correctly. She had sufficient vocabulary, good grammar and good
pronunciation. She always tried hard to speak well. Unfortunately, she had
less of expression and didn’t understand the way to give personal response.
After being treated, she showed a good improvement. She also knew how to
give personal response or expressions appropriately and speak naturally. In
accuracy test she got 3.5 (pre-test), 4 (1st post test) and 4.5 (2nd post test).
While in fluency she got score 3.5 (pre-test), 4 (1st post test) and 4.5 (2nd post
test).
2. Student DH
He was passive students and he looked nervous in speaking English to the
other peers. He had lack of vocabulary, grammar and pronunciation. So, he
usually made mistakes and could not speak well. In speaking class, he looked
ashamed and he would give responses if he had been asked by the teacher.
xlvi
After the treatment, he had good self confidence in speaking. He had larger
vocabulary, grammar mastery and good pronunciation. He rarely made
mistakes in speaking. He had good progression in speaking which could be
seen on the test score. In accuracy test she got 3 (pre-test), 3.5 (1st post test)
and 4 (2nd post test). While in fluency she got score 2.5 (pre-test), 3.5 (1st post
test) and 4 (2nd post test).
B. Students’ Diary
“Menurut saya pembelajaran seperti ini sangat asik dan menyenangkan kita
bukan hanya belajar tapi kita bermain dan bertukar pikiran. Kita santai tapi
sambil berfikir. Semenjak Pak Eling ngajar di sini saya jadi semangat belajar
bahasa Inggris walaupun saya tidak bisa.”
“I am very happy.”
“Menurut saya dengan belajar speaking dengan cara seperti ini sangat efektif
karena setiap siswa jadi bisa bertanya dan tidak ada yang nganggur.”
“Menurut saya menyenangkan dan asik.”
“Menurut saya belajar seperti ini bagus, mengasikan dan membuat siswa aktif
dan tidak membosankan.”
“Suka, karena mlatih kepercayaan diri di depan orang banyak.”
“Thanks a lot, because of you I feel confidence to learn speaking in English.”
“Mapel bhs.Inggris dalam 2 minggu ini sungguh menyenangkan. Karena dalam
KBM itu kita santai tapi serious. Apalagi dalam pelajaran tersebut terdapat
hiburan ataupun games.”
xlvii
“You are the best teacher.”
“Saya menyukai pelajaran speaking ini, saat pertama saya sebenarnya takut
tapi akhirnya saya senang dengan pelajaran ini. Karena menyenangkan dan
membuat saya menjadi PD dan agak lancar berbicara.”
“Pembelajarannya menyenangkan walaupun cara pembelajaran pertama agak
kayak gitu, tapi hari kedua dan selanjutnya menyenangkan dan mengasikan.“
“Saya menyukai pembelajaran speaking yang telah dilaksanakan. Walaupun
pertama saya takut tetapi saya akhirnya berani untuk speaking.”
“Menurut saya cara mengajar Pak Eling sangat menyenangkan dan asik,
walaupun saya tidak begitu suka bahasa Inggris . yah saya coba2 berbahasa
Inggris cap cis cus ga jelas! Tapi saya seneng....”
“Menurut saya belajar bahasa Inggris itu menyenangkan terutama diajar oleh
Pak Eling.”
“Pelajarannya menyenangkan, sante nyambung dan gampang dimengerti. Yang
penting gurune jg nyenengin, gampang berinteraksi, sopan dan pembelajaran
yang diberikan dg cara yang menyenangkan.”
“Saya rasa pembelajaran yang diberikan sangat baik dan saya suka
pembelajaran speaking seperti ini.”
xlviii
RENCANA PELAKSANAAN PEMBELAJARAN
(LESSON PLAN FOR CYCLE I)
Nama Sekolah : SMKN 1 Kejobong
Mata Pelajaran : Bahasa Inggris
Kelas/semester : 1 TKJ/ Semester Genap
Kemampuan Dasar : Berbicara
Pertemuan : 1 – 3
Alokasi Waktu : 5 x 45 menit
A. Standar Kompetensi
Berkomunikasi menggunakan Bahasa Inggris setara dengan Level Novice
B. Kompetensi Dasar
Mendeskripsikan benda-benda, profesi, orang, ciri-ciri, waktu, hari, bulan dan
tahun
C. Indikator
1. Siswa mengetahui general structure yang digunakan untuk mendeskripsikan
pekerjaan seseorang.
2. Siswa mampu membuat kalimat berbentuk Simple Present Tense dan
mengetahui penggunaan Simple Present Tense.
3. Siswa mampu mendeskripsikan profesi/ pekerjaan seseorang dengan
menggunakan kata-kata yang tepat.
4. Siswa mampu mengaplikasikan pembelajaran yang diberikan dalam
kehidupan sehari-hari.
D. Materi Ajar
1. Describing Profession
xlix
2. Simple Present Tense
E. Skenario Pembelajaran
No Kegiatan Pembelajaran Waktu
1.
2.
Pembukaan
a. Memberikan salam kepada siswa
b. Mengecek kehadiran siswa
c. Mengecek tugas/pekerjaan rumah siswa
Kegiatan Inti
A. Building Knowledge of Field
1. Guru menghantarkan siswa tentang hal-hal yang dapat
merangsang pemahaman siswa cara untuk
mendeskripsikan pekerjaan seseorang.
2. Guru menanyakan pekerjaan orang tua, saudara atau
teman siswa secara acak.
3. Siswa menjawab pertanyaan yang diberikan oleh guru
mereka secara singkat.
4. Guru meminta siswa menuliskan beberapa macam
profesi yang umum dijumpai dalam kehidupan sehari-
hari dalam bahasa Inggris di papan tulis.
5. Guru menugaskan beberapa siswa untuk melafalkan
profesi tersebut dengan jelas
6. Siswa lain ditugaskan untuk mendengarkan dan
mengecek pronunciation yang diucapkan.
7. Guru melafalkan beberapa macam profesi yang ditulis
di papan tulis dan siswa menirukan.
8. Guru menjelaskan general structure yang digunakan
5 menit 215 menit
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untuk menjelaskan/ mendeskripsikan pekerjaan
seseorang.
B. Grammar Focus
1. Guru menjelaskan tenses yang digunakan untuk
menjelaskan profesi seseorang, yaitu Simple Present
Tense.
2. Guru menjelaskan rumus dan fungsi Simple Present
Tense.
3. Guru menugaskan siswa untuk membuat beberapa
contoh kalimat menggunakan Simple Present Tense
baik kalimat positif, kalimat negatif ataupun
interrogative.
C. Modeling
1. Guru menuliskan teks singkat yang masih belum
benar dalam susunan kebahasaan (kata kerja) di papan
tulis.
2. Guru menugaskan siswa untuk mengansalisa teks
tersebut kemudian merubahnya menjadi susunan yang
benar.
3. Guru menugaskan beberapa siswa membaca teks yang
sudah benar tersebut.
4. Guru mengoreksi pronunciation yang masih belum
tepat.
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5. Guru membacakan teks tersebut dengan benar dan
siswa menirukan bersama-sama.
D. Joint Construction
1. Guru membagi siswa menjadi big group discussion,
dimana dalam 1 kelompok terdiri dari 8 – 9 siswa.
2. Guru membagikan sebuah gambar kepada setiap
kelompok.
3. Guru menjelaskan peraturan dalam kegiatan diskusi
tersebut.
4. Siswa ditugaskan untuk menjelasakan suatu gambar
mengenai keadaan suatu ruangan yang di dalamnya
terdapat beberapa orang dengan profesi yang berbeda-
beda.
5. Siswa mendiskusikan tentang gambar tersebut
bersama kelompoknya dan guru mengontrol jalannya
diskusi tersebut.
6. Guru mengontrol jalannya diskusi dengan cara
memberikan beberapa pertanyan kepada siswa yang
kelihatan kurang aktif dalam proses diskusi kelompok
tersebut.
7. Guru menunjuk beberapa perwakilan dari masing-
masing kelompok untuk menjelaskan gambar tersebut
di depan kelas secara lesan.
E. Independent Construction
Guru menugaskan siswa membuat deskripsi tentang suatu
pekerjaan secara individu
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3.
Penutup
a. Guru mereview pembelajaran yang sudah diajarkan.
b. Siswa diberikan kesempatan untuk menanyakan hal-hal
yang masih belum jelas setelah pembelajaran.
c. Guru memberitahukan tentang topik pembelajaran yang
akan diberikan pada pertemuan yang akan datang.
d. Guru memberikan salam penutup.
5 menit
F. Bahan
1. Descriptive teks
G. Metode Pembelajaran
1. Cooperative Learning
2. Discussion
H. Media Pembelajaran
1. Blackboard
2. Gambar
3. Kapur Tulis
I. Evaluasi Pembelajaran
1. Evaluasi proses pembelajaran dilakukan melalui test berbicara
2. Evaluasi melalui pre-test dan post test
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RENCANA PELAKSANAAN PEMBELAJARAN
(LESSON PLAN FOR CYCLE II)
Nama Sekolah : SMKN 1 Kejobong
Mata Pelajaran : Bahasa Inggris
Kelas/semester : 1 TKJ/ Semester Genap
Kemampuan Dasar : Berbicara
Pertemuan : 4 - 6
Alokasi Waktu : 5 x 45 menit
A. Standar Kompetensi
Berkomunikasi menggunakan Bahasa Inggris setara dengan Level Novice
B. Kompetensi Dasar
Mendeskripsikan benda-benda, profesi, orang, ciri-ciri, waktu, hari, bulan dan
tahun.
C. Indikator
1. Siswa mampu mendeskripsikan tentang ciri fisik seseorang dengan
menggunakan kata-kata yang tepat.
2. Siswa mampu mengekpresikan pendapat atau opini dalam diskusi.
3. Siswa mampu mengaplikasikan pelajaran yang diberikan dalam kehidupan
sehari-hari.
D. Materi Ajar
1. Describing physical appearance/ Adjective
2. Giving personal comment and expressions for conversation / gambits
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E. Skenario Pembelajaran
No Kegiatan Pembelajaran Waktu
1.
2.
Pembukaan
a. Memberikan salam kepada siswa
b. Mengecek kehadiran siswa
c. Mengecek tugas/pekerjaan rumah siswa
Kegiatan Inti
A. Building Knowledge of Field
1. Guru menghantarkan siswa tentang hal-hal yang dapat
merangsang pemahaman siswa tentang cara untuk
mendeskripsikan fisik seseorang.
2. Guru memberikan pertanyaan yang berkaitan dengan
adjectives dengan cara menunjukan gambar/ benda
(contoh : “Who is She?”)
3. Siswa menjawab pertanyaan yang diberikan secara
singkat.
4. Guru meminta siswa menuliskan beberapa kata sifat
yang berkaitan dengan ciri fisik seseorang dalam
bahasa Inggris di papan tulis.
5. Guru menyuruh beberapa siswa untuk melafalkan
sedangkan siswa lain mengedintifikasi kata-kata yang
salah.
6. Guru melafalkan kata sifat yang dituliskan siswa
dengan pronunciation yang benar dan siswa
menirukan.
5 menit 215 menit
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B. Grammar Focus
1. Guru menjelaskan kembali Simple Present Tense
secara singkat.
2. Guru menjelaskan adjective.
3. Guru menugaskan siswa untuk membuat contoh
kalimat menggunakan adjective dengan menggunakan
Simple Present Tense.
C. Modeling
1. Guru meminta siswa mendengarkan sebuah
descriptive teks berjudul “My friend Lara”
2. Guru menugaskan siswa untuk berdiskusi dengan
teman satu bangku untuk menjawab pertanyaan yang
diberikan
3. Guru meminta siswa menjawab pertanyaan-
pertanyaan tersebut secara lisan.
4. Guru meminta beberapa siswa membacakan teks
tersebut dengan menggunakan pronunciation yang
benar dan siswa lain menirukan bersama-sama.
5. Guru memberikan penjelasan mengenai how to give
personal comment and expressions for conversation /
gambits.
lvi
6. Guru memberikan beberapa contoh dan latihan
kepada siswa secara singkat.
D. Joint Construction
1. Guru membagi siswa menjadi small group discussion,
dimana dalam 1 kelompok terdiri dari 4-5 siswa.
2. Guru menjelaskan mengenai peraturan dalam kegiatan
yang akan dilakukan, yaitu:
Setiap kelompok memilih satu tokoh idola baik
artis, politikus, komedian, atau profesional
kepada setiap kelomok.
Setiap kelompok harus merahasiakan tokoh
idolanya tersebut, jangan sampai kelompok lain
mengetahuinya.
Setiap kelompok akan berdiskusi membuat
deskripsi umum tentang tokoh idolanya tersebut
baik pekerjaan atau ciri fisiknya.
Apabila satu kelompok maju kedepan kelas
menjelaskan tokoh idolanya tersebut, kelompok
lain wajib membuat pertanyaan yang
berhubungan dengan deskripsi yang diberikan
dengan menggunakan Yes-No questions.
Pada akhir kegiatan, setiap kelompok menebak
siapakah tokoh dibalik deskripsi yang diberikan.
3. Guru mengontrol jalannya kegiatan dan berkeliling
memberikan masukan yang ada kaitannya dengan
kegiatan tersebut.
4. Satu persatu kelompok maju ke depan kelas
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3.
memaparkan hasil diskusi
5. Guru memberikan masukan terhadap performance
yang dilakukan oleh siswa.
E. Independent Construction
Guru menugaskan siswa untuk mencari gambar idola
mereka dan membuat deskripsi baik berupa pekerjaannya
atau ciri fisik secara lisan.
Penutup
a. Guru mereview pembelajaran yang sudah diajarkan.
b. Siswa diberikan kesempatan untuk menanyakan hal-hal
yang masih belum jelas setelah pembelajaran.
c. Guru memberikan salam penutup.
5 menit
F. Bahan
1. Teks my friend Lara
2. Sumber lain dari internet mengenai physical appearance, adjectives dan
giving personal comment and expressions for conversation / gambits
G. Metode Pembelajaran
1. Cooperative Learning
2. Discussion
H. Media Pembelajaran
1. Blackboard
2. Gambar
lviii
3. Kapur Tulis
I. Evaluasi Pembelajaran
1. Evaluasi proses pembelajaran dilakukan melalui test berbicara
2. Evaluasi melalui pre-test dan post test
Pre-Test and Post-Test Blue Print A. PRE TEST
Waktu Pelaksanaan : Kamis, 28 Januari 2010
Tempat : Kelas X TKJ
Pre-test Skenario :
1. Peneliti membagikan sebuah gambar kepada masing-masing siswa.
2. Satu persatu siswa disuruh maju kedepan untuk menjelaskan gambar yang
telah diberikan. (mendeskripsikan tentang suatu profesi)
3. Peneliti menilai speaking skill mereka.
B. POST TEST I
Waktu Pelaksanaan : Senin, 9 Februari 2010
Tempat : Kelas X TKJ
Post-test Skenario :
lix
1. Sebelum melaksankan post test I, guru menugaskan siswa untuk mencari
sebuah gambar yang berhubungan dengan adjective dan pekerjaan.
2. Satu persatu siswa disuruh maju kedepan untuk mendeskripsikan gambar
yang telah mereka peroleh.
3. Peneliti menilai speaking skill mereka.
C. POST TEST II
Waktu Pelaksanaan : Senin, 15 Februari 2010
Tempat : Kelas X TKJ
Post-test Skenario :
1. Sebelum melaksanakan post test II, guru menugaskan siswa untuk mencari
sebuah gambar tokoh idola atau orang yang menginspirasi dalam kehidupan
mereka.
2. Satu persatu siswa disuruh maju kedepan untuk mendeskripsikan gambar
yang telah mereka peroleh.
3. Peneliti menilai speaking skill mereka.
The Criteria of Speaking Test
ACCURACY FLUENCY
Little or no language produced 1 Little or no communication 1
Poor vocabulary, mistake in
basic grammar, may have very
strong foreign accent
2
Very hesitant and brief utterances,
sometimes difficult to understand 2
Adequate but not rich
vocabulary, occasional grammar
slips, slight foreign accent
3
Get ideas across, but hesitantly and
briefly 3
Good range of vocabulary,
occasional grammar slips, slight 4
Effective communication in short
turns 4
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foreign accent
Wide vocabulary appropriately
used, virtually no grammar
mistakes, native-like or slight
foreign accent
5
Easy and effective communication,
uses long turns 5
Total score: 10
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Students’ Test Result
1. The Result of Pre-test
Student Number
Accuracy Mean Score
Fluency Mean Score ES SP ES SP
1 2 2 2 2 2 2 2 3 3 3 2 3 2,5 3 2 2 2 2 2 2 4 2 2 2 2 2 2 5 2 2 2 2 2 2 6 2 2 2 2 2 2 7 3 3 3 2 3 2,5 8 2 3 2,5 3 3 3 9 2 2 2 2 2 2
10 3 3 3 3 3 3 11 2 2 2 2 2 2 12 2 2 2 2 2 2 13 2 2 2 2 2 2 14 2 2 2 2 2 2 15 2 2 2 1 2 1,5 16 2 2 2 1 2 1,5 17 2 2 2 2 2 2 18 2 2 2 2 2 2 19 1 2 1,5 1 2 1,5 20 2 2 2 2 3 2,5 21 2 2 2 2 2 2 22 2 2 2 2 2 2 23 1 2 1,5 1 2 1,5 24 2 2 2 2 2 2 25 1 2 1,5 1 2 1,5 26 1 2 1,5 1 2 1,5 27 2 2 2 2 2 2 28 2 2 2 2 2 2 29 2 2 2 2 2 2 30 2 2 2 2 2 2 31 2 3 2,5 2 3 2,5 32 2 2 2 2 2 2 33 1 2 1,5 2 2 2 34 2 2 2 2 3 2,5 35 2 2 2 2 2 2 36 2 3 2,5 2 2 2 37 2 2 2 2 2 2 38 2 2 2 2 2 2 39 3 4 3,5 3 4 3,5 40 3 3 3 3 4 3,5 41 2 2 2 2 2 2
ES : Eling Setiadi SP : Sidik Purnomo
lxii
The total accuracy and fluency score (Pre-test)
Student Number Accuracy Mean Score
Fluency Mean Score Total Score
1 2 2 4 2 3 2,5 5,5 3 2 2 4 4 2 2 4 5 2 2 4 6 2 2 4 7 3 2,5 5,5 8 2,5 3 5,5 9 2 2 4 10 3 3 6 11 2 2 4 12 2 2 4 13 2 2 4 14 2 2 4 15 2 1,5 3,5 16 2 1,5 3,5 17 2 2 4 18 2 2 4 19 1,5 1,5 3 20 2 2,5 4,5 21 2 2 4 22 2 2 4 23 1,5 1,5 3 24 2 2 4 25 1,5 1,5 3 26 1,5 1,5 3 27 2 2 4 28 2 2 4 29 2 2 4 30 2 2 4 31 2,5 2,5 5 32 2 2 4 33 1,5 2 3,5 34 2 2,5 4,5 35 2 2 4 36 2,5 2 4,5 37 2 2 4 38 2 2 4 39 3,5 3,5 7 40 3 3,5 6,5 41 2 2 4
Total 86,5 86,5 173
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In Which: ∑x = 173
N = 41
So, the students mean score was:
= 173 41 = 4.22 The students mean score in pre-test was 4.22
lxiv
2. The Result of 1st Post Test
Student Number
Accuracy Mean score
Fluency Mean score ES SP ES SP
1 2 3 2,5 2 3 2,5 2 3 4 3,5 3 3 3 3 2 3 2,5 3 3 3 4 3 3 3 2 2 2 5 3 3 3 3 3 3 6 3 3 3 2 3 2,5 7 3 4 3,5 3 4 3,5 8 3 4 3,5 3 4 3,5 9 2 3 2,5 3 2 2,5
10 3 4 3,5 4 4 4 11 3 3 3 2 3 2,5 12 3 3 3 2 2 2 13 2 3 2,5 2 2 2 14 3 3 3 2 2 2 15 3 3 3 2 3 2,5 16 2 3 2,5 2 3 2,5 17 2 3 2,5 2 2 2 18 2 2 2 3 3 3 19 2 2 2 2 2 2 20 3 3 3 2 3 2,5 21 2 3 2,5 3 2 2,5 22 2 2 2 3 3 3 23 2 2 2 2 2 2 24 2 2 2 3 3 3 25 2 2 2 3 3 3 26 2 2 2 2 2 2 27 3 3 3 2 2 2 28 3 3 3 2 2 2 29 3 3 3 2 3 2,5 30 3 3 3 3 3 3 31 3 3 3 2 3 2,5 32 2 3 2,5 2 3 2,5 33 2 3 2,5 2 3 2,5 34 2 3 2,5 3 4 3,5 35 2 3 2,5 2 3 2,5 36 3 3 3 3 3 3 37 3 3 3 2 2 2 38 2 3 2,5 2 3 2,5 39 4 4 4 4 4 4 40 4 4 4 3 4 3,5 41 2 2 2 2 2 2
ES : Eling Setiadi SP : Sidik Purnomo
lxv
The total accuracy and fluency score (1st post test)
Student Number Accuracy Mean Score
Fluency mean score Total Score
1 2,5 2,5 5 2 3,5 3 6,5 3 2,5 3 5,5 4 3 2 5 5 3 3 6 6 3 2,5 5,5 7 3,5 3,5 7 8 3,5 3,5 7 9 2,5 2,5 5
10 3,5 4 7,5 11 3 2,5 5,5 12 3 2 5 13 2,5 2 4,5 14 3 2 5 15 3 2,5 5,5 16 2,5 2,5 5 17 2,5 2 4,5 18 2 3 5 19 2 2 4 20 3 2,5 5,5 21 2,5 2,5 5 22 2 3 5 23 2 2 4 24 2 3 5 25 2 3 5 26 2 2 4 27 3 2 5 28 3 2 5 29 3 2,5 5,5 30 3 3 6 31 3 2,5 5,5 32 2,5 2,5 5 33 2,5 2,5 5 34 2,5 3,5 6 35 2,5 2,5 5 36 3 3 6 37 3 2 5 38 2,5 2,5 5 39 4 4 8 40 4 3,5 7,5 41 2 2 4
Total 113 108 221
lxvi
In Which: ∑y = 221
N = 41
So, the students mean score was:
= 221 41 = 5.39 The students mean score in the 1st post test was 5.39
lxvii
3. The result of 2nd post test
Students Number
Accuracy Mean score
Fluency Mean score ES SP ES SP
1 3 3 3 3 3 3 2 4 4 4 4 4 4 3 3 4 3,5 3 4 3,5 4 3 4 3,5 3 4 3,5 5 3 4 3,5 3 4 3,5 6 3 4 3,5 3 3 3 7 4 4 4 4 4 4 8 4 4 4 4 4 4 9 3 3 3 3 3 3 10 4 5 4,5 4 5 4,5 11 3 3 3 3 3 3 12 3 4 3,5 3 4 3,5 13 3 3 3 3 3 3 14 3 4 3,5 3 4 3,5 15 3 3 3 3 3 3 16 3 3 3 3 3 3 17 3 4 3,5 3 4 3,5 18 3 3 3 3 3 3 19 3 3 3 3 3 3 20 3 4 3,5 3 4 3,5 21 3 4 3,5 3 4 3,5 22 3 3 3 3 3 3 23 3 3 3 3 3 3 24 3 4 3,5 3 4 3,5 25 2 3 2,5 3 3 3 26 3 3 3 3 3 3 27 3 3 3 3 3 3 28 3 3 3 3 3 3 29 3 4 3,5 3 4 3,5 30 3 4 3,5 3 4 3,5 31 3 4 3,5 3 3 3 32 3 3 3 3 3 3 33 3 3 3 3 3 3 34 3 4 3,5 4 4 4 35 3 4 3,5 3 4 3,5 36 3 4 3,5 4 4 4 37 3 3 3 3 4 3,5 38 3 4 3,5 3 3 3 39 4 5 4,5 4 5 4,5 40 4 4 4 4 5 4,5 41 3 3 3 3 3 3
ES : Eling Setiadi SP : Sidik Purnomo
lxviii
The total accuracy and fluency score (2nd post test) Student Number Accuracy Mean
Score Fluency mean
score Total Score
1 3 3 6 2 4 4 8 3 3,5 3,5 7 4 3,5 3,5 7 5 3,5 3,5 7 6 3,5 3 6,5 7 4 4 8 8 4 4 8 9 3 3 6 10 4,5 4,5 9 11 3 3 6 12 3,5 3,5 7 13 3 3 6 14 3,5 3,5 7 15 3 3 6 16 3 3 6 17 3,5 3,5 7 18 3 3 6 19 3 3 6 20 3,5 3,5 7 21 3,5 3,5 7 22 3 3 6 23 3 3 6 24 3,5 3,5 7 25 2,5 3 5,5 26 3 3 6 27 3 3 6 28 3 3 6 29 3,5 3,5 7 30 3,5 3,5 7 31 3,5 3 6,5 32 3 3 6 33 3 3 6 34 3,5 4 7,5 35 3,5 3,5 7 36 3,5 4 7,5 37 3 3,5 6,5 38 3,5 3 6,5 39 4,5 4,5 9 40 4 4,5 8,5 41 3 3 6
Total 138 139 277
lxix
In Which: ∑x = 277
N = 41
So, the students mean score was:
= 277 41 = 6.76 The students mean score in the 2nd post test was 6.76
lxx
Students’ Presence List
No Nama Siswa
1 Afita Haryani 2 Agustriani 3 Alfita Nur Fajriah 4 Anugrah Tunggal Utami 5 Aprilia Dewi 6 Ariska Dwi Nur Aini 7 Dedi Hendrawan 8 Doni Purwoko 9 Eka Susanto 10 Endah Fariasih 11 Eni Murwati 12 Etika Rahma Fatimah 13 Fina Sofianti 14 Fine Tirta Prawitasari 15 fitroh 16 Haryati 17 Ida Alifatul Muzakiroh 18 Ida Lestari 19 Indah Dwi Ayu Ningrum 20 Khosingun 21 Laela khusna 22 Laeli Rakhmawati 23 Niken Putri Pamularsih 24 Noviatun 25 Priyo Utomo 26 Renda Hermawan 27 Resti Yani 28 Restu Ardiyanti 29 Rica Wisnu Winasih Anggraeni 30 Rina Febriyani 31 Rina Puji 32 Rini S 33 Rino Setioko 34 Rohimah
lxxi
35 Samsul Rais 36 Siti Marwati 37 Tri Rahayu 38 Umi Latifah 39 Umi Sulastri 40 Uswatun Khasanah 41 Yuninda Asska
lxxii
Photographs
Teaching Learning Process
Teaching Learning Process
Independence Construction
Independence Construction
Big Group Discussion
Small Group Discussion
lxxiii
Groups Discussion Performance