THE EFFECTIVENESS OF USING VIDEO-RECORDED SPEAKING TASK

ON STUDENTS’ SPEAKING SKILL

(A Quasi-experimental Study at the Tenth Grade of SMA Negeri 1 Kota Tangerang Selatan

in 2015/2016 Academic Year)

Rahmi Rahayu

1112014000037

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYA AND TEACHERS’ TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2016

ii

ABSTRACT

Rahmi Rahayu (1112014000037). The Effectiveness of Using Video-RecordedSpeaking Task on Students’ Speaking Skill (A Quasi-experimental Study at theTenth Grade of SMA Negeri 1 Kota Tangerang Selatan in 2015/2016 AcademicYear), Skripsi of Department of English Education at Faculty of Tarbiya andTeachers’ Training of State Islamic University Syarif Hidayatullah Jakarta, 2016.

Keywords: Video-Recorded Speaking Task, Speaking

This study had quasi-experimental design which was intended to get empiricalevidence of the effectiveness of using video-recorded speaking task on students’speaking skill. The population was the tenth grade students of SMA Negeri 1 KotaTangerang Selatan. The sample was 87 students chosen through purposivesampling technique and classified into two classes, experimental and controlledclass. The instruments were test and questionnaire consisting of five open-endedquestions asking students opinion about the use of video-recorded speaking task. Inaddition, the test was administered at the beginning and at the end of treatment. Thedata from both pre- and post-test was analyzed using t-test analysis. The result ofanalyzing pre-test score showed that there was no significant difference betweentwo classes. Then, the result of analyzing gained score, generated from thedifference between pre- and post-test, revealed that the score of experimental classwas significantly higher than controlled class at significance level 0.000 and tobserve 3.897 in siginificance level 5%. It means that the using of video-recordedspeaking task was effective in improving speaking skill at the tenth grade studentsof SMA Negeri 1 Kota Tangerang Selatan.

iii

ABSTRAK

Rahmi Rahayu (1112014000037). The Effectiveness of Using Video-RecordedSpeaking Task on Students’ Speaking Skill (A Quasi-experimental Study at theTenth Grade of SMA Negeri 1 Kota Tangerang Selatan in 2015/2016 AcademicYear), Skripsi Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah danKeguruan Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2016.

Kata Kunci: Video-Recorded Speaking Task, Speaking

Penelitian ini menggunakan quasi-experimental design yang bertujuan untukmendapatkan bukti empiris tentang penggunaan tugas bebicara berbasis perekamanvideo terhadap ketrampilan berbicara siswa. Populasi yang penelitian ini adalahsiswa kelas X SMA Negeri 1 Kota Tangerang Selatan. Sampel yang digunakansejumlah 87 siswa yang dipiih dengan menggunakan teknik sample pusposive dankemudian di klasifikan menjadi dua kelas, yakni kelas eksperimen dan kelaskontrol. Instrumen yang digunakan berupa tes dan kuesioner yang berisi limapertanyaan terbuka tentang tanggapan siswa terhadap penggunaan tugas bebicaraberbasis perekaman video. Test dilaksanakan pada awal dan akhir, setelahpenerapan tugas bebicara berbasis perekaman video. Data dari tes kemudiandianalisis dengan menggunakan t-test analisis. Hasil analisis pada nilai awal siswamenunjukan tidak adanya perbedaan pada dua kelas yang dijadikan sample.Perbedaan terdeteksi setelah dilakukan analisis pada nilai selisih antara nilai awaldan nilai akhir. Hasil analisis menunjukkan bahwa nilai kelas eksperimen lebihtinggi dari pada nilai kelas kontrol yakni pada level siginikansi 0.000 dan to 3.897dengan tingkat signifikan 5%. Sehingga, dapat disimpulkan bahwa penggunaantugas bebicara berbasis perekaman video efektif untuk meningkatkan kemampuanberbicara siswa kelas X di SMA Negeri 1 Kota Tangerang Selatan.

iv

ACKNOWLEDGEMENT

In the name of Allah, the Beneficent, the Merciful.

All praises be to Allah, the Lord of the world, who has given the writer His

mercy, blessing, guidance, and strength, to finish this research report. Sholawat

and sallam may Allah send to our Prophet Muhammad SAW,(peace be upon him),

his families, his companions, and his followers.

Completing this research is long processes and the writer would not have

been able to complete the process without help and support of lecturers, family,

friends, teachers, and institution. Herewith, the writer is pleasure to acknowledge

the help and support to those who have helped the writer in completing this

research, therefore, it can be used to be one of the requirements for the degree of

“S.Pd” (S-1) in English Language Education at the Department of English

Education.

First, the writer is willing to express the deepest gratitude to her great parents,

Mr. Junarto and Ms. Lilik Anah for all support, motivation, and guidance during

doing this research. Furthermore, the writer would like to express the greatest

honor and deepest gratitude to the advisors, Ms. Siti Nurul Azkiyah,M.Sc.,Ph.D.

and Mr. Dadan Nugraha, M.Pd. for the valuable advice, suggestion, comments,

and support during completing the research.

Besides, the writer would like to express sincere thanks to:

1. Dr. Prof. Ahmad Thib Raya, M.A., as the Dean of Faculty of Tarbiya and

Teachers’ Training.

2. Dr. Alek, M.Pd., as the Head of Department of English Education.

3. Zaharil Anasy,M.Hum., as the Secreatary of Department of English

Education.

4. The Head of SMA N 1 Kota Tangerang Selatan, Drs. H. Sujana, M.Pd.,

and all teachers and staff of SMA N 1 Kota Tangerang Selatan who have

given permission and guidance during conducting this research.

v

5. The students of X MIA 4 and 6 who are willing to contribute their effort

during the study.

6. All people, whose names cannot be mentioned, thanks for the help and

support during doing this research.

Finally, this research report is far from being perfect, but it is expected that

this report will be useful not only for the researcher, but also the readers.

Therefore, constructive thought, suggestions, and critiques are welcomed to make

this report better.

Jakarta, July 10th,2016

The writer

Rahmi Rahayu

vi

TABLE OF CONTENT

ENDORSEMENT SHEET ......................................................................................... i

ABSTRACT................................................................................................................ ii

ABSTRAK ................................................................................................................. iii

ACKNOWLEDGEMENT........................................................................................ iv

TABLE OF CONTENT............................................................................................ vi

LIST OF TABLE ...................................................................................................... ix

LIST OF APPENDIXES ........................................................................................... x

CHAPTER 1 INTRODUCTION .............................................................................. 1

A. Background of the Study ...............................................................1

B. Problem Identification ...................................................................6 .

C. Limitation of the Problem..............................................................7

D. Research Question .........................................................................7

E. Purpose of the Study......................................................................7

F. The Significances of the Study ......................................................7

CHAPTER II THEORITICAL FRAMEWORK.................................................8

A. Speaking ........................................................................................8

1. The Nature of Speaking ............................................................8

2. The Objective of Speaking........................................................9

3. The Elements of Speaking ........................................................10

4. Speaking Ability .......................................................................14

B. Teaching Speaking in EFL (English as a Foreign Language)

Setting ............................................................................................15

C. Mobile-Assisted Language Learning (MALL)..............................17

1. The use of video recording in MALL .......................................18

2. The advantages of video recording ..........................................19

3. The Procedure in Using Video-Recorded Speaking Task ........20

D. Previous Study ...............................................................................20

E. Thinking Framewok ......................................................................21

F. Theoritical Hypothesis...................................................................22

vii

CHAPTER III RESEARCH METHODOLOGY ................................................23

A. Place and Time of The Study...........................................................23

B. Research Design...............................................................................23

C. Population and Sample.....................................................................24

D. Research Instrument.........................................................................24

1. Test ..............................................................................................24

2. Questionnaire...............................................................................26

E. Preliminary Analysis ........................................................................26

3. Normality of The Pre-Test ..........................................................27

4. Normality of The Post-Test .........................................................27

5. Homogeneity of The Pre-Test .....................................................28

6. Homogeneity of The Post-Test....................................................28

F. Technique of Data Analysis .............................................................29

G. Statistical Analysis ...........................................................................31

CHAPTER IV RESEARCH FINDING ..............................................................32

A. Description of Data ..........................................................................32

1. The Students’ Score of Pre-Test..................................................32

2. The Students’ Score of Post-Test ................................................33

3. The Students’ Gained Score ........................................................35

B. Data Analysis ...................................................................................36

1. The Difference between Experimental and Controlled Class in

the Pre-Test, Post-Test, and Gained Score ..................................36

a. Pre-Test ................................................................................36

b. Post-Test...............................................................................37

c. Gained Score ........................................................................38

2. Students’ Opinion of The Using Video-Recorded Speaking

Task .............................................................................................42

C. Hypothesis Testing...........................................................................44

D. Discussion ........................................................................................45

CHAPTER V CONCLUSION AND SUGGESTION .........................................48

A. Conclusion .......................................................................................48

viii

B. Suggestion ........................................................................................48

REFERENCES.........................................................................................................50

APPENDICES ..........................................................................................................53

ix

LIST OF TABLE

Five Components of Grading Speaking Scale ...........................25

Normality Test of Pre-Test ........................................................27

Normality Test of Post-Test.......................................................27

Homogeneity Test of Pre-Test...................................................28

Homogeneity Test of Post-Test .................................................28

The Score of Pre-Test ................................................................32

The Score of Post-Test...............................................................34

The Gained Score of Pre- and Post Test ....................................35

Students’ Improvement in Five Speaking Elements..................35

Group Statistics of Pre-Test Score.............................................36

Independent Sample Test of Pre-Test Score..............................37

Group Statistics of Post-Test Score ...........................................37

Independent Sample Test of Post-Test Score ............................38

Group Statistics of Gained Score...............................................39

Independent Sample Tset of Gained Score................................39

The Questionnaire Result ..........................................................42

Table 3.1

Table 3.2

Table 3.3

Table 3.4

Table 3.5

Table 4.1

Table 4.2

Table 4.3

Table 4.4

Table 4.5

Table 4.6

Table 4.7

Table 4.8

Table 4.9

Table 4.10

Table 4.11

x

LIST OF APPENDICES

English Syllabus..................................................................................53

Content Validity ..................................................................................74

Instrument for Pre-Test .......................................................................76

Instrument of Post-Test .......................................................................77

Lesson Plan .........................................................................................78

The Steps to Analyze Normality and Homogeneity with SPSS........156

Pre-Tets Score of Experimental Class...............................................158

Pre-Test Score of Controlled Class ...................................................160

Post-Test Score of Experimental Class .............................................162

Post Test Score of Controlled Class..................................................164

The Gained Score of Experimental Class .........................................166

The Gained Score of Controlled Class..............................................168

Comparison of Students’ Gained Score between Students

In Experimental Class and Controlled Class.....................................170

Tabel Nilai Kritis Uji Kolmogorov-Smirnov ....................................172

Tabel Fungsi Distributif pada Distribusi Probabilitas t-Student .......173

The Result of Questionnaire..............................................................176

Surat Pengesahan Proposal Skripsi ...................................................183

Surat Bimbingan Skripsi ...................................................................184

Surat Permohonan Izin Penelitian .....................................................186

Surat Keterangan Penelitian dari Sekolah.........................................187

References Examination Paper..........................................................188

Pictures ..............................................................................................193

Appendix 1

Appendix 2

Appendix 3

Appendix 4

Appendix 5

Appendix 6

Appendix 7

Appendix 8

Appendix 9

Appendix 10

Appendix 11

Appendix 12

Appendix 13

Appendix 14

Appendix 15

Appendix 16

Appendix 17

Appendix 18

Appendix 19

Appendix 20

Appendix 21

Appendix 22

1

CHAPTER I

INTRODUCTION

A. Background of the Study

English is one of international languages used by some people around the

world who do not have same language to communicate. The data revealed by

British Council shows that the number of English speaker have reached 1.75

billion people or about a quarter of world population.1 This large number of

speaker is caused by the existence of English in almost all aspects of life such as,

science, information, communication, business, entertainment, diplomacy, and

technology. Another cause is the fact that English mastery, whether in speaking or

writing, is one of requirement to get opportunity of well-paid employment in this

globalization era, because some job vacancies will consider this ability to get their

employee.

Considering the important of English mastery, Indonesia establishes English as

prominent foreign language taught at school and one of subjects tested in national

exam.2 This determination is intended to prepare Indonesian students in facing

globalization era. Therefore, they are able to compete with other people from

where English becomes second or first language. However, the establishment of

such policy also brings challenges and consequences to English Language

Teaching (ELT) in Indonesia.

One of the consequences is the change of teaching English approach because

of the change of educational system. It can be seen in the case of curriculum

changing which also influences English Language Teaching style from traditional

approach to the modern ones, like the shift from Grammar Translation Method to

Communicative Language Teaching (CLT).

Furthermore, the shift can bring whether positive reinforcement or problem for

English Language Teaching in Indonesia. The positive reinforcement such as the

1 British Council, The English Effect, 2013, p. 5, (www.britishcouncil.org).2 Government Regulation of Indonesia, No. 32 Year 2013, about The Changes on the

Government Regulation of Indonesia Number 19 Year 2005 about National Education Standard,Article 70,77J, and 77K, (sindikker.dikti.go.id)

2

need to adjust teaching and learning process with the need of an era, the demand

to activate students in learning, and the need to engage learning with real life. On

the contrary, the problem caused by the shift of approach in ELT are such as, no

supporting environment to learn English, the large number of students in class,

less participation of students in learning process, students’ anxiety, teacher

performance, culture interference, etc.

Concerning the problem in ELT, the problems observed by the researcher

happened at SMA N 1 Kota Tangerang Selatan in teaching and learning English

especially speaking are also various and related for some aspects. First, there is

limited time and place to practice speaking English. Since, the major use of

English in Indonesia only can be seen in the field of science and technology,

while the other fields still use Bahasa as the prominent media. Therefore, students

have difficulties in finding supporting environment to train their speaking skill. As

a result, they only practice to speak English inside the class which only has

duration 35-40 minutes per week or at particular places, such as, tourism spot,

foreign office, airport, shopping mall, etc., which cannot be accessed easily by

students.

Second, the goal of learning speaking is not obvious because some students live

in an environment in which speaking English is not necessary. Therefore, they do

not have strong motivation to train their speaking skill in order to be able to use

the language properly. This condition relates to the position of English as a

foreign language in Indonesia which is not used as the mean of communication in

every part of life aspect. As a result, some students only study English as the

requisite to complete their study. 3

Third, there are some constraints of speaking English. Some people reveal

that they have no idea what they are going to say, they have lack of preparation,

they are shy and worried about getting wrong, or have less confidence.4 The

3 Jerry G. Gebhard, Teaching English as a Foreign Language or SecondLanguage,(Michigan: University of Michigan Press, 2006), p. 40.

4 Jeremy Harmer, The Practice of English Language Teaching,( London: Longman ELT,4thedition, 2007), p. 345.

3

constraints above are called as the factors of foreign language anxiety.5 As the

consequence for this, the demand to activate students in class is hard to achieve.

Marcellino stated that there are three factors bringing on this situation. First,

students are not used to exposing with interactive learning model. Second is

cultural interference which does not encourage them to expose their ability in

front of people which can make them to act like showing off. Third, they have

lack vocabulary, English expression, and grammar.6

The next problem is the large number of students in class. The usual class in

Indonesia commonly consists of 35-40 students or even more in each.

Consequently, it is hard for a teacher to focus on those students at once. It is

unsuitable for language teaching in class which needs dynamic class so that all

skills can be trained well. As the effect for this situation, class activity will only

focus on practical activity such as reading, listening, grammar, writing, etc.

Meanwhile, speaking is only trained through open-ended question and answer,

discussion, or role play which is sometimes still unpractical done in class.

Beside the problems, speaking is important skill to be acquired by students.

Because, the goal of learning a language is to be able to communicate with the

language. It is in line with the natural function of language namely as the mean of

communication. Moreover, to communicate effectively needs the integration of

receptive and productive skill. The receptive skill enables a learner to understand

information and productive skill makes possible a learner to give feedback to the

information.7 In addition, in the syllabus 2013 curriculum, speaking skill is also

determined as one basic competencies in English lesson. For instance, the basic

competence for tenth grade students of senior high school point 4.14.

5 Andi Marwan, The Exploration of Factors Triggering Foreign Language Anxiety: Learners’Voice, TEFLIN (Teaching English as a Foreign Language in Indonesia) Journal,Vol. 19 (2),2008, pp. 119—126.

6 M. Marcelino, English Language Teaching in Indonesia: A Continuous Challenge inEducation and Cultural Diversity , TEFLIN (Teaching English as a Foreign Language inIndonesia) Journal,Vol. 19 (1), 2008, p. 65.

7 Jeremy Harmer, The Practice of English Language Teaching,(London: Longman, 1991),p.52.

4

“Menyusun teks recount lisan dan tulis sederhana tentang pengalaman/kegiatan/kejadian/peristiwa, dengan memperhatikan fungsi sosial, strukturteks, dan unsur kebahasaan, secara benar dan sesuai dengan konteks”Translation: Composing oral and written simple recount text dealing withexperiences/ activities/ events and taking into account of the social function,the text structure, and linguistic element correctly and in accordance with thecontext.8

Then, as the response to those problems and the importance of speaking

skills, there has been some studies conducted in English Language Teaching

(ELT). Most of the studies offer some alternative techniques, media, or materials

which can help to enhance students’ speaking skill. Among those studies, the

study dealing with the technology as the media is interesting to be examined.

Since, the development of technology is growing rapidly, but the study which

investigates it in English pedagogical domain is slightly.

In addition, the idea of digital natives—people who grew up with digital media

and engage with the media continuously—which is proposed by Prensky9 is the

considerable study result that supports the need to examine the effectiveness of

technology in speaking class. Since, most students nowadays have had access to

technology, such as mobile phone, internet, and computer, easily. Even, those

devices have been integral part of their life. The changing of this life-style,

therefore, makes possible the immersion of technology for language teaching.

Furthermore, mobile phone, as a part of technology, is the technology which is

very close to most students in Indonesia. The portability, connectivity, and the

complete features of the device is the main reason for the students to always

engage with it. They can play music and games, send and receive message,

engage in social-media, and use camera for taking picture or video with just one

device, mobile phone. Moreover, the access to get the sophisticated device is

easier since it is available at many places with various types and price which can

be adjusted based on their need and capability. Then, the educators can take the

benefit from this phenomenon.

8 2013 curriculum syllabus, (teacher’s syllabus)9 Marc Prensky, Digital Natives, Digital Immigrants Part 2: Do They Really Think

Differently?,On The Horizon, 9,2001, p. 1.

5

In pedagogical area, mobile device can provide new extension for learning,

such as giving more learning opportunity, situated learning, and personal learning,

although not all of learning content and activities are appropriate for mobile

devices. Some activities of language learning which can be done facilitated by

mobile device are SMS-based learning, game-based learning, looking for word

meaning and pronunciation rules, etc. Those activities are able to facilitate

language learning for the areas of vocabulary, listening, grammar, phonetics, and

reading comprehension.10

Furthermore, there have been some previous study which investigated and

reviewed the use of mobile device to support pedagogical process, for instance,

the review study conducted by Jeng, et.al,11 and experimental study conducted by

Chen and Hsu,12 and Tai.13 Through those studies, mobile learning is proven as

innovative way in teaching and able to facilitate learning process. Also, the

studies show that task-based learning is commonly used in designing language

learning activity for mobile-assisted language learning because among various

versions of communicative language teaching, task-based instruction becomes a

concrete realization for developing target language through meaningful

communication.

In addition, there has been a research dealing with the video-recorded task.

Those are case study conducted by Gromik14 which investigated the use of

cellphone video recording to enhance speaking skill, a study conducted by

Castaneda and Gonzales15 which investigated the use of multiple speech draft to

10 Tayabeh Mosavi M. and Amin N. Mobile-Assisted Language Learning, InternationalJournal of Distribution and Parallel System (IJDPS).3. 2012, pp. 309-312.

11 Yu-Ling Jeng et.al., The Add-on mpact of Mobile Application in Learning Strategies: AReview Study,Educational Technology & Society,13 (3), 2010, pp. 3—11.

12 Chen & Hsu, Personalized Intelligent Mobile Learning System for Supporting EffectiveEnglish Learning, Educational Technology & Society,11(3), 2008, pp. 153—180.

13 Tai, Contextualizing a MALL: Practice Design and Evaluation, Educational Teachnology& Society, 15(2), 2012, pp. 220—230.

14 Nicholas Gromik, “Investigation of The Cellphone Video Recording Feature by JapaneseUndergraduate EFL Learners,” Ph.D Thesis, James Cook University, 2013, pp. 1-286.

15 Martha Castaneda and Eva Rodriguez-Gonzales, L2 Speaking Self-Ability Perceptionsthrough Multiple Video Speech Drafts, Hispania, 94 (3), 2011, pp. 483-501.

6

improve speaking ability and the study conducted by Karasic and Vedantham16

which investigated video creation tools for language learning. Then, the result of

the study revealed that the activity worked well toward language learning.

Therefore, considering the problem of speaking discussed before, the existence

of technology as an integral part in students’ lives today, and the slightly number

of experimental research in the field, the researcher proposes the use of video-

recorded task for trigging up students’ speaking skill. The process of video

making will enable students to activate their target language without excessive

anxiety because they will have enough rehearsal17 and doing it outside the class,

even they can develop critical thinking and organization of idea.18 Also, it

provides more time to expose speaking which is limited in classroom. The

authenticity is also high because the students will have short presentation, about

two to three minutes presentation, based on topic they choose but still relates to

the main topic they learn in class. This task will also encourage students to speak

because it becomes one of part in assessment. In addition, recording video through

phone is easy to do. Even, some mobile phone has provided high resolution

camera and video editor.

Based on the explanation of problem in speaking and the emergence of

technology, especially mobile phone which brings some beneficial impact for

pedagogical purpose, this research will investigate The Effectiveness Of Using

Video-Recorded Task on Students’ Speaking Skill (A Quasi-Experimental

Study at the First Grade Students of SMA Negeri 1 Kota Tangerang Selatan in

2015/2016 Academic Year)

B. Problem Identification

Based on the explanation in the background of the study, there are some

problem in teaching and learning speaking which can be identified, such as:

16 Karasic and Vedantham, Video Creation Tools for Language Learning: Lessons Learned,Researching Language Learner Interactions Online: From Socio Media to MOOCs, 2015, pp.107—128.

17 Jeremy Harmer, How to Teach English, (Essex: Pearson Education Limited, 2007), p. 123.18 Michael Dal, Digital Video Production and Task Based Language Learning, Roustefnurit

Netlu-Menntakvika, 2010, pp. 1-11.(www.learntechlib.org)

7

1. There is limited time and place to practice speaking English.

2. The goal of learning speaking is not obvious because some students live in an

environment in which speaking English is not necessary.

3. There are some constraints of speaking English, like the lack of preparation,

the fear of making mistake, and the lack of confidence.

4. The large number of students in class which contribute to the limited

speaking training in class.

C. Limitation of the Problem

Furthermore, this research is intended to overcome the problem in point three

and four which relate to the problem of speaking and the limited chance in

training speaking English at the first grade students of SMA N 1 Kota Tangerang

Selatan.

D. Research Question

Based on the problem identification, the study will address the following

question:

“Is the using of video-recorded speaking task effective in improving students’

speaking skill?”

E. Purpose of the Study

The purpose of this study is to find out whether the use of video-recorded task

effective in improving students’ speaking skill or not.

F. The Significances of the Study

This study is aimed to facilitate students to utilize their mobile phone for

practice speaking English with low anxiety, to motivate teachers to use innovative

way in teaching English especially for teaching speaking skill, and to solve some

problems in speaking.

8

CHAPTER II

THEORETICAL FRAMEWORK

A. Speaking

1. The Nature of Speaking

Speaking is one of important skills in English acquisition. It is included in

productive skill which enables speaker to express ideas, feelings, or information

orally.1 In addition to the term of productive skill, speaking is also called as the

active use of language,2 so that someone who is able to speak properly does not

only know the theory of a language but they also know how to use the language.

However, speaking differs from writing, another kind of productive skill. The

difference is on the aspects of medium, form of feedback, the characteristic of

the product, and feature required for creating communicative information.

Speaking can involve gesture, intonation, and stress to support message or

information which a speaker wants to deliver to the listener. Also, speakers can

immediately know the feedback from their listener by looking at their

expressions and comments and can make immediate correction when they are

speaking. In contrast, writing needs high accuracy of the aspect of grammar,

vocabulary, and punctuation, because those aspects will determine the meaning

of information in a piece of writing. The feedback of writing is also not

immediately given by the audience (the reader), even sometimes it does not get

feedback at all. Likewise, McDonough and Shaws states that speaking is not the

oral form of written language, because speaking involves the mastery of some

sub-skills which some of them do not exist in written form, such as,

pronunciation, fluency, gesture, etc.3

Then, although speaking is not same as writing, it cannot be separated to

other skills as well. This assumption is in line with Harmer’s idea that it is often

1 Jeremy Harmer, The Practice of English Language Teaching. (England:Longman GroupUK Limited, 1991), pp. 52—53.

2 Lyne Cameron, Teaching Language to Young Lerners, (Cambridge: Cambridge UniversityPress, 2001), p. 40.

3 McDonough and Christoper Shaw, Materials and Methods in ELT- A Teacher’s Guide,(Oxford: Blackwell, 1993), p.133.

9

true that one skill cannot be performed without another.4 Since, the target of

speaking is to communicate. It means that speaking involves two people or

more, one as the communicant and the rest is the interlocutor. Hence, the ability

to listen well is required for the case. The ability of reading and writing are also

needed when someone makes a presentation. Reading ability can help to gain

information for producing high argument. Then, writing ability can help a

speaker to prepare guideline for speaking performance, such as in the case of

making paper for presentation.

In short, speaking is kind of productive skill to express idea, information, or

feeling. Also, it needs the involvement of nonverbal communication, such as

gesture, oral skill, such as, pronunciation and fluency, and the collaboration of

other skills, such as listening, reading, and writing.

2. The Objective of Speaking

The objective of speaking relates to the reason and purpose why people

speak. Most people have particular purposes. It is like doing other skills, such as

listening, writing, or reading. Scott Thornbury has made classifications of the

speaking purposes which is included in speaking genres.5 First, speaking can

serve transactional and interpersonal function. Speaking for transactional

function is to convey information and facilitate the exchange of goods and

services, for instance in the context of phoning to book a table in a restaurant.

Second, speaking for interpersonal function is to establish and maintain social

relations, such as when talking between friends.

Beside classifying speaking purpose based on the genres, Thornbury also

makes classification based on pragmatic knowledge which focuses on

communicative purposes and speech acts, namely complimenting, suggesting,

requenting, offering, and so on.6

Another objective of speaking is assumed by Jason S. Wrench. He argues

that there are three purposes of speaking. Those are to inform, to persuade, and

4 Harmer, 1991, op. cit., p. 52.5 Scott Thornbury, How to Teach Speaking,(London:Longman,2005),p.13.6 Ibid, p.16.

10

to entertain.7 The purpose of speaking is to inform when people speak to help

their audience gain knowledge. Hence, the audiences are able to acquire

information to understand something. Then, to persuade means that people use

their speaking to get audience intention to do or thinking as what the speaker

said. The special characteristic of this kind of purpose is the changing mind set

or behavior of the listener. In addition, to entertain means that speaking focus on

making audience’s enjoyment.

Therefore, the general purposes of speaking are to inform, to persuade, and to

entertain. But, those general purposes can be classified into two kinds of genre,

namely transactional and interpersonal.

3. The Elements of Speaking

a. Pronunciation

Pronunciation deals with sound system used in speaking and listening. The

sound system relates to how a particular sound in a language is produced or

manner how a word or utterance is spoken. Seidlhofer suggested that

pronunciation is the production and perception of the significant sound in order

to achieve meaning in context of language use.8 Therefore, English

pronunciation is considered by some aspects. First, it relates to the speech organs

and how the organs produce sounds. The flow of air which comes from lungs

will have modification at vocal cord, pharynx, mouth, and nasal cavity. At vocal

cord, the sound will be determined as unvoiced sound or voicing sound. It

happens as the open and close of the vocal cord. While, at the upper part of

speech organs like at pharynx, mouth, and nasal cavity, the air will be modified

into plosive, lateral, velar, nasal, bilabial, alveolar, dental, etc.9

Second is phonetic symbol. People use phonetic symbol to represent the

sound in order easy to reproduce and learn. It is caused by the fact that English is

7 Wrench, et.al., Public Speaking: Practice and Ethics v. 1.0., a Creative Commons by-nc-sa3.0 pp. 138—144, 2012, (http://creativecommons.org/licenses/by-nc-sa/3.0/) license.

8 Ronald Carter and David Nunan (ed.),The Cambridge Guide to Teaching English toSoeakers of Other Languages, (Cambridge: Cambridge University Press, 2001), p.56.

9 Gerald Kelly, How to Teach Pronunciation,(England: Pearson Education Limited, 2000),pp. 4—6

11

not phonetic language. It means that we cannot look at written word and know

how to pronounce it or we hear a word then know how to spell it. Also, there are

only 26 alphabets used in English writing. While, there are 24 sounds of

consonants and 13 sounds of vowels. The phonetic symbol is based on the

widely understood pronunciation which is generally described as Received

Pronunciation (RP).10

Furthermore, English sound is divided into two categories, segmental and

supra-segmental. Segmental aspect consists of phonemes whether vowel and

consonant. Meanwhile, supra-segmental aspect consists of stress, rhythm, and

intonation. Those two aspects have important role in determining the meaning of

English sound.11

In addition, the goal of teaching pronunciation is comprehensible

pronunciation, not native-like pronunciation. Since, the comprehensible

pronunciation is an important aspect in communicative competence.12 As a

result, in studying pronunciation, students will not only be able to aware of

various sound and the features, but also be able to improve their communicative

competence. Therefore, based on the good impact of pronunciation teaching,

teacher must be more aware of some techniques in teaching pronunciation.

b. Grammar

Grammar deals with language structure. The grammar could generate well-

formed syntactic structures of a language and fail the wrong one.13 There are two

classifications in viewing grammar. Those are formal grammar and functional

grammar.14 The formal grammar tends to see grammar as the form or structure

of language and focus on a set of rules to build well-formed sentence or

10 Daniel Jones,The Pronunciation of English,(Cambridge:University Press,1956), p.411 Gerald Kelly, op.cit. pp.1—312 Joan Morley, The Pronunciation Component in Teaching English to Speakers of Other

Languages, TESOL Quarterly, Vol. 25, No. 3 (Autumn, 1991) p.488.13 George Yule, The Study of Language: An Introduction, 4th ed., (Cambridge: Cambridge

University, 2010), p. 81.14 Ronald Carter and David Nunan (ed.),op.cit.,p.34.

12

utterance.15 On the other hand, the functional grammar tends to describe how a

sentence, phrase, or other linguistic forms of language is more appropriate to

convey meaning in communication.16

Furthermore, English sentence can be divided into two parts, subject and

predicate. This division can be broken into several parts of speech which is

classified based on the function, namely nouns, pronouns, verbs, adjectives,

adverbs, prepositions, and conjunctions.

The words that form the central core of the sentence—around which all theother words “cluster”—are the parts of speech known as nouns(or pronouns)and verbs; the words that modify the central core words are the parts ofspeech called adjectives and adverbs; the words that show a particular kind ofconnecting relationship between these four parts of speech are calledprepositions and conjunctions.17

In fact, verb as one of parts of speech is generally categorized into 12 types of

tenses. Those types are classified based on time and forms. The time in English

is divided into three category, past, present, and future. The past tense is used for

telling events occurred in the past time, the present tense is used to show events

in daily activity, general truth, and habit, and the future tense is used to tell

events which will occur or do in future.18

The use of grammar in speaking is different from the use of grammar in

writing. In speaking, it is possible to use only one word to express our feeling. It

is also possible to tolerate the use of ellipsis in speaking. Therefore, grammar in

speaking is not as complex and rigid as in writing.

c. Vocabulary

Vocabulary is collection of words used by people in their language. Each

word has its definition which builds particular meaning for utterance or

sentence. Therefore, vocabulary tends to be seen like dictionary or a set of words

15 James E. Purpura, Assessing Grammar, (Cambridge: Cambridge University Press, 2004),p.6.

16 Ronald Carter and David Nunan (ed.),loc.cit.17 Marcella Frank, Modern English: A Practical Reference Guide,(New Jersey: Pentice-

Hall,Inc.,1972), p.1.18 Betty Schrampfer Azar,Understanding and Using English Grammar(3rdeds).(New

York:Pearson Education,2002),pp.2—10.

13

which has description of meaning associated with the words.19 However,

vocabulary mastery is not only knowing the meaning(s) of the words. Harmer

states that there are several aspects of word which need to understand for

describing the term of ‘knowing a word’. The aspects are the meaning of the

word, the use of word, the information of the word, and the position of the word

in grammar.20

Furthermore, there are some classifications of vocabulary. One of the

classifications categorizes vocabulary into two types, function and content

words.21 Function words belong to grammatical feature. For instance, articles,

prepositions, pronouns, conjunctions, and auxiliaries. In addition, the content

words are referred to words which have meanings. There are three classes of

words included in the type of content word. First is noun, words for things,

ideas, or entitles. Second is verb, words naming actions. And the last is

adjectives and adverbs, words which are used to describe the qualities of nouns

and verbs.

In addition, there are some ways of how English vocabulary is developed.

Some of words are derived from other languages, such as Latin, Germanic, or

French. This is related to the historical background of English which has gradual

interaction with the country from where the languages are. Another way is by

some process of word formation such as coinage, borrowing, compounding,

blending, clipping, backformation, conversion, acronym, and derivation.22

d. Fluency

Fluency refers to speak easily and quickly as long as speaking activity.

However, the speed in speaking is not the only one focus of fluency. Because, the

use of pause in speaking is more influential in determining someone’s fluency.

Pause can be opportunity to take breath or to formulate speaking material.

However, the long frequently pauses will be different matter. It tends to be sign

19 John Read, Assessing Vocabulary, (Cambridge: Cambridge University Press, 2000), p. 16.20 Harmer, 1991, op. cit., pp. 156—158.21 Victoria Fromkin et.al.,An Introduction to Language,(USA:Wadsworth, 2003),p.22 Yule, op. cit., pp. 52—55

14

of not fluent speaking. Therefore, the use of pause need to be managed in order to

produce natural and flowing speaking activity. There are four features of pauses

proposed by Thornbury23, namely:

1) Pauses may be long but not frequent.

2) Pauses are usually filled.

3) Pauses occur at meaningful transition points.

4) There are long runs of syllables and words between pauses.

In addition, the ability to speak fluently is not enough because speaker need

to consider the accuracy as well. Accuracy is related to the use appropriate

grammar, vocabulary and pronunciation in speaking. Brown states that both

fluency and accuracy need to be achieved simultaneously. Fluency can be initial

goal of speaking and accuracy can be learned in some extend of study which

allows students to focus in the aspect of grammar, pronunciation, phonology,

etc.24 So that, the activity of speaking runs naturally and there will not be

misunderstanding during communication.

e. Comprehension

The comprehension in speaking activity is needed to consider because the

objective of speaking is to deliver message or information. Hence, the successful

speaking is determined by the successful in delivering the message so that it can

be received by interlocutor well.25 Consequently, a speaker need to produce

speaking which is clear and acceptable for the interlocutor or people who is

intended to get the message. Therefore, the combination of speaking elements

which is previously mentioned above is important to achieve this target.

4. Speaking Ability

Speaking differs from writing although both are the form of language

production. A speaker need to consider some aspects which is absent in writing

such as body language, intonation, and pronunciation. Since, those aspects can

23 Scott Thornbury, op. cit., p.7.24 H. Douglas Brown, Teaching by Principles: An Interactive Approach to Language

Pedagogy, Second Edition,(New York: Pearson Education, 2001), p. 268.25 Ibid., p.269.

15

impact the message. Besides, the knowledge of language, like grammar and

vocabulary, is also needed to have good performance in speaking. Therefore, a

speaker needs to combine several competences while they are speaking. It is in

line with Harmer that language users should have communicative competence

which relates to the knowledge of language use and language discourse.26

The knowledge of language use refers to the ability to arrange sentence with

well-organized vocabulary and grammar which agrees with the purpose of

speaking. Furthermore, the knowledge of language discourse relates with the

competence to use a language based on the context. Hence, a speaker with this

knowledge is able to adjust words, utterances, and topic with the situation and

the person he or she faces.

In addition to those two competences, Canale and Swain give additional

competences contributing to communicative competence speaking performance

which is also stated by Richard and Rodgers.27 Those are strategic competence

and sociolinguistic competence. The strategic competence means that a speaker

can give appropriate feedback or response in communication. Then, the

sociolinguistics competence refers to the knowledge and ability to respond non-

verbally.28

In short, there are four elements which need to consider by speaker. Those

are the knowledge of language, the knowledge of language discourse, the

strategic competence, and the sociolinguistic competence. Then, the speaker

need to combine and activate those elements in the speaking performance.

B. Teaching Speaking in EFL (English as a Foreign Language) Setting

Teaching English in EFL setting means that teaching in context where English

is not the first or second language. Consequently, the use of English in such

context is not widely used. This context is like in Indonesia. English is as foreign

language which is only used at certain places such as, tourism spot, foreign

26 Harmer, 1991, op. cit., p. 14.27 Jack C. Richard and Theodore S. Rodgers, Approaches and Methods in Language

Teaching: A Description and Analysis,(New York: Cambridge niversity Press, 2001),p. 160.28 Canale and Swain, Theoritical Bases of Communicative Approach to Second Language

Teaching and Testing,Applied Linguistic, 1, (1980) p.1-47.

16

office, airport, shopping mall, etc. As a result, speaking English is not commonly

used in EFL setting. Consequently, it is hard to train speaking English in daily

life because there is no supporting environment which facilitates speaking

English continuously.

In addition, Gebhard proposes some characteristic of teaching in EFL

setting. First, there are fewer chances for learner to practice English outside

classroom. Second, the major purposes of learning English are generally to pass

English entrance exams to enter good high schools and universities or to enable

learner communicate with people from another country at least at basic level.

Third, most of EFL learner still thought traditionally in EFL setting whether the

culture or the pattern of language. Therefore, there are found some error which is

made by FL (Foreign Language) learner.29

Consequently, it is hard to teach speaking in EFL setting. For instance, in the

Indonesian context, most students are rarely involved with English in daily life.

Also, there is no strong reason to train their speaking English when they still can

communicate with Bahasa. Hence, the role of teacher is needed for this

situation. Since, teacher can give understanding for the students in the important

of speaking ability in English, such as, it can be useful skill in workplace, it can

open opportunity to get higher education like getting scholarship abroad, and it

can enlarge our relatives and friends. Also, teacher is able to facilitate learner to

overcome the problem through various technique and method in language

teaching, approach, and media.

According to Brown, there are several principles in designing speaking

technique, namely:

1) The technique need to meet learners’ need of accuracy, communicative

aspect, and fluency.

2) Provide intrinsically motivating techniques.

3) Encourage the use of authentic language in meaningful contexts.

4) Provide appropriate feedback and correction.

29 Jerry G. Gebhard, Teaching English as a Foreign Language or Second Language: aTeacher Self-Development and Methodology Guide, (Michigan: University of Michigan Press,2006), pp. 39—41.

17

5) The technique provide link between speaking and listening.

6) Give students opportunities to initiate oral communication.

7) Encourage the development of speaking strategies. 30

C. Mobile-Assisted Language Learning (MALL)

The type of language learning which integrates mobile technology as the

media of learning is usually called as MALL (Mobile-Assisted Language

Learning).31 This is the effect of the rapid growth of technology to pedagogical

area especially in language learning. It is caused by the continuous interaction of

students to technology, such as mobile phone, internet, and computer. Even,

those devices have been integral part of life for some students. As the result, this

situation is used by some people to integrate such technology in learning like

MALL.

Furthermore, the portability, connectivity, and the complete features of the

device is the main reason for the students to always engage with it. They can

play music and games, send and receive message, engage in social-media, and

use camera for taking picture or video with just one device, mobile phone.

Moreover, the access to get the sophisticated device is easier since it is available

at many places with various types and price which can be adjusted based on their

need and capability. Therefore, the changing of this life-style makes possible the

immersion of technology for language teaching.

In pedagogical area, mobile device can provide new extension for learning,

such as giving more learning opportunity, situated learning, and personal

learning, although not all of learning content and activities are appropriate for

mobile devices.32 Some activities of language learning which can be done

facilitated by mobile device are SMS-based learning, game-based learning,

looking for word meaning and pronunciation rules, etc. Those activities are able

to facilitate language learning for the areas of vocabulary, listening, grammar,

30 Brown, Op. cit., p.275—276.31 Tayabeh Mosavi M. and Amin N. Mobile-Assisted Language Learning, International

Journal of Distribution and Parallel System (IJDPS).3. 2012, p. 309.32 Ibid.

18

phonetics, and reading comprehension.33 However, beside the plus of the device,

it also has limitations which still become consideration in implementing mobile

devices in language learning. For example, the limited storage capacity,

processor speed, battery life, and compatibility of the device.

In addition, there are several principles for the use of MALL which is

proposed by Stockwell and Hubbard. The principles are as follows:

a. Mobile activity, task, and apps should be adjusted with the limitation of

device and environment.

b. It should limit multi-tasking and environmental distractions.

c. The use of mobile device also needs to respect learner’s time.

d. Strive to maintain equity.

e. Acknowledge and plan for accommodating language learner differences.

f. Be aware of the language learner’s perception of their mobile device use.

g. Design an activity and task short and succinct.

h. Let the task fit with technology and environment.

i. Consider that sometimes learners need to be given guidance in using mobile

device for educational purposes.34

1. The Use of Video Recording in MALL

There are a number of activities which can be facilitated by MALL. One of

the activities is video recording. It utilizes camera inside mobile phone for

educational purpose. Specialized in teaching and learning speaking, the camera

is used to create video recording task. The type of such task can be categorized

into two types, video feedback and video project work. Video feedback is the

task which allows students to record a communicative activity, such as,

simulation or presentation. Besides, video project work refers to the use of video

as the medium for making a documentaries and news item.35

33 Ibid., p.313—314.34 Glenn Stockwell and Philip Hubbard, Some Emerging Principles for Mobile-Assisted

Language Learning, (Monterey, CA: The International Research Foundation for English LanguageLearning,2013), pp. 8—10. (www.tirfonline.org)

35 Ann-Karin Korsvold and Bernd Ruschoff (ed,) New Technologies in Language Learningand Teaching,(Strasbourg Cedex: Council of Europe Publishing, 1997), p. 62.

19

Therefore, the use of video recording in MALL is closely related to task-

based learning. It refers to language learning activities which ask students to

actually perform language skill or ability.36 Hence, it can be challenging activity

for learners since they are asked to directly activate their language.

Furthermore, there is some consideration why using video recording in

training speaking is suggested. For instance, the production of video using

mobile phone is easy even some types of phone have been facilitated with video

editing. Mobile phone is more affordable today for most people. Video recording

can be a form of meaningful learning which also breaks the limitation of

learning places and time.

2. The Advantages of Using Video Recording

There are some positive relation of the use of video recording to some

principles of teaching a foreign language which can be listed as follows:

a. The use of video production can involve communicative activity, such as,

problem solving and role play.

b. It provides opportunity to use target language in authentic and meaningful

setting.

c. It lets students to express their ideas and opinions.

d. The process of video making will enable students to activate their target

language without excessive anxiety because they will have enough rehearsal

and doing it outside the class, even they can develop critical thinking and

organization of idea.

e. Also, it provides more time to expose speaking which is limited in

classroom.37

36 Penny Ur, A Course in Language Teaching: Practice and Theory, (Great Britain:Cambridge University Press, 1996), p. 123.

37 Michael Dal, Digital Video Production and Task Based Language Learning, RoustefnuritNetlu-Menntakvika, 2010, pp. 3—5,.(www.learntechlib.org).

20

3. The Procedure in Using Video-Recorded Speaking Task

This study used procedure adapted from Gromik’s study with some

modifications in implementing Video-Recorded Speaking Task. 38 First, the

teacher explained the regulation, the duration for making video, the topic, and

the aspects of speaking would be assessed. It is intended to build students’

understanding in the task. Then, the teacher showed an example of the task. The

example can be the video of native speaker so that the students can have the

target model of English.

Furthermore, the students make the video with the certain topic. It is highly

recommended to use topic related to the teaching and learning topic in class or

students’ experience. Therefore, the use of video can be authentic speaking

training. After students complete the video, teacher needs to give feedback to the

students’ performance. Hence, the students’ know their speaking strength and

weakness. In addition, the number of video created by the students can be

adjusted to the meeting or the duration of teaching and learning process.

D. Previous Study

In addition, there has been a research dealing with the video-recorded task.

First is a study conducted by Gromik.39 It investigated the use of cellphone video

recording to enhance speaking skill in Japan. 67 participants were asked to

record a video for 30 seconds on given prompt weekly for 14 weeks or one

semester. The data were collected through cell phone video recording

performance, reports, survey, and interview. The result of the study revealed that

the task is effective to enhance speaking skill. The major difficulties during the

study mostly related to the language such as vocabulary and pronunciation

instead of the technical aspect. The next study is conducted by Karasic and

Vedantham40 which investigate video creation tools for language learning at the

38 Nicholas Gromik, “Investigation of The Cellphone Video Recording Feature by JapaneseUndergraduate EFL Learners,” Ph.D Thesis, James Cook University, 2013, pp. 1-286.

39 Ibid.40 Karasic and Vedantham, Video Creation Tools for Language Learning: Lessons Learned,

Researching Language Learner Interactions Online: From Socio Media to MOOCs, 2015, pp.107—128.

21

University of Pennsylvania Libraries’ Weilge Information Commons. Then, the

result of the study revealed that the activity worked well toward language

learning. The data was collected by reflections on several years of course

observations, interviews with language faculty members, and a campus-wide

survey to gauge students’ perspective on video’s role in language learning

experience.

Another study was conducted by Castaneda and Gonzales.41 It investigated

the use of multiple speech draft to improve speaking ability. The participants

were asked to make multiple drafts of digital video recordings of themselves

throughout a semester. The participants also did self-evaluation on the video

they had made. Then, the result proved that the use of video, self-evaluation, and

training intervention could improve speaking ability.

E. Thinking Framework

Teaching speaking English refers to the effort to make students activate their

language knowledge, like grammar, vocabulary, pronunciation, and the theory of

language skill into real practice of communication, so that they can

communicate their feeling, ideas, and information to others appropriately. Also,

students need to be able to organize ideas in their mind into comprehensible

information, so that others can understand the message or information they are

saying. In addition, they also have to be careful with non-verbal language, such

as body language, when they speak. Hence, the understanding of discourse is

also need in speaking.

However, teaching English speaking in Indonesia is something handicapped

by some problems, such as the limitation of supporting environment to learn

speaking English, the large number of students in class which limits the

opportunity to have enough time practice speaking in class, students’ anxiety,

and the vague of speaking goal in Indonesia. Hence, it needs alternatives to

activate students’ speaking with English.

41 Martha Castaneda and Eva Rodriguez-Gonzales, L2 Speaking Self-Ability Perceptionsthrough Multiple Video Speech Drafts, Hispania, 94 (3), 2011, pp. 483-501.

22

By using video-recorded task, students encourage to expose their speaking

skill outside class. Therefore, learning to speak is not only limited in English

class which only takes place for about 90 minutes. Also, it is expected to reduce

their anxiety and give more time to do rehearsal. In addition, the use of camera

in mobile phone for doing this task integrates the existence of technology which

is popular in students’ world.

F. Theoritical Hypothesis

Based on the theory and problem of speaking previously presented, the

writer stated the hypothesis as follows:

a. Alternative hypothesis (Ha): there was significance effect of using video-

recorded task on students’ speaking skill.

b. Null hypothesis (Ho) : there was no significance effect of using video-

recorded task on students’ speaking skill.

23

CHAPTER III

RESEARCH METHODOLOGY

A. Place and Time of the Study

The research was conducted at SMA Negeri 1 Kota Tangerang Selatan which

is located on Jl. Pendidikan No. 49 Ciputat Tangerang Selatan. It was started on

February-June 2016.

B. Research Design

This research was an experimental research which used quasi-experimental

design. It attempted to analyze the effectiveness of one variable toward another

variable by isolating, controlling, and manipulating the variable in real world

setting.1 There were two types of variable in this research. The first was video-

recorded speaking task as the independent variable, and the second was students’

speaking skill as the dependent variable. Furthermore, the researcher selected

two classes of the first grade students in SMA Negeri 1 Kota Tangerang Selatan

as the participant of this study. The classes were determined as two different

group. A class was experimental group and the rest was controlled group.

In addition, the researcher conducted pre-test, treatment, and post-test for

investigating the effectiveness of video-recorded speaking task on students’

speaking skill. The pre-test was administered to get initial data of students’

speaking skill. Furthermore, treatments were conducted in order to get

significant result when comparing the groups. During the treatment, the

experimental group produced two or three minutes of video-recorded speaking

task for six weeks/meetings. The topic of their speaking task was determined

based on the material they learned in class. While the experimental group is

doing this project, the controlled group was taught by using regular teaching

method. Finally, the post-test was administered to examine the result of the use

of video-recorded speaking task on students’ speaking skill.

1 Louis Cohen, et.al., Research Method in Education, (USA: Taylor and Francis e-Library,2007), p. 274.

24

C. Population and Sample

The population of this study was the whole first grade students of SMA

Negeri 1 Kota Tangerang Selatan consisting of 393 students divided into ten

classes, six classes for X MIA and four classes for X IIS. The writer chose this

population because students at the grade were expected to have adequate

speaking basic and most of them also had been trusted to have mobile phone.

The writer used purposive sampling technique for choosing the sample for this

study. The sample was X MIA 4 consisting of 43 students as the experimental

group and X MIA 6 consisting of 44 students as the controlled group. Those

classes were chosen based on the permission of the school which allowed to

conduct study in class where the writer was teaching during Integrating

Teaching Practice Program or PPKT (Praktek Profesi Keguruan Terpadu). In

addition, the two classes had equal characteristic which was proven by the data

from homogenity testing.

D. Research Instrument

1. Test

Test was used as the instrument for this study. The test was given twice,

before and after treatments or teaching and learning process using video-

recorded task. The pre-test was intended to know initial speaking skills of the

sample and the post test was intended to check whether the task had effect or not

toward students’ speaking skills.

Pre-test was administered before giving treatment, while the post-test was

given after six-week treatments. In the test, students were asked to tell their past

experiences. Students were given several minutes before test to arrange speaking

material in the guideline of speaking provided by the teacher. The topics for pre-

test and post-test are different. In the pre-test students could choose the topic of

past exerience, for instance holiday experience, sad exerience, or unforgettable

experience. Then, in the post-test students were asked to tell their impression

during English class. The instruments for both tests are attached.

25

The validity of the instrument had been tested by using content validity. The

writer used recount text as the major part of the test and it was suitable with

syllabus. The analysis can be checked in the appendix. Furthermore, for both

pre-test and post-test, the researcher used scoring guide proposed by David P.

Harris2 which provides rating scale for five criteria of the elements of speaking

skill. The criteria are pronunciation, grammar, vocabulary, fluency, and

comprehension.

Table 3.1

Five Components of Grading Speaking Scale

No Criteria Rating Scores Description

1 Pronunciation

5 (95-100) Has few traces of foreign language.4

(85-94)Always intelligible, thought one is conscious of adefinite accent.

3(75-84)

Pronunciation problem necessities concentratedlistening and occasionally lead to misunderstanding.

265-74)

Very hard to understand because of pronunciationproblem, most frequently be asked to repeat.

1Below 65

Pronunciation problem to serve as to make speechvirtually unintelligible.

2 Grammar 5(95-100)

Make few (if any) noticeable errors of grammar andword order.

4(85-94)

Occasionally makes grammatical and or word orderserrors that do not, however obscure meaning.

3(75-84)

Make frequent errors of grammar and word order,which occasionally obscure meaning.

265-74)

Grammar and word order errors make comprehensiondifficult, must often rephrases sentence.

1Below 65

Errors in grammar and word order, so, severe as tomake speech virtually unintelligible.

3 Vocabulary 5 (95-100)Use of vocabulary and idioms is virtually that ofnative speaker.

2 David P. Harris, Testing English as A Foreign Language,(New York: Tata McGraw-HillPublishing Company Ltd., 1969), p. 83.

26

4(85-94)

Sometimes uses inappropriate terms and mustrephrases ideas because of lexical and equities.

3(75-84)

Frequently uses the wrong words conversationsomewhat limited because of inadequate vocabulary.

2 65-74)Misuse of words and very limited vocabulary makescomprehension quite difficult.

1Below 65

Vocabulary limitation so extreme as to makeconversation virtually impossible.

4 Fluency 5(95-100)

Speech as fluent and efforts less as that of nativespeaker.

4 (85-94)Speed of speech seems to be slightly affected bylanguage problem.

3(75-84)

Speed and fluency are rather strongly affected bylanguage problem.

265-74)

Usually hesitant, often farced into silence by languagelimitation.

1 Below 65Speech is so halting and fragmentary as to makeconversation virtually impossible.

5 Comprehension

5 (95-100)Appears to understand everything without difficulty

4(85-94)

Understand nearly everything at normal speedalthough occasionally repetition may be necessary

3 (75-84)Understand most of what is said at slower than normalspeed without repetition

2 65-74)Has great difficulty comprehend. social conversationspoken slowly and with frequent repetition

1Below 65

Can not be said to understand even simpleconversation.

2. Questionnaire

Beside the test, the writer also used questionnaire to get students’ opinion

about the implementation of video-recorded speaking task. The content of the

questionnaire was five open-ended questions.

E. Preliminary Analysis

In addition, the writer conducted preliminary analysis before analyzing the

data with t-test. The preliminary analysis consisted of normality and homogeneity

test. It was intended to see whether the data was normally distributed and

homogeneous or not. The procedure to get normality and homogeneity analysis

27

could be seen in the appendix. In this research, the writer used IBM SPSS

Statistics 22 for analyzing the normality and homogenity. The result can be seen

as follows:

1. Normality of the pre-test

Table 3.2

Normality test of pre-test

Class

Kolmogorov-Smirnova Shapiro-Wilk

Statistic df Sig. Statistic df Sig.

Experimental Class .115 43 .184 .955 43 .089

Controlled Class .128 44 .070 .942 44 .027

a. Lilliefors Significance Correction

The normality test above used Kolmogorov-Smirnov critical points table in

determining the ttable. According to the consideration of n=45 and significance

level 0.05, the ttable of this normality test was 0.198. Furthermore, table 4.3

showed that the tvalue of experimental class was 0.115 and the tvalue of controlled

class was 0.128. The values were smaller than ttable, in other words, tvalue < ttable

(0.115<0.198) for experimental class, and (0.128<0.198) for controlled class.

Therefore, Ho was accepted and Hi was rejected. It meant that the distribution of

the data was normal. Also, the significance of experimental class was 0.184 and

the significance of controlled class was 0.070. The result shown that the

significance of both classes are above 0.05. Therefore, the distribution of post-

test score was normal.

2. Normality of the post-test

Table 3.3

Normality test of post-test

Class

Kolmogorov-Smirnova Shapiro-Wilk

Statistic Df Sig. Statistic df Sig.

Experimental Class .102 43 .200* .980 43 .632

Controlled Class .083 44 .200* .978 44 .572

*. This is a lower bound of the true significance.

a. Lilliefors Significance Correction

28

The normality test in table 3.3 used Kolmogorov-Smirnov critical points

table in determining the ttable. According to the consideration of n=45 and

significance level 0.05, the ttable of this normality test was 0.198. Furthermore,

table 4.3 shown that the tvalue of experimental class was 0.102 and the tvalue of

controlled class was 0.083. The values were smaller than ttable, in other words,

tvalue < ttable (0.102<0.198) for experimental class, and (0.083<0.198) for

controlled class. Therefore, Ho was accepted and Hi was rejected. It meant that

the distribution of the data was normal. Also, the significance of experimental

class was 0.200 and the significance of controlled class was 0.200. The result

shown that the significance of both classes were above 0.05. Therefore, the

distribution of post-test score was normal.

3. Homogeneity of pre-test

Table 3.4

Homogeneity test of pre-test

LeveneStatistic df1 df2 Sig.

1.794 1 85 .184

The writer used Levene statistic in SPSS 22 to analyze the homogeneity of

pre-test with the significant level 0.05. The result showed that the significance of

pre-test score was 0.184. It was higher that 0.05, therefore, the data of pre-test

was homogeneous.

4. Homogeneity of post-test

Table 3.5

Homogeneity test of post-test

LeveneStatistic df1 df2 Sig.

3.370 1 85 .070

The writer used Levene statistic in SPSS 22 to analyze the homogeneity of pre-

test with the significant level 0.05. The result showed that the significance of post-

test score was 0.070. It was higher that 0.05, therefore, the data of post-test was

homogeneous.

29

F. Technique of Data Analysis

After testing the normality and the homogeneity of the data, the next step was

data analysis. The researcher used statistical analysis with t-test and manual

calculation. It had purpose to test the significance of the mean gained score of the

experiment and controlled group. The formula for the manual calculation could be

described as follows:

= −to : The value of “t observe”

M1 : Mean of the difference of experiment class

M2 : Mean of the difference of controlled class

SEM1 : Standard error of experiment class

SEM2 :Standard error of controlled class

The procedure for completing the formula were as follows:

1. Determining mean of variable X = ∑2. Determining mean of variable Y = ∑3. Determining standard of deviation score of variable X= ∑4. Determining standard of deviation score of variable Y= ∑

30

5. Determining standard error of mean of variable X= − 16. Determining standard error of mean of variable Y= − 17. Determining standard error of difference of mean of variable X and Y= +8. Determining to = −9. Determining ttable in significance level 5%, with df (degrees of freedom):= ( + ) − 2

Explanation:

M1 : The mean of gain score ofexperimental class

SD1 : The standard deviation of gainscore of experimental class

M2 : The mean of gain score ofcontrolled class

SD2 : The standard deviation of gainscore of controlled class

∑X : The total score of experimentalclass’ gain score

SEm1: The standard error mean ofexperimental class

∑Y : The total score of controlled class’gain score

SEm2: The standard error mean ofcontrolled class

∑X2 : The total of experimental class’gain score minus M1

N1 : The total number of students inexperimental class

∑Y2 : The total of controlled class’ gainscore minus M2

N2 : The total number of students incontrolled class

31

G. Statistical Hypothesis

This research was intended to know if there was effect of using video-recorded

speaking task on students’ speaking skill. Furthermore, the writer stated the

hypothesis as follows:

a. Alternative hypothesis (Ha): there was significance effect of using video-

recorded task on students’ speaking skill.

b. Null hypothesis (Ho) : there was no significance effect of using video-

recorded task on students’ speaking skill.

To prove the hypothesis, the result of t-test calculation was tested with these

conditions:

a. If to<ttable , or the significance was >0.05 in significance degree 5%, the Ho

was accepted and Ha was rejected. It means that there was no significant

effect of using video-recorded speaking task on students’ speaking skill.

b. If to>ttable , or the significance was <0.05 in significance degree 5%, the Ho

was rejected and Ha was accepted. It means that there was significant effect

of using video-recorded speaking task on students’ speaking skill.

In addition, the degree of freedom of this research was:= ( + ) − 2= (43 +44)-2= 87-2=85

The ttable of df 85 in significant level 5% is 1.663.

32

CHAPTER IV

RESEARCH FINDING

This chapter presents the result of test given to the experimental and

controlled group. Later, the test result was analyzed to get empirical evidence of

the use video-recorded speaking task on students’ speaking skill at tenth grade of

SMAN 1 Kota Tangerang Selatan in 2015/2016 academic year.

A. Description of Data

The test was the primer data source for this research. The test was

administered at the beginning and the end of research. Those tests were given to

both experimental and controlled group. Furthermore, the result of the test would

be presented in the following explanation.

1. The Students’ Score of Pre-Test

The data of this part is the result of pre-test conducted in experimental class

and controlled class. The scores were classified based on three categories, low,

middle, and high. The criteria for those classifications were based on the score.

The low score was lower than 70, the middle score was between 70-80, and the

high score was higher than 80. In addition, the standard of minimum

completeness of English mastery was 70. Therefore, the low score was below

the standard of minimum completeness. Furthermore, the classification of the

score could be seen in the table below.

Table 4.1

The Score of Pre-Test

ScoreExperimental Class Controlled Class

Freq. F(%) Mean Freq. F(%) Mean

*< 70 2 4.65

77.15

2 4.54

76.9970-80 32 74.42 36 81.82

81-90 9 20.93 6 13.64

*below the standard of minimum completeness

33

Based on the table above, the number of students in experimental class who

got score classified into the low score was two students (4.65%) with the lowest

score was 69, the middle score was 32 students (74.42%), and the high score was

nine students (20.93%) with the highest score was 83. While, in the controlled

class, students who got low score was two students (4.54%) with the lowest

score was 69.4, middle score was 36 students (81.82%), and high score was six

students (13.64%) with the highest score was 81.6. Therefore, the classification

of low, middle, and high score showed that most of students in both classes got

middle score ranged from 70 to 80.

The table also showed the mean score of pre-test in experimental class was

77.15 and in the controlled class was 76.99. Hence, the mean score of

experimental class was higher than the mean of controlled class. However, based

on the test of normality and homogeneity, the distribution of the data was normal

and homogeneous. It was proven by the significance of the normality and

homogeneity test which was above 0.05. Tvalue of normality test in the

experimental class was 0.115 and tvalue in the controlled class was 0.128. The

value was lower than ttable (0.198), therefore, Ho was accepted and Hi was

rejected. It meant that the distribution of the data was normal. Furthermore, the

calculation of the mean score and the list of students’ scores were attached in the

appendix.

2. The Students’ Score of Post-Test

The data presented in this part was the result of post-test in both experimental

and controlled class. The score was classified into three categories like in the

previous explanation of pre-test score. However, there was not students who had

low score both in experimental and controlled class. Therefore, all students had

fulfilled the standard of minimum completeness of English score and all students

score was classified into middle and high score. Then, the score of post-test

could be showed as follows:

34

Table 4.2

The Score of Post-Test

ScoreExperimental Class Controlled Class

Freq. F(%) Mean Freq. F(%) Mean

*< 70 - 0

80.186

- 0

78.56870-80 22 51.16 31 70.45

81-90 21 48.84 13 29.55

*below the standard of minimum completeness

The number of students who got middle score in experimental class was 22

students (51.16%) with the lowest was 71.4 and the number of students who got

high score was 21 students (48.84%) with the highest score was 89. Then,

students in controlled class who got score classified into the middle score were 31

students (70.45%) with the lowest score was 73.2 and students whose scores were

classified into high score were 13 students (29.55) with the highest was 85.

Therefore, the students’ score distribution was still dominant in the middle score.

However, the portion of middle score and high score in the post-test was more

balance than in the pre-test. Furthermore, the table showed the mean score of

post-test in experimental class was 80.186 and in the controlled class was 78.568.

The calculation of the mean score and the list of students’ scores were attached in

the appendix.

Also, the writer had checked the normality and the homogeneity of the pre-

test score. The result of the normality and homogeneity test indicated that the

data was normal and homogeneous. It was proven by the significance of the

normality and homogeneity test which was above 0.05. Also, tvalue of normality

test in the experimental class was 0.102 and tvalue in the controlled class was

0.183. The value was lower than ttable, therefore, Ho was accepted and Hi was

rejected. It meant that the distribution of the data was normal.

35

3. The Students’ Gained Score

Beside presenting the data of pre- and post- test, the writer also presented the

data of gained score generated by the students through both tests. The gained

score was calculated from post-test score minus pre-test score. Then, the gained

score was presented on the table below.

Table 4.3

The Gained Score of Pre- and Post Test

Gained

Score

Experimental Class Controlled Class

Freq. F(%) Mean Freq. F(%) Mean

< 0 3 6.98

3.037

6 13.64

1.5820-2 18 41.86 30 68.18

3-5 19 44.18 8 18.18

6-8 3 6.98 0 0

*below the standard of minimum completeness

In addition to the data of gained score from students’ final scores, the table 4.4

showed the gained score from each speaking elements. The gained score for the

table was derived from the total students’ score in each element in pre-test minus

the the total score in the post-test.

Table 4.4

Students’ Improvement in Five Speaking Elements

Speaking

Elements

Experimental Class Controlled Class

Gained Score % Gained Score %

Pronunciation 156 23.89 114 32.76

Grammar 82 12.56 82 23.56

Vocabulary 93 14.24 48 13.79

Fluency 155 23.74 64 18.39

Comprehension 167 25.57 40 11.49

36

According to the table, the mean of gained score were different. Further, the

different of mean would be calculated to get the significance of the improvement.

The table 4.3 provided information that most students in experimental class could

improve from 0-5 point. However, the most of students in controlled class could

only improve in the range of 0-2 point. Hence, the increase of score in controlled

group was not as significant as in the experimental group. Furthermore, the

improvement of both classes in each speaking elements could be seen on the table

4.4. The table showed that most improvement in experimental class was occured

in the aspect of pronunciation (23.89%), fluency (23.74%), and comprehension

(25.57%). Meanwhile, most improvement in controlled class was occured in the

aspect of pronunciation (32.76) and grammar (23.56).

B. Data Analysis

1. The Difference between Experimental and Controlled Group in The

Pre-Test, Post-Test, and Gained Score

a. Pre-Test

This research used SPSS 22 and manual calculation to analyze the data.

This test was intended to know the effectiveness of using video-recorded

speaking task on students’ speaking skill at tenth grade of SMA N 1 Kota

Tangerang Selatan. The writer compared the score of experimental and

controlled group in pre-test and post-test by using formula described in

research methodology.

Furthermore, the result of t-test with SPSS 22 could be presented in the

tables below:

Table 4.5

Group Statistics of Pre-test Score

Class N Mean Std. Deviation Std. Error Mean

Experimental Class 43 77.1488 3.24025 .49413

Controlled Class 44 76.9864 2.73254 .41195

37

Table 4.6

Independent Sample Test of Pre-test Score

Levene's Testfor Equality of

Variancest-test for Equality of Means

F Sig. T DfSig.(2-

tailed)

MeanDifferen

ce

Std.Error

Difference

95% ConfidenceInterval of the

DifferenceLower Upper

Pre_test_score

Equal variancesassumed

1.794 .184 .253 85 .801 .16247 .64206 -1.11412 1.43907

Equal variancesnot assumed .253 81.987 .801 .16247 .64333 -1.11731 1.44226

The tables above showed the result of t-test for pre-test score. The table

4.5 described the mean, standard deviation, and the standard error of mean.

Then, the next table showed the result of independent sample test analyzed

using SPSS 22. The writer used Levene’s test to test the homogenity variance.

The result showed that F=1.794 and p=0.184. The writer used 5% as the

significant level, therefore the data was homogeneous because p>0.05.

Subsequently, because the data was homogeneous, then the writer used

independent sample test result in the equal variance assumed. The

significance was 0.801 (p=0.801). In other words, p > 0.05, it meant that null

hypothesis was accepted and there was no statistically significant difference

between the two groups. The table also showed the degree of freedom (df),

85. The value of ttable with degree of freedom was 85 and significant level 5%

was 1.663. Then, the to was 0.253, therefore to < ttable (0.253<1.663). Hence,

the condition of experimental and controlled group in the beginning was no

difference.

b. Post-Test

Table 4.7

Group Statistics of Post-test Score

Class N Mean Std. Deviation Std. Error Mean

Experimental Class 43 80.1860 3.81760 .58218

Controlled Class 44 78.5682 2.77026 .41763

38

Table 4.8

Independent Sample Test of Post-test Score

Levene's Testfor Equality of

Variancest-test for Equality of Means

F Sig. T dfSig.(2-

tailed)

MeanDifferen

ce

Std.Error

Difference

95% ConfidenceInterval of the

DifferenceLower Upper

Post_test_score

Equal variancesassumed

3.370 .070 2.266 85 .026 1,61786 .71390 .19843 3.03730

Equal variancesnot assumed 2.258 76.549 .027 1,61786 .71648 .19103 3.04470

In addition to the t-test analysis of pre-test score, the writer also analyzed

the post-test score. It was intended to see the condition of the classes after

giving trestment in experimental class. Furthermore, the result revealed that

the mean of the two classes were increasing. The experimental class had

mean-score improvement from 77.15 in pre-test to 80.19 in post test, while

the controlled class had mean-score improvement from 76.986 in pre-test to

78.568 in post-test.

Then, to check the difference of the classes, the writer compared the

significance of homogenity testing with significance level (5%=0.05). Table

4.8 presented the significant level of Levene’s test was 0.070. It was higher

than 0.05, therefore, the data of post-test was homogeneous. Subsequently,

the writer used data in the row equal variances assumed. The significance of

post test was 0.026 (p=0.026). It was lower than 0.05 or p<0.05. Therefore,

null hypothesis was rejected and there was statistically significant difference

between the two groups. In other words, there was significance effect of using

video-recorded task on students’ speaking skill.

c. Gained Score

Furthermore, the writer analyzed the gained score of pre- and post-test

acore to get the significance of the effect of using video-recorded speaking

task. Gained score was obtained from post-test score minus pret-test score.

The calculation was processed used Microsoft Excel 2013 and the result of

39

the calculation was attached in the appendix. Furthermore, the result of the

analysis was described as follows:

Table 4.9

Group Statistics of Gained Score

Class N Mean Std. Deviation Std. Error Mean

Experimental Class 43 3.0372 1.88440 .28737

Controlled Class 44 1.5818 1.58353 .23873

Table 4.10

Independent Sample Test of Gained Score

Levene's Testfor Equality of

Variances t-test for Equality of Means

F Sig. T df

Sig.(2-

tailed)

MeanDifference

Std. ErrorDifference

95% ConfidenceInterval of the

DifferenceLower Upper

Score Equalvariancesassumed

2.380 .127 3.903 85 .000 1.45539 .37284 .71408 2.19671

Equalvariancesnotassumed

3.896 81.882 .000 1.45539 .37359 .71218 2.19860

Table 4.9 showed the result of group statistics namely the calculation of

mean of gained score, standard deviation, and standard error of difference of

mean. Furthermore, the calculation of the total of gained score of

experimental class was 130.6 and the mean was (M1) 3.037. On the other

hand, the total of gained score of controlled class was 69.6 and the mean (M2)

was 1.582. The information of students’ gained score and the total gained

score was provided on the table attached in the appendix.

Subsequently, the standard deviation (SD1) of gained score of

experimental class was 1.88 ad the (SD2) was 1.58. Beside the mean and

standard deviation, the table also showed the standard error mean. The

standard error mean of gained score of experimental class (SEM1) was 0.2873

and standard error mean of gained score of controlled class (SEm2) was

0.2387.

40

Furthermore, the table 4.10 presented the result of independent sample

test analyzed using SPSS 22. The writer used Levene’s test to test the

homogenity variance. The result showed that F=2.380 and p=0.127. The

writer used 5% as the significant level, therefore the data was homogeneous

because p>0.05. Subsequently, because the data was homogeneous, then the

writer used independent sample test result in the equal variance assumed. The

significance was 0.000 (p=0.000). In other words p < 0.05, it meant that null

hypothesis was rejected and there was statistically significant difference

between the two groups. The table also showed the degree of freedom (df),

85. The value of ttable with degree of freedom was 85 and significant level 5%

was 1.663. Then, the to was 3.903, therefore to > ttable (3.903>1.663).

Furthermore, the writer also used manual calculation in analyzing the

data. The calculation was started with calculating the gained score of

experimental and controlled class. The result showed that the total of

experimental class’ gained score was 130.9 and controlled class’ gained score

was 69.6. Beside the gained score, the writer also calculate the x2 and y2

obtained from gained score minus the mean of gained score. The result

revealed that x2 was 149.1405 and y2 was 107.8255. Furthermore, the manual

calculation of t-test could be done by following process:

a) Determining mean of variable X= ∑= 130.643= 3.037

b) Determining mean of variable Y= ∑= 69.644= 1.582

41

c) Determining standard of deviationscore of variable X= ∑

= 149.140543= √3.4684= 1.862

d) Determining standard of deviationscore of variable Y= ∑

= 107.825544= √2.4506= 1.565

e) Determining standard error of meanof variable X= − 1= 1.862√43 − 1= 1.862√42= 1.8626.481= 0.2873

f) Determining standard error ofmean of variable Y= − 1= 1.565√44 − 1= 1.565√43= 1.5656.557= 0.2387

g) Determining standard error of difference of mean of variable X and Y= += (0.2873) + (0.2387)= 0.0825 + 0,0569= √0.1394= 0.3734

42

h) Determining to= −= 3.037 − 1.5820.3734 = 3.897

i) Determining ttable in significance level 5%, with df (degrees of freedom):= ( + ) − 2= (43 +44)-2= 87-2=85

The result of the calculation above shown that t0 was 3.897 and the degree of

freedom (df) was 85. In addition, the value of ttable in the degree of freedom 85 and

in significant level 5% was 1.663.

2. Students’ Opinion of The Implementation of Video-Recorded Speaking

Task

Beside using t-test to investigate the effect of using video-recorded speaking

task on students’ speaking skill, the writer also used questionnaire to get students’

opinion of the using video-recorded speaking task. The questionnaire was five

open ended questions asking their feeling and impression during the writer apply

the task in class. The respondents were the students in experimental class. Then,

the result of the questionnaire was presented on the following table.

Table 4.11

The Questionnaire Result

No. QuestionnairePositive

responsesNegativeresponses

1 What is your opinion of the using video-

recorded speaking task?

36 students 7 students

2 What did you like in the using video-

recorded speaking task?

40 students 3 students

43

3 What did you dislike in the using of video-

recorded speaking task?

4 students 39 students

4 What advantage(s) did you get from the

using of video recorded-speaking task?

43 students 0 student

5 How is your impression after doing video-

recorded speaking task?

40 students 3 students

Total of responses 162 53

For the first question, the students tend to argue that the use of the task was

good, effective, unique, and interesting. It also helped them to practice speaking,

understand new words and the way to pronounce the words, explore their idea, and

provide new experience in learning English. Some also stated that making the video

could help them to improve their confidence in speaking and train their discipline,

moreover in collecting the video. However, some students also thought that the use

of video-recorded speaking task was not practical, difficult to make the video,

confusing. Some students who had positive responses to the use of the task also

added some constraints in dong the task such as they were lazy to make this video

hence they often collected the video lately.

Furthermore, the students revealed what they like in doing the task. Some of

students argued that they can train their speaking skill without feeling ashamed,

they have enough time to speak, they can remake the video when they made

mistake, they could know their ability in speaking, and they could express their idea

with good arrangement of material and vocabulary. However, some students stated

that there was nothing which made them to like to the task.

In addition, what students dislike in the use of the task was finally revealed.

They did not like making the video because they have much homework and the

video creation in each two weeks was very hard for them. Hence, they often

collected the video lately. Another reason was that they did not like remaking the

video again and again when they made mistake. Also, they thought that the duration

was too long and they feel lazy to make the video. The students also found that the

44

task spending their internet quota and some of them also complained about their

camera which cannot produce good quality video.

Finally, the students’ impression of the using video-recorded speaking task

was generally positive. For instance, most students assumed that the task was

interesting, good, and pleased. The task was useful to train speaking skill,

confidence, and discipline. However, some students considered the use of task was

boring and not useful for them.

C. Hypothesis Testing

This research was intended to investigate the effectiveness of using video-

recorded speaking task on students’ speaking skill at tenth grade of SMA N 1 Kota

Tangerang Selatan. In order, to get the result of this research, the writer used

hypothesis testing. The mechanism for testing the hypothesis can be described as

follows:

1. Alternative hypothesis (Ha): there was significance effect of using video-

recorded task on students’ speaking skill.

2. Null hypothesis (Ho) : there was no significance effect of using video-

recorded task on students’ speaking skill.

To prove the hypothesis, the result of t-test calculation was tested with these

conditions:

1. If to<ttable , or the significance was <0.05 in significance degree 5%, the Ho

was accepted and Ha was rejected. It means that there was no significant

effect of using video-recorded speaking task on students’ speaking skill.

2. If to>ttable , or the significance was >0.05 in significance degree 5%, the Ho

was rejected and Ha was accepted. It means that there was significant effect

of using video-recorded speaking task on students’ speaking skill.

Furthermore, based on the manual calculation, the value of to was 3.897 and the

degree of freedom (df) was 85. The value of ttable in the degree of freedom 85 and

in significant level 5% was 1.663. Therefore, the value of to was greater that ttable ,

or in other words, to>ttable. In addition, according to the SPSS result, the

significance was 0.000 (p=0.000). In other words p < 0.05, it meant that null

45

hypothesis was rejected and there was statistically significant difference between

the two groups. Hence, the Ho was rejected and Ha was accepted. It means that

there was significant effect of using video-recorded speaking task on students’

speaking skill.

D. Discussion

This study reveals that the use of video-recorded speaking task was effective

to enhance students’ speaking skill at the tenth grade students of SMAN 1 Kota

Tangerang Selatan. Therefore, the result had positively answered the research

question stated in the beginning of the study. Also, this result supported the

findings of previous studies conducted by Gromik,1 Karasic and Vedantham,2 and

Castaneda and Gonzales,3 that the use of video recording affects students’

learning especially in the term of developing speaking skill.

Actually, the procedure of this research was rather similar with the previous

study conducted by Gromik and Castaneda and Gonzales, because in both studies,

video recording was the tool for improving speaking skill. However, the design

and the number of participants were rather different.

The number of participant involved in the Gromik’s study was 67 participants.

The participants consisted of Japanese second year university undergraduate

English learners. Then, the Castaneda and Gonzales study had nine participants

from university students in an intermediate conversational class. All of the

participants were asked to make video and there was no controlled group because

the design for the previous study was qualitative design. Hence, all member of

sample did the treatment. It was different from this study which used quasi-

experimental design. This research divided sample into experimental and

1 Nicholas Gromik, “Investigation of The Cellphone Video Recording Feature by JapaneseUndergraduate EFL Learners,” Ph.D Thesis, James Cook University, 2013, pp. 1-286.

2 Karasic and Vedantham, Video Creation Tools for Language Learning: Lessons Learned,Researching Language Learner Interactions Online: From Socio Media to MOOCs, 2015, pp.107—128.

3 Martha Castaneda and Eva Rodriguez-Gonzales, L2 Speaking Self-Ability Perceptionsthrough Multiple Video Speech Drafts, Hispania, Vol. 94, No. 3 (September 2011), pp. 483-501.

46

controlled group which totally consisted of 87 students of Senior High School.

The experimental group did the treatment while the controlled group did not.

Furthermore, the previous studies also used descriptive statistics to analyze

video however, they used qualitative analysis technique to get final conclusion. In

contrast, this research used students’ score in pre- and post-test as the prominent

data sources. Moreover, the result of statistical analysis was used as the data for

testing hypothesis and to get final result. According to the data analysis, the

output from the score calculation showed that both experimental and controlled

group underwent improvement. However, the improvement of controlled class

was not as significant as experimental class. It was proven by the gained score

produced by the classes, that the experimental class gained score was higher than

the controlled class’. The statistical analysis also showed the same result. The to

was greater than ttable because to was 3.897 and the ttable was 1.663. Also, the

significance from SPSS analysis was 0.000, therefore p<0.05. It meant that the use

of video-recorded speaking task was effective in improving students’ speaking

skill.

In addition, this research also analyzed questionnaire to get students’ opinion

after doing the task. This way was like the previous study did, moreover the study

of Karasic and Vedantham which used reflections on several years of course

observations, interviews with language faculty members, and a campus-wide

survey to gauge students’ perspective on video’s role in language learning

experience.4 However, the writer only used the data from questionnaire as the

secondary data source and supported the final result of statistical analysis. Most of

the students gave positive responds to the use of video-recorded speaking task.

They argued that the task was good, effective, unique, and interesting to practice

speaking. Actually, this opinion was matched with the previous studies which

revealed that the use of video was useful in training speaking skill.

The students also stated that the task helped them to practice speaking, to

explore their speaking skill without feeling ashamed, to provide enough time to

speak, to explore their idea, to know their ability in speaking, and to express their

4 Karasic and Vedantham,loc.cit.

47

idea with good arrangement of material and vocabulary,5 to improve their

confidence, to remake the video when they made mistake,6 to understand new

words and the way to pronounce the words to, to have new experience in learning

English, and to train their discipline.

Furthermore, these positive responds could be additional information why the

task could improve students’ speaking skill. Students had enough time to train

speaking repeatedly outside of class. Therefore, the fewer chances to speak

English in EFL setting stated by Gebhard7 could be overcomed with video-

recorded speaking task. Beside giving enough time to speak, students also argued

that the use of video-recorded speaking task could help them to increase their

confidence, explore their idea in good arrangement, and speak without feel

ashamed. It means that some students could overcome the foreign language

anxiety.8

On the other hand, the use of video recorded speaking task also had

weakness. Most students stated that the task was not practical.9 Some students

also had complain, such as the short-time provided by the teacher to make the

video, the problem with their device, low of internet quota, and their low

motivation in doing the assignment because of the dense of their school

assignments.

Finally, the result and students’ responds of the using video-recorded speaking

task corresponds to the previous study. The task was actually effective because it

drills students’ speaking skill; however it also has weakness which could be

consideration for teacher or facilitator.

5 Michael Dal, Digital Video Production and Task Based Language Learning, RoustefnuritNetlu-Menntakvika, 2010, pp. 3—5, (www.learntechlib.org).

6 Martha Castaneda and Eva Rodriguez-Gonzales, loc.cit.7 Jerry G. Gebhard, Teaching English as a Foreign Language or Second Language: a

Teacher Self-Development and Methodology Guide, (United States: University of Michigan Press,2006), pp. 39—41.

8 Jeremy Harmer, The Practice of English Language Teaching,( London: Longman ELT,4thedition, 2007), p. 345.

9 Gromik, loc.cit.

47

CHAPTER V

CONCLUSION AND SUGGESTION

A. The conclusion

This study had quasi-experimental design which was intended to get

empirical evidence of the effectiveness of using video-recorded speaking task on

students’ speaking skill at tenth grade of students in SMAN 1 Kota Tangerang

Selatan. At the beginning, students’ score in experimental class and controlled

class was no statistically different. Then, after six weeks treatments, the post-test

and the gained score of experimental class was higher than the score of controlled

class at the significance level 0.000. Also, the t observe was significantly higher

than the t table at 3.897. It means that the using of video-recorded speaking task

has significant effect in improving students’ speaking skill. In addition to the

statistical analysis, the result of questionnaire distributed to the students at the end

of treatment also revealed that the task was useful in enhancing students’ speaking

skill. The students stated that the task provided chance to speak without feeling

ashamed, helped to make good arrangement of speaking material and vocabulary,

and gave new experience in learning English. Although, some students also stated

that the use of the task was not practical and the time given to make the video was

too short, hence they thought it was hard to finish video on time while they had

much homework from other subjects. Finally, the result of this study supported

the previous study that the use of video-recorded speaking task was effective in

improving students’ speaking skill.

B. The suggestion

This research has proven the effectiveness of the using video-recorded

speking task on students’ speaking skill although the use of the task was not

practical and hard to do because of much homework students had from other

subjects. Therefore, it is recommended to implement the task in the beginning of

semester, because students at the time have not had much homework and the

duration to implement the task could be longer. Also, further research may

48

investigate deeper with qualitative method in order to get comprehensive picture

of the use video-recorded speaking task in Indonesian context.

SILABUS SMA/MA

Mata Pelajaran : BAHASA INGGRIS - WAJIBKelas : XKompetensi Inti :

KI 1 : Menghayati dan mengamalkan ajaran agama yang dianutnyaKI 2 : Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukkan

sikap sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagaicerminan bangsa dalam pergaulan dunia

KI 3 : Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, danhumaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan proseduralpada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah.

KI 4 : Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan mampumenggunakan metoda sesuai kaidah keilmuan

Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi Waktu Sumber Belajar1.1. Mensyukuri kesempatan

dapat mempelajaribahasa Inggris sebagaibahasa pengantarKomunikasi internasionalyang diwujudkan dalamsemangat belajar

2.2. Menunjukkan perilakujujur, disiplin, percaya diri,dan bertanggung jawabdalam melaksanakanKomunikasi transaksionaldengan guru dan teman.

3.1. Menganalisis fungsisosial, struktur teks, danunsur kebahasaan dariteks pemaparan jati diri,

Teks lisan dan tulissederhana, untukmemaparkan,menanyakan, danmerespon pemaparanjati diriFungsi sosial

Menjalin hubungandengan guru, temandan orang lain

Ungkapan

My name is... I’m ... Ilive in ... I have … I like…. dan semacamnya

Unsur kebahasaan:

Mengamati Siswa mendengarkan/membaca

pemaparan jati diri denganmemperhatikan fungsi sosial, struktur teks,unsur kebahasaan, maupun formatpenyampaian/penulisannya.

Siswa mencoba menirukanpengucapannya dan menuliskanpemaparan jati diri yang digunakan.

Mempertanyakan Dengan bimbingan dan arahan guru,

siswa mempertanyakan antara lain,perbedaan antara berbagai pemaparan jatidiri dalam bahasa Inggris, perbedaannyadengan yang ada dalam bahasaIndonesia.

Kriteria penilaian: Pencapaian fungsi sosial

Kelengkapan dan keruntutanstruktur teks memaparkandan menanyakan jati diri

Ketepatan unsur kebahasaan:tata bahasa, kosa kata,ucapan, tekanan kata,intonasi, ejaan, dan tulisantangan

Kesesuaian formatpenulisan/ penyampaian

Unjuk kerja Melakukan monolog yang

2 x 2 JP Audio CD/VCD/DVD

SUARA GURU

Koran/ majalahberbahasa Inggris

www.dailyenglish.com

http://americanenglish.state.gov/files/ae/resource_files

http://learnenglish.britishcouncil.org/en/

Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi Waktu Sumber Belajarsesuai dengan kontekspenggunaannya.

4.1. Menyusun teks lisan dantulis sederhana, untukmemaparkan,menanyakan, danmerespon pemaparan jatidiri, denganmemperhatikan fungsisosial, struktur teks, danunsur kebahasaan,secara benar dan sesuaidengan konteks.

(1) Kata terkait denganhubungankekeluargaan dankekerabatan,profesi pekerjaan,hobi.

(2) Kata kerja dalamsimple presenttense: be, havedalam simplepresent tense

(3) Kata tanya What?Who? Which?

(4) Ucapan, tekanankata, intonasi,ejaan, tulisantangan yang rapi

(5) Rujukan kata

Topik

Keteladanan tentangperilaku terbuka,menghargai perbedaan,perdamaian.

Siswa mempertanyakan pengucapan danisi teks yang memaparkan jati diri

Mengeksplorasi Siswa mencari pemaparan jati diri dari

berbagai sumber.

Siswa berlatih memaparkan jati diridengan teman melalui simulasi.

Siswa berlatih memaparkan jati diri melaluitulisan

Mengasosiasi

Siswa menganalisis ungkapanmemaparkan jati diri denganmengelompokannya berdasarkanpenggunaan.

Secara berkelompok siswa mendiskusikanungkapan memaparkan jati diri yangmereka temukan dari sumber lain danmembandingkannya dengan yangdigunakan guru

Siswa memperoleh balikan (feedback) dariguru dan teman tentang fungsi sosial danunsur kebahasaan yang sampaikan dalamkerja kelompok.

Mengkomunikasikan Siswa mendemonstrasikan penggunaan

pemaparan jati diri secara lisan dantertulis di kelas dengan memperhatikanfungsi sosial, ungkapan, dan unsurkebahasaan yang benar dan sesuai

menyebutkan jati diri didepankelas

Ketepatan menggunakanstruktur dan unsurkebahasaan dalammenyebutkan jati diri

Pengamatan (observations):Bukan penilaian formal sepertites, tetapi untuk tujuan memberibalikan. Sasaran penilaian:

Berperilaku jujur, disiplin,percaya diri, danbertanggung jawab dalammelaksanakan Komunikasi

Kesungguhan siswa dalamproses pembelajaran dalamsetiap tahapan

Portofolio Kumpulan karya siswa yang

mencerminkan hasil ataucapaian belajar beruparekaman penggunaanungkapan dan skrippercakapan

Kumpulan hasil tes danlatihan.

Catatan atau rekamanpenilaian diri dan penilaiansejawat, berupa komentaratau cara penilaian lainnya.

Penilaian Diri dan Penilaian

Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi Waktu Sumber Belajardengan konteks

Siswa menuliskan permasalahan dalammenggunakan bahasa Inggris untukmemaparkan jati diri dalam jurnal belajar(learning journal).

SejawatBentuk: diary, jurnal, formatkhusus, komentar, atau bentukpenilaian lain

1.1 Mensyukuri kesempatandapat mempelajaribahasa Inggris sebagaibahasa pengantarKomunikasi internasionalyang diwujudkan dalamsemangat belajar.

2.1. Menunjukkan perilakusantun dan peduli dalammelaksanakanKomunikasi interpersonaldengan guru dan teman.

3.2. Menganalisis fungsisosial, struktur teks, danunsur kebahasaan padaungkapan memujibersayap sertaresponnya, sesuai dengankonteks penggunaannya.

4.2. Menyusun teks lisan dantulis untuk mengucapkandan merespon pujianbersayap, denganmemperhatikan fungsisosial, struktur teks, danunsur kebahasaan yangbenar dan sesuai konteks.

Teks lisan dan tulisuntuk memuji bersayap(extended) sertaresponnyaFungsi sosial

Menjaga hubunganinterpersonal denganguru, teman dan oranglain.

Ungkapan

“Excellent! You really didit well, Tina.” “That’s nice,Anisa. I really like it.” “Itwas great. I like it, thankyou,”

Unsur kebahasaan:

Ucapan, tekanan kata,intonasi

Mengamati Siswa mendengarkan/menonton interaksi

memuji bersayap.

Siswa mengikuti interaksi memujibersayap.

Siswa menirukan model interaksi memujibersayap

Dengan bimbingan dan arahan guru, siswamengidentifikasi ciri-ciri interaksi memujibersayap (fungsi sosial, struktur teks, danunsur kebahasaan).

Mempertanyakan (questioning)Dengan bimbingan dan arahan guru, siswamempertanyakan antara lain perbedaanantara berbagai ungkapan memuji bersayapdalam bahasa Inggris, perbedaan ungkapandengan yang ada dalam bahasa Indonesia,kemungkinan menggunakan ungkapan lain,dsb.

MengeksplorasiSiswa memuji bersayap dengan bahasaInggris dalam konteks simulasi, role-play, dankegiatan lain yang terstruktur.

KRITERIA PENILAIAN: Pencapaian fungsi sosial Kelengkapan dan keruntutan

struktur teks memuji bersayap Ketepatan unsur kebahasaan:

tata bahasa, kosa kata,ucapan, tekanan kata,intonasi, ejaan, dan tulisantangan

Kesesuaian formatpenulisan/ penyampaian

CARA PENILAIAN:Unjuk kerja Bermain peran (role play)

dalam bentuk interaksi yangberisi pernyataan pujian danresponnya .

Ketepatan dan kesesuaianmenggunakan struktur danunsur kebahasaan dalammenyampaikan pujian sertaresponnya

Pengamatan (observations):Bukan penilaian formal sepertites, tetapi untuk tujuan memberi

1 x 2 JP Audio CD/

SUARA GURU

Koran/ majalah ber

www.dailyenglish.com

http://americanenglish.state.gov/files/ae/resource_files

http://learnenglish.britishcouncil.org/en/

Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi Waktu Sumber BelajarMengasosiasi Siswa membandingkan ungkapan memuji

bersayap yang telah dipelajari denganyang ada di berbagai sumber lain.

Siswa membandingkan antara ungkapandalam bahasa Inggris dan dalam bahasasiswa.

Mengkomunikasikan Siswa memuji dengan bahasa Inggris, di

dalam dan di luar kelas.

Siswa menuliskan permasalahan dalammenggunakan bahasa Inggris untukmemuji dalam jurnal belajar (learningjournal).

balikan. Sasaran penilaian:

Upaya menggunakanbahasa Inggris untukmenyatakan pujian danresponnya ketika munculkesempatan.

Kesungguhan siswa dalamproses pembelajaran disetiap tahapan.

Kesantunan dankepedulian dalammelaksanakan Komunikasi

1.1. Mensyukuri kesempatandapat mempelajari bahasaInggris sebagai bahasapengantar Komunikasiinternasional yangdiwujudkan dalamsemangat belajar.

2.1. Menunjukkan perilakusantun dan peduli dalammelaksanakanKomunikasi interpersonaldengan guru dan teman.

3.3. Menganalisis fungsisosial, struktur teks, danunsur kebahasaan padaungkapan menunjukanperhatian (care), serta

Teks lisan dan tulisuntuk menunjukkanperhatian (care)Fungsi sosial

Menjaga hubunganinterpersonal denganguru, teman dan oranglain.

Ungkapan

Ungkapan untuk memberiperhatian dan carameresponnya: You lookpale . Are you OK? Not,really. I’ve got aheadache.

Mengamati Siswa mendengarkan/menonton interaksi

menunjukkan perhatian.

Siswa mengikuti interaksi menunjukkanperhatian.

Siswa menirukan model interaksimenunjukkan perhatian.

Dengan bimbingan dan arahan guru,siswa mengidentifikasi ciri-ciri interaksimenunjukkan perhatian. (fungsi sosial,struktur teks, dan unsur kebahasaan).

Mempertanyakan (questioning) Dengan bimbingan dan arahan guru,

siswa mempertanyakan antara lain

KRITERIA PENILAIAN: Pencapaian fungsi sosial Kelengkapan dan keruntutan

struktur teks menunjukkanperhatian

Ketepatan unsur kebahasaan:tata bahasa, kosa kata,ucapan, tekanan kata,intonasi, ejaan, dan tulisantangan

Kesesuaian formatpenulisan/ penyampaian

CARA PENILAIAN:Unjuk kerja Bermain peran (role play)

dalam bentuk interaksi yang

1 x 2 JP Audio CD/

SUARA GURU

Koran/ majalah ber

www.dailyenglish.com

http://americanenglish.state.gov/files/ae/resource_files

http://learnenglish.britishcouncil.org/en/

Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi Waktu Sumber Belajarresponnya, sesuai dengankonteks penggunaannya.

4.3. Menyusun teks lisan dantulis untuk mengucapkandan merespon ungkapanperhatian (care), denganmemperhatikan fungsisosial, struktur teks, danunsur kebahasaan, yangbenar dan sesuai konteks.

Unsur kebahasaan:

Ucapan, tekanan kata,intonasi

perbedaan antara berbagai ungkapanmenunjukan perhatian dalam bahasaInggris, perbedaan ungkapan denganyang ada dalam bahasa Indonesia,kemungkinan menggunakan ungkapanlain, dsb.

MengeksplorasiSiswa menunjukan perhatian dengan bahasaInggris dalam konteks simulasi, role-play, dankegiatan lain yang terstruktur.

Mengasosiasi Siswa membandingkan ungkapan

menunjukan perhatian yang telahdipelajari dengan yang ada di berbagaisumber lain.

Siswa membandingkan antara ungkapandalam bahasa Inggris dan dalam bahasasiswa.

Mengkomunikasikan Siswa menunjukan perhatian dengan

bahasa Inggris, di dalam dan di luar kelas.

Siswa menuliskan permasalahan dalammenggunakan bahasa Inggris untukmenunjukan perhatian dalam jurnalbelajar (learning journal).

berisi pernyataan danpertanyaan untukmenunjukkan perhatian

Ketepatan dan kesesuaianmenggunakan struktur danunsur kebahasaan dalammenyampaikan ungkapanuntuk menunjukkan perhatian

Pengamatan (observations):Bukan penilaian formal sepertites, tetapi untuk tujuan memberibalikan. Sasaran penilaian:

Upaya menggunakanbahasa Inggris untukmenunjukkan perhatian(care) ketika munculkesempatan.

Kesungguhan siswa dalamproses pembelajaran disetiap tahapan.

Kesantunan dankepedulian dalammelaksanakan Komunikasi

1.1. Mensyukuri kesempatandapat mempelajaribahasa Inggris sebagaibahasa pengantar

Teks lisan dan tulispernyataan danpertanyaan tentang niatmelakukan sesuatu

Mengamati Siswa mendengarkan dan membaca

banyak kalimat menyatakan danmenanyakan tentang niat melakukansesuatu dalam berbagai konteks

Kriteria penilaian:

Pencapaian fungsi sosial Kelengkapan dan keruntutan

struktur teks pernyataan dan

2 x 2 JP Audio CD/VCD/DVD

SUARA GURU

Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi Waktu Sumber Belajarkomunikasi internasionalyang diwujudkan dalamsemangat belajar

2.2. Menunjukkan perilakujujur, disiplin, percaya diri,dan bertanggung jawabdalam melaksanakankomunikasi transaksionaldengan guru dan teman.

3.4. Menganalisis fungsisosial, struktur teks, danunsur kebahasaan untukmenyatakan danmenanyakan tentang niatmelakukan sesuatu,sesuai dengan kontekspenggunaannya

4.4. Menyusun teks lisan dantulis untuk menyatakandan menanyakan tentangniat melakukan sesuatu,dengan memperhatikanfungsi sosial, strukturteks, dan unsurkebahasaan, yang benardan sesuai konteks

Fungsi Sosial

Menyatakan rencana

Struktur Teks

‘I’d like to tell my name,’I will tell him about myjob, I’m going tointroduce my friend

Unsur Kebahasaan

Kata kerja I’d like to .., Iwill .., I’m going to ...;tata bahasa, ucapan,tekanan kata, intonasi,ejaan, tanda baca,tulisan tangan dan cetakyang jelas dan rapi.

Siswa mengikuti interaksi tentangpernyataan dan pertanyaan tentangmenyatakan dan menanyakan tentangniat melakukan sesuatu denganbimbingan guru

Siswa menirukan contoh-contoh kalimatyang menyatakan dan menanyakantentang niat melakukan sesuatu

Dengan bimbingan dan arahan guru siswamengidentifikasi ciri kalimat yangmenyatakan dan menanyakan tentangniat melakukan sesuatu

MempertanyakanDengan bimbingan dan arahan guru, siswamempertanyakan antara lain perbedaanantara berbagai ungkapan menyatakan danmenanyakan tentang niat melakukan sesuatudalam bahasa Inggris, perbedaan ungkapandengan yang ada dalam bahasa Indonesia,kemungkinan menggunakan ungkapan laindsb.

Mengekslorasi Siswa menyatakan dan menanyakan

tentang niat melakukan sesuatu dalamkonteks simulasi, role-play dan kegiatanlain yang terstuktur

Siswa berusaha menyatakan dan bertanyatentang niat melakukan sesuatu

Mengasosiasi Siswa membandingkan antara ungkapan

pertanyaan tentang niatmelakukan sesuatu

Ketepatan unsur kebahasaan:tata bahasa, kosa kata,ucapan, tekanan kata,intonasi, ejaan, dan tulisantangan

Kesesuaian formatpenulisan/ penyampaian

Cara Penilaian:Pengamatan (observasi)Bukan penilaian formal sepertites, tetapi untuk tujuan memberibalikan.

Upaya menggunakan BahasaInggris untuk menyatakandan menanyakan tentang niatmelakukan sesuatu ketikamuncul kesempatan.

Kesungguhan siswa dalamproses pembelajaran dalamsetiap tahapan

Berperilaku jujur, disiplin,percaya diri, danbertanggung jawab dalammelaksanakan Komunikasi

Koran/ majalahberbahasa Inggris

www.dailyenglish.com

http://americanenglish.state.gov/files/ae/resource_files

http://learnenglish.britishcouncil.org/en/

Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi Waktu Sumber Belajarniat melakukan sesuatu dalam bahasaInggris yang telah dipelajari dengan yangada dari berbagai sumber lain.

Siswa membandingkan ungkapanmenyatakan dan menanyakan tentang niatmelakukan sesuatu dalam bahasa inggrisdan dalam bahasa Indonesia

Mengkomunikasikan Setiap menyatakan dan menanyakan

ungkapan tentang niat melakukan sesuatudalam bahasa Inggris di dalam dan di luarkelas

Siswa menuliskan permasalahan dalamjurnal belajar (learning journal)

1.1 Mensyukuri kesempatandapat mempelajari bahasaInggris sebagai bahasapengantar komunikasiinternational yangdiwujudkan dalamsemangat belajar

2.3 Menunjukkkan perilakutanggung jawab, peduli,kerjasama, dan cintadamai, dalammelaksanakanKomunikasi fungsional

3.5. Menganalisis fungsisosial, struktur teks, danunsur kebahasaan dariungkapan ucapan selamatbersayap, sesuai dengan

Teks lisan dan tulisuntuk mengucapkandan merespon ucapanselamat bersayap(extended)Fungsi Sosial

Menjaga hubunganinterpersonal denganguru, teman, dan oranglain.

Struktur text

Ungkapan baku darisumber-sumber otentik.

Unsur kebahasaan

(1) Kata dan tatabahasa baku

Mengamati Siswa memperhatikan beberapa pesan

yang berisi ucapan selamat dari berbagaisumber (a.l. film, tape, surat kabar,majalah).

Siswa membacakan contoh-contoh tekspesan berisi ucapan selamat tersebutdengan ucapan, intonasi, tekanan kata,dengan benar dan lancar.

Dengan bimbingan dan arahan guru,siswa mengidentifikasi ciri-ciri pesan yangberisi ucapan selamat (fungsi sosial,struktur teks, dan unsur kebahasaan).

Mempertanyakan(questioning) Dengan bimbingan dan arahan guru,

siswa mempertanyakan antara lain

Kriteria penilaian: Pencapaian fungsi sosial Kelengkapan dan keruntutan

struktur teks ucapan selamatbersayap

Ketepatan unsur kebahasaan:tata bahasa, kosa kata,ucapan, tekanan kata,intonasi, ejaan, dan tulisantangan

Kesesuaian formatpenulisan/ penyampaian

Cara Penilaian:

Unjuk kerja Melakukan role-play (bermain

peran) menggunakan

2 x 2 JP Audio CD/VCD/DVD

SUARA GURU

Koran/ majalahberbahasa Inggris

www.dailyenglish.com

http://americanenglish.state.gov/files/ae/resource_files

http://learnenglish.britishcouncil.org/en/

Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi Waktu Sumber Belajarkonteks penggunaannya.

4.5. Menyusun teks lisan dantulis untuk mengucapkandan merespon ucapanselamat bersayap(extended), denganmemperhatikan tujuan,struktur teks, denganmemperhatikan tujuan,struktur teks, dan unsurkebahasaan, secarabenar dan sesuai dengankonteks.

(2) Ejaan dan tulisantangan dan cetakyang jelas dan rapi.

(3) Ucapan, tekanankata, intonasi,ketikamempresentasikansecara lisan

Topik

Keteladanan tentangperilaku peduli dan cintadamai.

perbedaan antar berbagai pesan yangberisi ucapan selamat dalam bahasaInggris, perbedaan ungkapan denganyang ada dalam bahasa Indonesia,kemungkinan menggunakan ungkapanlain, dsb.

Mengeksplorasi Siswa secara mandiri dan dalam

kelompok mencari ucapan selamat yanglain dari berbagai sumber

Siswa bergantian membacakan ucapanselamat dengan unsur kebahasaan yangtepat

Siswa mengucapkan dan meresponucapan selamat yang disampaikan temandan guru.

Mengasosiasi Siswa membandingkan berbagai ucapan

selamat terkait dengan tujuan, strukturteks, dan unsur kebahasaan, dilihat darisegi ketepatan, efisiensi, efektivitasnya.

Siswa memperoleh balikan (feedback)dari guru dan teman tentang hasil analisisyang disampaikan dalamkerja kelompok.

Mengkomunikasikan Siswa berkreasi membuat teks-teks

ucapan selamat dan menyampaikannya didepan guru dan teman untuk mendapat

ungkapan berbentuk pesanberisi ucapan selamat sertaresponnya dalam situasinyata

Ketepatan dan kesesuaianmenggunakan struktur danunsur kebahasaan dalammenyampaikan ucapanselamat bersayap sertaresponnya

Pengamatan (observations):Bukan penilaian formal sepertites, tetapi untuk tujuan memberibalikan. Sasaran penilaian:

Perilaku tanggung jawab,peduli, kerjasama, dan cintadamai, dalam melaksanakanKomunikasi

Ketepatan dan kesesuaiandalam menyampaikan danmenulis teks berisi ucapanselamat

Kesungguhan siswa dalamproses pembelajaran di setiaptahapan

Portofolio Kumpulan catatan kemajuan

belajar berupa catatan ataurekaman monolog.

Kumpulan karya siswa yangmendukung proses penulisan

Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi Waktu Sumber Belajarfeedback.

Siswa membuat kartu ucapan selamat

Siswa memperoleh feedback dari gurudan teman sejawat

teks ucapan selamat berupa:draft, revisi, editing sampaihasil terbaik untuk dipublikasi

Kumpulan hasil tes danlatihan.

Catatan atau rekamanpenilaian diri dan penilaiansejawat, berupa komentaratau cara penilaian lainnya

1.1. Mensyukuri kesempatandapat mempelajari bahasaInggris sebagai bahasapengantar komunikasiinternasional yangdiwujudkan dalamsemangat belajar.

2.2. Menunjukkan perilakujujur, disiplin, percaya diri,dan bertanggung jawabdalam melaksanakankomunikasi transaksionaldengan guru dan teman.

3.6. Menganalisis fungsisosial, struktur teks, danunsur kebahasaan padapernyataan danpertanyaantindakan/kejadian yangdilakukan/terjadi di waktulampau yang merujukwaktu terjadinya denganyang merujuk padakesudahannya, sesuai

Tindakan/kejadian yangdilakukan/terjadi diwaktu lampau yangmerujuk waktuterjadinya dengan yangmerujuk padakesudahannya(Past Simple danPresent Perfect Tense)Fungsi sosial

Menyatakan danmenanyakan tentangtindakan/kejadian yangdilakukan/terjadi diwaktu lampau yangmerujuk waktuterjadinya dengan yangmerujuk padakesudahannya

Struktur teks

I had plowed into a biggreen Buick. I hollered

Mengamati Siswa mendengarkan dan membaca

banyak kalimat Past Simple dan Presentperfect tense, dalam berbagai konteks.

Siswa berinteraksi menggunakan kalimatPast Simple dan Present perfect tenseselama proses pembelajaran, denganbimbingan guru.

Siswa menirukan contoh-contoh kalimatPast Simple dan Present Perfect tense,

Dengan bimbingan dan arahan guru, siswamengidentifikasi ciri-ciri kalimat PastSimple dan Present Perfect tense, (fungsisosial, struktur teks, dan unsurkebahasaan).

MempertanyakanDengan bimbingan dan arahan guru, siswamempertanyakan antara lain perbedaanantar berbagai past simple dan presentperfect yang ada dalam bahasa Inggris, danperbedaan ungkapan dalam bahasa Inggris

Kriteria penilaian:

Pencapaian fungsi sosial Ketepatan unsur kebahasaan:

tata bahasa, kosa kata,ucapan, tekanan kata,intonasi, ejaan, dan tulisantangan

Kelengkapan dan keruntutanstruktur teks

Kesesuaian formatpenulisan/ penyampaian

Cara Penilaian:

Pengamatan (observations):Bukan penilaian formal sepertites, tetapi untuk tujuan memberibalikan. Sasaran penilaian

Perilaku jujur, disiplin, percayadiri, dan bertanggung jawabdalam melaksanakanKomunikasi

Ketepatan dan kesesuaian

2 x 2 JP Audio CD/VCD/DVD

SUARA GURU

Koran/ majalahberbahasa Inggris

www.dailyenglish.com

http://americanenglish.state.gov/files/ae/resource_files

http://learnenglish.britishcouncil.org/en/

Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi Waktu Sumber Belajardengan kontekspenggunaannya.

4.6. Menyusun teks lisan dantulis untuk menyatakandan menanyakan tentangtindakan/kejadian yangdilakukan/terjadi di waktulampau yang merujukwaktu terjadinya denganyang merujuk padakesudahannya, denganmemperhatikan fungsisosial, struktur teks, danunsur kebahasaan, yangbenar dan sesuai konteks.

farewells to my friendsand poured myself intothe car

My friend has preparedeverything before weleft

Unsur kebahasaan

(1) Past Simple, PresentPerfect

(2) Tata bahasa,ucapan, tekanan kata,intonasi, ejaan, tandabaca, tulisan tangandan cetak yang jelasdan rapi.

Topik

Berbagai hal terkaitdengan interaksi antaraguru dan siswa selamaproses pembelajaran, didalam maupun di luarkelas.

dengan yang ada dalam bahasa Indonesia.

Mengeksplorasi Siswa menyatakan dan menanyakan

tindakan/kejadian yang dilakukan/terjadi diwaktu lampau yang merujuk waktuterjadinya dengan yang merujuk padakesudahannya dalam bahasa Inggrisdalam konteks simulasi, role-play, dankegiatan lain yang terstruktur.

Siswa berusaha menyatakan danmenanyakan tindakan/kejadian yangdilakukan/terjadi di waktu lampau yangmerujuk waktu terjadinya dengan yangmerujuk pada kesudahannya dalambahasa Inggris selama prosespembelajaran.

Mengasosiasi Siswa membandingkan kalimat Past

Simple dan Present Perfect tense yangtelah dipelajari dengan ungkapan-ungkapan lainnya.

Siswa membandingkan antara kalimat PastSimple dan Present Perfect tense dalambahasa Inggris dengan kalimat tentangtindakan/kejadian yang dilakukan/terjadi diwaktu lampau yang merujuk waktuterjadinya dengan yang merujuk padakesudahannya dalam bahasa ibu ataubahasa Indonesia.

Mengkomunikasikan Siswa menyatakan dan menanyakan

tentang tindakan/kejadian yang

dalam menyampaikan danmenulis teks

Kesungguhan siswa dalamproses pembelajaran di setiaptahapan

Portofolio Kumpulan karya siswa yang

mencerminkan hasil ataucapaian belajar

Kumpulan hasil tes danlatihan.

Catatan penilaian diri danpenilaian sejawat, berupakomentar atau cara penilaianlainnya

Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi Waktu Sumber Belajardilakukan/terjadi di waktu lampau yangmerujuk waktu terjadinya dengan yangmerujuk pada kesudahannya denganbahasa Inggris, di dalam dan di luar kelas.

Siswa menuliskan permasalahan dalammenggunakan bahasa Inggris untukmenyatakan dan menanyakan tentangtindakan/kejadian yang dilakukan/terjadi diwaktu lampau yang merujuk waktuterjadinya dengan yang merujuk padakesudahannya dalam jurnal belajarnya.

1.1 Mensyukuri kesempatandapat mempelajaribahasa Inggris sebagaibahasa pengantarkomunikasi internasionalyang diwujudkan dalamsemangat belajar

2.3 Menunjukkankan perilakutanggung jawab, peduli,kerjasama, dan cintadamai, dalammelaksanakan komunikasifungsional

3.7. Menganalisis fungsisosial, struktur teks, danunsur kebahasaan padateks deskriptif sederhanatentang orang, tempatwisata, dan bangunanbersejarah terkenal,sesuai dengan kontekspenggunaannya.

Teks deskriptif lisan dantulis, sederhana,tentang orang, tempatwisata, dan bangunanbersejarah terkenal

Fungsi sosial

Membanggakan,mengenalkan,mengidentifikasi,memuji, mengritik,mempromosikan, dsb.

Struktur text

(1) Penyebutan namaorang, tempat wisata,dan bangunanbersejarah terkenaldan nama bagian-bagiannya yangdipilih untukdideskripsikan

(2) Penyebutan sifatorang, tempat wisata,

Mengamati Siswa memperhatikan / menonton

beberapa contoh teks/ film tentangpenggambaran orang, tempat wisata, danbangunan bersejarah.

Siswa menirukan contoh secaraterbimbing.

Siswa belajar menemukan gagasanpokok, informasi rinci dan informasitertentu dari teks

Mempertanyakan (questioning) Dengan bimbingan dan arahan guru, siswa

mempertanyakan antara lain perbedaanantar berbagai teks deskripsi yang adadalam bahasa Inggris, perbedaan teksdalam bahasa Inggris dengan yang adadalam bahasa Indonesia

Siswa mempertanyakan gagasan pokok,informasi rinci dan informasi tertentu dariteks deskriptif

Kriteria penilaian:

Pencapaian fungsi sosial Kelengkapan dan keruntutan

struktur teks deskriptif Ketepatan unsur kebahasaan:

tata bahasa, kosa kata,ucapan, tekanan kata,intonasi, ejaan, dan tulisantangan

Kesesuaian formatpenulisan/ penyampaian

Unjuk kerja Melakukan monolog tentang

deskripsi orang, tempatwisata, bangunan bersejarahterkenal di depan kelas /berpasangan

Ketepatan dan kesesuaiandalam menggunakan strukturteks dan unsur kebahasaan

9 x 2 JP Audio CD/VCD/DVD

SUARA GURU

Koran/ majalahberbahasa Inggris

www.dailyenglish.com

http://americanenglish.state.gov/files/ae/resource_files

http://learnenglish.britishcouncil.org/en/

Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi Waktu Sumber Belajar4.8. Menangkap makna dalam

teks deskriptif lisan dantulis sederhana.

4.9. Menyunting teks deskriptiflisan dan tulis, sederhana,tentang orang, tempatwisata, dan bangunanbersejarah terkenal,dengan memperhatikanfungsi sosial, strukturteks, dan unsurkebahasaan yang benardan sesuai konteks.

4.10. Menyusun teks deskriptiflisan dan tulis sederhanatentang orang, tempatwisata, dan bangunanbersejarah terkenal,dengan memperhatikantujuan, struktur teks, danunsur kebahasaan,secara benar dan sesuaidengan konteks.

.

dan bangunanbersejarah terkenaldan bagiannya, dan

(3) Penyebutan tindakandari atau terkaitdengan orang,tempat wisata, danbangunan bersejarahterkenal.

yang semuanya sesuaidengan fungsi sosialyang hendak dicapai.

Unsur kebahasaan

(1) Kata benda yangterkait dengan orang,tempat wisata, danbangunan bersejarahterkenal

(2) Kata sifat yangterkait dengan orang,tempat wisata, danbangunan bersejarahterkenal

(3) Ejaan dan tulisantangan dan c etakyang jelas dan rapi

(4) Ucapan, tekanankata, intonasi, ketikamempresentasikansecara lisan.

(5) Rujukan kata

Topik

Keteladanan tentang

Mengeksplorasi Siswa secara kelompok membacakan teks

deskriptif lain dari berbagai sumber denganpengucapan, tekanan kata dan intonasiyang tepat

Siswa berpasangan menemukan gagasanpokok, informasi rinci dan informasitertentu serta fungsi sosial dari teksdeskripsi yang dibaca/didengar.

Siswa menyunting teks deskripsi yangdiberikan guru dari segi struktur dankebahasaan

Berkelompok, siswa menggambarkantempat wisata lain dalam kontekspenyampaian informasi yang wajar terkaitdengan tujuan yang hendak dicapai darimodel yang dipelajari

Mengasosiasi Dalam kerja kelompok terbimbing siswa

menganalisis dengan membandingkanberbagai teks yang menggambarkanorang, tempat wisata, bangunananbersejarah terkenal dengan fokus padastruktur teks, dan unsur kebahasaan.

Siswa mengelompokkan teks deskripsisesuai dengan fungsi sosialnya.

Siswa memperoleh balikan (feedback) dariguru dan teman tentang setiap yang diasampaikan dalam kerja kelompok.

dalam membuat teksdeskriptif

Pengamatan (observations):Bukan penilaian formal sepertites, tetapi untuk tujuan memberibalikan. Sasaran penilaian

Perilaku tanggung jawab,peduli, kerjasama, dan cintadamai, dalam melaksanakanKomunikasi

Ketepatan dan kesesuaiandalam menyampaikan danmenulis teks deskriptif

Kesungguhan siswa dalamproses pembelajaran dalamsetiap tahapan

Ketepatan dan kesesuaianmenggunakan strategi dalammembaca

Portofolio Kumpulan catatan kemajuan

belajar berupa catatan ataurekaman monolog teksdeskriptif.

Kumpulan karya siswa yangmendukung prosespenulisan teks diskriptifberupa: draft, revisi, editingsampai hasil terbaik untukdipublikasi

Kumpulan hasil tes dan

Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi Waktu Sumber Belajarperilaku toleran,kewirausahaan,nasionalisme, percayadiri.

Mengkomunikasikan Berkelompok, siswa menyusun teks

deskripsi tentang orang/ tempat wisata/bangunan bersejarah sesuai dengan fungsisosial tujuan, struktur dan unsurkebahasaannya

Siswa menyunting deskripsi yang dibuatteman.

Siswa menyampaikan deskripsinyadidepan guru dan teman danmempublikasikannya di mading.

Siswa membuat kliping deskripsi tentangorang, tempat wisata atau bangunanbersejarah yang mereka sukai.

Siswa membuat laporan evaluasi dirisecara tertulis tentang pengalaman dalammenggambarkan tempat wisata danbangunan termasuk menyebutkandukungan dan kendala yang dialami.

Siswa dapat menggunakan ‘learningjournal’

latihan.

Catatan atau rekamanpenilaian diri dan penilaiansejawat, berupa komentaratau cara penilaian lainnya

Penilaian Diri dan PenilaianSejawat

Bentuk: diary, jurnal, formatkhusus, komentar, ataubentuk penilaian lain

1.1. Mensyukuri kesempatandapat mempelajari bahasaInggris sebagai bahasapengantar komunikasiinternational yangdiwujudkan dalamsemangat belajar

2.3 Menunjukkan perilakutanggung jawab, peduli,kerjasama, dan cinta

Teks tulis berbentukannouncement(pemberitahuan)Fungsi sosial

Memberikan informasidengan atau tanpaperintah atau petunjukyang harus diikuti, untukmemperlancar informasiantara guru, siswa,

Mengamati Siswa mendengarkan/membaca teks

announcement dari berbagai sumberdengan memperhatikan fungsi sosial,struktur teks, unsur kebahasaan, maupunformat penyampaian/penulisannya.

Siswa mencoba menirukanpengucapannya dan menuliskan teksyang digunakan.

Kriteria penilaian:

Pencapaian fungsi sosial Kelengkapan dan keruntutan

struktur teks announcement Ketepatan unsur kebahasaan:

tata bahasa, kosa kata,ucapan, tekanan kata,intonasi, ejaan, dan tulisantangan

2 x 2 JP Audio CD/VCD/DVD

SUARA GURU

Koran/ majalahberbahasa Inggris

www.dailyenglish.com

http://americanengli

Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi Waktu Sumber Belajardamai, dalammelaksanakan komunikasifungsional

3.8. Menganalisis fungsisosial, struktur teks, danunsur kebahasaan dariteks pemberitahuan(announcement), sesuaidengan kontekspenggunaannya.

4.11.Menangkap maknapemberitahuan(announcement).

4.12.Menyusun teks tulispemberitahuan(announcement), sangatpendek dan sederhana,dengan memperhatikanfungsi sosial, strukturteks, dan unsurkebahasaan yang benardan sesuai konteks.

kepala sekolah, dan stafadministrasi

Struktur Teks

Ungkapan yang lazimdigunakan dalam teksannouncement di mediamassa maupun diinternet, secara urut danruntut.

Unsur kebahasaan

Kosa kata , tata bahasa,ucapan, rujukan kata,tekanan kata, intonasi,ejaan, dan tanda bacayang tepat, denganpengucapan yanglancar dan penulisandengan tulisan tanganatau cetak yang jelasdan rapi

Multimedia:

Layout, dekorasi, yangmembuat tampilan tekslebih menarik

Siswa belajar membaca cepat untukmendapat gambaran umum dari teksmelalui proses skimming dan scanninguntuk mendapatkan informasi khusus.

MempertanyakanDengan bimbingan dan arahan guru, siswamempertanyakan antara lain perbedaanberbagai teks pemberitahuan dalam bahasaInggris, perbedaan teks pemberitahuandengan yang ada dalam bahasa Indonesia,kemungkinan menggunakan ungkapan lain,dsb.

Mengeksplorasi Siswa mencari teks lain untuk

mendengarkan/membaca teksannouncement dengan strategi yangdigunakan dari berbagai sumber.

Siswa berlatih membaca teksannouncement dengan strategi yangdigunakan bersama teman

Mengasosiasi Siswa menganalisis teks announcement

dengan memperhatikan formatpenulisannya melalui strategi yangdigunakan.

Siswa membandingkan teksannouncement yang didengar/dibacakandari guru dengan yang dipelajari dariberbagai sumber lain.

Secara berkelompok siswa mendiskusikan

Kesesuaian formatpenulisan/ penyampaian

Cara PenilaianUnjuk kerja Melakukan monolog dalam

bentuk pemberitahuan(announcement) di depankelas

Ketepatan dan kesesuaiandalam menggunakanstruktur teks dan unsurkebahasaan dalam tekspemberitahuan(announcement)

Pengamatan (observations):Bukan penilaian formal sepertites, tetapi untuk tujuan memberibalikan. Sasaran penilaian:

- kesantunan saat melakukantindakan komunikasi

- perilaku tanggung jawab,peduli, kerjasama, dan cinta

damai, dalammelaksanakan komunikasi

- Kesungguhan siswa dalamproses pembelajaran di setiaptahapan

sh.state.gov/files/ae/resource_files

http://learnenglish.britishcouncil.org/en/

Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi Waktu Sumber Belajarteks announcement yang merekatemukan dari sumber lain.

Siswa memperoleh balikan (feedback) dariguru dan teman tentang fungsi sosial danunsur kebahasaan yang sampaikan dalamkerja kelompok.

Mengkomunikasikan Siswa membuat teks announcement

dalam kerja kelompok

Siswa menyampaikan pemberitahuansecara tertulis dengan memperhatikanfungsi sosial, struktur, dan unsurkebahasaan yang benar dan sesuaidengan konteks

Membuat jurnal belajar (learning journal)

- Ketepatan dan kesesuaianmenggunakan strategi dalammembaca

Portofolio Kumpulan catatan kemajuan

belajar berupa catatan ataurekaman monolog tekspemberitahuan

Kumpulan karya siswa yangmendukung proses penulisanteks pemberitahuan berupa:draft, revisi, editing sampaihasil terbaik untuk dipublikasi

Kumpulan hasil tes danlatihan.

Penilaian Diri dan PenilaianSejawatBentuk: diary, jurnal, formatkhusus, komentar, atau bentukpenilaian lain

1.1. Mensyukuri kesempatandapat mempelajari bahasaInggris sebagai bahasapengantar komunikasiinternational yangdiwujudkan dalamsemangat belajar

2.3 Menunjukkan perilakutanggung jawab, peduli,kerjasama, dan cintadamai, dalam

Teks recount lisan dantulis, sederhana,tentang pengalaman/kegiatan/kejadian/peristiwa.

Fungsi sosial

Meneladani,membanggakan,bertindak teratur, telitidan disiplin,

Mengamati Siswa menyimak berbagai contoh teks

recount tentangpengalaman/kegiatan/kejadianb/peristiwayang diberikan/ diperdengarkan guru

Siswa mengamati fungsi sosial, strukturdan unsur kebahasaannya

Siswa belajar menentukan gagasanpokok, informasi rinci dan informasitertentu dari teks recount

Kriteria penilaian:

Pencapaian fungsi sosial Kelengkapan dan keruntutan

struktur teks recount Ketepatan unsur kebahasaan:

tata bahasa, kosa kata,ucapan, tekanan kata,intonasi, ejaan, dan tulisantangan

Kesesuaian formatpenulisan/ penyampaian

7 x 2 JP Audio CD/VCD/DVD

SUARA GURU

Koran/ majalahberbahasa Inggris

www.dailyenglish.com

http://americanenglish.state.gov/files/ae

Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi Waktu Sumber Belajarmelaksanakan komunikasifungsional

3.9. Menganalisis fungsisosial, struktur teks, danunsur kebahasaan padateks recount sederhanatentangpengalaman/kejadian/peristiwa, sesuai dengankonteks penggunaannya.

4.13.Menangkap makna dalamteks recount lisan dantulis sederhana.

4.14.Menyusun teks recountlisan dan tulis sederhanatentang pengalaman/kegiatan/kejadian/peristiwa, denganmemperhatikan fungsisosial, struktur teks, danunsur kebahasaan,secara benar dan sesuaidengan konteks

melaporkan.

Struktur

a. Menyebutkantindakan/peristiwa/kejadiansecara umum

b. Menyebutkan urutantindakan/kejadian/peristiwasecara kronologis,dan runtut

c. Jika perlu, adakesimpulan umum.

Unsur kebahasaan

(1) Kata-kata terkaitdengan perjuanganhidup,profesionalismedalam bekerja,kejadian/peristiwayang sedang banyakdibicarakan.

(2) Penyebutan katabenda

(3) Ejaan dan tulisantangan dan c etakyang jelas dan rapi

(4) Ucapan, tekanankata, intonasi, ketikamempresentasikansecara lisan

Mempertanyakan (questioning) Dengan bimbingan dan arahan guru,

siswa mempertanyakan antara lainperbedaan berbagai teks tentangpengalaman/kejadian/peristiwa yang adadalam bahasa Inggris, perbedaan teksdalam bahasa Inggris dengan yang adadalam bahasa Indonesia,.

Siswa mempertanyakan mengenaigagasan pokok informasi rinci daninformasi tertentu dalam recount

Mengeksplorasi Siswa mencari beberapa text recount dari

berbagai sumber.

Siswa berlatih menemukan gagasanpokok, informasi rinci dan informasitertentu dari teks

Siswa membacakan teks recount kepadateman dengan menggunakan unsurkebahasaan yang tepat

Siswa berlatih menysun kalimat-kalimatyang diberikan menjadi text recount.

Siswa secara berkelompok menuliskan/menyalin teks recount lisan dan tulis,sederhana, tentang pengalaman/kegiatan/kejadian/peristiwa dengan memperhatikanfungsi sosial, struktur, dan unsurkebahasaan dengan runtut

Cara PenilaianUnjuk kerja Melakukan monolog dalam

bentuk recount dalamkelompok / berpasangan/didepan kelas

Ketepatan dan kesesuaiandalam menggunakanstruktur teks dan unsurkebahasaan dalam teksrecount

Pengamatan (observations):Bukan penilaian formal sepertites, tetapi untuk tujuan memberibalikan. Sasaran penilaian:

- kesantunan saat melakukantindakan

- perilaku tanggung jawab,peduli, kerjasama, dan cinta

damai, dalam melaksanakankomunikasi

- Kesungguhan siswa dalamproses pembelajaran di setiaptahapan

- Ketepatan dan kesesuaianmenggunakan strategi dalammembaca

Portofolio Kumpulan catatan kemajuan

belajar berupa catatan ataurekaman monolog teks

/resource_files

http://learnenglish.britishcouncil.org/en/

Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi Waktu Sumber Belajar(5) Rujukan kata

Topik

Keteladanan tentangperilaku kewirausahaan,daya juang, percayadiri, tanggung jawab,disiplin.

Mengasosiasi Secara berpasangan siswa saling

menganalisis teks recount tulis denganfokus pada fungsi sosial, struktur, danunsur kebahasaan.

Siswa mendiskusikan gagasan pokok,informasi rinci dan informasi tertentu dariteks.

Siswa memperoleh balikan (feedback) dariguru dan teman tentang hasil analisisyang disampaikan dalam kerja kelompok.

Mengkomunikasikan

Siswa membuat teks recount sederhanatentang keteladanan denganmemperhatikan fungsi sosial, struktur danunsur kebahasaannya.

Siswa mempresentasikannya di kelas

Siswa membuat kliping teks recountdengan menyalin dari beberapa sumber.

Siswa membuat jurnal belajar (learningjournal)

recount. Kumpulan karya siswa yang

mendukung proses penulisanteks recount berupa: draft,revisi, editing sampai hasilterbaik untuk dipublikasi

Kumpulan hasil tes danlatihan.

Catatan atau rekamanpenilaian diri dan penilaiansejawat, berupa komentaratau cara penilaian lainnya

Penilaian Diri dan PenilaianSejawat Bentuk: diary, jurnal, format

khusus, komentar, ataubentuk penilaian lain

Siswa diberikan pelatihansebelum dituntut untukmelaksanakannya.

1.1. Mensyukuri kesempatandapat mempelajari bahasaInggris sebagai bahasapengantar komunikasiinternational yangdiwujudkan dalam

Teks naratif lisan dantulis berbentuk legendasederhana.Fungsi sosial

Meneladani nilai-nilai

Mengamati Siswa menyimak berbagai contoh teks

legenda yang diberikan/ diperdengarkanguru

Siswa mengamati fungsi sosial, struktur

Kriteria penilaian:

Pencapaian fungsi sosial Kelengkapan dan keruntutan

struktur teks naratif

Ketepatan unsur kebahasaan:

6 x 2 JP Audio CD/VCD/DVD

SUARA GURU

Koran/ majalahberbahasa Inggris

Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi Waktu Sumber Belajarsemangat belajar

2.3 Menunjukkan perilakutanggung jawab, peduli,kerjasama, dan cintadamai, dalammelaksanakan komunikasifungsional.

3.9. Menganalisis fungsisosial, struktur teks, danunsur kebahasaan padateks naratif sederhanaberbentuk legenda rakyat,sesuai dengan kontekspenggunaannya.

4.15. Menangkap makna teksnaratif lisan dan tulisberbentuk legenda,sederhana

moral, cinta tanah air,menghargai budayalain.

Struktur

a. Pengenalan tokohdan setting

b. Komplikasi terhadaptokoh utama

c. Solusi dan akhircerita

Unsur kebahasaan

(3) Kata-kata terkaitkarakter, watak, dansetting dalam legenda

(4) Modal auxiliary verbs.

(4) Ejaan dan tulisantangan dan c etakyang jelas dan rapi

(5) Ucapan, tekanankata, intonasi, ketikamempresentasikansecara lisan

(6) Rujukan kata

Topik

Keteladanan tentangperilaku dan nilai-nilailuhur dan budaya.

dan unsur kebahasaannya

Siswa mengamati keteladanan dari ceritalegenda

Siswa belajar menemukan gagasanutama, informasi rinci dan informasitertentu dari teks legenda

Mempertanyakan (questioning) Dengan bimbingan dan arahan guru,

siswa mempertanyakan antara lainperbedaan antar berbagai teks naratifyang ada dalam bahasa Inggris,perbedaan teks dalam bahasa Inggrisdengan yang ada dalam bahasaIndonesia.

Siswa mempertanyakan gagasan utama,informasi rinci dan informasi tertentu

Mengeksplorasi Siswa membaca beberapa text legenda

dari berbagai sumber.

Siswa berlatih menemukan gagasanutama, informasi rinci dan informasitertentu

Siswa melengkapi rumpang dari beeberapateks legenda sederhana

Siswa secara berkelompok menuliskan/menyalin teks recount denganmemperhatikan fungsi sosial, struktur, danunsur kebahasaan dengan runtut

tata bahasa, kosa kata,ucapan, tekanan kata,intonasi, ejaan, dan tulisantangan

Kesesuaian formatpenulisan/ penyampaian

Unjuk kerja Melakukan monolog dalam

bentuk teks naratif dalamkelompok / berpasangan/didepan kelas

Menggunakan struktur teksdan unsur kebahasaandalam teks naratif

Pengamatan (observations):Bukan penilaian formal sepertites, tetapi untuk tujuan memberibalikan. Sasaran penilaian:

Berperilaku tanggung jawab,peduli, kerjasama, dan cintadamai, dalam melakukanKomunikasi

Ketepatan dan kesesuaianmenggunakan strategidalam membaca

Kesungguhan siswa dalamproses pembelajaran disetiap tahapan

www.dailyenglish.com

http://americanenglish.state.gov/files/ae/resource_files

http://learnenglish.britishcouncil.org/en/

Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi Waktu Sumber Belajar

Siswa membacakan teks recount kepadateman dengan menggunakan unsurkebahasaan yang tepat

Mengasosiasi Secara berpasangan siswa menganalisis

beberapa teks legenda dengan fokus padafungsi sosial, struktur, dan unsurkebahasaan

Siswa memperoleh balikan (feedback) dariguru dan teman tentang hasil analisisyang disampaikan dalam kerja kelompok.

Mengkomunikasikan Siswa menyampaikan informasi fungsi

social, struktur, dan unsurekebahasanyang ditemukan setelahmembaca teks legenda.

Siswa menceritakan kembali teks legendasederhana yang dibaca denganmemperhatikan fungsi sosial, struktur danunsur kebahasaannya.

Siswa membuat kliping teks legendadengan menyalin dan beberapa sumber.

Siswa membuat ‘learning journal’

Portofolio Kumpulan catatan kemajuan

belajar berupa catatan ataurekaman monolog teks naratif

Kumpulan karya siswa yangmendukung proses penulisanteks naratif berupa: draft,revisi, editing sampai hasilterbaik untuk dipublikasi

Kumpulan hasil tes danlatihan.

Catatan atau rekamanpenilaian diri dan penilaiansejawat, berupa komentaratau cara penilaian lainnya

Penilaian Diri dan PenilaianSejawatBentuk: diary, jurnal, formatkhusus, komentar, atau bentukpenilaian lain

1.1 Mensyukuri kesempatandapat mempelajari bahasaInggris sebagai bahasapengantar komunikasiinternational yangdiwujudkan dalam

Lagu sederhanaFungsi sosial

Menghibur,mengungkapkanperasaan, mengajarkan

Mengamati Siswa mendengarkan/membaca beberapa

lirik lagu berbahasa Inggris dan menyalinnya

Siswa menirukan penguncapan denganmenyanyikan sesuai dengan lagu yang

Pengamatan (observations):Bukan penilaian formal sepertites, tetapi untuk tujuan memberibalikan. Sasaran penilaian:

- Perilaku tanggung jawab,

2 x 2 JP Audio CD/VCD/DVD

www.youtube

SUARA GURU

Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi Waktu Sumber Belajarsemangat belajar

2.3 Menunjukkan perilakutanggung jawab, peduli,kerjasama, dan cintadamai, dalammelaksanakan komunikasifungsional

3.11. Menyebutkan fungsisosial dan unsurkebahasaan dalam lagu.

4.16. Menangkap makna lagusederhana.

pesan moral

Unsur kebahasaan

(1) Kata, ungkapan,dan tata bahasadalam karya seniberbentuk lagu.

(2) Ejaan dan tulisantangan dan cetakyang jelas dan rapi.

(3) Ucapan, tekanankata, intonasi,ketikamempresentasikansecara lisan

Topik

Keteladanan tentangperilaku yangmenginspirasi.

didengar

Mempertanyakan Dengan bimbingan dan arahan guru, siswa

mempertanyakan antara lain perbedaanpesan yang ada dalam lagu bahasa Inggris,perbedaan lagu dalam bahasa Inggrisdengan yang ada dalam bahasa Indonesia.

Siswa memperoleh pengetahuan tambahantentang kosa kata dan pesan dalam lagu

Mengeksplorasi Siswa membacakan lirik lagu yang disalin

kepada teman sebangku

Siswa menyanyikan lagu yang disalindengan pengucapan dan tekanan katayang tepat

Siswa berdiskusi tentang pesan lagu yangdidengar

Mengasosiasi Secara individu siswa membandingkan

pesan yang terdapat dalam beberapa laguyang dibaca/didengar

Siswa membuat kumpulan lagu- lagu yangbertema perdamaian dengan menyalin

Mengkomunikasikan Siswa melaporkan kumpulan lagu favorit

mereka yang sudah dianalis tentangpesan di dalam lagu-lagu tersebut

Antarsiswa melakukan penilaian terhadap

peduli, kerjasama dan cintadamai dalam melaksanakanKomunikasi

- Ketepatan dan kesesuaiandalam pengucapan danpenyalinan lirik lagu

- Kesungguhan siswa dalamproses pembelajaran dalamsetiap tahapan

Portofolio Kumpulan kemajuan siswa

berupa kumpulan lagu yangdisalin dengan tulisan tanganbeserta kesan terhadap lagu

kumpulan hasil tes danlatihan.

Catatan atau rekamanpenilaian diri dan penilaiansejawat, berupa komentaratau cara penilaian lainnya

Penilaian Diri dan PenilaianSejawatBentuk: diary, jurnal, formatkhusus, komentar, atau bentukpenilaian lain

Koran/ majalahberbahasa Inggris

www.dailyenglish.com

http://americanenglish.state.gov/files/ae/resource_files

http://learnenglish.britishcouncil.org/en/

Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi Waktu Sumber Belajarkumpulan lagu yang dibuat.

74

CONTENT VALIDITY ANALYSIS

Type of text : Narative and recount text

Adresses : Students of the 10th grade at SMA N 1 Kota Tangerang Selatan

Operation :

Part of Syllabus Content Checklist*

Core Competence (KI) :

3. Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural berdasarkan

rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan

wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan

kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai

dengan bakat dan minatnya untuk memecahkan masalah.

4. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan

pengembangan dari yang dipelajari di sekolah secara mandiri, dan mampu menggunakan metoda

sesuai kaidah keilmuan

5.

Basic Competence (KD) :

3.9 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari teks recount tentang

pengalaman, kejadian, dan peristiwa, sederhana, sesuai dengan konteks penggunaannya.

3.10

4.13 Menangkap makna teks recount lisan dan tulis, sederhana, tentang pengalaman, kegiatan,kejadian, dan peristiwa.

3.11

4.11 Menyusun teks recount lisan dan tulis, sederhana, tentang kegiatan, kejadian, peristiwa, denganmemperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks

3.12

75

Teaching Material Teks recount lisan dan tulis, sederhana, tentang pengalaman/kegiatan/kejadian/peristiwa.

Fungsi sosial

Meneladani, membanggakan, bertindak tutur, teliti, dan disiplin, malaporkan.

3.13

Struktur

a. Menyebutkan tindakan/peristiwa/kejadian secara umum.b. Menyebutkan urutan tindakan/ kejadian/ peristiwa secara kronologis, dan runtut.c. Jika perlu, ada kesimpulan umum.

3.14

Unsur kebahasaan

a. Kata-kata terkait perjuangan hidup, profesionalisme dalam bekerja, kejadian/peristiwa yangsedang banyak dibicarakan.

b. Penyebutan kata bendac. Ejaan dan tulisan tangan dan cetak yang jelas dan rapi.d. Ucapan, tekanan, kata, intonasi, ketika mempresentasikan secara lisan.

3.15

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SPEAKING PRE-TEST

Instruction:

1. In this speaking test you will have 3 minutes to tell a story2. The story will be related to our material in this semester,

recount.3. First, I will show you the story you need to explain.4. Then, you will have a minute to look at the option and think

about the story.5. You will get a guideline in preparing the story.6. Please do not begin the story until I tell you to do so.

Task:

Recount:a. The unforgettable experienceb. Holiday experiencec. Embarasing experienced. Sad experiencee. Experience at schoolf. Childhood experienceg. Favorite event

77

GUIDELINE

What was the story about?

How did it happen?

How did you feel?

What did you learn from the story?

77

SPEAKING POST-TEST

Instruction:

1. In this speaking test you will have 3 minutes to tell a story2. The story will be related to our material in this semester,

recount.3. First, I will show you the story you need to explain.4. Then, you will have a minute to look at the option and think

about the story.5. You will get a guideline in preparing the story.6. Please do not begin the story until I tell you to do so.

Task:

Recount:a. Your experience in English class during this semester.

78

GUIDELINE

What was the story about?

How did it happen?

How did you feel?

What did you learn from the story?

78

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Satuan Pendidikan : SMA Negeri 1 Kota Tangerang SelatanKelas : X MIA 4 / Semester 2Mata Pelajaran : Bahasa InggrisMateri Pokok : Recount textPertemuan : ke- 6Waktu : 2 x 45 menit

A. Kompetensi Inti1. Menghayati dan mengamalkan ajaran agama yang dianutnya.2. Mengembangkan perilaku (jujur, disiplin, tanggung jawab, peduli, santun,

ramah lingkungan, gotong royong, kerjasama, cinta damai, responsive, proaktif) dan menunjukkan sikap sebagai bagian dari solusi atas berbagaipermasalahan bangsa dalam berinteraksi secara efektif dengan lingkungansosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalampergaulan dunia.

3. Memahami, menerapkan, menganalisis pengetahuan factual, konseptual,procedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan,kebangsaan, kenegaraan, dan peradaban terkait fenomena dan kejadian sertamenerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuaidengan bakat dan minatnya untuk memecahkan masalah.

4. Mengolah, menalar, menyaji dan menciptakan dalam ranah konkret dan ranahabstrak terkait dengan pengembangan diri yang dipelajarinya di sekolah secaramandiri, dan mampu menggunakan metode sesuai kaidah keilmuan.

B. Kompetensi Dasar1.1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa

pengantar komunikasi internasional yang diwujudkan dalam semangat belajar.2.3. Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai,

dalam melaksanakan komunikasi fungsional.3.9. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari teks

recount sederhana tentang pengalaman/ kejadian/ peristiwa, sesuai dengankonteks penggunaannya.

4.14.Menyusun teks recount lisan dan tulis sederhana tentangpengalaman/kegiatan/peristiwa, dengan memperh atikan fungsi sosial, strukturteks, dan unsur kebahasaan, secara benar dan sesuai dengan konteks.

79

C. Indikator Pencapaian Kompetensi1. Menunjukkan kesungguhan belajar bahasa Inggris terkait teks recount dengan

ikut berpartisipasi aktif dalam kegiatan belajar dan pembelajaran di kelas.2. Mengidentifikasi video orang yang sedang menceritakan pengalamannya

dengan memperhatikan beberapa aspek, yakni cara penyampaian, penggunaanbahasa, dan isinya.

3. Menuliskan vocabulary/ kosa kata yang ada dalam video tersebut dengan tepat.4. Membuat teks recount sederhana terkait pengalaman siswa secara lisan dengan

menggunakan video.

D. Tujuan Pembelajaran1. Siswa mampu menunjukkan kesungguhan belajar bahasa Inggris terkait teks

recount dengan ikut berpartisipasi aktif dalam kegiatan belajar danpembelajaran di kelas.

2. Siswa mampu mengidentifikasi video orang yang sedang menceritakanpengalamannya dengan memperhatikan beberapa aspek, yakni carapenyampaian, penggunaan bahasa, dan isinya.

3. Siswa mampu menuliskan vocabulary/ kosa kata yang ada dalam video tersebutdengan tepat.

4. Siswa mampu membuat teks recount sederhana terkait pengalaman siswasecara lisan dengan menggunakan video.

E. Materi PembelajaranTelling past story or experience is one of kinds of recount text. It can be inoral or written form. It is suggested to consider the structure of recount text intelling story in both form. The structure is as follow:

1. Orientation: tells who was involved, what happened, where the events tookplace, and when it happened.

2. Events: tell what happened and in what sequence3. Reorientation : consists of optional-closure of events/ending.

80

F. Model/Metode Pembelajaran1. Scientific approach2. Inquiry3. Video-recorded speaking task

G. Kegiatan Pembelajaran

Kegiatan Deskripsi Kegiatan AlokasiWaktu

Orientationdanstructuring

1. Guru menyapa siswa.2. Guru mengecek presensi siswa.3. Guru melakukan apersepsi dengan penjelasan

pada pertemuan sebelumnya.

5 menit

Modelling Mengamati:1. Siswa mengamati video seseorang yang sedang

menceritakan pengalaman pribadinya.2. Siswa mengidentifikasi komponen bahasa yang

digunakan oleh orang yang ada dalam videotersebut.

Mempertanyakan:1. Siswa bertanya tentang aspek-aspek yang harus

diperhatikan dalam berbicara denganmenggunakan bahasa asing.

2. Guru memberikan feedback terhadap pertanyaansiswa.

Mengeksplorasi:1. Siswa mendengarkan dan melihat video

berkaitan dengan penceritaan pengalamanpribadi.

2. Siswa menuliskan vocabulary yang merekadengar dari video tersebut.

3. Siswa melaksanakan games untuk mereviewmateri yang mereka pelajari sebelumnya.

Mengasosiasi:1. Siswa membentuk dua kelompok besar yang

akan saling berkompetisi untuk menjawabpertanyaan yang diberikan guru dalam selembarkertas kecil.

2. Siswa saling melempar dan menjawabpertanyaan terkait materi sebelumnya.

3 menit

2 menit

2 menit

2 menit

1 menit

30 menit

30 menit

81

H. Alat/Media/Sumber Pembelajaran1. Materi video

My experience at 1 million dance studiohttps://www.youtube.com/watch?v=ZVDFyQZeh88

2. LCD Proyektor3. Spidol4. Papan tulis

I. Penilaian Hasil Belajar1. Penilaian sikap2. Penilaian video

J. Instrumen Penilaian Hasil Belajara. Penilaian Sikap

No

Nama

Aspek sikap yang dinilai Nilai

Ser

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ima

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Ber

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jaw

ab d

anse

rius

dal

amm

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San

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.

Men

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an.

Ter

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KB

M

1.2.3.

Keterangan:Sikap dinilai dengan rentang nilai 1-4 dengan keterangan sebagai berikut:1 : Kurang2 : Cukup baik3 : Baik4 : Amat baik

Mengkomunikasikan:1. Siswa menjawab pertanyaan secara lisan.2. Siswa membuat video untuk menceritakan

pengalamannya.

10 menit

At homeClosing 1. Guru membimbing siswa untuk menyimpulkan

kegiatan yang telah dilaksanakan.2. Guru memberikan kesempatan pada siswa untuk

bertanya3. Salam penutup

5 menit

82

b. Penilaian video-recorded speaking task

No CriteriaRatingScores

Description

1 Pronunciation 5 Has few traces of foreign language.

4 Always intelligible, thought one is conscious of a definiteaccent.

3 Pronunciation problem necessities concentrated listeningand occasionally lead to misunderstanding.

2 Very hard to understand because of pronunciation problem,most frequently be asked to repeat.

1 Pronunciation problem to serve as to make speech virtuallyunintelligible.

2 Grammar 5 Make few (if any) noticeable errors of grammar and wordorder.

4 Occasionally makes grammatical and or word orders errorsthat do not, however obscure meaning.

3 Make frequent errors of grammar and word order, whichoccasionally obscure meaning.

2 Grammar and word order errors make comprehensiondifficult, must often rephrases sentence.

1 Errors in grammar and word order, so, severe as to makespeech virtually unintelligible.

3 Vocabulary 5 Use of vocabulary and idioms is virtually that of nativespeaker.

4 Sometimes uses inappropriate terms and must rephrasesideas because of lexical and equities.

3 Frequently uses the wrong words conversation somewhatlimited because of inadequate vocabulary.

2 Misuse of words and very limited vocabulary makescomprehension quite difficult.

1 Vocabulary limitation so extreme as to make conversationvirtually impossible.

4 Fluency 5 Speech as fluent and efforts less as that of native speaker.

4 Speed of speech seems to be slightly affected by languageproblem.

83

3 Speed and fluency are rather strongly affected by languageproblem.

2 Usually hesitant, often farced into silence by languagelimitation.

1 Speech is so halting and fragmentary as to makeconversation virtually impossible.

5 Comprehension 5 Appears to understand everything without difficulty

4 Understand nearly everything at normal speed althoughoccasionally repetition may be necessary

3 Understand most of what is said at slower than normalspeed without repetition

2 Has great difficulty comprehend. social conversationspoken slowly and with frequent repetition

1 Can not be said to understand even simple conversation.

Tangerang Selatan, 31 Maret 2016Guru Pamong, Mahasiswi PPKT,

Dadang Suryana, S.Pd., MM. Rahmi RahayuNIP : 19660513 199412 1 003 NIM. 1112014000037

84

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Satuan Pendidikan : SMA Negeri 1 Kota Tangerang SelatanKelas : X MIA 4 / Semester 2Mata Pelajaran : Bahasa InggrisMateri Pokok : Recount textPertemuan : ke- 7Waktu : 2 x 45 menit

A. Kompetensi Inti1. Menghayati dan mengamalkan ajaran agama yang dianutnya.2. Mengembangkan perilaku (jujur, disiplin, tanggung jawab, peduli, santun,

ramah lingkungan, gotong royong, kerjasama, cinta damai, responsive, proaktif) dan menunjukkan sikap sebagai bagian dari solusi atas berbagaipermasalahan bangsa dalam berinteraksi secara efektif dengan lingkungansosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalampergaulan dunia.

3. Memahami, menerapkan, menganalisis pengetahuan factual, konseptual,procedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan,kebangsaan, kenegaraan, dan peradaban terkait fenomena dan kejadian sertamenerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuaidengan bakat dan minatnya untuk memecahkan masalah.

4. Mengolah, menalar, menyaji dan menciptakan dalam ranah konkret dan ranahabstrak terkait dengan pengembangan diri yang dipelajarinya di sekolah secaramandiri, dan mampu menggunakan metode sesuai kaidah keilmuan.

B. Kompetensi Dasar1.1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa

pengantar komunikasi internasional yang diwujudkan dalam semangat belajar.2.3. Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai,

dalam melaksanakan komunikasi fungsional.3.9. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari teks

recount sederhana tentang pengalaman/ kejadian/ peristiwa, sesuai dengankonteks penggunaannya.

4.14.Menyusun teks recount lisan dan tulis sederhana tentangpengalaman/kegiatan/peristiwa, dengan memperh atikan fungsi sosial, strukturteks, dan unsur kebahasaan, secara benar dan sesuai dengan konteks.

85

C. Indikator Pencapaian Kompetensi1. Menunjukkan kesungguhan belajar bahasa Inggris terkait teks recount berjudul

“Camping on The Mountain” dengan ikut berpartisipasi aktif dalam kegiatanbelajar dan pembelajaran di kelas.

2. Mempelajari text recount berjudul “Camping on The Mountain” yangdiberikan oleh guru dengan tepat

3. Mendaftar kosa kata penting yang ada di dalam teks tersebut dengan tepat.4. Menjawab pertanyaan yang diberikan oleh guru dengan tepat.5. Megurutkan cerita dengan alur yang tepat.6. Membuat teks recount sederhana secara lisan dengan menggunakan video.

D. Tujuan Pembelajaran1. Siswa mampu menunjukkan kesungguhan belajar bahasa Inggris terkait teks

recount berjudul “Camping on The Mountain” dengan ikut berpartisipasi aktifdalam kegiatan belajar dan pembelajaran di kelas.

2. Siswa mampu mempelajari text recount berjudul “Camping on The Mountain”yang diberikan oleh guru dengan tepat

3. Siswa mampu mendaftar kosa kata penting yang ada di dalam teks tersebutdengan tepat.

4. Siswa mampu menjawab pertanyaan yang diberikan oleh guru dengan tepat.5. Siswa mampu megurutkan cerita dengan alur yang tepat.6. Siswa mampu membuat teks recount sederhana secara lisan dengan

menggunakan video.

E. Materi Pembelajaran

Camping on the mountainLast holiday, my friends and I went camping on the mountain. We went to Guci,

Tegal. The spot is near from our town. I is about 2 hours to get there. We chooseGuci because it is not too far from settlement.

We prepared everything before going on camping. The boys prepared the tents,the girls prepared the food, and I checked the accommodations. We broughtcooking utensils and the food from home, clothes, camera, guitar, etc. We wentthere by a car and a motorcycle for unwanted condition. We went there in the sunnymorning and hoped no rain during camping.

On the first day, we sat up the tent on the spot near waterfall. The girls made thefence of the area but the boys took a bath on the river. Then, we cooked the food forthe lunch, had lunch together, tried to fish in the river but we got a sandal.

On the second day, we had some activities. We went on hiking up the mountain,took some pictures in tea garden, and picked strawberry. The last night of our

86

camping was so cold, we made a campfire, sang song together and told spookystories which made us fear.

We had camping for about three days. On the last day, we packed everything webought. we cleaned the area and made sure there was nothing left except ourfootprint. We didn’t took anything except took photos, we remembered that wemust keep the nature, friendly with them and they will be friendly with us. Wemade a memory by taking photos together in front of a waterfall and then wenthome happily. We felt very tired.

Teks untuk games acak cerita:

Last week my friend and I were bored after three weeks of holidays, so we rodeour bikes to Pasir Kencana Beach, which is only five kilometres from where Ilive. When we arrived at the beach, we were surprised to see there was hardlyanyone there.

After having a quick dip in the ocean, which was really cold, we realized onereason there were not many people there. It was also quite windy. After we boughtsome hot chips at the takeaway store nearby, we rode our bikes down the beachfor a while, on the hard, damp part of the sand. We had the wind behind us and,before we knew it, we were many miles down the beach.

Before we made the long trip back, we decided to paddle our feet in the water fora while, and then sit down for a rest. While we were sitting on the beach, justchatting, it suddenly dawned on us that all the way back, we would be riding intothe strong wind.

When we finally made it back home, we were both totally exhausted! But welearned some good lessons that day.

F. Model/Metode Pembelajaran1. Scientific approach2. Games

G. Kegiatan Pembelajaran

Kegiatan Deskripsi Kegiatan AlokasiWaktu

Orientationdanstructuring

1. Guru menyapa siswa.2. Guru mengecek presensi siswa.3. Guru melakukan apersepsi dengan penjelasan

10 menit

87

pada pertemuan sebelumnya.4. Guru memberikan ice breaking untuk

memusatkan perhatian siswa.Modelling Mengamati:

1. Siswa mengidentifikasi teks recount berjudul“Camping on the Mountain” denganmemperhatikan kosa kata penting dalam tekstersebut.

2. Siswa mengidentifikasi potongan-potongancerita yang diberikan oleh guru.

Mempertanyakan:1. Siswa bertanya tentang generic structur dan

kosa kata yang belum siswa pahami dari teksyang diberikan oleh guru.

2. Guru memberikan feedback terhadap pertanyaansiswa.

Mengeksplorasi:1. Siswa membaca teks recount.2. Siswa menganalisis teks tersebut dari aspek

generic structur dan vocabulary nya.3. Guru menarik kembali teks yang telah dibaca

oleh siswa.4. Siswa melaksanakan games untuk mereview

materi yang mereka pelajari sebelumnya.Mengasosiasi:1. Siswa membentuk kelompok yang terdiri dari 5-

6 siswa.2. Siswa bekerjasama dengan teman dalam

kelompoknya dalam mengidentifikasi teks danmenjawab pertanyaan yang diberikan oleh guru.

Mengkomunikasikan:1. Siswa menjawab pertanyaan secara lisan dan

tulis.

5 menit

5 menit

5 menit

5 menit

3 menit10 menit

2 menit

35 menit

5 menit

In all activity

In games

Closing 1. Guru membimbing siswa untuk menyimpulkankegiatan yang telah dilaksanakan.

2. Guru memberikan kesempatan pada siswa untukbertanya

3. Guru meminta siswa untuk mengumpulkantugas video-recorded speaking task dan meminta

5 menit

88

H. Alat/Media/Sumber Pembelajaran1. Teks recount

ENGLISHINDO.COM:http://www.englishindo.com/2014/03/contoh-recount-text-tentang-holiday.html#ixzz45l0BAPqz

2. Papan tulis3. Spidol

I. Instrumen untuk games

Answer these questions correctly1. Why did the writer choose Guci as the destination?2. What did they bring for the camping?3. What they did in the first day?4. Whe did they hike u to the mountain?5. What did they do at the last night?6. What did they take from the camping place?7. How long is the distance between the beach and the writer’s house?8. Why did the writer and his/her friend go to the beach?9. “We were surprised to see there was hardly anyone there.”

The bold phrase means....10. Why did the writer only have a quick dip in the ocean?11. What the writer did before making the long trip back from the

beach?

Key answer:1. Because it is not too far from the settlement.2. They brought cooking utensils and the food from home, clothes,

camera, guitar, etc.3. - They sat up the tent on the spot near waterfall.- The girls made the fence of the area- the boys took a bath on the river.- They cooked the food for the lunch- They had lunch together- They tried to fish in the river but we got a sandal.

4. On the second day5. They made a campfire

They sang song togetherThey told spooky stories which made us fear.

6. Photo7. 5 kilometers8. Because they were bored after three weeks holiday9. There were only few people there

siswa untuk memperbaiki penampilannya jikabelum maksimal.

4. Salam penutup

89

10. Because there were only few people at the beach and it was quitewindy.

11. They decided to paddle our feet in the water for a while, and then sitdown for a rest

J. Penilaian Hasil Belajar1. Penilaian sikap

K. Instrumen Penilaian Hasil Belajara. Penilaian Sikap

No

Nama

Aspek sikap yang dinilai NilaiS

eriu

s da

lam

men

erim

ape

laja

ran

Ber

tang

gung

jaw

ab d

anse

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dal

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laka

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San

tun

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guru

.

Men

ghar

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pend

apat

tem

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Ter

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KB

M

1.2.3.

Keterangan:Sikap dinilai dengan rentang nilai 1-4 dengan keterangan sebagai berikut:1 : Kurang2 : Cukup baik3 : Baik4 : Amat baik

Tangerang Selatan, 14 April 2016Guru Pamong, Mahasiswi PPKT,

Dadang Suryana, S.Pd., MM. Rahmi RahayuNIP : 19660513 199412 1 003 NIM. 1112014000037

90

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Satuan Pendidikan : SMA Negeri 1 Kota Tangerang SelatanKelas : X MIA 4 / Semester 2Mata Pelajaran : Bahasa InggrisMateri Pokok : Narrative textPertemuan : ke- 8Waktu : 2 x 45 menit

A. Kompetensi Inti1. Menghayati dan mengamalkan ajaran agama yang dianutnya.2. Mengembangkan perilaku (jujur, disiplin, tanggung jawab, peduli, santun,

ramah lingkungan, gotong royong, kerjasama, cinta damai, responsive, proaktif) dan menunjukkan sikap sebagai bagian dari solusi atas berbagaipermasalahan bangsa dalam berinteraksi secara efektif dengan lingkungansosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalampergaulan dunia.

3. Memahami, menerapkan, menganalisis pengetahuan factual, konseptual,procedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan,kebangsaan, kenegaraan, dan peradaban terkait fenomena dan kejadian sertamenerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuaidengan bakat dan minatnya untuk memecahkan masalah.

4. Mengolah, menalar, menyaji dan menciptakan dalam ranah konkret dan ranahabstrak terkait dengan pengembangan diri yang dipelajarinya di sekolah secaramandiri, dan mampu menggunakan metode sesuai kaidah keilmuan.

B. Kompetensi Dasar1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa

pengantar komunikasi international yang diwujudkan dalam semangat belajar2.3 Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai,

dalam melaksanakan komunikasi fungsional.3.10 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks

naratif sederhana berbentuk legenda rakyat, sesuai dengan kontekspenggunaannya.

4.15 Menangkap makna teks naratif lisan dan tulis berbentuk legenda, sederhana

91

C. Indikator Pencapaian Kompetensi1. Menunjukkan kesungguhan belajar bahasa Inggris dengan ikut berpartisipasi

aktif dalam kegiatan belajar dan pembelajaran di kelas.2. Menunjukkan perilaku peduli, percaya diri, dan tanggung jawab dalam

melaksanakan komunikasi terkait teks narrative sederhana.3. Mengidentifikasi fungsi sosial dan unsur kebahasaan teks narrative dengan

tepat.4. Mendefinisikan kosa kata penting yang ada di dalam teks tersebut dengan

tepat.5. Menjawab pertanyaan yang diberikan oleh guru dengan tepat.6. Membuat teks narrative sederhana secara lisan dan direkan dengan video.

D. Tujuan Pembelajaran1. Siswa mampu menunjukkan kesungguhan belajar bahasa Inggris dengan ikut

berpartisipasi aktif dalam kegiatan belajar dan pembelajaran di kelas.2. Siswa mampu menunjukkan perilaku peduli, percaya diri, dan tanggung jawab

dalam melaksanakan komunikasi terkait teks narrative sederhana.3. Siswa mampu mengidentifikasi fungsi sosial dan unsur kebahasaan teks

narrative dengan tepat.4. Siswa mampu mendefinisikan kosa kata penting yang ada di dalam teks

tersebut dengan tepat.5. Siswa mampu menjawab pertanyaan yang diberikan oleh guru dengan tepat.7. Siswa mampu membuat teks narrative sederhana secara lisan dan direkan

dengan video.

E. Materi PembelajaranVideo:

92

F. Model/Metode Pembelajaran1. Scientific approach2. Games3. Video-recorded speaking task

G. Kegiatan Pembelajaran

Kegiatan Deskripsi Kegiatan AlokasiWaktu

Orientationdanstructuring

1. Guru menyapa siswa.2. Guru mengecek presensi siswa.3. Guru melakukan apersepsi dengan penjelasan

pada pertemuan sebelumnya.

5 menit

Modelling Mengamati:1. Siswa melihat video narrative berjudul “The

Nut Job 1-3” dengan memperhatikan unsurkebahasaan dan kosa kata yang digunakandalam video tersebut.

2. Siswa mengidentifikasi pertanyaan dan jawabandari pertanyaan games yang diberikan oleh guru.

Mempertanyakan:1. Siswa menanyakan unsur kebahasaan, fungsi

sosial, dan beberapa kosa kata dalam teksnarrative dalam bentuk video.

2. Guru memberikan feedback terhadap pertanyaansiswa.

Mengeksplorasi:1. Siswa mengidentifikasi teks narrative berbentuk

video.2. Siswa menganalisis teks tersebut dari aspek

unsur kebahasaan, fungsi sosial, dan kosa katapenting dengan tepat.

3. Siswa melaksanakan games untuk mereview isiteks narrative dan beberapa materi yang merekapelajari sebelumnya.

45 menit

3 menit

2 menit

2 menit

3 menit

25 menit

93

H. Alat/Media/Sumber Pembelajaran1. Movie : “The Nut Job” : taken from www.youtube.com2. LCD Projector3. Speaker4. Soal untuk games

Mengasosiasi:1. Siswa membentuk 2 kelompok besar terdiri dari

20-22 siswa di setiap kelompok.2. Guru memberikan soal dan jawaban kepada

setiap anggota kelompok yang berbeda,sehingga setiap siswa mendapatkan tanggungjawab yang sama untuk membacakan soal danmengidentifikasi jawaban.

3. Siswa bekerjasama dengan teman dalamkelompoknya dalam mengidentifikasi soal danjawaban.

4. Kelompok yang berhasil menjawab pertanyaandengan tepat berhak untuk memilih kotakrahasia yang berisi angka tertentu.

5. Pemenang games akan ditentukan dari jumlahangka tertinggi yang mereka dapatkan dalamgames ini.

Mengkomunikasikan:1. Siswa menjawab pertanyaan secara lisan dan

tulis dalam games.

In games

Closing 1. Guru membimbing siswa untuk menyimpulkankegiatan yang telah dilaksanakan.

2. Guru meminta siswa untuk membuat tugasspeaking berbentuk video yang berisi tentangcerita narrative.

3. Guru memberikan kesempatan pada siswa untukbertanya

4. Salam penutup

5 menit

94

I. InstrumentDaftar pertanyaan untuk games1. Surly said that,”I am just a squirrel trying to get a nut.”

The reported speech form of the sentence is....a. I was just a squirrel trying to get a nut.b. He was just a squirrel trying to get a nut.c. I was just being a squirrel trying to get a nut.

2. The squirrel said, “ Please keep that food coming now.”The reported speech form of the sentence is...a. The squirrel said not to keep that food coming now.b. The squirrel said to keep that food come nowc. The squirrel said to keep that food coming then.

3. A small animal covered in fur with a long tail with a lot of fur, whichclimbs trees and feeds on nuts and seeds.a. Squirrelb. Mousec. Bird

4. Who is the name of Surly’s friend whose characteristic is like a mouse?a. Buddyb. Graysonc. Raccoon

5. What is the name of tree where the squirrel save their nuts?a. Pinus treeb. Oak treec. Banana tree

6. Why did the squirrel gather nuts?a. They stored the nuts for winterb. They would use the nuts for partyc. They wanted to use the nuts for battle.

7. What Raccoon said when the tree start burning?a. He asked to save food thereb. He asked to run into the treec. He asked to leave the tree

8. What do you think of Andie’s character?a. She is meanb. She is unreliablec. She is clever and realistic

9. Raccoon said, “Come along. Please keep that food coming, everyone.That’s it all finds are valuable.”What is the meaning of the bold word above?a. to discover, especially where a thing or person is, either unexpectedly

or by searching.b. to realise that something exists or has happened

95

c. things found by person or animal.10.

What does this vehicle name?a. Carb. Cartc. Box

11. What is the punishment for Surly after burning tree?a. Banishmentb. Searching for another treec. Searching food for winter

12. Who did accompany Andie for finding food?a. Buddyb. Raccoonc. Grayson

13. Which one is the compliment expression?a. I feel sorry for you, Surly.b. What a woman!c. It’s ok Grayso, I got him.

14. What kind of tool which can make the dog shut up?a. Boneb. Whistlec. Nuts

15. “Are you nuts?”What does it mean?a. Crazyb. Peanutc. Serious

16. What did the squirrel do to help the dog?a. Pretending to be deadb. Taking her whistlec. Talking to the owner

17. What do you think about Buddy and Surly?a. They are good friendb. Surly does not like Buddyc. Buddy is not good friend for Surly.

18. What did Raccoon say about the deal with Surly?a. He agreedb. He need to negosiate with Surly

96

c. He did not want to make a deal with him19. What did people inside the house plan?

a. Robbing a bankb. Selling some nutc. Doing great business.

20. You can’t enter the room because it__________now.a. Cleanedb. Has cleanedc. Is being cleaned

21. Wilson_________the money from Brown two weeks ago.a. Were borrowedb. Will borrowc. Was borrowed

22. My uncle doesn’t earn much money, ___________he can send his childrento college.a. Howeverb. Andc. Therefore

23. The front of a ship called a bow, ___________the back is called the stern.a. Duringb. Consequentlyc. While

24. What__________about this changing plan?a. Will your friend sayb. Your friends will sayc. Will say your friends

25. How.....such a peculiar excuse?a. You can believeb. Believe you canc. Can you believe

J. Penilaian Hasil Belajar1. Penilaian sikap2. Penilaian games

97

K. Instrumen Penilaian Hasil Belajara. Penilaian Sikap

No

Nama

Aspek sikap yang dinilai Nilai

Ser

ius

dala

mm

ener

ima

pela

jara

n

Ber

tang

gung

jaw

ab d

anse

rius

dal

amm

enja

laka

ntu

gas

San

tun

terh

adap

guru

.

Men

ghar

gai

pend

apat

tem

an.

Ter

liba

t akt

ifda

lam

KB

M

1.2.3.

Keterangan:Sikap dinilai dengan rentang nilai 1-4 dengan keterangan sebagai berikut:1 : Kurang2 : Cukup baik3 : Baik4 : Amat baik

b. Kotak nilai untuk gamesA B C D E

1 10 30 40 10 20

2 50 20 30 80 60

3 100 40 20 100 10

4 60 70 70 40 20

5 40 10 20 30 50

Tangerang Selatan, 21 April 2016Guru Pamong, Mahasiswi PPKT,

Dadang Suryana, S.Pd., MM. Rahmi RahayuNIP : 19660513 199412 1 003 NIM. 1112014000037

98

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Satuan Pendidikan : SMA Negeri 1 Kota Tangerang SelatanKelas : X MIA 4 / Semester 2Mata Pelajaran : Bahasa InggrisMateri Pokok : SongPertemuan : ke- 9Waktu : 2 x 45 menit

A. Kompetensi Inti1. Menghayati dan mengamalkan ajaran agama yang dianutnya.2. Mengembangkan perilaku (jujur, disiplin, tanggung jawab, peduli, santun,

ramah lingkungan, gotong royong, kerjasama, cinta damai, responsive, proaktif) dan menunjukkan sikap sebagai bagian dari solusi atas berbagaipermasalahan bangsa dalam berinteraksi secara efektif dengan lingkungansosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalampergaulan dunia.

3. Memahami, menerapkan, menganalisis pengetahuan factual, konseptual,procedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan,kebangsaan, kenegaraan, dan peradaban terkait fenomena dan kejadian sertamenerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuaidengan bakat dan minatnya untuk memecahkan masalah.

4. Mengolah, menalar, menyaji dan menciptakan dalam ranah konkret dan ranahabstrak terkait dengan pengembangan diri yang dipelajarinya di sekolah secaramandiri, dan mampu menggunakan metode sesuai kaidah keilmuan.

B. Kompetensi Dasar1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa

pengantar komunikasi international yang diwujudkan dalam semangat belajar2.3 Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai,

dalam melaksanakan komunikasi fungsional.3.11Menyebutkan fungsi sosial dan unsur kebahasaan dalam lagu sederhana.4.16 Menangkap makna lagu sederhana.

C. Indikator Pencapaian Kompetensi1. Menunjukkan kesungguhan belajar bahasa Inggris terkait lagu berbahasa

Inggris berjudul “Count on Me, Love Yourself, dan 7 Years” dengan ikutberpartisipasi aktif dalam kegiatan belajar dan pembelajaran di kelas.

99

2. Menunjukkan perilaku peduli, percaya diri, dan tanggung jawab dalammelaksanakan komunikasi terkait lagu berbahasa Inggris berjudul “Count onMe, Love Yourself, dan 7 Years”

3. Mengidentifikasi fungsi sosial dan unsur kebahasaan dari lagu yang merekaperdengarkan dengan tepat.

4. Mendaftar kosa kata penting yang ada di dalam teks tersebut dengan tepat.5. Menjawab pertanyaan yang diberikan oleh guru dengan tepat.6. Merespon umpan balik /feedback yang diberikan oleh guru terkait video yang

telah dibuat dengan tepat.

D. Tujuan Pembelajaran1. Siswa mampu menunjukkan kesungguhan belajar bahasa Inggris terkait lagu

berbahasa Inggris berjudul “Count on Me, Love Yourself, dan 7 Years” denganikut berpartisipasi aktif dalam kegiatan belajar dan pembelajaran di kelas.

2. Siswa mampu menunjukkan perilaku peduli, percaya diri, dan tanggung jawabdalam melaksanakan komunikasi terkait lagu berbahasa Inggris berjudul“Count on Me, Love Yourself, dan 7 Years”.

3. Siswa mampu mengidentifikasi fungsi sosial dan unsur kebahasaan dari laguyang mereka perdengarkan dengan tepat.

4. Siswa mampu mendaftar kosa kata penting yang ada di dalam teks tersebutdengan tepat.

5. Siswa mampu menjawab pertanyaan yang diberikan oleh guru dengan tepat.7. Siswa mampu merespon umpan balik /feedback yang diberikan oleh guru

terkait video yang telah dibuat dengan tepat.

E. Materi PembelajaranSongs are authentic and easily accessible examples of spoken English. The

rhymes in songs provide listeners with repetition of similar sounds. Studentsoften choose to listen to songs time and again, indirectly exposing them to thesesounds. The song used in this lesson is Count on Me sung by Bruno Mars.

"Count On Me"By: Bruno Mars

Oh uh-huhIf you ever find yourself (1)_____ in the middle of the seaI'll sail the world to find youIf you ever find yourself (2)__________ and you can't seeI'll be (3)_______ to guide youWe find out what we're (4)_______ ofWhen we are called to help our friends in (5)_____

100

ReffYou can count on me like (6)________I'll be there(7)_____ I know when I need itI can count on you like 4, 3, 2And (8)________be there'Cause that's what friends are (9)_______ to do, oh yeahOoooooh, oooohhh yeah, yeah

If you're tossin' and you're (10)________And you just can't fall asleepI'll (11)_______ a song beside youAnd if you ever (12)_______ how much you really mean to meEvery day I will (13)_______ you

OoohWe find out what we're (14)________When we are called to (15)______our friends in (16)______

back to reff

You'll always have my (17)_________ when you cryI'll never let go, never say goodbyeYou know...

Back to ReffYou can count on me 'cause I can count on (18)_____

Key answer:

1. Stuck2. Lost in the dark3. The light4. Made5. Need6. 1,2,37. And8. I’ll9. Supposed10. Turning11. Sing12. Forget13. Remind14. Made of

101

15. Help16. Need17. Shoulder18. You

F. Model/Metode Pembelajaran1. Scientific approach2. Fill in the blank of song lyrics3. Video-recorded speaking task

G. Kegiatan Pembelajaran

Kegiatan Deskripsi Kegiatan AlokasiWaktu

Orientationdanstructuring

1. Guru menyapa siswa.2. Guru mengecek presensi siswa.3. Guru melakukan apersepsi dengan penjelasan

pada pertemuan sebelumnya.

5 menit

Modelling Mengamati:1. Siswa mendengarkan lagu berbahasa Inggris

berjudul “Count on Me, Love Yourself, dan 7Years” dengan memperhatikan kosa kata danmakna lagunya.

Mempertanyakan:1. Siswa menanyakan unsur kebahasaan, fungsi

sosial, dan beberapa kosa kata dalam lagutersebut dalam bentuk tulisan maupun video.

2. Guru memberikan feedback terhadap pertanyaansiswa.

Mengeksplorasi:1. Siswa mengidentifikasi kosa kata yang hilang

dalam lirik lagu berbahasa Inggris. (fill in theblank)

2. Siswa menganalisis lagu dari aspek makna dankosa katanya.

Mengasosiasi:1. Siswa membentuk kelompok yang terdiri dari

15 menit

5 menit

5 menit

5 menit

5 menit

5 menit

102

H. Media/Sumber Pembelajaran1. Teks recount2. Soal3. Song4. Speaker5. Lembar jawab

I. Penilaian Hasil Belajar1. Penilaian sikap

J. Instrumen Penilaian Hasil Belajara. Penilaian Sikap

No

Nama

Aspek sikap yang dinilai Nilai

Ser

ius

dala

mm

ener

ima

pela

jara

n

Ber

tang

gung

jaw

ab d

anse

rius

dal

amm

enja

laka

ntu

gas

San

tun

terh

adap

guru

.

Men

ghar

gai

pend

apat

tem

an.

Ter

liba

t akt

ifda

lam

KB

M

1.2.3.

20-22 siswa.2. Guru memberikan soal terkait kosa kata dan

unsur kebahasaan dalam beberapa laguberbahasa Inggris.

3. Siswa bekerjasama dengan teman dalamkelompoknya dalam mengidentifikasi jawabandari soal tersebut.

Mengkomunikasikan:1. Siswa menjawab pertanyaan secara lisan dan

tulis dalam games.

2 menit

38 menit

In activity

Closing 1. Guru membimbing siswa untuk menyimpulkankegiatan yang telah dilaksanakan.

2. Guru meminta siswa untuk mengumpulkantugas video yang telah dibuat.

3. Guru memberikan kesempatan pada siswa untukbertanya

4. Salam penutup

5 menit

103

Keterangan:Sikap dinilai dengan rentang nilai 1-4 dengan keterangan sebagai berikut:1 : Kurang2 : Cukup baik3 : Baik4 : Amat baik

Tangerang Selatan, 28 April 2016Guru Pamong, Mahasiswi PPKT,

Dadang Suryana, S.Pd., MM. Rahmi RahayuNIP : 19660513 199412 1 003 NIM. 1112014000037

104

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Satuan Pendidikan : SMA Negeri 1 Kota Tangerang SelatanKelas : X MIA 4 / Semester 2Mata Pelajaran : Bahasa InggrisMateri Pokok : ReviewPertemuan : ke- 10Waktu : 2 x 45 menit

A. Kompetensi Inti1. Menghayati dan mengamalkan ajaran agama yang dianutnya.2. Mengembangkan perilaku (jujur, disiplin, tanggung jawab, peduli, santun,

ramah lingkungan, gotong royong, kerjasama, cinta damai, responsive, proaktif) dan menunjukkan sikap sebagai bagian dari solusi atas berbagaipermasalahan bangsa dalam berinteraksi secara efektif dengan lingkungansosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalampergaulan dunia.

3. Memahami, menerapkan, menganalisis pengetahuan factual, konseptual,procedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan,kebangsaan, kenegaraan, dan peradaban terkait fenomena dan kejadian sertamenerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuaidengan bakat dan minatnya untuk memecahkan masalah.

4. Mengolah, menalar, menyaji dan menciptakan dalam ranah konkret dan ranahabstrak terkait dengan pengembangan diri yang dipelajarinya di sekolah secaramandiri, dan mampu menggunakan metode sesuai kaidah keilmuan.

B. Kompetensi Dasar1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa

pengantar komunikasi international yang diwujudkan dalam semangat belajar2.3 Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai,

dalam melaksanakan komunikasi fungsional.

3.9 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari teksrecount tentang pengalaman, kejadian, dan peristiwa, sederhana, sesuai dengankonteks penggunaannya.

3.10Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teksnaratif sederhana berbentuk legenda rakyat, sesuai dengan kontekspenggunaannya.

105

4.14Menyusun teks recount lisan dan tulis, sederhana, tentang kegiatan, kejadian,peristiwa, dengan memperhatikan fungsi sosial, struktur teks, dan unsurkebahasaan yang benar dan sesuai konteks

4.15 Menangkap makna teks naratif lisan dan tulis berbentuk cerita pendeksederhana.

C. Indikator Pencapaian Kompetensi1. Menunjukkan kesungguhan belajar bahasa Inggris terkait teks recount dan

narrative dengan ikut berpartisipasi aktif dalam kegiatan belajar danpembelajaran di kelas.

2. Menunjukkan perilaku peduli, percaya diri, dan tanggung jawab dalammelaksanakan komunikasi di kelas.

3. Mengidentifikasi fungsi sosial dan unsur kebahasaan dari teks-teks yangmereka baca dengan tepat.

4. Mendaftar kosa kata penting yang ada di dalam teks tersebut dengan tepat.5. Menuliskan informasi umum dan khusus/ detail dari teks yang mereka baca.6. Membuat video terkait lagu yang siswa sukai.

D. Tujuan Pembelajaran1. Siswa mampu menunjukkan kesungguhan belajar bahasa Inggris terkait teks

recount dan narrative dengan ikut berpartisipasi aktif dalam kegiatan belajardan pembelajaran di kelas.

2. Siswa mampu menunjukkan perilaku peduli, percaya diri, dan tanggung jawabdalam melaksanakan komunikasi di kelas.

3. Siswa mampu mengidentifikasi fungsi sosial dan unsur kebahasaan dari teks-teks yang mereka baca dengan tepat.

4. Siswa mampu mendaftar kosa kata penting yang ada di dalam teks tersebutdengan tepat.

5. Siswa mampu menuliskan informasi umum dan khusus/ detail dari teks yangmereka baca.

6. Siswa mampu membuat video terkait lagu yang siswa sukai..

E. Materi PembelajaranTerlampir.

F. Model/Metode Pembelajaran1. Scientific approach2. Moving Quiz3. Video-recorded speaking task

106

.G. Kegiatan Pembelajaran

Kegiatan Deskripsi Kegiatan AlokasiWaktu

Orientationdanstructuring

1. Guru menyapa siswa.2. Guru mengecek presensi siswa.3. Guru melakukan apersepsi dengan penjelasan

pada pertemuan sebelumnya.

5 menit

Modelling Mengamati:1. Siswa membaca soal-soal mengenai teks

narrative dan recount dengan memperhatikanfungsi sosial, kosa kata, dan unsurkebahasaannya.

Mempertanyakan:1. Siswa menanyakan unsur kebahasaan, fungsi

sosial, dan beberapa kosa kata dalam teks yangdibaca.

2. Guru memberikan feedback terhadap pertanyaansiswa.

Mengeksplorasi:1. Siswa mengidentifikasi fungsi sosial, unsur

kebahasaan, atau kosa kata di dalam sebuahteks.

2. Siswa menganalisis informasi umum da detaildalam teks tersebut.

Mengasosiasi:1. Siswa membentuk kelompok yang terdiri dari

dua orang.2. Setiap kelompok akan mendapatkan soal yang

berbeda.3. Guru menjelaskan teknis moving quiz, sebagai

berikut:- Soal yang telah didapat oleh masing-masing

kelompok akan digeser ke kelompoksesudahnya.

- Waktu untuk menggeser soal itu adalah 5menit yang akan ditandai dengan bel.

4. Pasangan yang mendapatkan nilai tertinggi akan

5 menit

5 menit

5 menit

5 menit

5 menit

5 menit

2 menit

3 menit

107

H. Alat/Media/Sumber Pembelajaran1. Soal2. Lembar jawab3. Spidol4. Papan tulis

I. Penilaian Hasil Belajar1. Penilaian sikap2. Penilaian hasil kuis

J. Instrumen Penilaian Hasil Belajara. Penilaian Sikap

No

Nama

Aspek sikap yang dinilai Nilai

Ser

ius

dala

mm

ener

ima

pela

jara

n

Ber

tang

gung

jaw

ab d

anse

rius

dal

amm

enja

laka

ntu

gas

San

tun

terh

adap

guru

.

Men

ghar

gai

pend

apat

tem

an.

Ter

liba

t akt

ifda

lam

KB

M

1.2.3.4.

mendapatkan hadiah.Mengkomunikasikan:1. Siswa menjawab pertanyaan secara tulis dan

lisan setelah quiz selesai, yakni pada saatpengkoreksian jawaban.

45 menit

Closing 1. Guru membimbing siswa untuk menyimpulkankegiatan yang telah dilaksanakan.

2. Guru meminta siswa untuk membuat tugasspeaking dengan tema “Song I like” yang akandivideokan dan dikumpulkan minggu depan.

3. Guru memberikan kesempatan pada siswa untukbertanya

4. Salam penutup

5 menit

108

Keterangan:Sikap dinilai dengan rentang nilai 1-4 dengan keterangan sebagai berikut:1 : Kurang2 : Cukup baik3 : Baik4 : Amat baik

b. penilaian kuiskuis terdiri dari 29 soal. Sehingga penghitunga nilainya adalah:ℎ = ℎ + 13

Tangerang Selatan, 12 Mei 2016Guru Pamong, Mahasiswi PPKT,

Dadang Suryana, S.Pd., MM. Rahmi RahayuNIP : 19660513 199412 1 003 NIM. 1112014000037

109

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Satuan Pendidikan : SMA Negeri 1 Kota Tangerang SelatanKelas : X MIA 4 / Semester 2Mata Pelajaran : Bahasa InggrisMateri Pokok : ReviewPertemuan : ke- 11Waktu : 2 x 45 menit

A. Kompetensi Inti1. Menghayati dan mengamalkan ajaran agama yang dianutnya.2. Mengembangkan perilaku (jujur, disiplin, tanggung jawab, peduli, santun,

ramah lingkungan, gotong royong, kerjasama, cinta damai, responsive, proaktif) dan menunjukkan sikap sebagai bagian dari solusi atas berbagaipermasalahan bangsa dalam berinteraksi secara efektif dengan lingkungansosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalampergaulan dunia.

3. Memahami, menerapkan, menganalisis pengetahuan factual, konseptual,procedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan,kebangsaan, kenegaraan, dan peradaban terkait fenomena dan kejadian sertamenerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuaidengan bakat dan minatnya untuk memecahkan masalah.

4. Mengolah, menalar, menyaji dan menciptakan dalam ranah konkret dan ranahabstrak terkait dengan pengembangan diri yang dipelajarinya di sekolah secaramandiri, dan mampu menggunakan metode sesuai kaidah keilmuan.

B. Kompetensi Dasar1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa

pengantar komunikasi international yang diwujudkan dalam semangat belajar2.3 Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai,

dalam melaksanakan komunikasi fungsional.

3.9 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari teksrecount tentang pengalaman, kejadian, dan peristiwa, sederhana, sesuai dengankonteks penggunaannya.

3.10Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teksnaratif sederhana berbentuk legenda rakyat, sesuai dengan kontekspenggunaannya.

110

4.14Menyusun teks recount lisan dan tulis, sederhana, tentang kegiatan, kejadian,peristiwa, dengan memperhatikan fungsi sosial, struktur teks, dan unsurkebahasaan yang benar dan sesuai konteks

4.15 Menangkap makna teks naratif lisan dan tulis berbentuk cerita pendeksederhana.

C. Indikator Pencapaian Kompetensi1. Menunjukkan kesungguhan belajar bahasa Inggris terkait teks recount dan

narrative dengan ikut berpartisipasi aktif dalam kegiatan belajar danpembelajaran di kelas.

2. Menunjukkan perilaku peduli, percaya diri, dan tanggung jawab dalammelaksanakan komunikasi di kelas.

3. Mengidentifikasi fungsi sosial dan unsur kebahasaan dari teks narrative danrecount dengan tepat.

4. Mendaftar kosa kata yang ada di dalam teks berbahasa Inggris dengan tepat.5. Mempresentasikan jawaban dengan tepat.

D. Tujuan Pembelajaran1. Siswa mampu menunjukkan kesungguhan belajar bahasa Inggris terkait teks

recount dan narrative dengan ikut berpartisipasi aktif dalam kegiatan belajardan pembelaja ran di kelas.

2. Siswa mampu menunjukkan perilaku peduli, percaya diri, dan tanggung jawabdalam melaksanakan komunikasi di kelas.

3. Siswa mampu mengidentifikasi fungsi sosial dan unsur kebahasaan dari teksnarrative dan recount dengan tepat.

4. Siswa mampu mendaftar kosa kata yang ada di dalam teks berbahasa Inggrisdengan tepat.

5. Siswa mampu mempresentasikan jawaban dengan tepat.

C. Materi Pembelajaran

Read the passage and answer the question.

THE UGLY DUCKLINGOne upon time, a mother duck sat on her eggs. She felt tired of sitting on

them. She just wished the eggs would break out. Several days later, she got her

wish. The eggs cracked and some cute little ducklings appeared.

“Peep, peep” the little ducklings cried.

“Quack, quack” their mother greeted in return.

111

However the largest egg had not cracked. The mother duck sat on it for several

days. Finally, it cracked and a huge ugly duckling waddled out. The mother duck

looked at him in surprise. He was so big and very gray. He didn’t look like the

others at all. He was like a turkey.

When the mother duck brought the children to the pond for their first swimming

lesson. The huge grey duckling splashed and paddled about just as nicely as the

other ducklings did.

“That is not a turkey chick. He is my very own son and quite handsome”

the mother said proudly.

However, the other animals didn’t agree. They hissed and made fun of him day by

day. Even his own sisters and brothers were very unkind.

“You are very ugly” they quacked. The little poor duckling was very

unhappy.

“I wish I looked like them” he thought to himself.

One day, the ugly duckling run away and hid in the bushes. The sad duckling

lived alone through the cold and snow winter. Finally the spring flowers began to

bloom. While he was swimming in the pond, he saw three large white swans

swimming toward him.

“Oh, dear. these beautiful birds will laugh and peck me too” he said to

himself.

But the swans did not attack him. Instead, they swam around him and stroked him

with their bills. As the ugly duckling bent his neck to speak to them, he saw his

reflection in the water. He could not believe his eyes.

“I am not an ugly duckling but a beautiful swam” he exclaimed.

He was very happy. From that day on, he swam and played with his new friends

and was happier than he had never been.

Question:

1. Who is the character of the story? Descrice the characteristic of each

character.

2. Where is the story taken place?

3. What moral value can you take from the story?

112

4. What is the meaning of these words:

- Cracked - Brought

- Greeted - Paddled

- Huge - Bushes

- Waddled - Pond

- Turkey - Bills

Look at the picture and answer the question.

Questions:1. What do you think of Castor’s character?2. What is the meaning of the word “batty”?3. Transform these sentences into indirect form.- “Talk to him and see if you think he is batty”- “ No sharks in this pond?”- “I’ll fish for whales”

113

Read the passage below, then underline the verb which indicate past tense.Explain to your friend what the verbs mean and how to pronounce them.

Taken from: www.wapikweb.org

Describe the person below

114

115

D. Model/Metode Pembelajaran1. Scientific approach2. Inquiry3. Collaborative learning

E. Kegiatan Pembelajaran

Kegiatan Deskripsi Kegiatan AlokasiWaktu

Orientationdanstructuring

1. Guru menyapa siswa.2. Guru mengecek presensi siswa.3. Guru memberikan ice breaking

5 menit

116

4. Guru melakukan apersepsi dengan penjelasanpada pertemuan sebelumnya.

Modelling Mengamati:1. Siswa membaca soal-soal mengenai teks

narrative dan recount dengan memperhatikanfungsi sosial, kosa kata, dan unsurkebahasaannya.

Mempertanyakan:1. Siswa menanyakan unsur kebahasaan, fungsi

sosial, dan beberapa kosa kata dalam teks yangdibaca.

2. Guru memberikan feedback terhadap pertanyaansiswa.

Mengeksplorasi:1. Siswa mendengar dan membaca soal-soal yang

diberikan guru.2. Siswa mengidentifikasi fungsi sosial, unsur

kebahasaan, atau kosa kata di dalam sebuahteks.

Mengasosiasi:1. Siswa membentuk kelompok yang terdiri dari 5-

6 orang2. Setiap kelompok akan mendapatkan satu bundel

soal yang berisi beberapa macam soal.3. Guru menjelaskan aturan dari aktivitas yang

akan dilakukan.4. Siswa mengerjakan soal.

Mengkomunikasikan:1. Siswa mempresentasikan jawaban di depan

kelas.

5 menit

5 menit

5 menit

5 menit

5 menit

5 menit

5 menit

5 menit

15 menit

25 menit

Closing 1. Guru membimbing siswa untuk menyimpulkankegiatan yang telah dilaksanakan.

2. Guru memberikan kesempatan pada siswa untukbertanya.

3. Guru meminta siswa untuk mengumpulkanvideo yang telah dibuat.

4. Salam penutup

5 menit

117

F. Alat/Media/Sumber Pembelajaran1. Soal2. Lembar jawab3. Spidol4. Papan tulis5. Speaker6. LCD

G. Penilaian Hasil Belajar1. Penilaian sikap2. Penilaian tes

H. Instrumen Penilaian Hasil Belajara. Penilaian Sikap

No

Nama

Aspek sikap yang dinilai Nilai

Ser

ius

dala

mm

ener

ima

pela

jara

n

Ber

tang

gung

jaw

ab d

anse

rius

dal

amm

enja

laka

ntu

gas

San

tun

terh

adap

guru

.

Men

ghar

gai

pend

apat

tem

an.

Ter

liba

t akt

ifda

lam

KB

M

1.2.3.

Keterangan:Sikap dinilai dengan rentang nilai 1-4 dengan keterangan sebagai berikut:1 : Kurang2 : Cukup baik3 : Baik4 : Amat baik

Tangerang Selatan, 19 Mei 2016Guru Pamong, Mahasiswi PPKT,

Dadang Suryana, S.Pd., MM. Rahmi RahayuNIP : 19660513 199412 1 003 NIM. 1112014000037

118

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Satuan Pendidikan : SMA Negeri 1 Kota Tangerang SelatanKelas : X MIA 6 / Semester 2Mata Pelajaran : Bahasa InggrisMateri Pokok : Recount textPertemuan : ke- 6Waktu : 2 x 45 menit

A. Kompetensi Inti1. Menghayati dan mengamalkan ajaran agama yang dianutnya.2. Mengembangkan perilaku (jujur, disiplin, tanggung jawab, peduli, santun,

ramah lingkungan, gotong royong, kerjasama, cinta damai, responsive, proaktif) dan menunjukkan sikap sebagai bagian dari solusi atas berbagaipermasalahan bangsa dalam berinteraksi secara efektif dengan lingkungansosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalampergaulan dunia.

3. Memahami, menerapkan, menganalisis pengetahuan factual, konseptual,procedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan,kebangsaan, kenegaraan, dan peradaban terkait fenomena dan kejadian sertamenerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuaidengan bakat dan minatnya untuk memecahkan masalah.

4. Mengolah, menalar, menyaji dan menciptakan dalam ranah konkret dan ranahabstrak terkait dengan pengembangan diri yang dipelajarinya di sekolah secaramandiri, dan mampu menggunakan metode sesuai kaidah keilmuan.

B. Kompetensi Dasar1.1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa

pengantar komunikasi internasional yang diwujudkan dalam semangat belajar.2.3. Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai,

dalam melaksanakan komunikasi fungsional.3.9. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari teks

recount sederhana tentang pengalaman/ kejadian/ peristiwa, sesuai dengankonteks penggunaannya.

4.14.Menyusun teks recount lisan dan tulis sederhana tentangpengalaman/kegiatan/peristiwa, dengan memperh atikan fungsi sosial, strukturteks, dan unsur kebahasaan, secara benar dan sesuai dengan konteks.

119

C. Indikator Pencapaian Kompetensi1. Menunjukkan kesungguhan belajar bahasa Inggris terkait teks recount dengan

ikut berpartisipasi aktif dalam kegiatan belajar dan pembelajaran di kelas.2. Mengidentifikasi video orang yang sedang menceritakan pengalamannya

dengan memperhatikan beberapa aspek, yakni cara penyampaian, penggunaanbahasa, dan isinya.

3. Menuliskan vocabulary/ kosa kata yang ada dalam video tersebut dengan tepat.

D. Tujuan Pembelajaran1. Siswa mampu menunjukkan kesungguhan belajar bahasa Inggris terkait teks

recount dengan ikut berpartisipasi aktif dalam kegiatan belajar danpembelajaran di kelas.

2. Siswa mampu mengidentifikasi video orang yang sedang menceritakanpengalamannya dengan memperhatikan beberapa aspek, yakni carapenyampaian, penggunaan bahasa, dan isinya.

3. Siswa mampu menuliskan vocabulary/ kosa kata yang ada dalam video tersebutdengan tepat.

C. Materi PembelajaranTelling past story or experience is one of kinds of recount text. It can be inoral or written form. It is suggested to consider the structure of recount text intelling story in both form. The structure is as follow:

1. Orientation: tells who was involved, what happened, where the events tookplace, and when it happened.

2. Events: tell what happened and in what sequence3. Reorientation : consists of optional-closure of events/ending.

D. Model/Metode Pembelajaran1. Scientific approach2. Inquiry

120

E. Kegiatan Pembelajaran

Kegiatan Deskripsi Kegiatan AlokasiWaktu

Orientationdanstructuring

1. Guru menyapa siswa.2. Guru mengecek presensi siswa.3. Guru melakukan apersepsi dengan penjelasan

pada pertemuan sebelumnya.

5 menit

Modelling Mengamati:1. Siswa mengamati video seseorang yang sedang

menceritakan pengalaman pribadinya.2. Siswa mengidentifikasi komponen bahasa yang

digunakan oleh orang yang ada dalam videotersebut.

Mempertanyakan:1. Siswa bertanya tentang aspek-aspek yang harus

diperhatikan dalam berbicara denganmenggunakan bahasa asing.

2. Guru memberikan feedback terhadap pertanyaansiswa.

Mengeksplorasi:1. Siswa mendengarkan dan melihat video

berkaitan dengan penceritaan pengalamanpribadi.

2. Siswa menuliskan vocabulary yang merekadengar dari video tersebut.

3. Siswa melaksanakan games untuk mereviewmateri yang mereka pelajari sebelumnya.

Mengasosiasi:1. Siswa membentuk dua kelompok besar yang

akan saling berkompetisi untuk menjawabpertanyaan yang diberikan guru dalam selembarkertas kecil.

2. Siswa saling melempar dan menjawabpertanyaan terkait materi sebelumnya.

Mengkomunikasikan:1. Siswa menjawab pertanyaan secara lisan.

3 menit

2 menit

2 menit

2 menit

1 menit

30 menit

30 menit

10 menit

121

F. Alat/Media/Sumber Pembelajaran1. Materi video

My experience at 1 million dance studiohttps://www.youtube.com/watch?v=ZVDFyQZeh88

2. LCD Proyektor3. Spidol4. Papan tulis

G. Penilaian Hasil Belajar1. Penilaian sikap

H. Instrumen Penilaian Hasil Belajara. Penilaian Sikap

No

Nama

Aspek sikap yang dinilai Nilai

Ser

ius

dala

mm

ener

ima

pela

jara

n

Ber

tang

gung

jaw

ab d

anse

rius

dal

amm

enja

laka

ntu

gas

San

tun

terh

adap

guru

.

Men

ghar

gai

pend

apat

tem

an.

Ter

liba

t akt

ifda

lam

KB

M1.2.3.

Keterangan:Sikap dinilai dengan rentang nilai 1-4 dengan keterangan sebagai berikut:1 : Kurang2 : Cukup baik3 : Baik4 : Amat baik

Tangerang Selatan, 31 Maret 2016Guru Pamong, Mahasiswi PPKT,

Dadang Suryana, S.Pd., MM. Rahmi RahayuNIP : 19660513 199412 1 003 NIM. 1112014000037

Closing 1. Guru membimbing siswa untuk menyimpulkankegiatan yang telah dilaksanakan.

2. Guru memberikan kesempatan pada siswa untukbertanya

3. Salam penutup

5 menit

122

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Satuan Pendidikan : SMA Negeri 1 Kota Tangerang SelatanKelas : X MIA 6 / Semester 2Mata Pelajaran : Bahasa InggrisMateri Pokok : Recount textPertemuan : ke- 7Waktu : 2 x 45 menit

A. Kompetensi Inti1. Menghayati dan mengamalkan ajaran agama yang dianutnya.2. Mengembangkan perilaku (jujur, disiplin, tanggung jawab, peduli, santun,

ramah lingkungan, gotong royong, kerjasama, cinta damai, responsive, proaktif) dan menunjukkan sikap sebagai bagian dari solusi atas berbagaipermasalahan bangsa dalam berinteraksi secara efektif dengan lingkungansosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalampergaulan dunia.

3. Memahami, menerapkan, menganalisis pengetahuan factual, konseptual,procedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan,kebangsaan, kenegaraan, dan peradaban terkait fenomena dan kejadian sertamenerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuaidengan bakat dan minatnya untuk memecahkan masalah.

4. Mengolah, menalar, menyaji dan menciptakan dalam ranah konkret dan ranahabstrak terkait dengan pengembangan diri yang dipelajarinya di sekolah secaramandiri, dan mampu menggunakan metode sesuai kaidah keilmuan.

B. Kompetensi Dasar1.1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa

pengantar komunikasi internasional yang diwujudkan dalam semangat belajar.2.3. Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai,

dalam melaksanakan komunikasi fungsional.3.9. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari teks

recount sederhana tentang pengalaman/ kejadian/ peristiwa, sesuai dengankonteks penggunaannya.

4.14.Menyusun teks recount lisan dan tulis sederhana tentangpengalaman/kegiatan/peristiwa, dengan memperh atikan fungsi sosial, strukturteks, dan unsur kebahasaan, secara benar dan sesuai dengan konteks.

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C. Indikator Pencapaian Kompetensi1. Menunjukkan kesungguhan belajar bahasa Inggris terkait teks recount berjudul

“Camping on The Mountain” dengan ikut berpartisipasi aktif dalam kegiatanbelajar dan pembelajaran di kelas.

2. Mempelajari text recount berjudul “Camping on The Mountain” yangdiberikan oleh guru dengan tepat

3. Mendaftar kosa kata penting yang ada di dalam teks tersebut dengan tepat.4. Menjawab pertanyaan yang diberikan oleh guru dengan tepat.5. Megurutkan cerita dengan alur yang tepat.

D. Tujuan Pembelajaran1. Siswa mampu menunjukkan kesungguhan belajar bahasa Inggris terkait teks

recount berjudul “Camping on The Mountain” dengan ikut berpartisipasi aktifdalam kegiatan belajar dan pembelajaran di kelas.

2. Siswa mampu mempelajari text recount berjudul “Camping on The Mountain”yang diberikan oleh guru dengan tepat

3. Siswa mampu mendaftar kosa kata penting yang ada di dalam teks tersebutdengan tepat.

4. Siswa mampu menjawab pertanyaan yang diberikan oleh guru dengan tepat.5. Siswa mampu megurutkan cerita dengan alur yang tepat.

E. Materi Pembelajaran

Camping on the mountainLast holiday, my friends and I went camping on the mountain. We went to Guci,

Tegal. The spot is near from our town. I is about 2 hours to get there. We chooseGuci because it is not too far from settlement.

We prepared everything before going on camping. The boys prepared the tents,the girls prepared the food, and I checked the accommodations. We broughtcooking utensils and the food from home, clothes, camera, guitar, etc. We wentthere by a car and a motorcycle for unwanted condition. We went there in the sunnymorning and hoped no rain during camping.

On the first day, we sat up the tent on the spot near waterfall. The girls made thefence of the area but the boys took a bath on the river. Then, we cooked the food forthe lunch, had lunch together, tried to fish in the river but we got a sandal.

On the second day, we had some activities. We went on hiking up the mountain,took some pictures in tea garden, and picked strawberry. The last night of ourcamping was so cold, we made a campfire, sang song together and told spookystories which made us fear.

We had camping for about three days. On the last day, we packed everything webought. we cleaned the area and made sure there was nothing left except our

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footprint. We didn’t took anything except took photos, we remembered that wemust keep the nature, friendly with them and they will be friendly with us. Wemade a memory by taking photos together in front of a waterfall and then wenthome happily. We felt very tired.

Teks untuk games acak cerita:

Last week my friend and I were bored after three weeks of holidays, so we rodeour bikes to Pasir Kencana Beach, which is only five kilometres from where Ilive. When we arrived at the beach, we were surprised to see there was hardlyanyone there.

After having a quick dip in the ocean, which was really cold, we realized onereason there were not many people there. It was also quite windy. After we boughtsome hot chips at the takeaway store nearby, we rode our bikes down the beachfor a while, on the hard, damp part of the sand. We had the wind behind us and,before we knew it, we were many miles down the beach.

Before we made the long trip back, we decided to paddle our feet in the water fora while, and then sit down for a rest. While we were sitting on the beach, justchatting, it suddenly dawned on us that all the way back, we would be riding intothe strong wind.

When we finally made it back home, we were both totally exhausted! But welearned some good lessons that day.

F. Model/Metode Pembelajaran1. Scientific approach2. Games

G. Kegiatan Pembelajaran

Kegiatan Deskripsi Kegiatan AlokasiWaktu

Orientationdanstructuring

1. Guru menyapa siswa.2. Guru mengecek presensi siswa.3. Guru melakukan apersepsi dengan penjelasan

pada pertemuan sebelumnya.4. Guru memberikan ice breaking untuk

memusatkan perhatian siswa.

10 menit

Modelling Mengamati:

125

H. Alat/Media/Sumber Pembelajaran1. Teks recount

ENGLISHINDO.COM:http://www.englishindo.com/2014/03/contoh-recount-text-tentang-holiday.html#ixzz45l0BAPqz

1. Siswa mengidentifikasi teks recount berjudul“Camping on the Mountain” denganmemperhatikan kosa kata penting dalam tekstersebut.

2. Siswa mengidentifikasi potongan-potongancerita yang diberikan oleh guru.

Mempertanyakan:1. Siswa bertanya tentang generic structur dan

kosa kata yang belum siswa pahami dari teksyang diberikan oleh guru.

2. Guru memberikan feedback terhadap pertanyaansiswa.

Mengeksplorasi:1. Siswa membaca teks recount.2. Siswa menganalisis teks tersebut dari aspek

generic structur dan vocabulary nya.3. Guru menarik kembali teks yang telah dibaca

oleh siswa.4. Siswa melaksanakan games untuk mereview

materi yang mereka pelajari sebelumnya.Mengasosiasi:1. Siswa membentuk kelompok yang terdiri dari 5-

6 siswa.2. Siswa bekerjasama dengan teman dalam

kelompoknya dalam mengidentifikasi teks danmenjawab pertanyaan yang diberikan oleh guru.

Mengkomunikasikan:1. Siswa menjawab pertanyaan secara lisan dan

tulis.

5 menit

5 menit

5 menit

5 menit

3 menit10 menit

2 menit

35 menit

5 menit

In all activity

In games

Closing 1. Guru membimbing siswa untuk menyimpulkankegiatan yang telah dilaksanakan.

2. Guru memberikan kesempatan pada siswa untukbertanya

3. Salam penutup 5 menit

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2. Papan tulis3. Spidol

I. Instrumen untuk games

Answer these questions correctly1. Why did the writer choose Guci as the destination?2. What did they bring for the camping?3. What they did in the first day?4. Whe did they hike u to the mountain?5. What did they do at the last night?6. What did they take from the camping place?7. How long is the distance between the beach and the writer’s house?8. Why did the writer and his/her friend go to the beach?9. “We were surprised to see there was hardly anyone there.”

The bold phrase means....10. Why did the writer only have a quick dip in the ocean?11. What the writer did before making the long trip back from the

beach?

Key answer:1. Because it is not too far from the settlement.2. They brought cooking utensils and the food from home, clothes,

camera, guitar, etc.3. - They sat up the tent on the spot near waterfall.- The girls made the fence of the area- the boys took a bath on the river.- They cooked the food for the lunch- They had lunch together- They tried to fish in the river but we got a sandal.

4. On the second day5. They made a campfire

They sang song togetherThey told spooky stories which made us fear.

6. Photo7. 5 kilometers8. Because they were bored after three weeks holiday9. There were only few people there10. Because there were only few people at the beach and it was quite

windy.11. They decided to paddle our feet in the water for a while, and then sit

down for a restJ. Penilaian Hasil Belajar

1. Penilaian sikap

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K. Instrumen Penilaian Hasil Belajara. Penilaian Sikap

No

Nama

Aspek sikap yang dinilai Nilai

Ser

ius

dala

mm

ener

ima

pela

jara

n

Ber

tang

gung

jaw

ab d

anse

rius

dal

amm

enja

laka

ntu

gas

San

tun

terh

adap

guru

.

Men

ghar

gai

pend

apat

tem

an.

Ter

liba

t akt

ifda

lam

KB

M

1.2.3.

Keterangan:Sikap dinilai dengan rentang nilai 1-4 dengan keterangan sebagai berikut:1 : Kurang2 : Cukup baik3 : Baik4 : Amat baik

Tangerang Selatan, 14 April 2016Guru Pamong, Mahasiswi PPKT,

Dadang Suryana, S.Pd., MM. Rahmi RahayuNIP : 19660513 199412 1 003 NIM. 1112014000037

128

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Satuan Pendidikan : SMA Negeri 1 Kota Tangerang SelatanKelas : X MIA 6 / Semester 2Mata Pelajaran : Bahasa InggrisMateri Pokok : Narrative textPertemuan : ke- 8Waktu : 2 x 45 menit

A. Kompetensi Inti1. Menghayati dan mengamalkan ajaran agama yang dianutnya.2. Mengembangkan perilaku (jujur, disiplin, tanggung jawab, peduli, santun,

ramah lingkungan, gotong royong, kerjasama, cinta damai, responsive, proaktif) dan menunjukkan sikap sebagai bagian dari solusi atas berbagaipermasalahan bangsa dalam berinteraksi secara efektif dengan lingkungansosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalampergaulan dunia.

3. Memahami, menerapkan, menganalisis pengetahuan factual, konseptual,procedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan,kebangsaan, kenegaraan, dan peradaban terkait fenomena dan kejadian sertamenerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuaidengan bakat dan minatnya untuk memecahkan masalah.

4. Mengolah, menalar, menyaji dan menciptakan dalam ranah konkret dan ranahabstrak terkait dengan pengembangan diri yang dipelajarinya di sekolah secaramandiri, dan mampu menggunakan metode sesuai kaidah keilmuan.

B. Kompetensi Dasar1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa

pengantar komunikasi international yang diwujudkan dalam semangat belajar2.3 Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai,

dalam melaksanakan komunikasi fungsional.3.10 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks

naratif sederhana berbentuk legenda rakyat, sesuai dengan kontekspenggunaannya.

4.15 Menangkap makna teks naratif lisan dan tulis berbentuk legenda, sederhana

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C. Indikator Pencapaian Kompetensi1. Menunjukkan kesungguhan belajar bahasa Inggris dengan ikut berpartisipasi

aktif dalam kegiatan belajar dan pembelajaran di kelas.2. Menunjukkan perilaku peduli, percaya diri, dan tanggung jawab dalam

melaksanakan komunikasi terkait teks narrative sederhana.3. Mengidentifikasi fungsi sosial dan unsur kebahasaan teks narrative dengan

tepat.4. Mendefinisikan kosa kata penting yang ada di dalam teks tersebut dengan

tepat.5. Menjawab pertanyaan yang diberikan oleh guru dengan tepat.

D. Tujuan Pembelajaran1. Siswa mampu menunjukkan kesungguhan belajar bahasa Inggris dengan ikut

berpartisipasi aktif dalam kegiatan belajar dan pembelajaran di kelas.2. Siswa mampu menunjukkan perilaku peduli, percaya diri, dan tanggung jawab

dalam melaksanakan komunikasi terkait teks narrative sederhana.3. Siswa mampu mengidentifikasi fungsi sosial dan unsur kebahasaan teks

narrative dengan tepat.4. Siswa mampu mendefinisikan kosa kata penting yang ada di dalam teks

tersebut dengan tepat.5. Siswa mampu menjawab pertanyaan yang diberikan oleh guru dengan tepat.

C. Materi PembelajaranVideo:

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D. Model/Metode Pembelajaran1. Scientific approach2. Games

E. Kegiatan Pembelajaran

Kegiatan Deskripsi Kegiatan AlokasiWaktu

Orientationdanstructuring

1. Guru menyapa siswa.2. Guru mengecek presensi siswa.3. Guru melakukan apersepsi dengan penjelasan

pada pertemuan sebelumnya.

5 menit

Modelling Mengamati:1. Siswa melihat video narrative berjudul “The

Nut Job 1-3” dengan memperhatikan unsurkebahasaan dan kosa kata yang digunakandalam video tersebut.

2. Siswa mengidentifikasi pertanyaan dan jawabandari pertanyaan games yang diberikan oleh guru.

Mempertanyakan:1. Siswa menanyakan unsur kebahasaan, fungsi

sosial, dan beberapa kosa kata dalam teksnarrative dalam bentuk video.

2. Guru memberikan feedback terhadap pertanyaansiswa.

Mengeksplorasi:1. Siswa mengidentifikasi teks narrative berbentuk

video.2. Siswa menganalisis teks tersebut dari aspek

unsur kebahasaan, fungsi sosial, dan kosa katapenting dengan tepat.

3. Siswa melaksanakan games untuk mereview isiteks narrative dan beberapa materi yang merekapelajari sebelumnya.

45 menit

3 menit

2 menit

2 menit

3 menit

25 menit

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F. Alat/Media/Sumber Pembelajaran1. Movie : “The Nut Job” : taken from www.youtube.com2. LCD Projector3. Speaker4. Soal untuk games

G. InstrumentDaftar pertanyaan untuk games1. Surly said that,”I am just a squirrel trying to get a nut.”

The reported speech form of the sentence is....a. I was just a squirrel trying to get a nut.b. He was just a squirrel trying to get a nut.c. I was just being a squirrel trying to get a nut.

Mengasosiasi:1. Siswa membentuk 2 kelompok besar terdiri dari

20-22 siswa di setiap kelompok.2. Guru memberikan soal dan jawaban kepada

setiap anggota kelompok yang berbeda,sehingga setiap siswa mendapatkan tanggungjawab yang sama untuk membacakan soal danmengidentifikasi jawaban.

3. Siswa bekerjasama dengan teman dalamkelompoknya dalam mengidentifikasi soal danjawaban.

4. Kelompok yang berhasil menjawab pertanyaandengan tepat berhak untuk memilih kotakrahasia yang berisi angka tertentu.

5. Pemenang games akan ditentukan dari jumlahangka tertinggi yang mereka dapatkan dalamgames ini.

Mengkomunikasikan:1. Siswa menjawab pertanyaan secara lisan dan

tulis dalam games.

In games

Closing 1. Guru membimbing siswa untuk menyimpulkankegiatan yang telah dilaksanakan.

2. Guru memberikan kesempatan pada siswa untukbertanya

3. Salam penutup 5 menit

132

2. The squirrel said, “ Please keep that food coming now.”The reported speech form of the sentence is...a. The squirrel said not to keep that food coming now.b. The squirrel said to keep that food come nowc. The squirrel said to keep that food coming then.

3. A small animal covered in fur with a long tail with a lot of fur, whichclimbs trees and feeds on nuts and seeds.a. Squirrelb. Mousec. Bird

4. Who is the name of Surly’s friend whose characteristic is like a mouse?a. Buddyb. Graysonc. Raccoon

5. What is the name of tree where the squirrel save their nuts?a. Pinus treeb. Oak treec. Banana tree

6. Why did the squirrel gather nuts?a. They stored the nuts for winterb. They would use the nuts for partyc. They wanted to use the nuts for battle.

7. What Raccoon said when the tree start burning?a. He asked to save food thereb. He asked to run into the treec. He asked to leave the tree

8. What do you think of Andie’s character?a. She is meanb. She is unreliablec. She is clever and realistic

9. Raccoon said, “Come along. Please keep that food coming, everyone.That’s it all finds are valuable.”What is the meaning of the bold word above?a. to discover, especially where a thing or person is, either unexpectedly

or by searching.b. to realise that something exists or has happenedc. things found by person or animal.

10.

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What does this vehicle name?a. Carb. Cartc. Box

11. What is the punishment for Surly after burning tree?a. Banishmentb. Searching for another treec. Searching food for winter

12. Who did accompany Andie for finding food?a. Buddyb. Raccoonc. Grayson

13. Which one is the compliment expression?a. I feel sorry for you, Surly.b. What a woman!c. It’s ok Grayso, I got him.

14. What kind of tool which can make the dog shut up?a. Boneb. Whistlec. Nuts

15. “Are you nuts?”What does it mean?a. Crazyb. Peanutc. Serious

16. What did the squirrel do to help the dog?a. Pretending to be deadb. Taking her whistlec. Talking to the owner

17. What do you think about Buddy and Surly?a. They are good friendb. Surly does not like Buddyc. Buddy is not good friend for Surly.

18. What did Raccoon say about the deal with Surly?a. He agreedb. He need to negosiate with Surlyc. He did not want to make a deal with him

19. What did people inside the house plan?a. Robbing a bankb. Selling some nutc. Doing great business.

20. You can’t enter the room because it__________now.a. Cleanedb. Has cleanedc. Is being cleaned

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21. Wilson_________the money from Brown two weeks ago.a. Were borrowedb. Will borrowc. Was borrowed

22. My uncle doesn’t earn much money, ___________he can send his childrento college.a. Howeverb. Andc. Therefore

23. The front of a ship called a bow, ___________the back is called the stern.a. Duringb. Consequentlyc. While

24. What__________about this changing plan?a. Will your friend sayb. Your friends will sayc. Will say your friends

25. How.....such a peculiar excuse?a. You can believeb. Believe you canc. Can you believe

H. Penilaian Hasil Belajar1. Penilaian sikap2. Penilaian games

I. Instrumen Penilaian Hasil Belajara. Penilaian Sikap

No

Nama

Aspek sikap yang dinilai Nilai

Ser

ius

dala

mm

ener

ima

pela

jara

n

Ber

tang

gung

jaw

ab d

anse

rius

dal

amm

enja

laka

ntu

gas

San

tun

terh

adap

guru

.

Men

ghar

gai

pend

apat

tem

an.

Ter

liba

t akt

ifda

lam

KB

M

1.2.3.

Keterangan:Sikap dinilai dengan rentang nilai 1-4 dengan keterangan sebagai berikut:1 : Kurang2 : Cukup baik3 : Baik4 : Amat baik

135

b. Kotak nilai untuk gamesA B C D E

1 10 30 40 10 20

2 50 20 30 80 60

3 100 40 20 100 10

4 60 70 70 40 20

5 40 10 20 30 50

Tangerang Selatan, 21 April 2016Guru Pamong, Mahasiswi PPKT,

Dadang Suryana, S.Pd., MM. Rahmi RahayuNIP : 19660513 199412 1 003 NIM. 1112014000037

136

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Satuan Pendidikan : SMA Negeri 1 Kota Tangerang SelatanKelas : X MIA 9 / Semester 2Mata Pelajaran : Bahasa InggrisMateri Pokok : SongPertemuan : ke- 9Waktu : 2 x 45 menit

A. Kompetensi Inti1. Menghayati dan mengamalkan ajaran agama yang dianutnya.2. Mengembangkan perilaku (jujur, disiplin, tanggung jawab, peduli, santun,

ramah lingkungan, gotong royong, kerjasama, cinta damai, responsive, proaktif) dan menunjukkan sikap sebagai bagian dari solusi atas berbagaipermasalahan bangsa dalam berinteraksi secara efektif dengan lingkungansosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalampergaulan dunia.

3. Memahami, menerapkan, menganalisis pengetahuan factual, konseptual,procedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan,kebangsaan, kenegaraan, dan peradaban terkait fenomena dan kejadian sertamenerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuaidengan bakat dan minatnya untuk memecahkan masalah.

4. Mengolah, menalar, menyaji dan menciptakan dalam ranah konkret dan ranahabstrak terkait dengan pengembangan diri yang dipelajarinya di sekolah secaramandiri, dan mampu menggunakan metode sesuai kaidah keilmuan.

B. Kompetensi Dasar1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa

pengantar komunikasi international yang diwujudkan dalam semangat belajar2.3 Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai,

dalam melaksanakan komunikasi fungsional.3.11Menyebutkan fungsi sosial dan unsur kebahasaan dalam lagu sederhana.4.16 Menangkap makna lagu sederhana.

C. Indikator Pencapaian Kompetensi1. Menunjukkan kesungguhan belajar bahasa Inggris terkait lagu berbahasa

Inggris berjudul “Count on Me, Love Yourself, dan 7 Years” dengan ikutberpartisipasi aktif dalam kegiatan belajar dan pembelajaran di kelas.

137

2. Menunjukkan perilaku peduli, percaya diri, dan tanggung jawab dalammelaksanakan komunikasi terkait lagu berbahasa Inggris berjudul “Count onMe, Love Yourself, dan 7 Years”

3. Mengidentifikasi fungsi sosial dan unsur kebahasaan dari lagu yang merekaperdengarkan dengan tepat.

4. Mendaftar kosa kata penting yang ada di dalam teks tersebut dengan tepat.5. Menjawab pertanyaan yang diberikan oleh guru dengan tepat.

D. Tujuan Pembelajaran1. Siswa mampu menunjukkan kesungguhan belajar bahasa Inggris terkait lagu

berbahasa Inggris berjudul “Count on Me, Love Yourself, dan 7 Years” denganikut berpartisipasi aktif dalam kegiatan belajar dan pembelajaran di kelas.

2. Siswa mampu menunjukkan perilaku peduli, percaya diri, dan tanggung jawabdalam melaksanakan komunikasi terkait lagu berbahasa Inggris berjudul“Count on Me, Love Yourself, dan 7 Years”.

3. Siswa mampu mengidentifikasi fungsi sosial dan unsur kebahasaan dari laguyang mereka perdengarkan dengan tepat.

4. Siswa mampu mendaftar kosa kata penting yang ada di dalam teks tersebutdengan tepat.

5. Siswa mampu menjawab pertanyaan yang diberikan oleh guru dengan tepat.

C. Materi PembelajaranSongs are authentic and easily accessible examples of spoken English. The

rhymes in songs provide listeners with repetition of similar sounds. Studentsoften choose to listen to songs time and again, indirectly exposing them to thesesounds. The song used in this lesson is Count on Me sung by Bruno Mars.

"Count On Me"By: Bruno Mars

Oh uh-huhIf you ever find yourself (1)_____ in the middle of the seaI'll sail the world to find youIf you ever find yourself (2)__________ and you can't seeI'll be (3)_______ to guide youWe find out what we're (4)_______ ofWhen we are called to help our friends in (5)_____

ReffYou can count on me like (6)________I'll be there(7)_____ I know when I need it

138

I can count on you like 4, 3, 2And (8)________be there'Cause that's what friends are (9)_______ to do, oh yeahOoooooh, oooohhh yeah, yeah

If you're tossin' and you're (10)________And you just can't fall asleepI'll (11)_______ a song beside youAnd if you ever (12)_______ how much you really mean to meEvery day I will (13)_______ you

OoohWe find out what we're (14)________When we are called to (15)______our friends in (16)______

back to reff

You'll always have my (17)_________ when you cryI'll never let go, never say goodbyeYou know...

Back to ReffYou can count on me 'cause I can count on (18)_____

Key answer:

1. Stuck2. Lost in the dark3. The light4. Made5. Need6. 1,2,37. And8. I’ll9. Supposed10. Turning11. Sing12. Forget13. Remind14. Made of15. Help16. Need17. Shoulder18. You

139

D. Model/Metode Pembelajaran1. Scientific approach2. Fill in the blank of song lyrics

E. Kegiatan Pembelajaran

Kegiatan Deskripsi Kegiatan AlokasiWaktu

Orientationdanstructuring

1. Guru menyapa siswa.2. Guru mengecek presensi siswa.3. Guru melakukan apersepsi dengan penjelasan

pada pertemuan sebelumnya.

5 menit

Modelling Mengamati:1. Siswa mendengarkan lagu berbahasa Inggris

berjudul “Count on Me, Love Yourself, dan 7Years” dengan memperhatikan kosa kata danmakna lagunya.

Mempertanyakan:1. Siswa menanyakan unsur kebahasaan, fungsi

sosial, dan beberapa kosa kata dalam lagutersebut dalam bentuk tulisan maupun video.

2. Guru memberikan feedback terhadap pertanyaansiswa.

Mengeksplorasi:1. Siswa mengidentifikasi kosa kata yang hilang

dalam lirik lagu berbahasa Inggris. (fill in theblank)

2. Siswa menganalisis lagu dari aspek makna dankosa katanya.

Mengasosiasi:1. Siswa membentuk kelompok yang terdiri dari

20-22 siswa.2. Guru memberikan soal terkait kosa kata dan

unsur kebahasaan dalam beberapa laguberbahasa Inggris.

15 menit

5 menit

5 menit

5 menit

5 menit

5 menit

2 menit

140

F. Media/Sumber Pembelajaran1. Teks recount2. Soal3. Song4. Speaker5. Lembar jawab

G. Penilaian Hasil Belajar1. Penilaian sikap

H. Instrumen Penilaian Hasil Belajara. Penilaian Sikap

No

Nama

Aspek sikap yang dinilai Nilai

Ser

ius

dala

mm

ener

ima

pela

jara

n

Ber

tang

gung

jaw

ab d

anse

rius

dal

amm

enja

laka

ntu

gas

San

tun

terh

adap

guru

.

Men

ghar

gai

pend

apat

tem

an.

Ter

liba

t akt

ifda

lam

KB

M

1.2.3.

3. Siswa bekerjasama dengan teman dalamkelompoknya dalam mengidentifikasi jawabandari soal tersebut.

Mengkomunikasikan:1. Siswa menjawab pertanyaan secara lisan dan

tulis dalam games.

38 menit

In activity

Closing 1. Guru membimbing siswa untuk menyimpulkankegiatan yang telah dilaksanakan.

2. Guru memberikan kesempatan pada siswa untukbertanya

3. Salam penutup

5 menit

141

Keterangan:Sikap dinilai dengan rentang nilai 1-4 dengan keterangan sebagai berikut:1 : Kurang2 : Cukup baik3 : Baik4 : Amat baik

Tangerang Selatan, 28 April 2016Guru Pamong, Mahasiswi PPKT,

Dadang Suryana, S.Pd., MM. Rahmi RahayuNIP : 19660513 199412 1 003 NIM. 1112014000037

142

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Satuan Pendidikan : SMA Negeri 1 Kota Tangerang SelatanKelas : X MIA 6 / Semester 2Mata Pelajaran : Bahasa InggrisMateri Pokok : ReviewPertemuan : ke- 10Waktu : 2 x 45 menit

A. Kompetensi Inti1. Menghayati dan mengamalkan ajaran agama yang dianutnya.2. Mengembangkan perilaku (jujur, disiplin, tanggung jawab, peduli, santun,

ramah lingkungan, gotong royong, kerjasama, cinta damai, responsive, proaktif) dan menunjukkan sikap sebagai bagian dari solusi atas berbagaipermasalahan bangsa dalam berinteraksi secara efektif dengan lingkungansosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalampergaulan dunia.

3. Memahami, menerapkan, menganalisis pengetahuan factual, konseptual,procedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan,kebangsaan, kenegaraan, dan peradaban terkait fenomena dan kejadian sertamenerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuaidengan bakat dan minatnya untuk memecahkan masalah.

4. Mengolah, menalar, menyaji dan menciptakan dalam ranah konkret dan ranahabstrak terkait dengan pengembangan diri yang dipelajarinya di sekolah secaramandiri, dan mampu menggunakan metode sesuai kaidah keilmuan.

B. Kompetensi Dasar1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa

pengantar komunikasi international yang diwujudkan dalam semangat belajar2.3 Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai,

dalam melaksanakan komunikasi fungsional.

3.9 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari teksrecount tentang pengalaman, kejadian, dan peristiwa, sederhana, sesuai dengankonteks penggunaannya.

3.10Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teksnaratif sederhana berbentuk legenda rakyat, sesuai dengan kontekspenggunaannya.

143

4.14Menyusun teks recount lisan dan tulis, sederhana, tentang kegiatan, kejadian,peristiwa, dengan memperhatikan fungsi sosial, struktur teks, dan unsurkebahasaan yang benar dan sesuai konteks

4.15 Menangkap makna teks naratif lisan dan tulis berbentuk cerita pendeksederhana.

C. Indikator Pencapaian Kompetensi1. Menunjukkan kesungguhan belajar bahasa Inggris terkait teks recount dan

narrative dengan ikut berpartisipasi aktif dalam kegiatan belajar danpembelajaran di kelas.

2. Menunjukkan perilaku peduli, percaya diri, dan tanggung jawab dalammelaksanakan komunikasi di kelas.

3. Mengidentifikasi fungsi sosial dan unsur kebahasaan dari teks-teks yangmereka baca dengan tepat.

4. Mendaftar kosa kata penting yang ada di dalam teks tersebut dengan tepat.5. Menuliskan informasi umum dan khusus/ detail dari teks yang mereka baca.

D. Tujuan Pembelajaran1. Siswa mampu menunjukkan kesungguhan belajar bahasa Inggris terkait teks

recount dan narrative dengan ikut berpartisipasi aktif dalam kegiatan belajardan pembelajaran di kelas.

2. Siswa mampu menunjukkan perilaku peduli, percaya diri, dan tanggung jawabdalam melaksanakan komunikasi di kelas.

3. Siswa mampu mengidentifikasi fungsi sosial dan unsur kebahasaan dari teks-teks yang mereka baca dengan tepat.

4. Siswa mampu mendaftar kosa kata penting yang ada di dalam teks tersebutdengan tepat.

5. Siswa mampu menuliskan informasi umum dan khusus/ detail dari teks yangmereka baca.

C. Materi PembelajaranTerlampir.

D. Model/Metode Pembelajaran1. Scientific approach2. Moving Quiz

144

E. Kegiatan Pembelajaran

Kegiatan Deskripsi Kegiatan AlokasiWaktu

Orientationdanstructuring

1. Guru menyapa siswa.2. Guru mengecek presensi siswa.3. Guru melakukan apersepsi dengan penjelasan

pada pertemuan sebelumnya.

5 menit

Modelling Mengamati:1. Siswa membaca soal-soal mengenai teks

narrative dan recount dengan memperhatikanfungsi sosial, kosa kata, dan unsurkebahasaannya.

Mempertanyakan:1. Siswa menanyakan unsur kebahasaan, fungsi

sosial, dan beberapa kosa kata dalam teks yangdibaca.

2. Guru memberikan feedback terhadap pertanyaansiswa.

Mengeksplorasi:1. Siswa mengidentifikasi fungsi sosial, unsur

kebahasaan, atau kosa kata di dalam sebuahteks.

2. Siswa menganalisis informasi umum da detaildalam teks tersebut.

Mengasosiasi:1. Siswa membentuk kelompok yang terdiri dari

dua orang.2. Setiap kelompok akan mendapatkan soal yang

berbeda.3. Guru menjelaskan teknis moving quiz, sebagai

berikut:- Soal yang telah didapat oleh masing-masing

kelompok akan digeser ke kelompoksesudahnya.

- Waktu untuk menggeser soal itu adalah 5menit yang akan ditandai dengan bel.

4. Pasangan yang mendapatkan nilai tertinggi akanmendapatkan hadiah.

5 menit

5 menit

5 menit

5 menit

5 menit

5 menit

2 menit

3 menit

145

F. Alat/Media/Sumber Pembelajaran1. Soal2. Lembar jawab3. Spidol4. Papan tulis

G. Penilaian Hasil Belajar1. Penilaian sikap2. Penilaian hasil kuis

H. Instrumen Penilaian Hasil Belajara. Penilaian Sikap

No

Nama

Aspek sikap yang dinilai Nilai

Ser

ius

dala

mm

ener

ima

pela

jara

n

Ber

tang

gung

jaw

ab d

anse

rius

dal

amm

enja

laka

ntu

gas

San

tun

terh

adap

guru

.

Men

ghar

gai

pend

apat

tem

an.

Ter

liba

t akt

ifda

lam

KB

M

1.2.

Keterangan:Sikap dinilai dengan rentang nilai 1-4 dengan keterangan sebagai berikut:1 : Kurang2 : Cukup baik3 : Baik4 : Amat baik

Mengkomunikasikan:1. Siswa menjawab pertanyaan secara tulis dan

lisan setelah quiz selesai, yakni pada saatpengkoreksian jawaban.

45 menit

Closing 1. Guru membimbing siswa untuk menyimpulkankegiatan yang telah dilaksanakan.

2. Guru memberikan kesempatan pada siswa untukbertanya

3. Salam penutup 5 menit

146

b. penilaian kuiskuis terdiri dari 29 soal. Sehingga penghitunga nilainya adalah:ℎ = ℎ + 13

Tangerang Selatan, 12 Mei 2016Guru Pamong, Mahasiswi PPKT,

Dadang Suryana, S.Pd., MM. Rahmi RahayuNIP : 19660513 199412 1 003 NIM. 1112014000037

147

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Satuan Pendidikan : SMA Negeri 1 Kota Tangerang SelatanKelas : X MIA 6 / Semester 2Mata Pelajaran : Bahasa InggrisMateri Pokok : ReviewPertemuan : ke- 11Waktu : 2 x 45 menitA. Kompetensi Inti1. Menghayati dan mengamalkan ajaran agama yang dianutnya.2. Mengembangkan perilaku (jujur, disiplin, tanggung jawab, peduli, santun,

ramah lingkungan, gotong royong, kerjasama, cinta damai, responsive, proaktif) dan menunjukkan sikap sebagai bagian dari solusi atas berbagaipermasalahan bangsa dalam berinteraksi secara efektif dengan lingkungansosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalampergaulan dunia.

3. Memahami, menerapkan, menganalisis pengetahuan factual, konseptual,procedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan,kebangsaan, kenegaraan, dan peradaban terkait fenomena dan kejadian sertamenerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuaidengan bakat dan minatnya untuk memecahkan masalah.

4. Mengolah, menalar, menyaji dan menciptakan dalam ranah konkret dan ranahabstrak terkait dengan pengembangan diri yang dipelajarinya di sekolah secaramandiri, dan mampu menggunakan metode sesuai kaidah keilmuan.

B. Kompetensi Dasar1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa

pengantar komunikasi international yang diwujudkan dalam semangat belajar2.3 Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai,

dalam melaksanakan komunikasi fungsional.

3.9 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari teksrecount tentang pengalaman, kejadian, dan peristiwa, sederhana, sesuai dengankonteks penggunaannya.

3.10Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teksnaratif sederhana berbentuk legenda rakyat, sesuai dengan kontekspenggunaannya.

148

4.14Menyusun teks recount lisan dan tulis, sederhana, tentang kegiatan, kejadian,peristiwa, dengan memperhatikan fungsi sosial, struktur teks, dan unsurkebahasaan yang benar dan sesuai konteks

4.15 Menangkap makna teks naratif lisan dan tulis berbentuk cerita pendeksederhana.

C. Indikator Pencapaian Kompetensi1. Menunjukkan kesungguhan belajar bahasa Inggris terkait teks recount dan

narrative dengan ikut berpartisipasi aktif dalam kegiatan belajar danpembelajaran di kelas.

2. Menunjukkan perilaku peduli, percaya diri, dan tanggung jawab dalammelaksanakan komunikasi di kelas.

3. Mengidentifikasi fungsi sosial dan unsur kebahasaan dari teks narrative danrecount dengan tepat.

4. Mendaftar kosa kata yang ada di dalam teks berbahasa Inggris dengan tepat.5. Mempresentasikan jawaban dengan tepat.

D. Tujuan Pembelajaran1. Siswa mampu menunjukkan kesungguhan belajar bahasa Inggris terkait teks

recount dan narrative dengan ikut berpartisipasi aktif dalam kegiatan belajardan pembelaja ran di kelas.

2. Siswa mampu menunjukkan perilaku peduli, percaya diri, dan tanggung jawabdalam melaksanakan komunikasi di kelas.

3. Siswa mampu mengidentifikasi fungsi sosial dan unsur kebahasaan dari teksnarrative dan recount dengan tepat.

4. Siswa mampu mendaftar kosa kata yang ada di dalam teks berbahasa Inggrisdengan tepat.

5. Siswa mampu mempresentasikan jawaban dengan tepat.

C. Materi Pembelajaran

Read the passage and answer the question.

THE UGLY DUCKLINGOne upon time, a mother duck sat on her eggs. She felt tired of sitting on

them. She just wished the eggs would break out. Several days later, she got her

wish. The eggs cracked and some cute little ducklings appeared.

“Peep, peep” the little ducklings cried.

“Quack, quack” their mother greeted in return.

149

However the largest egg had not cracked. The mother duck sat on it for several

days. Finally, it cracked and a huge ugly duckling waddled out. The mother duck

looked at him in surprise. He was so big and very gray. He didn’t look like the

others at all. He was like a turkey.

When the mother duck brought the children to the pond for their first swimming

lesson. The huge grey duckling splashed and paddled about just as nicely as the

other ducklings did.

“That is not a turkey chick. He is my very own son and quite handsome”

the mother said proudly.

However, the other animals didn’t agree. They hissed and made fun of him day by

day. Even his own sisters and brothers were very unkind.

“You are very ugly” they quacked. The little poor duckling was very

unhappy.

“I wish I looked like them” he thought to himself.

One day, the ugly duckling run away and hid in the bushes. The sad duckling

lived alone through the cold and snow winter. Finally the spring flowers began to

bloom. While he was swimming in the pond, he saw three large white swans

swimming toward him.

“Oh, dear. these beautiful birds will laugh and peck me too” he said to

himself.

But the swans did not attack him. Instead, they swam around him and stroked him

with their bills. As the ugly duckling bent his neck to speak to them, he saw his

reflection in the water. He could not believe his eyes.

“I am not an ugly duckling but a beautiful swam” he exclaimed.

He was very happy. From that day on, he swam and played with his new friends

and was happier than he had never been.

Question:

1. Who is the character of the story? Descrice the characteristic of each

character.

2. Where is the story taken place?

3. What moral value can you take from the story?

150

4. What is the meaning of these words:

- Cracked - Brought

- Greeted - Paddled

- Huge - Bushes

- Waddled - Pond

- Turkey - Bills

Look at the picture and answer the question.

Questions:1. What do you think of Castor’s character?2. What is the meaning of the word “batty”?3. Transform these sentences into indirect form.- “Talk to him and see if you think he is batty”- “ No sharks in this pond?”- “I’ll fish for whales”

151

Read the passage below, then underline the verb which indicate past tense.Explain to your friend what the verbs mean and how to pronounce them.

Taken from: www.wapikweb.org

Describe the person below

152

153

D. Model/Metode Pembelajaran1. Scientific approach2. Inquiry3. Collaborative learning

154

E. Kegiatan Pembelajaran

Kegiatan Deskripsi Kegiatan AlokasiWaktu

Orientationdanstructuring

1. Guru menyapa siswa.2. Guru mengecek presensi siswa.3. Guru memberikan ice breaking4. Guru melakukan apersepsi dengan penjelasan

pada pertemuan sebelumnya.

5 menit

Modelling Mengamati:1. Siswa membaca soal-soal mengenai teks

narrative dan recount dengan memperhatikanfungsi sosial, kosa kata, dan unsurkebahasaannya.

Mempertanyakan:1. Siswa menanyakan unsur kebahasaan, fungsi

sosial, dan beberapa kosa kata dalam teks yangdibaca.

2. Guru memberikan feedback terhadap pertanyaansiswa.

Mengeksplorasi:1. Siswa mendengar dan membaca soal-soal yang

diberikan guru.2. Siswa mengidentifikasi fungsi sosial, unsur

kebahasaan, atau kosa kata di dalam sebuahteks.

Mengasosiasi:1. Siswa membentuk kelompok yang terdiri dari 5-

6 orang2. Setiap kelompok akan mendapatkan satu bundel

soal yang berisi beberapa macam soal.3. Guru menjelaskan aturan dari aktivitas yang

akan dilakukan.4. Siswa mengerjakan soal.

Mengkomunikasikan:1. Siswa mempresentasikan jawaban di depan

kelas.

5 menit

5 menit

5 menit

5 menit

5 menit

5 menit

5 menit

5 menit

15 menit

25 menit

155

F. Alat/Media/Sumber Pembelajaran1. Soal2. Lembar jawab3. Spidol4. Papan tulis5. Speaker6. LCD

G. Penilaian Hasil Belajar1. Penilaian sikap2. Penilaian tes

H. Instrumen Penilaian Hasil Belajara. Penilaian Sikap

No

Nama

Aspek sikap yang dinilai Nilai

Ser

ius

dala

mm

ener

ima

pela

jara

n

Ber

tang

gung

jaw

ab d

anse

rius

dal

amm

enja

laka

ntu

gas

San

tun

terh

adap

guru

.

Men

ghar

gai

pend

apat

tem

an.

Ter

liba

t akt

ifda

lam

KB

M

1.2.3.

Keterangan:Sikap dinilai dengan rentang nilai 1-4 dengan keterangan sebagai berikut:1 : Kurang2 : Cukup baik3 : Baik4 : Amat baik

Tangerang Selatan, 19 Mei 2016Guru Pamong, Mahasiswi PPKT,

Dadang Suryana, S.Pd., MM. Rahmi RahayuNIP : 19660513 199412 1 003 NIM. 1112014000037

Closing 1. Guru membimbing siswa untuk menyimpulkankegiatan yang telah dilaksanakan.

2. Guru memberikan kesempatan pada siswa untukbertanya.

3. Salam penutup

5 menit

156

The steps to analyze normality and homogenity with SPSS

1. Normality test

Normality test was done to check whether the data was in normal distribution or not.

The steps to execute normality test in SPSS 22 are as follows:

a. Open SPSS program

b. Click ‘Variable View’

c. Input data information, such as the name, label, value, and scale.

Variable 1: Variable 2:

Name

Scale

: Pre_Test_Score

Or Post_Test_Score

:Nominal

Name:

Value:

Class

1=’Experimental Class

2=Controlled Class

d. Input the data in ‘Data View’

e. Click Analyze>>Descriptive Statistics>>Explore

f. Put ‘Pre/Post_Test_Score’ as the Dependent List and ‘Class’ as the Factor List

g. Click Plot>>checklist ‘Normality plots with test’>>OK

The hypothesis for this test was:

Ho : the distribution of the data was normal

Hi : the distribution of the data was not normal

Furthermore, the criteria to determine the normality was:

a. If tvalue was smaller than ttable (tvalue < ttable), it meant that Ho was accepted and Hi was

rejected.

b. If tvalue was greater than ttable (tvalue < ttable), it meant that Ho was rejected and Hi was

accepted.

2. Homogeneity test

The purpose of homogeneity test is to know whether the data was in homogeneous

variance or not. The steps to acquire the homogeneity test are as follows:

a. Open SPSS program

b. Click ‘Variable View’

c. Input data information, such as the name, label, value, and scale.

Variable 1: Variable 2:

Name : Pre_Test_Score Name: Class

157

Scale

Or Post_Test_Score

:Nominal

Value: 1=’Experimental Class

2=Controlled Class

d. Input the data in ‘Data View’

e. Click Analyze>>Compare Means>>One-Way ANOVA

f. Put ‘Pre/Post_Test_Score’ as the Dependent List and ‘Class’ as the Factor List

g. Click Option>>checklist Homogeneity of Variance Test>>OK

The criteria for determine the homogeneity testing was:

a. If the degree of significance was smaller than 0,05 (sig.<0,05), it meant that the data

was not homogeneous

b. If the degree of significance was greater than 0,05 (sig.>0,05), it meant that the data

was homogeneous.

158

PRE-TEST SCORE OF EXPERIMENTAL CLASS

No Participants

Criteria

Score

Pro

nunc

iati

on

Gra

mm

ar

Voc

abul

ary

Flu

ency

Com

preh

ensi

on

1. Student 1 75 75 75 70 75 742. Student 2 75 78 80 76 78 77,43. Student 3 75 72 75 76 78 75,24. Student 4 80 78 80 78 85 80,25. Student 5 80 77 76 78 80 78,26. Student 6 70 75 75 72 75 73,47. Student 7 78 72 75 78 78 76,28. Student 8 80 78 78 80 80 79,29 Student 9 82 88 81 82 80 82,610 Student 10 78 75 78 70 75 75,211 Student 11 66 72 75 76 78 73,412 Student 12 82 80 80 80 80 80,413 Student 13 70 70 70 77 76 72,614 Student 14 75 75 75 78 78 76,215 Student 15 79 75 75 75 78 76,416 Student 16 82 80 80 85 80 81,417 Student 17 80 78 77 80 85 8018 Student 18 80 80 80 80 80 8019 Student 19 80 78 78 80 80 79,220 Student 20 82 78 78 80 80 79,621 Student 21 78 75 75 78 78 76,822 Student 22 78 75 78 80 80 78,223 Student 23 80 78 80 80 80 79,624 Student 24 77 75 75 78 78 76,625 Student 25 75 80 78 80 80 78,626 Student 26 76 75 75 78 78 76,427 Student 27 70 70 70 70 76 71,228 Student 28 72 75 76 78 78 75,829 Student 29 78 76 78 80 80 78,430 Student 30 80 78 78 80 80 79,231 Student 31 65 75 75 75 75 7332 Student 32 75 75 75 70 75 7433 Student 33 75 75 80 75 78 76,634 Student 34 80 78 78 85 80 80,235 Student 35 78 76 76 80 80 7836 Student 36 80 85 85 85 80 8337 Student 37 78 79 80 79 85 80,238 Student 38 78 78 80 75 78 77,839 Student 39 80 75 75 80 80 78

159

40 Student 40 78 78 78 75 80 77,841 Student 41 75 65 65 70 70 6942 Student 42 80 78 78 80 80 79,243 Student 43 65 70 70 70 70 69

Tangerang Selatan, 10th of June, 2016

Approved by, Assessor,

Dadang Suryana, S.Pd, MM.NIP.19660513 199412 1 003

Rahmi Rahayu

160

POST-TEST SCORE OF EXPERIMENTAL CLASS

No Participants

Criteria

Score

Pro

nunc

iati

on

Gra

mm

ar

Voc

abul

ary

Flu

ency

Com

preh

ensi

on

1. Student 1 1 78 75 75 72 782. Student 2 2 80 78 78 80 803. Student 3 3 78 78 78 80 804. Student 4 4 90 80 85 85 855. Student 5 5 80 78 80 80 856. Student 6 6 80 80 78 80 807. Student 7 7 80 78 80 80 858. Student 8 8 80 78 78 80 809 Student 9 9 90 80 80 90 8810 Student 10 10 78 80 80 78 8011 Student 11 11 70 70 72 74 7512 Student 12 12 85 80 80 85 9013 Student 13 13 70 75 78 70 7814 Student 14 14 75 78 77 78 8015 Student 15 15 79 76 78 78 7816 Student 16 16 88 80 80 90 9017 Student 17 17 80 80 78 80 8218 Student 18 18 85 80 80 80 8019 Student 19 19 85 80 80 85 9020 Student 20 20 85 82 80 90 8821 Student 21 21 78 78 78 80 8522 Student 22 22 80 80 80 88 8523 Student 23 23 90 80 80 85 8524 Student 24 24 80 78 78 80 7825 Student 25 25 80 78 80 87 8826 Student 26 26 78 80 78 80 8327 Student 27 27 70 72 75 75 7828 Student 28 28 76 78 78 80 7829 Student 29 29 80 80 78 80 8030 Student 30 30 78 78 78 80 8031 Student 31 31 78 75 79 75 7532 Student 32 32 75 75 78 78 7833 Student 33 33 80 78 80 87 8734 Student 34 34 85 80 80 85 8535 Student 35 35 80 78 78 85 8036 Student 36 36 92 85 88 90 9037 Student 37 37 85 80 85 85 8838 Student 38 38 85 80 80 85 8539 Student 39 39 80 85 85 85 85

161

40 Student 40 40 80 78 78 80 8541 Student 41 41 80 72 75 72 7542 Student 42 42 80 76 76 80 8543 Student 43 43 70 70 72 70 75

Tangerang Selatan, 10th of June, 2016

Approved by, Assessor,

Dadang Suryana, S.Pd, MM.NIP.19660513 199412 1 003

Rahmi Rahayu

162

PRE-TEST SCORE OF CONTROLLED CLASS

No Participants

Criteria

Score

Pro

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Gra

mm

ar

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Flu

ency

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1. Student 1 80 78 80 85 80 80,62. Student 2 70 70 72 65 70 69,43. Student 3 70 76 77 70 78 74,24. Student 4 74 75 78 75 75 75,45. Student 5 74 75 75 78 80 76,46. Student 6 75 78 78 76 78 777. Student 7 80 78 78 80 85 80,28. Student 8 75 78 78 80 78 77,89 Student 9 77 72 74 78 78 75,810 Student 10 72 75 78 78 78 76,211 Student 11 78 78 80 76 78 7812 Student 12 78 78 75 78 80 77,813 Student 13 75 78 80 80 78 78,214 Student 14 78 75 78 78 80 77,815 Student 15 68 70 72 75 75 7216 Student 16 78 80 78 80 79 7917 Student 17 65 70 70 68 74 69,418 Student 18 78 80 78 76 78 7819 Student 19 78 76 78 72 79 76,620 Student 20 76 75 75 80 80 77,221 Student 21 80 78 80 85 85 81,622 Student 22 70 75 75 78 75 74,623 Student 23 78 78 80 78 78 78,424 Student 24 65 73 78 72 78 73,225 Student 25 74 78 80 74 78 76,826 Student 26 80 78 80 85 84 81,427 Student 27 75 75 78 75 80 76,628 Student 28 80 78 80 80 80 79,629 Student 29 80 80 80 80 80 8030 Student 30 76 78 78 78 78 77,631 Student 31 80 78 80 80 80 79,632 Student 32 68 75 78 78 80 75,833 Student 33 78 76 78 78 80 7834 Student 34 80 75 81 80 80 79,235 Student 35 78 75 76 80 78 77,436 Student 36 75 78 78 78 78 77,437 Student 37 78 80 78 80 80 79,238 Student 38 78 81 80 80 85 80,839 Student 39 76 75 78 75 78 76,4

163

40 Student 40 68 72 75 75 75 7341 Student 41 68 75 78 76 78 7542 Student 42 76 75 75 78 78 76,443 Student 43 75 73 78 77 80 76,644 Student 44 76 74 78 72 79 75,8

Tangerang Selatan, 10th of June, 2016

Approved by, Assessor,

Dadang Suryana, S.Pd, MM.NIP.19660513 199412 1 003

Rahmi Rahayu

164

POST-TEST SCORE OF CONTROLLED CLASS

No Participants

Criteria

Score

Pro

nunc

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on

Gra

mm

ar

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Flu

ency

Com

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1. Student 1 85 85 85 80 85 842. Student 2 70 78 78 70 75 74,23. Student 3 78 78 77 78 80 78,24. Student 4 75 76 78 78 80 77,45. Student 5 78 75 80 78 80 78,26. Student 6 78 80 80 78 79 797. Student 7 80 85 80 85 80 828. Student 8 78 76 78 74 78 76,89 Student 9 76 75 78 75 78 76,410 Student 10 80 78 80 78 80 79,211 Student 11 76 75 80 76 78 7712 Student 12 78 85 80 80 80 80,613 Student 13 80 78 80 80 80 79,614 Student 14 80 80 78 80 80 79,615 Student 15 70 70 70 76 80 73,216 Student 16 80 80 82 78 80 8017 Student 17 70 75 78 70 75 73,618 Student 18 82 80 80 80 78 8019 Student 19 78 78 78 78 80 78,420 Student 20 80 78 80 80 78 79,221 Student 21 85 85 80 85 90 8522 Student 22 75 70 76 72 75 73,623 Student 23 80 80 80 80 80 8024 Student 24 70 75 75 78 78 75,225 Student 25 75 76 80 80 80 78,226 Student 26 81 80 85 85 90 84,227 Student 27 78 75 78 80 80 78,228 Student 28 80 80 80 80 85 8129 Student 29 80 82 80 80 80 80,430 Student 30 78 75 75 75 78 76,231 Student 31 85 85 80 85 80 8332 Student 32 70 78 78 80 80 77,233 Student 33 76 78 78 78 80 7834 Student 34 81 76 80 85 80 80,435 Student 35 80 75 78 85 80 79,636 Student 36 78 76 78 80 80 78,437 Student 37 80 78 78 75 80 78,238 Student 38 85 80 80 85 80 8239 Student 39 78 80 78 80 80 79,2

165

40 Student 40 80 78 78 78 78 78,441 Student 41 70 75 75 78 78 75,242 Student 42 78 75 75 75 75 75,643 Student 43 75 75 75 78 80 76,644 Student 44 75 78 80 75 75 76,6

Tangerang Selatan, 10th of June, 2016

Approved by, Assessor,

Dadang Suryana, S.Pd, MM.NIP.19660513 199412 1 003

Rahmi Rahayu

166

The Gained Score of Experimenta Class

Number of thestudents

Nilai pre-test Nilai post-test Gained Score

1 74 75.6 1.62 77.4 79.2 1.83 75.2 78.8 3.64 80.2 85 4.85 78.2 80.6 2.46 73.4 79.6 6.27 76.2 80.6 4.48 79.2 79.2 09 82.6 85.6 310 75.2 79.2 411 73.4 72.2 -1.212 80.4 84 3.613 72.6 74.2 1.614 76.2 77.6 1.415 76.4 77.8 1.416 81.4 85.6 4.217 80 80 018 80 81 119 79.2 84 4.820 79.6 85 5.421 76.8 79.8 322 78.2 82.6 4.423 79.6 84 4.424 76.6 78.8 2.225 78.6 82.6 426 76.4 79.8 3.427 71.2 74 2.828 75.8 78 2.229 78.4 79.6 1.230 79.2 78.8 -0.431 73 76.4 3.432 74 76.8 2.833 76.6 82.4 5.834 80.2 83 2.835 78 80.2 2.2

167

36 83 89 637 80.2 84.6 4.438 77.8 83 5.239 78 84 640 77.8 80.2 2.441 69 74.8 5.842 79.2 79.4 0.243 69 71.4 2.4

Total 3317.4 3448 130.6Mean 77.15 80.186 3.037

168

The Gained Score of Controlled Class

Number of thestudents

Nilai pre-test Nilai post-test Gained Score

1 80.6 84 3.42 69.4 74.2 4.83 74.2 78.2 44 75.4 77.4 25 76.4 78.2 1.86 77 79 27 80.2 82 1.88 77.8 76.8 -19 75.8 76.4 0.610 76.2 79.2 311 78 77 -112 77.8 80.6 2.813 78.2 79.6 1.414 77.8 79.6 1.815 72 73.2 1.216 79 80 117 69.4 73.6 4.218 78 80 219 76.6 78.4 1.820 77.2 79.2 221 81.6 85 3.422 74.6 73.6 -123 78.4 80 1.624 73.2 75.2 225 76.8 78.2 1.426 81.4 84.2 2.827 76.6 78.2 1.628 79.6 81 1.429 80 80.4 0.430 77.6 76.2 -1.431 79.6 83 3.432 75.8 77.2 1.433 78 78 034 79.2 80.4 1.235 77.4 79.6 2.2

169

36 77.4 78.4 137 79.2 78.2 -138 80.8 82 1.239 76.4 79.2 2.840 73 78.4 5.441 75 75.2 0.242 76.4 75.6 -0.843 76.6 76.6 044 75.8 76.6 0.8

Total 3387 3457 69.6Mean 76.986 78.568 1.582

170

Comparison of Sttudents’ Gained Score

between Students in Experimental Class and Controlled Class

Students’

number

Scorex=X-X x2 y=Y-Y y2

Exp.(X) Con.(Y)

1 1.6 3.4 -1.437 2.064969 1.818 3.3051242 1.8 4.8 -1.237 1.530169 3.218 10.355523 3.6 4 0.563 0.316969 2.418 5.8467244 4.8 2 1.763 3.108169 0.418 0.1747245 2.4 1.8 -0.637 0.405769 0.218 0.0475246 6.2 2 3.163 10.00457 0.418 0.1747247 4.4 1.8 1.363 1.857769 0.218 0.0475248 0 -1 -3.037 9.223369 -2.582 6.6667249 3 0.6 -0.037 0.001369 -0.982 0.96432410 4 3 0.963 0.927369 1.418 2.01072411 -1.2 -1 -4.237 17.95217 -2.582 6.66672412 3.6 2.8 0.563 0.316969 1.218 1.48352413 1.6 1.4 -1.437 2.064969 -0.182 0.03312414 1.4 1.8 -1.637 2.679769 0.218 0.04752415 1.4 1.2 -1.637 2.679769 -0.382 0.14592416 4.2 1 1.163 1.352569 -0.582 0.33872417 0 4.2 -3.037 9.223369 2.618 6.85392418 1 2 -2.037 4.149369 0.418 0.17472419 4.8 1.8 1.763 3.108169 0.218 0.04752420 5.4 2 2.363 5.583769 0.418 0.17472421 3 3.4 -0.037 0.001369 1.818 3.30512422 4.4 -1 1.363 1.857769 -2.582 6.66672423 4.4 1.6 1.363 1.857769 0.018 0.00032424 2.2 2 -0.837 0.700569 0.418 0.17472425 4 1.4 0.963 0.927369 -0.182 0.03312426 3.4 2.8 0.363 0.131769 1.218 1.48352427 2.8 1.6 -0.237 0.056169 0.018 0.00032428 2.2 1.4 -0.837 0.700569 -0.182 0.03312429 1.2 0.4 -1.837 3.374569 -1.182 1.39712430 -0.4 -1.4 -3.437 11.81297 -2.982 8.89232431 3.4 3.4 0.363 0.131769 1.818 3.30512432 2.8 1.4 -0.237 0.056169 -0.182 0.03312433 5.8 0 2.763 7.634169 -1.582 2.50272434 2.8 1.2 -0.237 0.056169 -0.382 0.14592435 2.2 2.2 -0.837 0.700569 0.618 0.38192436 6 1 2.963 8.779369 -0.582 0.33872437 4.4 -1 1.363 1.857769 -2.582 6.666724

171

38 5.2 1.2 2.163 4.678569 -0.382 0.14592439 6 2.8 2.963 8.779369 1.218 1.48352440 2.4 5.4 -0.637 0.405769 3.818 14.5771241 5.8 0.2 2.763 7.634169 -1.382 1.90992442 0.2 -0.8 -2.837 8.048569 -2.382 5.67392443 2.4 0 -0.637 0.405769 -1.582 2.50272444 0.8 -0.782 0.611524

∑ 130.6 69.6 0.009 149.1405 -0.008 107.8255

Students Opinion of The Using Video-Recorded Speaking Task

No Name of Responden Q1 Q2 Q3 Q4 Q51. Adelian Khansa R. Cukup baik Bisa melatih speaking Suara kadang tidak

jelasKemampuan speakingsaya bertambah

Menyenangkan

2. Adin Nurfauzi W.U. Lebih edukatif danmenambah daya tarikdalam belajar

Menjadi lebih tertarikdalam mengikutipelajaran

Kurang efisien karenamembutuhkanpersiapan yang lama

Dapat mengetahuikosa kata dan carapengucapannya

Menyenangkan

3. Ahmad Ali Gibran P. Menyenangkan Member kesempatanuntuk berbicaradengan bahsa Inggris

Waktupengumpulannyaterlalu mepet

Jadi lebih tahukemampuan bahasaInggris

Menyenangkan

4. Alfiyyah Sekar A. Seru, tapi deadlinenyaterlalu mepet

Tidak malu apabilasalah

Bingung dalammenyusun kosa katakarena pengumpulannya mepet

Lebih percaya diri Menyenangkan

5. Amanda Siti Nur A. Menambah wawasantentang speaking

Dapat berbicara dalambahasa Inggris tanpaharus malu-malu

Harus mengulang-ulang video

Dapat mengetahuikemampuan speakingsaya

Cukup menyenangkan

6. Angga Wahyudi Dapat membukawawasan lebih luasdalam mengeksposdiri

Sangat asik danmenambah semangat

Makan banyak kuotadan kadang suka eror

Melatih percaya diridan mengembangkanbakat

Kece, mantap dansemoga lebih kerenlagi

7. Arya Aditiya Putra Sangat bagus, karenadapat berbicara tanpamalu

Seru, berbicara didepan kamera

Susah menghafalteksnya

Melatih berbicaradalam Bahasa Inggrissecara lancar

Seru, membuatnyaberulang-ulang

8. Atikah Nur S. Biasa saja, malasmengerjakan karenabingung maungomong apa

Bisa berbicara bahasainggris

Ribet, kalo salah harusdiulang-ulang

Lebih percaya diri danmendapatkankesempatan untukberbicara denganbahasa Inggris

Biasa saja

9 Ayu Alvita Primastika Cukup baik Bisa melatih speaking Suara kadang tidakjelas

Kemampuan speakingbertambah

Menyenangkan

10 Bryant Galaxy N.I. Dapat memahami kosakata lebih mudah dansiswa dapat lebihmudak mengeksplordiri

Tidak malu saat adasalah-salah kata

Durasinya terlau lama Lebih percaya diriuntuk berbicara danmengeksplor diri

Terharu, sedih,menyenangkan, kesel,marah

11 Citra Reza P. Merepotkan Tidak ada Ribet harus diulang-ulang

Bisa berbicara bahasaInggris sedikit-sedikit

Happy

12 Denisa Auliya P. Seru, tapi kadangbikin pusing

Suka, karena dapatkesempatan berbahasaInggris

Membuat bingung saatbelum dikerjakan

Lebih percaya diri dandapat mengetahuitingakat kemampuanbahasa Inggris

Senang

13 Ditya Nabila A. Merepotkan Tidak ada yangdisukai

Jadwal pengumpulan Dapat berbicarabahasa Inggris denganbenar

Selalu ingat waktupengumpulan video

14 Dwika Putra A. Bagus, cukupmenarik, menambahpengalaman,memperdalah ilmuspeaking, dalan dapat

Dapat mengetahuisejauh manakemampuan bahasaInggris

Tidak ada Banyak hal, sepertimengingatpengalaman danmenceritakannyadalam bahasa Inggris

Senag, tapi kadangsaya tidakmengerjakan

melatih berakting15 Elfrietha Dhewi A. Bagus, dapat melatih

berbicara dalambahasa Inggris

Mudah dalammenyusun kalimat,tiddak harus face-toface , kalau salah bisadiulang lagi

Malas membuat videomeskipun sudahmembuat teksnya

Melatih kemampuanberbicara dan lebihpercaya diri

Teringat waktupengumpulan video.

16 Elsa Azzahraita Cukup efektif untukmelatih kemampuanbahasa Inggris

Mendapat kesempatanuntuk berekspresi danpengalaman baru

Berbarengan dengantugas lainnya

Menjadi lebih beraniberbicara dalambahasa Inggris

Menyenangkan, seru,cukup menantang

17 Faris Ahmad Menyenangkan Latihan speaking Deadlinenya mepet Membantumeningkatkankemampuan berbicaradengan percaya diri

Asik`

18 Fatma Alia Dahniar Bagus, dapat melatihkemampuan bahasaInggris khususnyaberbicara

Mudah dalammenyusun kalimat,tiddak harus face-toface , kalau salah bisadiulang lagi

Malas membuat video Dapat melatihspeaking dan lebihpercaya diri

Senang saat mendapatfeedback karena tahukemampuan bahasaInggrisnya

19 Felicitas Sulien E. Efektif untuk melatihberbicara

Tidak malu saatberbicara

Tidak ada Dapat mengetahuipengucapan-pengucapan dari kosakata bahasa Inggris

Menyenangkan

20 Hanina Alfi M. Seru, tapi kadangmales membuatvideonya

Suka, karena dapatberbicara dalambahasa Inggris

Pusing saat membuatvideonya

Jadi lebih percaya diri Senang

21 Hilya Tazkia Kamalia Dapat Tidak malu kalo salah Tugasnya terlalu Ddapat berlatih Seru, menantang, dan

mengembangkankemampuan berbicara

karena tidak langsungface-to face

banyak jadi kadangmalas untukmengerjakan

berbahasa Inggris,khususnya berbicara

menyenangkan

22 Intan Wahyu Pratiwi Membantu muridmemahami kosa katadan memberikanpengalaman tersendiri.

Mengurangi perasaanmalu saat berbicarabahasa Inggris

Terlalu banyak tugas,jadi sering terlambatdalam mengumpulkanvideonya

Lebih percaya diri dandapat meningkatkankesukaan terhadapbahasa Inggris

Jadi punya video saatberbicara denganbahasa Inggris danberkesan pembuatanvideonya

23 Joekly Wahidan M. Melatih kepercayaandiri dalam berbicara

Sangat berkesan danmendapatkanpengalaman yangberbeda

Tidak ada Dapat melatih bahasaInggris tanpa malu-malu

Berkesan danmerasakanperkembangan dalambahasa Inggris

24 Miftahur Rizqi Menyenangkan, dapatmelatih berbicaradalam bahasa Inggris

Dapatmengekspresikan ide

Tugasnya berbarengandengan tugas-tugasyang lain, jadi ribetbikinnya

Kepercayaan diri dandisiplin

Menyenangkan

25 Muhammad Arkan R. Unik dan ribet, karenasebenarnya efektif tapipembuatannya ribet

Dapat memberikankesempatan untukmengekspresikan dirilebih bebas

Persiapannya lama Saya dapatmengetahuikemampuan saya

Asik, seru

26 Muhammad Dito D. Ribet persiapan danpembuatan videonya

Tidak malu kalausalah

Harus menghafal danberakting

Disiplin dan kerjakeras

Meningkatkansemangat saya untukberlatih speaking

27 Muhammad Hisyam R Membingungkan danribet, tugasnyanumpuk

Tidak ada Berbarengan dengantugas-tugas di matapelajaran lain

Disiplin Ribet

28 Muhammad Rifki Cukup bagus Tidak takut untukberbicara dan tidakmalu

Waktupengumpulannyamepet

Berlatih speakingdengan cara yangberbeda

Menyenangkan

29 Nada Nabila K. Ribet, tapi seru Tidak harus berbicaradi depan orang banyak

Ribet, kebanyakanvideo

Meningkatkankemampuan berbicara

Seru dan menambahpengalaman

30 NamiraYuliana P. Bagus,mengembangkankreatifitas siswa

Pada saat tappingvideonya

Waktu yang sangatterbatas

Melatih kedisplinan,kreatifitas, dan dapatmenjadi tempat untukmenyalurkan ide danpikiran

31 Putri Dwi Yuliana Cukup baik Bisa melatih speaking Suara tidak jelas Kemampuan speakingbertambah

Menyenangkan

32 Reyhan Ananda Bagus, menambahsemangat dalambelajar speaking, tapikadang males buatvideonya

Dapat kesempatanuntuk berlatihspeaking

Menghafal tekssebelum berbicara

Ilmu pengucapandalam bahasa Inggris

Bagus, unik

33 Riana Anggita Cukup baik Bisa melatih speaking Suara dan gambartidak jelas

Kemampuan speakingbertambah

Menyenangkan

34 Rizky Caesario P. Dapatmengembangkanspeaking, lebihpraktikal

Tidak malu saatberbicara, bebasmengungkapkanpikiran

Tidak ada Semangat untukmengembangkanbahasa Inggris

Menyenangkan danmengayikkan

35 Sabila Adzhani Menambahpengalaman

Dapatmengekspresikankemampuan dalam

Waktu yang diberikansangat mepet

Mengembangkanbahasa Inggris yangtelah dipahami

Lebih baik danmenambahpengalaman

berbicara bahasaInggris

36 Savina Dinda R. Asik dan seru karenapenggunaan task inidapatmengembangkankemampuan speakingsiswa

Saat saya nendapatkafeedback danmengetahui tingkatkemampuan saya.

Berbarengan dengantugas lainnya

Berlatih speaking diluar kelas.

Senang

37 Sekar Ayu P. Seru, tapi malasmembuat, kenapatidak face-to face saja

Suka, karena dapatberbicara dalambahasa Inggris

Males membuatnyakarena kameranyajelek

Dapat berbicaradengan bahasa Inggrislebih baik dari padasebelunya.

Menyenangkan

38 Shafira Mi’raj N. Cukup baik Menambahpengalaman bicarabahasa inggris

Tugas berbarengandengan tugas yanglain, sehinggamembuat malas untukmengerjakannya

Jadi lebih percaya diridalam berbicara

Menyenangkan,mencoba hal baru

39 Silvana Febrianti Dapat membantumemahami bahasaInggris dengan lebihmudah

Lebih menyenagkandan tidak monoton

Terlalu cepat dalampembicaraan

Melatih pendengarandan kemampuanbahasa Inggris

Menyenangkan

40 Sita Dian Maretna Bagus, bisa belajarsambil berkreasi, tapikadang malasmengerjakan

Malu berkurang danseru, sik, enjoy, dannyaman untukmenyampaikan hal-halyang ingin

Males untuk membuatvideo

Jadi belajar ekspresidan pronunciation

Percaya dirimeningkat, pengenupload videonya keyoutube.

diexpresikan.41 Syahrindra Octavian P Menyenangkan Dapat berbicara tanpa

takut salah, karenakalo salah dapatdiulang lagi

Malas buatnya danmalas menghafal

Berbicara dalambahasa Inggris dalamberbagai topik

Menyenangkan

42 Zachrani S. Seru dan asik,meskipun kadangmalas buat videonya

Dapat mengetahuikemampuan bahasaInggris

Terlalu banyak tugasjadi kadang lupa untukmengerjakan

Dapat memberikankesempatan untukberlatih berbahasaInggris

Disiplin danmanajemen waktuyang baik

43 Zoyanka Zalzabilla Y. Ribet Cerita masa lalu danmengekspresikan ide

Saya susah berbicaradalam bahasa Inggrisdan saya tidak pahambahasa Inggris

Mencoba hal baru Cukup senang

Note: the comments with gray shading is the positive responses and the white ones is the negative responses

193

PICTURES

194