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THE EFFECT OF USING PLANNED TASK SPEAKING TECHNIQUES
ON STUDENTS’ SPEAKING FLUENCY IN RECOUNT TEXT
(A Quasi-Experimental Study at the Second Grade of MTSN 13 Academic
Year 2017/2018)
A “Skripsi”
Presented to the Faculty of Educational in a Partial Fulfillment of the
Requirements for the Degree of S.Pd. (S-1)
In Department of English Education
Dede Rahmawati
1113014000050
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF EDUCATIONAL SCIENCES
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY OF
JAKARTA
2020
i
Approval sheet
ii
ENDORSEMENT SHEET
The Examination Committee of the Faculty of of Educational Sciences certifies
that the ―skripsi‖ (Scientific Paper) entitled THE EFFECT OF USING
PLANNED TASK SPEAKING TECHNIQUES ON STUDENTS’
SPEAKING FLUENCY IN RECOUNT TEXT (A Quasi Experimental Study at
the Second Grade of MTSN 13 Academic Year 2017/2018), written by Dede
Rahmawati, NIM 1113014000050, was examined by the Committee on July, 17th
2020. The ―skripsi‖ has been accepted and declared to have fulfilled one of the
requirements for the Degree of S.Pd (S1) in English Language Education at the
English Department.
Jakarta, July 17th
2020
EXAMINATION COMMITTEE
CHAIRMAN : Didin Nuruddin Hidayat, M.A., Ph.D ( )
NIP. 19800730 200912 1 001
SECRETARY : Zaharil An’asy, M.Hum. ( )
NIP. 19761007 200710 1 002
EXAMINER I : Drs. Syauki, M.Pd. ( )
NIP.19641212 199103 1 002
EXAMINER I : Dr. Ratna Sari Dewi, S.Pd., M.Pd. ( )
NIP.19720501 199903 2 013
Acknowledged by
Dean of Faculty of Educational Science
Dr. Sururin, M.Ag.
NIP. 19710319 199803 2 001
iii
STATEMENT OF ORIGINALITY
iv
ABSTRACT
Dede Rahmawati (NIM: 1113014000050). The Effect of Using Planned Task
Speaking Techniques on Students’ Speaking Fluency in Recount Text; A
Quasi Experimental Study at the Second Grade of MTSN 13 in Academic Year
2017/2018.Skripsi of English Education at Faculty of Educational Sciences of
State Islamic University of Syarif Hidayatullah Jakarta, 2020.
Keywords : Students‘ Speaking Fluency, and Planned Task Speaking
Techniques
The objective of this study is to find out the empirical data concerning whether
planned task speaking techniques is effective on students‘ speaking fluency in
recount text. This study was held in March 2018 at MTSN 13. The method used in
this study was quantitative method in quasi-experimental study design. As the
subject of this study the writer took two classes which were experimental class
and controlled class.The instrument used in this study was speaking fluency test in
recount text. The writer had compared the speaking fluency score in recount text
before and after the treatment was given. T-test formula used to analyze the
speaking test achievement in recount text. The result of this study showed that in
the significance degree of 5%, the value of t-test (t0) > t-table (tt) (2.98 > 1.68).
According to the criteria of the test, the result of this study showed that there is a
significance difference between students using planned task speaking techniques
as a treatment and without planned task speaking techniques. It means that the
planned task speaking techniques is effective and applicable at the second grade
of MTSN 13 on students‘ speaking fluency in recount text.
v
ABSTRAK
Dede Rahmawati (NIM: 1113014000050). Keefektifitasan Penggunaan
Tekhnik Terencana dalam Tugas Berbicara pada Kelancaran Murid dalam
Berbicara Bahasa Inggris di Recount Text; Sebuah Penelitian Kuasi
Eksperimen di Kelas Dua MTSN 13 pada Tahun Ajaran 2017/2018.Skripsi
Jurusan Pendidikan Bahasa Inggris Fakultas Ilmu Tarbiyah dan Keguruan
Universitas Islam Negeri Syarif Hidayatullah 2020.
Kata Kunci :Kelancaran Murid Berbicara Bahasa Inggris, dan Tekhnik
Terencana dalam Tugas Berbicara
Tujuan penelitian ini adalah untuk menemukan data empiris mengenai apakah
pemetaan cerita efektif untuk meningkatkan kelancaran siswa berbicara bahasa
inggris di recount text.Penelitian ini telah dilaksanakan pada bulan Maret 2018 di
MTSN 13. Metode kuantitatif digunakan dalam penelitian ini desain penelitian
memakai kuasi eksperimen. Sebagai subjek penelitian disini penulis
menggunakan dua kelas, yaitu kelas eskperimen dan kelas kontrol.Instrumen yang
digunakan dalam penelitian ini adalah speaking fluency test melalui penyampaian
cerita recount‖. Penulis telah membandingkan skor kelancaran berbicara bahasa
inggris dalam penyampaian cerita recount sebelum dan sesudah perlakuan
diberikan. Rumus T-test digunakan untuk menganalisis kelancaran berbicara
Bahasa Inggris dalam penyampaian cerita.Hasil dari perhitungan menunjukkan
bahwa dalam taraf signifikansi 5%, hasil t-test (to) > t-table (tt) (2.98 > 1.68).
Berdasarkan kriteria tes, hasil dari penelitian ini menunjukkan bahwa ada
perbedaan yang signifikan pada kelas yang menggunakan pemetaan cerita dengan
yang tanpa menggunakan teknik berbicara dalam tugas berbicara pada teks
recount. Dengan demikian dapat disimpulkan bahwa tekhnik terencana dalam
tugas berbicara ini efektif digunakan dan dapat diterapkan di kelas dua MTSN 13
pada kelancaran murid berbicara bahasa inggris di recount text.
vi
ACKNOWLEDGEMENT
In the name of Allah, the Beneficent, the Merciful. Praise be to Allah, Lord
of the world who has blessed the writer in completing this ‗skripsi‘ entitled The
Effect of Planned Task Speaking Techniques on Students‘ Speaking Fluency in
Recount Text (A Quasi Experimental Study at the Second Grade of MTSN 13
Jakarta).‖‖
The writer realized that without support from the people around her, she could
not finish this 'skripsi.' Therefore, she wants to express her gratitude and
appreciation for:‖‖
1. ―Dr. Sururin, M.Ag., as the Dean of the Faculty of Educational Sciences.‖
2. ―Didin Nuruddin Hidayat, M.A., Ph.D as the Head of Department of
English Education.‖
3. ―Zaharil An‘asy, M.Hum., as the Secretary of Department of English
Education who taught the writer.precious.knowledge.and.experience.‖
4. ―All the lectures from Department of English Education who gaveme the
support, confidence to keep going and precious knowledge to the writer.‖
5. ―Dr. Alek M.Pd.,and Zaharil An‘asy, M.Hum.as an advisor, for their time,
valuable guidance, help, ―suggestion, and kindness during completing‖
this ‗skripsi.‘‖
6. ―Mrs Nurma as the English Teacher at MTSN 13 Jakarta for her guidance
and support.‖
7. Her parents (Hapid and Tri Ani) who have given the greatest love, and
pray. Moreover, thanks to her sister & her husband (Devi Darnita and
Mirza) for theirfinancial support and kindness to support the writer.
vii
8. Her beloved friends in Departement of English Education Class C 2013
that have always been by her side, give the smile, support, and bring her
joy during this study.
9. Her greatest friends such as Mutiara, Qonita, Rani, Yasin, and the special
one Helmi Wijaya, who have helped finishing this study with a lot of
difficulties that she faced, they always gave the spirit when she gave up on
this study and gave some idea to make this ‗skripsi‘ done.
10. Her friends since junior high school who always being her rainbow after
the storm Alvi, Amalia, Marsela, Lhulhu, and the Krejisist Nurul, Arista,
Rizkiah, Sarah, Kartini.
11. UKM Bahasa-FLAT especially TREIZE 2013 who given the greatest
experience and lessons.
12. ―To all other persons whose name cannot be mentioned for their
contributions and help to the writer during finishing this ‗skripsi‘.‖
―Hopefully, this skripsi will help the readers, particularly to the writer. The
writer also perceived that this skripsi is far from great. ―For her, it is an honor to
receive constructive feedback and suggestion for valuable improvement from
those who reads her skripsi.‖
Jakarta, June 30, 2020
The Writer
Dede Rahmawati
NIM. 1113014000050
viii
TABLE CONTENTS
COVER ................................................................................................................... -
APPROVAL SHEET ............................................................................................. i
ENDORSEMENT SHEET ................................................................................... ii
STATEMENT OF ORIGINALITY ................................................................... iii
ABSTRACT .......................................................................................................... iv
ABSTRAK .............................................................................................................. v
ACKNOWLEDGEMENT ................................................................................... vi
LIST OF TABLES ............................................................................................... ix
LIST OF FIGURES ............................................................................................... x
LIST OF APPENDICES ..................................................................................... xi
CHAPTER I ............................................................................................................ 1
A. Background of the Study ............................................................................. 1
B. Identification of the Problem ....................................................................... 5
C. The limitation of the Problem ..................................................................... 5
D. Formulation of the Problem ........................................................................ 6
E. Objective of the Study ................................................................................. 6
F. Significance of the Study ............................................................................ 6
CHAPTER II .......................................................................................................... 7
A. Planning Task .............................................................................................. 7
1. Definition of Planned Task Speaking .......................................................... 7
B. Planned Techniques ..................................................................................... 8
1. Think Pair Share .......................................................................................... 8
2. Number Head Together ............................................................................... 8
3. Oral Presentation ......................................................................................... 9
C. Speaking Fluency ...................................................................................... 10
1. Definition of Speaking Fluency ................................................................ 10
2. Aspects of Speaking Fluency .................................................................... 10
3. Scoring the Speaking Fluency ................................................................... 11
D. Speaking fluency Rubric ........................................................................... 13
ix
E. Recount Text ............................................................................................. 16
1. Definition of Recount Text ........................................................................ 16
2. The Structure of Recount Text ................................................................... 17
F. Previous Study ........................................................................................... 18
G. Concept Framework .................................................................................. 19
H. Hypotheses of the Study ............................................................................ 20
CHAPTER III ...................................................................................................... 21
A. Place and Time of the Research ................................................................ 21
B. Method of Research .................................................................................. 21
C. Population and Sample .............................................................................. 22
D. Procedure of the Research ......................................................................... 22
E. Instrument of the Research ........................................................................ 24
F. Technique of Data Collection ................................................................... 26
G. Technique of Data Analysis ...................................................................... 26
1. Test of Normality ...................................................................................... 26
2. Test of Homogeneity ................................................................................. 27
3. Hypothesis Test ......................................................................................... 27
H. Statistical Hypotheses ............................................................................... 29
1. Null Hypotheses ........................................................................................ 29
2. Alternative Hypotheses ............................................................................. 29
CHAPTER IV ....................................................................................................... 31
A. Research Finding ....................................................................................... 31
1. Description Data ........................................................................................ 31
B. Analysis of the Data .................................................................................. 35
1. The Normality Test ................................................................................... 35
2. Homogeneity Test ..................................................................................... 36
3. T-Test ........................................................................................................ 37
C. Data Interpretation ..................................................................................... 38
D. Discussion ................................................................................................. 39
CHAPTER V ........................................................................................................ 41
A. Conclusion ................................................................................................. 41
x
B. Suggestion ................................................................................................. 41
REFERENCES ..................................................................................................... 43
APPENDIX I ........................................................................................................ 46
ix
LIST OF TABLES
Table 2.1 : Speaking Fluency Rubric .................................................................... 13
Table 4.1 : Students‘ Score of Experimental Class ............................................... 31
Table 4.2 : Students‘ Score of Control Class ........................................................ 33
Table 4.3 : Normaity Test of Post-test of Experimental and Control Class .......... 35
Table 4.4 : Homogeneity Test of Post-test of Experimental and Control Class ... 36
Table 4.5 : Independent T-test of Post-test of Experimental and Control Class .. 37
x
LIST OF FIGURES
Figure 3.2 : Research Design ................................................................................ 22
xi
LIST OF APPENDICES
Appendix 1 : Lesson Plan of Experimental Class ............................................... 46
Appendix 2 : Lesson Plan of Control Class ........................................................ 74
Appendix 3 : Pre-Test Instruction ....................................................................... 99
Appendix 4 : Post-Test Instruction ................................................................... 100
Appendix 5 : Students‘ Score Of Experimental Class ...................................... 101
Appendix 6 : Students‘ Score Of Control Class ............................................... 103
Appendix 7 : Rubric Of Fluency ....................................................................... 105
Appendix 8 : References Examination Paper.................................................... 109
Appendix 9 : Letter of Official Statement of Advisor ...................................... 113
Appendix 10 : Letter of Official Statement of the School .................................. 115
Appendix 11 : Transcript Text ............................................................................ 116
Appendix 12 : Pictures ........................................................................................ 128
1
CHAPTER I
INTRODUCTION
A. Background of the Study
In this modern world, communication skills play a vital role; we need strong
communication to get the meaning of communication itself to communicate with
each other. English is commonly used worldwide, learners must develop
communication skills to be successful in their fields. Therefore, the classroom is
the perfect platform for learning effective communication skills, especially
speaking skill. Nowadays, English is not only taught in schools, many courses
offer to learn English. However, English lessons at school rarely emphasize the
importance of speaking skills, especially in junior high school students. Teachers
usually only emphasize grammar and vocabulary. The skills that are considered
are usually reading and grammar. Teachers often pursuing such approaches to
teach different forms, drills, and exercises for English practice. Consequently,
students became competent in grammar and reading but lacked the ability to
communicate in speaking. Finally, the teaching material often focuses on passing
the final test.
As a result, when the teacher gives a speaking task, the students lack of
confidence. They are afraid to make mistakes when they speak and are
embarrassed to speak English to their friends; they don't have the courage to speak
because they believe that their friend would mock or laugh at them, and it does
not make them speak English fluently. Moreover, the students are not fluent in
speaking task because they rarely do speaking activities in the class. Besides,
when learners are encouraged to speak, their anxiety may reduce and therefore
speak more fluently (Kessler, 2014).
According to Ghufron (2017) the main issue that students face when talking
to others is how speakers communicate what they mean well by making listeners
understand. There is a distinct difference between the foreign language learners
2
and the native speakers. Culture and mother tongue are two things which define
different speaking points. Foreign language learners have to make a great effort to
master English speaking.
These results may be obtained because today's English teaching in schools
focuses mainly on grammar and vocabulary to give the teacher an easy teaching
technique. According to my pre-observation, the teachers in MTS N 13 usually do
not have planned to give speaking material and the students cannot be blamed
when they get low score in speaking task because they rarely practice and learn it
at school. The teachers want their students to speak fluently in English, but
English teachers do not focus on speaking skills, while students need to learn it.
From this explanation, the teacher must have a plan to teach speaking so that the
students involve in learning not just stay quiet in the classroom and listen to the
teacher, beside they are also expected to actively speak in class and participate in
discussions about the lesson.
―Based on Ellis, he divided the planning into two types of general planning
according to when the planning actually happens: pre-task planning and within-
task planning. Pre-task planning is conducted before learners perform a task.
Within-task planning is conducted while learners are performing a task (Guará-
Tavares, 2013). The writer considered the planned speaking technique to make
students actively speak English in the classroom so that they get used to speaking
and getting fluent in English. Appropriate classroom activity used in teaching
speaking has to make students speak to each other in pairs or groups. They should
be more active in encouraging transactions of discussion and trading of
information. Such activities might include role play, games, problem-solving,
songs, and discussion.‖
Apple in Brooks and Wilson (2014) stated, that students can improve their
speaking if they use the language they are learning to communicate with others.
―Students who are not given the chance to interact with other members of the
discourse community remain outside the language community, and therefore fail
3
to learn the language.‖ Therefore, It is necessary for language teachers to provide
tasks to communicate with others in the classroom in English.
When we talk about speaking, we mean the students at their command use
the language to perform some kind of speaking task. The important thing is to
complete a task and the students should complete. There are three reasons why it
is a good idea to assign students speaking tasks to use language at their own
discretion. (Thornbury, 2005):
a. Rehearsal: Students have another chance to practice speaking in a foreign
language outside the classroom in order to get the impression of
communicating in a real life in a foreign language.
b. Feedback: Doing a speaking task will give students feedback, as it allows
students to expose language use. It also specifically lets the teacher provide
feedback on what the students are doing.
c. Engagement: When students are able to complete their speaking tasks, they
are automatically motivated and satisfied. If the teacher planned speaking
tasks well, and students complete them, the speaking task will be an
enjoyable and exciting activity for the students. This also increases self-
confidence among students.
As have been stated above, there are many enjoyable speaking activities that
students can have and the writer chooses planned speaking techniques as speaking
activity for this research. The writer will use some of planned speaking techniques
to make students prepare their time to think about the task. These techniques
might motivate students to speak English with their friends or in front of the class
while English lessons. The techniques are Think-Pair-Share, Number Head
Together, and Oral Presentation. The writers use these techniques because it might
reduce the problem that already mentioned before in teaching English. Moreover,
in MTS N 13 most of the students get fluent in English because they are just
memorizing the task, so when the teachers ask them in English they do not know
how to answer it because they do not used to speak English in the class.
4
Before explaining about planned task speaking as techniques to improve
students‘ speaking fluency, the writer explains first what actually the planned task
speaking techniques which are Think pair share, number head together, and oral
presentation. In Think Pair Share, the teacher asks questions and the students
think quietly about it. Each student then pairs with a partner or a group and they
discuss the topic for two to five minutes. After that, the entire class engages in a
discussion where students raise their hands and express all the ideas and thoughts
they have gathered. Some students feel better and relaxed while speaking in small
groups than speaking in front of the whole class. The Think-Pair-Share gives them
the ability to share their thoughts more efficiently and comfortably. (Cowling).
Number head together, emphasizes the responsibility of the students to
perform their tasks according to their number. Students are expected to show their
skill and expose their responsibility using many techniques. Students are also
qualified to comprehensively understand each task. Therefore the responsibility of
the students is not only with the project but also as a group member. Ibrahim
(2001) said, these techniques facilitates students' ability to students‘
comprehensiveness and solve problems. NHT contributes to the social skills of
students when they communicate during learning with teachers and peers (Leasa
& Corebima, 2017).
Based on Brooks & Wilson (2014) Oral presentations, especially group
presentations, allow students to engage in a cooperative activity that allows them
to use English to explain their ideas and negotiate meaning with a broader
community of language learners, while planning and presenting their
presentations. The process of making a presentation is essential. Students‘ have to
prepare their presentations in order to discuss the idea with their friends. So the
writer called this technique as prepared presentation.
As the statement above, there are some benefit if we teaching the student
with planned speaking technique; Think pair share, Number Head Together, and
prepared presentation. The student may be more comfortable while speaking
5
because they can discuss and give their ideas with their friend. Interactions
between the students and their friends provide lots of chances for both participants
to practice their English skills. If they practice it during the English lesson, the
student can improve their English fluency.
The writer focuses on recount text it is one of the material in 8th grade
Junior High School. Also, in recount text they can share their own experiences
and discuss it with their friend. The problem is when student speak their own
experiences with verb 2. Some of students do not know about past tense form, so
the writer should teaching about past tense first. It makes the students get
difficulties in discussion and telling their own experiences fluently.
B. Identification of the Problem
Based on the background above, the writer identifies the problem as
follows:
a. The students get difficulties in speaking English fluently.
b. The students get difficulties to use past tense in recount text.
c. Students‘ lack of practice in speaking task.
C. The limitation of the Problem
Based on those explanations from the background of the study in the
previous page, Planned task speaking techniques is one of the alternative
strategies that can be used by English teachers on students‘ speaking fluency. The
problem is limited on the effective of planned task speaking on students‘ English
fluency in recount text section for the second grade of Islamic Junior High School
13 Jakarta.
6
D. Formulation of the Problem
The formulations of the problem according to the limitation of the
problem above is ―Is the planned task speaking technique effective on students‘
speaking fluency on second grade students of MTSN 13 Jakarta?‖
E. Objective of the Study
―Based on the formulations of the problem above, it can be known the
objectives of the study are to know whether the planned task speaking is effective
or not on students speaking fluency.‖
F. Significance of the Study
―The result of this study is expected be useful for those who are related,
especially for these parties:‖
1. For the teacher; can be a new strategy to improve and to increase
students‘ speaking fluency.
2. For the student;
a. Getting more practiced in speaking with using planned task speaking
technique.
b. Can improve and increase students‘ speaking fluency and make them easier
to tell their own experience in recount text.
7
CHAPTER II
THEORETICAL FRAMEWORK
A. Planning Task
1. Definition of Planned Task Speaking
Based on Van Patten in the Atai and Nasiri Article (2017) ―Planning as an
implementational variable is believed to affect task-based production. The
rationale behind allocating planning time is that it lowers the cognitive load in
learners‘ mind so that it can divert part of learners‘ at tentional capacity away
from meaning to form‖. Ortegain Atai and Nasiri (2017) said that is, ―the planning
time can assist learners to compensate for their processing limitations while
performing the task with a pace under their own control‖. Based on those
theories, planning tasks help students understand their lessons and task. Therefore
when teachers give a task, they can prepare their task well.
According to Ellis in Atai & Nasiri journal (2017), planning is categorized
into two general types. He made a distinction between pre-task or strategic (i.e.,
the planning before the task) and within-task or online planning (i.e., the planning
during the task). Students in strategic planning have time to reflect on the content
and the language they wish to express, while in rehearsal they can perform the
whole task as preparation before a second time. Within-task planning takes place
when learners are able to perform a task without time limits, and thus within-task
planning can be limited by placing a deadline on the task performer. Within-task
planning has double forms; pressured (i.e., learners have a specific amount of time
to perform the task) and are unpressured (they have an unlimited amount of time).
Planning can be influenced by teachers who can determine how much time is
allocated for making plans as well as when (before or during the task) and how it
is done (individually, grouply, or teacher-led) (Celine, 2013).
8
B. Planned Techniques
Dr. Jack Richards (2006) tells that fluency is developed through the
creation of classroom activities where students have to negotiate meaning, use
communication strategies, correct misunderstandings, and avoid
communication breakdowns. Because of that, the writer used TPR (think pair
share) and NHT (number head together) techniques a pre-task planning, oral
presentation as within task planning because those techniques require.
1. Think Pair Share
The think pair share is a simple cooperative that was first created by Frank
Lyman and Maryland University. There are three important elements in the
TPS learning method, that are Think, Pair and Share. According to Hetika &
Sari (2017), TPS method is one of the simple cooperative learning method.
First, students are required to sit in pairs. The teacher can ask the students
about questions or issues. Every student has the opportunity to think critically
about the questions or problems to discover answers to all these questions or
issues, thendiscuss the results of their thoughts with their pair in order to
obtain a response that can provide answers for the two group members. Then,
the teacher asks each pair to demonstrate or describe the conclusion of their
classmates' responses. There are three important elements in this method of
learning that is Think Pair, Share. Think pair share method motivates students
to study independently, to work in groups and presentations to enhance the
capability of students to think independently and to cooperate with their
friend.
2. Number Head Together
NHT is one type of cooperative learning that demonstrates the basic
framework designed to influence student participation and its objectives of
academic mastery enhancement. NHT learning approach encourages
teamwork between classroom students to achieve the learning goals. The
students are divided into different groups and are directed to review the
9
learning material which they have been assigned. The aim of the grouping is
to provide students with opportunities to take an active part in the thinking
and learning process. During this situation, much of the learning tasks focus
on pupils, learning the subject, discussing and solving problems. This
technique emphasizes the particular structure designed to influence the
interaction pattern between students (Nursyamsi & Corebima, 2016).
According to Kagan in Nursyamsi and Corebiama, (2016), NHT trains
students indirectly to exchange knowledge, listen carefully and speak with the
calculation, to make learners more productive. NHT's learning approach
prioritizes group work rather than individual work, so students work in an
environment of mutual cooperation and have many opportunities for
exchanging knowledge and skill of communication development.
3. Oral Presentation
An oral presentation is a short speech about a topic given to a tutorial or
seminar group. One (or more) students deliver a speech to a tutorial group
and express views in an oral presentation on a subject based on their readings
or research. The rest of the group would then engage in a discussion on the
subject (Centre, 2010). A teacher may give students an oral presentation on a
specific topic or set of topics that will help them learn more about the subject.
Then, the teaching role was taken on the presenting students in sharing new
knowledge through their presentation to the class. In this way, Oral
presentations are effective teaching tools, as they add variety to the classroom
and allow students to educate each other (Cook, 2018). Also, presentations
can encourage a more meaningful way to practice English than just speaking
drills. This is because students must use their L2 to understand and
communicate it to others.
10
C. Speaking Fluency
1. Definition of Speaking Fluency
April Ginther (2010) states that ―Speaking fluency in the narrow sense is
usually described in terms of speedy and smooth delivery of speech without
(filled) pauses, repetitions, and repairs.‖
In the Thomas Baker‘s journal (2007), ―Fillmore divides four types of
speaking fluency, the first is the speaker who speaks fast or the ability to
harness the time with talk, the second is the speaker whose speech is
coherent, complex, and dense. The third is knows how to use the language
appropriately, and in a variety of contexts. The fourth is control aesthetic
functions of language, be creative and imaginative.‖
The writer concludes that fluency in speaing is when somebody talks as a
performer or talks with another individual, he/she can talk with non
hesitation. In other words he/she speaks smoothly. But it is not denied that in
delivering something orally, doubtlessly someone experiences hesitation.
2. Aspects of Speaking Fluency
According to Skehan and Tavakoli (2012), speaking fluency has three
aspects, breakdown fluency, speed fluency, and repair fluency. Breakdown
fluency is the number and length of silent pauses, which are measured, as
well as the number of non-lexical filled pauses such as ―uh‖, ―uhm‖, ―er‖,
―mm‖, etc. Janet R. Meyer(1992)‖ also states that filled pause rate is
portrayed as the total of filled pauses (uh, umm, ah) per second. Speed
fluency is the mean duration of syllables (inverse articulation rate) which is
measured. The last is repair fluency, they are the number of repetitions
(repetitions of exact words, syllables or phrases) and the number of
corrections (false starts, reformulations and self-correction) which are
measured. Speech rate is measured as the number of syllables divided by total
time, including silent pause time, the speed of speech, and pausing in a
speech simultaneously.
11
Bosker (2012) defines the definitions of breakdown fluency and speed
fluency, they are:
a. Breakdown Fluency
―Bosker states that there are three measurements that represent
breakdown fluency, i.e., the number of silent pauses per second spoken
time (NSP), the number of filled pauses per second spoken time (NFP),
and the mean length of silent pauses (MLP).‖
b. Speed Fluency
Bosker also states that speed fluency is when students are able to deliver
the story as quick as possible. One measurement represents the aspect of
speed: the mean length of syllables (MLS).
c. Repair Fluency
As have been stated about by Skehan and Tavakoli (2012) that
repair fluency includes the number of corrections.
d. Disfluent Syllable (DS)
―The disfluent syllable is calculated by subtracting the number of pruned
syllables from the number of total syllables in the sample. Pruned
syllables include fillers, errors, and repetitions. The result is the number
of disfluent syllables divided by 230 as the highest standard syllable per
minute and multiplied by the total time in seconds.‖
3. Scoring the Speaking Fluency
Based on the several theories above, these aspects of speaking fluency that
will be marked are divided into four aspects, they are:
12
a. Pauses
Riggenbach in April Ginther‘s article (2010) says that ―Pauses of 5
seconds or longer tend to occur in chunks of disfluent speech when the
speaker maybe using the time to plan ahead or to analyze and process what
has already been said.‖
b. Speech Rate
―Javad and Tavakoli (2010) say that number of syllables produced per
minute of speech: number of syllables divided by the storytelling time and
multiplied by 60 seconds.‖
c. Repair
Javad and Tavakoli (2010) also state that one repair contains four words
are counted as one hesitation.
d. Disfluent Syllable (DS)
―The disfluent syllable is calculated by subtracting the number of pruned
syllables from the number of total syllables in the sample. Pruned syllables
include fillers, errors, and repetitions. The result is the number of disfluent
syllables divided by 230 as the highest standard number of syllable per
minute and multiplied by the total time in seconds.‖
In measuring the speaking fluency, all of the aspects of speaking fluency are
calculated per 60 seconds. It is supported by Noriko Iwashita (2008) statement
that ―In order to make comparisons, instances of filled pause, unfilled pause and
repairs are counted per 60 seconds of speech, since the actual speaking time of the
individual learners varied.‖
The fluency test of speaking is divided into four elements: pauses, speaking
rate, repair, and fluent syllable. Each character element is described in four short
statements of calculation, as stated above. This helps to make the test accurate,
since it prevents subjectivity, as it is clearly and precisely defined for each point
13
of the. The scale was adapted from the Fluency Scale Ordinate by Jong and
Hulstjin in Lingua Didaktika article (2016), to the preferred implementable form
used in this research.
The writer objectively will pay attention to the fluency of each student if
they achieve score 1 , 2 , 3, 4, or 5. Then, it can measure the score easily. The
maximum achieved score is 20. As stated in the previous page, it is achieved from
the four elements of fluency in speaking. This score can be defined in the
following:‖
a. Pauses : 5 Points
b. Speech Rate : 5 Points
c. Repair : 5 Points
d. Disfluent Syllable : 5 Points
Here, the speaking class score uses the range 10-100. The rating is based on
the rounding system, so the writer concludes that 100 points is the higher score.
The writer follows the school's rule that each student has to reach a minimum
score target based on KKM (Minimum Achievement Criteria), which is 75.
D. Speaking fluency Rubric
Table 1Table 2.1
Speaking fluency Rubric
No. Criteria Rating Score Comments
1. Pause 5 The overall speech sounds
natural.
4
There is only one to five
significantly non-native
phonological hesitations.
14
3
Speech has no too many long
pauses, and does not sound
staccato.
2
Speech may have several long
pauses, but not unlimited.
1
Long utterances have several
long pauses.
No. Criteria Rating Score Comments
2. Speech Rate 5 Utterance exhibits smooth
native-like rhythm andphrasing.
4
―Utterance has acceptable
rhythm, with appropriate
phrasing and word emphasis.‖
3
―Speech has acceptable speed,
but may be somewhat uneven.‖
2
Speech may be uneven or
somewhat staccato.
1
Speech is slow and has
irregular phrasing or sentence
rhythm.
3. Repair 5 No repair
4 <4 words
3 <8 words
15
2 <12 words
1 >16 words
No Criteria Rating Score Comments
4. Disfluent Syllable
5
No more than one
hesitation, repetitions, false
start, or non-native
phonological simplification.
4
Utterances have no more
five hesitations, repetitions
or false starts.
3
Long utterances may exhibit
some hesitations; but
mostwords are spoken
incontinuous phrases.
Thereare several repetitions
orfalse starts per utterance.
2
Utterance (if >= 6 words)
has at least one smooth 3-
word run, and there are
several hesitations,
repetitions or false starts.
1
―Poor phrasing, staccato or
syllabic timing, multiple
16
hesitations, many repetitions
or false starts render the
spoken performance notably
uneven or
discontinuous.‖
Total 20
Score =
(Adapted from Riggenbach, Javad, Tavakoli, and Noriko Iwashita’s articles
and Salam Mairi)
E. Recount Text
1. Definition of Recount Text
―Hyland (1996) in his book stated that recount text is intended to recreate past
experiences by retelling events in their original sequence. It shows that the
opinion of Hyland about the aim of recounting text is to retell past events in
the original sequence. This can be self-perceptions or perceptions of others,
which means that it may be from experiencing to speaking or listening to
retelling.
Katrina (2000) also said a similar concept about the purpose of recounting
text. She explains that a recount recalls and reconstructive events, experiences
and achievements from the in a logical sequence. Some recounts are going
to be solely informational, while others are going to aim at educating and
entertaining.
In summary, based on the ideas of Katrina and Hyland, the aim of recounting
text is to say or retell past events or experiences to sequentially inform,
entertain, or both inform and entertain. It depends on the recount text styles.
17
2. The Structure of Recount Text
―In making a recount text, there is an important point which is worth
knowing. According to Anderson‘s theory (1997) a recount text has three
main parts (Generic Structure).‖ They are:
a. Orientation
―The opening of the text, the introduction of the topic of the text. It gives
background information about who, what, where, and when. The writer needs
to gives information about what happened, who or what was involved, when
and where the events occurred and why. An awareness of audience and
purpose will assist the author in selecting the amount of detailed needed.‖
b. Events
―It is usually told in a series of paragraphs which retell the events in the order
of sequence when they happened. Events is selected carefully to add to the
audience‘s understanding of the topic. Students have to be prepared to discard
events and details that are unimportant or uninteresting. A recount, in most
cases, is more than a „shopping list‟ of every possible detail. Students should
be guided to select only those events that are relevant and that can be
expanded through the inclusion of specific details.‖
c. Re-orientation
―It functions as the closing statement. It is a paragraph which contains a
personal comment of the writer. The final section concludes the recount by
summarizing outcomes or results, evaluating the topic‘s importance or
offering personal comment or opinion. It can also look to the future by
speculating about what might happen next. But, not all of recount closed by
re-orientation. It is optional.‖
18
F. Previous Study
The previous study, Daisy Ayu Lintriana (The State Islamic University of
UIN Syarif Hidayatullah Jakarta, 2014). Investigated students in SMA Islamic
Centre Tangerang. The researcher use quantitative method. The researcher use
speaking fluency test in story telling as the instrument. The researcher had
compared the speaking fluency score in the pre-test (before the treatment was
given) and post-test (after the treatment was given). ―The researcher uses the T-
test formula for analyzing oral test achievement in story telling. The result showed
that there is a significance difference between students using story mapping and
without it. It means that the story mapping is at the tenth grade of SMA Islamic
Centre Tangerang can improve students‘ speaking fluency in storytelling.‖
The second study has been conducted by Muhammad Irfan Hadzik (The
State Islamic University of UIN Syarif Hidayatullah Jakarta, 2019). The
researcher studied the effect of using role-play on students‘ speaking fluency at
eleventh grade of SMAN 8 Kota Tangerang Selatan. The research has an
experimental class and control class. ―The researcher used a quasi-experimental
design. The method of the test was using a regression test in analyzing the result
while the interview was used by the researcher to collect additional information
on students‘ act and opinion towards the technique. The result showed that there is
a significant score from both classes. The mean score of experimental class was
higher than control class‖. It means that using role-play on students‘ speaking
fluency was effective in improving the students‘ speaking fluency of offering
service expression at the eleventh grade of SMAN 8 Kota Tangerang Selatan in
the academic year 2019/2020.‖
―Rutger Bosker, Hans et al (2012) conducted a study on speaking fluency.
―The study investigated the contribution of three aspects of fluency (breakdown,
speed, and repair fluency) to the perception of fluency. All three
aspects.are.involved.in.fluency perception, but breakdown and speed fluency are
most strongly related to fluency.
19
―Mahmoed Reza Atai and Morteza Sairi in journal of English language,
teaching and learning university of Tabriz (2017) was examined the effects of
strategic planning, online planning, strategic planning and online planning
combined (joint planning), and no planning on the complexity, accuracy, and
fluency of oral productions in two simple and complex narrative tasks‖. Eighty
advanced EFL learners performed one simple narrative task and 20 minutes of a
complex narrative task in between. The order of the two stories was
counterbalanced in order to monitor the potential impact of an action. The results
suggest that no planning was the least effective at both tasks. Strategic planning
led the learners in the simple narrative task to significantly elevate their
complexity and fluency, and only their fluency in the complex task. Online
planning has helped the participants significantly increase their performance in
both the primary and complex tasks. Finally, joint planning led to a significant
increase in accuracy and fluency in the simple task on the one hand, and
complexity and accuracy in the complex task.
G. Concept Framework
Speaking skill should be taught rightly in learning process in the school and
speaking task in English lesson is one of the activities that the students of Junior
High School have to do. The students have many difficulties in speaking task.
Probably, some students cannot produce English because they do not know the
way how they can speak fluently and it makes the students‘ anxiety because they
do not have confidence and bravery. They feel fear that they cannot deliver speech
fluently and accurately.
Based on those theories that have been explained before, the writer makes
students focus only on how they could improve their speaking fluency. Fluency is
one of the assessment points in speaking skills, so that the writer tries to build
students‘ speaking fluency to speak fluently in a fun way and less pressured in
class and society. Based on the method and material, the writer assumed that
speaking fluency is a good target for students to speak. The students can learn
20
through discussion and share their thoughts with their friends with techniques that
the writer has planned.
Usually, some English teachers in Junior High School give an oral task in
Recount Text. They have to talk about their experience in the past. Recount Text
becomes one of the materials which exist in curriculum 2013. The writer uses
TPS, NHT, and presentation techniques, to help students know about the recount
text, speaking task with past tense form, and improving their fluency when doing
the speaking task.
H. Hypotheses of the Study
The aim of the research is to find evidence of the effect of using the planned
speaking technique on the fluency of the students' speaking in recount text, the
research hypotheses of this research are:
1. Null Hyphoteses (Ho): There is no significant effect in using planned task
speaking techniques in students speaking fluency. It means that planned task
speaking techniques is not effective on students‘ speaking fluency in
recount text.
2. Alternative Hyphoteses (Hi): There is significant effect in using planned
task speaking techniques towards the students‘ speaking fluency in recount
text. It means that planned task speaking techniques are effective on
students‘ speaking fluency in recount text.
21
CHAPTER III
RESEARCH METHODOLOGY
A. Place and Time of the Research
The research had been conducted for two weeks and three days, started from
March 14th 2018 until March 30th 2018. The writer conducted the research at
MTSN 13 on Jl. H. Doel Muhtar Raya North Petukangan Pesanggrahan, South
Jakarta. Phone number: (021) 7374752; 73883765.
B. Method of Research
―Method that the writer used was quantitative research. This is used to
observe the effects of the planned task speaking technique on students' speaking
fluency in the recount text. Quantitative methods are defined as methods for
identifying research problems based on why something happened. It included
explanations in some quantitative research problems of how a variable could
influence another.‖
In six meetings, the writer used experimental research that focused on the
lesson plans. The research includes two classes; the first was an experimental
class, and the second as a controlled class. Both classes were taught with
distinctive teaching strategies. During six gatherings, 90 minutes per meeting, the
writer as the researcher instructed students using planned task speaking (TPS,
NHT, and Presentation) in the experimental class. In otherwise, the control class
was instructed the same material with conventional strategy.‖ The treatment was
purposed to look at the distinction of students‘ speaking fluency, which was
instructed by using planned task speaking techniques and without Planned Task
Speaking technique and also the progress of experimental class before and after
utilization of planned task speaking techniques. Here the writer used recount text
based on the curricula 2013, so the planned task speaking will consist of recount
text structures.
22
C. Population and Sample
The population of the study was 119 students from the second grade of
MTSN 13, Jakarta and divided into three classes. Purposive Sampling was the
technique sampling. Selecting members and numbering individuals arbitrarily
using a random number table could be a strategy used to conduct a trial test of the
study population (Creswell, 2012). This procedure was used based on English
teacher‘s thought that the classes ought to be analyzed which needed improvement
in English.Class VIII B and VIII D were the sample suggested by the teacher. The
calculation in each of those classes was 30 students. The writer cannot choose free
sample because it was the teacher's authority and the writer also had limited
opportunity to decide the sample.
D. Procedure of the Research
Figure 1 Figure 3.2
Research Design
1. Experiment Class
2. Controlled Class
―The research was planned as the Figure above. The writer divided the
class in to two classes, there are experimental and controlled classes. Each
of the classes had the same meeting; 1 meeeting for pre-test and post-test
meetings, and 4 meetings for treatments. After selecting the experimental
Pre-test Conventional
teaching Post-Test
Pre-test Treatment Post-test
23
class and the controlled class, the following steps were the steps the writer
took during the research. These are for experimental class:‖
1. The writer gave a pre-test to the students with an interview. The writer
asked about students' past experiences about their first social media to know
whether the students told the story fluently or not (Appendix 3). After that,
the writer explained the techniques used in this research. They are TPS,
NHT, and presentation.
2. The writer began introducing and explaining the recount text about the
definition, the purpose, the function, and the structure of recount text. The
writer applied Think, Pair, Share treatment to the student. The students had
to think about the recount text material. After that, they shared their thought
about recount text with their chair mate. Later, the writer asked some
question about recount text to the students, students had to answer based on
students thought, and their friends‘ tought.
3. In the second treatment, the previous task reviewed by the writer and the
students. The writer explained again about recount text and applied the NHT
treatment. The writer will divide students into six groups; each group
consisted of five persons. The writer gave 5 questions about recount text.
First question; why should we learn about recount text? The writer gave
recount text story, therefore the second question; what is the orientation of
the text? third; what is the text's event, fourth; what is the re-orientation of
the text, fifth; what is the definition of recount text based on your thought?
At the end of the session, every student should answer the question based on
their number.
4. In the third treatment, the writer asked the student to discuss the recount text
and make a presentation about it. The students made the presentation with
carton paper and have to discuss it with their groups with speaking English
as possible.
24
5. In the last treatment, the writer would ask student to presenting their
presentation in front of the class. Each student of the group had to
presenting their part of presentation.
6. Post-test was given in the last meeting to both classes to know whether
planned task technique was effective towards students‘ speaking fluency in
recount text. (Appendix 4)
After the writer finished taking post-test from students, the pre-test and the
post-test data would be analyzed by using statistic calculation that was explained
in chapter three. When the result was found, the writer interpreted it into a
conclusion whether teaching speaking fluency in recount text by using planned
speaking technique was effective or not.
E. Instrument of the Research
―The writer was used as a pre-test and post-test instrument for this research.
Camera video was used to take pre-test and post-test. The purpose of the pre-test
was to know the basic speaking skills of the students in English.‖ The post-test
was used to know the effectiveness of using the planned task-speaking technique
on the students' fluency in recount text. The tasks for pre-test and post-test were
the same; it was an interview. The aspects of fluency that would be assessed are
speech rate, pauses, repair, and disfluent syllable.
1. Pre-Test
―The purpose of pre-test was to know students‘ basic speaking fluency. Pre-
test was conducted for experimental class and controlled class before the
treatment (planned task speaking techniques) was given as a strategy to help
students tell story fluently.‖ The test used for pre-test was interview. To
collect the data, an interview with a question made based on the study
objective was used. The next questions were made based on of the students'
answers.The writers ask about their past experience and students had to tell
story about their experience in the past.
25
2. Post-Test
After the treatment was given, a post-test was held for both groups. This test
aimed to determine whether planned task-speaking strategies were successful
or not in raising the speaking fluency score of students in recount text. The
measure used in the post-test was their experience, which students had to
share.
3. Rubric for Pre-test and Post-test.The instruments of the tests which writer
used are students‘ speaking fluency rubrics. The rubrics are adapted from
Lingua Didaktika (Mairi, 2016). The writer selected this rubric because the
rubrics have the same measurement that is speaking fluency. This rubric can
be viewed for assessing students‘ performance with using planned task
speaking. This assessment is scored from 1-5 as scales range. Here are the
explanations of the rubric:
The first aspect is pause. Pause consists of filled and unfilled pauses. Filled
pauses mean non-meaningful sounds and the unfilled pauses mean time spent in
silence. Those who have Long utterances have several long pauses will be marked
1. Speech may have several long pauses, will be marked 2. Speech has no too
many long pauses, and does not sound staccato will be marked 3. There is only
one to five significantly non-native phonological hesitations will be marked 4.
The overall speech sounds natural will be marked 5 as the highest score.
The second is the speech rate. Speech is slow and has irregular phrasing, or
sentence rhythm will be marked 1. Speech may be uneven or somewhat staccato
will be marked 2. Speech has acceptable speed, but maybe somewhat uneven will
be marked 3. The utterance has acceptable rhythm, with appropriate phrasing and
word emphasis will be marked 4. Utterance exhibits smooth native-like rhythm,
and phrasing will be marked 5.
The third is repair, the students with more than 16 repairs will be marked 1.
Less than 12 words is 4, less than 8 words is 3, less than 4 words is 4, and the
highest score is 5 when students has no repair.The last is disfluent syllable. The
26
highest score is 5 when students‘ no more than one hesitation, repetitions, false
start.
F. Technique of Data Collection
The writer has used the speaking test to gather the data. Interview was used
to take the data for pre-test and post-test. An interview with a question made
based on the study objective was used. The next questions were made based on of
the students' answers. The writer obtained the data by herself but the second rater
helped the writer to give the score. First, the writer gave the score and then the
rater 2 gave score later. The aim in involving the second rater was to produce the
result became more objective.
G. Technique of Data Analysis
―The writer wanted to know the effectiveness of planned task speaking on
students‘ fluency in recount text. The writer examined the data using a
comparative technique between the class controlled and the class of experiments.
In pre-test and post-test scores from the experiment and controlled class will be
compared. The scores are measured in the SPSS program. For further actual
analysis, the writer used SPSS to conducted preliminary data analysis such as
normality and homogeneity test. The writer would use the T-test hypothesis if the
data distribution were normal and homogenous.‖
1. Test of Normality
Testing normality and homogeneity was conducted in this study via SPSS
(Special Package for Social Sciences). Normality test was conducted to determine
whether or not the distribution from the two classes was normal. The normality
test was using table from Kolmogorov-Smirnov and Shapiro-Wilk. ―The result of
the Kolmogorov-Smirnov and Shapiro-Wilk table should be above 0.05 tohave
normally distributed data.‖
27
2. Test of Homogeneity
―Homogeneity test was performed to see if the data from two classes had the
same or different variant. The homogeneity test was using Levene's table, have
data on the homogeneity distribution, the Levene's table result should be above
0.05.‖ These two types of tests were performed in pre-test score and post-test
score. The steps are the same as the normality test steps.‖
3. Hypothesis Test
―The t-test is used for comparing scores between the experimental and
controlled classes. ―The writer used the t-test to determine the difference between
the experimental class taught using the planned task speaking techniques and the
controlled class which taught without that treatment. However, there is a manual
procedure to calculate the t-test, the procedure is:‖‖
a. Determining the mean score of the experimental group
Description:
: ―Mean score of the experimental group‖
: ―The total score of the students in the experimental group‖
: ―The total students in the experimental group‖
b. Determining the mean score of the controlled group
Description:
: ―Mean score of the controlled group‖
: ―The total score of the students in the controlled group‖
28
: ―The total students in the controlled group‖
c. Determining the standard deviation in experimental group
∑
d. Determining the standard deviation in controlled group
∑
e. Determining the t-test
The procedures of calculation are as follows:
√(
) (
) (
)
Description:
: ―Mean score of the experimental group.‖
: ―Mean score of the controlled group.‖
: ―The total score obtained by the students in the experiment.‖
: ―The total score obtained by the students in the controlled group.‖
: ―The total students existed in the experimental group.‖
: ―The total students existed in the controlled group.‖
29
f. Determining Table
―The significance level of t-table is 95% with the degree offreedom (df).
The formula is described as follows‖:
Description:
: Degree of freedom
: Total students of the experimental group
: Total students of controlled group
H. Statistical Hypotheses
1. Null Hypotheses
The hypothesis could be distinguished as the null hypothesis if planned task
speaking techniques did not give the significant effect on the students'
speaking fluency in recount text at the eighth-grade students of MTS N 13.
2. Alternative Hypotheses
The hypothesis could be identified as the alternative hypothesis if the planned
task speaking techniques showed the significant effect on the students‘
speaking fluency of recount text at the eighth-grade students of MTSN 13.‖
Then, the criteria of the hypothesis were showed as follows:
a. If t-test ( ) < t-table ( ) in the significant degree of 0.05, (null
hypothesis) was rejected. It meant that the experimental class means
score levels were higher than those of the controlled class. Planned task-
speaking techniques provided the impact on the speaking fluency of the
students in recount text.
30
b. If t-test ( ) > t-table ( ) in the significant degree of 0.05, (null
hypothesis) was accepted. It could be seen that the experimental
class mean score levels were the same or lower than those of the
controlledclass.
31
CHAPTER IV
RESEARCH FINDING AND DISCUSSION
A. Research Finding
1. Description Data
―This chapter focuses on the test result that was given to MTSN 13 Jakarta
students. The result was used to obtain empirical evidence of the effect of using
the planned task speaking on students speaking fluency at the eighth grade of
MTSN 13 in recount text. The research results are described as the explanation of
the data depended on the test result. The result of the data analysis obtained
through speaking test.‖
―As the writer has mentioned in the previous chapter, she took the data by
using planned task speaking techniques. The data were gathered from students'
pre-test and post-test of the experiment and control class. The data are described
into two tables as follows:‖
1. Students Score of Experimental Class
Table 2Table 4.1
Students’ Score of Experimental Class
Students Pre-test Post-test Gained Score
S1 30 60 30
S2 45 60 15
S3 75 80 5
S4 65 80 15
S5 85 90 5
S6 75 95 20
S7 20 80 60
S8 45 50 5
32
S9 65 75 10
S10 65 85 20
S11 55 65 10
S12 60 70 10
S13 80 90 10
S14 75 95 20
S15 65 85 20
S16 65 80 15
S17 55 85 30
S18 40 60 20
S19 40 50 10
S20 55 60 5
S21 70 75 5
S22 55 80 25
S23 65 70 5
S24 75 85 10
S25 65 70 5
Mean 47.5 65 17.5
The minimum achievement of the requirements for the English subject in
MTS N 13 is 75 according to the teacher's information, which means that students
are expected with not less than 75 in the English subject score. However,
according to the data shown, the result of pre-test in the experiment class had the
mean score 47.5 from 25 students. This means that on average, the students did
not reach the minimum for achievement criteria. Somehow, the pre-test result
revealed that 7 students reached the minimum criteria of achievement, and the
other 18 students were below the minimum criteria of achievement. Besides, the
highest pre-test score is 85, and the lowest pre-test score was 20. From those
33
descriptions, the majority of the speaking fluency of the Experiment class
students' recount text was still very low.
The table showed the post-test score, too. The score was gained after
planned task speaking treatment was completed. It shown that according to the
post-test result, the post-test mean has been improved to 65 and the mean score
gained to 17.5. It means the students in average reached the criteria of
achievement or above the minimum criteria of achievement. It has also shown
from the above description of the score in experimental class that the highest post-
test score was 95, and the lowest post-test score was 50 obtained only by one
student.
―From the description of the data from the pre-test to the post-test, It is
concluded that the planned task speaking on the students' speaking fluently in
recount text has had a positive effect.‖
2. Students Score of Controlled Class
3 Table 4.2
Students’ Score of Control Class
Students Pre-test Post-test Gained Score
S1 50 70 20
S2 65 80 15
S3 40 50 10
S4 45 65 20
S5 40 45 5
S6 70 75 5
S7 40 50 10
S8 80 90 10
S9 50 70 20
34
S10 45 50 5
S11 55 65 10
S12 45 60 15
S13 55 65 10
S14 80 85 15
S15 60 65 5
S16 55 70 15
S17 35 45 10
S18 65 70 5
S19 35 45 10
S20 45 60 15
S21 60 65 5
S22 50 60 10
S23 55 60 5
S24 80 85 5
S25 40 45 5
Mean 45 57.5 12.5
According to the data shown, the result of 25 students of control class in the
pre-test had the mean score 45. It means the students in average did not cover the
minimum MTSN 13 criterion in English subject. This was the same as the
experiment class which the average scoore did not reach the minimum
achievement criteria in pre-test. Further description, the table also presented the
score of post-test. This class did not get the treatment like experiment did. The
teacher guided the students in recount text only during the teaching and learning
process. The post-test result showed that the post-test mean score in the controlled
class was also improved with a score of 57.5 and the mean of gained score was
12.5. However, Sixteen students failed to reach the minimum achievement
35
criteria, and the other eleven students reached the minimum achievement criteria.
The highest post-test score was 90, and the lowest post-test score was 45.
It shown the differences in the scores of the students above that there is also
a good improvement of the score of the students in learning English. Nevertheless,
some of the scores were still below the minimum achievement criteria at MTSN
13 from the post-test result. Therefore, It was assumed that the class which did not
use planned task-speaking techniques still needed to struggle to pass the minimum
criteria for achievement. Overall, the differences in the students' score in Table
4.1 and Table 4.2, can be inferred that the use of planned task-speaking techniques
has beneficial effects on student fluency in recount text.
B. Analysis of the Data
1. The Normality Test
―The normality test was administered before calculating the t-test. It aimed to
know whether the data were normally distributed or not from both classes.The
result of normality test on both the experimental and control class in post-test
score were gained using SPSS 20‖. The writer used Shapiro-Wilk to do the
normality test. The result can be seen as follow:‖Table 4
36
Table 4.3
The Result of Normality Test of the Post-test Scores of
the Experimental and Control Classes
―
Based on Table, the test showed the experimental class significance was
0.207 and the controlled class was 0.074. Data was normally distributed if the
significance of the data is higher α = 0.05. It can be concluded that the data is
normally distributed since both groups have significance above 0.05.‖
2. Homogeneity Test
The writer did the homogeneity test after having done the normality test to
check the sample similarity in both classes. For measure the homogeneity test
the writer used the Levene statistical test.‖
Table 5 Table 4.4
The Homogeneity Test of the Post-test Scores of
the Experimental and Control Classes
37
The result of the Levene Statistical Test showed that the level of
significance of the data from the post-test score from the experiment and
control was 0.511. It means that the data level of significance was higher than
the degree of significance (α = 0.05). The homogeneity test result showed that
there is homogeneous variance in the sample data from the population.‖
3. T-Test
The final test to analyze the data is a t-test after the normality and
homogeneity tests have been done. The writer used the independent t-test.
The independent t-test is a statistically comparable analysis of the results
from two samples of groups. Independent sample t-test is used to compare the
means of the two independent samples (the experiment and the control class)
to determine whether there is statistical data showing that the mean varies
significantly. The writer uses a t-test to determine the differences score of the
students' achievement in speaking fluency of recount text with the treatment
or without it.. The writer used SPSS 20 software to conduct the measurement
or the test. The result of the calculation as follows:
Table 6 Table 4.5
Independent T-Test of the Post-test Scores of
the Experimental and Control Classes
―
Based on the calculation above, the degree of freedom (df) is 48 and the critical
value of the df - 48 by using the degree of significance of 5% is 1.68 ( ) and
38
the is 2.986. It means that the post-test score of experimental class is
higher than the score of controlled class.‖The result of the comparison between
and were 2.986 > 1.68= > .‖―Clearly from the
hypothesis we have that on the df = 48 and in the degree of significance 5% the
value of degree of significance is 1.68 (gained based on df= 48 and ⁄ α = 0.05).‖
By comparing the value is higher than that is 2.98 > 1.68, so the
alternative hypothesis ( ) is accepted and null hypothesis ( ) is rejected. ―It
could be proved that there were significant differences between the results of
planned task speaking on students speaking fluency in recount text at second
grade students of MTSN 13.‖
C. Data Interpretation
The results from 25 students of the experimental class on Table 4.1 revealed
that the experimental class score's description was getting the mean score of pre-
test 47.5 before the planned task-speaking techniques were implemented. The
mean score of the post-test was 65 after the teacher used planned task-speaking
techniques in the classroom. Meanwhile, Table 4.2 showed the analysis of the
controlled class score having the mean pre-test score 45 and the mean of post-test
score 57.5. It means that the post-test score has improved in both classes.
Nevertheless, the experimental class got a score higher than the controlled class
47.5 to 65.‖
Clearly from the hypothesis we have that on the df = 48 and in the degree of
significance 5% the value of a degree of significance is 1.68 (gained based on df =
48 and ⁄ α = 0.05).‖By comparing the value is higher than that is
2.986 > 1.68, so the alternative hypothesis (Ha) is accepted and the null
hypothesis (Ho) is rejected.
From the data analysis of the research, it can be concluded that the use of
planned task-speaking techniques can significantly impact students speaking
fluency in recount text since the score of students speaking fluently after having
taught using planned task-speaking techniques is higher than before the researcher
39
gave the treatment. From the measurement result it can be determined that this
study's effect size level is high and the effect of planned task speaking techniques
on students speaking fluency has been significant.
In summary, using planned task speaking techniques is effective on students‘
speaking fluency in recount text, especially for the eighth grade students at MTSN
13.
D. Discussion
Nowadays, as the writer observe teachers mostly teach about grammar,
vocabulary, and reading in school, so that students became competent in grammar
and reading, but lacked the ability to communicate in speaking. Although the
teacher gave them speaking task but they rarely practice their speaking in class.
Fluency is one of the score that teacher gave in speaking task. But, students not
fluent in speaking task because they rarely do speaking activities in the class, so
that the teachers have to plan some strategies and techniques to teach speaking for
student.
Studies have investigated the effect of various types of planning (i.e., various
strategies to help students prepare for a language task by, for example, giving
them time and/or clear instructions) on second-language learners' fluency,
complexity, and precision, e.g., Ellis (Celine, 2013). ―In the previous study, there
are some researches about the planning task. Their planning types are different
from the writer but have a similar impact on the students. This teacher-led
planning approach, which was the desired condition of the learners, was found to
be a treatment for fluency, complexity and accuracy. It helps students prepare for
a specific task, enhancing the quantity and quality of their performance, and
encourages them to perform in the target language with confidence. In the
previous study, there are some researches about planning task. Their planning
types are different from the writer but have similar impact for the students.
40
Moreover, in another research, Ellis (2003) suggests, If L2 learners have time
to prepare before they start speaking, their output problems can be eased. This
form of planning, i.e. "Pre-task planning or PTP, occurs before a speaker
participates in communication activities. Schmidt (2001) calls PTP as ‗preparatory
attention‘ and contributes learners to perform actions more accurately and
fluently. In reality, creating more planning opportunities for language users should
have a beneficial effect on language learning, as L2 discourse would enable
learners to extend what they can say, said Foster &Skehan (Abdi, Eslami, &
Zahedi, 2012).
In pre-task planning style, teachers brainstorm about both material, i.e.,
concepts, and form with their students before they are asked to perform an oral
production task (Thompson & Phillips, 2009). The aim is to help students know
what to talk about when they do the speaking task and how to say it. Strategic
planning (pre-task) requires learners who are prepared to perform the task by
considering the content they need to interpret and how to communicate it (Ellis,
2005). Planning can influenced by teacher, who may determine how much time is
allocated for making plans, as well as when (before or during the task) and how it
is done (individually, grouply, or instructor-led). The writer use planned task
speaking which are think pair share, number head together, and oral presentation.
With these techniques, the students may be more comfortable while speaking
because they can discuss and give their ideas with their friends. Interactions
between the students and their friends provide multiple chances for both of
participants to practice their English skills. If they practice it during the English
lesson, the student can improve their English fluency.
41
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the test, it is concluded that the students' speaking fluency in
recount text at eight grade student of MTS 13 can be improved by using planned
task speaking techniques. It can be seen from the data with the statistical
hypothesis of significance level 5% which is calculated by using SPSS 20 version
showed that the mean score of experimental class after being taught by using
planned task speaking techniques was 65 and it was higher than the mean score
before using planned task speaking techniques; it was 47.5.‖‖The data analysis,
moreover, showed that > ; 2.98 > 1.68. ―It means that null hypothesis
( ) was rejected and the alternative hypothesis ( ) was accepted. Therefore,
planned task speaking showed the significant effect on students‘ speaking fluency
in recount text.‖
In summary, this research showed that using planned task speaking
techniques can affect students' speaking fluency at the eighth grade students of
MTSN 13.
B. Suggestion
English teaching requires an effective way to get learning objectives. Students
can be instructed to be an active learners in the class. The teacher should be more
creative and innovative in finding an effective way and being a medium to help
them practice their English speaking maximally. The teacher is free to teach
students with different methods as long as they keep the language learning target.
The students should be directed to practice English more actively.
Using planned task speaking techniques can be one of effective ways to
practice students‘ speaking fluency. The fluency can be increased by practicing
continuously. Feeling happy to learn English should be considered by teacher
where using planned task speaking techniques makes students feel enjoy and fun
to learn and practice their English speaking.
42
Finally, this study's results may be used as the knowledge or source for the
use of planned task-speaking techniques in teaching English. The researchers need
to apply this approach to another level or another skill. The newer invention will
cover the imperfection in this study. Considering the final result of using planned
task-speaking techniques, it is expected that it can contribute to other future
research or previous studies. Specifically, this research can be informative about
using planned task-speaking techniques on students' speaking fluency for the next
study.
43
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46
APPENDIX I Appendix 1
RENCANA PELAKSANAAN PEMBELAJARAN
EXPERIMENTAL CLASS
Satuan Pendidikan : MTs Negeri 13 Jakarta
Mata Pelajaran : Bahasa Inggris
Kelas/Smester : VIII/II ( dua )
Tema : Teks lisan dan tulis untuk menyatakan pengalaman yang
terjadi padamasa lampau
Alokasi Waktu : 2 x 40 menit
A. Kompetensi Inti
KI 1 ―Menghargai dan menghayati ajaran agama yang dianutnya.‖
KI 2 ―Menghargai dan menghayati perilaku jujur, disiplin, tanggung jawab,
peduli (toleransi, gotong royong), santun, percaya diri, dal;am
berinteraksi secara efektif dengan lingkungan sosial dan alam dalam
jangkauan pergaulan dan keberadaannya.‖
KI 3 ―Memahami pengetahuan (faktual, konseptual, dan prosedural)
berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi,
seni, budaya terkait fenomena dan kejadian tampak mata.‖
KI 4 Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan,
mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak
(menulis, membaca, menghitung, menggambar, dan mengarang) sesuai
dengan yang dipelajari di sekolah dan suimber lain yang sama dalam
sudut pandang/teori.
47
B. Kompetensi Dasar dan Indikator Pencapain Kompetensi
1.1 ―Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai
bahasa pengantar komunikasi Internasional yang diwujudkan dalam
semangat belajar.‖
2.2 ―Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung
jawab dalam melaksanakan komunikasi transaksional dengan guru dan
teman.‖
3.11 ―Menerapkan struktur teks dan unsur kebahasaan untuk melaksanakan
fungsi sosial menyatakan dan menanyakan tindakan/kejadian yang
dilakukan/ terjadi di waktu lampau, sesuai dengan konteks
penggunaannya.‖
4.13 ―Menyusun teks lisan dan tulis untuk menyatakan dan menanyakan
tentang tindakan/kejadian yang dilakukan/ terjadi di waktu lampau,
dengan memperhatikan fungsi sosial, struktur teks, dan unsur
kebahasaan yang benar dan sesuai konteks.‖
C. Tujuan Pembelajaran
Setelah diberikan recount text siswa mampu:
Menentukan tujuan komunikatif teks berdasarkan teks yang diberikan
dengan tepat
Mengidentifikasi struktur teks berdasarkan teks yang diberikan dengan
tepat
Mengidentifikasi unsur kebahasaan dalam teks berdasarkan teks yang
diberikan dengan tepat.
Menyusun teks recount tentang pengalaman dengan struktur teks dan
unsur kebahasaan yang benar.
D. Materi Pembelajaran
Teks lisan dan tulis menyatakan dan menanyakan tindakan/kejadian yang
dilakukan/ terjadi di waktu lampau
Fungsi sosial
Menyatakan tindakan/kejadian yang dilakukan/ terjadi di waktu
lampau
48
Untuk menjaga hubungan interpersonal dengan guru dan teman
Struktur teks
Where were your brothers a few minutes ago?
They were at home.
What did you do after school yesterday?
I took a rest.
Where did they spend their last holiday?
They went to Bali
Unsur kebahasaan
Ucapan, tekanan kata, intonasi, kosakata (kata tanya: when, where,
while, kata penghubung before, after) dan tata bahasa (simple past
tense),
Uraian tindakan dalam Past Tense: Simple , woke, took, went, got,
did, had.
Pola kalimat Past Tense:
Tanpa kata kerja
Subject Kata kerja
bantu
/ To be
Adjective
Singular
I
Was Sad She
He
It
Plural
You
Were Happy We
They
49
Dengan Kata kerja
Subject Verb 2 Object Adv. Of time
I
visited Borobudur
Last year
She A year ago
He Last two days
It Two days ago
You Yesterday
We Last Monday
They Last sunday
Adverbia penghubung waktu: first, then, after that, before, at last,
finally, dsb.
Adverbia dan frasa preposisional penujuk waktu: yesterday, last
month, on Monday, an hour ago, immediately, dsb.
Ejaan dan tulisan tangan dan cetak yang jelas dan rapi
Ucapan, tekanan kata, intonasi, ketika mempresentasikan secara
lisan.
Topik:
Peristiwa, kejadian, pengalaman yang tak terlupakan yang terjadi di sekolah,
rumah, dan masyarakat sekitar siswa.
E. Metode Pembelajaran
1. Scientific Approach
2. Think, Pair, Share
F. Media, alat dan sumber pelajaran
1. Media: a. Power Point
2. Alat/bahan: a. Laptop b. Proyektor
3. Sumber Pembelajaran
a. Kasihani KE. Suyanto.2005.English in Context SMP/MTs Grade IX.
Jakarta: Bailmu.
b. http://www.englishindo.com/2014/03/recount-text-full-materi-
contoh.html#ixzz4YVhIUsfR
c. Google Images
d. Youtube Video
50
G. Langkah-langkah Kegiatan Pembelajaran
Kegiatan Deskripsi Kegiatan Alokasi
Waktu
Pendahuluan ―Persiapan psikis dan fisik membuka
pelajaran dengan mengucapkan salam
dan berdoa bersama‖
―Guru melakukan tahap apersepsi
dengan memberikan stimulus mengenai
materi yang akan diajarkan‖
―Menyampaikan tujuan pmbelajaran‖
―Menyampaikan secara singkat garis
besar materi yang akan disajikan selama
pembelajaran‖
―Menyambungkan materi sekarang
dengan materi sebelumnya‖
15 Menit
Inti Mengamati
―Siswa mendengarkan/ menonton contoh
simple past tense dan recount teks yang
diberikan oleh guru,‖
―"Siswa membaca untuk memahami
makna dan bentuk kalimat terdapat dalam
teks recount tentang kegiatan, kejadian,
dan peristiwa,‖
―Siswa mengidentifikasi kata kerja bentuk
50 Menit
51
kedua yang biasa dipakai dalam teks
recount,”
―Dengan bimbingan dan arahan guru,
siswa mengidentifikasi ciri-ciri kalimat
yang termasuk dalam teks recount.‖
Menanya
―Dengan bimbingan dan arahan guru,
siswa mempertanyakan tentang simple past
tense dan teks recount.‖
Mengeksplorasi
―Siswa membaca contoh teks recount
tentang kegiatan, kejadian, dan peristiwa
dari berbagai sumber lain.‖
―Siswa mencoba menemukan kalimat
menggunakan simple past tense yang
terdapat pada bacaan.‖
Siswa memperhatikan dan menyimpulkan
hasil diskusi mengenai recount text.
Mengasosiasi
―Dalam kerja kelompok terbimbing siswa
mendiskusikan struktur dari recount text.‖
―Siswa menanyakan balikan (feedback)
dari guru dan teman tentang setiap yang
dia sampaikan dalam kerja kelompok,‖
52
Mengomunikasikan
―Siswa berdiskusi mengenai recount text
menggunakan tekhnik think, pair,share.‖
―Siswa berdiskusi dengan teman
sebangkunya mengenai recount text.‖
―Siswa mempresentasikan hasil diskusi di
kelas.‖
Penutupan Bersama-sama dengan peserta didik
membuat rangkuman/kesimpulan
Melakukan penilaian dan/atau
refleksi terhadap kegiatan yang sudah
dilaksanakan
Memberikan umpan balik terhadap
proses dan hasil pembelajaran.
Diadakan Tes Tulis terhadap siswa
Memberikan tugas individu sebagai
pekerjaan rumah.
Doa Tutup.
15 Menit
H. Penilaian
No. Criteria Rating Score Comments
1.
1.
Pause 5 The overall speech sounds
natural.
53
4
There is only one to five
significantly non-native
phonological hesitations.
3
Speech has no too many long
pauses, and does not sound
staccato.
2
Speech may have several
long pauses, but not
unlimited.
1
Long utterances have several
long pauses.
No. Criteria Rating Score Comments
2. Speech Rate
5
Utterance exhibits smooth
native-like rhythm and
phrasing.
4
Utterance has acceptable
rhythm, with appropriate
phrasing and word emphasis.
3
Speech has acceptable speed,
but may be somewhat uneven.
2
Speech may be uneven or
somewhat staccato.
1 Speech is slow and has
irregular phrasing or sentence
54
rhythm.
3. Repair 5 No repair
4 <4 words
3 <8 words
2 <12 words
1 >16 words
No Criteria Rating Score Comments
4. Disfluent
Syllable
5
No more than one hesitation,
repetitions, false start, or non-
native phonological
simplification.
4
Utterances have no more five
hesitations, repetitions or false
starts.
3
Long utterances may exhibit
some hesitations; but most
words are spoken in
continuous phrases. There are
several repetitions or false
starts per utterance.
55
2
Utterance (if >= 6 words) has
at least one smooth 3-words
run, and there are several
hesitations, repetitions or false
starts.
1
Poor phrasing, staccato or
syllabic timing, multiple
hesitations, many repetitions
or false starts render the
spoken performance notably
uneven or
discontinuous
Total 20
Score=
Mengetahui,
Guru Pembimbing Mata Pelajaran
Bahasa Inggris,
Siti Nurma Khoirunnisa, S.Pd
NIP: 198009132003122001
Jakarta, 2018
Peneliti,
Dede Rahmawati
NIM: 1113014000050
56
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Satuan Pendidikan : MTs Negeri 13 Jakarta
Mata Pelajaran : Bahasa Inggris
Kelas/Smester : VIII/II ( dua )
Tema : Teks lisan dan tulis untuk menyatakan pengalaman yang
terjadi pada masa lampau
Alokasi Waktu : 2 x 40 menit
A. Kompetensi Inti
KI 1 ―Menghargai dan menghayati ajaran agama yang dianutnya.‖
KI 2 ―Menghargai dan menghayati perilaku jujur, disiplin, tanggung jawab,
peduli (toleransi, gotong royong), santun, percaya diri, dal;am berinteraksi secara
efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan
keberadaannya.‖
KI 3 ―Memahami pengetahuan (faktual, konseptual, dan prosedural)
berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya
terkait fenomena dan kejadian tampak mata.‖
KI 4 ―Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan,
mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis,
membaca, menghitung, menggambar, dan mengarang) sesuai dengan yang
dipelajari di sekolah dan suimber lain yang sama dalam sudut pandang/teori.‖
B. Kompetensi Dasar dan Indikator Pencapain Kompetensi
1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa
pengantar komunikasi Internasional yang diwujudkan dalam semangat
belajar.
2.2 Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab
dalam melaksanakan komunikasi transaksional dengan guru dan teman.
57
3.11 Menerapkan struktur teks dan unsur kebahasaan untuk melaksanakan
fungsi sosial menyatakan dan menanyakan tindakan/kejadian yang
dilakukan/ terjadi di waktu lampau, sesuai dengan konteks penggunaannya
4.13 Menyusun teks lisan dan tulis untuk menyatakan dan menanyakan tentang
tindakan/kejadian yang dilakukan/ terjadi di waktu lampau, dengan
memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang
benar dan sesuai konteks
4.14 Menangkap makna teks recount lisan dan tulis, pendek dan sederhana,
tentang kegiatan, kejadian, peristiwa.
4.15 Menyusun teks recount lisan dan tulis, pendek dan sederhana, tentang
kegiatan, kejadian, peristiwa, dengan memperhatikan fungsi sosial,
struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.
C. Tujuan Pembelajaran
Setelah diberikan recount text siswa mampu:
Menentukan tujuan komunikatif teks berdasarkan teks yang diberikan dengan
tepat
Mengidentifikasi struktur teks berdasarkan teks yang diberikan dengan tepat
Mengidentifikasi unsur kebahasaan dalam teks berdasarkan teks yang
diberikan dengan tepat.
Menyusun teks recount tentang pengalaman dengan struktur teks dan unsur
kebahasaan yang benar.
D. Materi Pembelajaran
Teks lisan dan tulis menyatakan dan menanyakan tindakan/kejadian yang
dilakukan/ terjadi di waktu lampau
Fungsi Sosial : menceritakan kembali kejadian atau pengalaman di masa
lalu
Struktur Teks :
1. Orientation: Menyebutkan tindakan/ peristiwa/kejadian secara umum
58
2. Event: Menyebutkan urutan tindakan/ kejadian/peristiwa secara
kronologis, dan runtut
3. Re-orientation: Jika perlu, ada kesimpulan umum.
Unsur Kebahasaan:
1. Penyebutan kata benda dan kata ganti orang ketiga (pronoun): He, She,
Rio
2. Menggunakan Simple Past Tense: we went to school yesterday.
3. Menggunakan chronological connection: then, first, second.
4. Ejaan dan tulisan tangan dan c etak yang jelas dan rapi
5. Ucapan, tekanan kata, intonasi, ketika mempresentasikan secara lisan
Topik
Peristiwa, kejadian, pengalaman yang tak terlupakan yang terjadi di sekolah,
rumah, dan masyarakat sekitar siswa.
E. Metode Pembelajaran
a. Scientific Approach
b. Number Head Together
1. Media, alat dan sumber pelajaran
1. Media: a. Power Point
2. Alat/bahan: a. Laptop
b. Proyektor
3. Sumber Pembelajaran
a. Kasihani KE. Suyanto.2005.English in Context SMP/MTs Grade IX.
Jakarta: Bailmu.
b. http://www.englishindo.com/2014/03/recount-text-full-materi-
contoh.html#ixzz4YVhIUsfR
c. Google Images
d. Youtube Video
59
2. Langkah-langkah Kegiatan Pembelajaran
Kegiatan Deskripsi Kegiatan Alokasi
Waktu
Pendahuluan ―Persiapan psikis dan fisik membuka
pelajaran dengan mengucapkan salam dan
berdoa bersama‖
Guru melakukan tahap apersepsi dengan
memberikan stimulus mengenai materi
yang akan diajarkan
―Menyampaikan tujuan pembelajaran‖
―Menyampaikan secara singkat garis
besar materi yang akan disajikan selama
pembelajaran‖
―Menyambungkan materi sekarang
dengan materi sebelumnya‖
15 Menit
Inti Mengamati
Siswa mendengarkan/ menonton
contoh recount teks yang diberikan
oleh guru,
―Siswa membaca dan mengamati
contoh recount teks untuk memahami
makna dan bentuk kalimat tersebut,‖
Siswa mengidentifikasi teks
recounttersebut dan menyebutkan
50 Menit
60
generic structure dari recount teks
dalam contoh tersebut,
Menanya
Siswa mempertanyakan tentang generic
structure yang ada dalam recount teks dan
bertanya tentang simple past tense
Mengeksplorasi
Siswa membaca contoh teks recount
tentang kegiatan, kejadian, dan
peristiwa dari berbagai sumber lain.
Siswamencoba mengidentifikasi
generic structure dan pola kalimat
simple past tense dari contoh yang
diberikan oleh guru.
Siswa mencari jawaban yang guru
berikan bersama teman kelompoknya.
Mengasosiasi
Siswa dibuat kelompok, masing-
masing kelompok terdiri dari 5 siswa
menggunakan tekhnik number head
together.
Mengomunikasikan
Siswa bersama-sama dengan teman
kelompoknya berdiskusi tentang
pertanyaan yang guru berikan
61
mengenai recount text.
Siswa mempresentasikan jawaban dari
recount text tersebut.
Penutupan ―Bersama-sama dengan siswamembuat
rangkuman/kesimpulan‖
―Melakukan penilaian dan/atau refleksi
terhadap kegiatan yang sudah
dilaksanakan‖
―Memberikan umpan balik terhadap
proses dan hasil pembelajaran.‖
Doa Tutup.
15 Menit
Penilaian
No. Criteria Rating Score Comments
1. Pause 5
The overall speech sounds
natural.
4
There is only one to five
significantly non-native
phonological hesitations.
3
Speech has no too many long
pauses, and does notsound
staccato.
2
Speech may have several
long pauses, but not
unlimited.
1
Long utterances have several
long pauses.
62
No. Criteria Rating Score Comments
2. Speech Rate 5
Utterance exhibits smooth
native-like rhythm and phrasing.
4
Utterance has acceptable
rhythm, with appropriate
phrasing and word emphasis.
3
Speech has acceptable speed,
but may be somewhat uneven.
2
Speech may be uneven or
somewhat staccato.
1
Speech is slow and has irregular
phrasing or sentence rhythm.
3. Repair 5 No repair
4 <4 words
3 <8 words
2 <12 words
1 >16 words
No Criteria Rating Score Comments
4. Disfluent
Syllable 5
No more than one hesitation,
repetitions, false start, or non-
native phonological
simplification.
4
Utterances have no more five
hesitations, repetitions or false
starts.
3
Long utterances may exhibit some
hesitations; but most words are
spoken in continuous phrases.
There are several repetitions or
false starts per utterance.
63
2
Utterance (if >= 6 words) has at
least one smooth 3- word run, and
there are several hesitations,
repetitions or false starts.
1
Poor phrasing, staccato or syllabic
timing, multiple hesitations, many
repetitions or false starts render
the spoken performance notably
uneven or discontinuous
Total 20
Score =
Mengetahui, Jakarta, 2018
Guru Pembimbing Mata Pelajaran Mahasiswa,
Bahasa Inggris,
Siti Nurma Khoirunnisa, S.Pd Dede Rahmawati
NIP: 198009132003122001 NIM: 1113014000050
64
RENCANA PELAKSANAAN PEMBELAJARAN
Satuan Pendidikan : MTs Negeri 13 Jakarta
Mata Pelajaran : Bahasa Inggris
Kelas/Smester : VIII/II ( dua )
Tema : Teks lisan dan tulis untuk menyatakan pengalaman yang
terjadi pada masa lampau
Alokasi Waktu : 2 x 40 menit
A. Kompetensi Inti
KI 1 ―Menghargai dan menghayati ajaran agama yang dianutnya.‖
KI 2 ―Menghargai dan menghayati perilaku jujur, disiplin, tanggung
jawab, peduli (toleransi, gotong royong), santun, percaya diri,
dal;am berinteraksi secara efektif dengan lingkungan sosial dan
alam dalam jangkauan pergaulan dan keberadaannya.‖
KI 3 ―Memahami pengetahuan (faktual, konseptual, dan prosedural)
berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,
teknologi, seni, budaya terkait fenomena dan kejadian tampak
mata.‖
KI 4 ―Mencoba, mengolah, dan menyaji dalam ranah konkret
(menggunakan, mengurai, merangkai, memodifikasi, dan
membuat) dan ranah abstrak (menulis, membaca, menghitung,
menggambar, dan mengarang) sesuai dengan yang dipelajari di
sekolah dan suimber lain yang sama dalam sudut pandang/teori.‖
65
B. Kompetensi Dasar dan Indikator Pencapain Kompetensi
1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai
bahasa pengantar komunikasi Internasional yang diwujudkan
dalam semangat belajar.
2.2 Menunjukkan perilaku jujur, disiplin, percaya diri, dan
bertanggung jawab dalam melaksanakan komunikasi transaksional
dengan guru dan teman.
3.11 Menerapkan struktur teks dan unsur kebahasaan untuk
melaksanakan fungsi sosial menyatakan dan menanyakan
tindakan/kejadian yang dilakukan/ terjadi di waktu lampau, sesuai
dengan konteks penggunaannya
4.13 Menyusun teks lisan dan tulis untuk menyatakan dan menanyakan
tentang tindakan/kejadian yang dilakukan/ terjadi di waktu lampau,
dengan memperhatikan fungsi sosial, struktur teks, dan unsur
kebahasaan yang benar dan sesuai konteks
4.14 Menangkap makna teks recount lisan dan tulis, pendek dan
sederhana, tentang kegiatan, kejadian, peristiwa.
4.15 Menyusun teks recount lisan dan tulis, pendek dan sederhana,
tentang kegiatan, kejadian, peristiwa, dengan memperhatikan
fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan
sesuai konteks.
C. Tujuan Pembelajaran
Setelah diberikan recount text siswa mampu:
Menentukan tujuan komunikatif teks berdasarkan teks yang
diberikan dengan tepat
Mengidentifikasi struktur teks berdasarkan teks yang diberikan
dengan tepat
Mengidentifikasi unsur kebahasaan dalam teks berdasarkan teks
yang diberikan dengan tepat.
Menyusun teks recount tentang pengalaman dengan struktur teks
dan unsur kebahasaan yang benar.
66
D. Materi Pembelajaran
Teks lisan dan tulis menyatakan dan menanyakan tindakan/kejadian yang
dilakukan/ terjadi di waktu lampau
Fungsi Sosial : menceritakan kembali kejadian atau pengalaman di
masa lalu
Struktur Teks :
1. Orientation: Menyebutkan tindakan/ peristiwa/kejadian
secara umum
2. Event: Menyebutkan urutan tindakan/ kejadian/peristiwa
secara kronologis, dan runtut
3. Re-orientation: Jika perlu, ada kesimpulan umum.
Unsur Kebahasaan:
1. Penyebutan kata benda dan kata ganti orang ketiga
(pronoun): He, She, Rio
2. Menggunakan Simple Past Tense: we went to school
yesterday.
3. Menggunakan chronological connection: then, first, second.
4. Ejaan dan tulisan tangan dan cetak yang jelas dan rapi
5. Ucapan, tekanan kata, intonasi, ketika mempresentasikan
secara lisan
Topik
Peristiwa, kejadian, pengalaman yang tak terlupakan yang terjadi di
rumah,masyarakat sekitar dan ketika belajar disekolah.
67
E. Metode Pembelajaran
1. Scientific Approach
2. Presentation
F. Media, alat dan sumber pelajaran
1. Media: a. Power Point
2. Alat/bahan: a. Laptop
b. Proyektor
3. Sumber Pembelajaran
Kasihani KE. Suyanto.2005.English in Context SMP/MTs
Grade IX. Jakarta: Bailmu.
http://www.englishindo.com/2014/03/recount-text-full-
materi-contoh.html#ixzz4YVhIUsfR
Google Images
Youtube Video
G. Langkah-langkah Kegiatan Pembelajaran
Kegiatan Deskripsi Kegiatan Alokasi
Waktu
Pendahuluan ―Persiapan psikis dan fisik membuka
pelajaran dengan mengucapkan salam dan
berdoa bersama‖
―Guru melakukan tahap apersepsi dengan
memberikan stimulus mengenai materi
yang akan diajarkan‖
15
68
―Menyambungkan materi sekarang dengan
materi sebelumnya‖
Inti Mengamati
Siswa mendengarkan penjelasan guru tentang
tugas yang akan diberikan mengenai recount
text.
Siswa membaca dan mengamati contoh
presentasi recount teks untuk memahami
makna dan bentuk dalam presentasi tersebut,
Siswa mengidentifikasi teks recountdalam
bentuk presentasitersebut dan menyebutkan
generic structure dari recount teks dalam
contoh tersebut,
Menanya
Siswa mempertanyakan tentang generic
structure yang ada dalam recount teks dalam
presentasi tersebut
Mengeksplorasi
Siswa mencoba mengidentifikasi generic
structure dan pola kalimat simple past tense
dari contoh presentasi dari kelompok lain
yang sudah dikerjakan dalam pertemuan
lalu.
Mengasosiasi
Siswa bersama-sama mengidentifikasi
50
69
kalimat recount teks sesuai dengan generic
structure (orientation, event, reorientation)
dalam presentasi tersebut
Mengomunikasikan
Siswaberdiskusi dengan teman
kelompoknya mengenai presentasi recount
teks yang akan mereka presentasikan
Siswa mempresentasikan hasil karya mereka
mengenai recount text bersama
kelompoknya
Penutupan Bersama-sama dengan siswa membuat
rangkuman/kesimpulan
Melakukan penilaian dan/atau refleksi
terhadap kegiatan yang sudah
dilaksanakan
Memberikan umpan balik terhadap proses
dan hasil pembelajaran.
Memberikan tugas individu berupa
membuat paragraph tentang recount teks
mengenai kejaidian yang tidak pernah akan
terlupakan.
Doa Tutup.
15
70
H. Penilaian
No. Criteria Rating Score Comments
1.
Pause
5
The overall speech sounds
natural.
4
There is only one to five
significantly non-
nativephonological
hesitations.
3
Speech has no too many
long pauses, and does
notsound staccato.
2
Speech may have several
long pauses, but
notunlimited.
1
Long utterances have
severallong pauses.
No. Criteria Rating Score Comments
2. Speech Rate 5 Utterance exhibits smooth
native- like rhythm and
phrasing.
71
4 Utterance has acceptable
rhythm, with appropriate
phrasing and word emphasis.
3 Speech has acceptable speed,
but may be somewhat
uneven.
2 Speech may be uneven or
somewhat staccato.
1 Speech is slow and has
irregular phrasing or sentence
rhythm.
3. Repair 5 No repair
4 <4 words
3 <8 words
2 <12 words
1 >16 words
72
No Criteria Rating Score Comments
4. Disfluent
Syllable
5
No more than one hesitation,
repetitions, false start, or
non-native phonological
simplification.
4
Utterances have no more
five hesitations, repetitions
or false starts.
3
Long utterances may exhibit
some hesitations; but most
words are spoken in
continuous phrases. There
are several repetitions or
false starts per utterance.
2
Utterance (if >= 6 words)
has at least one smooth 3-
word run, and there are
several hesitations,
repetitions or false starts.
73
1
Poor phrasing, staccato or
syllabic timing, multiple
hesitations, many repetitions
or false starts render the
spoken performance notably
uneven or
discontinuous
Total 20
Score=
Mengetahui,
Guru Pembimbing Mata Pelajaran
Bahasa Inggris,
Siti Nurma Khoirunnisa, S.Pd
NIP: 198009132003122001
Jakarta, 2018
Peneliti,
Dede Rahmawati
NIM: 1113014000050
74
APPENDIX 2
Appendix 2
RENCANA PELAKSANAAN PEMBELAJARAN
CONTROL CLASS
Satuan Pendidikan : MTs Negeri 13 Jakarta
Mata Pelajaran : Bahasa Inggris
Kelas/Smester : VIII/II ( dua )
Tema : Teks lisan dan tulis untuk menyatakan pengalaman yang
terjadi padamasa lampau
Alokasi Waktu : 2 x 40 menit
A. Kompetensi Inti
KI 1 Menghargai dan menghayati ajaran agama yang dianutnya.
KI 2 Menghargai dan menghayati perilaku jujur, disiplin, tanggung
jawab, peduli (toleransi, gotong royong), santun, percaya diri,
dal;am berinteraksi secara efektif dengan lingkungan sosial dan
alam dalam jangkauan pergaulan dan keberadaannya.
KI 3 Memahami pengetahuan (faktual, konseptual, dan prosedural)
berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,
teknologi, seni, budaya terkait fenomena dan kejadian tampak
mata.
KI 4 Mencoba, mengolah, dan menyaji dalam ranah konkret
(menggunakan, mengurai, merangkai, memodifikasi, dan
membuat) dan ranah abstrak (menulis, membaca, menghitung,
menggambar, dan mengarang) sesuai dengan yang dipelajari di
sekolah dan suimber lain yang sama dalam sudut pandang/teori.
75
B. Kompetensi Dasar dan Indikator Pencapain Kompetensi
1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai
bahasa pengantar komunikasi Internasional yang diwujudkan
dalam semangat belajar.
2.2 Menunjukkan perilaku jujur, disiplin, percaya diri, dan
bertanggung jawab dalam melaksanakan komunikasi transaksional
dengan guru dan teman.
3.11 Menerapkan struktur teks dan unsur kebahasaan untuk
melaksanakan fungsi sosial menyatakan dan menanyakan
tindakan/kejadian yang dilakukan/ terjadi di waktu lampau, sesuai
dengan konteks penggunaannya
4.13 Menyusun teks lisan dan tulis untuk menyatakan dan menanyakan
tentang tindakan/kejadian yang dilakukan/ terjadi di waktu lampau,
dengan memperhatikan fungsi sosial, struktur teks, dan unsur
kebahasaan yang benar dan sesuai konteks
C. Tujuan Pembelajaran
Setelah diberikan recount text siswa mampu:
Menentukan tujuan komunikatif teks berdasarkan teks yang
diberikan dengan tepat
Mengidentifikasi struktur teks berdasarkan teks yang diberikan
dengan tepat
Mengidentifikasi unsur kebahasaan dalam teks berdasarkan teks
yang diberikan dengan tepat.
Menyusun teks recount tentang pengalaman dengan struktur teks
dan unsur kebahasaan yang benar.
D. Materi Pembelajaran
Teks lisan dan tulis menyatakan dan menanyakan tindakan/kejadian yang
dilakukan/ terjadi di waktu lampau
76
Fungsi sosial
Menyatakan tindakan/kejadian yang dilakukan/ terjadi di waktu
lampau
Untuk menjaga hubungan interpersonal dengan guru dan teman
Struktur teks
Where were your brothers a few minutes ago?
They were at home.
What did you do after school yesterday?
I took a rest.
Where did they spend their last holiday?
They went to Bali
Unsur kebahasaan
Ucapan, tekanan kata, intonasi, kosakata (kata tanya: when,
where, while, kata penghubung before, after) dan tata bahasa
(simple past tense),
Uraian tindakan dalam Past Tense: Simple , woke, took, went,
got, did, had.
Pola kalimat Past Tense:
Tanpa kata kerja
Subject Kata kerja
bantu
/ To be
Adjective
Singular
I
Was Sad She
He
It
Plural
You Were Happy
We
77
They
Dengan Kata kerja
Subject Verb
2
Object Adv. Of time
I
visited Borobudur
Last year
She A year ago
He Last two days
It Two days ago
You Yesterday
We Last Monday
They Last sunday
Adverbia penghubung waktu: first, then, after that, before, at last,
finally, dsb.
Adverbia dan frasa preposisional penujuk waktu: yesterday, last
month, on Monday, an hour ago, immediately, dsb.
Ejaan dan tulisan tangan dan cetak yang jelas dan rapi
Ucapan, tekanan kata, intonasi, ketika mempresentasikan secara
lisan.
Topik
Peristiwa, kejadian, pengalaman yang tak terlupakan yang terjadi di sekolah,
rumah, dan masyarakat sekitar siswa.
E. Metode Pembelajaran
1. Scientific Approach
2. Audio-Lingual Method
F. Media, alat dan sumber pelajaran
1. Media: a. Power Point
78
2. Alat/bahan: a. Laptop
b. Proyektor
3. Sumber Pembelajaran
e. Kasihani KE. Suyanto.2005.English in Context SMP/MTs
Grade IX. Jakarta: Bailmu.
f. http://www.englishindo.com/2014/03/recount-text-full-materi-
contoh.html#ixzz4YVhIUsfR
g. Google Images
h. Youtube Video
G. Langkah-langkah Kegiatan Pembelajaran
Kegiatan Deskripsi Kegiatan Alokasi
Waktu
Pendahuluan Persiapan psikis dan fisik membuka
pelajaran dengan mengucapkan salam dan
berdoa bersama
Guru melakukan tahap apersepsi dengan
memberikan stimulus mengenai materi
yang akan diajarkan
Menyampaikan tujuan pembelajaran
Menyampaikan secara singkat garis besar
materi yang akan disajikan selama
pembelajaran
Menyambungkan materi sekarang dengan
15
79
materi sebelumnya
Inti Mengamati
Siswa mendengarkan/ menonton contoh
simple past tense dan recount teks yang
diberikan oleh guru,
Siswa membaca untuk memahami makna dan
bentuk kalimat terdapat dalam teks recount
tentang kegiatan, kejadian, dan peristiwa,
Siswa mengidentifikasi kata kerja bentuk
kedua yang biasa dipakai dalam teks recount,
Dengan bimbingan dan arahan guru, siswa
mengidentifikasi ciri-ciri kalimat yang
termasuk dalam teks recount.
Menanya
Dengan bimbingan dan arahan guru, siswa
mempertanyakan tentang simple past tense
dan teks recount.
Mengeksplorasi
Siswa membaca contoh teks recount tentang
kegiatan, kejadian, dan peristiwa dari
berbagai sumber lain.
Siswa Siswa mencoba menemukan kalimat
menggunakan simple past tense yang
terdapat pada bacaan.
50
80
Mengasosiasi
Siswa bersama-sama dengan kelompoknya
mengulang mengucapkan kata kerja bentuk
kedua dan membuat kalimat past tense.
Siswa menanyakan balikan (feedback) dari
guru
Mengomunikasikan
Siswa mengulang kata kerja bentuk kedua
dan rumus past tense yang sudah diajarkan
oleh guru
Siswa mempresentasikan jawaban soal yang
diberikan oleh guru.
Penutupan Bersama-sama dengan peserta didik
membuat rangkuman/kesimpulan
Melakukan penilaian dan/atau refleksi
terhadap kegiatan yang sudah
dilaksanakan
Memberikan umpan balik terhadap proses
dan hasil pembelajaran.
Memberikan tugas individu sebagai
pekerjaan rumah.
Doa Tutup.
15
81
H. Penilaian
1. Jenis/Teknik Penilaian
a. Observasi Proses Pembelajaran
b. Laporan Tugas (Individu/Kelompok)
2. Bentuk Instrumen dan Instrumen
a. Observasi Proses Pembelajaran
No. Nama
Siswa
Aspek yang diamati
Jumlah Nilai
Akhir
Sikap/
Perilaku
Tanggung
jawab
Aktivitas Kerjasama
Berpendap
at/Menang
gapi
b. Laporan Tugas (Individu/Kelompok)
No. Nama Siswa/
Kelompok
Aspek yang dinilai
Jumlah Nilai
Akhir Kerapihan KetepatanWaktu Kesesuaian Isi
82
3. Pedoman Penskoran:
Keterangan Skor:
Masing-masing kolom diisi dengan
kriteria:
4 = Baik Sekali
3 = Baik
2 = Cukup
1 = Kurang
∑ Skor perolehan
Nilai = X 100
Skor Maksimal
Kriteria Nilai
A = 80 – 100 : Baik Sekali
B = 70 – 79 : Baik
C = 60 – 69 : Cukup
D = ... <60 : Kurang
Mengetahui,
Guru Pembimbing Mata Pelajaran
Bahasa Inggris,
Siti Nurma Khoirunnisa, S.Pd
NIP: 198009132003122001
Jakarta, 9 April 2018
Mahasiswa,
Dede Rahmawati
NIM: 1113014000050
83
RENCANA PELAKSANAAN PEMBELAJARAN
Satuan Pendidikan : MTs Negeri 13 Jakarta
Mata Pelajaran : Bahasa Inggris
Kelas/Smester : VIII/II ( dua )
Tema : Teks lisan dan tulis untuk menyatakan pengalaman yang
terjadi padamasa lampau
Alokasi Waktu : 2 x 40 menit
A. Kompetensi Inti
KI 1 Menghargai dan menghayati ajaran agama yang dianutnya.
KI 2 Menghargai dan menghayati perilaku jujur, disiplin, tanggung
jawab, peduli (toleransi, gotong royong), santun, percaya diri,
dal;am berinteraksi secara efektif dengan lingkungan sosial dan
alam dalam jangkauan pergaulan dan keberadaannya.
KI 3 Memahami pengetahuan (faktual, konseptual, dan prosedural)
berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,
teknologi, seni, budaya terkait fenomena dan kejadian tampak
mata.
KI 4 Mencoba, mengolah, dan menyaji dalam ranah konkret
(menggunakan, mengurai, merangkai, memodifikasi, dan
membuat) dan ranah abstrak (menulis, membaca, menghitung,
menggambar, dan mengarang) sesuai dengan yang dipelajari di
sekolah dan suimber lain yang sama dalam sudut pandang/teori.
84
B. Kompetensi Dasar dan Indikator Pencapain Kompetensi
1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai
bahasa pengantar komunikasi Internasional yang diwujudkan
dalam semangat belajar.
2.2 Menunjukkan perilaku jujur, disiplin, percaya diri, dan
bertanggung jawab dalam melaksanakan komunikasi transaksional
dengan guru dan teman.
3.11 Menerapkan struktur teks dan unsur kebahasaan untuk
melaksanakan fungsi sosial menyatakan dan menanyakan
tindakan/kejadian yang dilakukan/ terjadi di waktu lampau, sesuai
dengan konteks penggunaannya
4.13 Menyusun teks lisan dan tulis untuk menyatakan dan menanyakan
tentang tindakan/kejadian yang dilakukan/ terjadi di waktu lampau,
dengan memperhatikan fungsi sosial, struktur teks, dan unsur
kebahasaan yang benar dan sesuai konteks
4.14 Menangkap makna teks recount lisan dan tulis, pendek dan
sederhana, tentang kegiatan, kejadian, peristiwa.
4.15 Menyusun teks recount lisan dan tulis, pendek dan sederhana,
tentang kegiatan, kejadian, peristiwa, dengan memperhatikan
fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan
sesuai konteks.
C. Tujuan Pembelajaran
Setelah diberikan recount text siswa mampu:
Menentukan tujuan komunikatif teks berdasarkan teks yang
diberikan dengan tepat
Mengidentifikasi struktur teks berdasarkan teks yang diberikan
dengan tepat
Mengidentifikasi unsur kebahasaan dalam teks berdasarkan teks
yang diberikan dengan tepat.
Menyusun teks recount tentang pengalaman dengan struktur teks
dan unsur kebahasaan yang benar.
85
D. Materi Pembelajaran
Teks lisan dan tulis menyatakan dan menanyakan tindakan/kejadian yang
dilakukan/ terjadi di waktu lampau
Fungsi Sosial : menceritakan kembali kejadian atau pengalaman di
masa lalu
Struktur Teks :
1. Orientation: Menyebutkan tindakan/ peristiwa/kejadian
secara umum
2. Event: Menyebutkan urutan tindakan/ kejadian/peristiwa
secara kronologis, dan runtut
3. Re-orientation: Jika perlu, ada kesimpulan umum.
Unsur Kebahasaan:
1. Penyebutan kata benda dan kata ganti orang ketiga
(pronoun): He, She, Rio
2. Menggunakan Simple Past Tense: we went to school
yesterday.
3. Menggunakan chronological connection: then, first, second.
4. Ejaan dan tulisan tangan dan c etak yang jelas dan rapi
5. Ucapan, tekanan kata, intonasi, ketika mempresentasikan
secara lisan
Topik
Peristiwa, kejadian, pengalaman yang tak terlupakan yang terjadi di
sekolah, rumah, dan masyarakat sekitar siswa.
86
E. Metode Pembelajaran
1. Scientific Approach
2. Substitution Drill (Menggantikan satu kata dengan kata
lainnya)
F. Media, alat dan sumber pelajaran
1. Media: a. Power Point
2. Alat/bahan: a. Laptop
b. Proyektor
3. Sumber Pembelajaran
a. Kasihani KE. Suyanto.2005.English in Context SMP/MTs
Grade IX. Jakarta: Bailmu.
b. http://www.englishindo.com/2014/03/recount-text-full-
materi-contoh.html#ixzz4YVhIUsfR
c. Google Images
d. Youtube Video
G. Langkah-langkah Kegiatan Pembelajaran
Kegiatan Deskripsi Kegiatan Alokasi
Waktu
Pendahuluan Persiapan psikis dan fisik membuka
pelajaran dengan mengucapkan salam dan
berdoa bersama
Guru melakukan tahap apersepsi dengan
memberikan stimulus mengenai materi
15
87
yang akan diajarkan
Menyampaikan tujuan pembelajaran
Menyampaikan secara singkat garis besar
materi yang akan disajikan selama
pembelajaran
Menyambungkan materi sekarang dengan
materi sebelumnya
Inti Mengamati
Siswa mendengarkan/ menonton contoh
recount teks yang diberikan oleh guru,
Siswa membaca dan mengamati contoh
recount teks untuk memahami makna dan
bentuk kalimat tersebut,
Siswa mengidentifikasi teks recount tersebut
dan menyebutkan generic structure dari
recount teks dalam contoh tersebut,
Menanya
Siswa mempertanyakan tentang generic
structure yang ada dalam recount teks
dan bertanya tentang simple past tense
Siswa menanya tentang perubahan kata
kerja bentuk kedua kepada guru
Mengeksplorasi
Siswa membaca contoh teks recount tentang
kegiatan, kejadian, dan peristiwa dari
50
88
berbagai sumber lain.
Siswa mencoba mengidentifikasi generic
structure dan pola kalimat simple past tense
dari contoh yang diberikan oleh guru
Siswa mengidentifikasi perubahan dari kata
kerja bentuk pertama dan kata kerja bentuk
kedua
Mengasosiasi
Siswa dibuat kelompok, masing-masing
kelompok ada 4 orang
Siswa bersama-sama menyusun kalimat
recount teks sesuai dengan generic structure
(orientation, event, reorientation) dan
menggantikan kata kerja bentuk pertama
menjadi kata kerja bentuk kedua
Mengomunikasikan
Siswa berdiskusi dengan teman
kelompoknya mengenai recount teks yang
harus mereka susun
Siswa mempresentasikan susunan kalimat
dari recount teks tersebut
Siswa bersama-sama mengulang perubahan
kata kerja bentuk pertama dan kata kerja
bentuk kedua dengan bimbingan guru
89
Penutupan Bersama-sama dengan siswa membuat
rangkuman/kesimpulan
Melakukan penilaian dan/atau refleksi
terhadap kegiatan yang sudah
dilaksanakan
Memberikan umpan balik terhadap proses
dan hasil pembelajaran.
Memberikan tugas individu sebagai
pekerjaan rumah.
Doa Tutup.
15
H. Penilaian
a. Jenis/Teknik Penilaian
Observasi Proses Pembelajaran
b. Bentuk Instrumen dan Instrumen
c. Observasi Proses Pembelajaran
No. Nama
Siswa
Aspek yang diamati
Jumlah Nilai
Akhir
Sikap/
Perilaku
Tanggung
jawab
Aktivitas
Kerjasama
dengan
kelompok
Berpendapat/
Menanggapi
90
Keterangan Skor:
Masing-masing kolom diisi
dengan kriteria:
4 = Baik Sekali
3 = Baik
2 = Cukup
1 = Kurang
∑ Skor perolehan
Nilai = X 100
Skor Maksimal
Kriteria Nilai
A = 80 – 100 : Baik Sekali
B = 70 – 79 : Baik
C = 60 – 69 : Cukup
D = ... <60 : Kurang
Mengetahui,
Guru Pembimbing Mata Pelajaran
Bahasa Inggris,
Siti Nurma Khoirunnisa, S.Pd
NIP: 198009132003122001
Jakarta, 9 April 2018
Mahasiswa,
Dede Rahmawati
NIM: 1113014000050
91
RENCANA PELAKSANAAN PEMBELAJARAN
Satuan Pendidikan : MTs Negeri 13 Jakarta
Mata Pelajaran : Bahasa Inggris
Kelas/Smester : VIII/II ( dua )
Tema : Teks lisan dan tulis untuk menyatakan pengalaman yang
terjadi padamasa lampau
Alokasi Waktu : 2 x 40 menit
A. Kompetensi Inti
KI 1 Menghargai dan menghayati ajaran agama yang dianutnya.
KI 2 Menghargai dan menghayati perilaku jujur, disiplin, tanggung
jawab, peduli (toleransi, gotong royong), santun, percaya diri,
dal;am berinteraksi secara efektif dengan lingkungan sosial dan
alam dalam jangkauan pergaulan dan keberadaannya.
KI 3 Memahami pengetahuan (faktual, konseptual, dan prosedural)
berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,
teknologi, seni, budaya terkait fenomena dan kejadian tampak
mata.
KI 4 Mencoba, mengolah, dan menyaji dalam ranah konkret
(menggunakan, mengurai, merangkai, memodifikasi, dan
membuat) dan ranah abstrak (menulis, membaca, menghitung,
menggambar, dan mengarang) sesuai dengan yang dipelajari di
sekolah dan suimber lain yang sama dalam sudut pandang/teori.
92
B. Kompetensi Dasar dan Indikator Pencapain Kompetensi
1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai
bahasa pengantar komunikasi Internasional yang diwujudkan
dalam semangat belajar.
2.2 Menunjukkan perilaku jujur, disiplin, percaya diri, dan
bertanggung jawab dalam melaksanakan komunikasi transaksional
dengan guru dan teman.
3.11 Menerapkan struktur teks dan unsur kebahasaan untuk
melaksanakan fungsi sosial menyatakan dan menanyakan
tindakan/kejadian yang dilakukan/ terjadi di waktu lampau, sesuai
dengan konteks penggunaannya
4.13 Menyusun teks lisan dan tulis untuk menyatakan dan menanyakan
tentang tindakan/kejadian yang dilakukan/ terjadi di waktu lampau,
dengan memperhatikan fungsi sosial, struktur teks, dan unsur
kebahasaan yang benar dan sesuai konteks
4.14 Menangkap makna teks recount lisan dan tulis, pendek dan
sederhana, tentang kegiatan, kejadian, peristiwa.
4.15 Menyusun teks recount lisan dan tulis, pendek dan sederhana,
tentang kegiatan, kejadian, peristiwa, dengan memperhatikan
fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan
sesuai konteks.
C. Tujuan Pembelajaran
Setelah diberikan recount text siswa mampu:
Menentukan tujuan komunikatif teks berdasarkan teks yang
diberikan dengan tepat
Mengidentifikasi struktur teks berdasarkan teks yang diberikan
dengan tepat
Mengidentifikasi unsur kebahasaan dalam teks berdasarkan teks
yang diberikan dengan tepat.
Menyusun teks recount tentang pengalaman dengan struktur teks
dan unsur kebahasaan yang benar.
93
D. Materi Pembelajaran
Teks lisan dan tulis menyatakan dan menanyakan tindakan/kejadian yang
dilakukan/ terjadi di waktu lampau
Fungsi Sosial : menceritakan kembali kejadian atau pengalaman di
masa lalu
Struktur Teks :
1. Orientation: Menyebutkan tindakan/ peristiwa/kejadian
secara umum
2. Event: Menyebutkan urutan tindakan/ kejadian/peristiwa
secara kronologis, dan runtut
3. Re-orientation: Jika perlu, ada kesimpulan umum.
Unsur Kebahasaan:
1. Penyebutan kata benda dan kata ganti orang ketiga
(pronoun): He, She, Rio
2. Menggunakan Simple Past Tense: we went to school
yesterday.
3. Menggunakan chronological connection: then, first, second.
4. Ejaan dan tulisan tangan dan c etak yang jelas dan rapi
5. Ucapan, tekanan kata, intonasi, ketika mempresentasikan
secara lisan
Topik
Peristiwa, kejadian, pengalaman yang tak terlupakan yang terjadi di
sekolah, rumah, dan masyarakat sekitar siswa.
E. Metode Pembelajaran
1. Scientific Approach
94
2. Transformational Drill (mengubah kalimat dalam bentuk positif /
negative / introgative)
F. Media, alat dan sumber pelajaran
1. Media: a. Power Point
2. Alat/bahan: a. Laptop
b.Proyektor
3. Sumber Pembelajaran
a. Kasihani KE. Suyanto.2005.English in Context SMP/MTs Grade
IX. Jakarta: Bailmu.
b. http://www.englishindo.com/2014/03/recount-text-full-materi-
contoh.html#ixzz4YVhIUsfR
c. Google Images
d. Youtube Video
G. Langkah-langkah Kegiatan Pembelajaran
Kegiatan Deskripsi Kegiatan Alokasi
Waktu
Pendahuluan Persiapan psikis dan fisik membuka
pelajaran dengan mengucapkan salam dan
berdoa bersama
Guru melakukan tahap apersepsi dengan
memberikan stimulus mengenai materi
yang akan diajarkan
Menyambungkan materi sekarang dengan
15
95
materi sebelumnya
Inti Mengamati
Siswa mendengarkan perubahan kalimat dari
bentuk positive ke bentuk negative dan
seterusnya yang dicontohkan oleh guru
Siswa membaca dan mengamati perubahan
kalimat dari contoh recount teks yang
diberikan oleh guru
Siswa mengidentifikasi teks recount tersebut
dan menyebutkan generic structure dari
recount teks dalam contoh tersebut,
Menanya
Siswa mempertanyakan tentang generic
structure yang ada dalam recount teks
Siswa menanya tentang perubahan
kalimat dari present tense ke past tense
Mengeksplorasi
Siswa mencoba mengidentifikasi generic
structure dan pola kalimat simple past tense dari
contoh yang diberikan oleh guru
Mengasosiasi
Siswa bersama-sama mengidentifikasi
kalimat recount teks sesuai dengan generic
structure (orientation, event, reorientation)
dalam sentences tersebut
50
96
Siswa bersama-sama melihat perubahan pola
kalimat dari positive/negative/introgative
Mengomunikasikan
Siswa berdiskusi dengan teman
kelompoknya mengenai perubahan kalimat
di recount teks
Siswa bersama-sama mengulang secara lisan
perubahan dari kalimat
positive/negative/introgative recount text
tersebut.
Siswa mengulang secara lisan generic
structure dari recount text.
Siswa bersama-sama mengulang secara lisan
tentang kata kerja bentuk kedua yang ada
dalam recount text.
Penutupan Bersama-sama dengan siswa membuat
rangkuman/kesimpulan
Melakukan penilaian dan/atau refleksi
terhadap kegiatan yang sudah
dilaksanakan
Memberikan umpan balik terhadap proses
dan hasil pembelajaran.
Memberikan tugas individu berupa
membuat paragraph tentang recount teks
mengenai kejaidian yang tidak pernah akan
terlupakan.
15
97
Doa Tutup.
H. Penilaian
a. Observasi Proses Pembelajaran
No. Nama
Siswa
Aspek yang diamati
Jumlah Nilai
Akhir
Sikap/
Perilaku
Tanggung
jawab
Aktivitas Kerjasama
Berpendap
at/Menang
gapi
b. Laporan Tugas (Individu/Kelompok)
No. Nama Siswa/
Kelompok
Aspek yang dinilai
Jumlah Nilai
Akhir Kerapihan KetepatanWaktu Kesesuaian Isi
98
4. Pedoman Penskoran:
Keterangan Skor:
Masing-masing kolom diisi dengan
kriteria:
4 = Baik Sekali
3 = Baik
2 = Cukup
1 = Kurang
∑ Skor perolehan
Nilai = X 100
Skor Maksimal
Kriteria Nilai
A = 80 – 100 : Baik Sekali
B = 70 – 79 : Baik
C = 60 – 69 : Cukup
D = ... <60 : Kurang
Mengetahui,
Guru Pembimbing Mata Pelajaran
Bahasa Inggris,
Siti Nurma Khoirunnisa, S.Pd
NIP: 198009132003122001
Jakarta, 9 April 2018
Mahasiswa,
Dede Rahmawati
NIM: 1113014000050
99
APPENDIX 3
Appendix 3
PRE-TEST INSTRUCTION
Hello Students, do you remember about your unforgettable moment in
your life?
I am going to ask you about yourunforgettable moment in your life.
It can be your happy or sad moment.
You must tell me your experience about yourunforgettable moment in
your life.
Use recount text form when you tell your story.
I will recording it and assess your speaking fluency.
Before that, I will give you 10 minutes for preparation. I give you time to
think and remember your experience.
After this, we do our interview.
100
APPENDIX 4
Appendix 4
POST-TESTINSTRUCTION
Hello Students, do you remember about your first social media?
I am going to ask you about your first social media.
You must tell me your experience about your first social media.
Use recount text form when you tell your story.
I will recording it and assess your speaking fluency.
Before that, I will give you 10 minutes for preparation. I give you time to
think and remember your experience.
After this, we do our interview.
101
APPENDIX 5
Appendix 5
STUDENTS’ SCORE OF EXPERIMENTAL CLASS
Students Pre-test Post-test Gained Score
S1 30 60 30
S2 45 60 15
S3 75 80 5
S4 65 80 15
S5 85 90 5
S6 75 95 20
S7 20 80 60
S8 45 50 5
S9 65 75 10
S10 65 85 20
S11 55 65 10
S12 60 70 10
S13 80 90 10
S14 75 95 20
S15 65 85 20
S16 65 80 15
S17 55 85 30
S18 40 60 20
S19 40 50 10
S20 55 60 5
102
S21 70 75 5
S22 55 80 25
S23 65 70 5
S24 75 85 10
S25 65 70 5
Mean 47.5 65 17.5
103
APPENDIX 6
Appendix 6
STUDENTS’ SCORE OF CONTROL CLASS
Students Pre-test Post-test Gained Score
S1 50 70 20
S2 65 80 15
S3 40 50 10
S4 45 65 20
S5 40 45 5
S6 70 75 5
S7 40 50 10
S8 80 90 10
S9 50 70 20
S10 45 50 5
S11 55 65 10
S12 45 60 15
S13 55 65 10
S14 80 95 15
S15 60 65 5
S16 55 70 15
S17 35 45 10
S18 65 70 5
S19 35 45 10
S20 45 60 15
104
S21 60 65 5
S22 50 60 10
S23 55 60 5
S24 80 85 5
S25 40 45 5
Mean 45 57.5 12.5
105
APPENDIX 7
Appendix 7
RUBRIC OF FLUENCY
No. Criteria Rating Score Comments
1.
Pause
5
The overall speech sounds
natural.
4
There is only one to five
significantly non-
nativephonological
hesitations.
3
Speech has no too many
long pauses, and does
notsound staccato.
2
Speech may have several
long pauses, but
notunlimited.
1
Long utterances have
severallong pauses.
No. Criteria Rating Score Comments
2. Speech Rate 5 Utterance exhibits smooth
native- like rhythm and
106
phrasing.
4 Utterance has acceptable
rhythm, with appropriate
phrasing and word emphasis.
3 Speech has acceptable speed,
but may be somewhat
uneven.
2 Speech may be uneven or
somewhat staccato.
1 Speech is slow and has
irregular phrasing or sentence
rhythm.
3. Repair 5 No repair
4 <4 words
3 <8 words
2 <12 words
1 >16 words
107
No Criteria Rating Score Comments
4 Disfluent Syllable
5
No more than one
hesitation,
repetitions, false start, or
non-native phonological
simplification.
4
Utterances have no more
five hesitations, repetitions
or false starts.
3
Long utterances may exhibit
some hesitations; but most
words are spoken in
continuous phrases. There
are several repetitions or
false starts per utterance.
2
Utterance (if >= 6 words)
has at least one smooth 3-
word run, and there are
several hesitations,
repetitions or false starts.
Poor phrasing, staccato or
108
1
syllabic timing, multiple
hesitations, many repetitions
or false starts render the
spoken performance notably
uneven or
discontinuous
109
APPENDIX 8
Appendix 8
References Examination Paper
110
111
112
113
APPENDIX 9
Appendix 9
Letter of Official Statement of Advisor
114
115
APPENDIX 10
Appendix 10
Letter of Official Statement of the School
116
Appendix 11 APPENDIX 11
TRANSCRIPT TEXT
Experiment Class (Pre-Test)
a. High Score
Teacher: Hallo
Student 5: Hallo
Teacher: What is your name?
Student 5: My name is Vianda
Teacher: Vianda, tell me about your unforgettable moment
Student 5: My unforgettable moment when I was in ten in.. my elementary school
in Annajah, I attend when I was six years old. I want to tell when I was sixth
grade. I was so nervous because I want to followed the national final exam. And
then after that I follow the… exam. And then a.. we are exercise. A.. next a..
today it‘s time to.. for know our score of when national final exam. And I got
27.6, I‘m so happy and I call my parents.. And I registered to Mts.
Teacher: Okay, and why you didn‘t choose Annajah for your junior high school?
Student 5: I don‘t know but… I feel eehmmm I don‘t like Annajah I don‘t know
why
Teacher: So, did you choose Mts because of your parents or yourself?
Student 5: By myself
Teacher: Ok, thank you.
b. Middle Score
Teacher: Hello
Student 15: Hello
Teacher: Good Morning
117
Student 15: Good Morning
Teacher: What is your name?
Student 15: My name s Putri Amanda
Teacher: Ok, What can I call you?
Student 15: Puti
Teacher: Ok Putri, tell me about your unforgettable moment
Student15: When …. (laughing) that… first time I like K-POP . . . . (laughing)
Teavher: Ok… how?
Student 15: My cousing like eee.. K-POP too and I ….. eeee I….. playing with her
so I like K-POP too
Teacher: Ok, so you like K-POP because of your cousin
Student 15: Ya
Teacher: What did you feel about K-POP? When the first time you saw it
Student 15: The first time I saw it I feel.. eee.. wow gitu… wow.. wow…
(laughing) because I… I…. apa ya… I like his voice
Teacher: What kind of Boyband do you like?
Student 15: eee for the first time I like Super Junior
Teacher: and now?
Student 15: eee so many hehehe (laughing)
Teacher: Mentions 3 K-POP band that you like
Student 15: eeee NCT, BTS, EXO ….. dah
Teacher: Ok, Thank you
c. Low Score
Teacher: Hallo
Student 7: Hallo
118
Teacher: What is your name?
Student 7: Rifki Romadhon
Teacher: What can I call you?
Student 7: Rifki
Teacher: Rifki, tell me about your unforgettable moment
Student7: … hhmmm … aduh.. the first . the first . the first a…. going to the
…… going to the….. hehe.. ….. going to the … the school I enjoy …. …. ….
a…. the forget….. the forget in school … the forget in school… moment ….
Teacher: And then?
Student 7: and.. and… and.. and.. udah
Teacher: eee you want to tell me about your first day of school?
Student7: yes
Teacher: ok, and then?
Student 7: ………..
Teacher: you went to school with your friend? Or….
Student7: yes
Teacher: what did you do in the first day of school?
Student 7: Bagas
Teacher: What?
Student7: Bagas
Teacher: So your first friend is Bagas
Student 7: Ya
Teacher: So what did you do in the first day of school?
Student 7: in the… apa sih… in the home… in….. ….. ….. …. …..
Teacher: So finally, you did the ―mos‖ and recited Al-qur‘an with your friend and
then you studied in the classroom… ?
119
Student 7: yes
Teacher: ok, thank you
Experiment Class (Post-Test)
a. High Score
Teacher: Hallo
Student 6: Hallo
Teaher: what is your name?
Student 6: my name is Ahmad Zaki
Teacher: Ok, tell me about the first time you made social media
Student 6: Five years ago, I made ee my first social media. Facebook is my first
social media. I made facebook along with my friend. And… I, I still use my
facebook until now but in in little bit space. And now I use instagram.
Teacher: Why do you use instagram?
Student 6: because I have many friends in Instagram
Teacher: ok, thank you
b. Middle Score
Teacher: Hallo
Student 23: Hallo
Teacher: How are you?
Student 23: I‘m fine thank you
Teacher: What‘s your name?
Student 23: My name is Selvia Anggraini
Teacher: Ok Selvi, tell me about your unforgettable moment
120
Student 23: eee I want to tell you about my unforgettable moment. I go to Jogja
that time the first time. I go to villas with my mother and my aunt. I went ….
(laughing).. I went there see my brother….. (pausing)
Teacher: so, your brother in Jogja ..
Student 25: Yes. I am… I am…. I am… So happy.. eeeeee and apa sih..
(laughing)..
Teacher: When did you go to Jogja?
Student 25: eeee class two… seven class
Teacher: in the Seventh grade?
Student 25: ee ya
Teacher: Then?
Student 25: jalan-jalan, udah
Teacher: Ok, thank you
c. Low Score
Teacher: Hallo, what is your name?
Student 19: My name is Putri Kalisa
Teacher: Putri Kalisa, tell me about the first time you made social media
Student 19: Four years ago eeeee my friend eeeee making facebook account. Her
name is Amalia. Eeeeeee at the….. at the time I did not… understand to use it. My
friend taught me how to use it. eee I went to.. I view two… two years later I tried
to use it, but until now… I never.. never ………. (long pausing)
Teacher: You never use your facebook
Student 19: I never use my facebook acoount again.
Teacher: So, what social media that you use, now?
Student 19: hah?
Teacher: So, what social media that you use, now?
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Student 19: …….. (?)
Teacher: what social media that you use, now?
You said that you never use your facebook
Student 19: ..... Instagram
Teacher: Ok, thank you
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Control Class (Pre-Test)
a. High Score
Teacher: Hallo
Student 14: Hallo
Teacher: What is your name?
Student 14: Syifa
Teacher: What is your full name?
Student 14: Syifa Sabrina
Teacher: ok, Syifa tell me about your unforgettable moment
Student 14: My unforgettable moment is when Alfaro come to Indonesia
Teacher: Wait, can you speak louder?
Student 14: When Alfaro come to Indonesia
Teacher: Who is Alfaro?
Student 14: Model from Spain and especially Bali. I was tweet… I was tweeted
for him and he noticed me. That was my first time he notice me
Teacher: ok
Student 14: And I was shaking hehe my heart is beating fast
Teacher: Where did you meet him?
Student 14: I don‘t meet him
Teacher: Oh he just replied your tweet
Student14: Ya and he.. he retweet my tweet
Teacher: So how did you feel at that time?
Student 14: speechless and.. and.. my heart is beating fast
Teacher: so you like aaaaaa (screaming)
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Student14: ya I screaming so hard
Teacher: do you still send a tweet for him until now?
Sudent 14: no
Teacher: do still like him?
Student14: yeah, always
Teacher: do you have anything to tell me about?
Student14: No
Teacher: ok, thank you
b. Middle Score
Teacher: What is your name?
Student 4: Alifia
Teacher: Ok Alifia tell me about your unforgettable moment
Student 4: emmh when I was.. when I was apa ya.. when I was four, four years old
I saw my dad is playing badminton
Teacher: ok, where?
Sudent 4: at… apa.. court
Teacher: then?
Student 4: (Laughing) I feel like.. I fell like oooh that was interesting
Teacher: So you interested with badminton after that
Student 4: yes, and I tried to play badminton with.. raket
Teacher: with your dad?
Student 4: he eh. I was like I falling like one hundred times
Teacher: oh really? Was it hurt?
Student 4: yea
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Teacher: and then?
Student 4: hmm I … pernah waktu itu
Teacher: you ever..
Student 4: ya, I‘m ever tried to play badminton with my friend but it‘s too windy
so I can not play badminton and I‘m crying
Teacher: So you cried because you couldn‘t play badminton
Student4: yaaa
Teacher: ok, thank you
c. Low Score
Teacher: Hallo
Student 19: Hallo
Teacher: How are you?
Student 19: I am fine, thank you
Teacher: what is your name?
Student 19: My name is Lila Aprilia
Teacher: What can I call you?
Student 19: Lila
Teacher: So Lila, tell me about your unforgettable moment
Student 19: hmmmm I‘m … playing … bicycle
Teacher: So you played bicycle
Student 19: Yes
Teacher: When was it?
Student 19: eeee… hmmmm… kapan ya? Eeeeee …. Six years old
Teacher: Then what happened when you play bicycle?
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Student 19: ….. …… ….. (long pause) …. Eeeeee ……
Teacher: did you fall down?
Student 19: ……. No
Teacher: No? ok, then?
Student 19: eeeeeemmm I‘m happy …. Apa ya
Teacher: did you play bicycle with your friend?
Student 19: yes, I did
Teacher: did you happy, afraid, or nervous?
Student 19: hmmmm I‘m nervous
Teacher: ok, thank you
Control Class (Post-test)
a. High Score
Teacher: Hallo
Student 14: Hallo
Teacher: What is your name?
Student 14: My name is Syifa
Teacher: Ok Syifa tell me the first time you made social media
Student14: The first time I made my social media is facebook. I made my first..
first social media.. the first social media that I made is facebook. The made using
my computer. I didn‘t make an…. email for register so I used random email. And
actually I made facebook account is for play the game that facebook has and my
favorite facebook game was Pet Society, but Pet Society has closed since 2013
Teacher: Do you still use your facebook?
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Student14: Yes, I do
Teacher: Ok, Thank you
b. Middle Score
Teacher: Hallo
Student 2: Hallo
Teacher: What is your name?
Student 2: Rafi Iqbal
Teacher: What?
Student 2: Rafi Iqbal
Teacher: Ok Rafi,tell me the first time you made social media
Student 2: I.. first time I made social media when I got... my parents teach me aa
phone. And I download Whatsapp and Line to communicate. After that… eh after
two years I bought two.. two phones because the memory.. the memory is too
small
Teacher: and then?
Student 2: And then I downloaded Whatsapp, Line, and Instagram
Teacher: So.. what is the purpose of social media for you?
Student 2: for communicate and for… for…information
c. Low Score
Teacher: Hello
Student 19: Hello
Teacher: What is your name?
Student 19: My name is Lila Aprilia
Teacher: What?
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Student 19: Liiila
Teacher: Ok, Lila tell me when the first time you msde social media
Student 19: eee the first time I made social media was BBM… (pausing) my
friend.. with my friend. Eeeee first… my first is email.. eee and then.. and then..
it‘s is so process eeee then eee (pausing)
Teacher: So do you still use your BBM?
Student 19: No
Teacher: So, what kind of social media that you use now?
Student 19: eee Whatsapp
Teacher: Do you have Instagram?
Student 19: Yes
Teacher: Ok, thank you
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Appendix 12 APPENDIX 12
PICTURES
Pre-test and Post-test Interview
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Treatment
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