i

THE EFFECTI OF PRAAT APPLICATION ON STUDENTS’

PRONUNCIATION ABILITY (A Quasi Experimental Study at the Eleventh Grade of SMA Negeri 4 Kta Tangerang

Selatan)

By:

Intan Rinjani Putri

1113014000004

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF EDUCATIONAL SCIENCES

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2017

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ABSTRACT

Intan Rinjani Putri (1113014000004). The Effect of PRAAT Application on students’

Pronunciation Ability (A Quasi-Experimental Study at the Eleventh Grade Students of

SMAN 4 Tangerang Selatan). Skripsi of Department of English Education at Faculty of

Educational Sciences of Syarif Hidayatullah State Islamic University Jakarta, 2017.

Advisor I : Dr. Ratna Sari Dewi, M. Pd.

Advisor II : Zaharil Anasy, M. Hum.

Keywords: PRAAT, Pronunciation, Media.

This study had quasi-experimental design which was intended to get empirical

evidences of The Effect of PRAAT Application towards students‟ Pronunciation Ability at

SMAN 4 Kota Tangerang Selatan. The total sample was 80 students. The sample of this

study was all the students of grade XI IPA 4 consisting of 40 students as an experimental

class and all the students of grade XI IPA 5 consisting of 40 students as a control class.

Instrument of this study was oral test.

Before doing the treatment, the students in experimental class were given the pre-test.

Then, the students were taught by using PRAAT application media. At the end of the

treatment, the students were given a post-test. T-test was used to analyze the data. Based on

the output, it was obtained that Sig. (2-tailed) score was 0.004 which was smaller than the

determined significance value 0.05. Therefore, it can be seen that p < α; (0,004 < 0.05) which

meant that (H0) was rejected and (Ha) was accepted. In other words, there was a significant

effect of PRAAT application towards students pronunciation ability. So the hypothesis

alternative of the research: “There is an effectiveness of PRAAT Application towards

students‟ Pronunciation ability at eleventh grade students of SMA Negeri 4 Kota Tangerang

Selatan” is accepted.

vi

ABSTRAK

Intan Rinjani Putri (1113014000004). The Effect of PRAAT Application on students’

Pronunciation Ability (A Quasi-Experimental Study at the Eleventh Grade Students of

SMAN 4 Tangerang Selatan). Skripsi Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu

Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2017.

Dosen Pembimbing I : Dr. Ratna Sari Dewi, M. Pd.

Dosen Pembimbing II : Zaharil Anasy, M. Hum.

Kata Kunci: PRAAT, Pengucapan, Media.

Penelitian ini merupakan jenis penelitian kuantitatif dengan desain kuasi

eksperimental yang bertujuan untuk membuktikan secara empiris keefektifan penggunaan

gambar berseri dalam meningkatkan pemahaman membaca teks prosedur siswa SMAN 4

Tangerang Selatan. Total sampel dalam penelitian ini adalah 80 siswa. Sampel penelitian ini

adalah seluruh siswa kelas XI IPA 4 yang terdiri dari 40 siswa sebagai kelas eksperimen dan

semua siswa kelas XI IPA 5 terdiri dari 40 siswa sebagai kelas kontrol.

Instrumen penelitian ini adalah tes lisan. Sebelum melakukan pengaplikasian, siswa

kelas eksperimen diberi pre-test. Kemudian, para siswa diajar dengan menggunakan media

aplikasi PRAAT. Pada akhir pengaplikasian media, para siswa diberi tes pasca. Uji-t

digunakan untuk menganalisa data. . Berdasarkan hasil, diperoleh bahwa Sig. (Skor 2 ekor)

adalah 0,004 yang lebih kecil dari nilai signifikansi 0,05. Oleh karena itu, dapat dilihat bahwa

p <α; (0,004 <0,05) yang berarti (H0) ditolak dan (Ha) diterima. Dengan kata lain, ada

pengaruh yang signifikan dari aplikasi PRAAT terhadap kemampuan pengucapan siswa. Jadi

alternatif hipotesis penelitian: "Ada efektifitas Aplikasi PRAAT terhadap kemampuan

Pengucapan Siswa pada siswa kelas XI SMA Negeri 4 Kota Tangerang Selatan" diterima.

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ACKNOWLEDGMENTS

م رحى رحمن ال هللا ال سم ب

In the Name of Allah, the Most Beneficent, the Most Merciful

Praise be to Allah, The Lord of the Universe, who has given the writer His guidance and

strength to conquer the last assignment of the writer‟s study. Peace and salutation from Allah

may always be upon the Prophet Muhammad, the best role model for all humankind, who has

leaded us from the darkness to the lightness of Islam.

It is a great pleasure to acknowledge the help and contribution to all of the lecturers,

institution, family, friends who have contributed to help the writer finishing this „skripsi‟ with

“The Effect of PRAAT application towards Students‟ Pronunciation Ability (A Quasi-

Experimental Study at the Eleventh Grade Students of SMAN 4 Tangerang Selatan). Then,

this skripsi is a scientific paper and as a partial fulfillment of requirements submitted to the

Department of English Education as one of the requirements for the Degree of Strata I (S-1)

or “S. Pd.”.

In arranging this „skripsi‟, a lot of people provided motivation, advice, and

support that help the writer. The writer would like to express the glorious honor and the

veracious gratitude to the people who have been supportive during the writing of this skripsi.

The first ones are her beloved parents Rina Nur‟aeni and Nur‟jamil for their unbounded

motivation, support system and uncoditional love. Then, the second ones are her brother Irgi

Dradjat Herlambang for the sustainable support and everlasting prayers. Next, the writer

would like to convey her gratitude to the advisors Dr. Ratna Sari Dewi, M. Pd., and Zaharil

Anasy, M. Hum., for the lesson, advice, guidance, support, motivation, and patience during

the accomplishment process of this skripsi.

The writer‟s gratitude and appreciation is also respectfully given to:

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

Sciences,

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

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

4. All lectures of Department of English Education who have shared their knowledge,

motivation, and inspiration to the writer during her study in Syarif Hidayatullah State

Islamic University Jakarta,

viii

5. Syahrul Aripin, S.S.T. Pel who always remind me to arrange this Skripsi and never

stop gives his support, care, love and spirit to the writer through the thousand miles

distance.

6. Her dearest friend Rif‟atun Nazhiroh for her unstoppable support during arranging

skripsi. And also Yulia Ayu Ratnasari, Hutami Devari, Nur‟aniza Khalili and Qurrota

A‟yun who always give their affection and uncondictional love,

7. All friends in DEE class A 2013 who always give happiness for four years

8. The Headmaster of SMAN 4 Tangerang Selatan who has permitted her to conduct the

research at the mentioned school,

9. Eleventh grade students of SMAN 4 Tangerang Selatan for their active participation

and attention during this study conducted,

Finally, this thesis is still far from being perfect. However, I hope that it is useful for

the development of the speaking teaching and learning process at senior gh schools in

particular..

Jakarta, 20 July 2017

Intan Rinjani Putri

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CONTENTS

ABSTRACT…………………………………………………………….…. i

ABSTRAK……………………………………………………………...…. ii

ACKNOWLEDGMENTS……………………………………………..…. iii

CONTENTS…………………………………………………………….….v

LIST OF TABLES……………………………………………………..….vii

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

LIST OF APPENDICES………………………………………………..... ix

CHAPTER I : INTRODUCTION

A. The Background of the Study……………………..……. 1

B. The Identification of the Problems……………………… 5

C. The Limitation of the Problems…………………………. 5

D. The Formulation of the Problems……………………….. 5

E. The Objective of The Study.....……..…………………... 6

F. The Significance of the Study…………………………… 6

CHAPTER II : THEORETICAL FRAMEWORK

A. Pronunciation...................…………………………........... 7

1. Definition of Pronounciation……………..………....... 7

2. Pronounciation Approaches………............................8

3. Factors Affecting Pronounciation…………….............8

4. Problems in Pronunciation …………...…………...... 10

B. PRAAT Application…...…………………………….........11

1. PRAAT Introduction ……………................................ 11

2. Synthesizing speech with PRAAT.………………......... 12

3. The Advantages of PRAAT in Pronunciation Ability.... 13

4. Teaching Pronunciation with PRAAT Software............ 14

5. Teaching Techniques by Using PRAAT.........................20

6. Teacher‟s Roles in Applying PRAAT Application‟....... 22

7. Student‟s Roles in Applying PRAAT Application........ 24

C. Previous Relevant Studies……………………………….. ..24

D. Thinking Framework…………………………………….. ..25

E. The Research Hypotheses………………………………..... 26

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CHAPTER III: RESEARCH METHODOLOGY

A. Place and Time of the Study…………………………….. 27

B. Method of the Study………………………...…………... 27

C. Design of the Study………………………...………….. ..27

D. Population and Sample of the Study…………………... ..29

E. Instruments of the Study……………………………….....29

F. Technique of Data Collection …………………………... 30

G. Validity…………………………………....……………. 31

H. Reliability…………………………………....…………. 32

I. Technique of Data Analysis …………………………… 33

J. Formulation of the Effect Size…………………………. 36

K. Statistical Hypotheses………………………………….. 37

CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION

A. The Description of the Data……………………….…… 38

1. Pre-test and Post-test Score of the Experimental Class 38

2. Pre-test and Post-test Score of the Controlled Class.... 40

B. The Analysis of the Data……………….………………. 42

1. Test of Normality…………….……………………….42

2. Test of Homogeneity………………….…………........43

3. Test of Data Hypotheses ……………………………..44

4. Test of Effect Size …………………………………... 45

C. The Interpretation of the Data…………………………... 46

CHAPTER V: CONCLUSION AND SUGGESTION

A. Conclusion……………………………………………… 48

B. Suggestion………………………………………………. 49

REFERENCES……………………………………………………………... 50

xi

LIST OF TABLES

Table 3.1 Research Design……………..…………………............................. 25

Table 4.1 The Score of Pre-test and Post-test from the Experimental Class..... 35

Table 4.2 The Score of Pre-test and Post-test from the Control Class ............ 38

Table 4.3 Test Normality Pre-test and Post-test from the Experimental Class 40

Table 4.4 Test Normality Pre-test and Post-test from the Control Class......... 40

Table 4.5 Test Homogenity Pre-test and Post-test from the Experimental Class 41

Table 4.6 Test Homogenity Pre-test and Post-test from the Control Class.........41

Table 4.7 Group Statistic………………………………………………......… 42

Table 4.8 Independent Samples Test……………………………………........ 42

xii

LIST OF FIGURE

Table 2.1 Picture of Pitch……………..…………………............................. 15

Table 2.2 Picture of Intensity........................................................................... 16

Table 2.3 Picture of Spectogram .................................................................. 17

xiii

LIST OF APPENDICES

Appendix 1 Instrument of Pre-test

Appendix 2 Instrument of Post-test

Appendix 3 PRAAT Assessment and Pronunciation Rubrics

Appendix 4 PRAAT Transcription

Appendix 5 RPP of Experimental Group

Appendix 6 RPP of Control Group

Appendix 7 Statistic Descriptive Tables

Appendix 8 Frequency Distribution of the Experimental Class

Appendix 9 Frequency Distribution of the Control Class

Appendix 10 Result of Validity Test

Appendix 11 Result of Reliability Test

Appendix 11 Pictures

1

CHAPTER I

INTRODUCTION

A. Background of The Study

Communication is the most important thing for a human being. People

should have a good pronunciation to understand each other and to achieve the

goals to be an intelligible speaker. A good pronunciation will carry on information

clearly to estimate speaking skill that need to consolidate. Moreover, it is

expected not only focus exclusively on the information that we want to relay. But

people understand what we want really to say.

Harmer stated that Pronunciation teaching not only makes students aware

of different sound and sound feature but can also improve their speaking

immeasurably1 Of course, teaching pronunciation has a positive effect of

improving our effective communication in the social environment. Besides,

Indonesian learn English as a Foreign Language and we should understand each

other when the sounds try to produce. According to Abbas stated that Along with

age at the acquisition of a language, the learner‘s motivation for learning the

language and the cultural group that the learner identifies and spends time

determine whether the learner will develop native-like pronunciation..2 However,

Yeni Komshian (2000) said that The logical answer has to be that the critical

period applies to Ll as well as L2, especially for pronunciation, since it is

normally acquired at home and does not rely heavily on formal schooling. This

1 Harmer, J. The Practice of English Language Teaching (Longman Publishing,

New York : 2009) p.248 2 Abbas Pourhosein Gilakjani, A Study of Factors Affecting EFL Learners'

English Pronunciation Learning and the Strategies for Instruction. (International Journal

of Humanities and Social Science Vol. 2 No. 3. February : 2012) p.123

2

means that Ll pronunciation of all bilinguals should be native-like.3 Derwing &

Munro (1997) adds that The results provide additional evidence in support of the

claim that, although some features of accent may be highly salient, they do not

necessarily interfere with intelligibility.4 So, from that theroy, It can be seen that

an understanding of the features of learner accents and their impact on

intelligibility development of how to pronounce some word is more important

than when we got the acquisition in term of Pronunciation to help teachers

identify and address characteristics of learner pronunciation

In terms of speaking, teachers should also be concerned about the micro

skills. One of the micro skills is Pronunciation. The aspects of pronunciation that

can be taught consist not only the segmental features like how to pronounce

vowels and consonants but also the suprasegmental features such as rhythm and

intonation. The teacher needs to realize how important pronunciation is. Students

who cannot pronounce well cannot express what they intend to and may lose their

confidence too. Realizing the importance of pronunciation, teachers should be

able to convince students. So that they have the willingness to improve their

English pronunciation.

In gaining the successful in mastering Pronunciation ability, each of the

school not only has developed and practiced many kinds of the school system but

also compete to use some methods and create effective techniques. Learners are

expected to use their target language in the classroom and to respond correctly to

the teacher said. However, based on the writer‘s observation when doing PPKT

and teaching English at eleventh-grade learners of SMAN 4 Tangerang Selatan,

the learners found the most difficult skill is to pronounce words in English. So, the

achievement that the student got from speaking skill was lower than other skills.

After the writer took some interview in the school, there was the number

of learners has difficulties to improve and practice their English Pronunciation

ability because they are accustomed to using their native language in the daily

3 Yeni Komshian, Pronunciation proficiency in the first and second languages of

Korean-English bilinguals. (Bilingualism: Language and Cognition 3 (2) : 2000) p.133 4 Derwing & Munro, Accent, Intiligibility, and comprehesibility Evidence from

Four L1s (Journal SSLA, 20 : 1997). P.11

3

context, whether to respond commands or ask some questions. The learners are

not confident to have a talk by English because the learners are afraid of making

mistakes, either in its pronunciation or in grammatical itself. These problems were

also found when the researcher observed the eleventh-grade learners at SMAN 4

Tangerang Selatan. Besides, the learners afraid what they really mean to say is

does not understand by others. particularly in pronunciation and being too shy to

speak English.

Hinofotis and Baily (1980: 124-125) notes that up to a certain proficiency

standard, the fault which most severely impairs the communication process in

EFL/ESL learners is pronunciation. According to Harmer (2001: 183) said that

they feel they have too much to do already and pronunciation teaching will only

make things worse. Moreover, Harmer (2001: 183) adds that there are teachers

who claim that students acquire quite good pronunciation in the course of their

studies without specific pronunciation teaching. They are mostly passive in every

conversation or discussion in pronunciation lesson. They tend to shy and afraid to

answer the questions from the teacher. This can occur as they felt unconfident as

well as do not have motivation in every pronunciation activity.

In dealing with such problem, the writer is eager to focus the study on if

and how Praat application can increase and improved Eleven grade students of

SMAN 4 Tangerang Selatan to become intelligible speakers. Fraser (2000)

explains that being able to speak English includes a number of sub-skills of which

speaking is by far the most important (other sub-skills include vocabulary,

grammar, and pragmatics). She argues that ―with good pronunciation, a speaker is

intelligible despite other errors; with poor pronunciation, understanding a speaker

will be very difficult, despite accuracy in other areas‖ (Fraser, 2000a, p. 7).5 In

fact, Pronunciation has not yet received similar attention. From the experience of

the writer, a great number of students have many difficulties in speaking skill.

When speaking English, with poorly trained of pronunciation skills, they have

5 Fraser, H, Coordinating improvements in pronunciation teaching for adult

learners English as a second language, (Department of Education, Training and Youth

Affairs, Canberra, 2000) p.7

4

problems either making themselves understood or understanding others.

Generally, pronunciation plays an important role in helping the learner become an

intelligible speaker (Morley, 1998). As for learners, they wish they could speak

English fluently but most of them think that English is too challenging for them to

be competent because of interference from the mother tongue (Traditional

Langage and Indonesian)

As the founder of PRAAT Application, Boersma & Weenink (2015)

explain that The aim of PRAAT Application is to automate computations for the

establishment of developmental paths in consonantal production. Elena (2015)

stated that It facilitates several tasks such as sound-to-text alignment, data

segmentation, data labeling and analysis, comparisons between targeted and

produced forms, a powerful search system for data queries, multiple inter-rater

transcriptions, links to multimedia, interoperability with Praat for acoustic

analyses, a record navigator, etc.6 Specifically, results on the development of the

student's labio-velar approximant in English are given, supported by acoustic

analysis using PRAAT. It is mean that a number of learners have difficulties to

improve and practice their English pronunciation skill because they do not have to

afraid of their accustomed to using their native language in the daily activity or

afraid of making mistakes. With PRAAT application it can provide the students

with a set of platform-independent modules that extend over a very broad range of

the tasks involved in creating, annotating, querying and analyzing speech. t least

as far as the acoustic analysis of speech is concerned, the study is currently at least

as much payoff from building interfaces between complementary systems such as

these as developing new tools for speech analysis. It is mean that Teaching

student pronunciation with PRAAT application it is not a difficult thing to teach

with the modern technology and we do not have to afraid, thankless task for a

single reason: phonological deafness (not only can our students not produce the

right output, but the student fails to even perceive the difference between the

correct output). At least as far as PRAAT can use as the acoustic analysis of

6 Elena, Technologies for the study of speech: Review and an application,

(Themes in Science & Technology Education, 8(1), 17-32 : 2015) p.21 - 22

5

speech is concerned, there is currently at least as much payoff from building

interfaces between complementary systems such as these as developing new tools

for speech analysis..

B. Identification of The Problem

There are many kinds of factors that can cause the problem of the learners‘

pronunciation. The problems can be identified as the following:

1. In preparing the lesson, the teacher can not consider students‘ need,

interest, and ability.

2. Students‘ motivation in pronunciation seemed very poor. Because of The

learners are afraid of making mistakes in grammar, pronunciation,

3. Lack of vocabulary and being unable to pronounce well what they mean

became other problems and The learners have no enough time to practice

their pronunciation skill in the class.

4. The method of teaching pronunciation that burn into monotonous media

such as LCD, radio tape, and multimedia room. Students learned

pronunciation from reading aloud a dialogue, answering certain questions

from work book, and sometimes practicing to make their own

conversation with peers and presenting it in front of the class affects the

learners‘ pronunciation skill.

B. Limitation of The Study

Based on some problem showing above, the writer limits this problem in

The Effect of Using PRAAT Application on pronunciation Skill at Eleven Grade

of SMAN 4 Tangerang Selatan, the academic year 2013.

C. Formulation of The Problem

1) Is there any effect of PRAAT application on Students Pronunciation?

6

D. Objective of The Study

Based on the formulation of the problems, the objective of the study

could find the empirical evidence the Effect of Using PRAAT Application on

pronunciation Skill at Eleven Grade of SMAN 4 Tangerang Selatan, the academic

year 2013.

E. The Significant of The study

The findings of this research will hopefully give some contributions to

these following parties:

1. The Teachers

The study is expected to give new information and opportunity to improve the

quality of teaching pronunciation by using PRAAT for the students.

2. The Learners

The study is expected to give a valuable input in Mastering their speaking in

English language and to raise students‘ motivation in learning English, especially

in pronunciation

3. The Researchers

The study is expected to be a useful input for the researcher to fulfill his ‗skripsi‘

requirement, and to help the researcher to teach better than before.

7

CHAPTER II

THEORETICAL FRAMEWORK

A. Pronounciation

1. Definition of Pronounciation

Pronunciation is one of the important things in English, without a good

pronunciation we can not understand each other when we communicate in the

social environment. So being an intelligible pronunciation is the most

important one than being a native-like Pronunciation. Besides that, AMEP

Research Center (2002) stated that pronunciation refers to the production of

sounds that we use to make meaning. That means, if the pronunciation is done

properly, it will make more meaningful communications to avoid

misunderstanding.

Daniel Jones (2006) pronunciation is given modified phonemic

transcription, and you need to understand the principle of phonemic

transcription in order to be able to make proper use of this information.7 Here,

this statement means that the pronunciation is very closely linked to the act

that happens in speaking and list Phonemic transcription. Because what we

hear properly will be answered in the oral form to make communication

happen.

Christian and Barbara (2001) stated that pronunciation is the

production of significant sound in two sense. First, because it used as a

particular language and the last because to achieve meaning in context use.8

ince the pronunciation have a good impact for speaking skill, of course with

the correct pronunciation, communication will be easier

7 Daniel Jones. English pronuncing dictionary. (Cambridge, Cambridge Univerity

Press: 2006) p.1 8 Christian Barbara, Language Teaching Pronounciation (oxford Press university,

New York : 2001) p.117

8

So It can be conclude that Pronunciation is one of the parts of

Speaking micro skill that will help us to be an intelligible speaker and the

primary component of communicative competence.

2. Pronounciation Approaches

According to Celce-Murcia, there are two basic Approaches :9

a) An intuitive-imitative approach

In the part of this approaches, pronunciation depends on

students' personal ability to listen, what they hear. such as rhythm,

intonation and stress. So this model approches more presupposes

the availability, validity, and reliability of good models to listen to.

b) An analytic-linguistic approach

In this part of approaches, students are more focused on the

sound system of the target language, and truly provide explicit

information such as a phonetic alphabet, articulatory

descriptions, charts of the vocal apparatus, contrastive

information, and other aids to supplement listening, imitation,

and production.

3. Factors Affecting Pronounciation

As people have their own native language, it seems they can be

recognized by people that they are non-native speakers. The way we speak

in a different language is affected by our mother tongue. There are several

factors that can affect pronunciation. Here are the lists of the factors that

should be considered by teachers:

a) Accent, according to Munro and Derwing (1997), is a ―listener‘s

perception of how different a speaker‘s accent is from that of the L1

[first language or, in our situation, American English] community.

9 Celce-Murcia, M., Brinton, D., and Goodwin, J. Teaching Pronunciation: A

Reference for Teachers of English to Speakers of other Languages. (New York,

Cambridge University Press: 1996) p.1

9

10 Teacher needs to diagnose their pronunciation difficulties so that

they can have better pronunciation.

b) tress, Intonation, and Rhythm. Munro and Derwing (1997) observed

that even heav¬ily accented speech is sometimes intelligible and

that prosodic errors (i.e., errors in stress, intonation, and rhythm)

appear to affect intelligibility more than do phonetic errors (i.e.,

errors in single sounds).11

For this reason, pronunciation research

and teaching focus both on the sounds of language (vowels and

consonants) and on suprasegmental features—that is, vocal effects

that extend over more than one sound—such as stress, sen¬tence

and word intonation, and speech rhythm.

c) Motivation and Exposure, according to Kirsten Schaetzel (2009),

Along with age at acquisition of a language, the learner‘s

motivation for learning the language and the cultural group that the

learner identifies and spends time with help determine whether the

learner will develop native-like pronunciation.12

d) Innate phonetic ability. according to Kirsten Schaetzel (2009),

Often referred to as having an ―ear‖ for language, some people

manifest a phonetic coding ability that others do not. In many cases,

if a person has had an exposure to a foreign language as a child, this

―knack‟ is present whether the early language is remembered or not.

Others are simply more attuned to phonetic discriminations.

e) Identity and language, according to Kirsten Schaetzel (2009), ego

Another influence is one‘s attitude toward speakers of the target

language and the extent to which the language ego identifies with

those speakers.

10

Loc,cit P.2 11

Ibid., 12 Kirsten Schaetze, Teaching Pronunciation to Adult English Language

Learners (Caela Network) 2009

10

4. Problems in Pronunciation

In our country, English plays as a foreign language. It means that

people use English only in school when they have the lesson in the

classroom. O‟Connor (1998) gives a good illustration related to how

important our ears are. He says: ―Language starts with the ear. When a

baby starts to talk he does it by hearing the sounds his mother makes and

imitating them. If a baby is born deaf he cannot hear these sounds and

therefore cannot imitate them and will not speak.‖13

So does English, If

one cannot listen to English pronunciation well, he cannot produce it well

too.

O‟Connor (1998) makes a brief and clear explanation related to

difficulties may be faced by individual learners. They are:14

1) The learner‘s first language may have a one-to-one relationship

between sounds and spelling. The concept of there not being such

a relationship may be new.

2) Even if such a concept is not new for the learner, they will have to

become familiar with new sound-spelling relationships.

3) There may be sounds, and combinations of sounds in L1, which do

not occur in English.

4) There may be sounds, and combinations of sounds, used in

English which do not occur in L1.

5) English may use stress and intonation patterns which feel strange

to the learner. The learners may have problems related to learning

English pronunciation. However, as teacher need to offer help to

overcome their problems.

13

O‟Connor. J.D. Better English Pronunciation. 2nd. ed. (Cambridge, Cambridge

University Press : 1998) p.1 14

Ibid.,

11

B. PRAAT application

1. PRAAT Introduction

The challenge of non-native speakers in learning English

pronunciation is that it can be difficult to hear the difference between the

target pronunciation and their own. To this end, PRAAT, a free, easy to

use, and readily available open-source piece of application. can assist

English language learners by generating a visual representation of the

students‘ utterance. According to Hang-Brook, PRAAT is the application

that can accomplishes this by recording sound samples and drawing,

among other things, the visual pitch contour of the utterances. As such,

PRAAT is a useful tool that can be used to teach aspects of

suprasegmental pronunciation, such as intonation, as well as segmentals,

such as vowel sounds. Teachers can also use PRAAT to evaluate English

learners‘ pronunciation, measure improvement over time, and to pinpoint

each individual student‘s problems efficiently.15

With this in mind, this

paper aims to review how PRAAT can assist in teaching and learning

English pronunciation, and then presents the results of a pilot study that

was specifically designed to explore how PRAAT can enable students to

improve their intonation.

PRAAT is most often used with speech sounds, in which case the

pitch contour is associated with the vibration of the vocal folds and the

formant contours are associated with resonances in the vocal tract. But the

use of PRAAT is certainly not limited to speech sounds: musicians and

bio-acousticians use it for the analysis of sounds produced by utes, drums,

crickets, or whales, and the interpretation of the three analyses will change

accordingly. PRAAT allows to record a sound with microphone or any

15

Le, H. T. & Brook, J. Using Praat to teach intonation to ESL students. (Hawaii Pacific

University TESOL Working Paper Series 9(1, 2), 2-15 : 2011)

12

other audio input device, or to read a sound from a sound on disk. PRAAT

then be able to have a look `inside' this sound. The upper half of the sound

window) will show you a visible representation of the sound (the wave

form). The lower half will show you several acoustic analyses: the

spectrogram (a representation of the amount of high and low frequencies

available in the signal) is painted in shades of grey; the pitch contour (the

frequency of periodicity) is drawn as a cyan curve; and formant contours

(the main constituents of the spectrogram) are plotted as red dots..

2. Synthesizing speech with PRAAT

Based on Boersma as the Founder of PRAAT, stated that PRAAT is

not a text-to-speech system: you cannot type in an English sentence and have

the program read it aloud. But you can generate many types of sounds with

PRAAT.16

irst, you can use formulas to generate simple sounds like sine

waves or white noise from scratch, or to generate more complicated sounds

from other sounds. Second, you can create sounds from other types of data,

e.g. you can turn a pitch contour in a pulse train. Third, you can do synthesis:

from stylized pitch, intensity, and formant contours that you can build from

scratch, you can create speech-like sounds. Fourth, you can perform

articulatory synthesis: from a specification cation of timed muscle

contractions, Praat will compute the resulting sound. Fifth, you can create

sounds from other sounds by a variety of filltering and enhancement

techniques.

The PRAAT segmentation, labelling and in particular the signal

manipulation and resynthesis facilities are unquestionably superior to any

corresponding functionality that currently exists, or that it is likely want to

develop ourselves. More generally, a modular approach seems to us to be an

essential part of speech tool development: the highly multidisciplinary nature

of phonetics and speech analysis would seem to preclude designing a single

16

Ibid., 11

13

allencompassing system which is adapted to the huge range of experimental

paradigms that are found in speech research. This is one of the main reasons

why, in contrast to Praat, It is prefer to make use of independently supported

programming environments that can be adapted to speech analysis.

3. The Advantages of Using PRAAT in Pronunciation Ability

The advantage of such an analysis is that it leaves open the

possibility of subsequently querying and analysing (perhaps a large

number of ) word-initial vowels, in order to determine whether the glottal

stop has left an acoustic signature which is not immediately apparent at the

labelling stage. 'Timeless' labels can also be useful in rapidly annotating a

corpus in which it is important to be able to query according to the context

but without the context necessarily being linked to times. In a TOBI-style

annotation for example, it might be sufficient to associate there, they are

candidates for the fundamental frequency (I assume), and the thick pink

dots are obviously the candidates that were estimated to be the most likely

ones.

In PRAAT application It can query pitch values at certain times, as

well as statistics over the pitch contour, using the Query - buttons when the

pitch object is selected in the Objects window. It can be seen that pitch

range is usually specified phrase by phrase, and changes in the course of

an utterance. It should therefore retrieve the pitch range for all phrases in

our utterance separately. Unfortunately, we don't know where phrases end.

But It could be approximate them by finding small gaps of silence in the

speech signal, and assuming that these are phrase breaks. Then it could be

estimate the pitch range for each phrase separately and improve the

Intellectual skill. Abu Seileek (2007) stated that In learning and teaching

different aspects of pronunciation, CAP offers a variety of interactive

application packages for providing EFL learners with the opportunity to

perceive and practice pronunciation. Computer-assisted pronunciation

instruction of Compter-assisted pronunciation instruction as an effective

14

means for teaching stressfers many advantages which are not usually

available in conventional contexts..17

For example, point out that digitized

pronunciation application allows students to access unlimited and realistic

L2 input through different channels individually and provide

individualized feedback automatically and instantaneously. The computer

can also offer learners a chance to use many prerecorded materials. Make

sure that it tooks the same suggested range for calculating the pitch in the

sound editor window and set the parameters accordingly.

4. Teaching Pronunciation with PRAAT application

According to Jonathan (2003), Praat accepts a wide variety of sound

formats, it is platform-independent and it has extensivefacilities for

displaying, segmenting and annotating.18

Raux and Kawahara (2002)

reported that recent computer-assisted pronunciation learning focuses on

two major areas: evaluation of the learner‘s current pronunciation and

instruction of the different aspects of pronunciation such as stress and

intonation, both of which can be enhanced with the use of PRAAT as an

instructional tool.19

PRAAT focuses on acoustic phonetic analysis, rather than

providing the learner with pre-recorded examples of native speakers in

order to emulate. Praat can be used to assist learners‘ pronunciation by

allowing them to analyze the visual patterns of their own speech in order

to distinguish how it differ from the target pronunciation. At the same

time, the teacher can also use the program to analyze their students‘ speech

patterns for evaluation or diagnostic purposes. Additionally, PRAAT can

17

Ali Farhan AbuSeileek, Computer-assisted pronunciation instruction as an

effective means for teaching stress, (The JALT CALL Journal, 2007) Vol. 3, No. 1-2,

pp. 3-14 18

Jonathan, Steve C, T John & Michel Scheffers, Building an interface between

EMU and Praat: a modular approach to speech database analysis (Institute of Phonetics

and Digital Speech Processing, University of Kiel, Germany) 2003. P.2 19

Raux, A., & Kawahara, T. Automatic intelligibility assessment and diagnosis of

critical pronunciation errors for computer-assisted pronunciation learning.(2000)

ICSLP, 737-740.

15

analyze the speech of anyone who has access to a computer and a

microphone. PRAAT accomplishes this by graphing the acoustic aspects

of speech sounds through visual representation. Teaching with PRAAT, It

is use some tools as follows :

A. Pitch

The perceptual correlate of fundamental frequency which is the

rate of vibration of the vocal folds (in speech). Pitch, on the other hand, is

one of the major physical realizations of tone.. It should therefore retrieve

the pitch range for all phrases in our utterance separately. Unfortunately,

we don't know where phrases end. But It could be approximate them by

finding small gaps of silence in the speech signal, and assuming that these

are phrase breaks. Then It could beestimate the pitch range for each

phrase separately Pitch usually signed the blue line frequency. Figure the

picture 2

Picture 2.1

Pitch

Pranav Jawale (2001) stated that There are the two values that the

writer acqire seem suspicious - 76 Hz is very low to pitch in a female

voice, and 500 quite high (but possible). pitch range is usually specified

phrase by phrase, and changes in the course of an utterance.20

20

Pranav Jawale, Speech Analysis using PRAAT. 2001. P.7

16

17

Picture 2.3

Spectrogram

Spectrogram showing thespectral energy of the sound over time.The plot

area of PRAAT now ranges from 0 to 5000 on the y axis, as it has been plotted the

spectrogram that way. The time range on the x axis is still ok because it can be

plotted the same time span in the spectrogram as in the F0 plot. between the

loudest and quietest frequencies or times), or if your spectrograms seems too light

or too dark, you may want to adjust the dynamic range setting, but 50 dB is

usually fine for most purposes.

AbuSeileek, (2007) confirmed in his study that it is possible to use

computers, speech technology, and linguistic knowledge to enable learners

to hear the voice of an English native speaker while also being able to

break down how the utterance is produced. Students are able to compare

their performance to the native English speaker model, sound by sound,

while also tracking their progress over time. However, Setter and Jenkins

(2005) suggest that there may be some limitations for the use of PRAAT

for some teachers. Even without using such advanced features, teachers or

students who are not familiar with computers can have difficulty operating

the application at first.

18

Based on Wilson (2006) The use of Praat to provide feedback in

pronunciation classes promotes autonomous learning in an area of

language teaching that has traditionally had to rely on native speakers‘

judgments for evaluation.21

These native speaker judgments often require

the teacher to verbally explain to the student whether his or her

pronunciation is meeting the desired target or not. This type of explanation

can be limited, especially when unaccompanied by visual or other cues.

When language learners use Praat, they can compare their voices to

a pre-recorded model made by a native speaker. Based on Abu Seileek

confirmed that in his study that it is possible to use computers, speech

technology, and linguistic knowledge to enable learners to hear the voice

of an English native speaker while also being able to break down how the

utterance is produced. Students are able to compare their performance to

the native English speaker model, sound by sound, while also tracking

their progress over time. However, there may be some limitations for the

use of Praat for some teachers. For example, Setter and Jenkins (2005), in

their state-of-the-art review of pronunciation teaching, pointed out that

being able to successfully interpret formant plots1 on a Praat diagram that

illustrate the resonance of a person‘s voice requires ―a sophisticated level

of understanding‖ on the part of both teacher and learner.22

Even without

using such advanced features, teachers or students who are not familiar

with computers can have difficulty operating the application at first.

Celce-Murcia, Brinton and Goodwin (1996) present a framework

for the sequencing activities within pronunciation, instruction.23

There are

five stages that they offer for teachers to teach pronunciation. The stages

21

Wilson, I., & Gick, B. Ultrasound technology and second language

acquisition research. In M. G. O‘Brien, C. Shea, & J. Archibald (Somerville, MA

Cascadilla Proceedings Project : 2006) pp. 1 22

Setter, J., & Jenkins, J. (2005). State of the art review article: Pronunciation.

Language Teaching, 38, 1- 17. 23

Loc.cit p.8

19

are similar to a presentation, practice and production. Below are stages that

teachers may take.

1) Description and Analysis Initially, the teacher shows students a

feature of pronunciation including how and when it occurs. The

teacher can benefit from charts (consonant, vowel, or organ of

speech) or he might present the rules for occurrence either

inductively or deductively. For example, the teacher may either

presents the rule of words ending with –ed or provides multiple

examples and the learners are asked to figure out the rule.

2) Listening discrimination Listening activities. It can be

contextualized minimal pair discrimination exercises. The speaker

(a student or teacher) pronounces either sentence a or b and the

listener responds it with the appropriate sentence. a) He wants to

buy my boat. Will you sell it? b) He wants to buy my vote. That‘s

against the law. In another discrimination activity, the learners

listen to a sentence and determine whether it has falling or rising

intonation. Rising Falling The plane‘s leaving Sam finished it You

can‘t Using a short listening passage, learners can mark the pauses

and/or circle the prominent elements they hear. In general, the

listeners‟ task should be clearly difined and focused only one or

two features at a time. At this stage, the teacher should focus

learner‟s attention to what they have not recognized yet.

3) Controlled practice At the beginning, the learner‟s attention

should be focused almost completely on form. Any kind of choral

reading can work if the learner‟s attention is clearly focused on

the target feature. Poems, rhymes, dialogues, dramatic

monologues - all of these can be used if the content and level

engage a learner‟s interest.

4) Guided Practice In this stage, the learner‟s attention is no longer

entirely on form. The learner now begins to focus on meaning,

20

grammar, and communicative intent as well as pronunciation.. As

an example, Hewings and Goldstein (1998) make use of a

memory activity while practicing –s endings.. 24

Students are

instructed to study a picture containing a number of common

objects for one minute (two bridges, three suitcases, four glasses,

etc). With the picture hidden, they try to recite the correct number

of each item, while concentrating on pronouncing the plural –s

correctly.

5) Communicative practice In this stage, activities strike a balance

between form and meaning. Examples include role plays, debates,

interviews, simulations and drama scenes.

5. Teaching Techniques by Using PRAAT

Kelly (2006) offers several techniques and activities to improve

students‘ pronunciation: 25

1) Drilling. Drilling is a basic way of practicing pronunciation in

the classroom. The teacher gives the model first and students

imitate what the teacher says. There are variations of drilling

which can be done in the classroom. First, choral drilling is a

way to drill the whole students. By doing this, students can

Tick the words which have the sound /ʌ/: cap hat bug cup hut

bag build confidence. Secondly, chaining is one of the way to

help students‟ difficult sentences. Then teacher keep recording

students voice as the material for analyzing their voice in

PRAAT.

24

Hewing, M., and Goldstein, S. Pronunciation Plus: Practice through

Interaction. (Cambridge,Cambridge University Press : 1998) p.127 25

Kelly, Gerald How to Teach Pronunciation. (Essex, Pearson Education : 2006)

p.16-22

21

2) Chaining is done by isolating certain parts of a sentence,

modeling them separately for students to repeat and gradually

building the sentence up until it is complete. Thirdly, „open

pair‟ drilling, where, for example, question and answer drills

might be set up to the class, with one student (S), another

responding, and so on. Finally, substitution drilling is another

variation. This involves drilling a structure, but substituting

items of vocabulary into sentence. Kelly adds that drilling is

something important for students both in lower or higher level.

By drilling, they can make sure of how they pronounce the

words while their vocabulary is increasing.

3) Minimal pairs and related activities. In minimal pairs activity,

teachers provide students pairs of similar words in which they

have one or more different phoneme. In this activity, the

teacher put the students voice recording to the PRAAT

application. So, students can realize that if they mispronounce

one phoneme.

4) Pronunciation and spelling activities. These activities can help

students to find the relation between how words are spelled and

how to pronounce them. These activities can use homographs

and homophones as the references. Homographs are words that

have same spelling but different pronunciations (Why don‘t you

read this book? And I‘ve already read it.) Meanwhile,

homophones are words that have the same pronunciation but

different spelling (write and right; the there, their and they are).

Another related activity is in a discovery type exercise like the

example below: hat hate kit kite cut cute in that activity,

students can recognize how the vowel sound changes when the

letter e is added.

5) Taping students‘ English. Tapes can be made while students are

engaged in language practice activities, and used for all manner

22

of language difficulties, but especially those concerned with

pronunciation. PRAAT application will failitate students to put

their sound recording in PRAAT

6) Listening activities. Listening activities can bring authentic

materials into classroom. This activity can encourage students

to notice features related to pronunciation. With listening

activity, will facilitate students to recognize their mistakes,

because the teacher will playing some recording of Native

speaker and analyzing in PRAAT.

7) 7) Reading activities. In reading activities, many teachers

stage their activity by asking students first to do an exercise in

order that students can acquire the gist of the text they are

reading. In reading, the teacher can encourage students to read

aloud the text and then he can monitor their pronunciation.

Though there are pros and cons related to this kind of activity,

Kelly assures us that reading aloud offers opportunities for the

study of the links between spelling and pronunciation, of stress

and intonation, and of the links between words in connected

speech. With this activity, students will prepare their work

before their voice analyzed by PRAAT application.

6. Teacher’s Roles in Applying PRAAT Application

There are several roles of the teacher in pronunciation

teaching with PRAAT application. The teacher is responsible for:

1) The teacher needs to provide help for learners to perceive

sounds and helping learners hear sounds before start to

produce the sounds, students hear the native language, as

the example how to pronounce and to produce the sound.

So the teachers need to check whether they hear sounds

that belong to appropriate categories and help them to

23

develop new categories if necessary beore the sound

analyzed by PRAAT

2) Teacher help students to produce a sound. If students find

difficulty in imitating new sounds, the teacher needs to give

them some hints to help them imitate the sounds with

students recording sound, then the teacher try to analyze

with PRAAT, So the students can know their

unappropiatenes in pronunciation.

3) After both activities above are conducted, the teacher needs

to give a feedback to tell the learners how they are doing.

The learners often do not know whether they are right.

Thus, the teacher needs to give information about students

performance during they try to improve Pronunciation

ability with PRAAT application.

4) Pointing out what is going on. Teacher needs to tell the

learners what to pay attention to and what to work on

PRAAT application..

5) Theacer should be establishing priorities. Because, Learners

may know what features are different from their native but

do not know how important it is.

6) Devising activities. Teacher needs to design pronunciation

activity which is helpful and can make improvement.

Teacher also needs to suit PRAAT application which is the

most appropriate activity for the learners.

7) Assesing progress. This is to give information to the

learners how they are doing. It is important to tell learners

about their progress during the teacher give them a

treatment with PRAAT to improve their pronunciation

ability with visual feedback.

24

7. Student’s Roles in Applying PRAAT Application

1) The students should try to pronounce some conversation and

some question naturally and they try How much efforts that

students put into it will determine their success in

pronunciation.

2) Learners try to identify their unaware of or misapprehend

difficulity in producing sound. It can help them identify

concrete examples of their strengths and weaknesses and focus

their efforts during the treatment.

3) Learners try to analyze their mistakes from Visual Feedback of

PRAAT application during the treatment. It can give learners a

sense of their progress and indicates where they need to focus

their attention for improvement

4) Learners sometime may miss something important when they

speak. For example, they may use inappropriate stress. With

PRAAT application they can know where is the inappropiate

stress.

5) Learners may notice that their pronunciation is not like the way

English people do it, and they try to change this but their effort

is misplaced since the feature they want to improve is not

essential for intelligible speech. So it is time for teachers need

to make learners focus on something important PRAAT to

improve their Pronunciation ability.

C. Relevant Previous Study

There are several studies which have conducted about teaching

Pronunciation with PRAAT application. The first study was conducted by

Hang Thu Le & Jennifer Brook “Using PRAAT to Teach Intonation to ESL

Students” It is a report on a pilot study in which six ESL students used Praat

for phonetic stress pattern analyses and sound manipulation, particularly with

25

yes/no and wh-questions. The results showed that Praat could enable students

to refine ESL students pronunciation.

The second previous study is “Using Praat for Linguistic Research”

By.Dr. Will Styler. This is a kind of guidance journal that can help to learn

some of the basics of Praat in a linguistics and speech-science context, and it

shown some of its potential for more complex (and automated) analysis.

But the differences with this study is there are a variety of multimedia

resources were used, including: audio files for pronunciation exercises and for

audio-video feedback with the speech analysis application Praat; video clips

from online English courses, other monologues and presentations. The main

class activities were: pronunciation practice; and speaking. The students

hearing while received feedback on their oral and communicative skills.

Overall, the course appeared to be highly effective in raising students‘

awareness of facts about the effect of PRAAT application on Students‘

pronunciation in SMAN 4 Tangerang Selatan..

D. Thinking Framework

As stated earlier, Pronounciation is about the process rather than

just a product. The use of PRAAT application in Pronunciation will be

helpful in determining the product of Pronunciation. During the process of

communication, the students‘ should be stimulated and motivated by the

use of appropriate media. The effect of PRAAT on students‘ pronunciation

activity is helpful to stimulate and motivate them to speak. They have a

Problem – Solving which one their mistakes and they have to analyze and

recover the error when the students have pronounced.

The importance of PRAAT application on Students Pronunciation

ability increased slightly and steadily from each level consecutively. It

seemed that at certain proficiency levels, pronunciation might play a larger

role, but once another proficiency level was reached, pronunciation can

bring the speaker to similar understanding. As a human beings have

26

different traits and experience, and thus may award different pronunciation

ratings when rating the same speaking sample. On the one hand, how the

teachers thought of the importance of pronunciation can be drawn from

this study, altoght it is hard to conclude that the importance of the five

subskills holds true in actual rating.

E. Theoretical Hypothesis

Based on the theoretical and conceptual framework above, the writer

formulated the hypothesis that the PRAAT application can give effect for

students‘ pronunciation ability.

27

CHAPTER III

RESEARCH METHODOLOGY AND FINDINGS

A. The Place and Time of The Research

The writer conducted the research at the eleventh Grade of SMA Negeri 4

Kota Tangerang Selatan, which is located on Jalan W. R. Supratman - Komp.

Pertamina, Ciputat Timur, Tangerang Selatan. The research started from February

11th

– May 19th

2017.

B. Method of Research

In this research, the writer use a quantitative method of gathering and

evaluating the data. A quantitative method is a means for testing objective

theories by examining the relationship among variables. These variables, in turn,

can be measured, typically on instruments, so that the numbered data can be

analyzed using statistical procedures. Quasi-experimental design is used as the

method of the study. The focus is about to know the effect of PRAAT application

on students‘ pronunciation ability to test the objective theories by examining the

relationship variable X and variable Y by using statistical procedures. The

researcher as a teacher prepared media and materials, explained materials and

leaded the class condition to make a discussion. There was a question-answer

activity about lesson material and teacher control students to make the written

description do not out of topic.

C. Design of The Research

The design of this research is Quasi-Experimental. There was two groups

in this proposed study: (1)an experimental group and (2) a control group. Both

groups have been given a pre‐test to see their existing level of proficiency in terms

of pronunciation skills. The treatment was implemented with only experimental

study group. As part of the treatment, the students in the experimental group have

been introduced to Praat and they learnt the basics of the program. The whole

treatment was took a module that is about 1-5 meetings. During this process, there

28

was a tasks for the students to record their words and sentences using PRAAT

and to analyze their performance based on recordings by native speakers. Using

PRAAT, both in/outside the class, student can modifying their recordings by also

copying and pasting some parts of their recordings. For example, It can record a

single word or a sentence using Praat. Then, it can be zoom into our utterance and

see even milli seconds of our performance. Moreover, It can even cut a very tiny

part of your utterance such as a single sound or word. The participants has given

the opportunity to compare their performance with that of native speakers or they

can also compare problematic sounds like b or p, t, d, th, and etc. After the end of

the treatment, both groups has been given a post‐test to compare the

improvements of both groups in terms of pronunciation skills. Both pre‐ and post‐

test has been carried out by recording participants‘ performance and the results

have been assessed by native speaker based on pronunciation of sounds,

intonation, pitch, and stress.

Research Design

3.1

Group Pretest Treatment Post test

E O1 X O2

C O2 O2

Time

With the Explanation :

E : Experimental Group C : Control Group

O1 : Pre – Test O2 : Post-Test

X : Treatment by using PRAAT

D. Population and The Sample of The Research

The population of the study is eleventh Grade of SMAN 4 Tangerang

Selatan. The Writer use purposive sampling to choose the classes. The writer

choose 39 students in XI IPA 4 as the sample of Experimental group and 38

29

students in Class XI IPA 5 as the sample of Control Group. Because this is the

recomendation class from the teacher that has a good level proficiency in English.

In this proposive sampling, there have been a total of 40 participants who are

learning English as a foreign language in SMAN 4 Tangerang Selatan the

participants speak Indonesian as their first language. This level of proficiency is

significant since it is the time when students learn about pronunciation and

fossilize, if any, their mistakes. Therefore, the use of technology is encouraged a

lot and there are so many opportunities available to do so. It is generally assumed

that it will improve through the higher levels of proficiency. In this study, I was

divided all participants into two groups as control and experimental groups. As

for the control group who have been taught conventionally, except for a pre test

and post test to see the proficiency of both groups at thebeginning and at the and,

no other special treatments has been implemented. On the other hand, Praat

application was used with the experimental group to emphasize and develop their

pronunciation ability.

E. Instrument of The Research

The instrument of this study was a set of tests that were created and

prepared by the student teacher/researcher. Two tests, a pre-test and post-test

were developed in order to measure the students‘ pronunciation and to also

evaluate if they showed any improvement in their intonation after practicing with

PRAAT application. The tests that were created consisted of yes/no and

whquestions. Each of the test had two tasks. In task 1, students were asked to read

three yes/no questions and then three wh-questions. In task 2, the students read a

provided dialogue that contained the two target types of questions with a partner.

The students were encouraged to read the questions and the dialogues provided in

the tests aloud and to try to pronounce them as clearly and naturally as possible.

However, the students were not explicitly told that they were being evaluated on

the intonation of their pronunciation. The purpose of this was to have the students

speak as naturally as possible in order to increase the reliability of the study. Here

are the Instrument.

30

F. The Technique of Data Collecting

The writer uses test technique in collecting data on this research. The test

is used in order to know the effect of Praat application on Pronunciation ability at

eleventh grade students of SMA Negeri 4 Tangerang Selatan. The test technique

is the main technique in collecting the data. The pre-test and post-test has been

given to both experimental class and controlled class to find out their achievement

in Pronunciation ability.

1) Pre-test

The pre-test is a test that functioned to measure the students mastery in

Pronunciation materials before Praat application is carried out. The pre-test is

given by the writer in the beginning of attending class XI IPA 4 and XI IPA 5 to

know the student knowledge of the material that have been taught. before Realia

Media applied. By pre-test the differences between before and after treatment is

known,

2) Post-test

The writer gives the students post-test by using Oral test. The function of post

test is to measuring the students improve in Pronunciation ability by using Praat

appliation. The writer use some criteria to collect the data. The collected data

were the scores obtained from the score from each criteria from the class control

group and the class experimental group. The scores from this criteria are use to

see the Pronunciation ability of both classes before the treatment. On the other

hand, the scores from the post-test were used to measure whether the implemented

method affected the experimental group or not.

In this research study, the Pronunciation test served as the research instrument.

The Pronunciation test was held twice, in the pre-test and the post-test. It was used

to reveal the significant difference in the Pronunciation ability between the tenth

grade students of junior high school who were taught by using video and those

who were not.

In formulating the test instrument, the points to be considered are the

relevance of the test instruments to the purpose of the study, and the relevance of

31

the test instruments to the curriculum. The form of oral test is Dialouge and

divided based on : Pronounciation, Word Stress, Intencity & Pitch

G. Validity

According to Thatcher (2010) Validity is the extent to which an instrument

measures what it is supposed to measure and performs as it is designed to

perform.26

It is rare, if nearly impossible, that an instrument be 100% valid, so

validity is generally measured in degrees. As a process, validation involves

collecting and analyzing data to assess the accuracy of an instrument. There are

numerous statistical tests and measures to assess the validity of quantitative

instruments, which generally involves pilot testing. The remainder of this

discussion focuses on external validity and content validity. To measure the

validity of the instrument, the writer used Pearson Product Formula:

( ) ( )

√ ( ) ( )

Note: ɼ1 = time score result X and Y for each respondent

ΣX = score of the test instrument X

ΣY = score of the test instrument Y

ΣX2

= quadratic score instrument X

ΣY2

= quadratic score instrument Y

The validity of each item rcount is compared with rtable. If rcount > rtable then the

test item is valid, or with the significance level ɑ= 0, 05.

H. Reliability

According to Twycross and Shields (2004), Reliability refers to the

consistency, stability and repeatability of results i.e. the result of a researcher is

considered reliable if consistent results have been obtained in identical situations

26

Thatcher, Validity and reliability of quantitative electroencephalography

(qEEG). Journal of Neurotherapy : 2010,vol.14 pp. 122-152.

32

but different circumstances.27

The true score is essentially the score that a person

would have received if the measurement were perfectly accurate. The process of

developing and validating an instrument is in large part focused on reducing

error in the measurement process. There are different means of estimating the

reliability of any measure. To measure the validity of the instrument, the writer

used the researcher used Cronbach Alpha Method to determine the consistency of

the interval between the studied variables and instruments :

(

) (

)

Note: r11 = reliability score

= total variance score

= total variance

k = item score

27 Twycross, A. & Shields, L. Validity and reliability - What's it all about? Part 2

Reliability in quantitative studies. Paediatric Nursing, 2004, vol.16 (10) p. 36

33

I. The Technique of Data Analysis

Test is used by the writer in collecting the data. The data from the test is

gained to find out the result of students‘ Pronunciation ability by using PRAAT

application technique which is applied in the experimental class, the without

discussion technique in the controlled class. It is obtained from XI IPA 4 as an

Experimental Class and XI IPA 5 as a Control Class of SMA Negeri 4 Tangerang

Selatan. In analyzing data from the pre-test and post-test, the writer uses the

statistical calculation of the T-test in which the sample is not related each other.

1. Prerequisite for Data Analysis

1. Test of Normality

In this study, the normality test was utilized to see and check whether

the population of variables X and Y are distributed normally.28

The

formula of the test is described as follows:

= ( )

= The Value of Kai-Kuadrat

fo = Observation Frequency

fh = The Number of frequency that distributed normally

However, this test of normality was conducted by using SPSS 20. Data is

considered normal if p ≥ α, and α as the significance level is 0.05.

2. Test of Homogeneity

The homogeneity test in this study was measured in order to check and

see the variance homogeneity between Y variable score that is categorized

based on the similarity of X variable score. The formula of this test is

written as follows:29

F max =

29

W. J. Conover, A Comparative Study of Tests for Homogeneity of Variances, with

Applications to the Outer Continental Shelf Bidding Data, Technometrics, Vol. 23, No. 4 (Nov.,

1981), pp. 351-361

34

Similar to test of normality, homogeneity test was conducted by using

SPSS 20. The variance of the two variables is considered same if the

significance level or the probability score is bigger than 0.05.

2. T-test

T-test is used to find out the effect of PRAAT Application on

students‘ Pronunciation ability. In other words, it is adopted to test the

significance of the main obtained score from the experimental and control

classes. The formula of t-test is described below:

a) Determining Mean of variable X, with formula:

Mx = the average of gained score (mean of variable X)

ΣX = sum of gained score (variable X)

N = number of the students

b) Determining Mean of variable Y, with formula:

y = the average of gained score (mean of variable Y)

ΣY = sum of gained score (variable Y)

N = number of the students

c) Determining of standard deviation of variable X, with formula

SD:

√

SD x = Standard deviation score of Variable X

Σ = Sun of Squared gained score (Variable X)

N = Number of the students

35

d) Determining standard deviation score of Variable Y, with

formula:

√

SDy = Standard deviation score of Variable Y

Σ = Sun of squared gained score (Variable Y)

N = Number of the students

e) Determining Standard Error Mean of Variable X, with

formula:

√

SEMX = Standard Error Mean Variable X

SD x = Standard deviation of Variable X

N = Number of the students

f) Determining Standard Error Mean of Variable X, with

formula:

√

SEMY = Standard Error Mean Variable Y

SDy = Standard deviation of Variable Y

N = Number of the students

g) Determining Standard Error Mean of Difference Mean of

variable X and Mean of Variable Y, with formula:

√

SEMX-MY = Standard error of differences mean of variable X and mean variable

Y

SEM = Sum of squared of standard error mean variable X

SEM = Sum of squared of standard error mean variable Y

36

h) Determining t0 with formula:

tO = t observation

MX = Mean variable X

MY = Mean variable Y

SEMX-MY = Standard error of differences mean of variable X and mean variable

Y

i) Determining t-table in significant level 5% and 1% with df.

df = (N1 + N2) – 2

df = Degree of freedom

N1 = Number of the students (control class)

N2 = Number of the students (experiment class)

30

J. Formulation of the Effect Size

In order to assure whether the effect size of the media or the technique were

strong, therefore, the writer adopted Cohen‘s formulation as follows31

:

d = ( )

Pooled Standard Deviation =

( )

After obtaining the results, then they can be interpreted based on the criteria:

0.2= small effect size; 0.5= medium effect size; and 0.8= large effect size.32

30

Suharsimi Arikunto, Procedur Penelitian Suatu Pendekatan Praktik, (Jakarta: PT. Rineka

Cipta, 2006), p. 312. 31

Daniel Muijs, Doing Quantitatve Research in Education, (London: Sage Publications,

2004), pp. 136—137. 32 Barry H. Cohen and R. Brooke Lea, Essentials of Statistics for the Social and Behavioral

Sciences, (New Jersey: John Wiley & sons, Inc., 2004), p. 125.

37

K. Statistical Hypotheses

Hypotheses are needed in order to answer the question of the study and

draw a conclusion for the study. The statistical hypotheses of this study are:

Hɑ= t

H0= tt

Notes:

Hɑ= Alternative Hypothesis

H0= Null Hypothesis

= Pronunciation score of the students who taught by using PRAAT

= Pronunciation score of the students who taught without using PRAAT

In which,

Hɑ= There is significant effect of PRAAT application on Students‘

Pronunciation ability.

H0= There is no significant effect effect of PRAAT application on Students‘

Pronunciation ability.

38

CHAPTER IV

RESEARCH FINDING AND INTERPRETATION

A. The Description of Data

The data of students‘ achievement was collected from students‘ score of

pre-test and post-test which was applied in The experimental and the controlled

class were taught with different media, namely the data in experimental class were

taught by PRAAT application and the data in controlled class did not use PRAAT

application.

1. The Data Experimental Group

The experimental group of the study was all from XI IPA 4 students of

SMAN 4 Tangerang Selatan that consisted of 40 students taught by using

PRAAT application as the media in the teaching pronunction. Before they

receiving the treatment, They were tested with 3. First, is yes or no

question. Second is Wh-Question and the last is Convesation..

Before conducting Post-Test, The writer implemented the treatment

four times. The writer using the same test, but in different material. They

were tested with 3 test. First, is Yes or No question. Second is Wh-

Question and the last is Convesation. The type of score used to assess

students‘ pronunciation ability was nominal score.

Table 4.1

The Score of Pre-test and Post-test of Experimental Class

No Students Pre Test Post

Test

1 Student 1 55 80

2 Student 2 54 85

3 Student 3 65 87

4 Student 4 65 86

5 Student 5 60 85

6 Student 6 65 89

7 Student 7 63 86

8 Student 8 77 89

9 Student 9 68 92

10 Student 10 59 84

39

11 Student 11 55 83

12 Student 12 63 87

13 Student 13 48 88

14 Student 14 49 81

15 Student 15 65 85

16 Student 16 64 84

17 Student 17 71 85

18 Student 18 71 87

19 Student 19 74 86

20 Student 20 58 85

21 Student 21 51 89

22 Student 22 65 87

23 Student 23 63 92

24 Student 24 53 86

25 Student 25 63 85

26 Student 26 62 87

27 Student 27 58 86

28 Student 28 61 91

29 Student 29 53 84

30 Student 30 63 89

31 Student 31 65 86

32 Student 32 64 91

33 Student 33 63 88

34 Student 34 65 87

35 Student 35 70 89

36 Student 36 63 86

37 Student 37 64 90

38 Student 38 63 86

39 Student 39 70 84

40 Student 40 68 82

Mean 62,40 86,48

The data are showed in table 4.1. From the Table 4.1, it can be

clarified that The higest score of Pre-Test from the experimental Group is

77 and the lowest score is 51 with the mean score of pre-test was 62,40

and The higest score of Post Test from the experimental Group is 92 and

the lowest score is 80 while the mean score of post-test was 86,48. It can

be known that there was significant difference in the pre-test and post-test

.

40

2. The Data of Control Group

The Control Group of the study was all from XI IPA 5 students of

SMAN 4 Tangerang Selatan that consisted of 40 students who did not

taught by using PRAAT application as the media in the teaching

pronunction. They were tested with 3. First, is yes or no question.

Second is Wh-Question and the last is Convesation..

Before conducting Post-Test, The writer teaching based on RPP

without using PRAAT application. The writer using the same test, but

in different material. They were tested with 3 test. First, is Yes or No

question. Second is Wh-Question and the last is Convesation. The type

of score used to assess students‘ pronunciation ability was nominal

score. The data are showed in table 4.2

Table 4.2

The Score of Pre-test and Post-test of Control Class

No Students Pre Test Post Test

1 Student 1 61 82

2 Student 2 69 84

3 Student 3 78 86

4 Student 4 67 84

5 Student 5 65 84

6 Student 6 71 87

7 Student 7 63 84

8 Student 8 66 87

9 Student 9 69 90

10 Student 10 59 83

11 Student 11 63 82

12 Student 12 77 86

13 Student 13 58 86

14 Student 14 72 81

15 Student 15 67 82

41

16 Student 16 68 83

17 Student 17 68 84

18 Student 18 56 85

19 Student 19 69 84

20 Student 20 71 84

21 Student 21 74 88

22 Student 22 63 86

23 Student 23 69 90

24 Student 24 54 84

25 Student 25 56 83

26 Student 26 68 83

27 Student 27 68 84

28 Student 28 64 89

29 Student 29 52 82

30 Student 30 63 86

31 Student 31 63 83

32 Student 32 63 89

33 Student 33 54 86

34 Student 34 73 85

35 Student 35 69 87

36 Student 36 86 83

37 Student 37 89 88

38 Student 38 63 84

39 Student 39 60 82

40 Student 40 68 80

Mean 66,40 84,75

From the Table 4.2, it shows that that the highest score on pre-test

of controlled class was 78 and the lowest score was 52 with the mean

score of pre-test was 66,40, while the mean score of post-test was 62.368.

and The higest score of Post Test from the controlled Group is 90 and the

lowest score is 80 while the mean score of post-test was 84,75.

From the Table presented above the writer can explain the

experiment class is the higher score than the controlled class. As

mentioned before, in analyzing the data from the result of pre-test and

post-test, the writer used statistic calculation of the t-test formula with the

degree of significance 5%.

B. The Analysis of the Data

1. Test of Normality

PRE TEST

Table 4.3

From the table 4.3 it can be seen that the value of normality in pre-

test of experimental group is 0,102 with significant 0,05. It means that the

data of Pre-test in the experimental group is normal. Because, the value of

Pre-test experimental group is bigger that the significant 0,05 (0,102

>0,05). Meanwhile, the value of normality in Pre-test controlled group is

0,73 with significant 0,05. It means that the data of Pre-test in the

controlled group is normal. Because, the value of Pre-test experimental

group is bigger that the significant 0,05 (0,073 >0,05)

POST TEST

Table 4.4

From the table 4.3 it can be seen that the value of normality in post-test of

experimental group is 0,433 with significant 0,05. It means that the data of Pre-

test in the experimental group is normal. Because, the value of Pre-test

experimental group is bigger that the significant 0,05 (0,433 >0,05). Meanwhile,

the value of normality in Pre-test controlled group is 0,94 with significant 0,05. It

means that the data of Pre-test in the controlled group is normal. Because, the

value of Pre-test controlled group is bigger that the significant 0,05 (0,094 >0,05)

2. Test of Homogenity

PRE TEST

Table 4.5

Test of Homogeneity of Variances

Scores

Levene Statistic df1 df2 Sig.

,720 1 78 ,399

From the table above, it can be seen that the associated p-value is

more than the declared level 0.05 (0.399 > 0.05). This meant that the

variances are equal across the groups

Tests of Normality

Class Kolmogorov-Smirnov

a Shapiro-Wilk

Statistic df Sig. Statistic df Sig.

Sco

res

1 ,124 40 ,120 ,973 40 ,433

2 ,195 40 ,001 ,953 40 ,094

POST TEST

Table 4.6

From the table above, it can be seen that the significance score of

the students‘ Pronunciation based on the learning media was 0.444

which was higher than 0.05 (0.753 > 0.05). This meant that the

variances across the two groups of the data population are same.

3. Test of Data Hypothesis

First, in order to check whether there was a significant difference

in the result of the pre-test and the post-test after the treatments were

implemented, a test of hypothesis was conducted. Software SPSS 20

was chosen and used to test the hypothesis of this research. Then, using

the formulation of the experimental and control classes‘ mean scores,

the data were input and calculated. Next, 5% or 0.05 was determined as

the significance value or alpha (α) following the formula. As for the

symbol in the calculation, 1 stood as the symbol of the experimental

group, and 2 as the symbol of the control group.

Then, the result of the t-test is presented in the figure below:

Table 4.7

Test of Homogeneity of Variances

Scores

Levene Statistic df1 df2 Sig.

,100 1 78 ,753

The first table titled ―Group Statistics‖ described the statistical

results of the experimental and control classes. 1 was the symbol of the

experimental class and 2 was the symbol of the control class. N was the

total of the subject data which was 40 from group 1 and 40 from group 2.

Mean was the average score of each group which was taken from the post-

test scores. Specifically, 86,48 was the mean score of group 1, and 84,75

was the mean score of group 2. It can be directly seen that the mean scores

of the experimental and control group were significantly different.

Table 4.8

The second table titled ―Independent Sample Test‖ contained the

statistical hypotheses of this study. Based on the output, it was obtained

that Sig. (2-tailed) score was 0.004 which was smaller than the

determined significance value 0.05. Therefore, it can be seen that p < α;

(0,004 < 0.05) which meant that (H0) was rejected and (Ha) was

accepted. In other words, there was a significant effect of PRAAT

application on students pronunciation ability.

4. Test of Effect Size

This formulation was adopted in order to see the effect size

level of this study. The formula below was utilized:

d = (mean score of group A – mean score of group B)

Pooled standard deviation

Pooled standard deviation =

=2606

d =

=

= 0,66

d = 0.66

The criteria of the effect size level:

0.2 = small effect size

0.5 = medium effect size

0.8 = large effect size

According to the criteria, it can be meassured from the calculation

result that the effect size level of this study is medium. and the effect

of PRAAT application on students Pronunciation was quietly

significant.

C. The Interpretation of the Data

Based on the results as described in the previous subchapter, it can be

concluded that the mean score of pre-test in experimental group was 62,40

and the mean score of pre-test in control group was 86,48. And from the

scores of both groups, it means that there was a difference between the

students‘ achievement of scores in pre-test (experimental group and control

group), the control group got the higher mean score than the experimental

group. Meanwhile, the Table 4.2 showed that the mean score of pret-test in

control group was 66,40 and the mean score of post-test in control group was

84,75 It means that there was a significant score of experimental group and

control group in post-test, control group was increased in post-test session

than in pre-test. But, for this session, the experimental group got the higher

score than the control group. Based on the statistical analysis, The increasing

point of the experimental group was 24,08 points from 62,40 to 86,48. As for

the control group, it increased 18,35 points from 66,40 to 84,75. This mean

that the experimental group had more significantly increasing points rather

than the control group.

Based on the t-test from the SPSS calculation, it can be proved that p

(Sig. (2-tailed)) < α; 0.004 < 0.05. This means Ha was accepted and H0 was

rejected. Therefore, the effect strength of PRAAT application on students

pronunciation ability was medium, but based on the calculation of the SPSS

and there was a significant effect on PRAAT application on students

pronunciation ability. The effect of PRAAT application on students

pronunciation ability can be seen from the score of Experimental Group

students that increased after PRAAT was applied in the class. The finding can

be inferred that there is significant difference between students‘ pronunciation

score who were taught by PRAAT application and who were taught without

PRAAT application.

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

According to the data described previously, it can be seen that the mean

score of pre-test in experimental class before implementing technique of media of

PRAAT Application is 62,40, and the mean of score post-test after

implementation is 86,48. As it happened in controlled class taught without media

of PRAAT Application, the mean score of pre-test is 66,40, and the mean score of

posttest is 84,75. Based on the output, it was obtained that Sig. (2-tailed) score

was 0.004 which was smaller than the determined significance value 0.05.

Therefore, it can be seen that p < α; (0,004 < 0.05) which meant that (H0) was

rejected and (Ha) was accepted. In other words, there was a significant effect of

PRAAT application on students pronunciation ability. So the hypothesis

alternative of the research: ―There is an effect of PRAAT Application on students‘

Pronunciation ability at eleventh grade students of SMA Negeri 4 Kota Tangerang

Selatan‖ is accepted. Contrary, the result of calculation showed that null

hypothesis: ―There is no an effect of PRAAT Application on students‘

Pronunciation ability‖ is rejected. In summary, this study showed that there is an

effect of PRAAT Application on students‘ pronunciation ability at eleventh grade

of SMA Negeri 4 Kota Tangerang Selatan.

B. Suggestion

Some suggestions which might be useful for the students, the teacher, and

the other researchers who are interested in this study in conducting pronunciation

activities, PRAAT application is one of the alternative ways of promoting

pronunciation activity to change students‘ mindset that pronunciation it is not only

can learn by memorizing then they have to answer the question on the paper, but

using media, can help to improve and to analyze their pronunciation ability.

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Celce-Murcia, M., Brinton, D., and Goodwin, J.. Teaching Pronunciation: A

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Fraser, H, Coordinating improvements in pronunciation teaching for adult

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Harmer, Jeremy. The Practice of English Language Teaching: New Edition. New

York: Longman, 2007.

Hewing, M., and Goldstein, S. Pronunciation Plus: Practice through Interaction.

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Kelly, Gerald. How to Teach Pronunciation. (Essex, Pearson Education) 2000

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and Sons. 1967

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Brains” (A Wiley Imprint, San Francissco) 2005.

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about age and L2 learning. TESOL Quarterly, 34(1), 9-34. 2000.

O‟Connor. J.D. Better English Pronunciation. 2nd. ed. (Cambridge, Cambridge

University Press) 1998.

Paul Boersma, Speak and unSpeak with PRAAT (Amsterdam : Institute of

Phonetic Sciences, niversity of Amsterdam, 2001

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Cascadilla Proceedings Project) 2006

APPENDIXES

Appendix 1

Pre-test Task 1: You will record your answers. Please read the questions below aloud, and

try to pronounce them clearly and naturally.

Session 1 (Yes/No Question)

Do you have any idea about eutanashia ?

Do you have anything to say about eutanashia?

Do you agree with eutanashia?

Session 2 (Wh-Question)

What do you think about eutanashia ?

Should eutanashia be legalized in our country?

Is it a right decision to take an eutanashia action?

Task 2: You will record your answers. With your partner, please read the

dialogue below aloud, and try to pronounce the words clearly and naturally.

Mr. Zoe : What do you think about eutanashia?

Shane : I think we can not do it because it is same like killing people.

Mr. Zoe : Oh i see, but why not if we take an eutanashia action for a critical

patient?

Shane : How can you think like that ?

Mr. Zoe : Because it‘s better to take an eutanashia than letting someone‘s hurt by

their

Disaese

Shane : Yes may be your‘e alragiht. But in the other side every people has a

right for life.

Mr. Zoe : I don‘t think so. Because people has a right too, to end their suffering.

Shane : But no problem we have a different idea. It‘s mean i‘m not definitely

right, and

you too and what should we do is respect our differencess idea.

Appendix 2

Post - test Task 1: You will record your answers. Please read the questions below aloud, and

try to pronounce them clearly and naturally.

Session 1 (Yes/No Question)

Are you Ok ?

Are you angry ?

Does it make you annoy?

Session 2 (Wh-Question)

Why are you so selfish?

Why do you look so Angry?

How do you feel about that?

Task 2: You will record your answers. With your partner, please read the

dialogue below aloud, and try to pronounce the words clearly and naturally.

Teacher : Sit down, do you know why I ask you to meet me?

Andi : No, sir.

Teacher : You have made a big mistake. And I am very angry for that.

Andi : But I don‘t know what my mistake is. Would you tell me sir?

Teacher : You pretend to don‘t understand ha? You have given away the company

strategy secret to our business rival.

Andi : But, sir..

Teacher : Shut up! you don‘t have no right to talk, I have some many proofs.

Now you are fired.

Appendix 4

PRAAT Transcription PRE TEST EXPERIMENTAL

POST TEST EXPERIMENTAL

PRE TEST CONTROL GROUP

POST TEST CONTROLLED CLASS

Appendix 5

RPP EXPERIMENTAL

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Satuan Pendidikan : SMAN 4 Tangerang Selatan

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : X1 IPA 4

Alokasi Waktu : 2 x 45 menit (1x pertemuan)

Topik Pembelajaran : Expressing Anger

Pertemuan Ke : 30

Pertemuan PPKT Ke : 22

A. Standar Kompetensi

Berbicara, membaca, menulis

9. Mengungkapkan makna secara lisan dalam teks percakapan transaksional

dan interpersonal resmi dan berlanjut (sustained) dalam konteks kehidupan sehari-

hari berbentuk ungkapan rasa marah (anger)

11. Memahami makna dalam teks percakapan transaksional dan interpersonal

resmi dan berlanjut (sustained) dalam konteks kehidupan sehari-hari berbentuk

ungkapan rasa marah (anger)

12. Mengungkapkan makna secara tulisan teks percakapan transaksional dan

interpersonal resmi dan berlanjut (sustained) dalam konteks kehidupan sehari-hari

berbentuk ungkapan rasa marah (anger)

B. Kompetensi Dasar

9.2. Mengungkapkan makna secara lisan dalam percakapan transaksional (to

get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained)

yang menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam

konteks kehidupan sehari-hari dan melibatkan tindak tutur: menyatakan perasaan

marah (anger)

11.2. Merespon makna dalam percakapan transaksional (to get things done)

dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) yang

menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam

konteks kehidupan sehari-hari dan melibatkan tindak tutur: menyatakan perasaan

marah (anger)

12.2. Mengungkapkan makna secara tulisan teks percakapan transaksional (to

get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained)

yang menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam

konteks kehidupan sehari-hari dan melibatkan tindak tutur: menyatakan perasaan

marah (anger)

C. Indikator Pencapaian Kompetensi

Indikator Pencapaian Kompetensi Nilai Karakter

Mengulang ungkapan2 yang

menyatakan oerasaan marah

Mendiskusikan isi, struktur/tata

bahasa dari dialog

Mengungkapkan ungkapan2 tsb

dengan baik

Menggunakan ungkapan perasaan

marah

Mengaitkan ungkapan dengan

kehidupan sehari-hari

Memahami ungkapan marah

dalam sebuah dialog

Membuat lalu menampilkan

dialog singkat dengan

menggunakan ungkapan2 rasa

marah

Menumbuhkan rasa senang

berbicara dan bekerja sama

dengan orang lain.

Menumbuhkan rasa ingin

tahu dari sesuatu yang

didengar dan meresponnya

dengan sopan.

Mendorong kreatifitas peserta

didik dalam mengungkapkan

ungkapan perasaan malu,

marah dan jengkel

D. Tujuan Pembelajaran

Pada akhir pembelajaran, siswa dapat:

Mengulang ungkapan2 yang menyatakan perasaan marah

Mendiskusikan isi, struktur/tata bahasa dari dialog berisi ungkapan marah

Mengungkapkan ungkapan2 marah tsb dengan baik

Menggunakan ungkapan perasaan marah

Mengaitkan ungkapan dengan kehidupan sehari-hari

Memahami ungkapan marah dalam sebuah dialog

Membuat lalu menampilkan dialog singkat dengan menggunakan

ungkapan2 rasa marah

E. Materi Pokok

Menyatakan perasaan marah (expressing anger)

- You are such a pain in the neck

- I am really upset now

- Don‟t do it again or I will...

- You are too much

- How could you do such a terrible thing to me!

- You better leave now

- I cannot talk to you right now, please go!

F. Metode Pembelajaran/Teknik:

Communicative Language Learning (CLL)

Communicative Language Teaching (CLT)

G. Strategi Pembelajaran

Tatap Muka Terstruktur Mandiri

Mengucapkan

ungkapan rasa marah

Menjawab

pertanyaan

berkenaan materi

Memahami dialog

berisi ungkapan rasa

marah

Membuat dialog dan

menampilkannya

Mengemukakan

ungkapan rasa

marah dalam

sebuah dialog

Memahami

ungkapan rasa

marah dalam

sebuah teks bacaan

Membuat

percakapan pendek

tentang ungkapan

rasa marah (anger

expression)

Siswa

mengumpulkan

setiap hasil kerja

dalam kertas

lembar kerja, dan

melaporkan hal-hal

yang sudah

diperoleh serta

kesulitan yang

dihadapi secara

rutin kepada guru.

H. Langkah-langkah Kegiatan Pembelajaran

Kegiatan Pendahuluan (15 m)

Guru membuka kelas dengan mengucap salam kepada siswa, lalu siswa

membalas salam guru dengan ramah dan sopan.

Guru menyapa serta menanyakan kabar siswa

Guru dan siswa berdo‘a bersama

Guru menanyakan kesiapan belajar siswa lalu mengecek kehadiran siswa

Siswa dan guru melakukan ice breaking

Siswa mendengarkan penjelasan guru mengenai tujuan pembelajaran

Kegiatan Inti (65 m)

Eksplorasi

Dalam kegiatan eksplorasi, siswa:

Mencontohkan ekspresi marah dalam bahasa Inggris yang mereka tahu

Melihat video untuk menemukan kesamaan dan perbedaan pengetahuan

mereka tentang ungkapan marah dalam bahasa Inggris

Mendengarkan penjelasan materi tentang cara menyatakan perasaan marah

(expressing anger) secara sopan

Menanyakan dan mendiskusikan bersama guru mengenai cara menyatakan

perasaan marah dalam bentuk formal dan informal, sopan, kurang sopan,

dan tidak sopan.

Elaborasi

Dalam kegiatan elaborasi, guru:

Membiasakan siswa untuk menyatakan perasaan marah melalui game

estafet scene dimana siswa saling berakting memarahi teman dalam bahasa

Inggris

Melatih siswa secara individu membaca ungkapan perasaan marah dalam

sebuah teks atau dialog secara baik dan benar

Merekam dialog siswa yang kemudian akan di analisis di aplikasi PRAAT

Siswa mendapatkan Visual Feedback dari hasil analisis Pronunciation

mereka yang telah direkam

Menugaskan siswa untuk menemukan ungkapan-ungkapan perasaan marah

berdasarkan teks yang telah mereka baca di slide

Memfasilitasi siswa melalui pemberian tugas berkelompok untuk membuat

dialog berisi ungkapan perasaan marah (anger)

Konfirmasi

Dalam kegiatan konfirmasi guru:

Memberikan umpan balik pada siswa dengan memberi penguatan dalam

bentuk lisan

Memfasilitasi siswa melakukan refleksi untuk memperoleh pengalaman

belajar yang sudah dilakukan

Memberikan motivasi kepada siswa yang kurang dan belum bisa mengikuti

dalam materi mengenai cara menyatakan perasaan marah (expressing anger)

Kegiatan Penutup (10 m)

Siswa dan guru melakukan refleksi berupa kuis terhadap materi yang sudah

dipelajari

Guru menyampaikan rencana pembelajaran pada pertemuan berikutnya

Guru menutup pembelajaran dengan ramah dan disertai salam

I. Sumber/Bahan/Alat

1. Media Belajar

Power Point

Video

2. Alat Belajar

Laptop

Proyektor/LCD

Active speaker

3. Sumber Belajar

Bambang Sugeng. 2015. Contextual English 2. Penerbit: Platinum

a. Pedoman Penilaian

Spectogram Pitch Intensity

Range Scores Range Scores Range Scores

4000 - 5000 Hz 25 Point 400.0 - 500.0 Hz

50 Point 90 - 100 dB 25 Point

3000 - 4000 Hz 15 Point 300.0 – 400.0 Hz

40 Point 80 - 90 dB 20 Point

2000 - 3000 Hz 10 Point 200.0 – 300.0 Hz

30 Point 70 – 80 dB 15 Point

1000 - 2000 Hz 5 Point 100.0 -200.0 Hz

20 Point 60 – 70 dB 10 Point

Pronunciation Rubric

Tangerang Selatan, 1 Mei 2017

Mengetahui,

Guru Pamong Praktikan

Sukanta, S. Pd. Intan Rinjani Putri

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

SMA : SMA Negeri 4 Tangsel

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : X1 / 2

Alokasi Waktu : 2 x 45 menit ( 1x pertemuan )

Topik Pembelajaran : Expressing Agreement &

Disagreement

Pertemuan Ke :

A. Standar Kompetensi:

7. Mendengarkan

Memahami makna dalam percakapan transaksional dan interpersonal dalam

konteks kehidupan sehari-hari.

9. Berbicara

Mengungkapkan makna dalam percakapan transaksional dan interpersonal dalam

kontkes kehidupan sehari-hari

B. Kompetensi Dasar:

7. Mendengarkan

Merespon makna dalam percakapan transaksional (to get things done) dan

interpersonal (bersosialisasi) resmi dan tak resmi secara akurat, lancer dan

berterima yang menggunakan ragam bahasa lisan sederhana dalam berbagai

konteks kehidupan sehari-hari dan melibatkan tindak tutur, menyatakan sikap

terhadap sesuatu, menyatakan perasaan cinta dan menyatakan perasaan sedih.

9. Berbicara

Mengungkapkan makna dalam percakapan transaksional (to get things done) dan

interpersonal (bersosialisasi) resmi dan berlanjut (sustained) dengan

menggunakan ragam bahasa lisan secara akurat, lancer dan berterima dalam

konteks kehiodupan sehari-hari dan melibatkan tindak tutur, menyatakan sikap

terhadap sesuatu, mneyatakan perasaan cinta dan menyatakan perasaan sedih.

C. Indikator Pencapaian Kompetensi

Indikator Pencapaian Kompetensi Nilai Karakter

Mengidentifikasi dengan setiap dialog yang berisi

ungkapan menyatakan sikap terhadap sesuatu (Agreement /

Disagreement), Love, Sadness, Embarrassment, Anger,

and Annoyance.

Merespon dengan benar terhadap tindak tutur: expressing

Agreement / Disagreement, Love, Sadness,

Embarrassment, Anger, and Annoyance.

Melakukan berbagai tindak tutur dalam wacana lisan

interpersonal & transaksional: expressing Agreement /

Disagreement, Love, Sadness, Embarrassment, Anger, and

Annoyance.

Mempresentasikan dialog yang telah dibuat, yang berisi

tindak tutur: expressing Agreement/ Disagreement, Love,

Sadness, Embarrassment, Anger, & Annoyance.

Kreatif, Rasa ingin tahu,

Komunikatif

D. Tujuan Pembelajaran:

1. Siswa dapat mengidentifikasi dengan setiap dialog yang berisi ungkapan

menyatakan sikap terhadap sesuatu (Agreement / Disagreement), Love,

Sadness, Embarrassment, Anger, and Annoyance.

2. Siswa dapat merespon dengan benar terhadap tindak tutur: expressing

Agreement/ Disagreement, Love, Sadness, Embarrassment, Anger, and

Annoyance.

3. Siswa dapat melakukan berbagai tindak tutur dalam wacana lisan

interpersonal dan transaksional: expressing Agreement / Disagreement,

Love, Sadness, Embarrassment, Anger, and Annoyance.

4. Siswa dapat mempresentasikan dialog yang telah dibuat, yang berisi tindak

tutur: expressing Agreement/ Disagreement, Love, Sadness,

Embarrassment, Anger, & Annoyance.

E. Materi Pokok

a. Expressing Agreement / Disagreement

1. Agreement:

- I agree the idea - I‘d think I‘d accept with……….

- I can‘t argue with you on that - You‘re right

- That‘s I what I want to say. - I‘m exactly at some opinion as…….

- I don‘t think anyone could disagree with……. -How right you are

2. Disagreement:

- I disagree with……. - I don‘t think so

- I cannot go along with…… - I don‘t like the idea

- I wouldn‘t say that - I can‘t accept that.

- I can‘t agree with…….

F. Metode Pembelajaran/Teknik:

Desuggestopedia

Audiolingual Learning

G. Strategi Pembelajaran

Tatap Muka Terstruktur Mandiri

Mendengarkan dialog

Mengidentifikasi

ungkapan menyatakan

pendapat

Mendiskusikan

ungkapan pendapat

dalam dialog

Menentukan isi dialog

Mendapatkan informasi

rinci untuk menjawab

pertanyaan

Menemukan ungkapan

pendapat dalam sebuah

dialog

Membuat percakapan

pendek tentang

ungkapan pendapat

Siswa mengumpulkan

setiap hasil kerja

dalam kertas lembar

kerja, dan melaporkan

hal-hal yang sudah

diperoleh serta

kesulitan yang

dihadapi secara rutin

kepada guru.

H. Langkah-langkah Kegiatan Pembelajaran

Kegiatan Alokasi Waktu

Pendahuluan

- Salam dan tegur sapa

- Presesnsi Siswa

- Memotivasi siswa (share knowledge)

untuk mempelajari ungkapan tentang

expressing Agreement & Disagreement.

- Memberi pertanyaan tentang expressing

Agreement & Disagreement

15 menit

Inti 1. Siswa di beri satu topik yang akan dibahas

dalam expressing: Agreement &

Disagreement

2. Guru menanyakan pendapat siswa tentang

teori itu yang nantinya akan dijawab di

akhir setelah guru menjelaskan materi hari

ini

3. Guru menanyakan pelajaran apa yang akan

dipelajari hari ini.

4. Guru menjelaskan materi expressing:

Agreement & Disagreement

5. Guru menjelaskan bagaimana cara untuk

mengucapkan expressing: Agreement &

Disagreement secara baik dan benar

6. Kemudian siswa diberi kesempatan untuk

menjawab pertanyaan yang menjadi topik

utama dari pembahasan expressing:

Agreement & Disagreement

7. Guru meminta siswa untuk menjawab

pertanyaan tersebut secara natural dan guru

merekamnya untuk acuan nilai

Pronunciation dengan aplikasi PRAAT

8. Guru memberi visual feedback melalui

aplikasi PRAAT tentang bagaimana hasil

pronunciation mereka.

9. Guru memberi video tentang topik yang

sedang dibahas

10. Siswa membuat dialog dengan teman

sebangkunya, yang nantinya salah satu

diantara mereka akan direkam lalu dianalisa

65 menit

oleh aplikasi PRAAT

11. Guru memberi visual feedback kembali

dengan menggunakan applikasi PRAAT

Penutup - bersama-sama dengan peserta didik

dan/atau sendiri membuat

rangkuman/simpulan pelajaran;

- melakukan penilaian dan/atau refleksi

terhadap kegiatan yang sudah dilaksanakan

secara konsisten dan terprogram;

- siswa diberikan pekerjaan rumah (PR)

berkaitan dengan materi cara menyatakan

perasaan (expressing anger);

10 menit

I. Sumber/Bahan/Alat

1. Media Belajar

Power Point & video

2. Alat Belajar

Laptop

Proyektor/LCD

3. Sumber Belajar

Bambang Sugeng. 2015. Contextual English 2. Penerbit: Platinum

Video youtube, link:

J. Penilaian

Spectogram Pitch Intensity

Range Scores Range Scores Range Scores

4000 - 5000 Hz 25 Point 400.0 - 500.0 Hz

50 Point 90 - 100 dB 25 Point

3000 - 4000 Hz 15 Point 300.0 – 400.0 Hz

40 Point 80 - 90 dB 20 Point

2000 - 3000 Hz 10 Point 200.0 – 300.0 Hz

30 Point 70 – 80 dB 15 Point

1000 - 2000 Hz 5 Point 100.0 -200.0 Hz

20 Point 60 – 70 dB 10 Point

Pronunciation Rubric

Tangerang Selatan, 1 Mei 2017

Mengetahui,

Guru Pamong Praktikan

Sukanta, S. Pd. Intan Rinjani Putri

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Satuan Pendidikan : SMAN 4 Tangerang Selatan

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : X1 IPA 3,4,5

Alokasi Waktu : 2 x 45 menit (1x pertemuan)

Topik Pembelajaran : Expressing Embarrassment

Pertemuan Ke : 23

Pertemuan PPKT Ke : 15

B. Standar Kompetensi

Berbicara dan Membaca

9. Mengungkapkan makna dalam teks percakapan transaksional dan

interpersonal resmi dan berlanjut (sustained) dalam konteks kehidupan sehari-hari

11.Memahami makna dalam teks percakapan transaksional dan interpersonal

resmi dan berlanjut (sustained) dalam konteks kehidupan sehari-hari

B. Kompetensi Dasar

9.2 Mengungkapkan makna dalam percakapan transaksional (to get things

done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained)yang

menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam

konteks kehidupan sehari-hari dan melibatkan tindak tutur: menyatakan perasaan

malu (embarrassment)

11.2 Memahami makna dalam percakapan transaksional (to get things done)

dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained)yang

menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam

konteks kehidupan sehari-hari dan melibatkan tindak tutur: menyatakan perasaan

malu (embarrassment)

C. Indikator Pencapaian Kompetensi

Indikator Pencapaian Kompetensi Nilai Karakter

Mengulang ungkapan2 rasa malu

Memahami isi, struktur/tata bahasa dari

dialog berisi ungkapan rasa malu

Mengungkapkan ungkapan2 tsb dengan

baik

Menggunakan ungkapan perasaan malu,

Mengaitkan ungkapan dengan kehidupan

sehari-hari

Menampilkan dialog singkat dengan

menggunakan ungkapan2 rasa malu

Komunikatif, rasa ingin tahu,

komunikatif

D. Tujuan Pembelajaran

Pada akhir pembelajaran, siswa dapat:

Mengulang ungkapan2 rasa malu

Memahami isi, struktur/tata bahasa dari dialog berisi ungkapan rasa malu

Mengungkapkan dan menggunakan ungkapan2 perasaan malu dengan baik

Mengaitkan ungkapan dengan kehidupan sehari-hari

Menampilkan dialog singkat dengan menggunakan ungkapan2 rasa malu

E. Materi Pokok

Menyatakan perasaan malu (expressing embarrassment)

- I am embarrassed

- I feel ashamed

- Oh my God

- Shame on me

- I feel awkward

- I don‟t feel comfortable

F. Metode Pembelajaran/Teknik:

Desuggestopedia

Communicative Language Teaching (CLT)

G. Strategi Pembelajaran

Tatap Muka Terstruktur Mandiri

Mengucapkan

ungkapan rasa malu

Menjawab pertanyaan

Membaca dan

membuat dialog dan

menampilkannya

Memahami dan

menggunakan

ungkapan rasa

malu dalam

kehidupan sehari-

hari

Siswa mengumpulkan

setiap hasil kerja dalam

kertas lembar kerja, dan

melaporkan hal-hal yang

sudah diperoleh serta

kesulitan yang dihadapi

secara rutin kepada guru.

H. Langkah-langkah Kegiatan Pembelajaran

Kegiatan Pendahuluan (15 m)

Guru membuka kelas dengan mengucap salam kepada siswa, lalu siswa

membalas salam guru dengan ramah dan sopan.

Guru menyapa serta menanyakan kabar siswa

Guru dan siswa berdo‘a bersama

Guru menanyakan kesiapan belajar siswa lalu mengecek kehadiran siswa

Siswa dan guru melakukan ice breaking

Siswa mendengarkan penjelasan singkat guru mengenai tujuan

pembelajaran

Kegiatan Inti (65 m)

Eksplorasi

Dalam kegiatan eksplorasi, siswa:

Menonton video percakapan berisi ungkapan perasaan malu

Membaca dialog yang mengandung ungkapan-ungkapan perasaan malu

Mengulas materi tentang cara menyatakan perasaan malu (expressing

embarrassment)

Mendiskusikan materi bersama guru tentang cara menyatakan perasaan

malu baik secara formal dan informal

Elaborasi

Dalam kegiatan elaborasi, guru:

Membiasakan siswa membaca dan memahami berbagai ungkapan untuk

menyatakan perasaan malu

Menugaskan siswa untuk menemukan ungkapan-ungkapan perasaan malu

berdasarkan dialog yang mereka baca

Memfasilitasi siswa melalui pemberian tugas berkelompok untuk membuat

lalu menghafal dialog berisi ungkapan perasaan malu (embarrassment)

Memberi kesempatan siswa untuk membacakan dialog buatannya didepan

kelas

Konfirmasi

Dalam kegiatan konfirmasi guru:

Memberikan umpan balik pada siswa dengan memberi penguatan dalam

bentuk lisan pada siswa yang telah dapat menyelesaikan tugasnya

Memberi konfirmasi pada hasil pekerjaan yang sudah dikerjakan oleh siswa

Memfasilitasi siswa melakukan refleksi untuk memperoleh pengalaman

belajar yang sudah dilakukan

Memberikan motivasi kepada siswa yang kurang dan belum bisa mengikuti

dalam materi mengenai cara menyatakan perasaan malu (expressing

embarrassment)

Kegiatan Penutup (10 m)

Siswa dan Guru melakukan refleksi terhadap kegiatan yang sudah

dilaksanakan

Guru menyampaikan rencana pembelajaran pada pertemuan berikutnya

Guru menutup pembelajaran dengan ramah dan disertai salam

I. Sumber/Bahan/Alat

1. Media Belajar

Power Point & video

2. Alat Belajar

Laptop

Proyektor/LCD

3. Sumber Belajar

Bambang Sugeng. 2015. Contextual English 2. Penerbit: Platinum

J. Penilaian

Spectogram Pitch Intensity

Range Scores Range Scores Range Scores

4000 - 5000 Hz 25 Point 400.0 - 500.0 Hz

50 Point 90 - 100 dB 25 Point

3000 - 4000 Hz 15 Point 300.0 – 400.0 Hz

40 Point 80 - 90 dB 20 Point

2000 - 3000 Hz 10 Point 200.0 – 300.0 Hz

30 Point 70 – 80 dB 15 Point

1000 - 2000 Hz 5 Point 100.0 -200.0 Hz

20 Point 60 – 70 dB 10 Point

Pronunciation Rubric

Tangerang Selatan, 1 Mei 2017

Mengetahui,

Guru Pamong Praktikan

Sukanta, S. Pd. Intan Rinjani Putri

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Satuan Pendidikan : SMAN 4 Tangerang Selatan

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : X1 IPA 3,4,5

Alokasi Waktu : 2 x 45 menit (1x pertemuan)

Topik Pembelajaran : Expressing Sorrow and Attention

Pertemuan Ke : 18

Pertemuan PPKT Ke : 10

C. Standar Kompetensi

Menulis dan berbicara

Mengungkapkan makna dalam teks percakapan transaksional dan

interpersonal resmi dan berlanjut (sustained) dalam konteks kehidupan sehari-

hari.

B. Kompetensi Dasar

Mengungkapkan makna dalam percakapan transaksional (to get things done)

dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) yang

menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam

konteks kehidupan sehari-hari dan melibatkan tindak tutur: menyatakan perasaan

malu, menyatakan perasaan marah, dan menyatakan perasaan duka cita

(Expressing Sorrow and Attention).

C. Indikator Pencapaian Kompetensi

Indikator Pencapaian Kompetensi Nilai Budaya dan Karakter Bangsa

Merespon dengan benar terhadap tindak

tutur: menyatakan perasaan (expressing:

sorrow& attention)

Melakukan berbagai tindak tutur dalam

wacana lisan interpersonal/transaksional:

menyatakan perasaan (expressing: sorrow&

attention)

Religius, jujur, toleransi, disiplin, kerja

keras, mandiri, demokratis, rasa ingin

tahu, semangat kebangsaan, cinta tanah

air, menghargai prestasi, bersahabat.

Cinta damai, gemar membaca, peduli

lingkungan, peduli sosial, tanggung

jawab, mandiri.

D. Kewirausahaan/ Ekonomi Kreatif :

Percaya diri (keteguhan hati, optimis).

Berorientasi pada tugas (bermotivasi, tekun/tabah, bertekad, enerjik).

Pengambil resiko (suka tantangan, mampu memimpin)

Orientasi ke masa depan (punya perspektif untuk masa depan)

E. Tujuan Pembelajaran

Pada akhir pembelajaran :

1. Siswa dapat merespon dengan benar terhadap tindak tutur: menyatakan

(expressing: sorrow& attention)

2. Siswa dapat melakukan berbagai tindak tutur dalam wacana lisan

interpersonal atau transaksional: menyatakan perasaan (expressing:

sorrow& attention)

F. Materi Pokok

Menyatakan perasaan (expressing: sorrow& attention)

“My heart is so burdened, I‟m so sad to hear that”

“Oh I am truly sorry to hear that, I know you can get through this”

G. Metode Pembelajaran/Teknik:

Desuggestopedia

Communicative Language Learning (CLL)

H. Strategi Pembelajaran

Tatap Muka Terstruktur Mandiri

Bertanya jawab tentang

cara menyatakan perasaan

(expressing: sorrow&

attention).

Membahas nilai-nilai yang

terkandung dalam cara

menyatakan perasaan

(expressing: sorrow&

attention).

Membahas unsur dan

langkah retorika dalam

cara menyatakan perasaan

(expressing: sorrow&

Dengan kelompok

belajarnya, siswa melakukan

hal-hal berikut, dan

melaporkan setiap kegiatan

kepada guru

Bertanya jawab tentang cara

menyatakan perasaan

(expressing: sorrow &

attention) yang didengar

dengan kelompok belajarnya

Membahas nilai-nilai yang

terkandung dalam cara

menyatakan perasaan

Siswa melakukan

berbagai kegiatan

terkait dengan wacana

berbentuk naratif di

luar tugas tatap muka

dan terstruktur yang

diberikan guru.

Siswa mengumpulkan

setiap hasil kerja

dalam portofolio, dan

melaporkan hal-hal

yang sudah diperoleh

serta kesulitan yang

attention)

Mendengarkan cerita

(secara langsung atau

dengan media elektronik).

(expressing: sorrow&

attention).

dihadapi secara rutin

kepada guru.

I. Langkah-langkah Kegiatan Pembelajaran

Deskripsi Kegiatan Alokasi Waktu

Pendahuluan

1. Guru membuka kelas dengan mengucap salam kepada siswa, lalu

siswa membalas salam guru dengan ramah dan sopan.

2. Guru menyapa serta menanyakan kabar siswa

3. Guru dan siswa berdo‘a bersama

4. Guru menanyakan kesiapan belajar siswa

5. Guru mengecek kehadiran siswa

6. Siswa mendengarkan penjelasan singkat guru mengenai tujuan

pembelajaran

7. Siswa dipandu oleh guru melakukan pemanasan sebelum

memulai pelajaran dengan bermain „think and guess game‟

dimana guru menyiapkan 15 bendera mini dari 15 negara yang

berbeda. Siswa dibagi menjadi 4 kelompok. Guru akan

memberikan 10 pertanyaan tentang ciri-ciri suatu Negara dan

kelompok siswa akan berlomba menebak negara manakah yang

dimaksud oleh guru e.g., this country is very famous with its

maple trees and leaves. What country is it?) karena jawabannya

adalah Kanada, maka kelompok yang tau segera mengambil

bendera dan menancapkannya di box milik kelompoknya.

Kelompok terbanyak yang menebak dengan benar akan menjadi

pemenang.

10 menit

(10 menit)

Inti

12. Siswa menonton video berisi ungkapan-ungkapan

expressing: sorrow & attention beserta responnya lalu menulis

kosa kata yang tidak mereka pahami di selembar kertas.

13. Siswa memperhatikan penjelasan guru mengenai pengertian

dan penggunaan ungkapan-ungkapan expressing: sorrow &

attention beserta responnya.

75 menit

Mengamati

(5 menit)

Mengamati

(5 menit)

14. Siswa menonton kembali video yang telah mereka saksikan

lalu menulis dikertas 4 contoh kalimat berisi ungkapan

expressing: sorrow& attention beserta responnya berdasarkan

video yang telah mereka saksikan.

15. Siswa menukarkan kertas tersebut keteman sebangkunya

untuk saling membantu memecahkan arti kosa kata yang tidak

dipahami sekaligus membacakan dan mendiskusikan ungkapan

expressing: sorrow& attention yang telah mereka tulis

16. Siswa meminta penjelasan kepada guru mengenai kosa kata

yang mereka tidak dapat pecahkan dengan teman sebangkunya

juga mengenai ungkapan memberi expressing: sorrow &

attention yang masih mereka kurang pahami

17. Siswa secara berkelompok membuat percakapan sederhana

diatas kertas berisi ungkapan expressing: sorrow & attention

beserta responnya sesuai dengan gambar yang dibagikan guru di

kelompok masing-masing

18. Siswa dengan kelompoknya masing-masing maju kedepan

kelas secara bergantian untuk mempresentasikan hasil

percakapan buatan mereka sekaligus memerankan tokoh yang

ada didalam percakapan tersebut.

19. Kelompok siswa lain yang sedang tidak maju akan

menganalisa percakapan milik kelompok yang sedang maju lalu

menuliskan jika mereka menemukan kesalahan seperti

gramatikal dan lainnya.

20. Siswa membuat galeri percakapan dengan menempelkan

karya yang telah mereka buat dan peragakan disudut kelas lalu

siswa berkeliling saling melihat karya kelompok lain sekaligus

memberi evaluasi yang telah mereka tulis sebelumnya.

10.Selama berkeliling melihat karya kelompok lain, tiap kelompok

diminta untuk memfoto teks percakapan milik kelompok lainnya

(satu kelompok satu foto) untuk kemudian menerjemahkannya

kedalam bahasa Indonesia yang baik dan benar.

11.Siswa mengumpulkan hasil terjemahan kelompoknya ke guru,

lalu kelompok tercepat yang mampu menerjemahkan dengan

tepat dan benar akan mendapat hadiah/nilai tambahan dari guru.

Mengamati dan

mencoba

(5 menit)

Menalar dan

mengkomunikasikan

(5 menit)

Menanya

(5 menit)

Mencoba

(15 menit)

Mengkomuni-

kasikan

(20 menit)

Mencoba

(5 menit)

Mencoba

(10 menit)

Penutup

1. Dengan arahan sang guru, siswa menyimpulkan dan merefleksi

materi serta kegiatan pembelajaran secara singkat (what have you

learned from today‟s topic?, etc)

5 menit

2. Siswa dan guru secara lisan saling memberikan feedback

terhadap proses pembelajaran.

3. Siswa mendengarkan penjelasan singkat guru mengenai rencana

pembelajaran untuk pertemuan berikutnya.

4. Guru dan siswa menutup pembelajaran dengan bersama-sama

mengucap hamdalah (alhamdulillahirobbil‟alamin).

5. Guru mengakhiri kelas dengan mengucap salam lalu siswa

menjawab salam tersebut dengan baik dan sopan.

(5 menit)

J. Sumber/Bahan/Alat

1. Media Belajar

Power Point/ PPT

Captioned Video

2. Alat Belajar

Laptop

Proyektor/LCD

3. Sumber Belajar

Joko at.all, Interlanguage English for Senior High School Students

XI(Jakarta: Ganeca Exact)

Video youtube, link: https://www.youtube.com/watch?v=VedXaZ7kGKA

K. Penilaian

b. Indikator, Teknik, Bentuk, dan Contoh.

No.

Indikator Teknik Bentuk Contoh

1.

2.

Mengungkapkan

cara menyatakan

perasaan

(expressing:

sorrow&

attention)

Mempraktikkan

tindak tutur cara

menyatakan

perasaan

(expressing:

sorrow&

attention).

Tes Tertulis

Tes Lisan

Membuat

dialog

Tugas

Berkelompok

Complete the

dialogue below

using the

suitable

expression!

Practice the

dialogue you

have completed

before!

J. Penilaian

Spectogram Pitch Intensity

Range Scores Range Scores Range Scores

4000 - 5000 Hz 25 Point 400.0 - 500.0 Hz

50 Point 90 - 100 dB 25 Point

3000 - 4000 Hz 15 Point 300.0 – 400.0 Hz

40 Point 80 - 90 dB 20 Point

2000 - 3000 Hz 10 Point 200.0 – 300.0 Hz

30 Point 70 – 80 dB 15 Point

1000 - 2000 Hz 5 Point 100.0 -200.0 Hz

20 Point 60 – 70 dB 10 Point

Pronunciation Rubric

Tangerang Selatan, 1 Mei 2017

Mengetahui,

Guru Pamong Praktikan

Sukanta, S. Pd. Intan Rinjani Putri

Appendix 6

RPP CONTROLLED

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Satuan Pendidikan : SMAN 4 Tangerang Selatan

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : XI IPA 5

Alokasi Waktu : 2 x 45 menit (1x pertemuan)

Topik Pembelajaran : Expressing Anger

Pertemuan Ke : 27

Pertemuan PPKT Ke : 19

D. Standar Kompetensi

Mendengarkan

7. Memahami makna dalam percakapan transaksional dan interpersonal

resmi dan berlanjut (sustained) dalam konteks kehidupan sehari-hari.

B. Kompetensi Dasar

7.2 Merespon makna dalam percakapan transaksional (to get things done) dan

interpersonal (bersosialisasi) resmi dan berlanjut (sustained) yang menggunakan

ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan

sehari-hari dan melibatkan tindak tutur: menyatakan perasaan marah (Expressing

Anger).

C. Indikator Pencapaian Kompetensi

Indikator Pencapaian Kompetensi Nilai Karakter

Mengidentifikasi ungkapan perasaan marah

Memberikan contoh dan menghubungkan ungkapan tsb

dalam dialog

Melatih pendengaran dalam menggunakan ungkapan tsb

Memberi tugas yang memunculkan kreatifitas peserta

didik.

Meningkatkan rasa ingin tahu pada siswa tentang

ungkapan perasaan marah dengan benar.

Berdiskusi kelompok untuk mengungkapkan ungkapan

Kreatif, Rasa

ingin tahu,

Komunikatif

perasaan marah

D. Tujuan Pembelajaran

Pada akhir pembelajaran, siswa dapat:

Mengidentifikasi ungkapan perasaan marah (expressing anger)

Memberikan contoh dan menghubungkan ungkapan tsb dalam dialog

Terbiasa mendengarkan ungkapan perasaan marah (expressing anger)

Kreatif dan memiliki rasa ingin tahu tentang ungkapan perasaan marah

Mengungkapkan ungkapan perasaan marah baik secara lisan dan tulisan

E. Materi Pokok

Menyatakan perasaan marah (expressing anger)

- You are such a pain in the neck

- I am really upset now

- Don‟t do it again or I will...

- You are too much

- How could you do such a terrible thing to me!

- You better leave now

- I cannot talk to you right now, please go!

F. Metode Pembelajaran/Teknik:

3 Phases: Pre-listening, whilst-listening, post-listening

Communicative Language Learning (CLL)

G. Strategi Pembelajaran

Tatap Muka Terstruktur Mandiri

Mendengarkan dialog

Mengidentifikasi

ungkapan menyatakan

perasaan marah

Mendiskusikan

ungkapan dalam dialog

Menentukan isi dialog

Mendapatkan informasi

rinci untuk menjawab

pertanyaan

Menemukan

ungkapan rasa

marah dalam

sebuah dialog

Membuat

percakapan pendek

tentang ungkapan

rasa marah (anger

expression)

Siswa

mengumpulkan

setiap hasil kerja

dalam kertas

lembar kerja, dan

melaporkan hal-hal

yang sudah

diperoleh serta

kesulitan yang

dihadapi secara

rutin kepada guru.

H. Langkah-langkah Kegiatan Pembelajaran

Kegiatan Pendahuluan (15 m)

Guru membuka kelas dengan mengucap salam kepada siswa, lalu siswa

membalas salam guru dengan ramah dan sopan.

Guru menyapa serta menanyakan kabar siswa

Guru dan siswa berdo‘a bersama

Guru menanyakan kesiapan belajar siswa lalu mengecek kehadiran siswa

Siswa dan guru melakukan ice breaking

Siswa mendengarkan penjelasan guru mengenai tujuan pembelajaran

Kegiatan Inti (65 m)

Eksplorasi

Dalam kegiatan eksplorasi, siswa:

Menonton dan mendengarkan captioned video yang mengandung ungkapan-

ungkapan perasaan marah

Mendengarkan penjelasan materi tentang cara menyatakan perasaan marah

(expressing anger)

Menanyakan dan mendiskusikan bersama guru mengenai cara menyatakan

perasaan marah (expressing anger) dalam bahasa Inggris

Elaborasi

Dalam kegiatan elaborasi, guru:

Membiasakan siswa mendengar berbagai ungkapan untuk menyatakan

perasaan marah melalui captioned video

Melatih siswa secara individu membuat ungkapan yang menyatakan

perasaan marah secara lisan

Menugaskan siswa untuk menemukan ungkapan-ungkapan perasaan marah

berdasarkan captioned video yang mereka telah dengar

Memfasilitasi siswa melalui pemberian tugas berkelompok untuk

melengkapi dialog berisi ungkapan perasaan marah (anger)

Memberi kesempatan siswa untuk mengevaluasi lalu mengumpulkan

tugasnya

Konfirmasi

Dalam kegiatan konfirmasi guru:

Memberikan umpan balik pada siswa dengan memberi penguatan dalam

bentuk lisan pada siswa yang telah dapat menyelesaikan tugasnya

Memberi konfirmasi pada hasil pekerjaan yang sudah dikerjakan oleh siswa

Memfasilitasi siswa melakukan refleksi untuk memperoleh pengalaman

belajar yang sudah dilakukan

Memberikan motivasi kepada siswa yang kurang dan belum bisa mengikuti

dalam materi mengenai cara menyatakan perasaan marah (expressing anger)

Kegiatan Penutup (10 m)

Siswa diminta membuat rangkuman dari materi cara menyatakan perasaan

marah

Siswa dan guru melakukan refleksi terhadap kegiatan yang sudah

dilaksanakan

Guru menyampaikan rencana pembelajaran pada pertemuan berikutnya

Guru menutup pembelajaran dengan ramah dan disertai salam

I. Sumber/Bahan/Alat

1. Media Belajar

Power Point

Captioned Video

2. Alat Belajar

Laptop

Proyektor/LCD

Active speaker

3. Sumber Belajar

Bambang Sugeng. 2015. Contextual English 2. Penerbit: Platinum

Video Youtube, link: https://www.youtube.com/watch?v=vwhqud1dn50

J. Penilaian

a. Indikator, Teknik, Bentuk, dan Contoh.

No. Indikator Teknik Bentuk Contoh

1. Memahami tindak

tutur cara

menyatakan

perasaan marah

Tes Tertulis

Tugas

individu:

menemukan

ungkapan

dalam

dialog

Find some

expressions of

anger in the

dialogue you have

previously heard!

2. Merespon cara

menyatakan

perasaan marah

(anger)

Tes Tertulis Tugas

individu:

melengkapi

dialog

Listen to the video

then complete the

dialogue below!

b. Pedoman Penilaian

Menemukan ungkapan marah dalam dialog (listening)

Jawaban benar (1-5) x 10 = Nilai yang diperoleh max 50

Melengkapi dialog (listening)

Jawaban benar (1-5) x 10 = Nilai yang diperoleh max 50

Total: 100

Tangerang Selatan, 18 April 2017

Mengetahui,

Guru Pamong Praktikan

Sukanta, S. Pd. Intan Rinjani Putri

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Satuan Pendidikan : SMAN 4 Tangerang Selatan

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : X1 IPA 3,4,5

Alokasi Waktu : 2 x 45 menit (1x pertemuan)

Topik Pembelajaran : Expressing Embarrassment

Pertemuan Ke : 22

Pertemuan PPKT Ke : 14

E. Standar Kompetensi

Mendengarkan dan menulis

7. Memahami makna dalam percakapan transaksional dan interpersonal

resmi dan berlanjut (sustained) dalam konteks kehidupan sehari-hari.

B. Kompetensi Dasar

7.2 Merespon makna dalam percakapan transaksional (to get things done) dan

interpersonal (bersosialisasi) resmi dan berlanjut (sustained) yang menggunakan

ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan

sehari-hari dan melibatkan tindak tutur: menyatakan perasaan malu (Expressing

Embarrassment).

C. Indikator Pencapaian Kompetensi

Indikator Pencapaian Kompetensi Nilai Karakter

Mengidentifikasi ungkapan perasaan

malu

Memberikan contoh dan menghubungkan

ungkapan tsb dalam dialog

Melatih pendengaran dalam

menggunakan ungkapan tsb

Memberi tugas yang memunculkan

kreatifitas peserta didik.

Meningkatkan rasa ingin tahu pada siswa

tentang ungkapan perasaan malu dengan

benar.

Berdiskusi kelompok untuk

mengungkapkan ungkapan perasaan malu

Kreatif, Rasa ingin tahu,

Komunikatif

D. Tujuan Pembelajaran

Pada akhir pembelajaran, siswa dapat:

Mengidentifikasi ungkapan perasaan malu

Memberikan contoh dan menghubungkan ungkapan tsb dalam dialog

Terbiasa mendengarkan ungkapan perasaan malu

Kreatif dan memiliki rasa ingin tahu tentang ungkapan perasaan malu

Mengungkapkan ungkapan perasaan malu baik secara lisan dan tulisan

E. Materi Pokok

Menyatakan perasaan malu (expressing embarrassment)

- I am embarrassed

- I feel ashamed

- Oh my God

- Shame on me

- I feel awkward

- I don‟t feel comfortable

F. Metode Pembelajaran/Teknik:

Desuggestopedia

Audiolingual Learning

G. Strategi Pembelajaran

Tatap Muka Terstruktur Mandiri

Mendengarkan dialog Menemukan ungkapan Siswa mengumpulkan

Mengidentifikasi

ungkapan menyatakan

perasaan malu

Mendiskusikan

ungkapan dalam dialog

Menentukan isi dialog

Mendapatkan informasi

rinci untuk menjawab

pertanyaan

rasa malu dalam sebuah

dialog

Membuat percakapan

pendek tentang

ungkapan rasa malu

setiap hasil kerja

dalam kertas lembar

kerja, dan melaporkan

hal-hal yang sudah

diperoleh serta

kesulitan yang

dihadapi secara rutin

kepada guru.

H. Langkah-langkah Kegiatan Pembelajaran

Kegiatan Pendahuluan (15 m)

Guru membuka kelas dengan mengucap salam kepada siswa, lalu siswa

membalas salam guru dengan ramah dan sopan.

Guru menyapa serta menanyakan kabar siswa

Guru dan siswa berdo‘a bersama

Guru menanyakan kesiapan belajar siswa lalu mengecek kehadiran siswa

Siswa dan guru melakukan ice breaking

Siswa mendengarkan penjelasan singkat guru mengenai tujuan

pembelajaran

Kegiatan Inti (65 m)

Eksplorasi

Dalam kegiatan eksplorasi, siswa:

Menonton dan mendengarkan video yang mengandung ungkapan-ungkapan

perasaan malu

Mendengarkan penjelasan materi tentang cara menyatakan perasaan malu

(expressing embarrassment)

Mendiskusikan materi bersama siswa mengenai cara menyatakan perasaan

malu (expressing embarrassment)

Elaborasi

Dalam kegiatan elaborasi, guru:

Membiasakan siswa mendengar berbagai ungkapan untuk menyatakan

perasaan malu

Melatih siswa secara individu membuat ungkapan yang menyatakan

perasaan malu

Menugaskan siswa untuk menemukan ungkapan-ungkapan perasaan malu

berdasarkan dialog yang mereka dengar

Memfasilitasi siswa melalui pemberian tugas berkelompok untuk membuat

dialog berisi ungkapan perasaan malu (embarrassment)

Memberi kesempatan siswa untuk membacakan dialog buatannya didepan

kelas

Konfirmasi

Dalam kegiatan konfirmasi guru:

Memberikan umpan balik pada siswa dengan memberi penguatan dalam

bentuk lisan pada siswa yang telah dapat menyelesaikan tugasnya

Memberi konfirmasi pada hasil pekerjaan yang sudah dikerjakan oleh siswa

Memfasilitasi siswa melakukan refleksi untuk memperoleh pengalaman

belajar yang sudah dilakukan

Memberikan motivasi kepada siswa yang kurang dan belum bisa mengikuti

dalam materi mengenai cara menyatakan perasaan malu (expressing

embarrassment)

Kegiatan Penutup (10 m)

Siswa diminta membuat rangkuman dari materi cara menyatakan perasaan

malu

Siswa dan Guru melakukan refleksi terhadap kegiatan yang sudah

dilaksanakan

Guru menyampaikan rencana pembelajaran pada pertemuan berikutnya

Guru menutup pembelajaran dengan ramah dan disertai salam

I. Sumber/Bahan/Alat

1. Media Belajar

Power Point & video

2. Alat Belajar

Laptop

Proyektor/LCD

3. Sumber Belajar

Bambang Sugeng. 2015. Contextual English 2. Penerbit: Platinum

Video youtube, link:

J. Penilaian

c. Indikator, Teknik, Bentuk, dan Contoh.

No. Indikator Teknik Bentuk Contoh

1. Merespon cara

menyatakan

perasaan malu

(embarrassment)

Tes

Tertulis

Membuat

dialog

Menemukan

ungkapan

dalam

dialog

Make a brief dialogue

about expressing

embarrassment!

Find some

expressions of

embarrassment in the

dialogue you have

previously heard!

2. Memahami tindak

tutur cara

Tes lisan Tugas

individu

Tell us an example of

embarrassment

menyatakan

perasaan malu

expression

d. Pedoman Penilaian Menemukan ungkapan dalam dialog (listening)

Jawaban benar (1-10) x 10 = Nilai yang diperoleh max 100

Membuat dialog (writing)

No Name Language Skill and Component

Content Organization Vocabulary Language Use Mechanics

1

2

3

Tangerang Selatan, 3 April 2017

Mengetahui,

Guru Pamong Praktikan

Sukanta, S. Pd. Intan Rinjani Putri

NIP.

Kepala SMA Negeri 4 Tangerang Selatan

Suhermin, S. Pd., M. Si.

NIP. 19660822 199001 1 001

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

SMA : SMA Negeri 4 Tangsel

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : X1 / 2

Alokasi Waktu : 2 x 45 menit ( 1x pertemuan )

Topik Pembelajaran : Expressing Agreement &

Disagreement

Pertemuan Ke :

I. Standar Kompetensi:

7. Mendengarkan

Memahami makna dalam percakapan transaksional dan interpersonal dalam

konteks kehidupan sehari-hari.

9. Berbicara

Mengungkapkan makna dalam percakapan transaksional dan interpersonal dalam

kontkes kehidupan sehari-hari

J. Kompetensi Dasar:

7. Mendengarkan

Merespon makna dalam percakapan transaksional (to get things done) dan

interpersonal (bersosialisasi) resmi dan tak resmi secara akurat, lancer dan

berterima yang menggunakan ragam bahasa lisan sederhana dalam berbagai

konteks kehidupan sehari-hari dan melibatkan tindak tutur, menyatakan sikap

terhadap sesuatu, menyatakan perasaan cinta dan menyatakan perasaan sedih.

9. Berbicara

Mengungkapkan makna dalam percakapan transaksional (to get things done) dan

interpersonal (bersosialisasi) resmi dan berlanjut (sustained) dengan

menggunakan ragam bahasa lisan secara akurat, lancer dan berterima dalam

konteks kehiodupan sehari-hari dan melibatkan tindak tutur, menyatakan sikap

terhadap sesuatu, mneyatakan perasaan cinta dan menyatakan perasaan sedih.

K. Indikator Pencapaian Kompetensi

Indikator Pencapaian Kompetensi Nilai Karakter

Mengidentifikasi dengan setiap dialog yang berisi

ungkapan menyatakan sikap terhadap sesuatu (Agreement /

Disagreement), Love, Sadness, Embarrassment, Anger,

and Annoyance.

Merespon dengan benar terhadap tindak tutur: expressing

Agreement / Disagreement, Love, Sadness,

Embarrassment, Anger, and Annoyance.

Melakukan berbagai tindak tutur dalam wacana lisan

interpersonal & transaksional: expressing Agreement /

Disagreement, Love, Sadness, Embarrassment, Anger, and

Annoyance.

Mempresentasikan dialog yang telah dibuat, yang berisi

tindak tutur: expressing Agreement/ Disagreement, Love,

Sadness, Embarrassment, Anger, & Annoyance.

Kreatif, Rasa ingin tahu,

Komunikatif

L. Tujuan Pembelajaran:

5. Siswa dapat mengidentifikasi dengan setiap dialog yang berisi ungkapan

menyatakan sikap terhadap sesuatu (Agreement / Disagreement), Love,

Sadness, Embarrassment, Anger, and Annoyance.

6. Siswa dapat merespon dengan benar terhadap tindak tutur: expressing

Agreement/ Disagreement, Love, Sadness, Embarrassment, Anger, and

Annoyance.

7. Siswa dapat melakukan berbagai tindak tutur dalam wacana lisan

interpersonal dan transaksional: expressing Agreement / Disagreement,

Love, Sadness, Embarrassment, Anger, and Annoyance.

8. Siswa dapat mempresentasikan dialog yang telah dibuat, yang berisi tindak

tutur: expressing Agreement/ Disagreement, Love, Sadness,

Embarrassment, Anger, & Annoyance.

M. Materi Pokok

b. Expressing Agreement / Disagreement

3. Agreement:

- I agree the idea - I‘d think I‘d accept with……….

- I can‘t argue with you on that - You‘re right

- That‘s I what I want to say. - I‘m exactly at some opinion as…….

- I don‘t think anyone could disagree with……. -How right you are

4. Disagreement:

- I disagree with……. - I don‘t think so

- I cannot go along with…… - I don‘t like the idea

- I wouldn‘t say that - I can‘t accept that.

- I can‘t agree with…….

N. Metode Pembelajaran/Teknik:

Desuggestopedia

Audiolingual Learning

O. Strategi Pembelajaran

Tatap Muka Terstruktur Mandiri

Mendengarkan dialog

Mengidentifikasi

ungkapan menyatakan

pendapat

Mendiskusikan

ungkapan pendapat

dalam dialog

Menentukan isi dialog

Mendapatkan informasi

rinci untuk menjawab

pertanyaan

Menemukan ungkapan

pendapat dalam sebuah

dialog

Membuat percakapan

pendek tentang

ungkapan pendapat

Siswa mengumpulkan

setiap hasil kerja

dalam kertas lembar

kerja, dan melaporkan

hal-hal yang sudah

diperoleh serta

kesulitan yang

dihadapi secara rutin

kepada guru.

P. Langkah-langkah Kegiatan Pembelajaran

Kegiatan Alokasi Waktu

Pendahuluan

- Salam dan tegur sapa

- Presesnsi Siswa

- Memotivasi siswa (share knowledge)

untuk mempelajari ungkapan tentang

expressing Agreement & Disagreement.

- Memberi pertanyaan tentang expressing

Agreement & Disagreement

15 menit

Inti 21. Siswa di beri satu topik yang akan

dibahas dalam expressing: Agreement &

Disagreement

22. Guru menanyakan pendapat siswa

tentang teori itu yang nantinya akan dijawab

di akhir setelah guru menjelaskan materi

hari ini

23. Guru menanyakan pelajaran apa yang

akan dipelajari hari ini.

24. Guru menjelaskan materi expressing:

Agreement & Disagreement

25. Guru menjelaskan bagaimana cara

untuk mengucapkan expressing: Agreement

& Disagreement secara baik dan benar

26. Kemudian siswa diberi kesempatan

untuk menjawab pertanyaan yang menjadi

topik utama dari pembahasan expressing:

Agreement & Disagreement

27. Guru meminta siswa untuk menjawab

pertanyaan tersebut secara natural dan guru

merekamnya untuk acuan nilai

Pronunciation dengan aplikasi PRAAT

28. Guru memberi visual feedback melalui

aplikasi PRAAT tentang bagaimana hasil

pronunciation mereka.

29. Guru memberi video tentang topik yang

sedang dibahas

30. Siswa membuat dialog dengan teman

sebangkunya, yang nantinya salah satu

diantara mereka akan direkam lalu dianalisa

65 menit

oleh aplikasi PRAAT

31. Guru memberi visual feedback kembali

dengan menggunakan applikasi PRAAT

Penutup - bersama-sama dengan peserta didik

dan/atau sendiri membuat

rangkuman/simpulan pelajaran;

- melakukan penilaian dan/atau refleksi

terhadap kegiatan yang sudah dilaksanakan

secara konsisten dan terprogram;

- siswa diberikan pekerjaan rumah (PR)

berkaitan dengan materi cara menyatakan

perasaan (expressing anger);

10 menit

I. Sumber/Bahan/Alat

1. Media Belajar

Power Point & video

2. Alat Belajar

Laptop

Proyektor/LCD

3. Sumber Belajar

Bambang Sugeng. 2015. Contextual English 2. Penerbit: Platinum

Video youtube, link:

J. Penilaian

e. Indikator, Teknik, Bentuk, dan Contoh.

No. Indikator Teknik Bentuk Contoh

1. Merespon cara

menyatakan

perasaan malu

(embarrassment)

Tes

Tertulis

Membuat

dialog

Menemukan

ungkapan

dalam

dialog

Make a brief dialogue

about expressing

embarrassment!

Find some

expressions of

embarrassment in the

dialogue you have

previously heard!

2. Memahami tindak

tutur cara

menyatakan

perasaan malu

Tes lisan Tugas

individu

Tell us an example of

embarrassment

expression

f. Pedoman Penilaian Menemukan ungkapan dalam dialog (listening)

Jawaban benar (1-10) x 10 = Nilai yang diperoleh max 100

Membuat dialog (writing)

No Name Language Skill and Component

Content Organization Vocabulary Language Use Mechanics

1

2

3

Tangerang Selatan, 3 April 2017

Mengetahui,

Guru Pamong Praktikan

Sukanta, S. Pd. Intan Rinjani Putri

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Satuan Pendidikan : SMAN 4 Tangerang Selatan

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : X1 IPA 3,4,5

Alokasi Waktu : 2 x 45 menit (1x pertemuan)

Topik Pembelajaran : Expressing Sorrow and Attention

Pertemuan Ke : 18

Pertemuan PPKT Ke : 10

F. Standar Kompetensi

Menulis dan berbicara

Mengungkapkan makna dalam teks percakapan transaksional dan

interpersonal resmi dan berlanjut (sustained) dalam konteks kehidupan sehari-

hari.

B. Kompetensi Dasar

Mengungkapkan makna dalam percakapan transaksional (to get things done)

dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) yang

menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam

konteks kehidupan sehari-hari dan melibatkan tindak tutur: menyatakan perasaan

malu, menyatakan perasaan marah, dan menyatakan perasaan duka cita

(Expressing Sorrow and Attention).

C. Indikator Pencapaian Kompetensi

Indikator Pencapaian Kompetensi Nilai Budaya dan Karakter Bangsa

Merespon dengan benar terhadap tindak

tutur: menyatakan perasaan (expressing:

sorrow& attention)

Melakukan berbagai tindak tutur dalam

wacana lisan interpersonal/transaksional:

menyatakan perasaan (expressing: sorrow&

attention)

Religius, jujur, toleransi, disiplin, kerja

keras, mandiri, demokratis, rasa ingin

tahu, semangat kebangsaan, cinta tanah

air, menghargai prestasi, bersahabat.

Cinta damai, gemar membaca, peduli

lingkungan, peduli sosial, tanggung

jawab, mandiri.

D. Kewirausahaan/ Ekonomi Kreatif :

Percaya diri (keteguhan hati, optimis).

Berorientasi pada tugas (bermotivasi, tekun/tabah, bertekad, enerjik).

Pengambil resiko (suka tantangan, mampu memimpin)

Orientasi ke masa depan (punya perspektif untuk masa depan)

E. Tujuan Pembelajaran

Pada akhir pembelajaran :

3. Siswa dapat merespon dengan benar terhadap tindak tutur: menyatakan

(expressing: sorrow& attention)

4. Siswa dapat melakukan berbagai tindak tutur dalam wacana lisan

interpersonal atau transaksional: menyatakan perasaan (expressing:

sorrow& attention)

F. Materi Pokok

Menyatakan perasaan (expressing: sorrow& attention)

“My heart is so burdened, I‟m so sad to hear that”

“Oh I am truly sorry to hear that, I know you can get through this”

G. Metode Pembelajaran/Teknik:

Desuggestopedia

Communicative Language Learning (CLL)

H. Strategi Pembelajaran

Tatap Muka Terstruktur Mandiri

Bertanya jawab tentang

cara menyatakan perasaan

(expressing: sorrow&

attention).

Membahas nilai-nilai yang

terkandung dalam cara

menyatakan perasaan

(expressing: sorrow&

attention).

Membahas unsur dan

langkah retorika dalam

cara menyatakan perasaan

(expressing: sorrow&

attention)

Mendengarkan cerita

(secara langsung atau

dengan media elektronik).

Dengan kelompok

belajarnya, siswa melakukan

hal-hal berikut, dan

melaporkan setiap kegiatan

kepada guru

Bertanya jawab tentang cara

menyatakan perasaan

(expressing: sorrow &

attention) yang didengar

dengan kelompok belajarnya

Membahas nilai-nilai yang

terkandung dalam cara

menyatakan perasaan

(expressing: sorrow&

attention).

Siswa melakukan

berbagai kegiatan

terkait dengan wacana

berbentuk naratif di

luar tugas tatap muka

dan terstruktur yang

diberikan guru.

Siswa mengumpulkan

setiap hasil kerja

dalam portofolio, dan

melaporkan hal-hal

yang sudah diperoleh

serta kesulitan yang

dihadapi secara rutin

kepada guru.

I. Langkah-langkah Kegiatan Pembelajaran

Deskripsi Kegiatan Alokasi Waktu

Pendahuluan

8. Guru membuka kelas dengan mengucap salam kepada siswa, lalu

siswa membalas salam guru dengan ramah dan sopan.

9. Guru menyapa serta menanyakan kabar siswa

10. Guru dan siswa berdo‘a bersama

10 menit

11. Guru menanyakan kesiapan belajar siswa

12. Guru mengecek kehadiran siswa

13. Siswa mendengarkan penjelasan singkat guru mengenai

tujuan pembelajaran

14. Siswa dipandu oleh guru melakukan pemanasan sebelum

memulai pelajaran dengan bermain „think and guess game‟

dimana guru menyiapkan 15 bendera mini dari 15 negara yang

berbeda. Siswa dibagi menjadi 4 kelompok. Guru akan

memberikan 10 pertanyaan tentang ciri-ciri suatu Negara dan

kelompok siswa akan berlomba menebak negara manakah yang

dimaksud oleh guru e.g., this country is very famous with its

maple trees and leaves. What country is it?) karena jawabannya

adalah Kanada, maka kelompok yang tau segera mengambil

bendera dan menancapkannya di box milik kelompoknya.

Kelompok terbanyak yang menebak dengan benar akan menjadi

pemenang.

(11 menit)

Inti

32. Siswa menonton video berisi ungkapan-ungkapan

expressing: sorrow & attention beserta responnya lalu menulis

kosa kata yang tidak mereka pahami di selembar kertas.

33. Siswa memperhatikan penjelasan guru mengenai pengertian

dan penggunaan ungkapan-ungkapan expressing: sorrow &

attention beserta responnya.

34. Siswa menonton kembali video yang telah mereka saksikan

lalu menulis dikertas 4 contoh kalimat berisi ungkapan

expressing: sorrow& attention beserta responnya berdasarkan

video yang telah mereka saksikan.

35. Siswa menukarkan kertas tersebut keteman sebangkunya

untuk saling membantu memecahkan arti kosa kata yang tidak

dipahami sekaligus membacakan dan mendiskusikan ungkapan

expressing: sorrow& attention yang telah mereka tulis

36. Siswa meminta penjelasan kepada guru mengenai kosa kata

yang mereka tidak dapat pecahkan dengan teman sebangkunya

juga mengenai ungkapan memberi expressing: sorrow &

attention yang masih mereka kurang pahami

37. Siswa secara berkelompok membuat percakapan sederhana

diatas kertas berisi ungkapan expressing: sorrow & attention

beserta responnya sesuai dengan gambar yang dibagikan guru di

kelompok masing-masing

75 menit

Mengamati

(5 menit)

Mengamati

(5 menit)

Mengamati dan

mencoba

(5 menit)

Menalar dan

mengkomunikasikan

(5 menit)

Menanya

(5 menit)

Mencoba

(15 menit)

38. Siswa dengan kelompoknya masing-masing maju kedepan

kelas secara bergantian untuk mempresentasikan hasil

percakapan buatan mereka sekaligus memerankan tokoh yang

ada didalam percakapan tersebut.

39. Kelompok siswa lain yang sedang tidak maju akan

menganalisa percakapan milik kelompok yang sedang maju lalu

menuliskan jika mereka menemukan kesalahan seperti

gramatikal dan lainnya.

40. Siswa membuat galeri percakapan dengan menempelkan

karya yang telah mereka buat dan peragakan disudut kelas lalu

siswa berkeliling saling melihat karya kelompok lain sekaligus

memberi evaluasi yang telah mereka tulis sebelumnya.

10.Selama berkeliling melihat karya kelompok lain, tiap kelompok

diminta untuk memfoto teks percakapan milik kelompok lainnya

(satu kelompok satu foto) untuk kemudian menerjemahkannya

kedalam bahasa Indonesia yang baik dan benar.

11.Siswa mengumpulkan hasil terjemahan kelompoknya ke guru,

lalu kelompok tercepat yang mampu menerjemahkan dengan

tepat dan benar akan mendapat hadiah/nilai tambahan dari guru.

Mengkomuni-

kasikan

(20 menit)

Mencoba

(5 menit)

Mencoba

(10 menit)

Penutup

6. Dengan arahan sang guru, siswa menyimpulkan dan merefleksi

materi serta kegiatan pembelajaran secara singkat (what have you

learned from today‟s topic?, etc)

7. Siswa dan guru secara lisan saling memberikan feedback

terhadap proses pembelajaran.

8. Siswa mendengarkan penjelasan singkat guru mengenai rencana

pembelajaran untuk pertemuan berikutnya.

9. Guru dan siswa menutup pembelajaran dengan bersama-sama

mengucap hamdalah (alhamdulillahirobbil‟alamin).

10. Guru mengakhiri kelas dengan mengucap salam lalu siswa

menjawab salam tersebut dengan baik dan sopan.

5 menit

(5 menit)

J. Sumber/Bahan/Alat

1. Media Belajar

Power Point/ PPT

Captioned Video

2. Alat Belajar

Laptop

Proyektor/LCD

3. Sumber Belajar

Joko at.all, Interlanguage English for Senior High School Students

XI(Jakarta: Ganeca Exact)

Video youtube, link: https://www.youtube.com/watch?v=VedXaZ7kGKA

K. Penilaian

c. Indikator, Teknik, Bentuk, dan Contoh.

No.

Indikator Teknik Bentuk Contoh

1.

2.

Mengungkapkan

cara menyatakan

perasaan

(expressing:

sorrow&

attention)

Mempraktikkan

tindak tutur cara

menyatakan

perasaan

(expressing:

sorrow&

attention).

Tes Tertulis

Tes Lisan

Membuat

dialog

Tugas

Berkelompok

Complete the

dialogue below

using the

suitable

expression!

Practice the

dialogue you

have completed

before!

d. Pedoman Penilaian

Penulisan Dialog (writing)

No Name Language Skill and Component

Content Organization Vocabulary Language Use Mechanics

1

2

3

Pembacaan Dialog (speaking)

No. Name Fluency Vocabulary Grammar Pronunciation Total

1

2

3

Tangerang Selatan, 27 Februari 2017

Mengetahui,

Guru Pamong

Praktikan

Sukanta, S. Pd. Intan Rinjani

Putri

Appendix 7

Statistic Descriptive Tables

Descriptives

Class Statistic Std. Error

Scores

1

Mean 62,33 1,025

95% Confidence Interval for

Mean

Lower Bound 60,25

Upper Bound 64,40

5% Trimmed Mean 62,36

Median 63,00

Variance 42,020

Std. Deviation 6,482

Minimum 48

Maximum 77

Range 29

Interquartile Range 7

Skewness -,262 ,374

Kurtosis ,165 ,733

2

Mean 66,40 1,235

95% Confidence Interval for

Mean

Lower Bound 63,90

Upper Bound 68,90

5% Trimmed Mean 65,97

Median 67,00

Variance 61,015

Std. Deviation 7,811

Minimum 52

Maximum 89

Range 37

Interquartile Range 6

Skewness ,695 ,374

Kurtosis 1,348 ,733

Appendix 8

Frequency Distribution of the Experimental Class

Item-Total Statistics

Scale Mean if

Item Deleted

Scale Variance

if Item Deleted

Corrected Item-

Total

Correlation

Cronbach's

Alpha if Item

Deleted

Item 1 14.1333 3.637 .808 .866

Item 2 14.2333 3.702 .855 .855

Item 3 14.1000 4.231 734 .885

Appendix 9

Frequency Distribution of the Control Class

Case Processing Summary

Class Cases

Valid Missing Total

N Percent N Percent N Percent

Scores 1 40 100,0% 0 0,0% 40 100,0%

2 40 100,0% 0 0,0% 40 100,0%

Appendix 10

Result of Validity Test

Correlations

Item 1 Item 2 Item 3 Total Item

Item 1

Pearson Correlation 1 -,228 -,075 ,397*

Sig. (2-tailed) ,163 ,648 ,012

N 39 39 39 39

Item 2

Pearson Correlation -,228 1 -,041 ,420**

Sig. (2-tailed) ,163 ,806 ,008

N 39 39 39 39

Item 3

Pearson Correlation -,075 -,041 1 ,625**

Sig. (2-tailed) ,648 ,806 ,000

N 39 39 39 39

Total Item

Pearson Correlation ,397* ,420

** ,625

** 1

Sig. (2-tailed) ,012 ,008 ,000

N 39 39 39 39

*. Correlation is significant at the 0.05 level (2-tailed).

**. Correlation is significant at the 0.01 level (2-tailed).

Appendix 11

Result of Reliability Test

Case Processing Summary

N %

Cases

Valid 39 100,0

Excludeda 0 ,0

Total 39 100,0

a. Listwise deletion based on all variables in the

procedure.

Reliability Statistics

Cronbach's

Alphaa

N of Items

.900 5

Appendix 12

Pictures

Pre Test

Treatment 1

Treatment 3

Treatment 4

Post Test