Professional Documents
Culture Documents
THESIS
Written
--------------------------------------
ENGLISH DEPARTEMENT
SCHOOL OF TEACHER TRAINING AND EDUCATION
KUSUMA NEGARA
JAKARTA
2009
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CHAPTER I
INTRODUCTION
Mostly of the teaching method before the past few decades, found the
teacher tend to carry out the teaching process in the classroom by applying
atmosphere, that why in teaching English as the second language by applying new
and modified fashions in order that the result of the teaching learning process
would contribute more input to reach satisfied learning outcome. Whole around
the world recently, where the people encourage that English as their target or
the dominant role of very aspects of their life. English is most widely used in
informal environment.
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language in many countries on this earth, furthermore in present global era. That
is why experts on language and language teaching range must invent today
emphasis of the curriculum is that the students are able to communicate in English
by mastering the whole skills.1 However, it is not easy to master all the skills;
there must be one important skill that covers the whole skills. Based on the
statement above speaking is the most important skill that should be mastered by
In this case, the students must study hard to master it and the teacher
situation in class. Speaking activities do not work in class because many factors
prevent students from speaking English with their friends. They are afraid of
making mistakes, of being laughed at by his or her friends and of having lack of
students to improve their speaking skill is part of the teacher’s job. He or she is
students will have opportunity to use English among themselves. The teaching –
1
Curriculum
4
learning process should not only happen between teacher and students but also
takes place very where and has become part of our daily activities. When
someone speaks, he or she interacts and uses the language to express his or her
ideas, feeling and thought. He or she also shares information to other trough
communication.
In the classroom, the teacher must create the situation that can encourage
lively. Games is one of the techniques that can be applied in teaching speaking
because games in one of potential activity that gives students feeling of freedom
In this research, the researcher focuses on the guessing games. The reason
for using guessing games is you give more opportunities to students to make
turns in speaking during the times allocated. The researcher assumes that
guessing games are combination between language practice and fun. They can
express their ideas freely because they do activities with their friends. This game
is also easy to admiser and flexible in terms of subject matter and design.
technique?
games technique
English.
The researcher limits the discussing of the study about, “The Improvement
researcher find, the effective method to teach using this games. Especially for
skill through guessing games to the fourth grade of SDN Kelapa Dua II?
E. Benefit of Research
The researcher hopes that this thesis can develop education institution to
perform a language laboratory, teacher to use the approach and method properly
studying which pursuant and guide liner of the better ways to achieve the
The benefit of this research for elementary in SDN Kelapa Dua II that the
headmaster of the school knows actually teaching and teaching speaking are
really acceded by the teacher. The students of course the headmaster tries
The students of STKIP Kusuma Negara can have a good reference for
their knowledge and someday they will make tries connected with learning
speaking. Then they may make some references of this thesis because this thesis
can be put in the library of STKIP Kusuma Negara and every body can read it.
speaking English. It makes them enjoy expressing their feeling, ideas, opinion
and even in messages and suggestions. Since it is fun activity, it helps students
THEORETICAL FRAMEWORK
A. Definition of Teaching
some solutions of problems in teaching learning process. The teachers can use
the other hand, teaching is not easy to do. The teacher should do much of his
It can be stated from the definition above that teaching is not just
2
James Dean Brown, The Elements of Language Curriculum: A Systematic Approach to
Program Development, ( Boston : Heinle & Heinle Publisher, 1995 )
8
9
tactics. The teacher must decide what goals it would be best to teach and what
strategies and tactics are best suited for teaching these goals.
thoughts and felling, creating stories dramas, song, poems, etc. Language should
Moreover, young learner can learn easily many languages. Young learner
are equipped by language acquisition device, therefore, they will not have any
B. Definition of Speaking
experts define speaking in different ways. Brown and Yule stated in their book.
3
Patricia J. Wentz, The Student Teaching Experience, ( T.tp.: Merrill Prentice Hall, t.t )
10
speakers say words to the listener not only to express what in her mind but also
to express what he needs whether information service. Most people might spend
Therefore, communication involves at least two people where both sender and
or feelings.
that the speaker must consider the person they are talking to as listeners. The
activity that the person does primary based on particular goal. So, it is important
speaking is not only producing sounds but also a process of achieving goals that
involves transferring messages across. Jone said, “How you say something can
speaking process should pay attention to want and how to say as well as to
whom appropriately.
4
Gillian Brown and George Yule, Teaching the Spoken Language : Approach Based on the
Analysis of Conversational English (Australia : Cambridge University Press, 1989), p. 14
5
Jane Revell, Teaching Technique for Commutative English (London Macmillan : Pres Ltd).
P. 27
6
Rhodi Jones, Speaking and Listening (London : The Bath Press, 1989), p. 14
7
ibid. Rhodi Jones
11
some points about speaking. Jones stated, “Some point should be considered
Albert Valdman said, “The ability to speak a foreign language is without doubt
the most highly prized language skills, and rightly. So, because he was can
speak the language well can also understand it and can learn to read it with
relative case an also the ability to speak a language will greatly expedite and
dipahami oleh orang lain.”10 In order to express his or her needs, ideas, feeling
and thought in real communication, one must be able to ask as well as answer
questions.
between the speaker and listener. So it will make the good attraction /
a. Clarity
8
ibid. Rhodi Jones
9
Albert Valdman, Trend in Language Teaching, Mc Graw : Hill Book Co, 1996. P. 194
10
M. Solahudin, Kiat-Kiat Praktis Belajar Speaking. Diva Press, 2008, p. 16
11
Yusnaini Lubis, Developing Communicate Proficiency in the English As A Foreign Language
(EFL) Class. (Jakarta. DepDikBud. 1988). P. 25
12
It means that the words that the speakers use, must be clear, so that
listeners can understand what the speaker says. Here, the speaker must
consider speed and volume. The speed at which you speak is relevant her.
If you speak quickly, listeners may have difficulty. The volume with
which you speak can also have a bearing. Speak out and do not mumble.
b. Variety
Here the speakers must try to vary way of speaking such as pitch
(rise and fall of voice), emphasis, speed, variation, volume and pause. The
monotonously.
The way you speak and the tone you use will be affected by
audience to whom you are speaking. If you are discussing something with
your friends. You are likely to use informal conversational tone. If you are
giving a talk to a group of thirty people. It likely that you would speak more
formally and would raise the pitch and the volume of your voice in order to
make sure that what you say reaches all of your listeners. If you were telling
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a comic story, you would speak differently from way you would if you were
simple; one person knows something that another one wants to find out.”12
Wright and Buck say, “Essentially, in guessing and speculating games, some
one knows something and the others must find out what it is.”13 In addition,
Among them are numbers guessing games that can be played at various levels:
name of, and the other ask question, putting up their hand waiting to be
called on :
2. Is it my face?
3. Is it the pond?
5. Is it the cinema?
The first guess correctly takes the thinker’s place. After such a game has
1. I lived…..about…..years ago.
There is not much difficulty in guessing, but it should not to be made too
easy (e.g. one should not say, if one is Shakespeare. I lived in Stratford-on-
Alternatively:
(This can be teachers or anybody’ bag, not doubt specially prepared). The
handkerchief / a ticket / a doll, etc. And the owner of the bag says, No,
there’s no a…… or Yes, there’s a…….and brings it out and perhaps ask what
Students turn round the close their eyes while a small object or several
3. Is it mam’s desk
4. In your shoe
Each student makes at least one guess. Statements can be made instead of
solemn in nature and that if ones is having fun and there is hilarity and laughter,
as well as enjoy oneself the some time. One best way of doing this trough
games.
give practice in all skills (Reading, speaking, listening, and speaking) in all
17
it is clear that all skill can be applied in teaching, one of them is speaking.
Games give students chance to use English orally, it means that students can
practice and develop their ability to speak English. Games provide fun and
relax while remaining very much within the framework of language learning. It
is expected for shy or slow learners can be active participants to show their
some experts’ comments. In fact, there are many categories of guessing games.
Patricia and Amato say: Although the categories can overlap, the games here
offered her are dividend into the following types depending on their emphasis:
break the ice. However, their must important function is to give practice in
communication.”17 It says that guessing games give students do mot feel bored
15
Andrew Wright, David Betteridge and Michael Buckby, Games for Language Learning
(Sidney : Cambridge University Press, 1989), p. 2
16
Patricia , Richard – Amato, Making it Happened : Interaction in The Second Language
Classroom, (New York and London : Longman, 1988), p. 156
17
Patricia A. Richard – Amato, Making in Happen : Interaction; the Second Language
Classroom (New York and London : Longman, 1988), p. 155
18
during learning process. Nevertheless, the most important thing is to give the
concepts. “Guessing what I am,” Guess who I am” for example, can be used
teach about animals profession or people in different age groups (baby, child,
teenager, young adult, elderly person).18 Those statements say that by given
some concepts of guessing games like “Guess What I am” or “Guess Who I
am”. The teacher can teach many kinds of topics such as about animals,
profession or people.
Silver says, “Real guessing games provide the students with much
needed practice in formulating questions, an essential skill that does not always
that guessing games give students more chance in formulating question. But we
know that language classes are spent answering questions puts forth by the
teacher or text book. This idea is also supported by Silver : “Language classes
are often inadvertently structured so that most of the students speaking time is
spent answering questions put forth by teacher or text book: as a result the
18
Ibid. Patricia A. Richard - Amato
19
Stephen M. Silver, Guessing for the Classroom and The English Speaking Club. Selected
Articles from the English Teaching Forum. 1980 – 1983, p. 244
20
Ibid. Stephen M. Silver
19
questions. Here the students can apply their ability in using question – word
(W H) question. Lee says, “Among them are number of guessing games which
can be applied at various age level in general, the challenge to guess arouses
statement says that guessing games can be applied at various age levels. It has
the same idea Klippel, he says, “Every body knows guessing games it is not
only children that like guessing games; adults like guessing too, as shown by
such are very important for foreign language practice with fun and
excitement.”23 From the three theories, it is enough clear that guessing games
are liked by students all of ages from children until adult, it arouses
Teaching of English for young learner using many ways for example
though reading, picture, plays or games etc. Many parents and administrators
21
W. R. Language Teaching Games and Contest (Toronto: Oxford University Press, 1994), p.
13
22
Klippel. Loc. Cit.
23
Ibid. Klippel, p. 32
20
are familiar with statement that “Play is Children’ work”, but they still make
distinction between work and play. The work is defined as structure task such
as work sheets that children complete in order to learn the alphabet and
numbers.
play, fantasy play, and sociodramatic play. Object play is reality based and
is fun and enjoyable. Speaking pleasure by using combining word and picture
cards students are ready and interested in seeing the written forms of the
language.
yang kita bicarakan adalah pengulangan dari apa yang pernah kita dengar
sebelumnya.”24 From the theories above, it is clear enough that guessing games
are liked. Learning by games is suitable for young learner, games are easily
24
M. Solahudin, Kiat-kiat Praktis Belajar Speaking. Diva Press. PT. Gramedia Pustaka Utama,
2008, p. 18
21
requires a new approach to teaching. The teacher has to make more conducive
teaching will be baneful for the students and for the teacher.
they come into the room. Music serves the same purpose it set a
2. Write three important goals for the class so that students can
see them.
Three goals are manageable for one class session. When they are
visible, they keep us all on track. At the end of the class, referring
to the goals gives everyone a sense of progress and closure for the
day.
system.
Your time with the students is too valuable for you to spend four
4. Ask students to write their question a note card and bring them to
class.
students. The teacher must make motivation to the students not only by
students.
Action research has different meaning and thing when used by different
another. For example, Hopkin treats action research and classroom research by
undertaken by teachers to collect data and evaluate their own teaching can be
termed action research, and some highlights the participatory insider nature of
action research.26
25
Hopkins, D. (1985) A Teacher’s Guide to Classroom Research. Milton Keynes : Open
University Press
26
Brown, H.D. (1994) Teaching by Principles : An Interactive Approach to Language
Pedagogy. Englewood Cliffs, NJ: Prentice Hall
23
research is a direct and logical out come of the progressive position. “After
showing children how to work together to solve their problems, the next step
was for teachers to adopt the methods they had been teaching their children,
teaching, do something to solve it, see how successful his/her effort were, and
controlling role of the teacher: “For me the salient distinction between AR and
Stephen Kemmis has developed a simple model of cyclical of the typical action
research process (figure I) each cycle has four steps; they are, planning, acting,
lesson plan, syllabus and making evaluation that the will examine.
27
Burns, Anne. 2007. Collaborative Action Research for English Language Teachers. Cambridge.
Cambridge University Press, p.5
28
Nunan, D. (1993) Action Research in Language Education. In Edge, J. and Richards, K. (eds)
Teacher Developed Teacher Research: Paper on Classroom Research and Teacher Development.
Oxford: Heinemann. Pp. 44
29
Resouce : http://www.web.net/~robrien/Papers/arfinal. 3. html/ 25/11/2008
24
b) Acting is we teach the students based on our plan, the material and
the method we are going to teach and give the evaluation as the result.
or not?
2. seek knowledge
3. plan an action
Based on the steps of Action Research above, it can be concluded that teacher
There are cycles within cycles. Some extend across an entire study.
Others occupy only minutes or less. The result can be a very flexible and
The people affected by the change are involved in the action and the
any planned change. Action research certainly is not the only research process
you wish to achieve change (the “action”) and understanding (the “research “ )
at some time.
Every student who studies English will study about all components,
which in that subject. Those components are reading, listening, writing and
speaking. All components have great correlation and support each other; one of
As one of the language skills, speaking can be complex process. The first
speaking has some points to show speaking and productions are related in the
30
Day, C. (1987) Professional Learning Through Collaborative in Service Activity. In Smyth, J.
(ed.) Educating Teacher: Changing the Nature of Pedagogical Knowledge. London: The Falmer
Press. Pp. 207-222
26
mind of individual for the learners. The learners also need production to get
competence”31.
Penny Ur says, “Of all four skills (listening, speaking, reading and
writing) speaking seem intuitively the most important.”32 Based on the statement
above speaking is the most important skill that should be mastered by students
interaction and his is an ability to understand and master about what an active
true that they need to concentrate to what listening for every question. It is
suggested that learning of a new language which is not associated with visual,
it is done it become boring and will not necessary lead to advantageous. Sami
Alrabaa says: “Why speaking activities do not work: the classes are too big for
speaking activities; the students have too little time to speak. Speaking
section of textbooks gives very few students the chance to talk, while the rest of
31
Hymes, Communication Competence, (Cambridge Press, 1976), p. 16
32
Penny Ur, A Course in Language Teaching : Practice an Theory (Great Britain : Cambridge
University Press, 1966), p. 120
27
classes remain listeners, often inattentive ones.”33 Brown and Yule say,
multiple out comes that are characteristic of learning this age. Finally, program
must anticipate that there is wide variation in the rate development of individual
33
Sami Alrabaa, Games in Speaking “ English Teaching Forum, Vol XXXIX, No. 3 (July,
1991), p. 39
34
Gillian Brown and George Yule, Teaching the Spoken Language : An Approach Based on the
Analysis of Conversational English (Australia : Cambridge University Press, 1983, p. 27
35
Curriculum Bahasa Inngris 2006
28
curriculum.
CHAPTER III
RESEARCH METODOLOGY
English speaking in class. It is expected that the students can enjoy to expressing
their ideas opinion and feeling and can match dialogue with situation and
condition. Besides that, they can also get fun in learning English in school
The place to research teaching speaking by using games for fourth grade
takes place during one semester about four months from June - November 2008.
classroom action research. The qualitative method is the kinds of the data are the
descriptive data. From getting the data, the research wants to describe and explain
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30
the problem that chosen in this researching. In the research, it does not used
questioner but using the work sheet to evaluate the result and using picture as a
improve the speaking English trough games. It is true, that uses the three cycles,
and every cycle consists of four steps. On the other hands, of course, it uses the
collaboration method too, for example the role play and the answer question; the
The subject of the research is the students from forth grade elementary
school SDN Kelapa Dua II, Kecamatan Kelapa Dua, Tangerang City. There are 20
(twenty) students on the class. The researches use the method and the technique
The collecting data that is the researcher get the data from the students
especially for 4th grade of elementary school. The researcher attends to the data,
which are the result of applying teaching speaking though guessing games.
teaching, speaking using guessing games. The procedure is dividing into four
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distributing cards, and asking Question and asking giving answer. The researcher
gave speaking skill test before did the presentation of lessons material (pre-test).
After giving the treatment, give the some test (post-test) then made calculation of
result from both test. Trough the cycle I, cycle II, and cycle III. Each cycle
consist of:
1. Planning
2. Acting
3. Observing
4. Reflecting
This research can discuss or collaborate with English Teacher and the others.
2. Individually or Grouping
3. Distributing Cards
There, the analysis of the research uses the descriptive analysis. Based on
Some of the advantages of using teaching speaking using guessing games are as
follows:
1. In applying guessing games, the teacher needs the students who are
2. In applying guessing games, the teacher needs the students more carefully
to make communication.
SDN Kelapa Dua II is located Jalan Cibogo Kulon, Kav. Kelapa Dua,
Kec. Kelapa Dua Tangerang Banten it has been since 1975. The headmaster is
students, 16 Teacher and one English Teacher for all class. SDN Kelapa Dua II
has Visi : Membentuk siswa yang menguasai IPTEK dan IMTAQ di lingkungan
berkompetensi.
Mostly the students were from the medium down family. The school
doesn’t give students the handbook, but only give the LKS (student work sheet).
They can borrow the books from library or school lends them but not to bring
home. So, for the English book. They were just doing home LKS at home and
lent textbook.
facilities, they can’t improve their lessons. They had low ability in English.
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35
Especially in fourth grade. There for, I did research at this school to find out how
fourth grade at SDN Kelapa Dua II, it is suitable for them they have just learned
English from Fourth grade, because they have little vocabulary knowledge and
The lesson plan was guidance for the researcher to teach. In planning speaking
process, teacher should find out potential to make simple question, decide what
aspect of speaking to focus on. The teacher has responsibility to create classroom
activities in such away that the instructional objectives that have been formulated
purpose of using this method, the procedures of teaching, the techniques will be
use English orally, it means that students can practice and develop their ability to
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speak English. Games provide fun and relax while remaining very much within
resolution, noun groups are very important in describing characters and setting.
1. Activities at Classroom
Reconnaisance
At the first time the reseacher entered the class. The students had low
Acting : The researcher put the picture on the blackboard and read
function.
evaluation).
Observing : In this part the researcher observed that they had problem in
all student unable to answer and say truly. Even arise is each
their equip the answer showed that they had a few self
confidence.
39
The result of average from the students in the first cycle, the
Reconaisance
At second time the researher entered the class. The students motivater was
rather higher. And the student more condusive. But they were still not
Planning : Firsth the researcher ask 4-students tide for advance and
front of the class. They create a new dialod using words they
with cycle 1 and then they were asked to answer the work
Observing : In this part the researcher observed that they had over come
English.
The students are invited to talk about how they felt during the
conversation.
Reflecting : The researcher must make savety felling for the students.
far the tasks were given individually. In the cycle two the
group?
Reconaisance
At the third time the researcher entered the class. The students’ motivation
was still high the student had worked cooperatively with their teacher. The
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problem was have they hard ability to speak? Because not all students have
from the text book. The reseacher divided them into five
groups.
activities.
44
Observing : From these activities the reseacher observed that they could
learn from each other and can get more practice. This could
trust and can help to reduce treat of the speakig skill. And to
know the whole result from this research, the researcher gave
confident.
2. Result of Collaboration
students has a trouble to learn English study. There some factor that the
researcher find, they are the student from descendant of Chinese, the student
46
hard to comprehend Lesson. She from inability family, and nobody want to
From that finding, the result of the finding that researcher make some
approach to the students by using discuss with the group. And the ability
3. Analysis
Graphic of Score
7.25
7.5 6.85
7 6.35
6.5
6
5.5
Cycle 1 Cycle 2 Cycle 3
There was increasing the average score from cycle 1, cycle 2 and
cycle 3- the researcher took their score from exercises that they have done. It
was indicated that teaching speaking through guessing games the students
And as the result of the research, the researcher took the students’ score from
the evaluation that held at the end of the research. It is figured in this graphic
design:
GrapichofEvaluationScore
Score9
23% Score7
Score7
41%
Score8
Score9
Score8
36%
From graphic shows the result score evaluation are: 9 students got score 7
(63%), 7 students got score 8 (38%), 4 students got score 9 (23%). The
average score is 7.75 , it means that the method by games is make
improvement for Speaking English for the students
From grapich above show the result score evaluation from each
group. The studendts more encourage and more confident to speak and
From the facts and data that I accepted there are many factors why do
speak extensively
3. The Students are reasons why they can’t understand what they
speak
The problems above often arise in speaking learning, especially in the first
pronounciation
knowledge level
from students
speaking skill through Guessing Games, now the researcher tries to make
1. From the cycle 1, the researcher which got, almost all student unable
to answer and say truly. Even arise is each other laughing. This thing
clamor. And their equip the answer showed that they had a few self
confidence.
2. From the cycle 2, the researcher must make savety felling for the
students. And make the atmosphere of the class being fun. There was
tasks were given individually. In the cycle two the researcher find
their speaking and they could make simple dialogue with their partner.
50
51
In cylcle 3 there the competition was held among the groups, then the
students were more interested when did the conversation with their
succesful and more confident. Make some group on the class can
The conclusion from three cycles that the process of the improvement
student’s speaking skill through guessing games, first that the researcher must
make situation of the classroom more conducive so that the students can fell
more safely. The researcher has to choose effective guessing to make involve
The students more encourages and more active when the researcher gives the
materials by group, they more confidence to improve their ability speaking skill
need to learn more speaking of the target language. Guessing games is one of
52
B. Suggestion
After did the research the researcher has some suggestions for the
the class.
games to students
technique carefully
4. Teacher must be able to manage the class and the time in order
English
English
education.
4. Create the good relationship among the students, teachers, staffs, and
the headmaster.
BIBLIOGRAPHY
Alrabaa Sami, Games in Speaking “ English Teaching Forum, Vol XXXIX, No. 3
(July, 1991).
Arifin Zaenal, Dasar-dasar Penulisan Karya Ilmiah. (Jakarta : P.T Grasindo, 2003)
Betteridge David and Michael Buckby, Games for Language Learning, New Edition
Brown Gillian and George Yule, Teaching the Spoken Language : Approach Based on
the Analysis of Conversational English (Australia : Cambridge University
Press, 1989), p. 14
Burns, Anne. 2007. Collaborative Action Research for English Language Teachers.
Cambridge. Cambridge University Press.
J.Patricia ,Wentz, The Student Teaching Experience, ( T.tp.: Merrill Prentice Hall, t.t )
54
55
Kountur Ronny, Metode Penelitian Untuk Penulisan Skripsi dan Tesis.(Jakarta: Buana
Printing, 2007)
M. Silver Stephen, Guessing for the Classroom and the English-Speaking Club.
Selected Articles from the English Teaching Forum. 1980 – 1983.
Revell Jane, Teaching Technique for Commutative English (London Macmillan : Pres
Ltd).
Solahudin M., Kiat-kiat Praktis Belajar Speking. Diva Press. PT. Gramedia Pustaka
Utama, 2008.
Valdman Albert, Trend in Language Teaching, Mc Graw : Hill Book Co, 1996.
Wright Andrew, David Betteridge and Michael Buckby, games for Language Learning
(Sidney : Cambridge University Press, 1989).
56
Apendix 1
Silabus 1
Sekolah : SDN Kelapa Dua II
Mata Pelajaran : Bahasa Inggris
Kelas / Semester : IV / I
Alokasi : 2 x pertemuan (4 x 35 menit)
Standar Kompetensi : Siswa dapat melakukan fungsi bahasa secara lisan dengan hafalan yang benar dalam konteks
tentang greeting
Alokasi Sumber
Penilaian
Materi Kegiatan Waktu Belajar
No Kompetensi Dasar Indikator
Pokok/Pembelajaran Pembelajaran Bentuk Contoh
Tehnik
Instrumen Instrumen
1 2 3 4 5 6 7 8 9 10
Greeting Kegiatan Awal • Siswa Mengucapkan 2x 35 Buku
1. Bercakap-cakap untuk • Guru mengkondisikan dapat dengan keras Menit Paket
menyertai tindakan siswa mengulang/m Menghapalkan dan
secara berterima yang • Guru mengabsen siswa enirukan Gamb
melibatkan tindak tutur: • Menanyakan kabar percakapan ar
Mengenalkan diri, • Melakukan tanya dalam
memberi salam atau jawab tentang salam konteks
sapaan, memberi salam dialog
• Pre-test
perpisahan dan sederhana
memberi aba-aba. • Siswa
Kegiatan Inti
dapat Lisan Mengucap-
• Guru mengenalkan Tulisan kan dengan
mencocokan
macam-macam ucapan nyaring
kalimat suatu
salam
percakapan
• Guru dan siswa sederhana
mengulang-ulang dengan
melafalkan ucapan gambar
salam serta balasan
57
58
Kegiatan Akhir
Knowing,
The Head Master Researcher
59
60
mengulang-ulang kalimat
melafalkan percakapan
• Guru memberikan bahasa Inggris
penjelasan tentang tata sederhana ke
cara memperkenalkan bahasa
diri Indonesia
• Siswa secara
berpasangan
mendemonstrasikan
dialog sederhana
Kegiatan Akhir
Knowing,
The Head Master Researcher
61
Apendix 3
Silabus 3
Sekolah : SDN Kelapa Dua II
Mata Pelajaran : Bahasa Inggris
Kelas / Semester : IV / I
Alokasi : 2 x pertemuan (4 x 35 menit) Ketiga
Standar Kompetensi : Siswa dapat melakukan fungsi bahasa secara lisan dengan hafalan yang benar dalam konteks
Tentang greeting, introduction, dan hobby
62
Kompetensi Dasar Alokasi Sumber
Penilaian
Materi Kegiatan Waktu Belajar
No Indikator
Pokok/Pembelajaran Pembelajaran Bentuk Contoh
Tehnik
Instrumen Instrumen
1 2 3 4 5 6 7 8 9 10
Kegiatan Awal
• Guru mengkondisikan
siswa
• Guru mengabsen siswa
• Menanyakan kabar
• Melakukan tanya
jawab tentang benda
yang diketahui
• Pre-test
Kegiatan Inti
• Guru menyebutkan 1. Siswa
macam-macam hobi menyebutkan
• Guru dan siswa macam- Lisan
mengulang-ulang macam hobby Tulisa
Bercakap-cakap untuk
melafalkan macam- 2. Siswa n
menyertai tindakan
macam hobby dapat
secara berterima yang
• Siswa secara menuliskan Buku
melibatkan tindak tutur: Mengucapkan 2x 35
berkelompok percakapan Paket
Mengenalkan diri, My Hobby dengan keras Menit
1. mendemonstrasikan sederhana dan
memberi salam atau Menghapalkan
percakapan sederhana tentang hobbi Gambar
sapaan, memberi salam
tentang tema yang 3. Siswa
perpisahan dan
mereka kerjakan dapat
memberi aba-aba. Mengucap-
(greeting, intoduction, melakukan
kan dengan
hobby) percakan
nyaring
sederhana
Kegiatan Akhir secara
• Guru memberikan berkelompok
penguatan serta
menyimpulkan
• Memberitahukan
pelajaran yang akan
datang
• Melaksanakan
evaluasi
• Guru mengucapkan
salam sebelum keluar
kelas
63
Knowing,
The Head Master Researcher
Appendix 7
RENCANA PELAKSANAAN PEMBELAJARAN
Mata Pelajaran : Bahasa Inggris
Kelas / Semester : IV / 1
Pertemuan Ke : 1 (satu)
Alokasi Waktu : 2 x 35 Menit
Standar Kompetensi
Speaking :
Mengungkapkan intruksi dan informasi sangat sederhana dalam konteks kelas
Kompetensi Dasar
Bercakap-cakap untuk menyertai tindakan secara berterima yang melibatkan tindak
tutur: Mengenalkan diri, memberi salam atau sapaan, memberi salam perpisahan dan
memberi aba-aba.
Indikator
1. Siswa dapat mengulang/menirukan percakapan dalam konteks dialog sederhana
2. Siswa dapat mencocokan kalimat suatu percakapan sederhana dengan gambar
I. Tujuan Pembelajaran
1. Mengulang atau menirukan percakapan sederhana
2. Mencocokan kalimat suatu percakapan sederhana dengan gambar
Pengorganisasian
No. Kegiatan Pembelajaran
Siswa Waktu
Kegiatan Inti
• Guru memperlihatkan gambar tentang waktu saat Klasikal
melakukan salam Klasikal 60 menit
• Guru menjelaskan tentang waktu melakukan salam
• Guru memperlihatkan gambar kedua tentang Klasikal
mengekpresikan saat mengucapkan salam Individu
• Guru memberikan penjelasan tentang fungsi serta cara
mengekspresikan salam
• Guru mengucapakan dialog sederhana
• Siswa menirukan/mengulang dialog yang diucapkan guru
2. Contoh dialog:
Mother : Good morning, Andy!
Andy : Good morning, Mom!
Mother : Good afternoon, Andy!
Andy : Good afternoon, Mom!
• Guru mengajak siswa untuk menebak gambar tentang
waktu saat melakukan salam
• Guru mengajak siswa melengkapi dialog dalam gambar
• Siswa secara berpasangan mendemonstrasikan percakapan
sederhana
• Latihan, mencocokan percakapan dengan gambar
(terlampir)
Kegiatan Akhir
• Guru memberikan penguatan serta menyimpulkan
3. • Memberitahukan pelajaran yang akan datang Klasikal 15 menit
• Melaksanakan evaluasi (post-test)
• Guru mengucapkan salam sebelum keluar kelas Individu
VI. Penilaian
66
Prosedur Penilaian
a. Tes proses
b. Tes akhir
Jenis Penilaian
a. Tes proses : Guru mengamati siswa melakukan percakapan
b. Tes akhir : Secara tertulis
Bentuk Penilaian
Pengamatan kegiatan siswa
Lisan (Pre-test)
Knowing, Researcher
The Head Master
Appendix 8
Kisi-kisi soal
Mata Pelajaran : Bahasa Inngris
Kelas : IV
Kompetensi Dasar : Bercakap-cakap untuk menyertai tindakan secara berterima yang melibatkan tindak tutur:
Mengenalkan diri, memberi salam atau sapaan, memberi salam perpisahan dan memberi aba-
aba.
Appendix 9
Teaching-Learning Activities
Good bye,
Doni !
Good-bye, Sir!
See you tomorrow!
I am fine, too.
Thank you.
Okay, I must go
now. Good-bye,
Maya! Nice to
see you
Bye-bye, Budi!
See you later!
70
Appendix 10
Exercise
Match the picture with the correct greetings!
Standar Kompetensi
Speaking :
Mengungkapkan intruksi dan informasi sangat sederhana dalam konteks kelas
Kompetensi Dasar
Bercakap-cakap untuk menyertai tindakan secara berterima yang melibatkan tindak
tutur: Mengenalkan diri, memberi salam atau sapaan, memberi salam perpisahan dan
memberi aba-aba.
Indikator
1. Siswa dapat memperkenalkan dirinya
2. Siswa dapat melengkapi percakapan sederhana tentang tata cara memperkenalkan
diri
3. Siswa dapat mencocokan kalimat percakapan bahasa Inggris sederhana ke bahasa
Indonesia
I. Tujuan Pembelajaran
1. Memperkenalkan dirinya
2. Melengkapi percakapan sederhana tentang tata cara memperkenalkan diri
3. Mencocokan kalimat percakapan bahasa Inggris sederhana ke bahasa Indonesia
Pengorganisasian
No. Kegiatan Pembelajaran
Siswa Waktu
• Guru mengabsen siswa Klasikal 15 menit
• Menanyakan kabar Individu
Pre-test (Melakukan tanya jawab tentang pelajaran lalu)
Kegiatan Inti
•Guru memperlihatkan gambar tentang dialog sederhana
mengenai salam dan cara memperkenalkan diri
•Guru mengucapkan percakapan sederhana diikuti Klasikal
seluruh siswa Klasikal 60 menit
•Guru dan siswa mengulang-ulang melafalkan Klasikal
percakapan
Klasikal
2. •Guru memberikan kesempatan bagi siswa yang siap
Individu
untuk memperkenalkan diri
•Siswa secara berpasangan membuat percakapan
sederhana kemudian mendemonstrasikannya di depan
kelas.
•Latihan
Contoh soal:
Lengkapilah percakapan dibawah ini!
1. A : Good……………………
B : ………………………….
2. A : How……….you?
B : I………fine. Thank you
Kegiatan Akhir
• Guru memberikan penguatan serta menyimpulkan
3. • Memberitahukan pelajaran yang akan datang Klasikal 15 menit
• Melaksanakan evaluasi (post-test) Individu
• Guru mengucapkan salam sebelum keluar kelas
VI. Penilaian
Prosedur Penilaian
c. Tes proses
d. Tes akhir
Jenis Penilaian
a. Tes proses : Guru mengamati siswa dalam melakukan percakapan
b. Tes akhir : Secara tertulis
Bentuk Penilaian
Praktek pengamatan kegiatan siswa
Lisan (Pre-test)
Knowing, Researcher
The Head Master
Appendix 12
Kisi-kisi soal
Mata Pelajaran : Bahasa Inngris
Kelas : IV
Kompetensi Dasar : Bercakap-cakap untuk menyertai tindakan secara berterima yang melibatkan tindak tutur:
Mengenalkan diri, memberi salam atau sapaan, memberi salam perpisahan dan memberi aba-
aba.
1. Siswa dapat 1. Go
memperkenalkan od morning
dirinya. 2. Go
2. Siswa dapat od afternoon
3. Wh
mengucapkan
at is yor name?
percakapan 4. See
sederhana tentang you later
1. Introduction Daily activities tata cara 5. Ho Practice
memperkenalkan w are you?
diri 6. I’m
fine, thank you
7. Nic
e to meet you
8. Wh
ere do you live?
9. See
you tommorow
75
76
Appendix 13
The dialogue!
Hello, good
morning!
Hi, good morning! Where do you live?
My name is
Andre.
What is
your name? I live in Jl. Dago
I am Ronny
Appendix 14
Exercise
Name :…………………………….
Complete the dialog!
Hello, good
………….!
Hi, good morning! Where do you ……...……?
My name is
Andre.
What is
…………? I live in Jl. Dago
I am Ronny
Standar Kompetensi
Speaking :
Mengungkapkan intruksi dan informasi sangat sederhana dalam konteks kelas
Kompetensi Dasar
Bercakap-cakap untuk menyertai tindakan secara berterima yang melibatkan tindak
tutur: Mengenalkan diri, memberi salam atau sapaan, memberi salam perpisahan dan
memberi aba-aba.
I. Indikator
1. Siswa menyebutkan macam-macam hobby
2. Siswa dapat menuliskan percakapan sederhana tentang hobbi
3. Siswa dapat melakukan percakan sederhana secara berkelompok
Kegiatan Inti
• Guru memperlihatkan model dialog sederhana tentang
hobby Klasikal
• Guru bertanya tentang macam-macam hobby Klasikal
• Siswa menyebutkan macam-macam hobby 60 menit
• Guru mengucapkan percakapan sederhana Klasikal
• Siswa menirukan percakapan tentang hobbi yang Klasikal
diucapan guru
Klasikal
• Guru menjelaskan tentang hobby
Klasikal
2. • Guru menjelaskan masing-masing siswa untuk
membuat percakapan sederhana
• Guru membagi siswa menjadi 5 kelompok Klasikal
• Siswa secara berkelompok berdiskusi tentang
percakapan sederhana yang akan dibuat
• Siswa secara berkelompok mendemonstrasikan percakapan
sederhana
• Latihan Individu
Buatlah dialog sederhana tentang hobbi
Kegiatan Akhir
• Guru memberikan penguatan serta menyimpulkan
3. • Melaksanakan evaluasi Individu 15 menit
• Guru mengucapkan salam sebelum keluar kelas
Jenis Penilaian
a. Tes proses : Guru Mengamati siswa dalam melakukan percakapan
b. Tes akhir : Secara tertulis
Bentuk Penilaian
Lisan (Pre-test)
Knowing, Researcher
The Head Master
A Model Dialogue
Your hobby
2. Painting 7. Dancing
3. Fishing 8. Cooking
Appendix 16
Practice
For the group
Make the dialogue with your friends about greeting theme!
Make the dialogue with your friends about introduction theme!
Make the dialogue with your friends about hobby theme!
EVALUATION
For individual
Make the dialogue from three themes Greeting, Introduction, and Hobby!
Apendix 17
The result of data collection
The post-test and evaluation after research
Daily Daily Daily
No. Nama Test Test Test Evaluation
Cycle 1 Cycle 2 Cycle 3
1 AHMAD SURAJI 6 7 7 8
2 AMDIKA SARYANTI 5 6 7 7
3 DESI PRATIWI 5 6 7 7
4 HENDRA SANJAYA 6 6 7 7
5 RIDWAN HAKIKI 7 8 7 8
6 SITI MASITOH BAROKAH 6 6 7 8
7 ABDUL AZIZ 6 7 7 8
8 DEDE SHOLEHA 6 7 7 8
9 DEVI SUPRIYATI 7 7 7 7
10 ERI NUROKTAWIJAYA 6 6 6 7
11 FAJAR BAHARI 8 7 8 8
12 FIKRI ALAMSYAH 6 6 6 7
13 FIKRI HERMAWAN 7 7 8 7
14 HENDI SEPTIYANA 5 7 7 7
15 HERIYANTO 7 8 8 9
16 IBNU YUSUF 8 8 8 9
17 IMAM MULKHOIR 7 7 8 9
18 IMAM MUSTAQIM 6 7 7 8
19 ISMAWATI 5 6 7 7
20 MONICA AYU LESTARI 8 8 9 9
N AVERAGE 6.35 6.85 7.25 7.75
Apendix 18
Appendix 20
Kunci jawaban
Practice (Appendix 10)
I. Complete the sentence!
Kunci Jawaban
Practice (Appendix 14)
1. D 6. B
2. F 7. H
3. E 8. C
4. G 9. A
5. J 10. I