For Students of For Future Researcher

89 Giving feedback is the fourth recommendation for the teacher. The teacher needs to give more feedback to the students’ exercises. Through the feedback, the students will know where their mistakes are. In the next exercise, the students will learn from the mistakes. Therefore, giving feedback is an important aspect that should be given to the students. The teacher should approach the students who are not motivated in the classroom. The teacher can ask the students to answer a question in the materials or ask the students to write down the answer on the board. This approach can grab the students’ attention in the classroom. In this approach, the teacher will takes some minutes to be able to get the students’ attention. The last was about giving cued dialogues. Cued dialogues made it much easier for the students to make dialogues. The cued dialogues could lead the students in making ordered dialogues correctly. By cued dialogues, the teacher would also save some minutes in the learning process when the students are doing the exercises.

2. For Students of

XI AP class SMK BOPKRI 1 Yogyakarta There are some recommendations for students of XI AP class of SMK BOPKRI 1 Yogyakarta. The first recommendation is the students have to practise their pronunciation with more new English words. The second, the students should improve their speaking skill by asking their friends’ feedback in their speaking. The third was that the students should pay more attention to the teacher’s speaking in the class in order that they can be accustomed in 90 pronouncing the correct pronunciation of English words. By this way, the students will not find difficulties in their pronunciation in their oral test later.

3. For Future Researcher

The researcher also has some recommendations for the future researcher who will make a similar research. The future researcher can allocate more time to do the drilling session. The aim of the additional time is to make the students practice the words intensively. Besides, drilling some English words to the students individually can be a good choice. Next, there are three elements in speaking which are pronunciation, grammar and vocabulary. For the future researcher, improving the students’ grammar and vocabulary by drilling technique is recommended after the students have good pronunciation of English words. 91 REFERENCES Afique. A. 2010. Level of education curriculum unit. Retrieved November 16, 2012 from www.level-of-education-curriculum-unit-ktsp.html American Academy of Pediatrics. 1991. Caring for your adolescent. New York: Bantam Books. Azar, B. S. 1993. Understanding and using English grammar. 2 nd ed.. Jakarta: Binarupa Aksara Prentice-Hall, Inc. Best, J. W. Khan, J. V. 1986. Research in education. 8 th ed.. Needham Heights, MA: Allyn Bacon A Viacom Company. Blumberg, P. 2004. Beginning journey toward a culture of learning centered teaching. Journal of student centered learning. San Francisco: Jossey- Bass. Brown, H. D. 2007. Teaching by principles. New York: San Francisco state University. Canale, M., Swain, M. 1980. Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1. Carroll, B. J. 1980. Testing communicative performance: An interim study. Oxford: Pergamon Press Ltd. Coyne, I. T. 1997. Sampling in qualitative research. purposeful and theoretical sampling; merging or clear boundaries. Retrieved November 23, 2013 from http:corcom300-s12-lay.wikispaces.umb.edufileview article _sampling_qualitative.pdf Crystal. D. 1995. The Cambridge encyclopedia of the English language. New York: Cambridge University Press. Crystal, D. 1997. English as a global language. New York: Cambridge University Press. Depdiknas, 2006. Standar Isi untuk satuan pendidikan dasar dan menengah: Peraturan menteri pendidikan nasional no. 22 tahun 2006. Jakarta: Direktorat Pendidikan Dasar dan Menengah. Evans, R. N. Herr, E. L. 1978. Foundation of vocational education. 2 nd end. Columbus, OH: Merrill Publishing Company. 92 12179 Fathoni, M. 2012. Karakteristik siswa dan hubungannya dengan proses dan hasil pembelajaran. Retrived March 24, 2012 from www.karakteristik- siswa-dan-hubungannya.html Florez, M. C. 1999 Improving adult English language learners speaking skill. Retrieved June 24, 2013 from http:www.cal.orgcaelaesl_resources digests speak.html Hamalik, O. 2008. Dasar-dasar pengembangan kurikulum. Bandung: PT Remaja Rosdakarya. Harmer, J. 2003. The practice of English language teaching. Cambridge: Cambridge University Press. Haycraft, J. 1978. An introduction to English language teaching. London: Longman Publishing Group. Hornby, A.S. 1995. Oxford. advanced learners’ dictionary. 4 th ed.. New York: Oxford University Press. Kemmis, S. McTaggart, R. 1988. The action research reader. 3 rd ed.. Victoria: Deakin University Press. Kilgour, D. 1999. The importance of language. Retrieved July 23, 2013 from http:www.david-kilgour.orgmpsahla.htm Kirakowski, J. 2000. Questionnaires in usability engineering. Retrieved March 12, 2013 from http:www.ucc.iehfrgresourcesqfaq1.html Lake, L D. L 2012. L Observation. L Retrieved L AugustL29, L 2012, L from L http:psy ch.csufresno.edupsy144ContentDesignNonexperimentalobservation.ht ml Luoma, S. 2004. Assessing speaking. Cambridge: Cambridge University Press. McNamara, C. 1999. General guidelines for conducting interviews. Retrieved February 15, 2013 from http:www.mapnp.orgevaluatnintrview.htm. McNiff, J. Whitehead, J. 2002. Action research: Principles and practice. 2 nd ed.. London: Routledge Falmer. Mettetal, G. 2003. Improving teaching through classroom action research. Retrieved May 13, 2013 from http:cte.udel.edusitescte.udel.edufiles u7v14n7.htm 93 12179 Mlinar, R. 2008. Pronunciation is a physical exercise. Retrieved August 29, 2012 from Pronunciation is a physical exercise_Language bits.htm Nunan, D. 1991. Language teaching methodology. London: Prentice Hall International. Ltd. Nunan, D. 1992. Designing task for the communicative classroom. Cambridge: Cambridge University Press. Nunan, D. 1999. Second language teaching and learning. Boston: Heinle Heinle Publishers. Nunan, D. 2003. Practical English language teaching. New York: McGraw Hill Companies, Inc. Omaggio, A. 1986. Teaching language in context: Proficiency oriented instruction. Boston: Heinle and Heinle Publishers. O’Neil, W. 1988. The spelling and pronunciation of English. London: John Hopkins University Press. Passi, B. K. Passi, S. n.d.. Dialogue and re-dialogue. Retrieved October 23, 2013 from http:thegera.inDAR.pdf. Paultson, C. B. Bruder, M. N. 1967. Teaching English as a second language techniques and procedures. Boston: Winthrop publishers, Inc. Reynolds, J. 2000. Learning-centered learning: Theory into practice. Inquiry. Retrieved December 11, 2012 from http:www.editlib.orgp94263. Richards, J. C. 1990. The language-teaching matrix. Cambridge: Cambridge University Press. Richards, J. C Renandya, W.A. 2002. Methodology in language teaching. New York: Cambridge University Press. Richards, J. C Rodgers, T.S. 2001. Approaches and methods in language teaching. Cambridge: Cambridge University Press. Riddle, D. 2003. Teaching English as a foreignsecond language. London: Hodder Education. Robertson, A. 2009. Importance of speaking English. Retrieved March 16, 2013 from http:www.cnmag.caissue-22851-esl-importance-of-speaking- english-n00 94 12179 Romine, S. A. 1954. Building the high school curriculum. New York: Ronald Press. Russell, J. 2008. Instructions for the drill and the methods of performing the eighteen maneuvers 1804. Whitefish, MT: Kessinger Publishing. Tillit, B. Newton, B. 1985. Speaking naturally: Communication skills in American English. Cambridge: Cambridge University Press. Wallace, M. J. 1998. Action research for language teachers. New York: Cambridge University Press. Ball, M. J Rahilly, J. Wells, J. C. 1999. Phonetics: The science of speech. New York: Oxford University Press Inc. 95 12179 APPENDIX A Covering Letter for the Head of SMK BOPKRI 1 Yogyakarta 96 12179 97 12179 APPENDIX B Covering Letter for the Governor of DIY 98 12179 99 12179 APPENDIX C Permission Letter from the Governor of DIY 100 12179 101 12179 APPENDIX D Research Official Statement from SMK BOPKRI 1 Yogyakarta 102 12179 103 12179 APPENDIX E Blueprints 1. Blueprint of Observation Checklists 2. Blueprint of Questionnaires 3. Blueprint of Interview Guide 104 12179 Blueprint of Observation Checklists Observation Checklist for Teacher No . Aspects Number of Item Number in Instrument 1. Teacher gives some questions about what do the students know about Persuading materials 1 1 2. Teacher asks the students to discuss the material hand out 1 2 3. Teacher gives repetition drills for each word based on the example in the Persuading 1 3 4. Teacher gives a drill about some verbs related to the Persuading materials 1 4 5. Teacher asks the students to discuss what the recording tells about speaking. 1 5 6. Teacher gives feed back about students’ pronunciation 1 6 7. Teacher plays a recording to the students modeling 1 7 8. Teacher ask the students to make two dialogues in pairs 1 8 9. Teacher asks students to perform a dialogue about persuading something in their seats in pairs 1 9 10. Teacher asks 1 partner student number 1 and 2 to perform their dialogue in front of the class 1 10 105 12179 BLUEPRINT Observation Checklist for Students Students’ Participation in English Class No Aspects Number of Item Number in Instrument 1. Students’ participation in the learning process 1 1 2. Students discuss the Persuading material 1 2 3. Students do repetition drills for each word based on the example in the Persuading materials. 1 3 4. Students listen to the recording given by taking some notes 1 4 5. Students discuss what the recording tells about 1 5 6. Students pronounce some words based on the recording as students’ pronunciation feed back. 1 6 7. Students pronounce some words about some verbs and nouns related to the Persuading materials as a drill 1 7 8. Student make two dialogues based on two situations 1 8 9. Students perform a dialogue about Persuading something in their seats 1 9 10. Students get feed back about their pronunciation in the learning process 1 10 106 12179 Students’ Questionnaire Students’ Questionnaire 1 No. Aspects Number of Item Number in Instrument 1 Students’ first time in learning English 2 1 – 2 2 Students’ English score in the Final Exam of Junior High School 1 3 3 Students’ opinion in learning English 1 4 4 Students’ opinion on the important of learning English 1 5 5 Students’ difficulties in learning English 1 6 6 Students’ habitual in speaking English 1 7 107 12179 Students’ Questionnaire 2 No. Aspects Number of Item Number in Instrument 1 Students’ opinion on the important of learning English 1 1-2 2 Students’ difficulties in learning English 1 3 3 Students’ opinion in learning English 1 4 4 Students’ willingness to be able to speak English correctly 2 5 – 6 5 Students’ difficulties in speaking 2 7 – 8 108 12179 Students’ Questionnaire 3 No. Aspects Number of Item Number in Instrument 1 Students pay attention to the teacher 1 1 2 Students’ participation in the class 4 2 – 5 3 Students’ opinion about drilling technique increases their pronunciation 5 6 – 10 109 12179 Interview Guideline with English Teacher No. Aspects Number of Item Number in Instrument 1 Students’ difficulties in learning process in class 2 1 – 2 2 Students’ characteristics 1 3 3 Students’ skill in learning English 1 4 4 Teacher’s possible solution of students problem 1 5 5 Teacher’s opinion on drilling technique will be used 4 6 – 9 110 12179 APPENDIX F Research Instruments 1. Observation Checklists

2. Questionnaire

3. Interview Guideline \ 111 12179 Observation Checklists Observation Checklist for Teacher Teacher :___________________________________ Subject topic :___________________________________ Day, date : ___________________________________ HINT: 1. Observe the teacher’s activities in coassroom in impoementing the teaching- oearning interaction 2. Put a check mark √ in the appropriate YES or NO circumstances based on the observation. No Aspects Teacher’s Response Yes No 1. The teacher gives some questions about what do the students know about Persuading materials 2. The teacher asks the students to discuss the material hand out 3. The teacher gives repetition drills for each word based on the example in the Persuading materials repetition drills 4. The teacher plays a recording to the students modeling 5. The teacher asks the students to discuss what the recording tells about speaking. 6. The teacher gives feed back about students’ pronunciation based on the recording 7. The teacher gives a drill about some verbs related to the Persuading materials 8. The teacher ask the students to make two dialogues in pairs 9. The teacher asks students to perform a dialogue about persuading something in their seats in pairs 10. The teacher asks 1 partner student number 1 and 2 to perform their dialogue in front of the class 112 12179 Observation Checklist for Students HINT: 1. Observe the Students’ activities in coassroom in impoementing the teaching- oearning interaction 2. Put a check mark √ in the appropriate YES or NO circumstances based on the observation. No Aspects Students’ Response Yes No 1. The students answer the teacher’s questions about what do the students know about Arguing materials. 2. The students discuss the Persuading material hand out 3. The students do repetition drills for each word based on the example in the Persuading materials. 4. The students listen to the recording given take some notes 5. The students discuss what the recording tells about 6. The students pronounce some words based on the recording as students’ pronunciation feed back. 7. The students pronounce some words about some verbs and nouns related to the Persuading materials as a drill 8. The student make two dialogues based on two situations in pairs 9. The students perform a dialogue about Persuading something in their seats in pairs 10. The students get feed back about their pronunciation in the learning process Notes: Observer _________ 113 12179 Questionnaire Kuesioner Meningkatnya Kemamnuan Siswa dalam Melafalkan KatagKata Berbahasa Inggris. Nama : Kelas : Berdasarkan nengalaman Anda dalam menggunakan Tekhnik Drill yang diterankan oleh guru di kelas, jawablah nertanyaangnertanyaan berikut dengan memberi tanda centang √ nada kolom yang tersedia. No. Pernyataan Ya Tidak 1. Saya memnerhatikan nenjelasan guru 2. Saya mengulang katagkata sesuai yang diucankan guru 3. Saya bertanya kenada guru bagaimana melafalkan katagkata tertentu berbahasa inggris 4. Saya mengoreksi teman saya ketika mereka salah mengucankan kata berbahasa inggris 5. Saya berusaha melafalkan katagkata berbahasa inggris dengan benar 6. Saya senang ketika saya sering mengucankan kata berbahasa inggris 7. Tekhnik drill menambah nengetahuan saya dalam melafalkan katagkata berbahasa inggris dengan benar 8. Tekhnik drill melatih saya untuk melafalkan katagkata berbahasa inggris dengan tenat 9. Teknik drill membuat saya lebih sering mengucankan katagkata berbahasa inggris didalam kelas 10. Teknik drill meningkatkan minat dan motivasi saya untuk bernartisinasi aktif di kelas 114 12179 Interview Guideline For the teacher before implementing the technique 1. Menurut Ibu, apakah siswa kelas AP sering mengalami kesulitan ketika mengikuti pelajaran Bahasa Inggris? 2. Mengenai speaking skill, apakah mereka mengalami kesulitan dalam speaking? 3. Menurut Ibu, faktor apa sajakah yang mempengaruhi kesulitan mereka itu? 4. Bagaimana dengan kemampuan siswa kelas AP dalam melafalkan kata- kata berbahasa inggris? 5. Tekhnik apa yang Ibu gunakan untuk mengasah kemampuan siswa dalam melafalkan kata-kata berbahasa inggris? 6. Apakah Ibu pernah menggunakan teknik drill dalam kelas? 7. Jika iya, drill seperti apa yang pernah ibu terapkan? 8. Bagaimana respon siswa dikelas mengenai teknik tersebut? 9. Menurut Ibu, bagamana respon siswa jika mereka mempelajari materi tentang “Persuading” dengan menggunakan teknik drilling, terutama dengan menggunakan repetition drill? 115 12179 APPENDIX G Lesson Plans and Learning Materials 1. Lesson Plans for the First Cycle 2. Materials for the First Cycle 3. Lesson Plans for the Second Cycle 4. Materials for the Second Cycle 116 12179 LESSON PLAN FIRST CYCLE Meeting I and II School : SMK BOPKRI 1 Yogyakarta Subject : English ClassSemester : XI AP 4 Skill : Speaking Time Allocation : 4 x 45 minutes Topic : Persuading Competence Standard : Berkomunikasi dengan Bahasa Inggris setara level Elementray School Basic Competence : 2.6 Mengungkapkan berbagai macam magsud hati Topic : Persuading

I. Indicators:

Cognitive Product: • The students are able to pronounce Nouns and Verbs in Persuading materials • Students are able to express about persuading something Process: • The students are able to mention Nouns and Verbs based on Persuading materials • The students are able to repeat the Nouns and Verbs which are drilled by the teacher in Persuading materials • The students are able to use the correct pronunciation of Nouns and Verbs in Persuading Psycomotoric • The students are able to pronounce Nouns and Verbs in Persuading materials correctly Afective • The students are able to respond activities provided by the teacher actively in Persuading materials 117 12179

II. Learning Objectives:

After participating in the learning process, students are able to: Cognitive Product: • Pronounce nouns and verbs in Persuading materials • Express about persuading something Process • Mention nouns and verbs based on Persuading materials • Repeat the nouns and verbs which are drilled by the teacher in Persuading materials • Use the correct pronunciation in of nouns and verbs in Persuading Psycomotoric • Pronounce nouns and verbs in Persuading materials correctly Afective • The students are able to respond activities provided by the teacher actively in Persuading materials

III. Learning Materials :

1. List of Verbs attachment 1 pre test 2. Expression Used to Persuade attachment 2 3. Drilling words based on Persuading Materials attachment 3 4. Listening Script attachment 4 5. Drilling words based on the recording and the next activities materials about persuading attachment 5 6. The pictures that students must be persuaded attachment 6 test

IV. Learning Method :

- Method : ALM - Technique : Drilling technique - The form of the students’ works in learning: 1. Working Individuals 2. Class discussion 3. In pairs 118 12179 Character Education: 1. Responsibility, independent and honest: all activities 2. Discipline: in all activities

V. Learning Resources and Learning Media Media: - whiteboard, marker, handout

, Recording Sources: 1. SBC 2006 Kurikulum Mitra Sekolah 2. Standar Isi Mata Pelajaran 3. Learners Worksheets Modul formatif Bahasa Inggris 2b 4. www.hotenglishgroup.com

VI. Learning Activities Meeting 1

No. Activities Students’ activities Time Allocation 1. Pre – Activities 2 minutes The teacher greats the students and gives a card number for each student The students answer teacher’s greeting and take the card numbers 1 minute 1 minute The teacher asks the students about student’s understanding in Persuading materials The students respond the teacher’s questions

2. Whilst Activities 87 minutes