Expressing Agreement or Disagreement

 That‟s just how I see it.  I couldn‟t agree anymore, etc. B. To partly agree to an opinion  Well, but…...  Yes, I agree, but………  Perhaps, but…………  Possibly, but………  In my way, but……  I agree up to a point, but…….  I suppose so, but…….  I dare say you‟re right, but……  I think so, but…………….., etc. C. To disagree politely to an opinion  I‟m not sure  Do you think so?  Well it depends  I‟m not so certain  Well, I don‟t know  Well, I‟m not so sure about that  Mmm, I‟m not really sure you‟re right  No, I don‟t think so really, etc. D. To disagree strongly to an opinion  I disagree  I disagree with you entirely  I‟m afraid I don‟t agree  I don‟t agree with you at all  I really can‟t agree  I‟m afraid you‟re wrong  I wouldn‟t accept that  I feel doubt it, etc. Exercise Say whether you agree or disagree with the following statements and supply what your reasons are. 1. Books are the window of the world. 2. Smoking should be banned in all public places. 3. Cheating is a bad habit. 4. Internet helps us to have better living in the world. 5. Television has positive influence for people. Text for the pronunciation test Please read the following dialogue between Klaus and Sunny Klaus : Hi Sunny, long time no see. How are you? Sunny : Hi Klaus, I‟m good. Where are you going? Klaus : Well, I‟m going to go to the library. I need a book about train. Sunny : You are lucky Klaus. I know that there are many books about train in the library. You will find it there. Klaus : Thank you Sunny. You look beautiful with that ribbon on your hair. Sunny : Thank you. Klaus, do you have time this week? I want to go to the beach. Do you want to go with me? Klaus : With my pleasure. Sunny : Okay Klaus. See you. 86 Appendix 3 Observation Checklists Cycle One 91 Appendix 4 Field Notes Cycle One FIELD NOTES I Cycle One The observation was conducted in May 16, 2012 in SMK Marsudi Luhur II Yogyakarta. The observation was held in class XI EL. In that day, the numbers of the absent students were four students. The subject was English and it took three meeting hours 3x45 minutes. The class started at 08.30. In the beginning, the students were busy moving the table and the chairs. The students helped the teacher to provide table and chairs for the observers. The teacher started the lesson by asking the students to be ready to follow the lesson. Most of the students were very talkative. Even though the teacher was ready to start the lesson, some students still talking with their friends. Some students also moved around. After the teacher greeted the students, they started to sit on their own chair and stop talking. The condition when some students kept talking made the other students decrease their attention to the teacher. However, the teacher could handle the situation to get students‟ attention back. It seemed that the teacher has already accustomed by the situation in which the students made noise and moved around in the classroom. Before explaining the material, the teacher reviewed the previous material. T he teacher asked the students‟ understanding about previous material and she also gave opportunity to the students if they had questions. After that, the teacher continued explaining the material about expressing feeling. The teacher explained the words and expressions used in expressing feeling. She wrote the explanation on the white board. When the teacher explained the material, the students listened to the explanation seriously. The teacher explained the material slowly, maybe, it because the students would get difficulties if the teacher explain the material too fast. Sometimes, the teacher asked the students to pronounce certain words and the teacher would make correction on students‟ wrong pronunciation. Unfortunately, most of students unwillingly answered the questions. They seemed hesitant to speak in English. After explaining the material, the teacher asked the students to practice the dialogue given by the teacher. The students are asked to make a group consists of 2 peoplein pairs. The students practiced reading the dialogue with their partner. After practicing the dialogue, the teacher asked each group to read the dialogue in front of the teacher. While waiting other groups, the rest of the students were asked to do some exercises about expressing feeling. After that, the students got their break time for 15 minutes. In the break time, some students stayed in the classroom. After the break time, the teacher continued the lesson. The teacher gave information about the importance of having good pronunciation of English words. It seemed that the teacher tried to motivate the students to have willingness to learn how to pronounce English words correctly. Unfortunately, in the middle of the class, some teachers interrupted the class to give information about field trip provided by the school for the students in order to give students‟ experience in the working area. The teachers also listed the students who wanted to join in the trip. I took several minutes, maybe it was about 15 minutes. The teachers tried to convince the students that the trip is important for the students. As a result, the English teacher had to hurry to make the teaching and learning activities more effective. After that, the teacher played a movie with lower volume, so that it would not distract other classes. The teacher reminded the students that they had to pay attention on the movie, so that they could learn how to correct their mistakes by noticing the pronunciation on the movie. The students were very enthusiastic in watching the movie. When the students watched the movie, they were quite curious to find the correct pronunciation. Besides, the students were very quite when they were watching the movie. After watching the movie, the teacher gave time to the students to practice the dialogue with their partner. After practicing, the students were asked to read the dialogue in front of the teacher, while the other students were asked to continue working on the exercises given before by the teacher. The teacher ended the class by giving feedback to the students about what they had learned. Yogyakarta, May 16, 2012 Observer, Yohanes Widi A. P. 081214099 Student of English Education FIELD NOTES II Cycle one The lesson was held on Wednesday, May 16, 2012 at 08.30 – 11.00. The observation was conducted in class XI EL. Before the teacher started the lesson, the students looked busy with their activities, such as moving the table and chairs, talking with other friends, moving around the classroom, etc. Looking that condition, the teacher greeted them and asked their attention by saying “Hello, may I have your attention, please?” The students looked ready to follow the lesson immediately. The teacher started the lesson by asking the students about the previous material. Since there was no question by the students, the teacher started to explain the new material about expressing feeling. From the beginning of the lesson, the students showed their positive response toward the teaching and learning activities. It looked from their attention to the explanation given by the teacher. They often answered the questions, though they hesitated to answer it. At least they had tried to answer the questions, even though the made mistakes. After that, the teacher gave dialogue text to the students and she asked the students to practice it with other students. Then, the students were asked to read the dialogue in front of the teacher group by group. The teacher implemented good technique in teaching that is in handling the classroom. When the teacher asked one group to come forward to read the dialogue, the other students were asked to do the exercises. By implementing that technique, the students could be controlled well. They did not make any noise and they did the tasks seriously. The teacher continued the lesson after break time and she told the students that they were going to watch a movie. The teacher said that they could learn how to pronounce English words by watching the movie given. In my opinion, the use of movie in teaching pronunciation was good. It looked from the students‟ response toward the movie given by the teacher. Unfortunately, the lesson had to be stopped for a while. The other teachers came to the classroom to announce about the field trip to the students. It took several minutes and it made the teacher seemed hurry in teaching. In my opinion, the use of movie in classroom was effective enough in teaching and learning activities. The use of movie also helped the teacher to conduct interesting teaching activities. The students did not get bored as well because the movie gave new atmosphere for the students in following the lesson. Even though the students did not really know the story in the movie, they watched it seriously. The good point here is that the students tried to understand the movie and also tried to learn the English pronunciation. The result showed that the students could make improvement after watching the movie. For the teacher, the length of the movie was too long. Maybe, next time you could make it shorter, so that you could repeat the movie and it would help the student to understand and to learn the pronunciation. Good Job  Yogyakarta, May 16, 2012 Observer, Dita Marselyna 081214035 Student of English Education 97 Appendix 5 Lesson Plan and Teaching Materials Cycle Two LESSON PLAN School : SMK Marsudi Luhur II Yogyakarta Subject : English GradeSemester : XI2 Class : XI EL Time Allotment : 3 x 45‟

A. Competence Standard

To be able to communicate English in elementary level

B. Basic Competence

To be able to express feeling

C. Indicator

By the end of the meeting the students are able to:  Identify the expression used in expressing felling  Mention the expressions used in expressing felling  Use the expressions to express feeling in the conversation correctly  Pronounce English words in the conversation correctly

D. Learning Objective

Students are able to use the expressions to express their feeling

E. Learning Topic

Words and expression used in expressing feeling  Words and expressions used in giving invitation  Words and expressions used in telling about certainty and uncertainty  Words and expressions used for compliment and exclamation  Words and expressions used in giving opinion  Words and expressions of agreement and disagreement  Words and expression in giving argument Grammar: Simple Past Tense  The simple past is used when the speaker thinks of an activity or state as occurring and completed at a specified by an adverbial, e.g. yesterday, a month ago, when I was young, etc.  Pattern: S + V2 + OC

F. Learning Methods

Communicative Language Teaching Group discussion, Games

G. Learning Activities

Meeting I Learning Activity Time Allocation Pre-activities 1. Greeting and checking the attendance list 2. Giving review of the previous lesson about Expressing feeling 5 minutes Main activities Exploration 1. Students are asked to make a group consists of 3 people 2. Students are asked to underlining expressions used in the text given by the teacher 10 minutes Elaboration 1. Students are given explanation about words and expressions used in expressing felling continuing previous lesson 2. Student are given explanation about simple past tense 3. In the same group, the students are asked to read the dialogue given by the teacher. In this part, the teacher do first test of students‟ pronunciation by approaching each group, and ask them to read the dialogue. While the other groups are given time to practice and do the exercises. 4. Students are given the information about their mistakes in pronouncing words by the teachers based on the dialogue 5. Students are asked to watch movie provided by the teacher 100 minutes 6. Students are asked to analyze their mistakes and to find the correct pronunciation through watching the movie 7. Each group is asked to perform the dialogue personally with the teacher and the other groups continue doing the exercises 8. Students and teacher discuss the result together orally and written Confirmation 1. Teacher asks the students about their understanding of the material given 2. Teacher asks the students about their understanding in learning pronouncing words correctly 3. Teacher gives summary and feedback of the material taught orally 15 minutes Post-activity 1. Teacher ends the class 5 minutes

H. Learning Sources and Learning Media

Learning Sources: 1. LKS A Step to be Brighter, compiled by Argo Budi Rahayu, S.Pd. Learning Media: 1. White board and Board marker 2. Handoutsworksheet 3. Projector 4. Movie Hoodwinked

I. Assessment

Exercises are attached Scoring: Exercise I = 5 x 2 = 10 Exercise II = 5 x 2 = 10 Exercise III = 10 x 2 = 20 Total score 40 4 = 10 6. Giving Argument Expessions used in giving arguments:  Yes, but don‟t forget…………..  That may be so, but…………….  On one hand, I agree with you, but on the other hand,…………….  That‟s good idea, but…………… Some expressions are for arguing someone’s ideas. Below are some expressions to counter someone’s ideas:  I don‟t think so  Not really  It‟s not true  I don‟t agreeI disagree  It is not necessary to…………..  It is unreasonable tothat………….. Read the dialogue carefully Retno used the car today. She drove Tommy to college this morning and then went to her mother’s house. She’s driving Tommy back from the college now. Tommy : Why are you driving so slowly? Retno : I‟m going to as fast as the speed limit. Tommy : You can forget the speed limit. Nobody drives that so slowly Retno : Well, I want to drive carefully but the roads are crowded. Tommy : Yes, I know, but they were just crowded as this morning. You drove so fast then. Retno : That‟s just it. I drove too fast. Tommy : What? You mean something happened after you left me. Retno : It was the center of the town. I was in a hurr y, and…….? Tommy : Yes, go on What happened? Retno : A child runs out in front of me. Tommy : You mean you hit her? Retno : No, but I almost did. I braked as hard as I could. I stopped. But not only just in time. Tommy : Well, at least you didn‟t have an accident. Retno : No, but that isn‟t the only reason I‟m driving so carefully, look there is a police car behind us. It‟s following us. Answer the following questions based on the dialogue above 1. Why does Retno drive so slowly? 2. What happened after Retno left Tommy? 3. Did Retno drive her car a lot faster before? 4. What is the reason for Retno to drive her car so carefully? 5. What do you think about Retno‟s reason? 6. Is Retno a good driver according to you? 7. Give some reasons why we must drive carefully UNIT 2 WHERE WERE YOU LAST NIGHT? Grammar Focus Simple Past Tense The simple past is used when the speaker thinks of an activity or state as occurring and completed at a specified by an adverbial, e.g. yesterday, a month ago, when I was young, etc. Examples:  I called Marry last night.  My friend and I repaired the motorcycle in the garage yesterday.  My mother went to Jakarta last week.  When it was hot in the room I opened the window.  We were tired when we arrived home from work. The pattern of simple past tense is: S + V2 + OC To be for past tense are was and were. Am  was Is  was Are  were Example:  I was very busy yesterday.  She was very beautiful before the accident.  We were very tired. The adverb of time that are used:  Yesterday  ………ago  In 1999 the year before this year  Last………… Exercise Rewrite sentences about the past with yesterday, last week, last year, last……,etc. 1. He always goes to work by car.