80
their appearance. teacher’s compliments.
Whilst-Activities The teacher gives “cultural
awareness” about
giving compliments.
The teacher asks the students to prepare their dialogue.
The teacher asks the students to perform their dialogue in
front of the class. The teacher asks the students to take note.
Then teacher asks some of the students to give comment on
the performance.
The teacher asks the students to
choose the
best performance. Then, announce
the best performance. The
students study
“cultural awareness”
about giving compliments. The students prepare their
dialogue. The students perform their
dialogue in front of the class. The rest of the
students take note. Some of
the students
give comment
on the
performance. The students choose the
best performance. 5’
15’ 48’
2’
Post-Activities The teacher reviews what the
students have learned today by asking
and answering
questions session. The
teacher distributes
reflective questions to the students.
The teacher ends the lesson. The students review what
they have learned today by asking and answering
questions session.
The students fill reflective questions.
5’
10’
F. Sources and Teaching Media Handout, marker, whiteboard
G. Assessment Form : Students’ performance
Rubric :
Score 1
2 3
4 Task
Completio n
Minimal attempt to
complete the task andor
responses frequently
inappropriate. Partial
completion of the task,
responses mostly
appropriate yet undeveloped.
Completion of the task,
responses appropriately
and adequately developed.
Superior completion of
the task, responds with
elaboration.
Comprehe nsibility
Responses barely
Responses mostly
Responses comprehensibl
Responses readily
81
comprehensibl e.
comprehensible, requiring
interpretation by the listener.
e, requiring minimal
interpretation. comprehensible.
Fluency Speech halting
and uneven with long
pauses andor incomplete
thoughts. Speech slow
andor with frequent pauses,
few or no incomplete
thoughts. Some
hesitation but manages to
continue and complete
thoughts. Speech
continuous with little stumbling.
Pronunciat ion
Frequent errors, little or
no communicatio
n. Occasional
problems with communication.
No interference
with communicatio
n. Communication
with ease.
Vocabular y
Inadequate andor
inaccurate use of vocabulary.
Somewhat inadequate
andor inaccurate use of
vocabulary. Adequate and
accurate use of vocabulary.
Rich use of vocabulary with
frequent attempts at
elaboration.
Grammar
Inadequate andor
inaccurate use of basic
language structure.
Somewhat inadequate
andor inaccurate use of
basic language structure.
Emerging control of
basic language structure.
Good control of basic language
structure.
Taken from: A Collection of Performance Task and Rubrics: Foreign Languages, page 39 elaborated by the researcher
Total score: 100 Task Completion +
Comprehensibility +
Fluency + Pronunciation + Vocabulary + Grammar x 100
24
82
Expressing Compliments
That was a nice lunch
83
Study and practice the dialogue with your partner. Dialogue 1
Olive : Gio, congratulation Your article has been published in Kawanku magazine this
month
Gio : Thank you.
Olive : Is it about your personal experience?
Gio : Yeah, it is all about my personal experience.
Olive
: Honestly Gio, your article is really wonderful. I’ve learned many things from your story.
Gio : It is really great to know that you can learn something from my story.
Olive : I like when you said that we should never try to be someone else. You know
my family, especially my father, always wants me to study hard to be a doctor. But I don’t want to be a doctor, I just want to be an art designer.
Gio : Olive, it is natural to have family that has their own expectation for us. But,
remember we have right to choose our destiny, not our parents because the power to make all the dreams and expectations come true is in our hands.
Olive : But I’ve never made my family proud. I’m not like my brother and sister who are
clever. I almost become a loser. So I think maybe if I study to be a doctor, it will make them happy.
Gio : Olive, never think you are a loser. You are marvelous, truthfully, I really like your
creativity in designing our school magazine. You have to prove yourself. Perhaps you can join creativity and art contest.
Responding to Compliments
“Thank you” “I’m glad you enjoyed it”
“Thanks. Do you really think so?” “Thank you very much. It’s nice of
you to say so” “I’m glad you like it”
“Thanks a lot”
You look good in that
uniform. Thanks. My
mother sewed it for me.
84
Olive : Thanks. Do you really think so?
Gio : Yes, so never think that you are a loser, okay? Try to fight to reach your dream.
Olive : Thanks a lot Gio, you are a good friend.
Dialogue 2 Anisa
: Wow That’s a lovely dress, Dina. Is it new?
Dina : Yes, it is. Thank you.
Anisa : The color and the model really look nice on you.
Dina : Oh, do you really think so? I am really fond of this dress.
Anisa : Did you make it yourself?
Dina
: Certainly not, Anisa. My aunt gave it to me as a birthday gift.
Anisa
: Did she? What a good aunt you have
PICTURES:
Show your talent
Find a partner and make a conversation about giving and responding to
compliments. You may choose one of these situations:
1. you want to tell your friend, that you
liked her chicken steak she cooked you yesterday.
2. You are a fathermother and you are complimenting your sondaughter on
hisher good semester report.
85
86
87
Appendix 5
Field Notes of Cycle One
88
FIELD NOTES April 11, 2012
Cycle 1
The observation was conducted in SMA N 1 Kasihan Bantul, Yogyakarta at 11 April 2012. The observation was held in class XG. The subject on that day
was English and the material was about giving compliment. The class began at 8 a.m. At the first time, the teacher greeted the students enthusiastically. She did not
introduce herself and the observer because she had introduced them when she did an observation in that class. The purpose of the teaching on that day was the way
to get the data for her undergraduate thesis. After greeting, the lesson was started. Before she explained the material, she did the warming up as the pre-activities or
bridge for her to start the lesson. At first, the teacher gave the compliments to some of the students about their appearance and then the teacher asked the
students to guess what they were going to do on that day.
After that, the whilst-activities were started. In these activities, firstly the teacher showed the interesting pictures and asked the students; opinion about
those pictures. In this activity, the students looked enthusiastic and happy because the teacher showed pictures of Korean artists for them. They also could give the
compliment to those pictures. This activity also lasted for three minutes. After that, the teacher explained the aim of learning expressing and responding to the
compliments. These pre-activities lasted for three minutes. Secondly, the teacher asked the students to work in pair. Then, the teacher asked
them to give and respond compliments to their partner. This activity lasted for five minutes. The students looked that they really worked in pairs and started to give
and respond to complement each other. Thirdly, the activity was the teacher asked some partners to present their compliments. Some of them looked confident in
presenting the compliment, but there were also some students who were still unconfident and shy to present even to say something. However, at last most of
the students tried to present compliments. This activity lasted for about five minutes. Then, the next activity was the teacher explained the language focus and
gave the model of the dialogue of expressing and responding the compliments. In giving model of the dialogue, the teachers asked one or two students to
accompany her in modeling the dialogue. This lasted for ten minutes. After that, the teacher asked the students to study and practice the dialogue with their partner
for about five minutes. After studying and practicing the dialogue session, the teacher asked the students prepare a dialogue of expressing and responding to
compliments with their partner which would be performed in the next meeting. The teachers said to the students that the performance was a kind of competition
and the best performance would get a prize. The observer thought that the aim of this saying was to encourage the students to make a good dialogue and learn more
about giving and responding to compliments.
Then, the last kind of activity was called post-activities. The teacher reviewed what the students have learned on that day by asking and answering
question session. The aim was to know the students’ understanding so far about
89
the material given on that day. After reviewing session, the teacher closed the lesson by greeting and saying goodbye nicely to the students.
Overall, the teaching activities on that day were interesting. The students looked happy and enthusiastic. The teacher also explained the material clearly.
She spoke loudly so that the students can clearly hear the explanation and instruction given. The students were also active in the class. They answered the
teacher’s question and also asked questions to the teacher when they did not understand. Although there were still a few of students who were noisy, most of
them finished the assignment given well. They participated in conversation with their partners well.
Observer,
Dwi Rapita English Education Study Program
081214149
90
FIELD NOTES A April 12, 2012
Cycle 1, Meeting 2
The observation was conducted in SMAN 1 Kasihan Bantul at April 12
th
, 2012. It was held in class XG. The subject today was English and the material was
Expressing and Responding to Compliments. The skill focus is speaking. The teacher started the lesson by greeting the students. Then she gave
some examples of giving compliment. The students responded well to her. After the students got the point of what they were going to learn today, the teacher told
a short story about her past experience. This story still dealt with the material today, which was cultural awareness about giving compliments. The students
listened to her story and responded to her questions. By paying attention to the teacher’s story, the students knew the difference culture of eastern and western
people about giving compliments. The teacher also related her story with Javanese culture, so that the students could understand it better.
After that, the teacher asked the students to work in pair. In the previous meeting, the students had been asked to make a dialogue so that in this meeting
they did not have to make the new one. The students were very noisy. Some of them looked very serious in preparing themselves. However, many of the students
were busy with their friends. The teacher went around the class to see if there was any difficulty found by the students. From this activity, it could be seen that some
students even had not done their task in the previous meeting. They tried to prepare the dialog today.
When all students were seemed ready to perform, the teacher called one group to stand in front of the class and perform their dialog. After one group
finished their performance, they had to choose who would be the next performer. Some groups were very creative performing their performance in front of the
class. It could be seen from their topic of the dialogue and the length of the dialogue. It seemed that some groups could develop their idea in making
dialogues well. When a group performed in front of the class, the other students had to pay attention and listen to them. They had task to take note and gave
comment based on other groups’ performance. However, some students kept talking to their friends about something which did not have any relation with
expressing and responding to compliments. The teacher had to remind them many times to keep silent but it did not really work. The teacher also took some notes
about the students’ performances and took their scores. At the end, there would be two best performances that would get a prize from the teacher.
After all students had performed, the teacher closed the lesson. She asked the students about what they had learned today. The students answered that
question enthusiastically. Before closing the class, the teacher announced the two best performances and gave a prize for each group.
91
The teaching activities today were well managed by the teacher. However, the school decided to cut the time because in the end of the lesson today, there
would be a meeting with the students, so the teacher should decreased her time allocation to teach.
Although the students were very noisy during the teaching learning process, they could get the lesson today. They did the assignment well and
responded to the teacher actively. However, the teacher should speak louder to adjust to the students’ noise.
Observer,
Lucia Niken Tyas Utami 081214046
92
Appendix 6
Observation Sheet of Cycle One
93
94
95
96
97
Appendix 7
Lesson Plan and Teaching Materials of Cycle Two
98
LESSON PLAN
Cycle Two
School : SMA Negeri 1 Kasihan Bantul
Subject : English
ClassSemester : X 2
Skill Focus : Speaking
Time Allocation : 4 X 45 minutes
A. Competence Standard: Responding to the meaning in transactional to get things done and interpersonal
conversation to socialize formally and informally by using various verbal language accurately, fluently, and acceptably in daily life context.
B. Basic Competence: Expressing the meaning in
