3 - Pronunciation influenced by L1
- Pronunciation and grammatical errors - Several errors cause serious confusion
- Longer pauses to search for word meaning
- Fairly limited expression - Much can be understood although some
effort needed for parts - Some interruptions necessary
- Has mastered only some of oral skills on course.
2 - Several serious pronunciation errors
- Basic grammar errors - Unnaturally long pauses
- Very limited expression - Needs some effort to understand much of
it - Interruption often necessary and
sometimes has difficulty in explaining or making meaning clearer
-Only a few of oral skills on course mastered
1 - A lot of serious pronunciation errors
- Full of long pauses - Very halting delivery
- Extremely limited expression - Almost impossible to understand
- Interruptions constantly necessary but cannot explain or make meaning clearer
- Very few of oral skills on course mastered.
Table 4.3 The scores’ range of the criteria
Score Range
6 86
– 100 5
76 – 85
4 66-75
3 56-65
2 46-55
1 0-45
The average of those students‟ pre-test score is: Σ Pre-test = 1479
Σ Pre Test = Σ x N
= 1479 27
= 54,77
After count ing students‟ score in the form of average, then the researcher
calculates it in the form of percentage, it is done to know the total student who passes the criterion of minimum completeness by dividing the number of students
who passes the test with the total students who takes the test itself, and then multiplied by 100, by which the total number of students who passes the KKM
in percentage will be as follows: P = F x 100
N P = 3 x 100
27 = 11,11
B. The Implementation of the Action
Here, the researcher attempts to discuss about the preparation of the device for the action research in which included the four-phase of cycle one and cycle two
.
1. Cycle 1 a. Planning Phase
The researcher and English teacher collaboratively made instruments which were needed in this planning phase, such as lesson plan which contained
about teaching material, teaching procedure, and some exercises. Besides, the researcher and the teacher prepared structured observation sheet to observe the
teacher‟s performance, students‟ response, and class situation during the teaching learning process. The researcher also prepared the posttest to know there is any
improvement in students‟ score from pretest to posttest or not. The material in this
cycle provided include, how to promote a product advertisement. The steps are taken include:
1 Creating a role play setting to make it appear as it should. For
example, explain to students what role will be played. Here, the researchers conducted the preparations relating to the setting role play
and its attributes. 2 Explain the purpose and rules of the game.
3 Give the expressions used in role play, guiding the way how to pronounce several times and at the same time explaining its use.
This was done with the intention that students feel confident using these phrases in the role play. Through role play, the teacher is expected students to
engage their will to be better in speaking ability. In this case, grammar, vocabulary, and pronunciation aspect are also the main goals to be obtained. For
the first action, the researcher takes „expression when sick or hurt‟ as the topic. In
detail the researcher presents in acting phase.
b. Acting Phase
Acting phase is the implementation of the planning phase that has been planned by the teacher and the researcher as well. Here, the researcher acts as the
teacher who does the action by teaching students at tenth grade of MAN 19 using role play. In teaching the lesson, the researcher uses three steps learning activity; a
step that contains about three phases, those are; opening phase, core phase, and closing phase. In this acting, the researcher tried to integrate students to
participate in the classroom activities. Here are the actions :
First meeting
Theme: selling and buying a car
1 Opening Saying salam and asking students‟ condition. Here the teacher also asking
stu dents‟ preparation for facing a final test and making a short discussion
regarding the difficult subject during second semester.
2 Core activity In this phase, the teacher gives materials about describing and demonstrating a
selling and buying action in the dialogue. Firstly, the teacher explains the use of present tense. Secondly, he
demonstrates and gives other examples “simple present tense” in sentence.
You : Good afternoon, how do you do sir ?
Adi : Good afternoon. I am fine, thanks. Can I help you ?
You : Ya, I am from Daihatsu company, do you know the new edition of
Daihatsu? Adi
: No, I don‟t . what‟s that ? You : yeah, the family car is really luxurious and reasonable price. Avanza
vellos.
Adi : ooo, I see, I really like the design interior of that car.
You : do you want to test drive? Perhaps you are interest so I can order it for you.
Adi : yes, I do. I will try that. Wow,, fantastic, i will take it.
You : ok, let me order it for you. Anyway thank you.
Adi : you are welcome. Thanks for offering.
Students pay attention to the teacher explanation. If it considered enough for students, then the teacher begins to apply it into the real situation by using role
play. The procedures were; Firstly students are divided into pair, then they are given a blank dialogue, so complete it based determined condition by teacher.
Student 1
You : Good afternoon, how do you do sir ?
Adi : Good afternoon. I am ……, thanks. Can I help you ?
You : Ya, I am from Daihatsu company, do you know the new edition of
Daihatsu? Adi
: No, I don‟t . what … ……..? You : yeah, the family car is really luxurious and reasonable price Avanza
vellos. Adi
: ooo, I see, I really like the …….. ………. of that car.
You : do you want to test drive? Perhaps you are interest so I can order it for you.
Adi : yes, I do. I w
ill ….. ………. Wow,, fantastic, I will take it. You
: ok, let me order it for you. Anyway thank you. Adi
: you are welcome. Thanks for …………
Student 2
You : Good afternoon, how …. you do sir ?
Adi : Good afternoon. I am fine, thanks. Can I help you ?
You : Ya, I am from Daihatsu company, do you ……. the new edition of
Daihatsu? Adi
: No, I don‟t . what‟s that ? You : yeah, the family car is really
……… and …….. price. Avanza vellos. Adi
: ooo, I see, I really like the design interior of that car. You : Do you want to test
drive? Perhaps you are ……… so I can …… it for you.
Adi : yes, I do. I will try that. Wow,, fantastic, i will take it.
You : ok, let me or
der it for you. Anyway …….. ………... Adi
: you are welcome. Thanks for offering.
Secondly students take turn by pair asking and answering questions about the determined condition. Each student get the role differently. They have to obtain
the information by asking questions. Each student has 15 minutes to find the determined condition.
3 Closing In closing phase, the teacher asks regarding students difficulties during the
learning process and sometimes he gives advice to motivate and to encourage them to learn more and more. At the last, he closes the class by saying salam.
