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APPENDICES

Table 16. The students’ Initial Name of MTs N 01 Kudus (VII-A class) No Students’ Initial

Name

1. AAA

2 AAAF

3 AS

4 DNF

5 ENF

6 LNB

7 LTK

8 MT

9 MWA

10 MAF

11 MHF

12 MNA

13 MZI

14 NWS

15 NFN

16 NM

17 NFM

18 NIA

19 PNF

20 RAR

21 RF

22 RKM

23 SSM

24 SA

25 STY

26 SM

27 SA

28 TBP

29 US

30 YA

31 ZAMM

32 ZM

SILABUS PEMBELAJARAN

Sekolah : MTs Negeri Kudus Kelas

: VII (tujuh) Mata Pelajaran

: Bahasa Inggris Semester

: 2 (dua) Standar Kompetensi : 9. Berbicara mengungkapkan makna dalam percakapan transaksional dan interpersonal sangat sederhana untuk berinteraksi dengan lingkungan terdekat

Indikator Pencapaian

Alokasi Sumber

Kegiatan Pembelajaran

Waktu Belajar

Instrumen

Instrumen

1. Perform the dialogue 4x40 menit Script makna dalam

9.1 Mengungkapkan Percakapan singkat

1. Tanya jawab yang * Bertanya dan

Unjuk kerja Bermain

percakapan percakapan

memuat ungkapan-

berkaitan dengan menjawab berbagai

dari buku teks transaksional ( to get 2. Membahas 1.Meminta dan front of the

materi

informasi :

your friend in the

things done ) dan

Alat peraga interpersonal

kosakata dan tata

Contoh:

bahasa: noun,

memberi jasa

class!

adjective, adverb,

Rekaman sangat sederhana

( bersosialisasi )

noun phrase

1.A : Pass me the

3. Menirukan

2.Meminta dan

2. Listen to the

Tes Lisan

Merespon

dengan menggunakan

pencil please!

ungkapan-

memberi barang

ungkapan

expression and

ragam bahasa lisan

B : Sure. here you

ungkapan yang

respond to it ,

secara akurat, lancar

digunakan dalam

example :

are.

dan berterima untuk

percakapan sesuai

materi

a. Pass me the salt,

berinteraksi dengan

Indikator Pencapaian

Alokasi Sumber

Kegiatan Pembelajaran

Waktu Belajar

Instrumen

Instrumen

lingkungan terdekat

2.A : Give me the

4. Berlatih dengan

please.

yang melibatkan

paper Please!

teman mengunakan

b. Give me the paper,

tindak tutur :

ungkapan-

B : Sure, here it is.

please.

meminta dan memberi jasa, dalam percakapan

ungkapan yang ada

3.Meminta dan

c. Did you come late?

sesuai materi

meminta dan

3.A: Did you come

Bermain peran

5. memberi fakta

Bermain

memberi barang, dan

here yesterday ?

menggunakan

Unjuk kerja peran

3. Create a dialoque

meminta memberi

B : I did

ungkapan yang

based on

fakta

telah dipelajari.

the role cards and

perform it.

Tata Bahasa - Verbs: Like, need,

want - Simple Past Tense

Kosakata - Kata Terkait tema dan

jenis teks ungkapan

baku - Here it is - Here you are

 Karakter siswa yang diharapkan : Dapat dipercaya ( Trustworthines)

Rasa hormat dan perhatian ( respect )

Indikator Pencapaian

Alokasi Sumber

Kegiatan Pembelajaran

Waktu Belajar

Instrumen

Instrumen

Tekun ( diligence ) Tanggung jawab ( responsibility )

Bertanya dan menjawab 4x40 Script makna dalam

9.2 Mengungkapkan

1. Percakapan

1. Mendengarkan dan

percakapan percakapan

singkat memuat

merespon pertanyaan berbagai

tentang topik materi

menit dalam buku teks

ungkapan-

Informasi :

transaksional (to get

yang akan

disampaikan

1. Meminta &

things done) &

ungkapan :

Unjuk kerja Bermain

Perform a dialogue

Script otentik (bersosialisai) sangat

interpersonal

memberi pendapat

peran

about asking and giving

2. Mendengarkan dan

opinion with your own

Contoh :

sederhana dengan

Rekaman menggunakan ragam

merespon

words!

pembahasan tentang

2. Menyatakan suka

dan tidak suka

percakapan

A : What do you think

kosakata dan

bahasa lisan secara

Tes lisan

Daftar

pertanyaan

Answer the following

akurat, lancar dan

of this?

tatabahasa yang

berterima untuk Alat peraga B : Not bad materi yang akan

terkait dengan topik

questions orally!

3. Meminta klarifikasi

berinteraksi dengan

disampaikan

Bermain

Unjuk kerja

lingkungan terdekat

Create a dialoque based

A : I like tea

4. Merespon secara

peran

yang melibatkan

B : I don‟t 3. Mendengarkan model

on the role cards and

tindak tutur :

interpersonal

percakapan

perform it

meminta dan

transaksional dan Menjawab

A : Are you sure

Tes lisan

Give your positive

singkat

memberi pendapat,

B : I am

interpersonal dengan

response

menyatakan suka

topik materi yang

a. Do You ?

dantidak suka,

dipelajari

b. Are You ?

meminta klarifikasi,

A :Do you?

c.

Can You ?

merespon secara

B : I do

4. Menirukan model

d. Does she ?

interpersonal

percakapan

transaksional dan interpersonal dengan

Indikator Pencapaian

Alokasi Sumber

Kegiatan Pembelajaran

Waktu Belajar

Instrumen

Instrumen

2. Tata Bahasa

topik materi yang

- Verb be

dipelajari

- Verb do

Melakukan

- Verb have

percakapan transaksional dan

3. Kosa kata

interpersonal dengan teman dengan materi

Kata terkait tema

yang dipelajari

Kata terkait jenis

teks

4. Ungkapan Baku Wonderful !

Excellent !

 Karakter siswa yang diharapkan : Dapat dipercaya ( Trustworthines)

Rasa hormat dan perhatian ( respect ) Tekun ( diligence ) Tanggung jawab ( responsibility )

Indikator Pencapaian

Alokasi Sumber

Kegiatan Pembelajaran

Waktu Belajar

Kudus, Juli 2011

Kepala MTs Negeri Kudus

Guru Mapel Bahasa Inggris,

Drs. H. Nur Salim

Hj.Chasnah, S.Pd,M.Pd.I

NIP. 19560820 198303 1 003

NIP 19680108 199203 2 002

SILABUS PEMBELAJARAN

Sekolah : MTs Negeri Kudus Kelas

: VII (tujuh) Mata Pelajaran

: Bahasa Inggris Semester

: 2 (dua) Standar Kompetensi : 10. Berbicara Mengungkapkan makna dalam teks lisan fungsional dan monolog pendek sangat sederhana berbentuk descriptive dan procedure untuk berinteraksi dengan lingkungan terdekat

Penilaian

Kompetensi

Alokasi Sumber Dasar

Materi

Kegiatan

Indikator Pencapaian

Waktu Belajar

Instrumen

Instrumen

Alokasi Sumber Dasar

Materi

Kegiatan

Indikator Pencapaian

Waktu Belajar

Instrumen

Instrumen

4x40 - Script makna yang

10.1. Mengungkapkan

1. Teks fungsional

1. Tanya jawab yang

Mengungkapkan

Unjuk kerja Uji petik

1. Give instrtruction to your

menit percakapan terdapat dalam

pendek berbentuk

berkaitan dengan

makna dalam teks

berbicara

friend orally based on the

dari buku teks teks lisan

materi

fungsional pendek

picture.

2. Membahas berbentuk : 2. Mention the things you find

- Alat peraga fungsional

1. Instruksi

kosakata dan tata

in ...

2. Daftar barang

bahasa: noun, noun

- Instruksi

pendek sangat

Announce a certain

phrase, adj, verb,

- Daftar barang

sederhana dengan 3. Pengumuman

information to your friend

menggunakan

4. Ucapan selamat

adverb

- Pengumuman

Say something to your

Menirukan

- Ucapan selamat friend when ...

ragam bahasa

ungkapan-

 Memberi instruksi

lisan secara

2. Tata Bahasa

ungkapan yang

a. He/She got good score

akurat, lancar,

Imperatives

digunakan dalam

secara lisan.

at english test

dan berterima

percakapan sesuai  Menyebutkan

daftar barang tertentu.

b. won the game

berinteraksi

Mendengarkan teks

fungsional / pendek  Mengumumkan

Kata terkait jenis

pertanyaan tentang  Mengucapkan

terdekat

teks

isi teks yang

selamat

didengar.

4. Ungkapan Baku

6. Menggunakan

Well done ungkapan- ungkapan yang ada

Congratulations

dalam percakapan

Happy birthday sesuai materi dengan teman

berpasangan 7. Mengguanakan

ungkapan- ungkapan sesuai

Alokasi Sumber Dasar

Materi

Kegiatan

Indikator Pencapaian

Waktu Belajar

Instrumen

Instrumen

dengan materi dalam keadaan/situasi nyata

 Karakter siswa yang diharapkan : Dapat dipercaya ( Trustworthines)

Rasa hormat dan perhatian ( respect ) Tekun ( diligence ) Tanggung jawab ( responsibility )

Berani ( courage )

Alokasi Sumber Dasar

Materi

Kegiatan

Indikator Pencapaian

Waktu Belajar

Instrumen

Instrumen

Answer the following questions 4x40 menit Script monolog makna dalam

10.2 Mengungkapkan

1. Teks monolog

1. Mendengarkan dan

1. Mengungkapkan

Tes lisan

Daftar

teks monolog pendek

berbentuk :

merespon berbagai

berbagai informasi

pertanyaan

orally!

deskriptif/prosed sangat sederhana

hal tentang teks

dalam teks

deskriptif/prosedur

Descriptive 2. Memperhatikan

monolog berbentuk

ur dalam buku

dengan teks

menggunakan

Procedure

dan merespon

-Descriptive

penjelasan tentang

-Procedure

ragam bahasa

Script lisan secara otentik

kosakata dan

2. Kosa kata terkait

tatabahasa dalam

akurat, lancar dan

berterima untuk komunikatif teks Rekaman

teks monolog

2.Menyebutkan fugsi

tema / jenis teks.

Deskriptif/prosedur

berinteraksi

monolog dengan

tentang Tea/How to yang didengar.

make a cup of tea. lingkungan

Mendengarkan

Alat peraga terdekat dalam

3. Ciri kebahasaan

model monolog

3.Menyebutkan ciri

teks berbentuk

teks deskriptif /

lisan tentang teks

kebahasaan teks

deskriptif/prosedur

descriptive dan

prosedur

Mendiskusikan dalam kelompok

yang didengar.

Unjuk kerja

procedure

Uji petik

2.a. Describe something /

4. Tata Bahasa

draft monolog

berbicara

4.Melakukan monolog

someone with your own

Present Tense

mendeskripsikan

words orally in front of

kembali,

dalam bentuk

Imperatives

menyampaikan

deskriptif / prosedur

the class!

prosedur dengan kata-kata sendiri

5. Ungkapan Baku

Melakukan 2.b. Tell your friends how to

Well,..

monolog lisan

do something (make a

you know

secara individu

Uji petik

cup of tea)

that ?

berbicara

Alokasi Sumber Dasar

Materi

Kegiatan

Indikator Pencapaian

Waktu Belajar

Instrumen

Instrumen

 Karakter siswa yang diharapkan : Dapat dipercaya ( Trustworthines)

Rasa hormat dan perhatian ( respect ) Tekun ( diligence )

Mengetahui;

Kudus, Juli 2011

Kepala MTs Negeri Kudus

Guru Mapel Bahasa Inggris,

Drs. H. Nur Salim

Hj.Chasnah, S.Pd,M.Pd.I

NIP. 19560820 198303 1 003

NIP 19680108 199203 2 002

Table 17. The Score of Students speaking skill in preliminary study Aspects

NO Students' Initial Name pronunciation

Grammar

Vocabulary Fluency Comprehension

TOTAL (∑score x 4)

1 AAA

2 AAAF

3 AS

4 DNF

5 ENF

6 LNB

7 LTK

8 MT

9 MWA

10 MAF

11 MHF

12 MNA

13 MZI

14 NWS

15 NFN

16 NM

17 NFM

18 NIA

19 PNF

20 RAR

21 RF

22 RKM

Continue Table 17. The Score of Students speaking skill in preliminary stud

TOTAL SCORE

AVERAGE (∑Total Score)/N

LESSON PLAN CYCLE I

School

: MTs N 01 Kudus

Subject

: English

Class /Semester

VII / 2

Standard competent

10. Speaking

Express the meaning in spoken functional text and very simple short monologue in form of procedure

and descriptive to interact with the nearest Basic competence

environment.

Express the meaning in very simple short monologue by using an accurate spoken language, fluent and

: acceptable to interact with the nearest environment in form of procedure and descriptive.

Indikator

: Speaking

1. The students are able to identify the characteristic of prochedure text.

2. The students are able to identify a verb with the correct intrepetation.

3. The students are able to make a procedure by using spoken language.

Time allocation

6 x 40 minutes

A. Aim of Learning

The students are able to make a procedure text by using an accurate spoken language, fluent and acceptable to interact with the nearest environment .

B. Learning Material

Procedure Text Generic Structure

Text

Aim/Goal

How to make a cup of coffee

Materials

1. Hot water

2. A teaspoon of coffee

3. Two teaspoons of sugar

4. A Spoon

5. A cup

Steps First, prepare the materials. Second, pour coffee and sugar into the cup. Third, add hot water and then stir it well. Finally, a cup of coffee is ready to be served.

NOTE:

1. The text above is a procedure text.

2. The function of a procedure text is to describe how something is achieved through a sequence of actions or steps.

3. The generic structure of a procedure text are:  Goal/Aim  Materials  Steps

4. The lexicogrammatical feature of a procedure text are the following :

a. Use Simple Present Tense.

b. Use imperative, example: prepare the materials, pour coffee, etc.

c. Use action verbs, example: add, stir, etc.

d. Use conjunctions, example: first, second, third, then, next, after that , finally etc.

C. Method

Suggestopedia method. Stages: I C A R E (I) Introduction

(C) Connection (A) Application (R) Reflection (E) Extension

D. Steps of Learning

Duration Character No

Stages

Activities

Task (minutes s )

1. Pre-teaching  Greeting, praying, calling the 5 Religious

roll

(Introduction Respects

)  Get the students‟ enthusiasm by using song.

 Tell the students‟ what they

extraordinary learning)

2 Whilst-

 Show a cup coffee and ask Task

5 Respect

teaching

some correlated questions.

(Connection)  Give the envelopes for each

explore about procedure text)

Eksploration  Ask the students to close their 10

eyes.

Play classical music.

 Tell the short story entitled

“what should I make?”

 Ask the students to open their

eyes.

Demonstrate the short story entitled “what should I 10

make?” by using realia or picture.

 Task Ask the students to tell what are they going to make based

on the envelopes which they 2 get.

 Ask the students to open their

envelopes.

Task

 3 Choose some students to tell

in front of the class.

3. Application

 Ask the students to interview Task

20 Commun

their friends.

4 -icative

Elaboration

 Ask the students to present Responsi-

the result of the interview.

10 bility

 Ask the students to stick their

5 Diligence

result on the wall magazine.

4 Post-

 Ask the students about the 5 Commun

teaching

characteristic of procedure

 Ask the students about the

Responsi-

difficulties that they find

bility

during the learning process.  Make a conclusion of learning

Diligence

confirmation

ang strenghtening the learned

material.  Ask the students to write a reflection

5 Extention

 Ask the students to make a Task

5 Responsi video how to make fried 5 b-ility

noodle.  Close the lesson.

E. Learning Resources

 Lembar Kerja Siswa ( The English Teacher „s idea )  Relevant picture.

 Oxford Pocket Dictionary by John Echol

F. Assessing

Indicator : The students are able to make a procedure text by using spoken language by using an accurate spoken language, fluent and acceptable to interact with the nearest environment .

 Technique

: oral production.

 Bentuk

: oral test

 Instrumen

1. Answer these questions orally! ( Listening and Speaking )

2. Tell what are you going to make based on the envelopes which you get!

3. Tell in front of the class based on your food or drink!.

4. Ask your friend about the food or drink which will he or she make!.

5. Make a video how to make fried noodle at home!

G. Scoring Criteria

The scoring of the speaking test stated by Brown and Bailey cited in Faizah, (2012:32).

No SpeakingComponents Indicators Points

1. Pronunciation

a) Students have few traces of

foreign accent.

b) Students are always intelligible,

4 though one is conscious of definite accent.

c) Students have pronunciation problems necessitate concentrated

3 listening and occasionally lead to misunderstanding.

d) Students are very hard to

understand

because of pronunciation problem, must frequently be asked to repeat.

e) Students have pronunciation

1 problem severe as to make speech virtually unintelligible.

2. Grammar

a) Students make a few noticeable

5 errors of grammar in order.

b) Students occasionally make

4 grammatical or word errors which or not, however obscure meaning.

c) Students make frequent errors of

3 grammar and word order which occasionally obscure meaning.

d) Students have grammar and word

errors make

comprehension

difficult.

e) Students have error in grammar

1 and word order so severe as to make

a) Students‟ use of vocabulary and

5 idioms is virtually that of native speaker.

b) Sometimes,

students use inappropriate terms or must

4 rephrase ideas because of lexical inadequacies.

c) Students frequently are wrong words conversation somewhat

3 limited because of inadequate vocabulary.

d) Students misuse of word and very

2 limited vocabulary so extreme as to make comprehension quite difficult.

e) Students

1 vocabulary so extreme as to make conversation virtually.

a) Students have speech as fluent

5 and effortless as that native speaker.

b) Students have speed of speech seems to be affected by language

problems.

c) Students have speed and fluently

rather strongly.

d) Students usually hesitant often

force in to silence by language limitation.

e) Students have speech is as halting

1 and fragmentary as to make conversation virtually impossible.

5. Comprehension

a) Students appear to understand

5 everything without difficult.

b) Students

understand nearly everything at normal speed,

4 although occasionally repetition may be necessary.

c) Students understand most what is

3 said at slower than normal speed with repetition.

d) Students have great difficulty

2 following what is said. Can comprehend

social conversation spoken slowly.

only

e) Student cannot say to understand

SCORE = maximum score (20)x 5 = 100

Kudus,.................... 2014 Researcher,

Teacher,

Wahyu Erwanto Hj.Chasnah, S.Pd,M.Pd.I NIM 2010-32-202

NIP 19680108 199203 2 002

Table 18. The Observation Note of Cycle I

Student Activities

No Stages

Teacher Activities

1. Greeting, praying, calling the Response

the

teacher

The teacher and the students

roll

greeting.

were excited.

in

on) ti Get the students‟ enthusiasm Sing a song.

The teacher unpleasant to

ch

a by using song.

sing a song.

Tell the students what they will Pay attention to the teacher.

The students were curious.

(Int

do today (an extraordinary learning)

2 Show a cup coffee and ask See

the

teacher

The teacher also used her

in

some correlated questions.

demonstration.

body language to attract the

h on)

ac ti students‟ interest.

-te st

Give the envelopes for each Get the envelopes.

This stage was done after the

il

(Conne students (the envelopes explore teacher demonstrated the

Wh

about procedure text)

story.

Continue Table 18. The Observation Note of Cycle I Ask the students to close their Close their eyes.

Almost of all of the students eyes.

did the teacher instructions. Play classical music.

Listen to the music

The music played was full house (instrumental). The music took the students on relax situation.

Tell the short story entitled Hear the story.

The teacher tell the story “what should I make?”

without

without demonstration.

Ask the students to open their Open their eyes.

The students saw their friends eyes.

each other. Demonstrate the short story Pay attention

The teacher demonstrated the entitled “what should I make?” teachers‟ demonstration and

to the

story and able to attract her by using realia or picture and fill the worksheet.

students.

tell to them to guess the meaning of the verb by seeing the teacher demonstration.

Distribute the text of the story. Get the text.

Each students had one text.

Continue Table 18. The Observation Note of Cycle I

Ask the students to repeat the Repeat

The teacher correct the teacher pronunciation and ask pronunciation.

the

teachers‟

wrong one student to demonstrate it.

students‟

pronunciation.

Ask the students to open their Open the envelopes.

The students were wondering envelopes.

the content of the envelopes by asking and whispering their left and right friends.

Choose some students to tell in Some students tell in front

Some students tell their own front of the class.

of the class.

procedure text in front of the class.

3. Ask the students to interview Do the interview.

Students stand up and do the their friends.

interview to their friends in turn.

on on Ask the students to present the Present the result of the

Two students are chosen to ti

present the result of the ic

a ati result of the interview.

interview.

interview. ppl

Ask the students to stick their Stick the result on the wall

All of the students‟ worksheet result on the wall magazine.

magazine.

were sticked on the wall magazine.

Continue Table 18. The Observation Note of Cycle I

4 Ask the students about the Answer

the

teacher

Not all of the students

g characteristic of procedure text. questions. answered the teacher

in

questions. There were some

h on

ac ti c students who didn‟t answer

e fl R Ask the students about the Tell the difficulty.

 The teacher didn‟t do this

os

difficulties that they find step because of the limited during the learning process.

time.

Make a conclusion of learning Hear and pay attention to

Beside did this step, the ang strenghtening the learned the teacher.

teacher also looked the material.

students‟ understanding by giving repeated question.

 The teacher didn‟t do this reflection

Ask the students to write a Write a reflection.

step

because of no preparation of the card reflection.

5 Tell the students that their Pay attention to the teacher.

The students asked some English performance will be

questions related to the video. on

ti recorded on the next meeting. Close the lesson by using Reply the salam or parting.

The class ended early because Exten

salam or parting. of the teacher had another meeting.

Table 19. The Result of Cycle I (Speaking Score) Students' Initial

TOTAL (∑score x NO

Aspects

Name

pronunciation Grammar Vocabulary Fluency Comprehension

1 AAA

2 AAAF

3 AS

4 DNF

5 ENF

6 LNB

7 LTK

8 MT

9 MWA

10 MAF

11 MHF

12 MNA

13 MZI

14 NWS

15 NFN

16 NM

17 NFM

18 NIA

19 PNF

20 RAR

Continue table 19. The Result of Cycle I (Speaking Score)

TOTAL SCORE

AVERAGE (∑Total Score)/N

LESSON PLAN CYCLE 2

School

: MTs N 01 Kudus

Subject

: English

Class /Semester

VII / 2

Standard competent

10. Speaking

Express the meaning in spoken functional text and very simple short monologue in form of procedure

and descriptive to interact with the nearest environment.

Basic competence

Express the meaning in very simple short monologue by using an accurate spoken language, fluent and

: acceptable to interact with the nearest environment in form of procedure and descriptive.

Indikator

: Speaking

4. The students are able to identify the characteristic of prochedure text.

5. The students are able to identify a verb with the correct intrepetation.

6. The students are able to make a procedure by using spoken language.

Time allocation

6 x 40 minutes

B. Aim Learning

The students are able to make a procedure text by using spoken language by using an accurate spoken language, fluent and acceptable to interact with the nearest environment .

B. Learning Material

Procedure Text Generic Structure

Text

Aim/Goal

How to make a paper mask

Materials

a) Thick paper

b) Scissors

c) Two rubber bands

d) Coloring pencils e)

A cutter

Steps

1) Color the picture in athick paper.

2) Use the scissors to cut the picture.

Follow the line.

3) Use the cutter to make the holes on

the eyes.

4) Use the cutter to make a small hole in

each ear.

NOTE:

5. The text above is a procedure text.

6. The function of a procedure text is to describe how something is achieved through a sequence of actions or steps.

7. The generic structure of a procedure text are:  Goal/Aim  Materials  Steps

8. The lexicogrammatical feature of a procedure text are the following :

e. Use Simple Present Tense.

f. Use imperative, example: prepare the materials, pour

coffee, etc.

g. Use action verbs, example: add, stir, etc.

h. Use conjunctions, example: first, second, third, then, next, after that , finally etc.

C. Method

Suggestopedia method. Stages: I C A R E (I) Introduction

(C) Connection (A) Application (R) Reflection

D. Steps of Learning

Duratio Characters n

No Stages

 Greeting, praying, calling the 5 Religious

roll

(Introduction) Respects

 Do the review of the students‟ Task 1 understanding of procedure text

by using “ball in turn”

2 Whilst-

Ask some students to come up and Task 2

5 Respect

do the “memory game”

teaching

(Connection)

Ask the students to write a verb on Task 3

the whiteboard one by one in turn

(the teacher able to play a music

Eksploration

during this step).

10 Tell the students how to make

paper mask.

Distribute the text.

Ask the students to read the text 5

together.

Task 4

Ask the students to answer task 4.

Distribute the thick paper. Ask the students to make paper

mask based on the picture that they get.

Ask the students to try their paper mask.

3. Application

 Choose some students to tell in Task 5

35 Commun-

Elaboration icative

front of the class how to make

paper mask.

 Ask the students about the 5 Commun-

characteristic of procedure text.

Reflection icative

Ask the students about the

Responsi-

difficulties that they find during

bility

the learning process.

confirmation  Make a conclusion of learning Diligence

ang strenghtening the learned material.

 Ask the students to write a reflection

5 Extention

 Ask the students to make a video Task 6

5 Responsib

how to make fried noodle.

-ility

 Close the lesson.

E. Learning Resources

 Lembar Kerja Siswa ( The English Teacher „s idea )  Relevant picture.  Oxford Pocket Dictionary by John Echol

F. Assessing

Indicator : The students are able to make a procedure text by using spoken language by using an accurate spoken language, fluent and acceptable to interact with the nearest environment .

 Technique

: oral production.

 Bentuk

: oral test

 Instrument

1) Answer these questions orally! ( Listening and

Speaking )

2) Do the memory game!

3) Write a verb on the whiteboard one by one in turn (the teacher able to play a music during this step) !

4) Write the verbs and the nouns used in the text below!

5) Tell to your friends, how to make a paper mask!

6) Make a video about the learned material!

G. Scoring Criteria

The scoring of the speaking test stated by Brown and Bailey cited in Faizah, (2012:32).

No SpeakingComponents Indicators Points

1. Pronunciation

a) Students have few traces of 5

foreign accent.

b) Students are always intelligible, though one is conscious of 4 definite accent.

c) Students have pronunciation 3 problems necessitate concentrated listening and occasionally lead to misunderstanding.

d) Students are very hard to

understand

because of 2 pronunciation problem, must frequently be asked to repeat.

e) Students have pronunciation 1

problem severe as to make speech virtually unintelligible.

2. Grammar

a) Students make a few noticeable 5 errors of grammar in order.

b) Students occasionally make grammatical or word errors which 4 or not, however obscure meaning.

c) Students make frequent errors of grammar and word order which 3 occasionally obscure meaning.

d) Students have grammar and word 2

errors make

comprehension

difficult.

e) Students have error in grammar 1 and word order so severe as to make

a) Students‟ use of vocabulary and 5 idioms is virtually that of native speaker.

b) Sometimes,

students use inappropriate terms or must 4 rephrase ideas because of lexical inadequacies.

c) Students frequently are wrong 3 words conversation somewhat limited because of inadequate vocabulary.

d) Students misuse of word and very 2 limited vocabulary so extreme as to make comprehension quite difficult.

e) Students

limitation 1 vocabulary so extreme as to make conversation virtually.

have

4. Fluency

a) Students have speech as fluent 5 and effortless as that native speaker.

b) Students have speed of speech 4 seems to be affected by language problems.

c) Students have speed and fluently

rather strongly.

d) Students usually hesitant often 2 force in to silence by language limitation.

e) Students have speech is as halting 1 and fragmentary as to make conversation virtually impossible.

5. Comprehension

a) Students appear to understand 5 everything without difficult.

b) Students

nearly everything at normal speed, 4 although occasionally repetition may be necessary.

understand

c) Students understand most what is 3 said at slower than normal speed with repetition.

d) Students have great difficulty 2 following what is said. Can comprehend

social conversation spoken slowly.

only

e) Student cannot say to understand 1

SCORE = maximum score (20)x 5 = 100

Kudus,.................... 2014 Researcher,

Teacher,

Wahyu Erwanto Hj.Chasnah, S.Pd,M.Pd.I NIM 2010-32-202

NIP 19680108 199203 2 002

STUDENTS WORKSHEET

TASK 1Answer these questions orally! ( Listening and Speaking )

1. Do you know a paper mask?

2. Can you make it?

3. How do you mak it?

TASK 2. Do the memory game!

the explanation of memory game : Memory game

it is a game which explores the students‟ memory. The steps for playing the game are :

a) The teacher should prepare the card like following :

1 study

Front side

behind side

b) Show the behind side to the students.

c) Ask the students to memorize the verb.

d) Show the front side of the card.

e) Ask the students to point out the number after the teacher says the verb.

Example: if the teacher say study so the students should point out the card number one. For the card which can not be guessed by the students the teacher will demonstrate the verb.

TASK 3.Write a verb on the whiteboard one by one in turn ! TASK 4.Write the verbs and the nouns used in the text below!

Aim/Goal

How to make a paper mask

Materials

f) Thick paper

g) Scissors

h) Two rubber bands

i) Coloring pencils j)

A cutter

Steps

5) Color the picture in a thick paper.

103

6) Use the scissors to cut the picture.

Follow the line.

7) Use the cutter to make the holes on

the eyes.

8) Use the cutter to make a small hole in

each ear.

Verbs : ..............................................................................................................

Nouns :...............................................................................................................

TASK 5.Tell to your friends, how to make a paper mask!

TASK 6.Make a video about the learned material!

Table 20. The Observation Note of Cycle II (Wednesday,28 th May 2014)

Student Activities

No Stages

Teacher Activities

1. g Greeting, praying, calling the roll Response the teacher greeting.

The teacher and the students

in

ch ti on)

were excited.

ea -t

oduc Do the review of the students‟ Catch the ball and answer the

The class were crowded but

re

ntr understanding of procedure text teachers‟ questions. when the teacher thrown the ball

(I by using “ball in turn” the class became silent. 2 Ask some students to come up Play the game with the

The teacher explored the verb and do the “memory game”

teachers‟ guidance.

that was used in prochedure text by using the game.

g Ask the students to write a verb Write a verb.

To make the time shorter and

in

on the whiteboard one by one in after 6 students wrote the verb in ch on) turn (the teacher able to play a

front of the class, the teacher ea cti

-t

music during this step). only asked the students orally in

Tell the students how to make Hear the teachers‟ explanation.

The students wondered the steps paper mask.

how to make paper mask. Distribute the text.

Get the text.

The teacher give one text for each student..

Continue Table 20. The Observation Note of Cycle II Ask the students to read the text Read the text.

The students read the text in together.

choir.

Ask the students to answer task 4. Answer task 4

The students analysed the text and answer the question. The class situation was quite crowded.

Distribute the thick paper.

Get the thick paper.

The students saw their friends each other(wondering)

Ask the students to make paper Make paper mask.

The students gave the color for mask based on the picture that

their paper mask. they get.

Ask the students to try their paper Try the paper mask.

The students were fun doing this mask.

activity.

 This step was skipped by the cati

on

ati

3. Choose some students to tell in Some students tell in front of

or front of the class how to make on the class.

teacher.

ab ppli paper mask.

A El

4 g Ask the students about the Answer the teacher questions.

All of the students answer the

in

h ti on characteristic of procedure text.

questions.

ac ec Ask the students about the Tell the difficulty.

 The teacher didn‟t do this step

te

t-

efl difficulties that they find during because of the limited time.

os

the learning process.

Continue Table 20. The Observation Note of Cycle II Make a conclusion of learning Hear and pay attention to the

Beside did this step, the teacher ang strenghtening the learned teacher.

also looked the students‟ material.

understanding by giving repeated question. Ask the students to write a Write a reflection.

The students wrote their feeling reflection

during the learning process, impression and their suggestion for the next meeting.

5 Tell the students that their English Pay attention to the teacher.

The students asked some performance will be recorded on questions related to the video.

tion the next meeting. xten

Close the lesson by using salam or Reply the salam or parting.

The class ended on time. E parting.

Table 21. The Result of Cycle II (Speaking Score)

Aspects

NO Students' Initial Name pronunciation Grammar Vocabulary Fluency Comprehension TOTAL (∑score x 4)

1 AAA

2 AAAF

3 AS

4 DNF

5 ENF

6 LNB

7 LTK

8 MT

9 MWA

10 MAF

11 MHF

12 MNA

13 MZI

14 NWS

15 NFN

16 NM

17 NFM

18 NIA

19 PNF

20 RAR

Continue table 21

TOTAL SCORE

AVERAGE (∑Total Score)/N

Students ’ Reflection in cycle II

110

111

The Picture of Activities in the Classroom (cycle 1)

112

The Picture of Activities in the Classroom (cycle II)

YAYASAN PEMBINA UNIVERSITAS MURIA KUDUS UNIVERSITAS MURIA KUDUS FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN Kampus Gondang Manis Bae Kudus PO.Box 53 Telp/Fax (0291)437198 STATEMENT

Name

: Wahyu Erwanto

NIM

: 2010-32-202

Study Program

: English Education Department

Tittle : IMPROVING THE SPEAKING ABILITY OF THE SEVENTH GRADE STUDENTS OF MTS N 01 KUDUS TAUGHT BY USING SUGGESTOPEDIA METHOD IN ACADEMIC YEAR 2013/2014

States that this paper represents result which the writer has done by himself and considered to his paper, it does not contain items that have been used as requirement completion of study at the other college. The writer only take some citations in other study to be the reference of related literature.

If the reality of this statement is not true, so it fully becomes his responsibility.

Kudus, July 2014 The Writer

Wahyu Erwanto

114

CURRICULUM VITAE

Wahyu Erwanto was born on July 26 th , 1991 in Kudus. He lives in Banget Kaliwungu Kudus. The first formal education for him was Kindergarten in

TK Himpunan Wanita Karya (HWK) for one year and graduated in 1997. Then,

he entered Elementary school in SD N 03 Loram Wetan and graduated on 2003. He continued his study in SMP 1 Jati Kudus and graduated in 2006. Finally, he accomplishes his study in SMK Wisudha Karya Kudus and graduated in 2009. He delayed his study for a year and continued his study in Muria Kudus University in 2010 and took the English Education Department. He believes that English is his passion and love it ever after.

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