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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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