NO CYCLE I NILAI ASP EK PENILAIAN 1 2 3 4 5 v v v v Keterangan:
Berilah tanda vpada nilai angka sesuai dengan pengamatan anda.
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11.
Mengkondisikan kesiapan siswa dan kesiapan kelas.
Membangkitkan rasa ingin tahu atau mo tivasi siswa.
Kualitas pengembangan indikator dan pen gembangan materi.
Penggunaan metode dan tekn ik pengajaran. Peny ampaian d an cara menjelaskan materi di dalam kelas.
Penggunaan media/alat bantu pembelajaran. Memberikan kesemp atan/waktu kepada siswa untuk mempraktekkan skill reading, writing, dan speaking.
Memberikan kesempatan atau waktu kepada siswa untuk meny ampaikan ide/ pend apat serta pertanyaan.
Pemberian feedback.
Menyim pulkan atau m erangkum kemb ali materi yan g telah disampaikan .
Ketepatan pemilihan alat evaluasi sesuai dengan indikator. v v v v v v v
2 : Kurang 5 : Sangat Baik
3 : Cukup
Berilah tanda v pada nilai angka sesuai dengan pengamatan anda.
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11.
Mengkondisikan kesiapan siswa dan kesiapan kelas.
Membangkitkan rasa ingin tahu atau mo tivasi siswa.
Kualitas pengembangan indikator dan pen gembangan materi.
Penggunaan metode dan tekn ik pengajaran. Peny ampaian d an cara menjelaskan materi di dalam kelas.
Penggunaan media/alat bantu pembelajaran. Memberikan kesemp atan/waktu kepada siswa untuk mempraktekkan skill reading, writing, dan speaking.
Memberikan kesempatan atau waktu kepada siswa untuk meny ampaikan ide/ pend apat serta pertanyaan.
Pemberian feedback.
Menyim pulkan atau m erangkum kemb ali materi yan g telah disampaikan .
Ketepatan pemilihan alat evaluasi sesuai dengan indikator yang hen dak d icapai.
v v v v v v v v v v v F ORM OBSERVASI GURU
NO CYCLE II NILAI
ASP EK PENILAIAN 1 2 3 4 5
3
1 : Sangat Kurang 4 : Baik
2 : Kurang 5 : Sangat Baik
3 : Cukup
Berilah tanda v pada nilai angka sesuai dengan pengamatan anda.
F ORM OBSERVASI GURU
NO CYCLE III NILAI
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11.
Mengkondisikan kesiapan siswa dan kesiapan kelas.
Membangkitkan rasa ingin tahu atau mo tivasi siswa.
Kualitas pengembangan indikator dan pen gembangan materi.
Penggunaan metode dan tekn ik pengajaran. Peny ampaian d an cara menjelaskan materi di dalam kelas.
Penggunaan media/alat bantu pembelajaran. Memberikan kesemp atan/waktu kepada siswa untuk mempraktekkan skill reading, writing, dan speaking.
Memberikan kesempatan atau waktu kepada siswa untuk meny ampaikan ide/ pend apat serta pertanyaan.
Pemberian feedback.
Menyim pulkan atau m erangkum kemb ali materi yan g telah disampaikan .
Ketepatan pemilihan alat evaluasi sesuai dengan indikator yang hen dak d icapai.
v v v v v v v v v v v
1 : Sangat Kurang 4 : Baik
2 : Kurang 5 : Sangat Baik
3 : Cukup
1
APPENDIX 5
1
APPENDIX 5
FIELD NOTE
NO SK ILLS
CYCLE I
MEETING I MEETING II MEETING III
1. Grammar Stu dents' und erstand in g o f simple past tense was still low.
They cou ld not differen tiate an d reco gn ize between regular and irregular verbs. Ex :
Many studen ts cou ld not make negative and interrogative sen ten ces of simp le past correctly. Ex: “
Many studen ts were still confu sed wheth er use verb 1 o r 2 fo rms in negative and in terro gative sen ten ces. Ex:
Mo st of them were still co nfused in using , ex:
Some stu dents co uld d ifferentiate regular and irregu lar verb s, th ey also knew th e ch anging of irregular verbs. Ex:
Some of them could make an d chan ge th e senten ces into p ositive, negative, and interro gative fo rm. Ex:
“sweep,
sweeped”, “drink, drunk”, etc.
My fri end d id n ot borrowed my En glish bo ok”.“Di d you saw
me t his even ing? ”
“Di d you r bro ther swam last week?”, “My mo ther did not co oked fish yesterd ay.”
“to be (wa s/were)” “I am st udy in home yest erda y”, “Yo u was sick last week.”
“wa tch, watch ed”, “sleep , slept”, etc.
“I g ot u p at 6 o 'clock yesterday”, I did not got up a t 6 o'clock yest erda y”, “Did I get up at 6 o'clo ck yesterday? ”
Their vo cabularies are very lack an d limited.
They d id not kn ow ab out verb s, an d no n-verb , an d when to u se verb and . Ex:
improved yet. They did not kno w abo ut p art of speech .
They were confu sed when to u se . They still d id not kno w abo ut verb and no n-verb. Ex:
befo re, so me stu dents cou ld differentiate between subject an d verb.
They cou ld make a good sentence, alth ough there were some mistakes on it. Ex:
(to be)
to be “On time Holliday, I a m go to Anco l with my frien ds. I am a nd friends playing water and stan d up wa terboom. I am so hap py with all the ga me wa ter”
is, am, are
“Last ho lid ay I am and family go
to Rag unan zoo. There, we playi ng tog ether. We p hot o-ph oto tog ether and I very ha ppy.”
“Yesterda y I wake up at 5.30 , th en t ake a bath , then I go to sch ool, then I watchi ng TV an d play foot ba ll.”
3
3. Reading The stud ents had difficulty to determine main idea and su ppo rting idea.
They did n ot u nderstan d what the story talked abou t.
They could no t prono unce the some words co rrectly . Ex: word , some stud ents p ron ounced it or
Stu dents co uld no t determin e main idea yet, especially in the lon g paragrap h.
Their pro nun ciation improved , alth ough there were so me word s th ey cou ld not p rono unce well. Ex: They cou ld und erstand ab out the
story (folktale) bit b y bit.
Their und erstandin g o f main idea an d su ppo rting idea imp roved. Ex : the main id ea of th e first p aragraph of “Sleeping Beau ty ” is:
Their p ronu nciatio n was better; th ey on ly co uld n ot pro nou nce un familiar words. Ex:
“mo ther” /m?ð?:/ /m? d?:/ /m?d? r/.
“you ng” /y? ?
Th ere was a Queen who had a bea utiful baby da ugh ter.
“sa w” /s?:/
th ey h ad lack of vocabu lary and practice.
They needed a lon g time to fin d the app ropriate word s to say. Ex: Stu dent G wan ted to say
bu t sh e said “
, sh e had d ifficu lty to find word and she used word . Sh e also d id no t find words and
un derstoo d abou t the tex t, b ut they cou ld not tell an d explain it. Ex: “The writer asked on e stu dent to con clude a p aragraph, sh e co uld say it in In don esian correctly bu t sh e could n ot say it in English”. They still need mu ch time to say
so methin g in English.
They could n ot speak grammatically correct. Ex:
sp eakin g.
They could no t commun icate what o n th eir mind , it was very h ard for th em to find th e word an d sh are th eir idea. Ex: Stu dents P want to give comment that the wolf is very wicked an d d angerous, bu t he said with her own words
They could no t use grammar correctly in speaking. Ex:
“I
watched th e movie wit h my friend s in th e Cin ema last Frid ay” I see mo vie with my friend s in bio skop Frid ay” “watch”, “see” “cinema” “last”. “Wha t dwa rfs sa y to Sn ow wh ite?” “Wo lf i s na ugh ty and bad .
“Because old p ig do n't make home from brick.”
5
FIELD NOTE
NO SK ILLS
CYCLE II
regular and irregular verb s. Ex:
They could differentiate between and . Ex :
Many stu dents cou ld make n egative and interrogative sentences of simple past correctly . Ex: “
and
wheth er use verb 1 o r 2 fo rms in negative and in terro gative sen ten ces. Ex :
Most stud ents were no t con fused in using , ex:
make an d change th e sentences in po sitive, negative, and interrogative form. Ex:
“stu dy, st udied ”, “swim, swam”, meet, met.”
was were “S he was sick yest erda y”, “We were happ y la st nig ht”
I d id no t visit my grand mot her last
week” “Di d you r father go to office yesterd ay.”
“I d id n ot meet my
friend last week”, “Did she buy new bag yesterday? ”
“t o be” “They were an gry la st week, “I was very sad yest erda y.”
“M y mo ther made cake last mornin g”, “My mother d id no t ma ke cake la st morn ing”,
“Di d my moth er make cake la st morn ing? ”
7
2. Writing Some studen ts could differentiate between verb al an d n on-verb al sen ten ces, so th ey little bit un derstand wh en to use verb o r to be in a sen ten ce. Ex:
Most stu dents did n ot kn ow and were co nfu sed wh en to use verb and verb-ing. Ex :
They un derstoo d wh en to use the verb, an d verb -ing. Ex:
3. Reading The studen ts could un derstand the text (fo lktale) well.
They could recognize main idea and su ppo rting idea well.
The studen ts did n ot und erstand abo ut prono unce referen ce in the paragrap h.
They still hard to und erstand the imply sentence, th ey ju st kno w abo ut the detail information like th e year, nu mb er, etc.
Their und erstandin g of the p rono un referen ce was go od eno ugh.
In th is meeting, th ey kn ow abo ut the imply sen ten ce b it by b it.
They co uld interpret the meaning of word or sentence.
“Yesterda y, I an d frien d went to mall, we go
with moto rcycle, I buy T-shi rt and bag, a nd she buy T-sh irt a nd jeans. Next , we go h ome a nd we are hap py.”
“Frog sitt ing i n the crocod ile back and see the
view.”
“M y brot her played foot ba ll yest erda y”, “They are readi ng
pro gress.
They cou ld share and co mmu nicate what was on their min d b it by bit fro m discussion activity. Ex:
search a word; they could speak con fidently althou gh there were still so me mistakes. Ex : studen t L said
th eir idea durin g discu ssio n. Ex: stud ent K asked
the other said
other stud ent answered
“I n my o pinio n, q ueen sho uld i nvite
bad fa iry, so ba d fairy did n't an gry a nd princess did n't curse by fa iry.”
“I thin k ma in idea o f pa rag rap h 3 is snakes hissed a nd jeered at h im.”
“wh y did little ri ding h ood n ot kno w th at she is no t her g ran dmother?”
“what Litt le Red Ridin g Ho od brin g to h er grand mo ther?”
“she bri ng butter cake.”
9
FIELD NOTE
NO SK ILLS
CYCLE III
with so me irregular verbs. Ex: Their un derstand ing o f th e forms and usage of simple p ast ten se was pretty good . Ex:
Ex: tense were go od no w.
They could use simple past ten se both sp oken and written . Ex: Studen t H asked
Stu dent A answered
They h ad no p roblem with the verb s form anymore (bo th regular an d irregular). Ex :
“cut, cut ”, “read, rea d.”
“I a nd my fath er visited my gra ndmoth er la st year.”
be (was/were). “M s. Rin i Tau ght English last mon th.” “M y brot her was an gry yesterd ay.”
“Ho w d id fro g go to cro codi le h ouse?”
“He went to croco dile ho use by swi mming o n croco dile”
“fry, fried”, “worry,
wo rried”, “th ink, thou ght”, “fly, flew”
11
2. Writing They co uld use in the app ropriate place, ex :
.”
They did n ot kn ow where to put the parts o f sp eech co rrectly . Ex:
They co uld und erstand ab out part of speech an d its fun ction in a sen ten ce. Ex :
They could resume th e folktale story little b it well. Ex:
Some studen ts could resume the folktale story little b it well. Ex:
t o be “Yesterday, I wen t t o schoo l at 06.30 . I go with my frien ds and my sister. I
went ho me a nd watched TV, a nd then I was sleepy. I slept at 01 .00-02 .0 0
“Me
an d my family tog ether all ho me,
me a nd my family t ogeth er went to Sa mud ra a tlanti k.”
“S he went to sch ool wit h her fath er.”
“On ce up on da y, live a a nt, she is very dilig ent, sh e a lways work all da y…”
“On ce, there were three fish es live in a p ond , so med ay fish ermen come t o ca tch fish , the old fish say to live p ond , bu t you ng fish don 't wa nt to live po nd. Finally, youn g fi sh di e.”
passage talked abo ut.
Their p ron unciatio n was go od eno ugh. Ex: th ey cou ld pronou nce “One day a crocodile came…” /w
and sup porting idea directly. Ex: th e writer asked them “what is th e main idea of th e last paragraph ”? most studen ts could an swer correctly
pro nou n referen ce in the p assage. There were so me wo rds that was h ard
to pro nou nce by th e stu dents, ex: word ?I? I? I?
?I?
? n
deI ? kr? k?da Il keIm/ “The an t shu t the d oor fo r the g rassh opper.”
“thin k” / k/, /t /, /s /or / /.
13
4. Speaking They could tell their op in ion, and sh are their idea each o ther through discussion activity. Ex : Stud ent E said
while studen t R said
Their speakin g was pretty go od. They co uld ask some question s
fro m the sto ry orally. Ex: stu dent U asked
They also could answer the oth er stud ents' qu estio ns well. Ex: stud ent B answered
Most stu dents could an swer some qu estio ns grammatically correct. Ex: the writer asked them, “what did you do last n igh t? Some stud ents answered
the o ther said Most studen ts cou ld commun icate
th eir id ea, asked and an swered so me qu estio ns o rally. Ex : stu dent M said:
Th en stu dent Z said
“croco dile wife is very na ugh ty, sh e wa nt to ea t mo nkey (crocod ile fri end)”,
“I th ink croco dile is stup id because he a gree h is wife to eat his friend (monkey).”
“wh y an t d id n ot a llo w grasshop per en ter her home”?
“because grasshop per i s lazy”
“I studi ed English”, “I watched Cint a Fitri with my mot her”, “I did my ho mewo rk”,
“wh at do you thin k a bo ut the youn g fish ”?
“I t hink yo ung fish is stup id, because he do n't believe o ld p eople, so he was die.”
SMK : Nusantara Kelas/Semester : XI/2
Standar Kompetensi : Mengungkapkan makn a dalam percakapan transaksional dan interpersonal lisan pendek sed erhana untuk b erinteraksi dalam ko nteks keh idupan seh ari-hari
Kom petensi Dasar : Mengungkapkan makn a dalam percakapan transaksional
( ) d an interperso nal (bersosialisasi) pen dek sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar d an berterima un tuk berin teraksi alam konteks kehidupan sehari-hari yang melibatkan tindak tutur
Indikator :
Mengetahui bentuk simple past tense (positive, negative, dan interrogative).
Mengetahui dan membedakan bentuk regular dan irregular verbs.
Mengidentifikasi dan membuat bentuk kalimat simple past ten se (p ositive, negative, dan interrogative).
Pertemuan : I
Jenis teks :
Aspek/Skill : Grammar dan Writin g Alo kasi Waktu : 2 x 45 menit
AP P ENDIX 6
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