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APPENDIX 1
RESEARCH MATRIX
Title Variable Indicator Data resource Research method Research
problem The
Improvement of Junior High School Students' Speaking Skill on Short Functional Text Through Show and Tell Method
Independent:
Show and tell method
a. Students are asked to bring favorite objects from home to be shown and told in front of the class b. The teacher gives the
students a chance to perform and notify objects brought from home when the students will appear, the center of attention for his friends.
c. Other students ask
questions to students who appear.
Participants : Third-grade students consist of IX-B class (Experiment Class) and IX-A (Control Class) Instrument: Data will be collected by using pre-test and post-test.
1. Research design: Quasi-Experimental 2. Data collection:
Pre-test and Post-test
3. Data analysis:
T-test
Do the ninth grade of learning speaking skill through show and tell method achieve better than those learning the same skill through a conventional technique?
Dependent:
Speaking Skill
a. Grammar b. Vocabulary c. Pronunciation d. Fluency
e. Comprehension
APPENDIX 2
Teacher's Interview Transcript Preliminary Research Researcher: Since when did you start teaching English?
English teacher: I have been teaching English since 2006.
Researcher: What problems do students face in learning to speak?
English teacher: Students think that learning English is difficult. They have difficulty pronouncing and constructing the words or sentences they will say. In addition to the problems they face, they are afraid of being embarrassed when they speak English.
Researcher: In your opinion, what causes students' lack of pronunciation?
English teacher: Because English is different from Indonesian. English has a different pronunciation from writing.
Researcher: How about grammar? Why do they have difficulty with grammar?
English teacher: As I said earlier, the difference between English and Indonesian is why they cannot compose sentences correctly. English has a different grammar. When compiling Indonesian sentences, they only need to arrange the words, but it is different from English which uses grammar. They have difficulty determining the tenses used.
Likewise, when they want to speak English, they do not understand how to arrange good and correct words.
Researcher: Besides, why do they feel afraid of embarrassment when they speak English?
English teacher: They feel that way because they lack confidence and are afraid or embarrassed if they make a mistake. They feel lacking confidence for the reasons I mentioned earlier. The main thing is their lack of mastery of English.
Researcher: What activities do you do in teaching speaking?
English teacher: I teach various types of text in English, but to take the speaking assessment, I choose the type of spoof text.
Researcher: How do you evaluate it?
English teacher: They come to the front of the class and tell funny stories with or without looking at the books for a spoof text. The assessment is based on the children's pronunciation, vocabulary, and grammar abilities. Whether the children understand or not the contents of the text they are telling in front of the class.
Researcher: What kind of understanding do you mean?
English teacher: They understand what they tell in front of the class. They can tell stories well and understand the stories they are telling.
Researcher: What methods do you use in teaching speaking?
English teacher: I teach using the lecture and discussion method
Researcher: How do you motivate students to want to learn English?
English teacher: I always motivate children to want to learn English. English is one of the subjects included in the National Examination.
They must be able to pass the English subject in the National Examination. So I always convey how important English is for students to learn.
APPENDIX 3
Speaking Pre-test
Instruction:
1. Look at the product above.
2. Choose one of the products.
3. Describe the product based on the generic structure of the label text. You may mention three of them, such as the name of the product, the
description of the product and the ingredients of the product.
4. Each student has 3-5 minutes to describe the label text of the product.
Speaking Post-test
Instruction:
1. Look at the product above.
2. Choose one of the products.
3. Describe the product based on the generic structure of the label text. You may mention three of them, such as the name of the product, the
description of the product and the ingredients of the product.
4. Each student has 3-5 minutes to describe the label text of the product.
APPENDIX 4
RENCANA PELAKSANAAN PEMBELAJARAN (RPP EXPERIMENTAL CLASS)
Satuan Pendidikan : SMPN 1 Jember
Mata Pelajaran : Bahasa Inggris
Materi : Be Healthy, Be Happy
Kelas/ semester : IX-A/ Ganjil
Alokasi Waktu : 6 x 45 menit ( 6JP)
Skill : Speaking