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LEARNING

LEARNING

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LEARNING MANAGEMENT

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MUHAMMADIYAH UNIVERSITY

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LEARNING

LEARNINGLEARNINGLEARNING MANAGEMENTMANAGEMENTMANAGEMENTMANAGEMENT OFOFOFOF STUDENTSSTUDENTSSTUDENTSSTUDENTS’’’’ ENGLISHENGLISHENGLISHENGLISH SPEAKINGSPEAKINGSPEAKINGSPEAKING ABILITYABILITYABILITYABILITY AT

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AT01010101 STATESTATESTATESTATE JUNIORJUNIORJUNIORJUNIOR HIGHHIGHHIGHHIGH SCHOOLSCHOOLSCHOOLSCHOOL OFOFOFOF UNGARANUNGARANUNGARANUNGARAN

Sutama, Sutama, Sutama,

Sutama, Dr,Dr,Dr,Dr, ProfProfProfProf Dewi

DewiDewiDewi Candraningrum,Candraningrum,Candraningrum,Candraningrum, Ph.DPh.DPh.DPh.D Nur

NurNurNur EkaningsihEkaningsihEkaningsihEkaningsih

E-mail:eka.nur2009@yahoo.com

Abstract Abstract AbstractAbstract

The aims of this study are to describe the learning management of English teaching, the learning management of students’ English speaking ability, and its evaluation. It is descriptive qualitative study and ethnography design. The data are in information form as logical thought, sentences, and specific experience. The data sources are event, document, informant, and artifact. Techniques used in data collection are in-depth interview, documentation and observation. The research results show that the learning management of English teaching by expanding time will make students having longer time to express ideas for communicating. Inserting more expressions and students’ custom on teaching documents will create good partnership between teachers and students. Enhancing students’ opportunities to produce English in interesting and experience activities like in a real world theme will make students familiar. Evaluation of students’ English speaking ability on sociolinguistic competence by interview, in pairs dialogue and individual speech will be useful for students to facilitate themselves. Advice for the principal should manage extra times in preparing English teaching and support teachers with technological aids. Supporting varieties experienced activities for students’ in English to the real English learning will make students’ practically pronounce English as their habit to make them perfect.

Keywords: Keywords:

Keywords:Keywords:learning management, English teaching, speaking ability

Introduction Introduction IntroductionIntroduction

Language means as communication in people’s daily activities. It is useful to speak, to write and to inform. According to Edge (1999: 17) that communication is the goal of language teaching. There are so many languages in the world. As an international communication, English becomes useful because most of people use it to communicate in relationship to other countries. According to Fauziati (2009: 3) foreign language is learned to comprehend the reading text but on the other hand it is also studied by human who need it in communicating orally. English is only used in educational language in many level of institution. So English is also called as a foreign language in educational institution. Language is also supporting the successful of learning all parts of

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knowledge. As a result, English is very important to learn and to study for all people in the world.

In line with Asmani (2011: 20) that today Indonesia is in the year of 21st century, and the characteristic of 21st century inhabitants are their life full of knowledge and technology advance. In the year 2006 based on Sisdiknas Law No. 20 year 2003 in Wahyuni and Ibrahim (2012: 26) writes that the government of Indonesia has put English into compulsory subject of School Based Curriculum (SBC) or Kurikulum Tingkat Satuan Pendidikan (KTSP). This curriculum has also been supported by Permendiknas No. 22 year 2006. Wahyuni and Ibrahim (2012: 29) also explain about KTSP which is arranged by the government that some operational references are concerned. KTSP program in Indonesia especially on English learning begins at pre-school students up to college students. This program has different target on each level of education.

In Junior High School level, English learning has target to the level of functional to all students. The functional target in this curriculum is communicating both oral and written to finish daily problems. Teaching and learning English is a process of achieving the target of education curriculum. Fauziati (2009: 131) states that understanding of English is not only understanding about knowledge of language but also the ability how to use it in communication. As a result, language learning needs some supporting factors in its process. The very familiar model in learning is Contextual Teaching and Learning (CTL) and the familiar approach in language learning is Communicative Language Teaching (CLT). On this method, teachers’ hope that students can participate more in the learning process depends on the daily life context. Actually, there aren’t any the best method or approach in learning but teachers must master them all to make variation of learning.

Discussing about speaking skill for students of junior high school, according to the President of English Teacher’s Group (MGMP) Tasikmalaya regency (2012), the difficulties of English speaking skill in Indonesia are from four aspects. They are Inhibition, nothing to say, low or uneven participation, and the use of mother tongue. There is a different condition which is implemented at the school. The state school at Semarang Regency has some students who are good in English speaking. That students’ competence of English can be seen from some English speaking competitions that this school joined. Most of the champions get the first up to the third champion in Speaking English Competition from regency level up to national level.

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So, there are significant differences that can be discussed related to the learning management of students’ speaking ability here.

Objectives of this study are describing as a whole the learning management of English teaching at 01 State Junior High School of Ungaran,the learning management of the Students’ English Speaking Ability at this school and Evaluation of students’ English Speaking Ability.

Research Research

ResearchResearch MethodMethodMethodMethod

This research uses the qualitative approach which stated by Moleong (2010: 6). Researcher uses this approach to describe by words which comes from collected habits and conditions naturally. This research uses Ethnographic as said by Moleong (2010: 23) is the design which focuses on public cultures by interpreting to the public’s life. The researcher uses this design because of the emic and unique characteristic on the learning management of English speaking ability at01 State Junior High School of Ungaran.

This research is done at 01 State Junior High School of Ungaran. It is located in Semarang Regency. This school is at 197 Diponegoro Street. It has got the ISO 9000 Certificate of Quality Insurance. It is situated on the strategic place around urban areas. It has A accreditation score with 99 score for all Education National Standards.. This school is conducted by qualified headmaster. There are 573 students with 39 teachers and 5 English teachers. Each class has 23 or 24 students.

The presence of the researcher joins with all members at this school and gets information directly from teachers and students. The researcher is acted as friends and friendship. As a student, the researcher here is known by public where all information although it is secret information will be easily taken. This study collects data from interview with related person like two English teachers, some students of grade VIII, vice principal and the principal. Others data are printed documents like school’s profile, curriculum document, syllabus, lesson plans and some photographs of learning English speaking in the classroom and evaluation document.

Informants of this study are the principal, the vice principal and two English teachers from the same level but different class. This study is only used three procedures in collecting data as follows: observation, content analysis, and interview by in-depth interview. This research consists of data reduction, data categorization, synthesis and ending with hypothesis. The validity test to find the level of consideration of results of the study usually uses extended observation, triangulation, friend’s discussion, negative case analysis and references materials.

Findings Findings

FindingsFindings andandandand DiscussionDiscussionDiscussionDiscussion

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is combining between national and international. The School Based Curriculum of this school from the interviews data is being lengthened especially on the learning time of English subject. The English subject is increasing into eight meetings in a week and added by English Conversation as personal development program.

That curriculum models are related to International Journal of Organizational Innovation (2010) by Kelch about curriculum development in English language teaching for the Asian Context. This is the proof that curriculum is needed more innovations and will face some obstacles and challenges. As a result curriculum especially on English subject is necessary to develop because of the changing year. The combining curriculum between national and international is related to International Journal of English Language Teaching Khamkhien (2010) about teaching and learning English is thus crucial for communicative purposes to meet demands of global economic and to cope with the growing local, national, and international demands for English skills. So, English curriculum is globally needed into education curriculum to answer international demands for students of junior high school.

Expanding the learning time in curriculum and giving more time of conversation class on the interviews are related to Al Mohana (2011) International Journal of Arts and Sciences which writes to enhance the learning and production of the spoken language, EFL students should become more familiar with it and be able to take chances in producing it. They need to be given the opportunity to try it out. Being limited with classroom time does not permit such exploration to happen; therefore, an oracy hour should be included within students’ weekly time-table. Therefore, the expanding time in learning English will be useful for students in making them familiar to speak English in their daily expressions. The short time schedule in English teaching will not give chance to students for expressing their ideas. So, it is necessary to put English in schedule of curriculum with longer time.

English is an integrated skill in teaching as said on the interview, so the four skills will connect each other among listening, speaking, reading and writing. It is related to Aljumah (2011) in International Journal of English Language Teaching that writes to achieve the goal, certain conditions are to be met, including skill integration such as listening and speaking, writing, reading and speaking and discussing and evaluating. By integrating all skills of language teaching will give students broaden materials to learn. Students can modify their skills in single time learning. Modifying skills in English teaching and learning can create students’ creativity to communicate in English both written and spoken.

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environment. The above syllabus design is related to Zhu and Zhou (2012) in

International Journal of English Language Teachingthat writes that proper use of facial expression and gestures can produce an optimistic and active atmosphere which is very beneficial for the good relationship between teachers and students. So, this syllabus is proper to the students of junior high school because expressions can create interesting relationship between students and teachers. Relationship between students and teachers in English teaching is important to make English learning climate interesting and attractive to produce proactive students.

The school lesson plan is made by English teacher of this school at the beginning of the academic teacher before learning process. Teacher prepares it a week before starting the academic year. It contains the standard competence, the basic competence, the learning objectives, the learning activities to achieve the learning target. The lesson plan parts like above English teachers’ lesson plan is related to Zhu and Zhou (2012) in International Journal of English Language Teaching that writes in the special English teaching period, it is very important for teachers to do a lot of preparations to make teaching materials rich and interesting.

The teacher’s preparation is relevant too to Fraga (2010) in International Journal of Foreign Language Annals which describes those teachers identify specific areas that were supported by their teacher preparation program. It becomes essential for teachers to prepare pre-service and in-service foreign language teaching documents. It is relevant to Allison and Rehm (2011) International Journal of Showcasing FCS Program that describes designing lessons that incorporate the customs and traditions of English Language Learners can help teachers and classmates learn about one another. So, related to the research above this lesson plan criteria will need time to prepare. Enough preparation by inserting custom and tradition of learners will create good learning partnership. Partnership in English teaching can motivate students to learn happily.

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English teachers at this school have been trained in many kinds of seminary and special trainings such as CLT, learning management training and many others to develop their abilities in teaching. This finding is related to Fraga (2010) in Journal of Foreign Language Annalsthat writes about some efforts in contributing and helping teachers’ candidates to achieve an advance level of proficiency lies not only with the foreign language department but also with the teacher education departments. But the most important one is proactive and responsibility teachers for their own learning and growth as professionals.

Teachers’ training and seminary on teaching skills are related to Zhu and Zhou (2012) in English Language Teaching Journal that writes with the development of science and technology, teachers can also make full use of the excellent teaching software to cultivate and stimulate students’ interest. This is relevant too to Jin (2012) in International Journal of English Linguistics that describes a teacher’s personality and rich teaching skills play an essential role in building a harmonious learning atmosphere. Therefore, the three relevant researches above are supported the finding that teachers need to be proactive and responsible for science and technology to make them rich in teaching skills to cultivate students’ interest. Teacher’s competence on language skills influences more the students’ attention in speaking English.

All facilities are used by students in learning English at 01 State Junior High School depend on the materials given by the teachers. The laboratories are used to give students chance to listen to pronouncing, intonation and cultures by film or conversation recording on CD or DVD cassette player. The complete facilities at this school is relevant to Allison and Rehm (2011) which describes demonstrations, laboratories, and field trips used extensively help students experience content using multiple senses and in a concrete modality. It is related to Jaen and Basanta (2009) inInternational Journal of European Association for Computer Assisted Language Learningthat writes the advantage of using digital video as a tool for language teaching and learning are widely accepted in English Language Teaching (ELT).

The above media can enhance language teaching by bringing the outside world into the classroom. Internet system is also the supporting facility in improving students’ English speaking ability. This is also related Areti (2011) in Journal Review of European Studies which describes that materials found on the Web deal with real-world concerns, so they allow activities to mirror real life tasks, which can lead to authentic integration of skills and student-centered teaching. So, the condition of facilities to support students’ speaking ability is relatively enough. With these facilities can help student to be experienced by multiple senses and allow students to do real world activities.

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listen to the words, imitate them and repeat them together. It is relevant to

Ciortescu (2012) in International Journal of Communication Research describes that one of the major differences General English and Business English stems from the different treatment that is developing accuracy and fluency in general English. Fluency is concerned with speed and effort of speaking. In relation to the pronouncing model from the teacher Khamkhien (2010) in International Journal of English Language Teaching writes about teachers have to raise learners’ awareness and the importance of pronunciation both in word and sentence level in order to avoid communication breaks down or misunderstanding as a result of mispronunciation. So, the ways and steps of apperception like listen, imitate and repeat what teacher speaks in opening activities are useful for students as the basic skill to avoid communication breaks down or mispronunciation.

Motivating students’ speaking in the classroom, teacher has another way to motivate students in teaching by using body language to express English words is related to Zhu and Zhou (2012) in English Language Teaching Journal

which writes that body language can be a tool for teachers to deliver friendship and trust to the students, establishing a more harmonious and relaxing atmosphere for study English. Asking and answering with jokes is related to Zhu and Zhou (2012) in English Language Teaching Journal which writes on their study that if the teaching materials in junior high school teaching are boring and unattractive, the students’ attitude towards English will gradually turn into negative. The anxiety too much will produce worry, fear and self doubt toward study.

Teacher also gives students a chance to be a model of conversation in pairs in front of the class. In modeling students partner here is relevant to Allison and Rehm (2011) inInternational Journalthat describes pairing English Language Learners (ELL) with a class buddy and partner provides a sense of security and including non-English speaking students in all classroom activities is important to help each student feel included. Teachers’ motivation on students’ learning by translating the unfamiliar words in Indonesia is relevant too to Abdo and Breen (2010) inJournal of Scientific Research Creative Educationwhich describes on the data demonstration of their findings shows that EFL learners become more comfortable with their instructor, the manifestations of nervousness, shyness, and

mispronunciation would decrease. So, motivate students by teachers’ gestures, jokes and Indonesia translation is appropriate in reducing students’ negative affective on English speaking ability. This means that students will have relationship although students inability to speak English or verbal communication.

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the learning sources. The English teacher here chooses pictures and script and power point slides. Teacher uses pictures by slides of power point related to the topic of legend story. Using motion picture here is relevant to Jin (2012) in

International Journal of English Linguistics which explains activities in improving communicative competence in English. Showing the picture here is related to retelling activities where teacher can draw simple pictures to guide students to retell the text of legend story.

Above learning sources is also relevant to Wang (2012) in International Journal of English Linguisticwhich writes on its strategies of oral English teaching by building an environment of language and to mobilize students to open their mouth. So, this means that pictures is used to create the language enthusiastic environment in a classroom to make students open their mouth to speak. There are three dimensions on English teaching evaluation. It consists of learning plan evaluation, learning implementation evaluation and designing assessment evaluation. In Learning Plan Evaluation, teachers’ learning plan includes syllabus and lesson has been created systematically. The standard of competence and the basic competence are suitable with the indicators and materials of learning. The use of strategy and methods is related to the given materials. The materials are arranged by paying attention to students’ ability for high motivation students. The use of media here is suitable with the cognitive development. This dimension, teacher has 91 score from all aspects of evaluation.

Learning Implementation Evaluation, in the classroom process, teacher does many activities that related to the lesson plan. Teacher does apperception by greet students at the early time, Explain the basic competence and indicators of achievement. Create activities with technological aids related to the materials. Do the learning systematically. Engage students in using the media of learning. Show good relationship between teacher and students. Give positive responds to the students’ participation. Use good pronunciation in English. Use suitable body language to transfer knowledge. Ask students to summarize materials together. Designing assessment, teacher can use appropriate evaluation with the learning objective. All of the activities above are related to Jin (2012) in International Journal of English Linguistics which explains the creation of a harmonious communicative class climate. So, this means that combining creative activities from planning, implementing and assessing will create well-balanced communicative group of students.

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The innovation research of Kelch shows the English Village (EV) concept in Korea that implementing CLT by immersing learners into an English environment which is based on real-world theme rooms.

An additional supporting program is English conversation which is done in the learning process after the school’s schedule. English conversation is done two hours meetings in a week for all students from seventh to the ninth grade. This finding is relevant toJin (2012) inInternational Journal of English Linguistics

which describes the goal of foreign language teaching is to develop communicative competence by suggesting some oral activities in class or after class which are easier for English teacher to decrease shyness and nervousness replaced by enthusiasm and interest.

Another supporting program is the students’ exchange activity program which aimed to give more opportunities for local young people to interact and have experience that they have never had before. Therefore, this is related to Jin (2012) inInternational Journal of English Linguistics which describes some typical activities in improving English Communicative Competence. This supporting program is correlated to Free Talk activities. In this activity teachers help students to choose the topic that must do something with students’ interest and experience without definite answer. So, learning management of students’ English speaking ability needs to be familiar by taking more opportunities to produce the language, immersing learners into real world theme rooms, help students do interesting activities and experience without definite answer and finally its very useful to decrease negative affect into enthusiasm.

Evaluating students’ speaking competence, the first test is done by 01 State Junior High School of Ungaran is Interview test for testing the basic competence of students’ speaking ability. On the table of evaluation of interview shows that pronunciation o interview score is the lowest. The students who can get score around 80 up will be accepted here. This score is in good and high category. The test in this study is relevant to Wang (2012) in International Journal of English Linguistics which describes to that static evaluation refers to evaluation on accuracy, fluency, pronunciation and intonation of oral English application which aimed to enable students to orient themselves and to facilitate them to make efforts at a higher level.

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low grammar means that students principle foundation is low. By this condition, setting of the test subject help students to lay foundation for their pronunciation, grammar, and vocabulary because students with good foundation obviously grasp more vocabularies and master larger amount of information in oral expressions.

The second evaluation is done in the classroom process evaluation of speaking as the final process of classroom learning in a meeting at 01 State Junior High School of Ungaran. Both assessments that found on the individual speaking and dialog with two students in pairs is relevant to the research of Wang (2012) in International Journal of English Linguistics that writes that the best oral English pattern is to regard a small group as the unit and implementation of daily performance is the appropriate method. Wang’s study above is similar to Aljumah (2011) in International Journal of English Language Teaching writes that group discussions and seminar encourage students to interact and take the initiative. So, it is better for this school tries to use integrated skills to be tested but not always in individual performance but in group discussion and group presentation will reduce mispronounce. Team work can make students become cooperated and discussed matter together. The students here will not compete but rather than they will complete one another.

The last discussion about speech evaluation that evaluates students’ ability for the final process of learning English from the seven grade up to ninth grade at 01 State Junior High School of Ungaran. This evaluation aims to evaluate students’ ability and prepare the students ability of life skill to speak English. There are five aspects used to score here. The range of each aspect is up to 20 with the maximum score for all aspect is 100. The final score for each student is counted by dividing the achievement score with maximum score and multiplied by ten. The result shows that there is a student with the final score is 89 but the students just get the score of 17 on the performance aspect. This finding is related to Chen and Hung (2012) that cultural difference in personal type, learning style and language learning strategies are considered essential on language learning. As a result, from the table of the last exam on output students’ competence, English teachers at this school have succeeded on developing students’ awareness on good pronunciation score for students at the final study but the performance score should be considered because students at this school come from different background of family which influence them on learning English speaking.

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ability by enhancing students’ opportunities to produce the language in interesting and experience activities like in a real world theme will make students familiar and enthusiastic to speak English. The evaluation of students’ English speaking ability on sociolinguistic competence by interview, in pairs dialogue and individual speech will be useful for students to encourage and facilitate themselves on English speaking.

Conclusion Conclusion ConclusionConclusion

Curriculum of English teaching at 01 State Junior High school of Ungaran has more programs than other regular schools. This is done by extending meeting on the curriculum structure of English with eight meetings in a week. The schools’ curriculum is integrating the four basics English skills and inserting students’ tradition. The functional syllabus and lesson plan which contain full of expressions materials are useful in creating students’ and teachers’ partnership.

All teachers of English at 01 State Junior High school of Ungaran have prepared the teaching documents by more pre-service and in-service learning project and also to set up rich and interesting learning materials. The students’ intake recruitment to achieve the objective on learning English is communicating. Most of students here have got more capabilities, higher motivation and good personality in English.

English teachers’ proficiency at this school is always developing by some training on curriculum and some other programs like MGMP. The training activities have successful to create proactive teachers with rich teaching skills to cultivate students’ interest in English teaching. The teachers in the learning process are giving students’ chance to listen, to imitate and to repeat together in order to avoid mispronunciation and communication breaks down. Implementing of English teaching, teachers use body language while expressing and explaining materials in English to make good relation with students.

Teacher uses joke and creates motivation in the learning process in order to reduce anxious because lack of vocabularies in English. Evaluation consists of three dimensions with 14 indicators. This evaluation is done to know the correlation between the lesson plan and the teachers’ activities in transferring materials to the students. Evaluating students’ English ability by interview test is good to know students’ intake competence in English, motivation, and personality. Learning process, the evaluation is done on five aspects of speaking ability. They are fluency, pronunciation, intonation, performance and grammar. The last evaluation for individual speech is to prepare students’ ability and life skill. The school here has succeeded to create students’ awareness on English pronunciation.

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English is very important for students because the heart of English language skill is speaking English. All skills can be integrated each other to be spoken all to know science and knowledge of English. The learning management of English teaching by preparing the learning materials, arranging activities, choosing methods of learning, prepare the learning objectives are necessary for teachers to make learning interesting and students can take their experience after learning.

The broader and rich syllabus and lesson plan in learning materials and methods with integrated skills of English will achieve the communicative objective in learning English. The functional syllabus and lesson plan which contain so many expression for students of junior high school is very appropriate. The classroom activities will be more enjoyable with body language communication to learn expressions materials and Role Play teaching method. The students’ recruitment system is good way to take good input of students’ competence in mastering English vocabularies to achieve the goal of language learning. The developing English teachers’ proficiency is very important to do because it can improve the teachers’ ability in handling the teachers’ role in the classroom.

The facilities in supporting students’ English speaking ability are good enough. Teachers must manage to relate them into interesting classroom atmosphere and give students’ chance to use it freely. The program of interview for new students, the bridging course, group presentation, English conversation class, students’ exchange activity, and speech are correlated program in motivating and improving English learning to speak for students. These all programs aimed to make students’ aware and to take chance to produce English as their habits. The evaluation of students’ English speaking ability can be used by other English teachers to check in progress starting from the beginning of the year at class VII up to the IX grade as the final learning for them. This evaluation is very useful to know the students’ progress in learning to English speaking.

Finally, the researcher suggests as follows, the Principal should give extra times to teachers in preparing the documents of curriculum. Teachers should make innovation of assessment’s rubrics which are written on lesson plan by writing different rubric’s patterns on different skills. It will be better for teachers to give another meaning not translating into Indonesia, but try it to use English too. The recruitment system of new students in evaluating the English students’ speaking ability is good but this result should become the guide for teachers in improving their weak competence.

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their pronouncing from the teachers or find the learning media to learn to imitate from the native frequently. In grammar, students should practice reading more. Practicing in real environment as their habits will create students’ speaking ability. Practice makes perfect.

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International Journal of English Language Teaching. Vol.5. No.7. p. 33-41. downloaded from www.proquest.com. Wednesday. December 5th, 2012.

At 02.05 pm.

Yaming, Jin (2012). On The Cultivation of Oral English Communicative Competence in Teaching. Center of Science and Education. International Journal of English Linguistics. Vol. 2, No.3. p. 59-63. downloaded from

www.proquest.com. Wednesday. December 5th, 2012. At 02.10 pm.

Chen, Mei-Ling & Hung, Li-Mei. (2012). Personality Type, Perceptual Style Preference, and Strategies for Learning English as a Foreign Language. International Journal of Social Behavior and Personality.40(9). 1501-1510.

http://dx.doi.org/10.2224/sbp.2012.40.91501. Wednesday. December 5th,

2012. At 02.15 pm.

Ciortescu, Ramona, Elena. (2012). Teaching Communication Skills Business English Classes – An Overview. International Journal of Cultural and Linguistic Communication. Issue 3. Vol. 2. P. 219-223. downloaded from

www.proquest.com. Wednesday. December 5th, 2012. At 02.25 pm.

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Allison, Barbara N & Rehm, Marsha L. (2011). English Language Learners: Effective Teaching Strategies, Practices for FCS Teachers. International Journal of Showcasing FCS Program. Vol. 103. No.1. p. 22-27. downloaded fromwww.proquest.com.Wednesday. December 5th, 2012. At 02.37 pm.

Areti, Keramida. (2011). Content-based Instruction in the Teaching of English as Foreign Language. Review of European Studies. Vol. 3 No. 1. p. 115-121. Canadian Center of Science and Education. downloaded from

www.proquest.com.Wednesday. December 5th, 2012. At 02.42 pm.

Aljumah, Hamad, Fahad. (2011). Developing Saudi EFL Students’ Oral Skills: An Integrat ive Approach. International Journal of English Language Teaching. Vol.4 No.3. p. 84-89. www.ccsenet.org/elt. downloaded from

www.proquest.com.Wednesday. December 5th, 2012. At 02.51 pm.

Al-Mohanna, Mohammed, Dhawi, Ayedh. (2011). Developing English Students’ Listening-Speaking Skills Interactively An Analytic Study in the Saudi Arabian Context. International Journal of Arts and Sciences. 4(10). p. 77-105. downloaded from www.proquest.com. Wednesday. December 5th,

2012. At 03.01 pm.

Liu, Xu. (2010). Arousing the College Students’ Motivation in Speaking English through Role Play. International Education Studies. Vol.3. No.1. p. 136-144. www.ccsenet.org/ies. downloaded from www.proquest.com.

Wednesday. December 5th, 2012. At 03.07 pm.

Khamkhien, Attapol. (2010). Teaching English Speaking and English Speaking tests in the Thai Context: A Reflection from Thai Perspective. International Journal of English Language Teaching. Vol.3 No. 1. p. 184-190. www.ccsenet.org/ies. downloaded from www.proquest.com.

Wednesday. December 5th, 2012. At 03.16 pm.

Abdo, Bani, Ibrahem & Breen, Mark, Gerald. (2010). Teaching EFL to Jordanian Students: New Strategies for Enhancing English Acquisition in a Distinct Middle Eastern Student Population. International Journal of Creative Education. Vol.1. p. 39-50. http://www.SciRP.or.journal.ce/. Scientific Research. downloaded from www.proquest.com. Wednesday. December 5th, 2012. At 03.23 pm.

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Multimodality: the Use of DVDs. International Journal of European Association for Computer Assisted Language Learning. 2(3). p. 283-301. Printed in the United Kingdom. downloaded from www.proquest.com.

Wednesday. December 5th, 2012. At 03.25 pm.

Fraga, P. Cynthia. (2009). Beyond the Classroom: Maintaining and Improving Teachers’ Language Proficiency. International Journal of Foreign Language Annals. Vol. 43. No.3. p. 395-410. downloaded from

www.proquest.com.Wednesday. December 5th, 2012. At 03.40 pm.

Kelch, Ken. (2009). Curriculum Development in English Language Teaching: Innovations and Challenges for the Asian Context. International Journal of Organizational Innovation .p.22-40. downloaded from

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