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U Technique for the Firs t Grade o f SMPN 2 a
t r a k a y g o
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a m r a h D
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a p u d i h e
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d oleh orang-orang.Berdasarkan peneilitan selama masa P PL d an i
r a d a t a
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a v r e s b
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s a n ij a m i r e
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a it il e n e
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s a t p a d a g n e
m beberapalangkahdar iKemp’ smode lyangdibangun ho le Jerro lE . 7
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a k a n u g g n e
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a l e t g n a y a t a d s i s il a n
a dikumpulkan ,diketahuibahwasiswa-siswikela s7SMPN a
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t dalam speaking skill ,akan tetapi mater iyang digunakan belum cukup i
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m merekauntukmenggunakanbahasaInggrissecaralangsung.
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e t a M . a t r a k a y g o
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i n
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t c a f t u o b a g n i k l a t d n a r o f g n i k s
a ,dan un tit erakhir menjelaskan tentang asking s
e s n o p s e r s ti d n a s n o it a c if ir a l c r o
f .Seitap uni tdibagimenjad i5 seciton yatiu the t
c e s p u g n i m r a
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a
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e speaking telah memadai . Secara keseluruhan,para evaluato r ,
% 0 0 1 , u j u t e
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a k t a k g n i n e
m kemampuan ap ar siswauntukberbicarabahasaIngg ir .s i
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i x
S T N E T N O C F O E L B A T
G A P E L T I
T E ... i E
G A P L A V O R P P
A ... ii Y
T I L A N I G I R O S ’ K R O W F O T N E M E T A T
S ... iv .
E G A P N O I T A C I L B U
P ... v E
G A P N O I T A C I D E
D ... vi T
C A R T S B
A ... vii K
A R T S B
A ... iv ii S
T N E M G D E L W O N K C
A ... xi S
T N E T N O C F O E L B A
T ... xi S
E L B A T F O T S I
L ... x iii S
E C I D N E P P A F O T S I
L ... vi N
O I T C U D O R T N I .I R E T P A H C
.
A Backgroundoft heStudy ... 1 .... .
B ProblemFormulaiton... 5 .
C ProblemLimtiaiton ... 5 .
D Objecitve soft heStudy ... 6 .
E Benefti soft heStudy ... 6 .
F Deifniitono fTerms... 7
R E T I L F O W E I V E R . I I R E T P A H
C ATURE
.
A Theoreitca lDesc irpiton ... 11 .
1 Insrtucitona lDesign... 11 .
2 CommunicaitveLanguageTeaching ... 61 .
3 TheSchool-BasedCurirculum( KTSP) ... 02 .
4 SpeakingSkill ... 22 .
5 PictureNarraitng ... 62 .
6 Storytelilng... 13 .
B Theoreitca lFramework ... 43
.I I I R E T P A H
C METHODOLOGY
.
A ResearchTechnique... 63 .
B ResearchParitcipants... 93 .
C ResearchI nsrtumentsandDataGatheirngTechnique... 24 .
D DataAnalysi sTechnique ... 5.... 4 .
E ResearchProcedures ... 74
D N A S T L U S E R H C R A E S E R . V I R E T P A H
ii x .
1 TheGoal ,TopicsandGenera lPurposes ... 15 .
2 TheStudents ’Need sandCharacte irsitcs... 35 .
3 TheObjecitve sandSubjec tContents ... 65 .
4 Teaching-LearningAcitviites ... 95 .
5 TheEvaluators ’Feedbackont heMate irals... 4.... 6 .
6 TheMainRevision... 66
S N O I T A D N E M O C C E R D N A S N O I S U L C N O C . V R E T P A H C
.
A Conclusions... 96 .
B Recommendaitons ... 17
S E C N E R E F E
R ... 27 E
P P
ii i x
LISTOFTABLES
e l b a
T Page
d n a h c r a e s e R r o f s t n a p i c it r a P t s ri F e h t f o n o it p ir c s e D e h T 1 . 3
p e t S g n ir e h t a G n o it a m r o f n
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t s o P r o f t n a p i c it r a P e h t f o n o it p ir c s e D e h T . 3 .
3 -DesignStep... 4 1 .
4 .
3 TheFivePoint so fAgreements ... 4 6
t s ri F e h t f o e c n e t e p m o C c i s a B e h t d n a d r a d n a t S e c n e t e p m o C e h T . 1 . 4
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4 Untis ,Topic ,Tilte ,andSubjec tContents ... 5 7
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4 ... 6 0 ti
n u h c a e f o n o it i s o p m o c e h T . 6 .
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n o it a u l a v E ’ s r o t a u l a v E e h t f o e g a t n e c r e P n i tl u s e R e h T . 7 .
v i x
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A PermissionLetters... 47
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B Bluep irn to fQuesitonnarieSheet sandI nterviewGuidingQuesiton s
d e e N f
o Analysis... 77
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D Sample so fQuesitonnarieSheet sandI nterviewGuidingQuesiton s
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F Resul to fQuesitonnarieSheet so fEvaluaiton ... 59
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G Sample so fQuesitonnarieSheet so fEvaluaiton ... 79
.
H Sy llabu sandLessonPlans ... 41 0
t u o b a k l a t d n a t u o b a g n i k s a , s n o i n i p o g n i v i g d n a r o f g n i k s a , s e k il s i d d n a s e k il
r o f g n i k s a d n a , s t c a
f clair ifcaitons .Here ,the wrtie rconcern swtih the use o f .
s e r u t c i p e h t e t a r r a n o t e u g o l a i d
g n it a r r a n e r u t c i
P techniqu e i sappiled in the design by uitilzing some e h t g n it a ti li c a f n i d i a g n i h c a e t n i a m e h t e r a s e r u t c i p t a h t s n a e m t I . s e r u t c i p
. k a e p s o t s t n e d u t
s Whlie ,storytelilng i st he main t echnique t o i mplemen tas t he v
a h s t n e d u t s e h t t a h w g n ir a h s r o g n ir e v il e d f o m i
a ebeendonewtiht hepicture .s
.
D Objecitveoft heStudy
e v it c e j b o e h
T o fthe study i sto ifnd ou tthe idea ldesign o fa se to f g
n i k a e p s l a n o it c u rt s n
i mateirals by using a seire so fpicture sthrough picture .
g n it a r r a n
.
E Beneftis oft heStudy
g n i k a e p s l a n o it c u rt s n i f o t e s a g n i n g i s e d s i y d u t s s i h
T mateiralsst hrough
g n it a r r a n e r u t c i
p techniquefo rSMPN2gradeVI Istudents .Throught hi sstudy,i t e
b o t d e t c e p x e s
i beneifcialf o rsomeparites ,suchast heSMPN2Yogyakatra,t he N
P M S f o s t n e d u t
s 2Yogyakatra,t het eachers ,andf u trherr esearcher .s .
1 SMPN2Yogyakarta
l o o h c s h g i h r o i n u j e l b a t u p e r e h t f o e n o s
A s in Yogyakatra, t hi sstudy can
g n i k a e p s h s il g n E f o y ti l a u q e h t e v o r p m
i mateirals .Ast heoutcomeofl earning a
l e h t s i g n i k a e p s , e g a u g n a
l as tskillt obeacquried .To achievet hegoa lo fSMPN2 h
s il g n E f o t n e m e v o r p m i e h t , l o o h c s l a n o it a n r e t n i n a s a a tr a k a y g o
Y mateirals
.
2 Fort heJuniorHighSchoo lState2s tudents
o t m e h t p l e h d l u o w y d u t s s i h
T improvethei rspeakingskli lbasedon t hei r f o s e ir e s a h g u o r h t y r o t s e h t g n il l e t e r d n a y r o t s e h t g n i p o l e v e d n i y ti v it a e r c
. e r u t c i
p Thebasicaimoft hi sstudyi st omoitvatet hemt ol earnEngilshespecially .
y a w n u f a n i k a e p s o t
.
3 Fort heEngilsh t eachers ,developers ,and t hosewho areconcerned wtih
r o i n u J r o f ll i k s g n i k a e p s e h t e v o r p m i o t e r u t c i p f o s e i r e s a g n i s u f o a e d i e h t
t n e d u t s l o o h c S h g i
H st hroughpicturenarra itng
t , y ll u f e p o
H hi sstudy nc a g nive a illusrtaiton and the example o fthe g
n i k a e p
s mate irals using a seire so fpicture swhich uitilze spicture narraitng e
u q i n h c e
t which can be i mplemented i n genera lclassroom acitviites .Thewrtie r ,
e p o h o
d int hef uture,t het eachers ,developers ,andt hosewhoareconcernedwtih l
e v e d o t e l b a e b l li w y d u t s s i h
t opt hei rownt eachingmateiralsbyusingpictures. .
F De ifniitonoft heTerms
.
1 Picture
m a r g a i d r o , p a m , h c t e k s , g n i w a r d , g n it n i a p s a d e b ir c s e d e b n a c e r u t c i P
e h t f o e n o s i e r u t c i p , r e v o e r o M . e k il s k o o l e n o e m o s r o g n i h t e m o s t a h w g n i w o h s
c i h w s d i a g n i h c a e
t h consis to fcolorfu lpainitng which can be seen no theard f o l a it n e u q e s e h t e r a d e s u e r a h c i h w s e r u t c i p e h t , y d u t s s i h t n I . ) I X : 4 6 9 1 , s a a H (
r e h t o n a e n o e r e h w n i s e r u t c i
p a re connected to create a story .Ofifcially ,i ti s n
o c h c i h w y r o t s e r u t c i p s a d e m i a l
c sist schielfy o rwholly o fpictures .In thi s ,
n g i s e
d thepicture susedaredeifntiely wtihoutt ext .Thestudent shavet odevelop .s
f e h t s i d e s s e s s a s
i luency o fthe students in retelilng theri sstory to others ,the d n a , e r u t c i p s r e h t o f o y r o t s s r e h t o o t e r u t c i p e n o f o y r o t s e n o n e e w t e b e c n e r e h o c
a i c u r C . e c n e i d u
a lelement so fsto ire sandstorytelilngi ncludeplot ,characters ,and
. w e i v f o t n i o p e v it a r r a n
.
d TheLength
s s e c c u s e h
T in storytelilng i s the leve l o f audiences ’ enthusiasm in
e h t e z y l a n a o t h g u o n e t r a m s e b d l u o h s r e ll e t y r o t s e h T . y r o t s e h t g n i w o ll o f
n e i d u
a ces ot hatt hes torytelle rcanchooset ouseetihers hor torl ongs tory.
2 . 2 .
6 .StoryStructure
d i m , g n i n n i g e b y l e m a n , s e r u t c u rt s c i s a b 3 e v a h d l u o h s y r o t s d o o g
A dle ,
c i s a b e e r h t e s o h T . d n e d n
a srtucture sareused a san organizaitonalf ramework o f
o t s e h
t r ya sexplainedi nMallan( 1991:55).
.
a Beginning
s a h c u s , W 5 t s a e l t a n i a t n o c d l u o h s y r o t s e h t , g n i n n i g e b e h t n i , y l n o m m o C
d n a e r e h w , r e t c a r a h c e h t f o n o it c u d o rt n i e h t s i o h W . t a h w , y h w , n e h w , e r e h w , o h w
n e h
w thei nrtoduciton soft hesetitngareappiledi nthestory ,whliewha tand why
r o t s e h t f o s t c il f n o c r o s m e l b o r p e h t f o s n o it c u d o rt n i e h
t y .a re
.
b Middle
nI astory, i tcan contain severa lproblem sand r esolu itonoft heproblems .
n i ti p e e k d n a y r o t s e h t n i h ti w s e c n e u q e s t o l p e h t n i a t n i a m d l u o h s r e ll e t y r o t s e h T
. y li s a e y r o t s e h t w o ll o f n a c e c n e i d u a e h t t a h t o s r e d r o t h g ir e h t
. c E nd
o o g a e v a h l li w e c n e i d u a e h
T di mpressiont owardt hestory fit hestoryha s
n o i s u l c n o c d n a s e u l a v l a r o m a s a h y ll a u s u y r o t s a , tr a p t s a l e h t n i . g n i d n e d o o g a
.
B Theoreitca lFramework
e h t s e s s u c s i d t r a p s i h
T underilningt heo iresto designand developt henew
g n it a r r a n e r u t c i p g n i s u y b l a ir e t a m g n i k a e p s f o t c u d o r p l a n o it a c u d
e technique rfo
N P M
S 2 Yogyakatra .The wrtie ruse sfour basic stheo ire sa sthe guidance in
e h t , t s ri F . d e t a l e r e r a e s o h t d n a t c u d o r p l a n o it a c u d e e h t g n i p o l e v e
d wrtie r
t n e m e l p m
i s Kemp’ smodeli ntot heprocessi nmakingt hedesignbecauseKemp’ s
r e ti r w e h T . t c u d o r p e h t n g i s e d o t w o h p e t s y b p e t s r e ti r w e h t s e v i g l e d o m
s e t a r o b a l
e Kemp’ smodel(1977)basedont he ifeld.I tmeanst hatthewrtie radapt s
n i s p e t s e s o h
t t othewrtier’ sdesigns peakingmateirals .
e r p s i h c i h w p e t s h tf if e h t s ti m o r e ti r w e h
T -assessment .Pre-assessmen t
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h PPL proces sbefore the wrtie rdesigned t he
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s de lwhich are
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s those steps .In
e h t n o d e s a b n o it a c o ll a e m it e h t h ti w s t s u j d a r e ti r w e h t , n g i s e d e h t g n i k a m
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t some consideraiton s related wtih the speaking mateira l
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t s s i h t n i s e ir o e h t g n il l e t y r o t
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e h t w o h f o n o it s e g g u s r i e h t d n a , h s il g n E g n i k a e p s n i d e r e t n u o c n e e b t h g i m
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. y c n e i c if o r p g n i k a e p s h s il g n E n i e s it r e p x e r i e h t d n a n g i s e d e s r u o c g n i p o l e v e d
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T hewrtier aims to employ t wo kind sof i nsrtument sbeforeand atfert he
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o it s e u q t s ri f e h T . w e i v r e t n
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t gett hedataoft hestudents ’need sandcharacteirsitcs .Theaimi stoknowhow
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. c il b u p n i g n i k a e p s n r a e l o t e v a h y e h t n e h w s t n e d u t s r e t n u o c n e y a m t a h t m e l b o r p
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I consistsoft wosecitons;t hef ris tone si closedendedquesiton swhichbelongt o
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1 ResearchandI nforma itonGathering (SurveyandFieldNotes)
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A th,2011,t hewrtierhadt oaskt hel ette rofr eferencei nLoca lDevelopmen t
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t n e m p o l e v e D l a c o L e h t , e c if f O a tr a k a y g o Y f o r o y a M e h T ; s n o it u ti t s n i
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h c r a e s e r f o r e tt e l e h t r e tf a e n o d e b d l u o c h c r a e s e r e h T . a tr a k a y g o Y 2 N P M S
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t s ri f e h t r o f s l a ir e t a m g n i k a e p s h s il g n E e l b a ti u s e h t n g i s e d o t r e d r o n i d e t a l u m r o f
e h t g n it c e l e s n I . a tr a k a y g o Y 2 N P M S f o e d a r
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n o it a c u d E e g a u g n a
L Studyprograml ecturer sandoneEngilsht eacher.
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.
8 Analyzingandevalua itngt heresul toft hef eedback.
g n i k a e p s h s il g n E e h t e v o r p m i o t r e d r o n i d e z y l a n a e b d l u o w k c a b d e e f e h T
.
9 Revising and designing the instrucitona lspeaking material sa sa ifna l
.t c u d o r p l a n o it a c u d e
e h t d e d d a d n a d e s i v e r r e ti r w e h t , k c a b d e e f e h t f o t l u s e r e h t o t g n ir r e f e r y B
s h t g n e rt
s .The weaknesse so fthe student sin SMPN 2 Yogyakatra on the fris t
e d a r
g couldbes ummairzedasf ollow .s
.
a The studentst ended t o be passive speake rwhen t hey were asked t o come i n
.t p ir c s ri e h t g n i m r o fr e p o t t n o r f
.
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.
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.s c i p o t n i a tr e c
.
d Theyeasliygo tbored fit hemateiral swerebo irngandconfusing.
s h t g n e rt s e h t , e li h w n a e
M couldbes ummairzedasf ollow .s
.
a Thestudent swereenthusiasitc fit heacitviite sweref unand challenging .They
e l o r i n i m , e t a b e d , s e m a g d e v l o v n i s e it i v it c a e h t f i d n o p s e r t a e r g e v a h d l u o w
. n o o s d n a , n o it a t n e s e r p , y a l p
.
b They were actually acitve l earne r fi t he l earning proces swere made i nto fun
. e l b a y o j n e d n a
.
c They had big wliilngnesst o mastert heEngilsh l anguageand t o use tii n t hei r
. n o it a c i n u m m o
c
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3 TheSubjec tContents
e h t , d e d e e n y ll a e r s t n e d u t s e h t t a h w t u o b a a t a d e h t g n i z y l a n a d n a g n i v a h r e tf A
s n o i s s e r p x e e g a u g n a l t n e r e f fi d r u o f r o f s ti n u 4 e d a m r e ti r
w ast hesubjec tcontents .
y li a d l a u t c a t u o b a n e s o h c e r e w h c i h w s c i p o t b u s o t n i d e d i v i d e r e w s ti n u e s o h T
s a w t i n u h c a e f o n o it a r o b a l e e h T . t x e t n o c e fi l ’ s t n e d u t s e h t d n u o r a s m e l b o r p
. 4 e l b a t n i n w o h
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U Picture Page TheFuncito s n
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. g n ir e h t a G
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2 Thepicturesi nt he y
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s “Wha tDoYou r u o Y n o e s i W
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1 - 61 xTo give a stiuaiton in which the student s .
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3 Thepicturesi n ” s U h ti w y a d il o H
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3 Thepicturesi nt he c it c e H a n i p a r T “ y r o t s
e h t e v a S . 1 t r a P ” ! y a D
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32 - 42 xTo give a stiuaiton in which the student s .
y r o t s a e t a e r c o t e v a h
xTos itmulatet hestudentst onarratet hes tory. xTof osters tudents ’creaitvet hinking. 4 Thepicturesi n
e r A s m e l b o r P “
” e r e h w y r e v E
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2 - 72 xTobulidt hesensiitvtiyoft hestudent sabou t .s
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xTo foste rciritca lthinking o fthe student s .s
ti n U
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t Page Tilte
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E 1 3 AskingOf opi rnainodnGiving r
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e r u t c i P e h T
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N 1 - 651
n o h s i W u o Y o D t a h W
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5 TheEvaluators ’Feedbackont heMaterial
e e r h t y b d e t a u l a v e s a w g n i k a e p s f o l a ir e t a m d e n g i s e d d e s o p o r p e h T
f o r e h c a e t e h t m o r f e n o d n a a m r a h D a t a n a S f o s r e r u t c e l e h t m o r f o w t ; s r o t a u l a v e
n e p o m r o f e h t n i s e ri a n n o it s e u q e h t d e s u r e ti r w e h T . a tr a k a y g o Y 2 N P M
S -ended
e s o l c d n
a -endedquesitoni nattemptt ogaincommen tandf eedback.
r e b m u n h c a e h c i h w n i 4 o t p u 1 g n o m a r e b m u n r u o f d e y o l p m e r e ti r w e h T
d e n g i s e d d e s o p o r p e h t n o t n e m e e r g a s i d d n a t n e m e e r g a ’ s r o t a u l a v e e h t s t n e s e r p e r
e l b a t e h t n i d e b ir c s e d s i tI . s l a ir e t a
m 4.7.
e l b a
T 4.7. TheResutli nPercentageoft heEvaluators ’Evalua iton
o
N Evaluator’ sEvaluaitonon T1 heDegre2 eo fAgre3 ement( %4 ) 1 Thegenerali nsrtucitona lobjecitve sarewel l
d e t a l u m r o
f 0 0 33.33 66.67
2 Thes peciifci nsrtucitona lobjecitve sarewel l d
e t a l u m r o
f 0 0 33.33 66.67
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k a e p s o t s t n e d u t
s 0 0 33.33 66.67
5 Thet opic sarewel larranged 0 0 66.67 33.33 6 Thecontenti sr elevan twtiht hecontex tand
d e s u s i e g a u g n a l h c i h w n i l a n o it a u ti s e h
t 0 0 66.67 33.33
7 Theexercise sarewel lelaboratedandcan c i p o t e h t d n a t s r e d n u o t s r e n r a e l e h t e t a ti li c a f
d e s s u c s i d g n i e
b 0 0 66.67 33.33
8 Thepicture susedi nt het opicareappropirate g
n i e b c i p o t e h t h ti
w discussed 0 0 1 00 0
9 Thepicture shavearleadyf aclitiatedt he k
a e p s o t s t n e d u t
s 0 0 66.67 33.33
0
1 Thepicture shavearleadys uppotredwtiht he g
n it a r r a n e r u t c i
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. d n u o r r u s d n a h tr a e e h t d n a , e l y t s e fi l , e g a ti r e h s a d e z ir o g e t a c e b
.
c Thet opic sareacceptableandapprop iratef orJ unio rHighSchoo.l
.
d The acitviite s have arleady faclitiated the student s to be more acitvely
. g n i k a e p s n i d e v l o v n i
.
e Thereare somegramma rmistakes .Thewrtie rwa ssuggested t o pay atteniton
.r a m m a r g e h t h ti w
.f Therei sno tenoughwhole-clas sdiscussion.
.
g Thepicture saret oodarkandno tclea.rI thappenedduet ot heproposeddesign
f o d e i p o c o t o h p e r e w s r e r u t c e l e h t o t n e v i
g theo irgina lone.
.
h Thechoice soft hediciton areabi td fiifcutlf ort hef ris tgrade .Thewrtie rwa s
e h t f o r e i s a e o t n i t s u j d a r o t n e m h c ir n e y r a l u b a c o v e m o s d d a o t d e t s e g g u s
. n o it c i d
.
6 TheMainRevision
, n g i s e d l a ir e t a m g n i k a e p s r e tt e b e h t p o l e v e d o t r e d r o n
I thewrtierr evisedt he
n o d e s a b s l a ir e t a m d e n g i s e
d the comment s and the suggesiton s from the
s r o t a u l a v
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a e w r o s e k a t s i m f o s d n i
k knesse sont hemate irals ;gramma rmistake ,s t heconten t
s e r u t c i p r a e l c n u e h t d n a , y ti v it c a d n
a .
, 5 e g a p n I . s e r u t c i p d n a r a m m a r g n o s e k a t s i m l a r e v e s e r e w e r e h t , 1 t i n u n I
e r e h t , e e r h t y ti v it c a e h t n o , 6 e g a p n i d n a ” k i h t I t u b d o o g s ’t I “ e t o r w r e ti r w e h t
e h T . ” . … s i h c a e b a u D a s u N d n a a t u K “ s a h c u s , s e k a t s i m r a m m a r g l a r e v e s e r e w
e l o h w e h t s a s e it i v it c a e m o s g n i d d a d e t s e g g u s r e ti r w e h t , f e ir b n
I -clas s
s r o t a u l a v e e h T . n o i s s u c s i
d wrotet hatt hroughwhole-clas sdiscussion,t hes tudent s
f o e n O . k a e p s o t m e h t e t a l u m it s l li w t i ,s u h T . r e h t o h c a e o t t c a r e t n i e r o m e b l li w
e d a r g t s ri f e h t o t tl u c if fi d o o t ti b a e r e w s e l c it r a e h t t a h t d e t n e m m o c s r o t a u l a v e e h t
c t a h t e t a p i c it n a o T . s t n e d u t
s ommen,tt hewrtie raddeds omevocabularys ecitont o
d n e h e r p m o c n i r e i s a e s t n e d u t s e h t e k a
