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e c a r g s i H f o e s u a c e b d e n e p p a h t i t a h t d e v e il e b I . s i s e h t s i h t d e h s i n if
g e d u ti t a r g e r e c n i s y
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t Ialso would thank C .Tutyandari ,S.Pd. ,M. .Pd ,and Chrisitna Lhaksmtia Anandari ,S.Pd. ,Ed .M,f orbeingverykindevaluators . I
o t e d u ti t a r g y m d n e s o s l
a al llecturer so fthe Engilsh Language Educa iton m
a r g o r P y d u t
S fort hei rguidancedu irngmys tudyi nSanataDharmaUniverstiy.
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tr a k a y g o Y 2 I R K P O B A M S n i h c r a e s e
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M Petru s Tr i
r u p il g n a
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, r e h t o r b y l e v o
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s i s e h t s i h t g n i h s i n if g n ir u d e k o
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“ ilena, Anggina ,Han-han ,Resa ,Agnez Fetmuk ,Machan ,Stia ,
a k i
M I thank fo rthe suppo tr ,advice ,firendship, tear ,s laughter ,and al lthe .r
e h t e g o t h g u o r h t d a h e w t a h t s e c n e ir e p x e t s e t a e r
g I also thank to the
d n e i d e m m o
C famliy ,Synergy group members ,and t hebig famliy o fLembaga a
m r a h D a t a n a S a s a h a
B fort hes uppor tdu irngt hi spainfu land itirngproces .s
y m g n ir u d e m d e p l e h d a h o h w e n o y r e v e k n a h t o t e k il d l u o w I , y ll a n i F
. y ti s r e v i n U a m r a h D a t a n a S n i y d u t s
i x
S T N E T N O C F O E L B A T
e g a P E
G A P E L T I
T ……….. i S
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 ……...………... i v
.. E G A P N O I T A C I D E
D ……….. . v
. … … … … … .. .. .. .. .. … … … … T C A R T S B
A ………..………... . vi
K A R T S B
A ………...…….……… vii P
R A B M E
L ERNYATAANPERSETUJUANPUBLIKAS IKARYAI LMIAHUNTUK S
I M E D A K A N A G N I T N E P E
K ………..………... . viii x i … … … … … … … … … … … … … … … … … … … S T N E M E G D E L W O N K C A
i x . .. .. . … … … … … … … … … … … … … … … … … … … S T N E T N O C F O E L B A T
T S I
L OFFIGURES ……… . x v S
E L B A T F O T S I
L ……….. . xvi P
A F O T S I
L PENDICES ……….. . xvii
R E T P A H
C I:I NTRODUCTION .
A ResearchBackground ………....……….……… 1 .
B ProblemFormulaiton ……….………...……….……… . 3 .
C ProblemLimtiaiton ………...……….……… 4 .
ii x .
F Deifniitono fTerms ………....……… 5 R
E T P A H
C II :REVIEWOFRELATEDLITERATURE n
o it p ir c s e D l a c it e r o e h T .
A ………...….……….. . 7
l e d o M n g i s e D l a n o it c u rt s n I .
1 ……… . 7
e h T .
2 Nature fo Speaking ………... 1 1
s e c n e g il l e t n I e l p it l u M .
3 ………...……… ... 15 d
e s a B l o o h c S .
3 Curirculum ………. 18 .
B Theoreitca lFramework ………... 21
R E T P A H
C III :METHODOLOGY d
o h t e M h c r a e s e R .
A …………...……….... 2 5 n
o it a m r o f n I d n a h c r a e s e R .
1 Collecitng ………. 2 6 g
n i n n a l P .
2 ……….. 2 6 m
r o F y r a n i m il e r P p o l e v e D .
3 o fProduc t ………... 2 7 e
T d l e i F y r a n i m il e r P .
4 sitng ………... 2 7 v
e R t c u d o r P n i a M .
5 ision ………... 2 7 …
… … … … … … … … … s t n e d n o p s e R h c r a e s e R .
B ……… 2 8
.
C Insrtumentsand DataGathe irngTechniqu es……….. 2 9 D .DataAnalysi sTechniques ………... 3 1 E .Research Procedure ………. 33
R E T P A H
C IV :RESEARCHFINDINGSANDDISCUSSIONS .
A Contentso fMateiral s ………...………... 3 5 .
ii i x .
2 LearningObjecitves……….... 3 4 .
3 TopicandSubjec tContents ...……… . 64 .
4 LearningExpeirences………..………... 50 .
5 The Presentaiton o fUnti ……… ..… …. 51 4 5 . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. s l a ir e t a M e h t f o n o it p ir c s e D . 6
n g i s e D e h T .
B ingSpeaking Mateiral s………... 54
R E T P A H
C V :CONCLUSIONSANDSUGGESTIONS o
i s u l c n o C .
A ns ………..………. . 62 o
it s e g g u S .
B n s………. 64
… … … S E C N E R E F E
R ……… 76
C I D N E P P
A ES……….. 86
v i x 1
. 2 e r u g i
v x
S E L B A T F O T S I L
A f o e e r g e D 1 . 3 e l b a
T greemen t ………...……….. 32 n
e d n o p s e R f o e g a t n e c r e P e h T 2 . 3 e l b a
T ts ’Opinion (Blank )…….…………. . 32 c
i s a B d n a , d r a d n a t S y c n e t e p m o C , s c i p o T 1 . 4 e l b a
T Competence………...… 43
2 . 4 e l b a
T Unti ,sTopics, andTimeAllocaiton……….… 45 3
. 4 e l b a
T Untis ,Topics ,and Subjec tContent s………..… 46 4
. 4 e l b a
T Untis ,Topics, and Indicator s………...…. 4 7 ti
n U h c a E n i s e c n e g il l e t n I e l p it l u M f o n o it p ir c s e D e h T . 1 . 5 e l b a
T .. …… .. ….. 75
i v x s
e c i d n e p p
A ………...……... 69 A
x i d n e p p A
m o r f n o i s s i m r e P f o r e tt e
L Dina sPendidikan ………... 6 9 f
o r e tt e
L Permission t o Dina sPendidikan ...…….... 7 0 o
t n o i s s i m r e P f o r e tt e
L SMABOPKR I2Yogyaka tra... . 71 B
x i d n e p p A
n I d n a h c r a e s e R f o e ri a n n o it s e u
Q formaiton Collecitng ………... 72 y
r a n i m il e r P f o e ri a n n o it s e u
Q Field Tesitng ………. 76 C
x i d n e p p A
o f n I d n a h c r a e s e R f o t l u s e R e h
T rmaitonCollecitng…………...……… 80 l
e i F y r a n i m il e r P f o t l u s e R e h
T d Tesitng ………...…... 87
D x i d n e p p A
b a ll y
S u s……… . 90 o
s s e
L n Plans ………... .10 1 E
x i d n e p p A
e h
T P irnted Speaking Mateirals ……….. .11 3 F
x i d n e p p A
i u G s ’ r e h c a e
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d e d i v i d s i r e t p a h c s i h T . y d u t s s i h t f o n o it c u d o rt n i e h t s t n e s e r p r e t p a h c s i h T
e h t , n o it a l u m r o f m e l b o r p e h t , d n u o r g k c a b h c r a e s e r e h t , y l e m a n , s n o it c e s n e v e s o t n i
h c r a e s e r e h t , s ti f e n e b h c r a e s e r e h t , s e v it c e j b o h c r a e s e r e h t , n o it a ti m il m e l b o r p
a , n o it a ti m
il ndde ifniitonoft erms.
.
A ResearchBackground
y a w t n e r e f fi d s a h t n e d u t s y r e v
E s to l earn .Theyhavedfiferen tablitiyt o l earn c t e , l a b r e v , c i g o l , e r u t c i p , c i s u m h g u o r h t l l e w n r a e l n a c m e h t f o e m o S . g n i h t e m o s
(Armsrtong ,1994). Student sshow tha tthey are good at some subjects ,no tin al l n
e v E . s t c e j b u
s student swho are very clever and really good a tmos to fal lsubjects , .
t a t s e b e h t t a h t s t c e j b u s r a l u c it r a p e v a h l li t s y e h
t I ti sbecause each studen tha s s
e m o S . s e c n e g il l e t n i t n e r e f fi
d tudent sare good at math ;some student sare good at fi
d d a h r e n d r a G d r a w o H . r D . c t e , e g a u g n a l , tr o p s , c i s u
m ferenitated seven
T . s e c n e g il l e t n
i heyare1)l ogica/lmathemaitcal ,2 )visua/ls paital ,3 )body/kinestheitc , n
a , l a n o s r e p a rt n i ) 6 , l a n o s r e p r e t n i ) 5 , c i m h t y h r/ l a c i s u m )
4 d 7 )verbal /language
: 0 0 0 2 , n a m e e r F
( 159). Tha ti swhy a teache rmus tknow tha tthei rstudent shave
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
3
.
C ProblemLimtia iton
y d u t s e h
T i s ilmtied i n designing a se to fspeaking mate irals based on mulitple e
c n e g il l e t n
i s for t enth grade student so fSMA BOPKRI 2 Yogyakarta .The mate irals e
c n e g il l e t n i e l p it l u m f o y r o e h t e h t n o d e s a b d e n g i s e d e b l li
w s.I taimst o i mprovet he
s y ti li b a g n i k a e p s d n a y r e t s a m ’ s t n e d u t
s ot hatt heycancommunicatei n Engilshwel.l
.
D ResearchObjec itves
e v it c e j b o e n o s e t a r o b a l e y d u t s s i h
T .Theobjecitvei sasf ollow.
g n i k a e p s t n e s e r p o
T mate iralsbasedonmulitplei ntelilgences.
.
E ResearchBeneftis
f o s t n e d u t s e h t r o f s ti f e n e b e t u b ir t n o c o t d e t c e p x e s i y d u t s s i h
T SMABOPKRI
2 Yogyakarta,t heEngilsht eache ro fSMABOPKRI 2 Yogyakarta ,andt her esearcher . w
o l e b d e b ir c s e d e r a s ti f e n e b e h
T .
.
1 Fort hes tudent so fSMABOPKRI 2 Yogyakarta n
g i s e d e h
T mate irals i s expected to help the student s in learning Engilsh , t i t a h t d e p o h s i tI . ll i k s g n i k a e p s ri e h t e v o r p m i n a c y e h t t a h t o s , g n i k a e p s y ll a i c e p s e
5
.
2 Fort het eache ro fSMABOPKR 2 I Yogyakarta n
g i s e d e h
T mate irals can be an atlernaitve fo rEngilsh teache rto suppor tthei r g
n i h c a e
t mate irals. .
3 Fort her esearcher
g n i k a e p s t u o b a n o it a m r o f n i e r o m e v i g n a c y d u t s s i h
T mate iralsbased on mulitple
e c n e g il l e t n
i s.
.
F De ifni itono fTe s rm
s m r e t e h T . y d u t s e h t f o s m r e t t n a tr o p m i f o n o it i n if e d e h t s e d i v o r p y d u t s s i h T
e c n e g il l e t n i e l p it l u M e r a d e n if e d e b d l u o w t a h
t s andt enthgrades tudent .s 1 .Speaking
y e v n o c o t m e t s y s a s a e g a u g n a l e c it c a r p o t y ti li b a e h t s i y ti li b a g n i k a e p S
e h t s e c u d o r p r e k a e p s e h t , s s e c o r p g n i k a e p s e h t n I . ) 2 9 2 : 8 8 9 1 , n i a t s a G ( g n i n a e m
.) 9 5 : 9 7 9 1 , n o s w o d d i W ( ti e v i e c e r r e r a e h e h t d n a e g a s s e m
2 . Mul itpleI ntelilgences
g il l e t n I e l p it l u
M ence s were made by Dr . Howard Gardner . Mulitple h
c i h w d o h t e m a s i e c n e g il l e t n
I determined the students’ i ntelilgence t o ifnd out the o
t g n i d r o c c A . s h t g n e rt s ’ s t n e d u t
s Howard Gardne rintelilgence i s“the capactiy to n
i d e u l a v e r a t a h t s t c u d o r p n o i h s a f o t r o s m e l b o r p e v l o
s oneo rmorecutlura lsetitng”
. ) 9 8 9 1 , h c t a H & r e n d r a G
( There are seven intelilgence sproposed by Gardner .1 ) rt
s b a e e s o t , y l e v it c e f f e s r e b m u n e s u o t y ti li b a e h t :l a c it a m e h t a m /l a c i g o
L ac tpatterns ,
, t n e m n o ri v n e e h t n i fl e s e n o t n e ir o o t y ti li b a e h t :l a it a p s /l a u s i V ) 2 ; ll e w n o s a e r o t d n a
7
I
I
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I
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E
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V
E
R
s i t n i o p t s ri f e h T . r e t p a h c s i h t n i d e s s u c s i d s t n i o p r o j a m o w t e r a e r e h T
s i t n i o p d n o c e s e h t d n a y d u t s e h t f o s e ir o e h t o t d e t a l e r n o it p ir c s e D l a c it e r o e h T
e h t g n i n g i s e d n i e n il e d i u g e h t s a n o it p ir c s e D k r o w e m a r
F mate irals.
.
A Theore itca lDescrip iton
a p s i h
T r twli ldiscus ssome main point sin thi sstudy .They are insrtucitona l m
n g i s e
d odels , The nature o f speaking , mulitple intelilgence , and tenth grade .s
t n e d u t s
.
1 Instruc itona lDesignModels
s s e c o r p e h t “ s i n g i s e d l a n o it c u rt s n i ,) 7 : 7 7 9 1 ( p m e K o t g n i d r o c c
A o fsystemaitc
a s t e s s d e e n d n a s m e l b o r p l a n o it c u rt s n i e n i m a x e o t y a w a s e h s il b a t s e t a h t g n i n n a l p
s t n i o p n i a m e e r h t e r a e r e h T . ” s tl u s e r e h t e t a u l a v e n e h t d n a m e h t g n i v l o s r o f e r u d e c o r p
, d o h t e m , s e v it c e j b o e r a y e h T . ) 8 : 7 7 9 1 ( p m e K y b d e s o p o r p n g i s e d e h t n
i and
a v
e luaiton .Objecitve srelated to wha tshould be learn tby the students .Method o
t d e t a l e
r wha tprocedure sand resource swli lwork best t o reach t he desrie l earning
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
9
g n i h c a e
t -learning acitviite s include the teacher’ s acitviite s and the students ’ .
s e it i v it c
a The t eacher’ sacitviitesi nclude whatt eache rshould doi n t eachingsuch e
h t t n e s e r p s
a mate irals ,explain some i mpo trant t erms ,give clear i nsrtuciton ,o r n
o o s d n a s e it i v it c a ’ s t n e d u t s e h t e z i n a g r
o (1977 :55) .The students ’acitviite s .
k r o w p u o r g r o l a u d i v i d n i e h t n i k s a t e h t g n i o d e d u l c n i .
7 Choosesomesuppor tservice ssucha sbudget ,equipmen,tf aciilitest omaintaint he .
n g i s e d
. n g i s e d e h t n i a t n i a m n a c h c i h w s e c i v r e s t r o p p u s h c i h w s e n i m r e t e d t
I There are
g n i n g i s e d n i d e d e e n e r a t a h t s t n e m e l e y n a
m a se to fmate irals .These suppor t .
) 4 8 : 7 7 9 1 ( l e n n o s r e p d n a , s t n e m p i u q e , s e it il i c a f ,s d n u f e d u l c n i s e c i v r e s .
8 Evaluate the students ’accompilshmen tto do revision and reevaluaiton o fthe d
r o n i n g i s e
d ert o makei mprovement . tI i sused t o gett o knowhow t he students ’ .
d e r u s a e m e b l li w k r o
w A tthe end o fthe teaching-learning acitviites ,teache r e h t g n it a u l a v e t a h t s y a s p m e K . s e m o c t u o g n i n r a e l e h t w o n k o t n o it a u l a v e n a s e k a m
s s e c e n s i g n i n r a e l ’ s t n e d u t
s aryi nordert oknowhowf art hel earner shaveachieved .)
1 1
e r u g i
F 2.1 :Kemp’ smodel( Kemp ,1997:9)
.
2 TheNatureo fSpeaking
’ n a n u N n i d e t a t s s a e l a Y d n a n w o r B o t g n i d r o c c
A sbook ( 1989:27,) t here are h c i h w n o it c n u f l a n o it c a s n a rt e h t s i t s ri f e h T . g n i k a e p s n i s n o it c n u f e g a u g n a l c i s a b o w t
l a n o it c a r e t n i e h t s i d n o c e s e h T . n o it a m r o f n i f o r e f s n a rt e h t h ti w d e n r e c n o c y li r a m ir p
p s f o h c e e p s f o e s o p r u p y r a m ir p e h t h c i h w n i , n o it c n u
f eech i sthe maintenance o f
,l a o G
,s c i p o T
l a r e n e G
s e s o p r u p
s ’ r e n r a e L
s ir e t c a r a h
C
-s c it
g n i n r a e L
s e v it c e j b O
t c e j b u S
t n e t n o C
e r P -
t n e m s s e s s A /
g n i h c a e T
g n i n r a e l
s e it i v it c A t r o p p u S
e c i v r e S
n o it a u l a v E
e s i v e R
.s p i h s n o it a l e r l a i c o
s According to Nunan (1989:26) ,spoken language consist so f a n e tf o s i e r e h T . s n o it a i c n u n o r p f o e g n a r a n i , s e c n a r e tt u y r a t n e m g a r f n e tf o , tr o h s
t o n a d n a r e k a e p s e n o n e e w t e b p a lr e v o d n a n o it it e p e r f o l a e d t a e r
g h e .r
1 .
2 TeachingSpeaking
o t s t n e d u t s e h t e l b a n e o t s i m o o r s s a l c e h t n i g n i k a e p s g n i h c a e t f o l a o g e h T
i h c a e b l li w t I . e c n e t e p m o c n o it a c i n u m m o c e h t e v e i h c
a eved fi t he t eache rprovide s
e v it a c i n u m m o C n o d e s a B . s s a l c e h t e g a n a m o t e r u d e c o r p d n a s e u q i n h c e t e v it c e f f e
e d i v o r p t s u m r e h c a e t , g n i k a e p s g n i h c a e t n i , h c a o r p p a ) T L C ( g n i h c a e T e g a u g n a L
e t a ir p o r p p
a mateiral sandkind so fclassroomacitviitest ha tcanbeusedast hebasico f k
s a t , k r o w p u o r g s a h c u s , y g o l o d o h t e m e v it a c i n u m m o c
a -work ,and i nformaiton gap
. ) 3 7 1 : 1 0 0 2 , s r e g o R d n a s d r a h c i R ( s e it i v it c a
o t d e s u e b n a c t a h t s r e g o R d n a s d r a h c i R y b d e s o p o r p e l p i c n ir p e m o s e r a e r e h T
g n i h c a e t tr o p p u
s -learningacitvtiyins peakingclas .s
.
1 Learnersl earnal anguaget hroughusing tit ocommunicate. .
2 Authen itc and meaningfu l communicaiton should be the goa l o f classroom .s
e it i v it c a .
3 Fluencyi sani mpo tran tdimensiono fcommunicaiton. .
4 Communicaitoni nvolvedt hei ntegraitono fdfiferentl anguages kill .s .
3
5
7 1
.
2 The parent sand the communtiy involvemen tmay increase .Acitviite sinvolving .s
s e c o r p g n i n r a e l e h t o t n i y ti n u m m o c e h t f o r e b m e m g n ir b p i h s e c it n e r p p a .
3 Student sw li lbeable t o demonsrtate and share t hei rsrtengths .Buliding srtength s m
e h t t n e d u t s a s e v i
g oitvaiton to be a "speciails.t "Thi scan in turn lead to fl
e s d e s a e r c n
i -esteem . .
4 When you "teach fo r understanding, " you r student s accumulate posiitve . e fi l n i m e l b o r p n o it u l o s g n it a e r c r o f y ti li b a p a c e h t d n a s e c n e ir e p x e l a n o it a c u d e
2 . d i v a D , g r u b n r o h T
( 004 .Ret irevedf rom wwwt.hi treen.org ,access on September 9
0 0 2 , 3
2 ).
.
B Learningac itvi itest os uppor tmul itplei ntelilgencei nl earningEngilsh.
n a m e e r F n e s r a L a n a i D y b d e ti c s a ) 6 9 9 1 ( g n o rt s m A d n a n o s it s ir h C
g n i n r a e l n i s e c n e g il l e t n I e l p it l u M e h t t r o p p u s o t s e it i v it c a e b ir c s e d ) 0 7 1 : 0 0 0 2 (
. h s il g n E
.
1 LinguisitcIntelilgence .Therearesomemate iralsandacitviite swhichcani mprove ll
a m s , s e r u t c e l s a h c u s s e s u r e h c a e t e h T . e c n e g il l e t n i c it s i u g n il e h
t - and large
t n e d u t s , s k o o b g n i k l a t r o s e tt e s s a c o t g n i n e t s il , s e m a g d r o w , s n o i s s u c s i d p u o r g
, g n il l e t y r o t s ,s e h c e e p
s debates ,memo irzing ,andusingwordprocesso .r .
2 Logic -al Mathemaitca l Intelilgence .There are some acitviite ssuch a sscience o t p l e h n a c s n r e tt a p g n i d n if d n a s s e h c g n i y a l p , s e m a g , r e b m u n , e l z z u p , t n e m ir e p x e
l a c i g o l e v o r p m
i -mathemaitcali ntelilgence.
9 1
e h t n i d e t a t s s
A Standa rNasiona lPendidikan( SNPpasa l1 ,aya t15 ,) School r
o m u l u c ir r u C d e s a
B Kurikulum Tingka tSatuan Pendidikan (KTSP )i soperaitona l ,
d e g n a r r a s i h c i h w m u l u c ir r u
c developed ,and i mplemented by each educaiton l evel o
t g n ir r e f e
r Competency standard and Basic Competence which are developed by r
a d n a t S n a d a
B Nasiona lPendidikan(Mulyana ;2007) .
) P S T K ( n a k i d i d n e P n a u t a S t a k g n i T m u l u k i r u
K i sarranged and developed
n o d e s a
b Undang-Undang20Tahun2003abou tNaitona lEducaitonSystempasa l36 , a
d , 1 t a y
a n2 ,asf ollow.
.
1 Cur irculumdevelopmenti scariredou tbyr efer irngt onaitona leducaiton
standardt or eacht hepurposeo fnaitona leducaiton.
.
2 Cur irculumi neveryl eve lofs tudyi sdevelopedbyconside irngt hep irnciple
o fdiversi ifcaitono fSatuanPendidikan ,region ,andl earner .s
o w t e r a e r e h
T Competencystandard so fSpeakingskli loft enthgradestudent s s
i t s ri f e h T . e n o r e t s e m e s n
i to r evea lmeaningi n t he rtansacitona land i nterpersona l t
x e t n o c e h t n i n o it a s r e v n o
c o fdaliyl fie.Whliet heBasicCompetenceareasf ollow.
.
a To revea lmeaning in forma lo rinforma l rtansacitona l t(o ge tthing sdone )and g n i s u y b e l b a t p e c c a d n a , y lt n e u lf , y l e t a r u c c a n o it a s r e v n o c ) e z il a i c o s ( l a n o s r e p r e t n i
c e h t n i e g a u g n a l l a b r e v e l p m i
s ontex to fdaliy lfie and including :inrtoduciton ,
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
n o it a ti v n i/ r e f f o /t s e u q e r g n it p e c c a , g n it r a p / g n it e e
m , accepitng appointment , and
.t n e m t n i o p p a g n il l e c n a c
.
b To revea lmeaning in forma lo rinforma l rtansacitona l t(o ge tthing sdone )and a
i c o s ( l a n o s r e p r e t n
i ilze )conversaiton accurately , lfuenlty ,and acceptable by using a
u g n a l l a b r e v e l p m i
s ge in the contex t o f daliy lfie , including : Expression o f .
n o it c u rt s n i g n i v i g d n a , y h t a p m y s g n i w o h s , n o it n e tt a g n i w o h s ,s s e n i p p a h
d n o c e s e h
T Competency standard t is o r evea lmeaningi n t hesho tr f uncitona l e h t n i e r u d e c o r p d n a e v it a r r a n , t n u o c e r e l p m i s f o m r o f e h t n i g o l o n o m d n a t x e t
. e fi l y li a d f o t x e t n o
c Whliet heBasicCompetenceareasf ollow.
.
a To revea lmeaning in the form o fforma land informa lshor tfuncitona ltex t n i e g a u g n a l l a b r e v g n i s u y b ) c t e , n o it a ti v n i ,t n e m e s it r e v d a , t n e m e c n u o n n a : e l p m a x e (
. e fi l y li a d f o t x e t n o c e h t
.
b To revea lmeaning in simple monolog tex tby using va irou skind o fverba l m r o f e h t n i e fi l y li a d f o t x e t n o c e h t n i e l b a t p e c c a d n a , y lt n e u lf , y l e t a r u c c a e g a u g n a l
.t x e t e r u d e c o r p d n a , e v it a r r a n , t n u o c e r :f o
s e v it c e j b O 1 . 4
f o s e v it c e j b o r o j a m e e r h t e r a e r e h
T Engilsh language learning based on l
o o h c
S -Based Cur irculum . tIi sexpected t ha ta tferl earningEngilsh student sare able :
1 2
.
1 developl anguagecompetencei nboths pokenandw irttent oachieve
informaitonall tieracy.
.
2 reailzet her oleo fEngilshi nglobailzaitonera.
.
3 recognizet heconnecitonbetweenl anguageandcutlure.
.
B Theore itca lFramework
f o t e s a g n i n g i s e d n i d e il p p a e r e w s p e t s e m o
S mate iralsfort eachingspeaking A
M S f o s t n e d u t s e d a r g h t n e t r o f e c n e g il l e t n I e l p it l u M n o d e s a
b BOPKRI II
e h T . a tr a k a y g o
Y mate iralsi sdesignedbasedont het eachers ’andt hes tudents ’need .s e
h t g n i n g i s e d n
I mate irals ,the wrtie radapted Kemp’ sInsrtucitona lDesign s i l e d o M n g i s e D l a n o it c u rt s n I s i h t g n i s o o h c n i n o s a e r e h T . y d u t s s i h t n i l e d o M
d n a , d o h t e m , s e v it c e j b o : s t n i o p n i a m e e r h t n i g n i z i s a h p m e l e d o M s i h t e s u a c e b
. w o l e b d e s s u c s i d e b d l u o w p e t s h c a E . n o it a u l a v e
.
1 Diagnosi so fNeeds
, p e t s s i h t n
I two o fKemp’ sID mode lmodel s (step 2 and step 5 )are .
d e y o l p m
e Indesigningt hes peakingmate irals ,tii snecessaryt ohavet hei nformaiton .
e g d e l w o n k f o l e v e l ri e h t d n a s c it s ir e t c a r a h c ’ s t n e d u t s e h t t u o b a
e h t g n i n g i s e d n i , s u h
T mate irals ,the wrtie rsta tr swtih conducitng a survey .
h s il g n E g n i n r a e l n i s t s e r e t n i d n a s d e e n ’ s t n e d u t s e h t t u o b
a In Kemp’ s if tfhstep said
e r p g n it c u d n o c y b d e n i a tt a s i e g d e l w o n k f o l e v e l ’ s t n e d u t s e h t t a h
t -assessment ,buti n
t a o t d e t c u d n o c s a w y e v r u s y d u t s s i h
t tain the students ’leve lo fknowledge .The f
o s t n e d u t s e d a r g h t n e t g n i y o l p m e y b d e t c u d n o c s a w y e v r u
s SMA BOPKR I 2
a t r a k a y g o
Y andanEngilsht eacher .TheEngilsht eache rwa schosenbecauseallt enth .
m i h y b t h g u a t e r e w s e s s a l c e d a r g
.
2 SpecfiyingLearningObjecitves ’
p m e
K sfris tstep i semployed in thi sstep .The main focu so fthi sstep i s n a c s e v it c e j b o g n i n r a e l e h T . ti n u h c a e r o f s c i p o t d n a s e v it c e j b o g n i n r a e l e h t g n i d i c e d
e h t n i d n u o f e
b Competency standard and Basic Competence or Kurikulum Tingka t 6
0 0 2 ) P S T K ( n a k i d i d n e P n a u t a
S andt hecurirculumo fSMABOPKR I2Yogyaka tra. e
r a p e t s s i h t f o t l u s e r e h
T Competencystandard ,Basic Competence, t opic sfo reach .t
i n u h c a e r o f n o it a c o ll a e m it d n a , ti n u
.
3 Selecitono fContent
. d e y o l p m e e r a h tr u o f d n a d ri h t s ’ p m e K , p e t s s i h t n
I The frist t hing t o do i n
s i t n e t n o c f o n o it c e l e s , s r o t a c i d n i e h t g n i v a h r e tf A . s r o t a c i d n i e h t g n i d i c e d s i p e t s s i h t
e h t n o d e s a b t n e t n o c f o n o it c e l e s e h T . d e t c u d n o
c resul t o f Need Diagnosis ,
t s y c n e t e p m o
C andard ,and Basic Competence so tha ti twli lbe sutiable wtih the h
T . s t s e r e t n i d n a s d e e n ’ s t n e d u t
s er esul toft hi ssteparesubjec tconten tandindicator s .t
3
a m r a h D a t a n a S f o m a r g o r P y d u t S n o it a c u d E e g a u g n a l h s il g n E f o s r e r u t c e l o w t e r a
f o r e h c a e t h s il g n E e n o d n a y ti s r e v i n
U SMABOPKR I2Yogyakarta. tIi sconductedi n r e tt e b n i a t b o o t s t n e d n o p s e r e h t m o r f s k c a b d e e f d n a s n o it s e g g u s n i a g o t r e d r o
g n i k a e p
s mateiralsdegined. .
7 Fina lProduc tRevision
g n i k a e p s r e tt e b n i a t b o o t d e t c u d n o c n o i s i v e r , p e t s s i h t n
I mate irals design .
’ p m e
K seigh tstepsuggestsr evisionand i mprovement sbased ont hesugges iton sand s k c a b d e e f d n a s n o it s e g g u s e h t g n i n i a g r e tf A . p e t s s u o i v e r p e h t m o r f n i a g s k c a b d e e f
e s i v e r r e ti r w e h t ,s t n e d n o p s e r e h t m o r
5 & R
7 2
.
3 Developpreilminaryf ormo fproduct
l a n o it c u rt s n i f o n o it a r a p e r p e h t d e d u l c n i t
I mate irals , handbooks , and
u o h s t a h t e l p i c n ir p t n a tr o p m i n A . e s i v e d n o it a u l a v
e ldbe observedi ndevelopingt he o t s a o s t c u d o r p e h t s e r u t c u rt s o t s i t c u d o r p l a n o it a c u d e n a f o m r o f y r a n i m il e r p
if e h t m o r f e l b i s s o p s a k c a b d e e f h c u m s a g n i n i a t b o t i m r e
p eldt est .Thedatagathered
e h t n g i s e d o t d e s
u mate irals and t he feedback gathered from t he Preilminary Field n
g i s e d e h t p o l e v e d o t d e s u s a w g n it s e
T mate irals.
.
4 Preilminary ifeldt es itng
f o s r e h c a e t h s il g n E e v i F . e ri a n n o it s e u q d n a w e i v r e t n i d e d u l c n i t
I SMA
I R K P O
B 2 Yogyakarta and two Engilsh Educaiton Study Program lecturers e
t a u l a v
e d the designed mate irals . I t wa sconducted to gain the feedback and e
h t o t s n o it s e g g u
s mate irals ed signed .The feedback and suggesiton su d se to revise d
e n g i s e d e h t e v o r p m i d n
a mate irals .
.
5 Mainproduc trevision
d e n g i s e d e h t f o n o i s i v e r e h
T mate irals would be conducted based on the f
o s r e h c a e t h s il g n E e v if m o r f n o it s e g g u s d n a , s t n e m m o c , k c a b d e e
f SMA BOPKRI 2
a t r a k a y g o
Y and two lecturer so fEngilsh Language Educaiton Study Program of .
y ti s r e v i n U a m r a h D a t a n a S
.
B ResearchPar itcipants
r e h
T e were two group so fparitcipants in thi sstudy to gain the data from h
t n e t 0 8 f o d e t s i s n o c p u o r g t s ri f e h T . s e v it c e p s r e p t n e r e f fi
d grade student so fSMA
2 I R K P O
B Yogyakarta .Theyr epresentedal loft enth gradestudentsi nsemeste rone . e
t t h g i e e r e w e r e h
T nthgradeclasses ,andt heparitcipant swerechosenr andomly.
e h
T second group consisted o fone Engilsh teache ro fSMA BOPKR I2 .
a t r a k a y g o
Y TheEngilsh t eache rwas chosenbecause t hey knewt he characte irsitc s s
t n e d u t s e h t f o d n u o r g k c a b e h t d n
a and t here i sonly one t eache rwho t aught t enth s
t n e d u t s e d a r
g .I taimed to gain feedback ,opinions ,o rsuggesiton sto design the s
l a ir e t a
m .Theother r espondent swere t wol ecturer so fEngilsh Language Educaiton o
t n e s o h c e r e w s r e r u t c e l e h T . m a r g o r P y d u t
S gain feedback , opinions , o r
n g i s e d e h t t u o b a s n o it s e g g u
s mate irals .
t s ri f e h t , g n it c e ll o C n o it a m r o f n I d n a h c r a e s e R e h t n
I groupoft he paritcipants
e v l o v n i s a
w d to gain the data to design the mate irals .From the second group o f t
n a p i c it r a
p s ,only Engilsh teache ro fSMA BOPKR I2 Yogyakarta were involved .s
t n e d u t s e h t f o d n u o r g k c a b e h t d n a c it s ir e t c a r a h c e h t w e n k y e h t e s u a c e b
g n it s e T d l e i F y r a n i m il e r P e h t n
I ,only the second group o fthe paritcipant s e
r e w y e h t , d e v l o v n i s a
w eo En ngilsht eache ro fSMABOPKR I2Yogyaka traandt wo , k c a b d e e f n i a g o t d e m i a t I . m a r g o r P y d u t S n o it a c u d E e g a u g n a L h s il g n E f o s r e r u t c e l
e h t t u o b a s n o it s e g g u s d n a , s n o i n i p
9 2
.
C InstrumentsandDataGatheringTechnique
d n a h c r a e s e R n i a t a d e h t n i a t b o o t , y d u t s s i h t n
I informaiton collecitng and
s a h c u s s t n e m u rt s n i h c r a e s e r e m o s d e y o l p m e r e ti r w e h t , g n it s e t d l e if y r a n i m il e r p
s a w t n e m u rt s n i h c r a e s e r t s ri f e h T . e ri a n n o it s e u q d n a , w e i v r e t n i , n o it a v r e s b o
e s b
o rvaiton. “Observaiton wa sa technique tha tcan be used when data collected k c o c n a H ( ” e t a d il a v o t t l u c if fi d s i r o e u l a v d e ti m il f o e b n a c s n a e m r e h t o h g u o r h
t ,
2 1 : 8 9 9
1 -13) .I taimed to ge tto know the classroom stiuaiton and the students ’ .
c it s ir e t c a r a h
c Writtendescripitonmethodwouldbeusedi nt hi sstudyt oobservet he .
m o o r s s a l
c Classroom stiuaiton covered the avaliablitiy o fthe teaching media , s
l a ir e t a
m ,clas ssize ,etc .The students ’characte irsitc covered age ,gende ,r i nterest , .
e g d e l w o n k d n u o r g k c a b d n a
T he second insrtumen ttha twa sused to obtain the data wa s interview . r
o , d e r u t c u rt s i m e s , d e r u t c u rt s y l h g i h e b d l u o c w e i v r e t n
I unsrtuctured . Sem i
w e i v r e t n i d e r u t c u rt
s wa sused in thi sstudy .“Sem isrtucture interview involved a n
e p o f o s e ir e
s -ended quesiton basedon t het opic areat he r esearche rwantst o cover” 9
: 8 9 9 1 , k c o c n a H
( -10 .)I taimed t ogaindetalii nformaitonf romt her espondents .The r
w tie rchose one Engilsh t eacher in SMA BOPKRI 2 Yogyakarta to be i nterviewed . e h t m o r f n o it a m r o f n i t n a tr o p m i e m o s n i a t b o o t d e t c u d n o c s a w w e i v r e t n i s i h T
e h t f o s d e e n e h t d e d u l c n i n o it a m r o f n i t n a tr o p m i e h T . s r e h c a e
t mate irals,t het eaching
g n i h c a e t g n it s e r e t n i e h t d n a , d e s u y ll a u s u y e h t t a h t d o h t e
m -learning acitviite stha t
a t a d e h T . d e k il y e h
1 3
f o s t n e d u t s e h t f o c it s ir e t c a r a h c e h
t SMA BOPKRI 2 Yogyakarta. Thrid, t he wrtie r r
e h c a e t h s il g n E e n o d e w e i v r e t n
i fo SMA BOPKRI 2 Yogyakarta .I taimed t o obtain e
h t f o s d e e n e h
t mate irals,t he t eachingmethod,andt he acitviites .Fourth,t he wrtie r f
o s t n e d u t s e h t o t s e ri a n n o it s e u q d e t u b ir t s i
d SMA BOPKRI 2 Yogyakarta to ifnd ou t e
h
t students ’needs ,the acitviite stha tthey ilked ,and the topic tha tthey ilked .I t e
h t g n i n g i s e d n i r e ti r w e h t d e p l e
h mate iralsfort hes tudents .
h s il g n E e v if o t d e t u b ir t s i d s a w e ri a n n o it s e u q , g n it s e T d l e i F y r a n i m il e r P e h t n I
f o s r e h c a e
t SMA BOPKRI 2 Yogyakarta andt wo Engilsh LanguageEducaiton Study t s e g g u s d n a , s t n e m m o c , k c a b d e e f e h t n i a g o t d e t c u d n o c s a w t I .s r e r u t c e l m a r g o r
P ion s
d e n g i s e d e h t p o l e v e d d n a e s i v e r o t d e s u e b d l u o w t a h
t mate irals.
.
D DataAnalysi sTechnique
t s s i h t n
I udy , the data gathered from closed-ended and open-ended s
a w a t a d e h T . e ri a n n o it s e u
q presented in the form o fpercentage and narraitve t
p ir c s e
d i on.
m o r f d e r e h t a g a t a d e h
T the open-ended quesitonnarie w are analyzed r
w e h T . y l e v it p ir c s e
d tie rwould analyze the resul to f open-ended quesitonnarie by o t n i n o i s u l c n o c e h t e d a m d n a n o it s e u q h c a e n o s r e w s n a e h t r o f n o i s u l c n o c g n i k a m
h t a g a t a d e h T . a e d i n i a m e n
o ered from t he clo -se ended quesitonnarie was presented f
o m r o f e h t n
i percentage .Ary ,Jacobs ,andRazavieh( 1990 :235 )statedt hati nLiker t e v if s e s u e ri a n n o it s e u q e h t f o s t n e m e t a t s ’ s t n e d n o p s e r e h t f o t n e m g d u j e h t , m e ti e l a c s
. t n e m e e r g a f o s e e r g e
d Theyar emenitonedbelow.
e l b a
T .3 1. Degree so fAgreement
e r o c
S Explana iton
1 2 3 4 5
Srtonglydisagreewtiht hes tatement t n e m e t a t s e h t h ti w e e r g a s i D
t n e m e t a t s e h t h ti w d e d i c e d n U
t n e m e t a t s e h t h ti w e e r g A
t n e m e t a t s e h t h ti w e e r g a y l g n o rt S
n
I analyzing thedatagathered from t he close-ended quesitonnarie,t he wrtie r e
g a t n e c r e p d e s
u . I tusedt oanalyzer espondents ’opinionaboutt hemate irals ,content , n
e p o e h t r o F . s e it i v it c a g n i n r a e l d n
a -endedquesiton ,st her esul twa spresentedi n t he it
a r r a n f o m r o
f vedescirpitve.
e l b a
T .3 2. ThePercentageo fRespondents ’Opinion
o
N Respondents ’Opinion Percentage(%)
t e d i c e d o t d e r e h t a g a t a d e h t f o s tl u s e r e h t d e s u r e ti r w e h
T he t opics da n how
3
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
d e n g i s e d e h t t u o b a s n o it s e g g u s d n a , s t n e m m o
c mate irals .Thedata gainedwould be d
e n g i s e d e h t p o l e v e d d n a e s i v e r o t d e s
5 3
V
I
R
E
T
P
A
H
C
S
N
O
I
S
S
U
C
S
I
D
D
N
A
S
G
N
I
D
N
I
F
H
C
R
A
E
S
E
R
t n e s e r p r e t p a h c s i h
T s ther esutl sanddiscussion oft hestepsi n designinga se t g
n i k a e p s f
o mate iralsbasedonmul itplei ntelilgences fort enthgrades tudent so fSMA y
g o Y 2 I R K P O
B aka tra .Thi schapte ranswer sa quesiton elaborated i n t he problem o
it a l u m r o
f n .Therefore, t hi schapter i sdivided into t wo pa trs .The fris tpar texplain g
n i k a e p s f o t e s a g n i n g i s e d f o s s e c o r p e h
t mate irals based on mulitple intelilgences , g
n i k a e p s d e n g i s e d e h t s t n e s e r p t r a p d n o c e s e h t e li h
w mate irals.
.
A Content soft heMaterials
w o h s t n e s e r p t r a p s i h
T a se t o f speaking mate irals based on Mulitple S
f o s t n e d u t s e d a r g h t n e t r o f e c n e g il l e t n
I MA BOPKR I2 Yogyaka tra designed. In g
n i k a e p s e h t g n i p o l e v e
d mate irals, t hi sstudy employed Research and Developmen t B
y b d e s o p o r p d o h t e m ) D & R
( org and Gall .There were ifve step sconducted in e
h t g n i n g i s e
d mate irals .Those step swere used t o answer the fris tquesiton stated i n .
w o ll o f s a e r a p e t s h c a e f o s li a t e d e h T . n o it a l u m r o f m e l b o r p e h t
.
1 Students ’Need sandCharacteris itc
l a n o it c u rt s n i f o s e ir o e h t d e t c e ll o c r e ti r w e h t ,s w e i v e r e r u t a r e ti l g n it c u d n o c y B
s d o h t e m g n i h c a e t s ti d n a g n i k a e p s f o e r u t a n e h t , s l e d o m n g i s e
d ,the theo ire so f
7 3
, t s il k c e h c h tr u o
f mos to fthe student schose “undecided” ,whlie 18.75% o fthe .
t n e m ir e p x e e c n e i c s e k il t o n d i d y e h t t a h t d e t a t s s t n e d u t s
t s il k c e h
C s numbe r ifve to seven were related to musica lintelilgence .From f
o % 5 . 7 6 , e v if r e b m u n t s il k c e h
c thestudent sstatedt hatt heyr eally ilkedmusic .From e r e h t fi d a s y r e v e b d l u o w y e h t t a h t d e t a t s s t n e d u t s e h t f o % 5 . 7 6 , x i s r e b m u n t s il k c e h c
. d lr o w s i h t n i c i s u m o n s a
w Fromcheckils tnumbe rseven ,60%oft hestudent sstated d
r a e h e h t g n o s e h t g n a s y e h
t onTVwhliet hey wen tsomewhere . t
s il k c e h
C s numbe reigh tand nine were related to spaita lintelilgence .From e
h
t eighth checkilst ,mos to fthe student schose “undecided” and 18.75% o fthe .
e l z z u p g n i o d t a d o o g e r e w y e h t d e t a t s s t n e d u t
s From t heninth checkilst ,21.25% o f s t n e d u t s e h t f o % 5 y l n o d n a , s p a m g n i d a e r t a d o o g e r e w y e h t d e t a t s s t n e d u t s e h t
. ” e e r g a y l g n o rt s “ e s o h c
s t s il k c e h c h t n e v e l e d n a h t n e t e h
T w ere related to bodliy-kinestheitc .
e c n e g il l e t n
i Fromcheckils tnumbert en ,26.25%oft he student schose“agree”t o t he .
tr o p s t a d o o g e r e w y e h t t a h t t n e m e t a t
s There were 21.25% chose “srtongly agree” , e s o h c % 5 . 2 4 d n a , ” e e r g a s i d y l g n o rt s “ e s o h c % 5 . 2 , ” e e r g a s i d “ e s o h c % 5 . 7
. ” d e d i c e d n u
“ Checkils tnumbe releven revealed t ha t10% of t he student sreally ilke .
g n i c n a
d Only 6.25% o fthe student schose “agree” ,25% “undecided” ,20% chose .
” e e r g a s i d y l g n o rt s “ e s o h c % 0 3 d n a , ” e e r g a s i d
“
t s il k c e h
C s numbe r twelve and thi treen were related to interpersona l e
r t s il k c e h c h tf l e w t e h t m o r F . e c n e g il l e t n
i vealed t ha t45% oft he student sstated t hey .
d a s t l e f s r e h t o n e h w d a s t l e
f There were 21.25% o fthe student schose “srtongly
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
9 3
. t n e m e t a t
s From t hi sdata,i tcould be seen t ha tmore t han hal fof t he student swere .
h s il g n E h ti w g n it s e r e t n i
n r a e l o t d e k il s t n e d u t s e h t r e h t e h w o t d e t a l e r n o it s e u q d n o c e s e h
T speaking
h s il g n
E .There were 27.5% of the student sstated tha tthey did no t ilke speaking t
n e d u t s e h t f o % 5 7 . 3 1 d n a h s il g n
E ssrtongly disagreed t o t he statement .I tcould be r
e b m u n e h t t a h t d e d u l c n o
c s of t he student swho did no t ilke speaking Engilsh were highert hatt henumbe roft hes tudent swho ilkeds peakingEngilsh.
n o it s e u q d ri h t e h t m o r
F , i twa srevealed t ha t33.75% of t he students t hough t .
y s a e t o n s a w t i d n a n u f t o n s a w h s il g n E g n i k a e p s t a h
t Therewereonly1.25% oft he
t a h t d e e r g a y l g n o rt s s t n e d u t
s speaking Engilsh wa sno tfun and no teasy .From s e it l u c if fi d d n u o f s t n e d u t s e h t f o % 5 7 . 8 4 t a h t d e l a e v e r s a w t i ,r u o f r e b m u n n o it s e u q
. g n i k a e p s g n i n r a e l n i
n o it s e u q h tf if e h
T sw a related t o t he media used by t he t eacher .There were s
s t n e d u t s e h t f o % 5 . 7
2 tated tha tthe media used by the teache rwa sgood enough . y
l n
O 6.25%oft hes tudentswhowere srtonglyagreedt ot hes tatement. Fromt hes ixth u
q esiton ,i tcould be seen tha t16.25% o fthe student sare tn o alway sspeaking in h
s il g n
E in the classroom and 18.75% o fthe student ssrtongly agreed that they .
m o o r s s a l c e h t n i h s il g n E n i k a e p s s y a w l
a I twa srevealed t ha tmos tof t he student s .s s a l c h s il g n E d a h y e h t n e h w h s il g n E f o d a e t s n i e g a u g n a l e v it a n r i e h t k a e p s o t d n e t
n e v e s e h
T th quesiton related to thei rhabi tin speaking Engilsh .There were %
0
4 f o et h students stated tt yha the w ere rtyingt os peak Engilsh outside t he
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
. m o o r s s a l
c I tcould be concluded tha tmos to fthe student swere rtying to pracitce .
m o o r s s a l c e h t e d i s t u o h s il g n E r i e h t
h s il g n E n r a e l o t d e k il s t n e d u t s e h t f o % 5 . 7 3 t a h t d e l a e v e r n o it s e u q h t h g i e e h T
e r e w e r e h T . s e m a g h g u o r h
t 3.75% of t he student ssrtongly agreed to t he statement . h s il g n E n r a e l o t d e k il s t n e d u t s e h t f o t s o m t a h t n e e s e b d l u o c t i ,r e b m u n s i h t m o r F
m a g h g u o r h
t e s .
e h
T ninth quesiton related t o t he acitviite swa sdone by t he student soutside , s e it i v it c a s u o ir a v e r e w e r e h T . ll i k s g n i k a e p s r i e h t e v o r p m i o t m o o r s s a l c e h
t they
g n i s u , h s il g n E n i s m a r g o r p V T r o s e i v o m g n i h c t a w , h s il g n E n i s g n o s g n i g n i s e r e w
,t e n r e t n
i playing game swhich used Engilsh language ,and talking wtih f irend sin .
h s il g n E
e h
T tenthquesitonr elated t ot he dfi ifculitesf oundbyt hestudentsi n l earning .
g n i k a e p
s From t he data, i tcould be concluded t hat t he dfi ifculites t ha tcould be t he d n a , r a m m a r g , y r a l u b a c o v f o k c a l e h t e r e w h s il g n E n r a e l o t m e h t r o f r e ir r a b
. n o it a i c n u n o r p
’ s t n e d u t s e h t t u o d n if o t d e s u e r e w s e ri a n n o it s e u q o w t t r a p f o s tl u s e r e h T
f o d n u o r g k c a
b knowledge , thei r interest , the students ’ dfi ifculite s in learning ,
g n i k a e p
s and thei r habi t in speaking engilsh . The resutl s were used a s the e
h t g n i n g i s e d n i n o it a r e d i s n o
c mate irals to make the sutiable mate irals fo rthe .s
t n e d u t s
d e t c u d n o c s a w w e i v r e t n
1 4
, t s e r e t n i , s c it s ir e t c a r a h c ’ s t n e d u t s e d a r
g how to moitvate the students ,and also the a
e p s n i y ti li b a ’ s t n e d u t
s kingEngilsh f rom t het eache rpoin to fview.The responden t s
t n e d u t s e h t f o e m o s t a h t d e n o it n e
m were cleve renough ,goodenough ,anddiilgent . d n u o f s e m it e m o s d n a h g u o n e r e v e l c t o n e r e w s t n e d u t s e h t f o e m o s , r e v e w o H
u o c t I . h s il g n E g n i n r a e l n i s e it l u c if fi
d ld be concluded t hat t he studen ts had dfiferen t .s
c it s ir e t c a r a h
c The responden talso stated tha tthe student s were interesitng in e
h c a e t e h t e s u a c e b h s il g n E g n i n r a e
l ralway st ire sto moitvate them .The teache r e
t a v it o
m d t hem by t elilng t hem t hat i n t he future Engilsh would be very usefu lfo r .
w e i v r e t n i b o j a d a h r o b o j a r o f d e il p p a y e h t n e h w y ll a i c e p s e , m e h
t Quesitonnumbe r
e h t t a h t d e t a t s t n e d n o p s e r e h T . h s il g n E g n i k a e p s n i y ti li b a s t n e d u t s e h t o t d e t a l e r r u o f
t n e d u t
s s ’ablitiywass itlli nbeginnerl eve lbecauset heyhaddfiferen tbackground .
e h
T quesitons numbe r ifvet os evenwererelatedt othet eacher’ sdfi ifculitesi n g
n i k a e p s g n i h c a e
t and t he students ’dfi ifculites i n l earningspeaking. The responden t h
t d e t a t
s a tthere were some dfi ifculite sEngilsh in genera lsuch a sdiscipilnary and y e h t s e m it e m o S . y d u t s o t y d a e r t o n e r e w s s a l c e h t o t e m a c s t n e d u t s e m o S . s e s u c o f
n o s s e l e h t o t s u c o f e b o t t l u c if fi d t i d n u o f y e h t d n a e t a l e m a
c s .However ,no tal l
n u e r e w s t n e d u t
s discipilned and could no t be focus . Some student s arleady o
o t s r e d n
u d what t hey had t o do when t hey came t o t he classroom .There were also h
s il g n E d e n r a e l y e h t n e h w s t n e d u t s e h t y b d e c a f s r e ir r a b e m o
s in genera land
g n i k a e p
s from t he t eacher’ spoin to fview .The responden tmenitoned t he students ’ if
fi d n i a
m culitesi n l earning Engilshwerevocabulary ,pronunciaiton,i ntonaiton ,and
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
3
5
3 ExpressionHappiness 4 4 ShowingattenitonandSymphaty 4 5 GivingI nsrtuciton 4
6 Announcement 2
7 Recount 4
8 Narraitve 4
9 Procedure 4
l a t o
T 3 4
t c e j b u S d n a s c i p o T .
3 Contents
e m it d n a s e v it c e j b o e h t g n i v a h r e tf a s t n e t n o c e h t d e t c e l e s r e ti r w e h T
w e h t , p e t s s i h t n I .s p e t s s u o i v e r p e h t n i n o it a c o ll
a rtie rselected t het opic and subjec t t
i n u h c a e r o f t n e t n o
c which sw a sutiable wtih t heobjecitve sand t he students ’need s e
r e t n i d n
a s ts . c i p o t e h
T andt hes ubjec tconten twerepresentedi nt he table 34 . . .
3 . 4 e l b a
T Untis ,Topic ,s andSubjec tContents
ti n
U s Topic Subjec tContent 1 Inrtoduciton ,
g n it r a p / g n it e e
m xxEExxpprreessssiioonnoof fi mnerteoditnugciton xExpressiono fparitng
2 Invtiaiton xExpressiono faccepitngani nvtiaiton xExpressionofr efusingani nvtiaiton 3 Expressing
e n i p p a
H ss xxERxesppreosnssieont ooex fhparpepsisnioensso fhappiness 4 ShowingAtten iton
d n
a Sympathy xxEExxpprreessssiioonnooffs s hhoowwiinnggs ayttmenpaitothny 5 GivingI nsrtuciton xExpressiono fgivingi ns rtuciton
xResponseo fgivingi nsrtuciton 6 Announcement xAnnouncementt ext
7 4
ti n
U s Topic Subjec tContent xSimplepastt ense
8 Narraitve xNarraitvet ext
xKindo fnarraitvet ext xRegula rand riregula rverbs xDriec tandi ndriects peech 9 Procedure xProceduret ext
xImperaitve
xTransiitona lphrase
t x e n e h
T step a tfe rselecitng the subjec tcontent swa sdeciding the learning e
n if e d e r e w s r o t a c i d n i e h T . s r o t a c i d n
i d based on the competency standard ,basic r
f s t n e t n o c t c e j b u s e h t d n a , e c n e t e p m o
c om each unti .The indicator so feach uni to f n
g i s e d e h
t mate irals ew er presentedi nt het able4 . .4
ti n U . 4 . 4 e l b a
T s ,Topics ,andI ndicators
ti n
U Topic Indicators
1 Inrtoduciton , g n it r a p / g n it e e
m MStueedeitnntg sa1r:eablet oi dent fiyt heexpressiono f . o e d i v e h t n i d e s u g n it r a p / g n it e e m , n o it c u d o rt n i
Student sareablet ogiver esponset ot heexpression .
g n it r a p / g n it e e m , n o it c u d o rt n i f o
Student sare able t o make a dialogue by using t he .
g n it r a p / g n it e e m , n o it c u d o rt n i f o n o i s s e r p x e
Mee itng2:
Student sareablet ouset heexpression e
e m , n o it c u d o rt n
i itng/par itng.
Student sareablet ogiver esponsest ot he . g n it r a p / g n it e e m , n o it c u d o rt n i f o n o i s s e r p x e
2 Invtiaiton Mee itng1:
Student sare able to identfiy the expression so f .
n o it a ti v n i n a g n it p e c c a
Student sareablet ogiver esponset ot heexpression .
n o it a ti v n i n a g n it p e c c a f o
ti n
U Topic Indicators
Student s are able to identfiy the expression o f .
n o it a ti v n i d n a g n i s u f e r
Student sareablet ogiver esponset ot he . n o it a ti v n i n a g n i s u f e r f o s n o i s s e r p x e
Student sareablet omakeadialoguebyusingt he . n o it a ti v n i n a g n i s u f e r d n a g n it p e c c a f o s n o i s s e r p x e
Mee itng :2
Student sareablet ouset heexpressiono faccepitng .
n o it a ti v n i n a g n i s u f e r d n a
Student sareablet ogiver esponset ot heexpression f
o accepitng ani nvtiaiton.
Student sareablet ouset heexpressionofr efusing .
n o it a ti v n i n a
Student sareablet ogiver esponset ot heexpression .
n o it a ti v n i n a g n i s u f e r f o 3 Expressing
s s e n i p p a
H MStuedeeitnntg sa1re : ablet ouset heexpressiono f .s
s e n i p p a h
Student sareablet ogiver esponset ot heexpression .s
s e n i p p a h g n i s s e r p x e f o
Mee itng2:
Student s are able to use the expression o f .s
s e n i p p a h
Student sareablet ogiver esponset ot heexpression .s
s e n i p p a h g n i s s e r p x e f o 4 Showing
d n a n o it n e tt A
y t a h p m y S
Mee itng1:
Student sareablet ouset heexpressionofs howing .
n o it n e tt a
Student sareablet ogiver esponset heexpressiono f .
n o it n e tt a g n i w o h s
Student sareablet ouset heexpressionofs howing .
y h t a p m y s
Student sareablet ogiver esponset heexpressiono f .
y h t a p m y s g n i w o h s
Mee itng2:
Student sareablet ouset heexpressionofs howing .
n o it n e tt a
Student sareablet ogiver esponset heexpressiono f .
n o it n e tt a g n i w o h s
Student sareablet ouset heexpressionofs howing .
9 4
ti n
U Topic Indicators
Student sareablet ogiver esponset heexpressiono f .
y h t a p m y s g n i w o h s 5 Giving
n o it c u rt s n
I SMtuedeeitnntg sa1r:eablet ouset heexpressiono fgiving n
o it c u rt s n
i .
Student sareablet ogiver esponset ot heexpression n
o it c u rt s n i g n i v i g f
o .
Mee itng2:
Student sareablet ouset heexpressiono fgiving .r
e d r o
Student sareablet ogiver esponset ot heexpression .r
e d r o g n i v i g f o
6 Announcement Student sareablet oi dentfiyanannouncemen.t Student sareablet oanalyzet hepurposeoft he
.t n e m e c n u o n n a
Student sareablet ogiveanannouncemen.t Student sareablet ouseverball anguage. 7 Recount Mee itng1:
Student sareablet oanalyzer ecountt ex.t
Student sareablet o ifndt hegene ircs rtuctureoft he .t
x e t
Student sareablet ousepastt ensei nr ecountt ex.t Student sareablet omaker ecountt ex.t
Mee itng2:
Student sareablet odoamonologt ot el lan .
e c n e ir e p x e
8 Narraitve Mee itng1:
Student sareablet oi dentfiyt hegene ircs rtuctureo f .t
x e t e v it a r r a n
Student sareablet oi dentfiyt hel anguagef ocu so fa .t
x e t e v it a r r a n
Student sareablet ousepastt ensei nt henarraitve .t
x e t
Student sareablet ousepassivevoicei nnarrative .t
x e t
Student sareablet ousedriect-indriects peechi na .t
x e t e v it a r r a n
Student sareablet omakeanarraitvet ex.t Mee itng2:
ti n
U Topic Indicators
9 Procedure Mee itng1:
Student sareablet oanalyzet hegene ircs rtuctureo f .t
x e t e r u d e c o r p a
Student sareablet ouses implepresentt ensei nt he .t
x e t e r u d e c o r p
Student sareablet ouset hevocabularyi nt he .t
x e t e r u d e c o r p
Student sareablet omakeaproceduret ex.t Mee itng2:
Student sareablet odoamonolog.
.
4 LearningExperiences
e h t n o d e s a b d e t c e l e s e r e w s e c n e ir e p x e g n i n r a e l e h
T Competency standard ,
c i p o t , e c n e t e p m o C c i s a
B and t hei ndicator so feachunti .Thel earningexpeirence so f e
r e w t i n u h c a
e divided intot hreepa tr ,st hef ris tpatri npre-acitvtiy,t hesecondpa tri s .
y ti v it c a t s o p s i tr a p d ri h t e h t d n a , s e it i v it c a n i a m
.
1 ) eP -r acitvtiy .Pre-acitvtiy consisted of some acitviites tha taimed to atrtac tthe t a h w t u o b a n o it a n a l p x e f e ir b s t n e d u t s e h t e v a g o s l a t I . n r a e l o t t s e r e t n i s t n e d u t s
s l a ir e t a
m theyweregoingt ol earnt ha tday .Theacitvtiyi nt hi spar tpresentedi nf orm tt
a d l u o c t a h t s r e h t o d n a , s n o it s e u q , s e r u t c i p , s o e d i v f
o rac tthe students ’interes tto .s
e it i v it c a t x e n e h t n i e r o m n r a e l
e h t e t a ti li c a f d l u o c t a h t s e it i v it c a e m o s f o d e t s i s n o c t r a p s i h T . s e it i v it c A n i a M ) . 2
d e t a l u m r o f r e ti r w e h t , o s o d o t r e d r o n I . y ti li b a g n i k a e p s r i e h t e c n a h n e o t s t n e d u t s
