THE USE OF TALK TIME SOFTWARE WITH EVERYONE IS A
TEACHER HERE STRATEGY
TO DEVELOP STUDENTS’
PARTICIPATION IN SPEAKING CLASS (Classroom Action
Research of The Seventh Grade Students of SMP IT Nurul Islam
Tengaran in The Academic Year of 2015/2016).
A GRADUATING PAPER
Submitted to the Board of Examiners as a partial fulfillment of the
requirements for the degree of
Sarjana Pendidikan Islam (S.Pd.I)
English Education Department of Teacher Training and Education
Faculty State Institute for Islamic Studies (IAIN) Salatiga
By:
ANNIATUS SA’DIYAH
113 11 117
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY STATE
INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA
“
Be an inspiration, do not be an imitation
”
DEDICATION
This paper is sincerely dedicated for:
My beloved parents, my father Sakur and my mother Sunarsih , thanks
for all support, finance, trust, motivation me to be a better person, and everlasting prayer.
My beloved sister (Siti Hamidah Hanum), my aunt (Solehah), and my
uncle (Soleh), my Grandfather, Grandmother, and my big family thanks for your togetherness and love.
My Islamic Teachers (KH.Masbuhin Faqih, KH.Zinul Arifin Arif,
KH.Hbibullah, Ust.Fahrussani, Mr.Taufik Rozikin, Mr.Kalend Osen, Mrs.Erna. Ust.Haris, Usth.Nurrohmah, and Usth.A’yun. Thanks for the
guidance when I was in junior and senior high school.
My lovely musyrifah at SMP IT Nurul Islam Tengaran Islamic Boarding
School. I will miss you all.
All of my Lovely friends at Salatiga ( Kuni, Arum, isti, muntasiroh,
triyanah, istiqomah, and faizah)
ABSTRACT
ANNIATUS SA’DIYAH (2015) “THE USE OF TALK TIME SOFTWARE WITH EVERYONE IS TEACHER HERE STRATEGY TO DEVELOP STUDENTS’ PARTICIPATION IN SPEAKING CLASS OF THE SEVENTH GRADE OF SMP IT NURUL ISLAM TENGARAN IN THE ACADEMIC YEAR 2015/2016”. Graduating Paper. English Department of Educational Faculty. IAIN Salatiga.
Counselor: HANUNG TRIYOKO, M.Hum, M.Ed.
TABLES OF CONTENTS
TITLE ... i
DECLARATION ... ii
ATTENTIVE CONSELOR NOTES... iii
STATEMENT OF CERTIFICATION ... iv
MOTTO... v
DEDICATION ... vi
ACKNOWLEDGEMENT ... vii
ABSTRACT ... x
TABLE OF CONTENT ... .. xi
LIST OF TABLES ... xiv
LIST OF FIGURE………. xv
CHAPTER I: INTRODUCTION A. The Background of the Study ...1
B. The Statement of the Problem………2
C. The Objectives of the Study………...3
D. The Limitation of the Study... …..4
E. The Benefits of the Study …... ….4
G. Literature of Review....………....6
H. The Outline of the Study………...……….7
CHAPTER II: THEORITICAL FRAMWORK
A. Speaking ... 9 1. Concept of Speaking
a. Definition of speaking ………...9
b. The Elements of Speaking... .9
c. Teaching Speaking... 12
d. Types of Classroom Activities Performance……..…………..…..12
e. Classroom Speaking Activities ... 14
2. Concept of Everyone is Teacher Here
a. The Definition of Everyone is Teacher Here...………....…18
b. The Advantage and Disadvantage of Everyone is Teacher Here ..18
c. The Procedures of Everyone is Teacher Herestrategy……..……19
CHAPTER III: RESEARCH METHOD………...….26 A. The Setting of the Study ... 26
C. Method of the Research………..…33
D. Research Instrument………..38 E. Method of Data Analysis………..…………39
CHAPTER IV: ANALYSIS AND DISCUSSION
A. Data Presentation ... 41
B. Calculation of the Test Result... 54
CHAPTER V: CLOSURE
A. Conclusion ... 60
B. Suggestion ... 61
BIBLIOGRAPHY
APPENDIXES
LIST OF TABLES
TABLE 3.1 THE CONDITION OF EDUCATIONAL FASILITIES
TABLE 3.2 THE PROFILE OF THE TEACHER OG LANGUAGE TUTORING PROGRAM OF SMP IT NURUL ISLAM TENGARAN
TABLE 3.3 THE SITUATION OF THE STUDENTS OF LANGUAGE TUTORING OF SMP IT NURUL ISLAM TENGARAN IN THE ACADEMIC YEAR 2015/2016
TABLE 3.4 LIST OF THE SAMPLE
LIST OF FIGURE
FIGURE 2.1 THREE LEVEL OF TALK TIME SOFTWARE
FIGURE 2.2 DESIGN AND LAYOUT OF TALK TIME SOFTWARE FIGURE 2.3 TALK TIME SOFTWARE
FIGURE 2.4 FAMILY TOPIC
CHAPTER I
INTRODUCTION
A. The Background of the Study
Language is the most important aspect in life being and most completly expressed in speech. Everyone shows their feeling to each other by using language. They can express their ideas, feelings, and thoughts. In language learning, the student is often unable to produce or to hear elements and patterns which differ from those of his first language (Lado, 1983:55).
Learning is acquiring or getting knowledge of a subject or a skill by study, experience, or instruction (Brown, 1980:7). Students need concentration and motivation when they learn language. It is caused of differences of students skill. As long as they practice there is a teacher who controls and motivate them. Because teacher is the central subject of the study (Lado, 1987:11).
Speaking is the good way to practice the language. Many student difficult to speak the english. Because they are unconfident to practice it. Speaking is the single most important aspect of learning a second or foreign language (Nunan, 1991:39). .
the teacher gives explanation about materials. To improve and making interest it the writer would like to solve the problem.
Externally, The problems may come from some factors such as: (1) the use of strategy is not appropriate; (2) teachers prefer lecturing rather than solving problem; (3) the teachers teach seriously and statically, there is not variation made by teacher to make student interested and motivated.
Brown (1980:7) described in teaching-learning devided as “showing or helping someone to learn how to do something, giving
instruction, guiding in the study of something providing with knowladge, causing to know or understand. On the language learning, there are four english language skill. Namely speaking, listening, writing, reading. However on this research the researcher will more focus on the speaking skill.
Software and strategy can be one of influential program to improve student speaking class. Strategy is important to make the teaching process more effective, interesting, and amazing. One of the software and strategy are use Talk Time Software and Everyone is Teacher Here strategy. According to Allyn and Bacon (1996:113) everyone is teacher here is an easy strategy for obtaing classwide participation and individual accountability. It gives every student the opportunity to act as a “teacher”
The procedure of Everyone is Teacher Here strategy such as: (1) hand out an index card to each student. Ask student to write down a question they have about the learning material being studied in the class; (2) collect the cards, shuffle them, and distribute one of each student. Ask student to read silently the quesrion or topic on their card and think of a respon; (3) invite volunteers who are willing to read out loud the card they obtained and give a response; (4) after a response is given, ask the others in the class to add to what the volunteer ahs contributed; (5) continue as long as there are volunteer.
From the explanation above the writer would like to make research entlitled “THE USE OF TALK TIME SOFTWARE WITH EVERYONE IS A TEACHER HERE STRATEGY TO DEVELOP STUDENTS’
PARTICIPATION IN SPEAKING CLASS (Classroom action
research of the seventh grade students of SMP IT Nurul Islam
Tengaran in The Academic Year of 2015/2016).
B. The Statements of the Problems
Based of the background of the study, the writer formulates the problems of the study as follows:
2. How is the implementation of Talk Time Software with Everyone Teacher Here to develop students’ participation in speaking class in the seventh grade of SMP IT Nurul Islam Tengaran in the academic year of 2015/2016?
C. The Objectives of the Study
Based on the statements of the problems above, the objectives of the study
are as follows:
1. To find out the result of the use of talk time software with everyone is teacher here strategy to develop students’ participation in speaking class in the seventh grade of SMP IT Nurul Islam Tengaran in the academic year of 2015/2016?
2. To find out the implementation of talk time software with everyone teacher here strategy to develop students’ participation in speaking class in the seventh grade of SMP IT Nurul Islam Tengaran in the academic year of 2015/2016?
D. The Limitation of the study
In the research, the writer limits the problem only on the student’s
speaking class by using a “Talk Time” Software with “everyone is
teacher here” strategy todevelope students’ participation in speaking class
E. The Benefit of the study
The writer hope that this research will have some benefits in the english teaching speaking learning process, especially in teaching speaking skill. There are two kinds of the benefits in this research,
1. Theoritical benefit
a. This research will enrich the study on the teaching speaking class especially use talk time software with everyone is teacher here trategy.
2. Practical benefit
a. It helps the teachers increase the students’ speaking class
b. By teaching speaking using talktime software with everyone is teacher here, it will motivate the students to be interest in learning english speaking.
c. The student can expected to have more attention and interest to learning speaking because they have an interesting way in learning and they have a chance to practice their english ability.
F. Definition of key term
1. Develop
Develop is a general idea that something might be improved (Hopkins 1993:63).
2. Participation
3. Student
Student is person who is studying at a college or university (Oxford Dictionary, 2008:441).
4. Speaking class
Speaking is communicate with each other. Speaking make use language in ordinary, not singing, voice. Class is a group of students meeting regulary to study the same subject under the guidance of an instractor, to listen the teacher, to engange in guided discussion or in recitations.
5. Talk time
Talk time is student book english with audio CD.
6. Software the collection of computer programmes that can be use with a particular computer.
7. Everyone is Teacher Here strategy
It is one of strategy which makes the students more active in class. All the students will speak English. The students will be a teacher in front of the class and answer the question from their friend.
G. Literature of review
In this graduating paper, the researcher reviews which related studies to support this paper as mentioned.
THE USE OF SCAFFOLDING TALK TECHNIQUE TO IMPROVE STUDENTS’ SPEAKING SKILL (CLASSROOM ACTION
THE ACADEMIC YEAR 2013/2014) by Tika Rahmawati. She focused on the use of scaffolding methode to improve speaking skill. She explained that expression of the teacher to interrac or give intruction to her student in the classroom.
The researcher concludes that scaffolding talk is teachers’ utterances that accompany his or her action in language classroom to provide guide, support in order to help the students understanding in assigning the students do some task by their instruction. Teacher usually try to use clear and concise words to make students understand what they have to do. Teacher support or assist students in the beginning of the learning and then give opportunity for students to take responsibility independently.
H. The Outline of The Study
IT Nurul Islam Tengaran, the definition of action research, steps in action research cycle, models of action research, objective of classroom action research. Chapter III discusses about the research method. It covers setting of research, method of research, the subject of research, data collecting method, research instrument, evaluation criteria, the procedures of research, and technique of data analysis. Chapter IV presents research findings and discussion. It includes the analysis of the method that used to develope students’ speaking skill in the seventh grade of SMP IT Nurul
CHAPTER II
THEORETICAL FRAMEWORK
A. SPEAKING
1. Concept of Speaking
a. Definition of Speaking
Speaking skill is an ability to orally express opinion, thought, and feeling to other people both directly and directly.
Brown (2001: 267) cites that when someone can speak a language it means that he can carry on a conversation reasonably competently. It is an important in learning English because with speaking we can express our ideas, notions, and feelings. Oral communication will be effective for students if the students know how to interact in expressing their thought and forming social relationship through speech.
b. The Elements of Speaking
The ability to speak fluently presupposess not only a knowledge of language feature, but also the ability to process information and language ‘in the spot’. There are elements of
speaking according to Harmer (2001:269). 1) Language feature
a) Connected speech: in connected speech sound are modified, omitted, added, or weakened.we should involve students in activities designed specifically to improve their connected speech
b) Expressive device: native speaker of english change the pitch and stress of particular part of utterances, vary volume and speed., and show by other physical nad non-verbal (paralinguistic) means how they are feeling (especially in face-to-face interaction). The use of these devices contributes to the ability to convey meanings. They allow the extra expression of emotion and intensity. Student should be able to deploy at least some of such suprasegmental features and devices in the same way if they are to be fully effective communicators.
phrases which they can produce at various stage of an interaction.
d) Negotiation language: effective speaking benefit from the negotiatory language we use to seek clarification and to show the structure of what we are saying. We often need to ask for clarification when we are listening to someone else talk and it is very crucial for student
2) Mental/ social processing
Success of speaker’s productive ability involves the knowledge of language such as those discussed above, success is also dependent upon the rapid processing skills that talking necessitates.
a. Language processing:
languge processing involves the retrieval of word in their and their asembly into syntactically and propositionally appropiate sequences.
b. Interacting with others:
c. Teaching Speaking
Everybody knows mastering the art of speaking is the most important aspect of learning a second or foreign language, and success is measured in terms of the ability to carry out a conversation in the language. The goal of teaching speaking skill taht is communicative efficiency. Teaching English makes the students activelly speak English,. Learner should be able to make themselves understood, using their current proficiency to the fullest. They should try to avoid confusion in the massage due to faulty pronunciation¸ grammar, or vocabulary, and to observe the social and cultural rules that apply in each communication situation.
Teacher is no longer primarily to correct, but he or she is suposed to encourage students to practice speaking the target language. Meanwhile, teacher should be able to encourage students speaking some sounds, repeating, and imitating him/her. Finally, the students are required to bee used to practice and do oral language
d. Type of Classroom Activities Performance
Brown (2004: 141-142), stated that there are five categorizes of speaking performance assessment tasks, described as follows: 1. Imitative
Teacher ask the student to drill word in which the student simply repet a phrase, sentence, and
It is the production of short stretches of oral language designed to demonstrate competence in a narrow band of grammatical, phrasal, lexical, or phonological relationships (such as prosodic elements- intonation, stress, rhythm, juncture). The speaker must be aware of semantic properties in order to be able to respond, but interaction with an interlocutor or test administrator is minimal at best. Examples of intensive assessment tasks include directed response tasks, reading aloud, sentence and dialogue completion; limited picture cued tasks including simple sequences; and translation up to the simple sentence level. Intensive can be self-initiated or pair work activity
a. Responsive
Responsive assessment tasks included interaction and test comprehension but at the somewhat limited level of very short conversations, standard greetings and a small talk, simple request and comments and the like.
b. Interactive
c. Extensive
Extensive oral production tasks include speeches, oral presentations, and storytelling, during which the opportunity for oral interaction from listeners is either highly limited (perhaps to nonverbal responses) or ruled out altogether. Language style is frequently more deliberative (planning is involved) and formal for extensive tasks, but we cannot rule out certain informal monologues such as casually delivered speech (for example, my vacation in the mountains, a recipe for outstanding pasta primavera, recounting the plot of a novel or movie).
From the explanation above, it can be summarized that speaking performance assessment tasks are imitative, intensive, responsive, interactive and extensive. We have to know that designing appropriate assessment tasks in speaking begins with the specification of objective or criteria like all of those above speaking performance assessment task
e. Classroom Speaking Activities
1. Acting for script
Playing scripts and acting out the dialogues are two kinds of acting scripts that should be considered by the teacher in the teaching and learning process. In the playing scripts, it is important for the students to teach it as real acting. The role of the teacher in this activity is as theatre directors, drawing attention to appropriate stress, intonation, and speed. This means that the lines they speak will have real meaning. By giving students practice in these things before they give their final performances, the teacher ensures that acting out is both a learning and language producing activity. In acting the dialogue, the students will be very helped if they are given time to rehearse their dialogues before the performance. The students will gain much more from the whole experience in the process.
2. Communicative games
3. Discussion
Discussion is probably the most commonly used activity in the oral skills class. Here, the students are allowed to express their real opinions. According to Harmer (2001:272) discussion range is divided into several stages from highly formal, whole - group staged events to informal small-group interactions.
The first is the buzz groups that can be used for a whole range of discussion. For example, students are expected to predict the content of a reading text, or talk about their reactions after reading the text
The second is instant comments which can train students to respond fluently and immediately is to insert ‘instant comment’
mini activities into lessons. This involves showing them photographs or introducing topics at any stage of a lesson and nominating students to say the first thing that comes into their head.
The last is formal debates. Students prepare arguments in favor or against various propositions. The debate will be started when those who are appointed as ‘panel speaker’ produce well
4. Prepared talk
Students make a presentation on a topic of their own choice. Such talks are not designed for informal spontaneous conversations because they are prepared and more ‘writing like’. However, if possible students should speak from notes
rather than from a script 5. Questionnaires
Questionnaires are very useful because they ensure that both questioner and respondent have something to say to each other. Students can design questionnaires on any topic that is appropriate. As they do so the teacher can act as a resource, helping them in the design process. The results obtained from questionnaires can then form the basis for written work, discussions, or prepared talks
6. Simulation and role play
Simulation and role play can be used to encourage general oral fluency, or to train students for specific situations. Students can act out simulation as them or take on the role of completely different character and express thoughts and feelings as they doing in the real world.
one are related to the lesson will be discussion. Example: discussion. Teacher can use picture to act students interest to practice in front of their friend. These activities can be used as the way to measure how far the student can speak, say, and express their feeling in english.
2. Concept of Everyone is Teacher Here
a. The definition of Everyone is Teacher Here
Everyone is teacher here strategy is an easy strategy. According to Silberman (1996: 113) everyone is a teacher here is a strategy for obtaining classwide participation and individual accountability. It gives every student the opportunity to act as a “teacher” for other student. He adds with this method, learners who
had been involved would not want to participate in active learning will be active. It means Everyone is Teacher Here is one of the teaching method which giving a chance to the students to participate in the classroom. This method is challenging for the students, because each of them is given a chance to be a teacher for their friends.
b. The adventage and disadvantage of everyone is teacher here
The adventage of this strategy is students will active to speak english and their participation will in class increase. When student act as a “teacher” they will speak more and other student
relationship between teacher and students will achieve in speaking, they are strongly influenced by the ability and skill of teachers in choosing teaching methods that used. The disadvantage of this strategy is when it gives every student the opportunity to act as a “teacher” for other student, there is one of them who is nervous.
Then the teacher force the student.
c. The procedure of everyone is teachere here strategy
The procedure of everyone is teacher here strategy are:
1. Hand out an index card to each student. Ask students to write down a question they have about the learning material being studied in the class.
2. Collect the cards, suffle them, and distribute one to each student ask student to read silently the question or topic on their card and think of response.
3. Invite volunteers who are willing to read out loud the card they obtained and give a response
4. After a response is given, ask the others in the class to add to what the volinteer has contribited.
5. Continue as long as there are volinteers.
3. About of Talk Time software
another multimedia the presentation will be interesting. She means that the presentation wiil be easily to remembering and understanding.
Technology is no surprise that expanding every minute of every day. Software is the collection of computer programmes that can be
used with a particular computer. That would mean it should not be surprising that computers are becoming part of an everyday classroom. There are some softwares use of educational in the classroom, but the writer chooses talk time software on this reseach. Talk time is a book which three-level conversation course and recording that provides speaking and listening practice based on everyday situations. It is mean Talk Time is a listening and speaking book based on a task approach. It is very simple, and would be appropriate for those who need just a cursory exposure to basic conversational English.
pictures and names represent various groups. Three level series of the books as follows:
Figure 2.1
Three level of talk time software
When looking at the table of contents, the reader will note that common themes–jobs, weekend activities, entertainment, hobbies, and travel–predominate. Moreover, on the next page, a more detailed table can be found which lays out each unit’s theme,
fluency in spoken English. Students are supposed to find the material both fun and relevant, and where they can, express their feelings and opinions in response to it.
Each unit has two lessons, and each lesson has five parts: speaking, listening, grammar, conversation, and communication. At the back of the student book is a unit by unit review quiz that tests each unit’s vocabulary and grammar focus. This is quite
useful, especially when a teacher is rushed for time yet still wants to measure what students have learned by the end of each unit. There are pictures that introduce the unit’s vocabulary, and a brief
two-sentence dialogue as an example of what students are expected to learn. In addition, there is a bubble that illustrates briefly how a student might respond to a question.
The contain as follows:
Figure 2.2
Design and layout of talk time software
The writer choses the first book because the subject is seventh grade. The researcher also focuses on one aspect, it is speaking skills. Expecially on family topic and use the CD . It is not easily to focus on students’ participation in speaking class, then the researcher collaborates Everyone is Teacher Here Strategy to improve students’ participation in speaking class. The picture talk
Figure 2.3
Talk time software
Figure 2.4
Family topic
Figure 2.5
Source:
(https://elt.oup.com/catalogue/items/global/skills/talk_time/level_1/978019439
CHAPTER III
RESEARCH METHOD
A. Setting of The Study
The researcher conducts the classroom action research in SMP IT Nurul Islam Tengaran. It is located in Jln Raya Salatiga KM. 8, Butuh, RT 20 RW 11 Kec. Tengaran, Kab. Semarang Jawa Tengah. .
1. The General Information of SMP IT Nurul Islam Tengaran
SMP IT Nurul Islam is an educational organization under Yayasan Islam Sabilul Khoirot. The school was built in 2008. The name of this school is Sekolah Menengah Pertama Islam Terpadu (SMP IT) Nurul Islam. The location of this school becomes one with Nurul Islam Islamic Boarding sachool. Mean while the word of Nurul Islam is taken from the name of Islamic boarding there (Nurul Islam Islamic Boarding School). The headmaster of this school is Sunarto S,pd. He is the new headmaster in there start from this year in the academic year 2014/ 2015.
So that way, the serearcher take a place in language Tutoring Program of SMP IT Nurul Islam Islamic Boarding School for this Research by the use of Talk Time Software with Everyone is Teacher Here Strategy to Improve Students’ Participation in Speaking Class.
a. The Condition of Educational Fasilities
Table 3.1
The Condition of Educational Fasilities
NO. FACILITIES TOTAL CONDITION
1 Ruang teori kelas 1 Fine
2 Lab.IPA 1 Fine
3 Lab.Komputer 1 Fine
4 R.Perpustakaan 1 Fine
5 R.UKS 1 Fine
6 R.BP 1 Fine
7 R.Guru Putra 1 Fine
8 R.Guru Putri 1 Fine
9 R.TU 1 Fine
10 Kamar Mandi/ Wc Guru 1 Fine 11 Kamar Mandi/Wc siswa 1 Fine
12 R.Cuci 3 Fine
13 Gudang 1 Fine
14 R.Ibadah 2 Fine
16 Rumah Dinas Guru 5 Fine
17 Asrama murid 1 Fine
18 Kantin 1 Fine
19 Dapur 1 Fine
20 Gapuro dan Logo 1 Fine
21 Lapangan 1 Fine
b. The Profile of Teacher
Most of teacher of language tutoring program graduated from islamic boarding school and an institude that uses billingual language.
Table 3.2
The Profile of Teacher Language Tutoring Program of SMP
IT Nurul Islam Tengaran
NO. NAME POSITION GRADUATION
1 Anniatus sa’diyah English Teacher
BEC (Basic English Course) Kediri
2 Muntasiroh English
Teacher
BEC (Basic English Course) Kediri 3 Agustina Ridho Utami English
Teacher
BEC (Basic English Course) Kediri
Teacher Course) Kediri 5 Aini Faizah Arabic
Teacher
PP. Darus Salam Gontor
6 Retno Wahyuningsih Arabic Teacher
9 Fu’ilal Wirdiyah Arabic Teacher
13 Hanifah Ainun Nabila Arabic Teacher
PP. Islam Al Amin Sukoharjo
14 Amanda Entin Faradila Arabic Teacher
15 Lutfi Ghozali English 19 M.Anwarul Kafi English
Teacher
c. The Situation of The Student
Table 3.3
The situation of the students of Language Tutoring of SMP IT
Nurul Islam tengaran in the academic year 2014/ 2015
NO CLASS NUMBER OF CLASS
MALE FEMALE TOTAL
1 I 3 90 93 183
2 II 3 90 90 180
TOTAL 6 180 183 363
B. The Subject of The Study
The subject of the study is language tutoring program of SMP IT Nurul Islam Tengaran, Kabupaten Semarang.
1. Population
population is all of data which is as our consideration in certain place and time chosen. Population is a large group to which a researcher wants to generalize his or her sample result (Christensen, 2000:158). Population of this research is the seventh grade of SMP IT Nurul Islam Tengaran in the academic year 2014/2015.
2. Sample
A sample is a set of data collected and selected from statistical
27 students. Most of the student less participation during speaking. Actually, some of students are clever, but some of them are shy to speech and less participation because they was tired under activities a day. Their schedule are full. So they less in participation. Both male and female are different classes. Than the researcher take a place in female class.
Table 3.4
List of The Sample
NO NAME
1 Azza Nafisa Qotrunnada
2 Fadilah Nur Liali
3 Farah Hanum Putri
4 Nabila Hasna Musyrifah
5 Nadia Ananti
6 Nurul Fitri Hanifah
7 Salwa Nur Maulida
8 Sophia Kurniawati
9 Aghneta Putri
10 Amany Falihah
11 Annisa Husna Umaro
12 Cinta Adna Aziz
13 Denilna Alsa Waralila
15 Indi Mustofa Muna
16 Naura Syifa
17 Risang Ayu Nasywa
18 Salma Nur Maulida
19 Amara Adilla Rahcmat
20 Dinda Destia
21 Diva Izzati
22 Farah Aiza Junduna
23 Hani Sofia Muthmainnah
24 Imtiyaz Hanin Na’im
25 Laila Nuruz Zahro
26 Qonita Rahmania
27 Syakira Mumtaza
C. Method of The Research
1. Design of Research
the situation in which the practices are carried out. Mertler (2009:4) stated that Action Research is defined as any systematic inquiry cunducted by teachers, conselors, or others with a vested interest in the teaching and learning process or environmen their students learn.
Classroom action research is a classroom action in research, which can be done by the teacher, researcher, and teacher with his/her colleague with involves a group of the students to improve teaching learning process. This research uses data observation toward teaching speaking to improve students’ participation through Everyone is Teacher Strategy with Talk Time Software; this data was analyzed through two actions and the collaborator is Amanda.
2. The Procedure of Research
This study will apply classroom action research. So in this case the researcher will use two cycles. The procedures of each cycle are as follows:
a. Planning
The activities are:
1) Preparing materials, making lesson-plan, and designing the steps in doing the action
2) Preparing sheet for classroom observation 3) Preparing test (including pre-test and post-test)
b. Action
1) Giving pre-test.
2) Teaching speaking using Talk Time Software with Everyone is Teacher Here Strategy.
3) Giving occasion to the students to ask any difficulties.
4) Giving post-test
c. Observation
Observation method is the most effective way to complete the format or list of observations as instruments (Arikunto: 2010:272).Observation is one of the instruments to collect the data and to know how far the action affect have reach target. The researcher also analyse the data which got after join in the classroom.
Table 3.5
Students’ Observation Sheet
NO Names of Students
Object
Note A B C D
1 Azza nafisa qotrunnada
5 Nadia ananti 6 Nurul fitri hanifah 7 Salwa nur maulida 8 Sophia kurniawati 9 Aghnetta putrid 10 Amany falihah
11 Annisa husna umaro 12 Cinta adna aziz 13 Denilna alsa waralila 14 Farah alfy kamila 15 Indi mustofia muna 16 Naura syifa
17 Risang ayu nasywa
18 Salma nur maulida 19 Amara adilla rachmat 20 Dinda destia
21 Diva izzati
22 Farah aiza junduna 23 Hani shofia muthmainnah
27 Syakira mumtaza
Σ
Explanation :
A: Pay attention
B: Activeness in asking questions C: Activeness in responding questions D: Enthusiasm in doing tes
d. Reflection
The research finding is analyzed. It is to remember what happened in observation. Reflection is conducted for evaluating all of the action done in every cycle. It is can evaluative aspect, to judge whether the method can be problem solving to improve students’ participation in speaking class. The procedure are briefly
The writer using action research spiral based on Kemmis and Mc. Tanggart cited from Arikunto (2006:93).
D. Research Instrument
The instrument of this research is students’ participation in
speaking class. To know the students’ participation, the researcer use
off of the
Preparation Student is
almost
E. Method of Data Analysis
After collecting the data, the researcer will calculate the Mean of the students’ score. Mean is use to know students’ score in every cycle.
Mean
Where,
M : Mean of students’ score ΣX : The sum of students’ score
CHAPTER IV
ANALYSIS AND DISCUSSION
The researcher focuses on analysis data in this chapter. Data collected from 27 students of seventh grade of E class especially on language tutoring program of SMP IT Nurul Islam Tengaran.
A. Data Presentation
1. Cycle 1
a. Planning
Lesson plan is a teacher’s activities orientation in teaching
learning process in classroom. The activities can be arranged as follows:
1) Materials, making lesson plan and designing the steps in doing action.
2) List the student’s name.
3) Material and Audio based on topic family
4) Sheet for classroom observation.
5) Test (post test)
b. The implementation of the action
Teacher : Assalamualaikum Wr.Wb Students : Waalaikumsalam Wr.Wb Teacher : Good afternoon
Students : Good afternoon Teacher : How are you today?
Students : Thanks God, amazing, keep spirit, Allahu akbar and you?
Teacher : I am very well thank you
Before going to discuss about the material yet, the researcher asked the student about family as the topic.
Teacher : Do you love your family? Students : Yes we do.
Teacher : If you love your family, do you know your family three?
The students listened the audio about family vocabulary. Then the teacher gave a paper to each student which included the family’s picture. Firstly, the students made question about family
three. Secondly, they collected the paper to the teacher then their assignments should be exchanged with other students’ assignment. Thirdly, they directly answered the question. Finally, the researcher asked them to come forward to read the question and the answer. While one student read in front of the class, the other students paid attention, listened, and made question. In this cycle only few students asked and paid attention some of them were only silent, but that condition was better than before.
Table 4.1
The Result of Pre Test
NO NAME PRE TEST
1 Azza nafisa qotrunnada 65
2 Fadillah nur laili 55
3 Farah hanum putrid 60
4 Nabila hasna musyrifah 55
5 Nadia ananti 75
6 Nurul fitri hanifa 45
7 Salwa nur maulida 50
8 Sophia kurniawati 65
10 Amany falihah 40
11 Annisa husna umaro 50
12 Cinta adna aziz 50
13 Denilna alsa waralila 65
14 Farah alfi kamila 45
15 Indi mustofia muna 60
16 Naura syifa 50
17 Risang ayu nisywa 55
18 Salma nur maulida 45
19 Amara adilla rahmat 50
20 Dinda destia 55
21 Diva izzati 65
22 Farah aiza junduna 50
23 Hani sofia mutmainnah 50
24 Imtiyaz hanin na’im 60
25 Laila nuruz zahro 65
26 Qonita rahmania 60
27 Syakira mumtaza 45
Table 4.2
The result of post test I
NO NAME POST TEST I
1 Azza nafisa qotrunnada 80
2 Fadillah nur laili 80
3 Farah hanum putrid 65
4 Nabila hasna musyrifah 65
5 Nadia ananti 80
6 Nurul fitri hanifa 65
7 Salwa nur maulida 55
8 Sophia kurniawati 85
9 Aghnetta putrid 85
10 Amany falihah 70
11 Annisa husna umaro 65
12 Cinta adna aziz 50
13 Denilna alsa waralila 85
14 Farah alfi kamila 75
15 Indi mustofia muna 65
16 Naura syifa 50
17 Risang ayu nisywa 80
18 Salma nur maulida 70
20 Dinda destia 75
21 Diva izzati 75
22 Farah aiza junduna 70
23 Hani sofia mutmainnah 65
24 Imtiyaz hanin na’im 80
25 Laila nuruz zahro 80
26 Qonita rahmania 70
27 Syakira mumtaza 65
Σ
1910c. Sheet for classroom observation
Preparing sheet for classroom observation is to know the situation in teaching learning process. In the cycle I the students showed less participation, their faces were as lazy as they did not have energy to study English in speaking class.
Table 4.2
Students’ observation sheet
NO Names of students
Object
Note
A B C D
1 Azza nafisa qotrunnada
√
3 Farah hanum putri √ 4 Nabila hasna
musyfirah
√
5 Nadia ananti √
6 Nurul fitri hanifah √ 7 Salwa nur maulida √
8 Sophia kurniawati √
9 Aghnetta putri √
10 Amany falihah √ 11 Annisa husna umaro √
12 Cinta adna aziz √
13 Denilna alsa waralila √ 14 Farah alfy kamila √
15 Indi mustofia muna √ 16 Naura syifa √ 17 Risang ayu nasywa √ 18 Salma nur maulida √ 19 Amara adilla
rachmat
√
20 Dinda destia √
21 Diva izzati √
23 Hani shofia muthmainnah
√
24 Imtiyaz hanin na’im √ 25 Laila nuruzzahro √
26 Qonita rahmania √ 27 Syakira mumtaza √
Σ
19 5 1 2Explanation:
A: Pay attention : 19 B: Activeness in asking questions : 5 C: Activeness in responding questions : 1 D: Enthusiasm in doing tes : 2
d. Reflection
By analyzing the cycle I, the researcher can conclude that it is very important to develop the students’ participation in speaking class. The students could create their idea and they looked confident because all of the student should come forward in front of the class. Another student listened who was in front of them as a teacher.
result and there was improvement grade from pre test to post test I. It was very important to continue the next cycle to increase the students participation in speaking class. Cycle II was carried out as follow up of the cycle I. The teacher used the same technique and theme.
2. Cycle 2
a. Planning
The activities are preparing:
1) Materials, making lesson plan and designing the steps in doing action.
2) List the students name.
3) Material and Audio based on topic family 4) Sheet for classroom observation.
5) Test (post test)
b. The implementation of the action
On Monday, 14 September 2015 the researcher entered the English class as cycle II. In this cycle, the researcher gave the same topic which topic family.
Teacher : Assalamualaikum Wr.Wb Students : Waalaikumsalam Wr.Wb Teacher : Good afternoon
Students : Thanks God, amazing, keep spirit, Allahu akbar and you?
Teacher : I am very well thank you Do you love your parent? Students : Yes, we do
The researcher explained the family three. Then, the student listen the audio about family topic.
Teacher : if you love them, please make a question family three as the first meeting on a paper
Students : okay, miss
Teacher : who have finished? Students : I have finished Teacher : Good job
The researcher gave more explanation and an example about it. Then, the students came forward and read the question and the answer based on the paper which they got. In this cycle, The students’
participation more better than cycle I. Table 4.2
The Result of Post Test II
NO NAME POST TEST II
1 Azza nafisa qotrunnada 100
2 Fadillah nur laili 95
4 Nabila hasna musyrifah 95
5 Nadia ananti 100
6 Nurul fitri hanifa 85
7 Salwa nur maulida 75
8 Sophia kurniawati 100
9 Aghnetta putrid 100
10 Amany falihah 85
11 Annisa husna umaro 80
12 Cinta adna aziz 65
13 Denilna alsa waralila 95
14 Farah alfi kamila 90
15 Indi mustofia muna 80
16 Naura syifa 75
17 Risang ayu nisywa 85
18 Salma nur maulida 85
19 Amara adilla rahmat 75
20 Dinda destia 95
21 Diva izzati 100
22 Farah aiza junduna 85
23 Hani sofia mutmainnah 90 24 Imtiyaz hanin na’im 85
26 Qonita rahmania 80
27 Syakira mumtaza 75
Σ
2350b. Sheet for classroom observation
In this cycle II the student did the rule more better than before. They paid attention and their participation made the situation of the class so crowded and full of voice. They made question to the student who was come forward in front of the class. Teaching learning process was more active than cycle I.
Table 4.3
Students’ observation sheet
NO Names of students Object Note
A B C D
1 Azza nafisa qotrunnada √
2 Fadilah nur laili √
3 Farah hanum putrid √
4 Nabila hasna musyfirah √
5 Nadia ananti √
6 Nurul fitri hanifah √
7 Salwa nur maulida √
9 Aghnetta putrid √
10 Amany falihah √
11 Annisa husna umaro √ 12 Cinta adna aziz √ 13 Denilna alsa waralila √
14 Farah alfy kamila √
15 Indi mustofia muna √
16 Naura syifa √
17 Risang ayu nasywa √
18 Salma nur maulida √
19 Amara adilla rachmat √
20 Dinda destia √
21 Diva izzati √
22 Farah aiza junduna √
23 Hani shofia muthmainnah √ 24 Imtiyaz hanin na’im √
25 Laila nuruzzahro √
26 Qonita rahmania √
27 Syakira mumtaza √
Σ
4 11 9 3A: Pay attention : 4 B: Activeness in asking questions : 11 C: Activeness in responding questions: 9 D: Enthusiasm in doing tes ; 3
c. Reflection
After analyzing cycle II, the researcher got the good result. It was more interesting and better than cycle I. The student was enthusiasm as good as possible. When Everyone is Teacher Here Strategy applied, their participations were so high than cycle I. They raised their hand, making question, and laugh. That made the situation of the class so alive.
The results of pre-test and post-test were used to know the score of students participation in speaking class. As stated before there were two cycles in this action research, pre test and post test I used in the first cycle and post test II is used in the cycle II. The researcher gave pre-test to the students before she taught and gave post-test.
B. Calculation of the test result
1. Calculating the Test Score
The steps are:
Table 4.4
Calculating the Test Score
NO NAMES
POST TEST I
POST TEST II
D D2
1 Azza nafisa qotrunnada 80 100 20 400 2 Fadilah nur laili 80 95 15 225
3 Farah hanum putrid 65 80 15 225 4 Nabila hasna musyfirah 65 95 30 900
5 Nadia ananti 80 100 20 400
6 Nurul fitri hanifah 65 85 20 400 7 Salwa nur maulida 55 75 20 400 8 Sophia kurniawati 85 100 15 225
9 Aghnetta putrid 85 100 15 225 10 Amany falihah 70 85 15 225 11 Annisa husna umaro 65 80 15 225 12 Cinta adna aziz 50 65 15 225 13 Denilna alsa waralila 85 95 10 100 14 Farah alfy kamila 75 90 15 225
16 Naura syifa 50 75 25 225 17 Risang ayu nasywa 80 85 5 25 18 Salma nur maulida 70 85 15 225 19 Amara adilla rachmat 60 75 15 225
20 Dinda destia 75 95 20 400
21 Diva izzati 75 100 25 625
22 Farah aiza junduna 70 85 15 225 23 Hani shofia muthmainnah 65 90 25 625 24 Imtiyaz hanin na’im 80 85 5 25 25 Laila nuruzzahro 80 95 15 225 26 Qonita rahmania 70 80 10 100 27 Syakira mumtaza 65 75 10 25
Σ
1910 2350 440 75752) Calculating Mean of Pre Test and Post Test a) Mean of Pre Test
M = ∑ X
N
M = 1905
27
M = 70,55
b) Mean of Post Test I
M = ∑ X
M = 1910
27
M = 70,74
c) Mean of Post Test II
M =∑ D
N
M = 2350
27
M = 87,03
CHAPTER V
CLOSURE
A. Conclusion
After analyzed the data the researcher can conclude that using talk time software with everyone is teacher here strategy can develop students’ participation in speaking class. Their progress during teaching learning process is better. The class was so noise because they were making question, laugh and good participation.
1. The findings show that the improvement of the students’ participation in speaking class is significant after the students got talk time software with everyone is teacher here strategy. It can be seen from the comparison between all the score of cycle I, cycle II. The findings display that the students’ participation in speaking class increases from
pre to post test. The result showed that the mean of pre-test is 70,55, the mean of post-test is 70, 74, and the mean of post-test II is 87, 03. It means that talk time software with everyone is teacher here strategy is able to develop the students’ participation in speaking class.
2. The student listened the audio about family vocabularies. Then the teacher gave a paper to each student which included the family’s picture. Firstly, the students made question about family three. Secondly, they collected the paper to the teacher then their assignments should change with other students’ assignment. Thirdly, they directly
forward to read the question and the answer. While one student read in front of the class, the other students paid attention, listened, and made question. From the explanation above the writer concluded that talk time software with everyone is teacher here strategy is suitable for students of seventh grade in language tutoring program in SMP IT Nurul Islam Tengaran.
B. Suggestion
Having known the findings of the research, the researcher gives suggestions as follows:
1. To the teacher
Teacher should use talk time software with everyone is teacher here strategy to develop students’ participation in speaking class. This software and strategy can develop students’ participation. The teacher
should motivate the students to active, respond, and listen what their teacher and friend said. In addition, the teacher should know the need of the students related with the competencies they need.
2. To the student
1) The students should be obligated to bring dictionary in every English class.
2) The students need to have a big spirit and study harder.
by drilling some words. So finally, students are able to speak in English language
3. To the situation
BIBLIOGRAPHY
Arikunto, Suharsimi.2010.Prosedur Penelitian: Suatu Pendekatan Praktik. Jakarta: Rineka Cipta
Brown, H. Douglas. (1980). Principles of Language Learning and Teaching. Unuted States of America: Prentice-Hall
Brown, H.Douglas. (2004). Language Assessment. United Stated of America
Djarwanto. 2001. Mengenal Beberapa Uji Statistik dalam Penelitian.Yogyakarta: Liberty Yogyakarta
Harmer, Jeremy. (2001). English Language Teaching. Cambridge University
Lado, robert. (1983). Language Teaching In Scientific Approach. New york: McGraw-Hill Inc
Mertler, A craig (2009). Action Research Teacher As Researcher In The Classroom. America: United Stated of America
Nunan, David. (1991). Language Teaching Methodology. New york: Prentice Hall
Oxford university press. (2008). Oxford Learner’s Pocket Dictionary. New York: Oxford University Press
Puspitosari, Heni A. (2010). Membuat Presentasi Multimedia Tingkat Lanjut. Yogyakarta: Skripta Media Creative
Supardi, suhardjono, arikunto. (2006) Penelitian Tindakan Kelas. Jakarta: PT.Bumi Aksara
Suprijono agus. (2010). Cooperative Learning. Yogyakarta :Pustaka Pelajar
http://www.thefreedictionary.com/software
(WWW.teach-nology.com)
https://nazwadzulfa.wordpress.com/2009/09/30/pembelajaran-every-one-is-a-teacher-here/
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Satuan Pendidikan : SMP IT Nurul Islam Tengaran
Mata Pelajaran : Bahasa Inggris
Kelas / Semester : V / Ganjil
Pertemuan Ke : 1 dan 2
Alokasi Waktu : 2 x 40 menit ( 2 x pertemuan )
Standar Kompetensi
Mengungkapkan makna dalam teks lisan fungsional dan monolog pendek sederhanauntuk berinteraksi dengan lingkungan sekitar.
Kompetensi Dasar
Mengungkapkan makna dalam monolog pendek sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar
Indikator
1. Siswa mampu bertanya dan menjawab berbagai informasi secara lisan dalam teks pendekberbentuk family vocabulary
2. Siswa mampu merespon pertanyaan dan jawaban antar teman.
Tujuan Pembelajaran
1. Siswa mampu bertanya dan menjawab berbagai informasi secara lisan dalam teks pendekberbentuk family vocabulary
Materi Pembelajaran
Metode Pembelajaran/ Teknik dan Media
Every One is Teacher Here dan Talk time Software Langkah Pembelajaran
1. Kegiatan Awal: - Greeting.
- Tanya jawab mengenai kondisi siswa.
- Warm up. Dengan menanyakan mengenai family kepada siswa. 2. Kegiatan Inti
Eksplorasi:
- Siswa mendengarkan audio bertema family vocabularies sesuai dengan materi talktime software
- Siswa mendapatkan penjelasan tentang materi tentang family tree
Invite the volunteer
- Siswa secara suka rela maju kedepan untuk membacakan kertas yang telah dikumpulkan.
- Siswa secara continue menunjuk siswa lain dan menjawab setiap pertanyaan yang dilontarkan oleh temannya.
Konfirmasi:
- Menanyakan tingkat pemahaman siswa terhadap materi yang disampaikan. - Guru menanyakan kesulitan siswa.
3. Kegiatan Akhir
in class.
Preparation Student is
almost
1. Please write a question about family!
2. Please come forward and read the question and the answer!
Kamis, 10 september 2015 Mengetahui,
CLASS PARTICIPATION RUBRIC
Preparation Student is
and required class
materials
and required class material
required for class materials.
and required class materials
DAFTAR NILAI SKK Nama : Anniatus Sa’diyah
Nim : 113-11-117
Jurusan : Tarbiyah
Progdi : Pendidikan Bahasa Inggris Dosen pembimbing : Faizal Risdiyanto,SS,M.Hum
No Nama Kegiatan Pelaksanaa Keterangan Nilai
1 OPAK 23 Agustus 2011 Peserta 3
2 UPT Perpustakaan 20 September 2011
Peserta 2 3 Achievement Motivation
Training (AMT)
23 Agustus 2011 Peserta 2
4 Orientasi Dasar Keislaman (ODK)
24 Agustus 2011 Peserta 2
5 KOPMA dan KASEI 25 Agustus 2011 Peserta 2
6 Reorientasi Peran Jurnalistik dalam Perspektif Sosial dan Budaya Pada Era Post Modern oleh (LPM) Dinamika
6 Oktober 2011 peserta 2
7 Communicative English Club oleh (CEC)
22-23 oktober 2011
peserta 2
8 Dauroh maratus sholihah oleh (LDK)
24 November 2011
Peserta 2
9 Training Pembelajaran Baca Al-Quran dengan Metode Tsaqifa (Baitul Maal bin Auf Kabupaten Semarang)
10 Bahasa Arab Sebagai Penunjang Perkuliahan Mahasiswa oleh (ITTAQO)
17 Maret 2012 peserta 2
11 Meningkatkan Kepekaan dan Transparansi Kinerja Lembaga Menuju Kampus yang Amanah oleh (SEMA)
15 Maret 2012 peserta 2
12 Comparison of English and Arabic (ITTAQO)
13 April 2012 peserta 2
13 Urgensi Media dalam Mencerahkan Umat oleh (ITTAQO)
30 April 2012 Peserta 2
14 Dari Minder Jadi Super oleh (LDK)
17 Mei 2012 Peserta 2
15 SEMINAR NASIONAL Nilai Nilai Syariah dalam Praktik Perekonomian
2 Juni 2012 peserta 8
16 Meningkatkan Khazanah Keilmuan Mutakhir dengan Bahasa Inggiris dan Bahasa Arab oleh (ITTAQO)
29 Juni 2012 Peserta 2
17 SARASEHAN NASIONAL Peran Mahasiswa dalam Realita dan Idealita Bangsa oleh
(DEMA)
1 juli 2012 peserta 8
18 Fun English Talks and Social Works Indigenous Blood Youth Vs. French Youth oleh (CEC)
10 Juli 2012 Peserta 2
19 Membentuk Paradikma Mahasiswa Qurani dengan Panca Indra, Akal, dan Hati oleh (JQH)
17-18 Nopember 2012
Peserta 2
20 Membangun Karakter Keislaman Bertaraf
Internasional di Era Globalisasi Bahasa dalam Orientasi Dasar
10 September 2012
Keislaman (ODK) oleh ITTAQO & CEC
21 Pelatihan Ice Breaker
Penyemangat Belajar oleh (Siwi Damai Interprise)
23 September 2012
Peserta 2
22 Kepemimpinan dan Masa Depan Bangsa dalam
Pelantikan Pengurus Himpunan Mahasiswa (HMI) oleh HMI
23 februari 2013 Peserta 2
23 Idealisme Mahasiswa Sebagai Modal Utama Penggerak Jurnalistik Kampus oleh (LPM Dinamika)
6-7 April 2013 Peserta 2
24 Sihir dalam Perspektif Al-Quran dan Hukum Negara dalam Tafsir Tematik oleh (JQH)
4 mei 2013 Peserta 2
25 SEMINAR INTERNASIONAL Politik Jihad dan Terorisme oleh Jurusan Syari’ah dan Ekonomi Islam
11 september 2013
Peserta 8
26 Prospek Pengembangan Mutu Pendidikan Madrasah/ Sekolah oleh (PSPPI)
25 September 2013
Peserta 2
27 Sosialisasi Pancasila, Undang- Undang Dasar Negara Repiblik Indonesia Tahun 1945 oleh (MPR RI)
22 Desember 2013
Peserta 2
28 Komitmen Politik Islam dalam Menata Arah Masa Depan Bangsa Indonesi dalam Sarasehan Akbar Bersama Tokoh Nasional oleh (HMI)
15 Maret 2014 Peserta 2
29 Scholarship Forum dalam Communicative English festival oleh (CEC)
30 Diaspora Politik Indonesia di Tahun 2014, Memilih Salatiga Hati Beriman dalam Dealog Interaktif & Edukatif oleh (SEMA)
1 April 2014 Peserta 2
31 Haramkah golput? Pandangan golput dalam islam dalam Forum Group Discussion oleh (LDK)
3 april 2014 Peserta 2
32 Konsep pemimpin Ideal Menurut Al Quran Telaah Al Quran Surat Al An’am Ayat 165 dalam Tafsir Tematik oleh (JQH)
17 Mei 2014 Peserta 2
33 Public Hearing oleh (SEMA) 10 Juni 2014 Peserta 2 34 SEMINAR NASIONAL
Berkontribusi Untuk Negeri Melalui Televisi/ TV oleh (KPI)
5 November 2014
Peserta 8
35 PERBASIS (Perbandingan Bahasa Arab dan Bahasa Inggris) oleh (CEC dan ITTAQO)
27 November 2014
Peserta 2
36 WORKSHOP NASIONAL Sukses Akademik, Sukses Bakat, dan Hidup Bermartabat Ddengan Karya oleh ( HMPS PAI)
16 Desember 2014
Peserta 8
37 Silaturrohmi Masyarakat Udanwuh dan Tasyakuran Lomba TPQ Desa Udanwuh oleh (KKN IAIN SALATIGA)
12 April 2015 Panitia 2
38 Training Kepribadian oleh (IAIN SALATIGA)
19 mei 2015 Peserta 2
39 Sosialisasi Program
Pendewasaan Usia Perkawinan (PUP) oleh (PIK)
Curriculum vitae
Name : Anniatus Sa’diyah
Place, date of birth : Lamongan, 04 agustus 1991
Sex : Female
Address : Dsn.Ganggang Tingan Ds.Tingan RT 03/ RW 04 Ngimbang Lamongan
Email : Anniaeverlasting@yahoo.com
Educational Background
1998-2004 : SD Ganggang Tingan Ngimbang Lamongan
2004-2007 : Mts.Mambaus Sholihin Suci Manyar Gresik
2007-2010 : MA.Roudlotun Nasyiin Berat Kulon Kemlagi Mojokerto
2011-2015 : IAIN Salatiga
Salatiga, September 15th 2015
The first meeting
The second meeting
The student practice everyone is teacher here strategy
