CHAPTER IV FINDINGS AND DISCUSSION
B. Discussion
1. The Students’ Speaking Ability Before Taught by Using Predict- Observe-Explain Method.
The mastery of speaking skill, the student must have a good accuracy and fluency in speaking. According to Hornby in Surahmat (2012:16) accuracy is the state of being correct or exact and without error, especially as a result of careful effort.
The description of the data collected using speaking test which has explained in the previous section showed that the students’ speaking accuracy in pretest on speaking was fair categorize. It supported by students’ scores in pretest from the indicators. The students’ mean score of speaking accuracy was 3.95. It means the students’ speaking ability in pre-test still was fair categorize.
2. The Students’ Speaking Ability Before Taught by Using Predict- Observe-Explain Method.
After taught by using Predict-Observe-Explain Method, the students’
speaking ability was better then before. (White 1992), states that Predict-
Observe-Explain Method procedure is involves students predicting the result of a demonstration and discussing the reason for their prediction; observing the demonstration and finally explaining any discreapancies between their prediction and observation. Speaking is information by giving ideas, asking question, and giving responses which have correlation with opinions, or arguments that can stimulate students to support their opinion. It is expected that through the speaking activities, the students can apply their speaking. The description of the data collected using speaking test which has explained in the previous section showed that the students’ speaking accuracy in post-test on speaking was increase.
It supported by the students’ scores in post-test from the indicators. The students mean score of speaking accuracy was 5.94. it means the students’ speaking ability in post-test was very good categorize. The percentage of the students’
development of speaking accuracy in speaking ability was 51.28%. It means that the students’ speaking ability in pre-test was increase. It indicated that after giving treatment by using Predict-Observe-Explain Method the students have better achievement and the researcher had known in the application of treatment, the student’s attention be focused in learning and how to understand the lesson.
Applying the Predict-Observe-Explain Method is away to encourage students to learn speaking skill. The discussion is the key element to make the Predict- Observe-Explain Method as an effective way improving speaking achievement.
This is line related to Sattars’ (2007) who found that through discussion, the students can share their knowledge to build the speaking ability.
3. Test of Significance in Speaking Ability
The description of previous section showed the students’ speaking ability had developed. It was supported by the frequency and rate percentage of the result of the students’ pre-test and post-test. The result of the calculating the mean score of the indicators was the student’s speaking ability. Pre-test mean score was 3.95 (fair) while post-test was 5.94 (very good). The percentage of the student’s development in speaking ability was 51.28%. The development os students in speaking ability also by the comparison between T-test and T-table values of indicator. The result of calculating t-test of the indicator was the students’
speaking ability was higher than t-table (5.24>2.045). It means that students’
speaking ability has significant development after the student treated by using Predict-Observe-Explain Method in teaching Speaking.
Based on the result above, the researcher concluded that the second year students of SMK Muhammadiyah Bontoala have better ability on speaking after having treatment through Predict-Observe-Explain Method. This method could help the students to develop their speaking in speaking accuracy in teaching and learning process. It could be showed from the students’ speaking test in pretest and posttest. The students’ speaking ability has improved in post-test, which the speaking ability of the students can increase. The researcher gave the students opportunity to express their opinion and it can help the students to focus in any subject, thus the students more active than the researcher. However, Predict- Observe-Explain Method is a good way that can be used in improving the students’ speaking ability.
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
A. CONCLUSION
Based on the findings of the previous chapter, the researcher would like to make a conclusion that Predict-Observe-Explain Method could develop the Speaking Ability of the Second Year Students of SMK Muhammadiyah Bontoala.
It was proved by the result of the test, the pre-test (3.95) and post-test (5.94) and the value of t-test is higher than t-table (5.24 > 2.045). It means that there is a significant difference of the achievement of the Second Year Students of SMK Muhammadiyah Bontoala. As a result the students can be more active than the researcher. However, Predict-Observe-Explain Method is a good way that can be used in improving the students’ speaking ability.
B. Suggestions
Based on the conclusion above the researcher proposed some suggestions as follows:
1. The English teacher at the Second Year Students of SMK Muhammadiyah Bontoala should give positive suggestion for the students in learning English speaking through Predict-Observe-Explain Method.
2. The English teacher should know how to teach speaking by using Predict-Observe-Explain Method.
3. The result of this research also can be used as an additional reference or further research with different discussion for the next researcher.
Code
Indicator (Speaking Accuracy)
Pretest (X-1) Posttest (X-2) D
S-01 3.8 5.6 1,8 3.24
S-02 2.8 5 2.2 4.84
S-03 3.8 5.6 1.8 3.24
S-04 4.4 6.1 1.7 2.89
S-05 3.3 5.6 2.3 5.29
S-06 5.5 7.2 1.7 2.89
S-07 3.8 6.7 2.9 8.41
S-08 3.3 6.1 2.8 7.84
S-09 3.3 5.6 2.3 5.29
S-10 3.8 6.1 2.3 5.29
S-11 4.4 6.1 1.7 2.89
S-12 3.8 6.7 2.9 8.41
S-13 3.8 5.6 1.8 3.24
S-14 2.8 5.6 2.8 7.84
S-15 4.4 6.1 1.7 2.89
S-16 3.8 5.6 1.8 3.24
S-17 5.5 7.2 1.7 2.89
S-18 3.9 6.1 2.2 4.84
S-19 5 6.7 1.7 2.89
S-20 3.3 5 1.7 2.89
S-21 4.4 6.7 2.3 5.29
S-22 4.4 5 0.6 0.36
S-23 2.8 5.6 2.8 7,84
S-24 4.4 6.1 1.7 2.89
S-25 3.8 5 1.2 5.29
S-26 2.7 5 2.3 5.29
S-27 5.5 7.8 1.1 1.21
S-29 3.3 5 1.7 2.89
S-30 2.8 6.1 3.3 10.89
Score 117.5 178.7 61.1 134.63
(X) 3.9 5.9 D 2.03 ∑ 134,63
Code Vocabulary Converted Classifying vocabulary Converted Classifying
S-01 2 3.3 Fair 3 5 Very Good
S-02 2 3.3 Fair 3 5 Very Good
S-03 2 3.3 Fair 3 5 Very Good
S-04 3 5 Very Good 4 6.7 Excellent
S-05 1 1.7 Very Poor 3 5 Very Good
S-06 2 3.3 Fair 3 5 Very Good
S-07 3 5 Very Good 5 8.3 Excellent
S-08 1 1.7 Very Poor 4 6.7 Excellent
S-09 1 1.7 Very Poor 3 5 Very Good
S-10 3 5 Very Good 4 6.7 Excellent
S-11 2 3.3 Fair 3 5 Very Good
S-12 3 5 Very Good 5 8.3 Excellent
S-13 2 3.3 Fair 3 5 Very Good
S-14 3 5 Very Good 4 6.7 Excellent
S-15 3 5 Very Good 4 6.7 Excellent
S-16 2 3.3 Fair 3 5 Very Good
S-17 2 3.3 Fair 3 5 Very Good
S-18 3 5 Very Good 5 8.3 Excellent
S-19 3 5 Very Good 5 8.3 Excellent
S-20 2 3.3 Fair 3 5 Very Good
S-21 3 5 Very Good 4 6.7 Excellent
S-22 2 3.3 Fair 3 5 Very Good
S-23 3 5 Very Good 4 6.7 Excellent
S-24 2 3.3 Fair 3 5 Very Good
S-25 2 3.3 Fair 3 5 Very Good
S-26 2 3.3 Fair 3 5 Very Good
S-27 3 5 Very Good 4 6.7 Excellent
S-28 3 3.3 Fair 3 5 Very Good
S-29 2 3.3 Fair 3 5 Very Good
S-30 3 5 Very Good 5 8.3 Excellent
∑X 70 116.3 108 180.1
X 2.3 3.87 Fair 3.6 6.00 Excellent
Code Pronunciation Converted Classifying Pronunciation Converted Classifying
S-01 2 3.3 Fair 4 6.7 Excellent
S-02 1 1,7 Very Poor 3 5 Very Good
S-03 2 3.3 Fair 4 6.7 Excellent
S-04 2 3.3 Fair 4 6.7 Excellent
S-05 2 3.3 Fair 4 6.7 Excellent
S-06 4 6.7 Excellent 5 8.3 Excellent
S-07 2 3.3 Fair 4 6.7 Excellent
S-08 2 3.3 Fair 4 6.7 Excellent
S-09 2 3.3 Fair 4 6.7 Excellent
S-10 2 3.3 Fair 4 6.7 Excellent
S-11 3 5 Very Good 5 8.3 Very Good
S-12 2 3.3 Very Good 4 6.7 Excellent
S-13 2 3.3 Fair 4 6.7 Excellent
S-14 1 1.7 Very Poor 3 5 Very Good
S-15 2 3.3 Fair 4 6.7 Excellent
S-16 2 3.3 Fair 4 6.7 Excellent
S-17 4 6.7 Excellent 5 8.3 Excellent
S-18 3 5 Very Good 3 5 Very Good
S-19 3 5 Very Good 4 6.7 Excellent
S-20 1 1.7 Very Poor 3 5 Very Good
S-21 4 6.7 Excellent 5 8.3 Excellent
S-22 3 5 Very Good 3 5 Very Good
S-23 1 1.7 Very Poor 3 5 Very Good
S-24 3 5 Very Good 5 8.3 Excellent
S-25 2 3.3 Fair 3 5 Very Good
S-26 1 1.7 Very Poor 3 5 Very Good
S-27 3 5 Very Good 5 8.3 Excellent
S-28 3 5 Very Good 5 8.3 Excellent
S-29 1 1.7 Very Poor 3 5 Very Good
S-30 1 1.7 Very Poor 3 5 Very Good
∑X 67 109.9 117 195.2
X 2.2 3.66 Fair 3.9 6.50 Excellent
Code Grammar Converted Classifying Grammar Converted Classifying
S-01 3 5 Very Good 3 5 Very Good
S-02 2 3.3 Fair 3 5 Very Good
S-03 3 5 Very Good 3 5 Very Good
S-04 3 5 Very Good 3 5 Very Good
S-05 3 5 Very Good 3 5 Very Good
S-06 4 6.7 Excellent 5 8.3 Excellent
S-07 2 3.3 Fair 3 5 Very Good
S-08 3 5 Very Good 3 5 Very Good
S-09 3 5 Very Good 3 5 Very Good
S-10 2 3.3 Fair 3 5 Very Good
S-11 3 5 Very Good 3 5 Very Good
S-12 2 3.3 Fair 3 5 Very Good
S-13 3 5 Very Good 3 5 Very Good
S-14 1 1.7 Very Poor 3 5 Very Good
S-15 3 5 Very Good 3 5 Very Good
S-16 3 5 Very Good 3 5 Very Good
S-17 4 6.7 Excellent 5 8.3 Excellent
S-18 1 1.7 Very Poor 3 5 Very Good
S-19 3 5 Very Good 3 5 Very Good
S-20 3 5 Very Poor 3 5 Very Good
S-21 1 1.7 Very Poor 3 5 Very Good
S-22 3 5 Very Good 3 5 Very Good
S-23 1 1.7 Very Poor 3 5 Very Good
S-24 3 5 Very Good 3 5 Very Good
S-25 3 5 Very Good 3 5 Very Good
S-26 2 3.3 Fair 3 5 Very Good
S-27 4 6.7 Excellent 5 8.3 Excellent
S-28 3 5 Very Good 3 5 Very Good
S-29 3 5 Very Good 3 5 Very Good
S-30 1 1.7 Very Poor 3 5 Very Good
∑X 78 130.1 96 159.9
X 2.6 4.33 Good 3.2 5.33 Very Good
XX =
N
Where:
X = Mean score
X = Total scoreN = The number of students a. Mean of Pre-test
X = .
= 3.95
b. Mean of Post-test X = .
= 5.94
3. Improvement students in Speaking P = X2–X1 x 100
X1
P = 5.9–3.9x 100 3.9
P = 2 x 100 3.9
The students’ improvement= 51.28 %
N = 30 D =∑ = . = 2.03
t =
∑ ( )
( )
t = .
. – ( . )
( )
t = .
. ( . ) ( )
t = .
√ . .
t = , =√0.15 = 0.387
t = .
.
=5.24
5. t-table
df = n-1
df = 30-1
df = 29
t-table for ( ) = 0.5 = 2.045
1.0 0.5 0.1 0.01 1
2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23
6.314 2.920 2.535 2.132 2.015 1.943 1.895 1.860 1.833 1.812 1.769 1.782 1.771 1.761 1.753 1.746 1.740 1.734 1.729 1.725 1.721 1.717 1.714
12.706 4.303 4.182 2.776 2.571 2.447 2.365 2.306 2.262 2.226 2.201 2.179 2.160 2.145 2.131 2.120 2.110 2.101 2.093 2.086 2.080 2.074 2.690
63.357 9.326 5.841 4.604 4.032 3.707 3.499 3.355 3.250 3.169 3.106 3.055 3.120 2.977 2.947 2.921 2.898 2.878 2.861 2.845 2.831 2.819 2.807
636.619 31.598 12.941 8.610 6.859 5.959 5.405 5.041 4.781 4.587 4.437 4.318 4.221 4.140 4.073 4.045 3.965 3.922 3.883 3.850 3.819 3.792 3.767
26 27 28 29 30 40 60 120
1.706 1.703 1.701 1.699 1.697 1.684 1.671 1.658 1.645
2.056 2.052 2.048 2.045
2.042 2.021 2.000 2.980 2.690
2.779 2.771 2.763 2.756 2.750 2.704 2.660 2.617 2.576
3.707 3.690 3.674 3.656 3.646 3.551 3.460 3.373 3.291
Describe your opinion about this topic:
living in the town or living in the village.
Post Test
Using Predict-Observe-Explain Method to develop this topic by use:
- Asking and giving opinion,
- Expressing satisfied and unsatisfied - Expressing happiness.
Spend the holidays in tourist attraction or vacation in the village.
Good Luck!
Brown, Douglas. 1985. Principle of Language Learning and Teaching. New Jersey:
Prentice Hal Inc.
Bruce E Gronbeck. 1992. Principle of Speech Communication. New York: Longman Group.
Cornblec. 2001. New Twentieth Dictionary Use. G & C Merrian Company Publisher.
Cangara. 1992. The Effect of Using Picture on Speaking (a Study at the Third Year Students of SMA 5 Ujung Pandang).
Dalziel, James. 2010. Practical eTeaching Strategies for Predict–Observe–Explain Problem-Based Learning and Role Plays. Australia: LAMS International Level 1, 3 Innovation Road, Macquarie University NSW 2109
Doff. 1988. Teaching Oral English. New York: Longman.
Gay, L. R. 1981. Educational Research: Competences of Analysis and Application.
United States of America: Charles E. Merrill Publishing Co.
Harmer. 1991. The Practice of English Teaching. Longman: New York.
Harmer, Jeremy. 2007. The Practice of English Language Teaching. London: Pearson Longman
Heaton, J. B. 1991. Writing English Language Test.NewEdition.Longman Handbooks forLanguage Teacher.
Hornby, AS. 1974. Oxford Advance Learner’s Dictionary of Current English. New York: Oxford University Press.
Karim. 1995. The Speaking Ability of The Students through Problem Activities (a Study atthe Third Year Students of SMP Negeri 1 Takalar).
Kearney, Mattew. 2004. Classroom Use of Multimedia-Supported Predict-Observe- Explain Task in a Social Constructivist Learning Environment. Research in Science Education 34: 427-453 Current Events No. 3
Malayanti. 2004. The Speaking Ability of the Third Year Students in the Communicative Classroom of Makassar. Thesis English Department Tarbiyah.
Madsen, Horold S. 1994. Technique in Testing New York: University.
Palmer, D. (1995). The POE in the primary school: An evaluation. Research in Science Education, 25 (3), 323-332.
R. T, White. 1992. Journal. POE Strategy. Great Britain. Falmer press.
Saharuddin, 2000. The Use of Topic Interest Effective in Improving the Students’
Speaking Ability of the Second Semester of English Departement of Tarbiyah Faculty UIN Alauddin Makassar.
Shafa. 2004. The Correlation between the Fluency in Speaking 7 the Vocabulary Mastery of the Second Year Students of Madrasah Aliyah Putri As’adiyah Sengkang. Makassar Thesis. English Department of Tarbiyah Faculty UIN Alauddin Makassar.
Sattar. Muhammad. 2007. The Effectiveness of Using Spider Web Extension Technique in Teaching Vocabulary at the Second Year Students of MTs Aisyiah Sungguminasa Gowa Regency.
Surahmat. 2012. The use of Picture to Improve Speaking Skill. Makassar: FKIP Taufik. 2012. Improving Students’ Speaking Skill through Group Investigation
Method. Makassar: FKIP.
Urdan, Laurance and Flexer Stuart. 1995. The Random House of Dictionary New York: House Inc.
Widdowson, H. G. 1985. Teaching Language as Communication. Oxford: Oxford University Press.
Nama Sekolah : SMK MUHAMMADIYAH BONTOALA Mata Pelajaran : Bahasa Inggris
Kelas/Semester : XI/1
Alokasi Waktu : 2 x 45 menit
Aspek : Speaking
I. Standar Kompetensi
Memahami makna dalam percakapan transaksional/ interpersonal resmi dalam konteks kehidupan sehari-hari.
II. Kompetensi Dasar
Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan tak resmi secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: menyampaikan pendapat, meminta pendapat, menyatakan puas, dan menyatakan tidak puas.
III. Indikator
1. Menggunakan tindak tutur menyampaikan pendapat dalam diskusi, presentasi dan dialog.
2. Menggunakan vocabulary, pronunciation, dan grammar yang tepat dalam berbicara.
IV. Tujuan Pembelajaran
Siswa dapat menggunakan tindak tutur meyampaikan pendapat dalam diskusi, presentasi dan dialog.
Siswa dapat menggunakan vocabulary, pronunciation, dan grammar V. Materi Pembelajaran
Expressing feelings Asking opinion Formal :
- Have you got any comments on ....,
- Would you give me your opinion on....?
- What is your reaction to ....?
- What is your opinion about .?...
- What are you feeling about ...?.
- Please give me your frank opinion...?
Informal :
- What do you think of ...?
- What do you thing about....?
- What is your opinion...?
- Why do they behave like that?
- Do you think it’s going?
- How do you like?
- How was the trip?
- How do you feel about this dicition?
Giving opinion Formal :
- I personally believe ....
- I personally consider....
- I personally think/feel....
- I hold the opinion...
- My own view of the matter is...
- Well, personally....
Informal
- I think i like it.
- I don’t think i care for it.
- I think it’s good/nice/terrific....
- I think that awful/not nice/terrible...
- I don’t think much of it.
- I think that...
- In my opinion, i would rather....
- What i have in my mind is...
- The way i see that ....
- From my point of view...
VI. Metode Pembelajaran:Using Predict Observe Explain Model pembelajaran : Diskusi, Presentasi, Dialog VII. Langkah-langkah Kegiatan
1. Kegiatan Awal
a. Mengucapkan salam dengan ramah kepada siswa ketika memasuki ruang kelas (nilai yang ditanamkan : santun, peduli )
b. Mengecek kehadiran siswa (nilai yang ditanamkan : disiplin, rajin) c. Memberikan motivasi belajar kepada siswa sebelum memulai
pembelajaran
d. Menyebutkan materi yang akan dibahas.
2. Kegiatan Inti a. Predict
Memperkenalkan kepada siswa ungkapan menyampaikan pendapat.
Memberikan topik kepada siswa dan meminta siswa untuk menyampaikan pendapat tentang topik tersebut.
b. Observe
Siswa mengobservasi atau mencari fakta informasi dari topik yang telah di prediksi dari membaca artikel atau penjelasan dari guru.
c. Explanation
Siswa menjelaskan kembali dengan menggunakan ungkapan menyampaikan pendapat tentang topik tersebut dengan benar setelah observasi.
3. Kegiatan Akhir
a. Menanyakan kembali kesulitan siswa selama KBM b. Menyimpulkan metode pembelajaran.
c. Salam.
Kamus
Spidol
Whiteboard
IX. Penilaian
Teknik : Performance Assessment
Aspek penilaian : Vocabulary, Pronunciation, dan grammar.
Bentuk instrument : Uraian singkat
Contoh instrument : Penilaian ranah kognitif dan psikomotorik siswa.
Rubrik Penilain
Aspek yang dinilai adalah accuracy dengan nilai maksimal 10 dan rubrik penilain di bawah ini :
Aspect
Score/clasifi
cation Criteria
Pronunciation
9,6–10 Excellent
They speak effectively and excellent of pronunciation
8,6–9,5 Very Good
They speak effectively and very good of pronunciation
7,6–8,5 Good
They speak effectively and good of pronunciation
6,6–7,5 Fairly Good
They speak sometimes hasty but fairly good of pronunciation
5,6–6,5 Fair
They speak sometimes hasty, fair of pronunciation
3,6–5,5 Poor
They speak hasty and more sentences are not appropriate in pronunciation.
0,0–3,5 Very Poor
They speak hasty and more sentences are not appropriate in pronunciation and little or no communication
Vocabulary
9,6–10 Excellent
They speak effectively and excellent of using vocabulary
8,6–9,5 Very Good
They speak effectively and very good of using vocabulary
7,6–8,5 Good
They speak effectively and good of using vocabulary
6,6–7,5 Fairly Good
They speak sometimes hasty but fairly good of using vocabulary
5,6–6,5 Fair
They speak sometimes hasty, fair of using vocabulary
3,6–5,5 Poor
They speak hasty and more sentences are not appropriate using vocabulary 0,0–3,5
Very Poor
They speak hasty and more sentences are not appropriate using vocabulary and little or no communication
Aspect
Score /
clasification Criteria
Grammar
9,6–10 Excellent
They speak effectively and excellent in grammar
8,6–9,5 Very Good
They speak effectively and very good in grammar
7,6–8,5 Good
They speak effectively and good in grammar
6,6–7,5 Fairly Good
They speak sometimes hasty but fairly good in grammar
5,6–6,5 Fair
They speak sometimes hasty, fair in grammar
3,6–5,5 Poor
They speak hasty and more sentences are not appropriate in grammar
0,0–3,5 Very Poor
They speak hasty and more sentences are not appropriate in grammar and little or no communication
Maximum Score (6)
Makassar,September 2015 Mahasiswa Peneliti,
MULIYANI NIM: 10535 4886 11
“ Women are less inteligent than men”
Explanation
In my opinion men are more likely to take risks, men will dominate the business world, the way i see that women are not less intelligent than men.
They have had less opportunities than men education-wise, and have also been discouraged from becoming learned.
Nama Sekolah : SMK Muhammadiyah Bontoala Mata Pelajaran : Bahasa Inggris
Kelas/Semester : XI/1
Alokasi Waktu : 2 x 45 menit
Aspek : Speaking
I. Standar Kompetensi
Mengungkapkan makna dalam percakapan transaksional dan interpersonal dalam konteks kehidupan sehari-hari
II. Kompetensi Dasar
Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan tak resmi secara akurat, lancar, dan berterima dengan menggunakan ragam bahasa lisan sederhana dalam konteks kehidupan sehari-hari menyatakan ungkapan puas (expressing satiesfied).
III. Indikator
1. Menggunakan tindak tutur meminta menyatakan puas dalam diskusi, presentasi dan dialog.
2. Memberikan solusi yang tepat berdasarkan feelingnya.
3. Menggunakan vocabulary, pronunciation, dan grammar yang tepat dalam berbicara.
IV. Tujuan Pembelajaran
Siswa dapat mengunakan tindak tutur, menyatakan puas dalam diskusi, presentasi dan dialog.
Siswa dapat memberikan solusi secara lisan
Siswa dapat menggunakan vocabulary, pronunciation, dan grammardalam berbicara.
Satisfaction :
- It is with great pleasure that ... ! - It gives me great satisfiction ....
- I’ m very pleased with ...
- A most delightful example of...!
- What a beautiful story!
- Great i love it.
- I’m so content with my life.
- I really like....
- I feel satiesfied ...
- It was okay, not too bad - I’m happy enough with....
VI. Metode Pembelajaran:Using Predict Observe Explain VII.Langkah-langkah Kegiatan
1. Kegiatan Awal
a. Mengucapkan salam dengan ramah kepada siswa ketika memasuki ruang kelas (nilai yang ditanamkan : santun, peduli )
b. Mengecek kehadiran siswa (nilai yang ditanamkan : disiplin, rajin) c. Memberikan motivasi belajar kepada siswa sebelum memulai
pembelajaran.
d. Menyebutkan materi yang akan dibahas.
2. Kegiatan Inti a. Predict
Memperkenalkan kepada siswa ungkapan menyatakan puas .
Memberikan topik kepada siswa dan meminta siswa untuk menggunakan ungkapan menyatakan puas tentang topik tersebut.
b. Observe
Siswa mengobservasi atau mencari fakta informasi dari topik yang telah di prediksi dari membaca artikel atau penjelasan dari guru.
tambahan informasi dari guru, maka siswa menjelaskan kembali topik tersebut dengan membuat dialog pendek dan bercakap dengan temannya menngunkan bahasa mereka sendiri berdasarkan informasi yang mereka peroleh.
3. Kegiatan Akhir
a. Menanyakan kembali kesulitan siswa selama KBM b. Menyimpulkan metode pembelajaran.
VIII. Sumber/Bahan/Alat Buku Look Ahead 2 Kamus
Spidol Whiteboard IX. Penilaian
Teknik : Performance Assessment
Aspek penilaian : Vocabulary, Pronunciation, dan grammar.
penilain di bawah ini :
Aspect
Score /
clasification Criteria
Pronunciation
9,6–10 Excellent
They speak effectively and excellent of pronunciation
8,6–9,5 Very Good
They speak effectively and very good of pronunciation
7,6–8,5 Good
They speak effectively and good of pronunciation
6,6–7,5 Fairly Good
They speak sometimes hasty but fairly good of pronunciation
5,6–6,5 Fair
They speak sometimes hasty, fair of pronunciation
3,6–5,5 Poor
They speak hasty and more sentences are not appropriate in pronunciation.
Aspect
Score /
clasification Criteria
Vocabulary
9,6–10 Excellent
They speak effectively and excellent of using vocabulary
8,6–9,5 Very Good
They speak effectively and very good of using vocabulary
7,6–8,5 Good
They speak effectively and good of using vocabulary
6,6–7,5 Fairly Good
They speak sometimes hasty but fairly good of using vocabulary
5,6–6,5 Fair
They speak sometimes hasty, fair of using vocabulary
3,6–5,5 Poor
They speak hasty and more sentences are not appropriate using vocabulary 0,0–3,5
Very Poor
They speak hasty and more sentences are not appropriate using vocabulary and little or no communication
Grammar
9,6–10 Excellent
They speak effectively and excellent in grammar
8,6–9,5 Very Good
They speak effectively and very good in grammar
7,6–8,5 Good
They speak effectively and good in grammar
6,6–7,5 Fairly Good
They speak sometimes hasty but fairly good in grammar
5,6–6,5 Fair
They speak sometimes hasty, fair in grammar
3,6–5,5 Poor
They speak hasty and more sentences are not appropriate in grammar
0,0–3,5 Very Poor
They speak hasty and more sentences are not appropriate in grammar and little or no communication
Students’ correct answer
Score = x 10
Maximum Score (6)
Makassar, September 2015 Mahasiswa Peneliti,
MULIYANI NIM: 10535 4886 11
Using Predict-Observe-Explain Method to describe your expressing satiesfied about the topic with your own word !
Make a short dialogue with your partner by using expressing of satiesfied.
“The benefits of children and adolescents using social media”
Using social media Web sites is among the most common activity of today’s children and adolescent. It is important that parents become aware of the nature of social media sites, given that not all of them are healthy environments for children and adolescents.
Social media participation also can offer adolescents deeper benefits that extend into their view of self, community, and the world, including :
a. Growth of ideas from the creation of blogs, podcasts, videos, and gaming sites.
b. Fostering of one’s individual identity and unique social skills.
Middle and high school students are using social media to connect with one another on homework and group projects. For example, facebook allow students to gather outside of class to collaborate and exchange ideas about assignment.
Adolescents are finding that they can access online information about their health concerns easily and anonymously.
Encoraging parents to ask about their children’s and adolescent’s online searches can help facilitiate not only discovery of this information but discussion on these topics.