Findings - RESEARCH FINDINGS AND DISCUSSION

CHAPTER IV RESEARCH FINDINGS AND DISCUSSION

4.1 Findings

4.1.1 Data Description

The researcher described the data as the gained score data, where both of the table bellowed showed the students’ score before the treatment (pre-test) and after the treatment (post-test).

The researcer measured students’ listening skill in understanding the meaning of song by using pre-test and post-test. The testing was done in two classes: those are VII G as an experimental class and VII H as a control class. the result as follows:

Table 4.1 Score Gained On The Experimental Class

No Name Pre-test Score Post-test Score Score Gained

1 I B 55 95 +40

2 R A T 55 90 +35

3 S W S 55 90 +35

4 S A 55 90 +35

5 E I 55 80 +25

6 S F 50 75 +25

7 D A 40 70 +30

8 A N H 40 70 +30

9 M 40 70 +30

10 R T P 35 70 +35

11 A S 35 70 +35

12 C A T 35 70 +35

13 A D 35 70 +35

14 F A 35 70 +35

15 N R 35 70 +35

16 N H 35 70 +35

17 A W 35 70 +35

18 M H 35 70 +35

19 K I 25 70 +45

20 A D 25 70 +45

21 M Z M 25 70 +45

22 T M P 25 70 +45

23 P C 25 70 +45

24 G R 20 60 +40

25 D 20 60 +40

The table shows that the progress of students’ scores after the researcher gave the treatment. For example, the student number 1 from experimental class with initial

“IB” got 55 for his pre-test result and got 95 for his post-test, it means that the treatment have worked and success. This data also showed that the lowest and highest scores from the pre-test were 55 and 20, while on the post-test they were 95 and 60.

The score gained table result for control class as follows:

Table 4.2 Score Gained The Control Class

No Name Pre-test

Score

Post-test Score

Score Gained

1 D P I L 50 65 +15

2 F Z 50 65 +15

3 R D 40 65 +25

4 B Z 40 65 +25

5 F R M 35 65 +30

6 M Z 35 60 +30

7 R F 35 60 +30

8 D K 35 60 +30

9 N D 35 60 +30

10 L A N 35 55 +20

11 N R 35 55 +20

12 P D M 35 55 +20

13 W I 35 55 +20

14 I F 35 55 +20

15 S P 35 55 +20

16 A 35 55 +20

17 C O 35 55 +20

18 F 35 55 +20

19 F 35 55 +20

20 M A 30 40 +10

21 S J 25 40 +15

22 N 20 40 +20

23 S A 15 40 +25

24 R 15 30 +25

25 K M R 15 30 +25

From the data can be seen the progress of students’ scpres after the reseacrher gave the control treatment: For example, the student number 1 from control class with initial “D” got 50 for her pre-test result and got 65 for her post-test result, it means that the treatments have worked and success.

4.1.2 Data Analysis

The researcher described the test result on this part. The test result may gained from pre-test and post-test that had been done in the experimental and control classes. The tests were done to find out whether DLTA method effective for students’ listening skill in understanding the meaning of song.

4.1.3 Pre-test in experimental class

From the pre-test result of experimental class, the researcher got the distribution table as follows:

Table 4.3 Frequency Distribution of Pretest Score at Experimental Class Score Interval Frequency Percentage

20 – 25 2 8%

26 – 31 0 0

32 – 37 14 56%

38 – 43 3 12%

44 – 49 0 0

50 – 55 6 24%

TOTAL 25 100%

Table 4.3 shows that students’ lowest score is in score interval 20-25 which were two students, and the percentage was 8%. The highest score was in interval 50-55. the students who got the highest score were 6 stidents (24%). The most acquired score was in interval 32-37 with frequency 14 students (56%).

From the data above, the researcher calculated the statistic descrptive on the table as follow:

Table 4.3 Data Distribution of Pretest Score of Experimental Class

No Centralization and Distribution of Data Value

1 Mode 35.00

2 Median 35.00

3 Mean 39.20

4 Sum 980.00

5 Standard Deviation 9.54

6 Standard Error of Mean 1.91

7 Maximum 55.00

8 Minimum 20.00

4.1.2.2 Pre-test in control class

From the pre-test result of control class, the researcher got the distribution table as follows:

Table 4.4 Frequency Distribution of Pretest Score at Control Class Score Interval Frequency Percentage

15 – 21 4 16 %

22 – 28 1 4 %

29 – 35 16 64 %

36 – 42 2 8 %

43 – 50 2 8 %

TOTAL 25 100 %

Table 4.4 shows that students’ lowest score was in score interval 15 – 21 which three students, and the percentage was 16%. The highest score was in interval 43 – 50 which two students (8%). The most acquired score was in interval 29 – 35 with frequency (64%).

from the data above, the researcher calculated the statistic descrptive on the table as follow:

Table 4.5 Data Distribution of Pretest Score at Control Class No Centralization and Distribution of Data Value

1 Mode 35.00

2 Median 35.00

3 Mean 1.80

4 Sum 825.00

5 Standard Deviation 9.01

6 Standard Error of Mean 1.80

7 Maximum 50.00

8 Minimum 15.00

4.1.2.3 Post-test in experimental class

From the post-test result of experimental class, the researcher got the distribution table as follows:

Table 4.6 Frequency Distribution of Posttest Score at Experimental Class Score Interval Frequency Percentage

60 – 65 2 8%

66 – 71 17 68%

72 – 77 1 4%

78 – 83 1 4%

84 – 89 0 0%

90 – 95 4 16%

TOTAL 25 100%

Table 4.6 shows that students’ lowest score is in score interval 60 - 65 which was two student, and the percentage was 8%. The highest score was in score interval 90 - 95. The students who got the highest score was 4 students (16%). The most acquired score was in interval 66 - 71 with frequency 17 students (68%).

The researcher calculated the statistic descrptive on the table as follows

Table 4.6 Data Distribution of Posttest Score of Experimental Class No Centralization and Distribution of Data Value

1 Mode 70.00

2 Median 70.00

3 Mean 73.20

4 Sum 1830.00

5 Standard Deviation 8.88

6 Standard Error of Mean 1.78

7 Maximum 95.00

8 Minimum 60.00

4.1.2.4 Post-test in control class

From the post-test result of control class, the researcher got the distribution table as follows

Table 4.7 Frequency Distribution of Posttest Score at Control Class Score Interval Frequency Percentage

30 – 35 2 8%

36 – 41 4 16%

42 - 47 0 0

48 - 53 0 0

54 - 59 10 40%

60 - 65 9 36%

TOTAL 25 100%

Table 4.7 shows that the lowest score was in score interval 30 – 35 which two students, adm percentage 8%. The highest score was in interval 60 – 65 which 9 students (36%). The most acquired score was in inteval 54 – 59 with frequency (40%).

From the data above, the researcher calculated the statistic descrptive on the table as follow:

Table 4.12 Data Distribution of Posttest Score at Control Class No Centralization and Distribution of Data Value

1 Mode 55.00

2 Median 55.00

3 Mean 53.40

4 Sum 1335.00

5 Standard Deviation 10.58

6 Standard Error of Mean 2.12

7 Maximum 65.00

8 Minimum 30.00

4.1.2.5 Normality Test

The normality test was perfomed using Ryan-Joiner. The test was for the two groups, both pos-test and pretest group, to determine if the distribution of the data from the sample is normal. Thus, the researcher used Minitab software. If the normality test

result was higher than the level of significance α (0.05), the score woud be normally distributed.

Figure 4.1 Normality test on experiment class

From the picture above, it is show that p-Value is 0.063, and the p-Value is 0.05. So 0.063 > 0.05, it can be says that data of experimental class is in normal distribution.

Figure 4.2 Normality test on control class

From the picture above, it shows that p-Value is 0.076, and the p-Value is 0.05.

So 0.076 > 0.05, it can be said that data of control class is in normal distribution.

4.1.2.6 Homogenity test

Homogenity test was used to test whether the data from the two groups have the same variant in order that the hypothesis can be tested by t-test. Like a normality test, this test also used Minitab software

Figure 4.4 Homogenity test

Picture 4.4 shows that P-Value Bonett’s is 0.388 and P-Value Levene’s test is 0.917 with the P-Value is 0.05. So, both homogenity test result are higher than 0.05.Thus it can be concluded that data of experiment and control classes was homogeneous.

4.1.2.7 Hypothesis test

In this part, the researcher calculated the data to test the hypothesis that whether there was an effect on students’ understanding the meaning of song in experimental class which used DLTA method and students’ understanding the meaning of song in control class without DLTA method.

Based on the hypothesis that had been explained in chapter III, which is:

(Ho): there is no significant difference between students’ understanding the meaning of song taught by using DLTA method and without by using DLTA method at seventh grade students of SMP Negeri 1 Bintan.

(Ha): there is a significant difference between students’ understanding the meaning of song taught by using DLTA method and without by using DLTA method at seventh grade students of SMP Negeri 1 Bintan.

For the hypothesis test, the researcher used T-test. T-test is a statistical test used to test the truth of the null hypothesis. The statistical T-test basically showed how much the influence of one independent variable individually in expalining the variation of the dependent variable

Table 4.13Result hypothesis test analysis on both sample

Varible Class N Ttest Ttable Note

Undertanding the Meaning of Song

Experiment 25 6.082 2.060 Ttest > Ttable it means significant

4.2 Data Discussion

The table above shows that the result of testing hypotheses, it can be explained that the result of the hypotheses test shows that there is a significant difference of effect on the students’ listening skill in understanding the meaning of song between those who are taught using DLTA method and those are using conventional method.

It is important to train students to listen effectively rather than to test their listening skills (Thompson, 2004, as cited in Desouky, 2012). The students’ listening skill in understanding the meaning of song after using DLTA method was good. There were 17 students got score 66–71, it means that on the students’ listening skill in understanding the meaning of song was good, 4 students got score 90–95 it means that on the students’ listening skill in understanding the meaning of song was very good.

Using conventional method is the lack of the ability to slow down the tempo of the song when a grammatically difficult part is playing, or to fasten it when there is the repetition of certain parts (Miller, 2002). The students’ listening skill in understanding the meanig of song after using conventional method, there were 10 students got score 54–59, it means that on the students listening skill in understanding the meaning of song was less, 9 students got score 60–65 it means that on the students’ listening skill in understanding the meaning of song was enough.

The posttest mean score of the experimental class was 73.20 while the posttest score of the control class was 53.40. The mean score of the experimental class was higher than the mean score of the controll class. It shows a difference between the two means. Based on the data analysis t0 is higher than tt. It means that the alternative hyphoteses (Ha) was accepted and the null hyphoteses (H0) was rejected. So there was significant effect of the DLTA method through students’ understanding the meaning of song. The result of this study was in line with a studiy conducted by Al-Khayyat (2015). Learning English via DLTA was an easy method for students who are studyied English as a foreign language. So, it was found that using DLTA has helped students to comprehend a text and enjoy analyzing it.

The result of this study showed the same result of by Susilawati (2013). There was the influence of usage of DLTA method on understanding the meaning of song.

This researcher concluded that teaching listening by using DLTA method could motivate students become interested. The result of the students’ understanding the meaning of song was good. Based on the researcher’s analysis in the field, the students feel enjoy and free to lstening. In other words, DLTA method effective to teaching listening in understanding the meaning of song, especially for the students of SMP Negeri 1 BINTAN.

34 CHAPTER V

CONCLUSION AND SUGGESTION 5.1 Conclusion

After conducting the research and calculating the data, the conclusion could be stated that it was effective of using DLTA method on students’ understanding the meaning of song. The experimental class, the lowest score in pretest was 20 and the highest score was 55. After the researcher gave the treatment by using DLTA method in teaching understanding the meaning of song,, the researcher gave the students’ posttest.

The data showed in the postest that the lowest score was 60 and the highest score was 95. the control class, the lowest score in pretest was 15 and the highest score was 50.

The data showed in posttest that the lowest score was 30 and the highest score was 65.

Students’ understanding the meaning of song got the higher score if students used DLTA method to help them in understanding the meaning of song. Students who did not receive treatment got the lower score than students who received treatment. So the answer of research problem was proven that there was effective of using DLTA method on students’ listening skill in understanding the meaning of song. where there was a significant progress in students’ understanding the meaning of song.

5.2 Suggestion 5.1.2 For Teacher

It is recommended to teacher to use Directed Listening-Thinking Activity in teaching listening. The teacher should be creative to teaching listening in students’

understanding the meaning of song by giving some assignment or homework,

especially the question in form of content of the text and supporting details, which is regarded more difficult for the students.

5.2.2 For Students

The students should pay more attention to the lesson that has been explained by the teacher. It can make students to be a self-supporting learner and students will have good habbit if they are comfort.

5.2.3 For Other Researcher

This study needs to be developed in order to get the deeper concept of the DLTA method in teaching listening. a longer experimental period is needed to enable the research to draw a more valid conclusion.

REFERENCES

Ajay, S, and B Micah. 2014. “SAMPLING TECHNIQUES & DETERMINATION OF SAMPLE SIZE IN APPLIED STATISTICS RESEARCH : AN OVERVIEW.” II (11): 1–22.

Al-khayyat, Ali Sabah Jameel. 2015. “International Journal of English and Education University Students’ Listening Competencies.” (4).

Alan Crawford et al, Teaching and Learning Strategies for the Thinking Classroom (New York: The International Debate Education Association, 2005)

Alma Rosa Gonzáles. 1993. “Using Directed Listening-Thinking Activities to Increase Production in English for Spanish Speaking Fourth and Fifth Graders.”

Apin, English Education, and Study Program. 2013. “*Apin Graduated in 22 February 2013 from English Education Study Program of Indonesia University of Education.” 1(February): 21–29.

Ara, Shaheen. 2009. Use of Songs, Rhymes and Games in Teaching English to Young Learners in Bangladesh. The Dhaka University Journal of Linguistics

Arikunto, S. 2000. Prosedur Penelitian Suatu Pendekatan Praktek. Jakarta: Rineka Cipta

Ary, D., Jacobs, L. and Razavieh, A. (2002) Introduction to Research. 6th Edition, Wadsworth, Belmont

Beare , Kenneth. 2007. The Challenge of Teaching Listening Skills

Barone, Diane M. (2005). TeachingEarly Literacy: Development,Assessment, and Instruction.New York: The GuilfordPress

Bennett, Katy, Allan Cochrane, Giles Mohan, and Sarah Neal. 2015. “Emotion, Space and Society Listening.” 17: 7–14.

Brown, H. D. (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy. New-York: Longman.

Brown, H. Douglas. 2007. Principles of Language Learning and Teaching. USA: Longman Cahyono, Bambang Yudi, and Utami Widiati. 2015. “The Teaching of Efl Listening in

the Indonesian Context: The State of the Art.” TEFLIN Journal 20(2): 194–211.

http://journal.teflin.org/index.php/journal/article/view/92.

David, R Fred. 2012. Strategic Management Concepts & Cases. Pearson Academic; 14th edition

Education, Language. 2014. “Improving Students Listening Skill through Interactive Multimedia in Indonesia.” 5(1): 63–69

Eng, Lin Siew, Abdul Rashid Mohamed, and Muhammad Javed. 2013. “Analysis of Students’ Competency in Listening Comprehension of the English Language at Pakistani Secondary School Level.” (April 2017).

English, American, Australian English, and Caribbean English. “Assessing Listening in the Language Classroom.”

Frye, D., & Ziv, M. (2005). Teaching and Learning as Intentional Activities. In B. D.

Homer & C. S. Tamis-LeMonda (Eds.), The development of social cognition and communication (pp. 231-258). Mahwah, NJ, US: Lawrence Erlbaum Associates Publishers.

Hasan, A. 2014.The effect of using task-based learning in teaching English on the oral performance of the secondary school students. International interdisciplinary journal of education. 32. 251.

Hasyuni. 2006. The Students’ Preferred Activities for English Listening Classes (A Survey Conducted to the Second and Fourth Semester Students of English Department of FKIP Universitas Bengkulu Academic Year 2005/2006). Unpublished Thesis of Teacher Training and Education Faculty of Universitas Bengkulu.

“INCREASING STUDENTS’ MICRO SKILLS OF LISTENING THROUGH DRILLS AT THE SECOND YEAR STUDENTS Tri Lestari, M . Sukirlan, Ramlan Ginting Suka Institution : Lampung University Listening Is an Active Process Recquiring Participation on the Part of Listener”: 1–14.

Koziol, Stephen, Dwight L. Burton, and John S. Simmons. 2006. “Teaching English in Today’s High Schools.” The English Journal 60(9): 1254.

Kennedy et al (2003) A cluster-randomised controlled trial of a patient-centred guidebook for patients with ulcerative colitis: effect on knowledge, anxiety and quality of life. Health and Social Care in the Community, 11: 64

Nunan, David. (2000). LanguageTeaching Methodology: A Textbook for Teachers.

Malaysia:

Longman.Ratnam, Charishma. 2019. “Listening to Difficult Stories: Listening as a Research Methodology.” Emotion, Space and Society 31(September 2018): 18–25.

Richards, Jack C., et al. METHODOLOGY IN LANGUAGE TEACHING: AN ANTHOLOGY OF CURRENT PRACTICE (2002).

Rismawat. 2006. “TEACHING LISTENING BY USING AUTHENTIC VIDEOS By Rismawati 1 Syiah Kuala University, Banda Aceh.”: 222–33.

Rost, M. (1994). Introducing Listening. London: Penguin books.

Sabinus, Kornelius Ujang. 2013. “INCREASING STUDENTS’ LISTENING COMPREHENSION BY USING VOA : SPECIAL ENGLISH VIDEO By : BY USING VOA : SPECIAL ENGLISH VIDEO.”

Sudhjono, 2003; in rima dewi putri. the effect of using song in increasing students’

listening ability at the second year students of sman 1 kuantan hilir (unpublished thesis, 2008), p.14

Sugiyono. 2010. Metode Penelitian Pendidikan Pendekatan Kuantitatif, kualitatif, dan R&D. Bandung: Alfabeta

Thesis, A, and Bella Aldama. 2017. “ANALYZING TEACHERS’ DIFFICULTIES IN TEACHING LISTENING COMPREHENSION TOWARDS THE FIRST GRADE STUDENTS OF MAN 3 BONE.”

Underwood, M. (1989). Teaching listening. New York: Longman.

Wang, S. (2010). An experimental study of Chinese English major students’ listening anxiety of classroom learning activity at the university level. Journal of Language Teaching and Research, 1, 562-568

APPENDIX

Cited from (Beins, 2012)

d.f. TINGKAT SIGNIFIKANSI

dua sisi 20% 10% 5% 2% 1% 0.2% 0.1%

satu sisi 10% 5% 2.5% 1% 0.5% 0.1% 0.05%

1 3.078 6.314 12.706 31.821 63.657 318.309 636.619

2 1.886 2.920 4.303 6.965 9.925 22.327 31.599

3 1.638 2.353 3.182 4.541 5.841 10.215 12.924

4 1.533 2.132 2.776 3.747 4.604 7.173 8.610

5 1.476 2.015 2.571 3.365 4.032 5.893 6.869

6 1.440 1.943 2.447 3.143 3.707 5.208 5.959

7 1.415 1.895 2.365 2.998 3.499 4.785 5.408

8 1.397 1.860 2.306 2.896 3.355 4.501 5.041

9 1.383 1.833 2.262 2.821 3.250 4.297 4.781

10 1.372 1.812 2.228 2.764 3.169 4.144 4.587

11 1.363 1.796 2.201 2.718 3.106 4.025 4.437

12 1.356 1.782 2.179 2.681 3.055 3.930 4.318

13 1.350 1.771 2.160 2.650 3.012 3.852 4.221

14 1.345 1.761 2.145 2.624 2.977 3.787 4.140

15 1.341 1.753 2.131 2.602 2.947 3.733 4.073

16 1.337 1.746 2.120 2.583 2.921 3.686 4.015

17 1.333 1.740 2.110 2.567 2.898 3.646 3.965

18 1.330 1.734 2.101 2.552 2.878 3.610 3.922

19 1.328 1.729 2.093 2.539 2.861 3.579 3.883

20 1.325 1.725 2.086 2.528 2.845 3.552 3.850

21 1.323 1.721 2.080 2.518 2.831 3.527 3.819

22 1.321 1.717 2.074 2.508 2.819 3.505 3.792

23 1.319 1.714 2.069 2.500 2.807 3.485 3.768

24 1.318 1.711 2.064 2.492 2.797 3.467 3.745

25 1.316 1.708 2.060 2.485 2.787 3.450 3.725

26 1.315 1.706 2.056 2.479 2.779 3.435 3.707

27 1.314 1.703 2.052 2.473 2.771 3.421 3.690

APPENDIX I

APPENDIX II

STUDENTS’ PRETEST SCORE AT EXPERIMENTAL CLASS APPENDIX III

STUDENTS’ POSTTEST SCORE AT EXPEIMENTAL CLASS APPENDIX IV

STUDENTS’ PRETEST SCORE AT CONTROL CLASS APPENDIX V

STUDENTS’ POSTTEST SCORE AT CONTROL CLASS APENDIX VI

RENCANA PELAKSANAAN PEMBELAJARAN RPP 3.8

Satuan pendidikan : SMP NEGERI 1 Bintan Mata Pelajaran : Bahasa Inggris

Kelas/semester : VII/G

Materi pokok : “Let’s listen to the Song”

Alokasi waktu : 4 x 40 menit (2 Pertemuan)

A. Kompetensi Inti

1. Menghayati dan mengamalkan ajaran agama yang dianutnya

2. Menghargai perilaku (jujur, disiplin, tanggungjawab, peduli, santun, rasa ingin tahu, percaya diri, toleran, motivasi internal, pola hidup sehat, dan ramah lingkungan) dalam berinteraksi secara efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaannya.

3. Memahami,pengetahuan (faktual, konseptual, dan prosedural) dalam ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan keagamaan, kebangsaan, kenegaraan, dan peradaban terkait fenomena dan kejadian yang tampak mata.

APENDIX VII

4. Mencoba, mengolah, menalar, dan menyaji berbagai hal dalam ranah kongkret (menggunakan, mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca, menghitung, menggambar dan mengarang) sesuai dengan yang dipelajari di sekolah dan dari berbagai sumber lain yang sama dalam sudut pandang/teori.

B. Kompetensi dasar dan indicator pencapaian kompetensi:

Kompetensi Dasar Indikator Pencapaian Kompetensi 3.8 Menafsirkan fungsi sosial dan

unsur kebahasaan dalam lirik lagu terkait kehidupan remaja SMP/MTs

3.8.1

3.8.2

3.8.3

Mengidentifikasi fungsi sosial dari lirik lagu terkait kehidupan remajaSMP/MTs

Mengidentifikasi unsur kebahasaan dari lirik lagu terkait kehidupan

remajaSMP/MTs

Mengidentifikasi pesan yang tersirat dalam lagu

4.8 Menangkap makna secara

kontekstual terkait dengan fungsi sosial dan unsur kebahasaan lirik lagu terkait kehidupan remaja SMP/MTs

4.8.1

4.8.2

4.8.3 4.8.4

Mencari makna kata dalam lirik lagu terkait kehidupan remaja SMP/MTs

Mencari makna lagu secara terkait kehidupan remaja SMP/MTs secara

Kontekstual

Menjelaskan makna lagu dengan terampil

Menyanyikan lagu dengan pengucapan intonasi yang benar

C. Tujuan pembelajaran

Setelah mempelajari Materi Lagu, peserta didik dapat:

Pertemuan 1 Activity (1-4)

1. Peserta didik dapat menjelaskan fungsi social dan unsur kebahasaan dalam lagu

“Lily”

2. Peserta didik dapat mengidentifikasi makna kata dalam lagu “Lily”

3. Peserta didik dapat menyanyikan lagu “Lily”dengan pengucapan intonasi yang benar

4. Peserta didik dapat mengidentifikasi makna tersirat dari dalam lagu Pertemuan 2 Activity (5-6)

5. Peserta didik dapat menjelaskan fungsi sosial dan unsur kebahasaan dalam lagu

“Lily”

6. Peserta didik dapat mengidentifikasi makna kata dalam lagu “Lily”

7. Peserta didik dapat menjelaskan makna lagu “Lily” dengan terampil D. Materi pembelajaran,

Lagu “Lily” By Ala Walker Fungsi sosial:

Menghibur, mengungkapkan perasaan dan menghayati pesan moral.

Unsur kebahasaan:

1. Kata, ungkapan, dan tata bahasa dalam karya seni berbentuk lagu.

2. Ejaan dan tulisan tangan dan cetak yang jelas dan rapi.

3. Ucapan, tekanan kata, intonasi ketika mempresentasikan secara lisan.

Topik : Let’s listen to the songs Sub topik :

Identify the meaning of a song Identify rhyming words E. Metode Pembelajaran:

1. Metode : DLTA (Directed Listening Thinking Activity) F. Langkah-langkah pembelajaran

Pertemuan 1 Activity (1-4)

Kegiatan Deskripsi Kegiatan

Alokasi Waktu Pendahuluan  Menyiapkan peserta didik untuk mengikuti proses pembelajaran

seperti berdoa, absensi, menyiapkan buku pelajaran;

 Memberikan motivasi dan apersepsi

 Menginformasikan tujuan pembelajaran

10 menit

Inti Mengamati

 Peserta didik membaca sebuah penggalan sair lagu ‘Lily’ karya West Life dengan seksama.

 Peserta didik mendengarkan guru membacakan penggalan lagu tersebut.

 Peserta didik secara bergiliran ditunjuk oleh guru untuk berlatih membaca nyaring dengan ujaran dan intonasi yang benar.

 Peserta didik mencermati kata terakhir dalam setiap baris.

Menanya

 Dengan bimbingan dan arahan guru, peserta didik mempertanyakan fungsi sosial, struktur teks, dan unsur kebahasaan tentang teks lagu

 Peserta didik mempertanyakan gagasan pokok, informasi rinci dan informasi tertentu dari teks lagu.

 Guru menjelaskan konsep rhyme (bersajak/berima).

Mengeksplorasi

 Peserta didik mengidentifikasi teks lagu dengan mencermati kata terakhir dalam setiap baris..

 Peserta didik berlatih membaca kata-kata tersebut seperti yang di

60 menit

Dalam dokumen THE EFFECT OF USING DIRECTED LISTE NING THINKING ACTIVITY (DLTA) METHOD TO LISTENING SKILL IN UNDERSTANDING THE MEANING OF SONG AT 7 (Halaman 38-52)