Suggestion - CONCLUSION AND SUGGESTION - FACULTY OF TEACHER TRAINING AND EDUCATION MUHAMMADIYA

CHAPTER V CONCLUSION AND SUGGESTION

B. Suggestion

Some suggestions are given to the participants who are closely related to this research. The suggestions are made based on the conclusions and implications of this research. They are presented as follows :

1. For English teacher

The English teacher should consider the students‟ needs and interest before designing the speaking materials. It is important for the teacher to use various methods that are appropriate with the students‟ needs because it can reduce the students boredom and monotonous during teaching and learning process.

It is useful for them to use Think Pair Share Method as one of the appropriate methods in teaching speaking.

2. For Students

Through the Think Pair Share Method, the students have opprotunities to share their ideas. It also improves students‟ ability and motivation.

3. For Other Researchers

The weakness of this study is its limited time in implementing the actions, other researchers who are interested in the same field are recommended to implement the actions in a longer period of time to get more maximum results so that the improvement will be more significantly seen.

BIBLIOGRAPHY

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A P P E N D I C

E

S

2 Muh. Fadel Std-02

3 Muh. Iril Std-03

4 Muhajir Std-04

5 Nur Alim Std-05

6 Nur Hasmira Std-06

7 Nur Hikma Std-07

8 Nur Indri Std-08

9 Nurhidayah Std-09

10 Putri Std-10

11 Rahmat Std-11

12 Rahmatia Std-12

13 Rangga Prawira Std-13

14 Resky Amelia Std-14

15 Rezky Angresa Std-15

16 Rian Std-16

17 Rian Ahmad Std-17

18 Rina Std-18

19 Risna Std-19

20 Sahara Std-20

21 Sherliani Std-21

22 Suci Std-22

23 Surya Std-23

24 Syahir Std-24

25 Wahyu Std-25

26 Winda Std-26

27 Xania Std-27

Score Classification

a. Diagnostic Test (D Test)

The score of Students‟ Speaking Accuracy and Fluency in Diagnostic Test

No Name Accuracy Fluency

Vocabulary Grammar Smoothness Self

confidence

1. Std-01 6.5 6 5.5 5.5

2. Std-02 6.5 6.5 5.5 5.6

3. Std-03 5 5.5 6.5 5.6

4. Std-04 6.5 6 5.5 6.6

5. Std-05 7 7 6.5 6.6

6. Std-06 5.5 5 5.5 6.6

7. Std-07 7 6 6 6.6

8. Std-08 7 7 6 6

9. Std-09 6.5 6 6 5.6

10. Std-10 6 6 5.5 5.6

11. Std-11 5.5 5.5 6 6.5

12. Std-12 6 ⁶ ⁷ ^6.6

13. Std-13 6 6 6.5 6.6

14. Std-14 6 6 6 5.6

15. Std-15 5 5 6 5.6

16. Std-16 5.5 5 6 6

17. Std-17 7 7 6.5 5.6

18. Std-18 6.5 6 6 6

19. Std-19 6 6 6.5 6.6

20. Std-20 5 5 6 6.6

21. Std-21 6.5 6 6 5.5

22. Std-22 6 5.5 5.5 5.5

23. Std-23 6.5 6.5 6 6.6

24. Std-24 5.5 5 6 6.6

25. Std-25 5.5 5 5.5 6.6

26. Std-26 5.5 5 5 5.6

27. Std-27 6.5 6 6 6.6

Total score 164 157 161 165

Mean score 6.07 5.83 5.96 6.11

Maximum score

7 7 7 6.6

Minimum score

5 5 5 5.5

b. Cycle I

The score of Students‟ Speaking Accuracy and Fluency in cycle I

No Name Accuracy Fluency

Vocabulary Grammar Smoothness Self confidence

1. Std-01 7 6.6 6.6 5.6

2. Std-02 7 7 6.6 6

3. Std-03 6.5 6.5 7.5 6.6

4. Std-04 7 6.6 6.6 7

5. Std-05 7.5 7.5 7 7

6. Std-06 7 6.5 6.5 7

7. Std-07 7.5 6.6 7 7.5

8. Std-08 7 6.6 7.5 7

9. Std-09 7 6.6 7.5 6.6

10. Std-10 6.5 6.5 6.5 6.6

11. Std-11 6.5 6.6 7 6.6

12. Std-12 6.5 6.5 7.5 6.6

13. Std-13 6.6 6.5 7.5 6.6

14. Std-14 6.6 6.5 7.5 7

15. Std-15 6.6 6.6 7.5 6.6

16. Std-16 6.5 6 7.5 7

17. Std-17 7.5 7 7 7

18. Std-18 7 6.5 7.5 6.6

19. Std-19 7 6 7 7

20. Std-20 6.5 6 7 7

21. Std-21 7 7 7 6.6

22. Std-22 7 6.5 7.5 6.5

23. Std-23 7 7 7.5 6.5

24. Std-24 7 6 6.5 6.6

25. Std-25 7 6.5 7 5.6

26. Std-26 7 6 7 6

27. Std-27 7.7 7 7 6.6

Total score 187 178 191 179

Mean score 6.92 6.6 7.10 6.64

Maximum score

7.7 7.5 7.5 7.5

Minimum score

6.5 6 6.5 5.6

b. Cycle II

The score of Students‟ Speaking Accuracy and Fluency in cycle II

No Name Accuracy Fluency

Vocabulary Grammar Smoothness Self confidence

1. Std-01 8 8 8 8

2. Std-02 8.5 8 8.5 8

3. Std-03 8.5 8 8.5 8

4. Std-04 8 8.5 8.5 8

5. Std-05 8.8 8 8 8

6. Std-06 8 8 8.6 8.5

7. Std-07 8 8 8 8.6

8. Std-08 8 8.5 8 8.6

9. Std-09 7.8 8.5 8.5 8.7

10. Std-10 8 8.6 8 8.8

11. Std-11 7.5 7.6 8 8.8

12. Std-12 7.5 7 8 8.7

13. Std-13 7.6 7 8 8.7

14. Std-14 7.6 7 8 8.8

15. Std-15 7.6 7.6 8 8.8

16. Std-16 7.5 7 8.5 8.8

17. Std-17 7.6 7.6 8.5 8.8

18. Std-18 7.6 7 8.5 8.6

19. Std-19 7.5 7.7 8.5 8.6

20. Std-20 8 7 8.5 8.6

21. Std-21 8 7.7 8 8.6

22. Std-22 8 7.5 8 8.6

23. Std-23 8 7.6 8 8.6

24. Std-24 8 7 8 8.5

25. Std-25 8.6 8.5 8.5 8.5

26. Std-26 8.6 8 8.5 8.6

27. Std-27 8.5 8 8 8.8

Total score 215 208 222 230

Mean score 7.97 7.73 8.22 8.54

Maximum score

8.8 8.6 8.6 8.8

Minimum score

7.5 7 8 8

A. Mean Score of th Students in Cycle I and Cycle II

After calculating the result of the students in cycle I and cycle II, the mean scores are presented below :

1) Mean Score of the students in D Test:

a. Fluency 1.

=

^∑

=

^∑

= 208,9 = 7,73

27

b. Fluency 1. Smoothness

=

^∑

= 222 = 8,22 27

2. Self Confidence

=

^∑

= 230,6 = 8,54

Note:

X = Mean score



^X = Total score N = Number of student

1. The Result of Percentage the Students Speaking Accuracy

Table 4.5 The Percentage of the Students‟ Vocabulary in Speaking

No Classification Range

The Application of TPS

Cycle I Cycle II

Freq % Freq %

1 Excellent 9.6 – 10 0 0 0 0

2 Very good 8.6 – 9.5 0 0 3 11.11

3 Good 7.6 – 8.5 1 3.70 20 74.07

4 Fairly good 6.6 – 7.5 20 74.07 4 14.81

5 Fair 5.6 – 6.5 6 22.22 0 0

6 Poor 3.6 – 5.5 0 0 0 0

7 Very poor 0 – 3.5 0 0 0 0

Total 27 100 27 100

Table 4.6: The Percentages of students‟ grammar in speaking.

No Classification Range

The Application of TPS

Cycle I Cycle II

Freq % Freq %

1 Excellent 9.6 – 10 0 0 0 0

2 Very good 8.6 –9.5 0 0 1 3.70

3 Good 7.6 –8.5 1 2.85 18 66.66

4 Fairly good 6.6 –7.5 13 48.14 8 29.62

5 Fair 5.6 –6.5 14 51.85 0 0

6 Poor 3.6 –5.5 0 0 0 0

7 Very poor 0 – 3.5 0 0 0 0

Total 27 100 27 100

2. The Result of Percentage the Students Speaking Accuracy

Table 4.7: The Percentages of students‟ speaking smoothness.

Classification Range

The Application of TPS

Cycle I Cycle II

Freq % Freq %

Excellent 9.6 – 10 0 0 0 0

Very good 8.6 – 9.5 0 0 1 3.70

Good 7.6 – 8.5 0 0 26 96.29

Fairy good 6.6 – 7.5 24 88.88 0 0

Fair 5.6 – 6.5 3 11.11 0 0

Poor 3.6 – 5.5 0 0 0 0

Very poor 0 – 3.5 0 0 0 0

Total 27 100 27 100

Table 4.8: The percentage of the students‟ speaking self-confidence

Classification Range

The Application of TPS

Cycle I Cycle II

Freq % Freq %

Excellent 9.6 – 10 0 0 0 0

Very good 8.6 – 9.5 0 0 19 70.37

Good 7.6 – 8.5 0 0 8 29.62

Fairy good 6.6 – 7.5 12 44.44 0 0

Fair 5.6 – 6.5 12 44.44 0 0

Poor 3.6 – 5.5 3 11.11 0 0

Very poor 0 – 3.5 0 0 0 0

Total 27 100 27 100

The Result of the Students Activeness in Diagnostic test in Teaching and Learning Process of SMP Pesantren Guppi Samata

No Students’

Code

Meeting

Cycle 1 Cycle II

M1 M2 M3 M4 M1 M2 M3 M4

1. Std - 01 3 3 3 3 4 3 4 4

2. Std – 02 3 3 3 3 4 3 4 4

3. Std – 03 2 2 2 2 S S 3 3

4. Std – 04 2 2 2 3 2 3 3 3

5. Std – 05 3 3 3 4 3 4 4 4

6. Std – 06 1 2 2 2 3 3 3 3

7. Std – 07 3 3 3 4 4 4 3 4

8. Std – 08 1 2 A 3 3 2 3 3

9. Std – 09 2 3 S 3 3 4 3 4

10. Std – 10 1 2 2 2 2 3 2 3

11. Std – 11 2 2 2 2 2 3 3 4

12. Std – 12 S A 3 3 3 3 3 3

13. Std – 13 2 3 3 3 3 3 3 3

14. Std – 14 2 2 3 3 3 3 3 3

15. Std – 15 3 3 3 4 3 3 4 4

16. Std – 16 2 2 2 3 A A 3 3

17. Std – 17 3 3 3 3 3 3 4 4

18. Std – 18 2 2 2 2 S S 2 3

19 Std – 19 2 2 2 3 3 3 4 4

20. Std – 20 3 2 3 3 3 3 4 4

21. Std – 21 3 2 3 2 3 3 4 4

22. Std – 22 2 2 3 3 3 3 4 4

23. Std – 23 2 2 3 3 3 3 4 4

24. Std – 24 2 3 3 3 3 4 4 4

25. Std – 25 2 3 3 3 4 4 4 4

26. Std – 26 2 3 3 3 3 3 4 4

27. Std – 27 2 2 3 3 3 3 4 4

Subject Total Percentage

26 26 26 27 24 24 27 27

57 63 67 78 73 76 93 97

54.41 61.76 64.06 72.22 75.00 78.33 79.16 86.11

MEAN SCORE OF THE STUDENTS’ ACTIVENESS IN TEACHING LEARNING PROCESS IN CYCLE I AND CYCLE II

Note : 4 = Very Active 3 = Active 2 = Less Active 1 = Not Active The Formula for Analysing :

1. Cycle I

a. The first meeting

P = 54.80 % b. The second meeting

P = 60.57 % c. The third meeting

P = 64.42 % d. The fourth meeting

P = 72.22 %

2. Cycle II

a. The first meeting P = 76.04 % b. The second meeting

P = 79.16 % c. The third meeting

P = 86.11 % d. The fourth meeting

P = 89.81 %

LESSON PLAN

Rencana Pelaksanaan Pembelajaran (RPP)

Nama Sekolah : SMP Pesantren Guppi Samata Mata Pelajaran : Bahasa Inggris

Kelas/Semester : VIII /1

Materi : Speaking (berbicara) Alokasi Waktu : 4 x 45

Pertemuan : 1 dan 2

Standar Kompetensi

3.Mengungkap kan makna dalam percakapan transaksional dan interpersonal lisan pendek sederhana untuk berinteraksi dengan lingkungan sekitar

Kompetensi Dasar

3.1 Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar yang melibatkan tindak tutur : meminta, memberi, menolak jasa, meminta, memberi, menolak barang, mengakui, mengingkari fakta, meminta dan memberi pendapat.

Indikator

1. Bertanya tentang meminta, memberi, menolak jasa.

2. Menggunakan vocabulary and grammar yang tepat dalam berbicara I. Tujuan Pembelajaran

 Siswa dapat merespon dengan benar terhadap tindak tutur : meminta izin, memberikan izin, dan menolak izin.

 Siswa dapat menggunakan vocabulary, and grammar yang tepat dalam berbicara

II. Materi pembelajaran

 Untuk meminta izin, kita dapat menggunakan ungkapan berikut:

Neutral : May I open the door?

Can I open the door?

Do you mind if I open the door ? Informal : Is it OK if I open th door?

Formal : Do you have any objections if I open the door?

 Untuk memberikan izin, kita dapat menggunakan ungkapan berikut:

Neutral : Of course

Informal : Sure, All right Ok, Go ahead Fine, Yes, why not?

Formal : Certainly By all means

I can see no objection

 Untuk menolak memberikan izin, kita dapat mengungkapkan ungkapan sebagai berikut :

Neutral : I‟m afraid not.

I‟m sorry you can‟t Sorry yoy can‟t Informal : No, sorry

No way

Out of the question

Forget it

Formal : I‟m afraid we can‟t allow that.

III. Metode Pembelajaran : Think-Pair-Share(TPS) Strategy IV. Langkah-langkah Kegiatan

a. Kegiatan awal:

 Memberikan pertanyaan kepada siswa untuk memancing respon terhadap materi pelajaran.

 Guru menjelaskan materi yang akan diajarkan.

b. Kegiatan Inti:

 Siswa membaca ungkapan-ungkapan yang digunakan untuk meminta, memberikan, dan menolak izin.

 Siswa berpasangan membuat dialog berdasarkan situasi yang ada.

 Guru memberikan waktu kepada siswa dan pasangannya untuk berdiskusi tentang topik yang telah diberikan oleh guru.

 Guru memberikan kesempatan kepada siswa yang untuk mempraktekkan dialognya bersama pasangannya secara bergantian di depan kelas.

 Siswa lain mendengarkan dan mmberi komentar terhadap penampilan mereka.

c. Kegiatan akhir :

 Menyimpulkan materi

 Guru melakukan penilaian terhadap penampilan siswa.

V. Sumber/ Bahan/ Alat

 Buku Effective English for Grade VIII of secondary schools

 Spidol

 Whiteboard

VI. Pedoman Penilaian

 Bentuk Instrumen : Speaking test

Make a dialog about expressing of ask permission, give permission, and refuse to give permission, work in pair !

Ex:

Alif : May I take these bananas?

Putri : Sure

Alif : Can I give some to my friend?

Putri : Yes, that‟s all right, Alif : Thank you very much Putri : Your welcome.

 Aspek penilaian : vocabulary dan grammar

Makassar, 2017 Peneliti

Selly Pratiwi

Rencana Pelaksanaan Pembelajaran (RPP)

Nama Sekolah : SMP Pesantren Guppi Samata Mata Pelajaran : Bahasa Inggris

Kelas/Semester : VIII /1

Materi : Speaking (berbicara) Alokasi Waktu : 4 x 45

Pertemuan : 3 dan 4

Standar Kompetensi

3.Mengungkap kan makna dalam percakapan transaksional dan interpersonal lisan pendek sederhana untuk berinteraksi dengan lingkungan sekitar

Kompetensi Dasar

Indikator

1.Bertanya tentang meminta dan memberi pendapat.

2.Menggunakan grammar dan smoothness yang tepat dalam berbicara I. Tujuan Pembelajaran

 Siswa dapat merespon dengan benar terhadap tindak tutur : meminta dan memberi pendapat

 Siswa dapat menggunakan grammar dan smoothness yang tepat dalam berbicara

II. Materi pembelajaran

 Untuk menanyakan persetujuan, kita dapat menggunakan ungkapan sebagai berikut :

Neutral : Do you agree?

Don‟t you agree?

Informal : Ok?

Right?

Ok by you?

Formal : Do (would) you agree with ...?

 Untuk menyetujui sesuatu, kita dapat menggunakan ungkapan sebagai berikut :

Neutral : Yes, I agree Informal : OK

Yes Right Sure

I‟m with you there Formal : I agree entirely

 Untuk menyatakan ketidaksetujuan, kita dapat menggunakan ungkapan sebagai berikut :

Neutral : I don‟t agree Not really

Informal : No way! You must be joking!

Never!

Nonsense!

Formal : I entirely disagree

III. Metode Pembelajaran : Think-Pair-Share(TPS) Strategy IV. langkah-langkah Kegiatan

a) Kegiatan awal :

 Absensi

 Guru menjelaskan tentang materi yang akan diajarkan b) Kegiatan Inti :

 Guru memberikan beberapa topik yang akan dipilih oleh siswa dan akan didiskusikan.

 Siswa berdiskusi dengan teman sebangkunya untuk memilih topik yang diberikan oleh guru.

 Siswa secara bergantian berdialog bagaimana ketika kita meminta atau memberi pendapat terhadap suatu topik yang telah diberikan oleh guru didepan kelas dan yang lain mendengarkan.

 Siswa yang tidak setuju dengan pendapat temannya tentang percakapan yang akan dibawakan didepan kelas boleh memberikan sanggahan atau tambahan jika perlu.

V. Kegiatan akhir

 Guru memberikan semangat kepada siswa

 Menyimpulkan materi

 Melakukan penilaian VI. Sumber/Bahan/Alat:

 Buku Effective English for Grade VIII of secondary schools

 Spidol

 Whiteboard VI. Pedoman Penilaian

 Bentuk Instrumen : Speaking test Instrumen

Choose the topics and make a dialog about the topic in pairs !

1. Go to Mall (agree) 8. Go to the zoo (disagree) 2. Go to Library (disagree) 9. Go to the beach (agree)

3. Go to Cinema(agree) 10. Go to the book store(disagree) 4. Go to Station (disagree) 11. Go to the market(agree) 5. Go to cafe(agree) 12. Go to the museum(disagree) 6. Cup of tea(disagree) 13. Go to the mosque(agree) 7. Cup of milk (agree) 14. Cup of water (disagree)

 Aspek penilaian : Grammar and smoothness

Makassar, 2017 Peneliti

Selly Pratiwi

Rencana Pelaksanaan Pembelajaran (RPP)

Nama Sekolah : SMP Pesantren Guppi Samata Mata Pelajaran : Bahasa Inggris

Kelas/Semester : VIII /1

Materi : Speaking (berbicara) Alokasi Waktu : 4 x 45

Pertemuan : 5 dan 6

Standar Kompetensi

4. Mengungkapkan makna dalam teks lisan fungsional dan monolog pendek sederhana yang berbentuk desccriptive dan recount untuk berinteraksi dengan lingkungan sekitar.

Kompetensi Dasar

4.1 Mengungkapkan makna dalam bentuk teks lisan fungsional pendek sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar .

Indikator

1. Mengungkapkan secara lisan teks fungsional pendek berbentuk undangan 2. Bertanya jawab secara lisan berbagai informasi tentang teks fungsional pendek berbentuk undangan

3. Menggunakan smoothness dan self confidence yang tepat dalam berbicara.

I. Tujuan pembelajaran

 Siswa dapat mengetahui tentang isi teks “undangan”

 Siswa dapat membuat kalimat sederhana terkait jenis teks bntuk undangan

 Siswa dapat menggunakan smoothness dan self confidence yang tepat dalam berbicara

II. Materi pembelajaran

 Untuk menyampaikan undangan kepada seseorang, kita dapat menggunakan ungkapan sebagai berikut :

Neutral : would you like to come to my house?

You will come to my house, won‟t you?

Do you want to come to my house?

Informal : What about coming to my house ? Why don’t you come to my house?

Formal : We should be very pleased if you could come to my house.

 Untuk menerima undangan seseorang, kita dapat menggunakan ungkapan sebagai berikut :

Neutral : Thank you I‟d love too Informal : All right !

I won‟t say no ! Great!

Lovely!

Formal : We‟d very much like to come

 Untuk menolak undangan seseorang, kita dapat menggunakan ungkapan sebagai berikut :

Neutral : Thank you very much, but....

I‟d like to, but...

Informal : Sorry I can‟t

Oh what a shame. I‟m going to somewhere else.

Formal : Much to my regret,...

III. Metode Pembelajaran : Think-Pair-Share(TPS) Strategy IV. Langkah-langkah kegiatan

a. Kegiatan awal

 Absensi

 Guru menjelaskan tentang materi yang akan diajarkan

 Tanya jawab dengan siswa mengenai ungkapan yang sering gunakan untuk mengundang seseorang (invite someone).

b. Kegiatan inti

 Siswa membuat dialog secara berpasangan sesuai dengan situasi yang telah disediakan dengan menggunakan ungkapan ketika ingin mengundang seseorang.

 Guru memberikan kesempatan kepada siswa untuk mempraktekkan dialognya bersama pasangannya secara bergantian di depan kelas.

 Siswa lain mendengarkan dan memberi komentar terhadap performa mereka.

c. Kegiatan akhir

 Siswa mereview ungkapan-ungkapan yang digunakan untuk mengundang seseorang

 Guru melakukan penilaian V. Sumber/Bahan/Alat

 Buku Effective English for Grade VIII of secondary schools

 Spidol

 Whiteboard VI. Pedoman Penilaian

 Bentuk Instrumen : Speaking test Instrumen

Choose the topics and make a dialog about the topic in pairs ! 1. Invite your friend to lunch in your home

2. Invite your friend in your birthday party

3. Invite your friend to shopping in mall with you 4. Invite your brother to lunch in Pizza hut

5. Invite your friend to go zoo with you

 Aspek penilaian : smoothness and self confidence

Makassar, 2017

Peneliti

Selly Pratiwi

TEACHING MATRERIAL Expressing Permission

When we want to get some flowers, fruits or leaves from our neighbour‟s garden and doing anything about something that have relationship with the other people we need to ask for permission and the owner may give or refuse to give

permission.

Expressing ask for permission : Neutral :

 May I open the door ?

 Can I open the door ?

 Do you mind if I open the door ? Informal :

 Is it oke if I open the door ? Formal :

 Do you have any objections if I open the door?

Expressing ask for permission : Neutral :

 Of course

Informal :

 Sure

 All right

 Ok

 Fine

 Go ahead

 Yes, why not ?

 That‟s all right

Formal :

 Certainly

 By all means

 I can se no objection

 Yes, indeed you may ...

Expressing refuse to give permission : Neutral :

 I‟m affraid not

 I‟m sorry you can‟t

 Sorry you can‟t Informal :

 No, sorry

 No way

 Out of the question

 Forget it Formal :

 I‟m afraid we can‟t allow that

(Sumber buku Effective English 2 halaman 3-8)

Expressing Agreement

When we want to do something or use something we have to ask agreement to other people.

Expressing ask for agreement Neutral :

 Do you agree ? Informal :

 Ok?

 Right ?

 OK by you ? Formal :

 Do (would) you agree with...?

Expressing for agreement Neutral :

 Yes, I agree Informal :

 Ok

 Yes

 Right

 Sure

 I‟m with you there

Formal :

 I agree entirely

Expressing disagreement Neutral :

 I don‟t agree

 Not really Informal :

 No way !

 Never !

 Nonsense !

 You must be joking ! Formal :

 I entirely disagree

Expressing Invitation

Invitation is an expression that is disclosed when there is someone who wants to ask other persons to come to a place or when there is someone who asks others to do something for him/her.

Expressing Invitation Neutral :

 Would you like to come to my house?

 You will come to my house, won‟t you ?

 Do you want to come to my house ? Informal :

 What about coming to my house ?

 Why don’t you come to my house?

Formal :

 We should be very pleased if you could come to my house.

Expressing Responding Invitation Neutral :

 Thank you

 I‟d love to Informal :

 All right!

 I won‟t say no !

 Great !

 Lovely !

Formal :

 We‟d very much like to come.

Expressing Refusing Invitation Neutral :

 Thank you very much, but....

 I‟d like to, but...

Informal :

 Sorry, I can‟t

 Oh what a shame, I‟m going to somewhere else Formal :

 Much to my regret...

Expressing Congratulation

We can also congratulate our friends when we know that they succed doing something.

Expressing Congratulation Neutral :

 Congratulations!

Informal :

 Well done !

 Nice one !

 Fantastic ! Formal :

 May I congratulate you on...

 I‟d like to congratulate you on...

Expressing Responding Congratulation

Neutral :

 Thank you Informal :

 Oh, thanks!

 Oh, not really.

Formal :

 It‟s very good of you to say so.

First meeting

Diagnostic Test : Make a pair conversation about your daily activities and hobby. Perform in front of your class orally !

Second meeting

Example of dialogue in pairs about axpressing permission in effective English page

5-6 :

Tasks:

1. Cika want to borrow Dea‟s bag. (give) 2. Linda want to pick a mango Reyhan. (refuse)

Andi : May I take these bananas?

Gery : Sure

Andi : Can I give some to my friend?

Gery : Yes, that‟s all right.

3. Fauzy want to borrow Ciko‟s bike.(refuse) 4. Anugrah want to borrow Cika‟s pen.(give)

5. Alice want to get some flower in Lely‟s garden.(give) 6. Selly want to borrow Sergio phone.(refuse)

7. Lusi want to get some fruit in the market and ask her mother.(refuse) 8. Sheila want to buy shoes in mall and ask her mother.(give)

8. Dilan want to buy book in book store and ask his brother.(give) 9. Nabila want to borrow Echa car.(refuse)

10. Ramli want to buy Iphone and ask her father.(refuse) 11. Nanda want to get some leaves in Romi house.(give) 12. Lyla want to buy ice cream and ask her mother.(give) 13. Fadil want to buy ring and ask his wife.(refuse) 14. Kiki want to buy car and ask her father.(refuse)

 In this stages the researcher explain about expressing permission and give the

students tasks, each students should take a few moments just do thinking about the task to make a conversation about the topic.

 The researcher devided the students into some pairs. They shared their ideas, they worked together doing the tasks, compared their mind or wrote notes.

 After the students talked in pair for a few moments, the researcher called for pair to share their thinking or their result in front of the class.

Third meeting:

Example of dialogue in pairs about axpressing agreement in effective English page

7-12 :

Andi : Do you agree if we have a cup of tea?

Gery :Yes I do

Dalam dokumen FACULTY OF TEACHER TRAINING AND EDUCATION MUHAMMADIYAH UNIVERSITY OF MAKASSAR (Halaman 75-123)