CHAPTER V CONCLUSION AND SUGGESTION
B. Suggestion
Based on the conclusion above, the researcher gives suggestion as follow:
a. For the students
The students’ should have more practice in speaking English and the students’ should ask to the teacher if there is something that they do not understand.
b. For the teacher
The success in teaching is not depend on the lesson plan only, but more important how the teacher can presents the lesson and uses various method, technique, and strategies to manage the class and make the students’ enjoyable to learn speaking English.
c. For the school
The school should support the students’ do debate as a medium to improving their speaking ability.
d. For the researcher
The researcher hoped to be the new experience in teaching and learning and learning process, especially in teaching speaking English. The researcher can improve their other material which in suitable for the teaching learning process of English lesson.
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APPENDIX
NO. NAMA SISWA
SCORE
Total Vocabulary Pronunciation
1 S1 3,5 3 6,5
2 S2 3,5 4 7,5
3 S3 3 4 7
4 S4 3 4 7
5 S5 3 3 6
6 S6 4 4 8
7 S7 3,5 4 7,5
8 S8 4 3 7
9 S9 3,5 4 7,5
10 S10 3 3 6
11 S11 5 6 11
12 S12 3 3 6
13 S13 3 3 6
14 S14 4 3 7
15 S15 3 3 6
16 S16 4 4 8
17 S17 4 4 8
18 S18 3 3 6
19 S19 3 3,5 6,5
20 S20 4 4 8
Total 70 72,5 142,5
Average 3,5 3,6 7,1
1 S1 6 7,5 13,5
2 S2 6 7 13
3 S3 6 7 13
4 S4 6,5 7,5 14
5 S5 6 7 13
6 S6 6,5 7,5 14
7 S7 6 7 13
8 S8 6 7 13
9 S9 6 6,5 12,5
10 S10 6 6,5 12,5
11 S11 8 9 17
12 S12 6 6,5 12,5
13 S13 6 7 13
14 S14 6 7 13
15 S15 6 7,5 13,5
16 S16 7 7,5 14,5
17 S17 6 7 13
18 S18 6 7 13
19 S19 6 7,5 13,5
20 S20 6 7 13
Total 124 143,5 267,5
Average 6,2 7,17 13,37
SISWA Vocabulary Pronunciation X1
1 S1 3,5 3 6,5 3,2 10,24
2 S2 3,5 4 7,5 3,7 13,69
3 S3 3 4 7
3,5
12,254 S4 3 4 7 3,5 12,25
5 S5 3 3 6 3 9
6 S6 4 4 8 4 16
7 S7 3,5 4 7,5 3,7 13,69
8 S8 4 3 7 3,5 12,25
9 S9 3 4 7 3,5 12,25
10 S10 3 3 6 3 9
11 S11 5 5 10 5 25
12 S12 3 3 6 3 9
13 S13 3 3 6 3 9
14 S14 4 3 7 3,5 12,25
15 S15 3 3 6 3 9
16 S16 4 4 8 4 16
17 S17 4 4 8 4 16
18 S18 3 3 6 3 9
19 S19 3 3,5 6,5 3,2 10,24
20 S20 4 4 8 4 16
Total 70 72,5 142,5 71 258,8
Average 3,5 3,6 7,1 35,5 12,94
1 S1 6 7,5 13,5 6,7 44,89
2 S2 6 7 13 6,5 42,25
3 S3 6 7 13 6,5 42,25
4 S4 6,5 7,5 14 7 49
5 S5 6 7 13 6,5 42,25
6 S6 6,5 7,5 14 7 49
7 S7 6 7 13 6,5 42,25
8 S8 6 7 13 6,5 42,25
9 S9 6 6,5 12,5 6,2 38,44
10 S10 6 6,5 12,5 6,2 38,44
11 S11 8 9 17 8,5 72,25
12 S12 6 6,5 12,5 6,2 38,44
13 S13 6 7 13 6,5 42,25
14 S14 6 7 13 6,5 42,25
15 S15 6 7,5 13,5 6,7 44,89
16 S16 7 7,5 14,5 7,2 51,84
17 S17 6 7 13 6,5 42,25
18 S18 6 7 13 6,5 42,25
19 S19 6 7,5 13,5 6,7 44,89
20 S20 6 7 13 6,5 42,25
Total 124 143,5 267,5 133,4 894,58
Average 6,2 7,17 13,37 6,67 44,72
Nama Siswa
Score of Pre- test
Score of Post-
test D = (X2-X1) D2 = (X2-X1)2 (X1) (X2)
S1 3,2 6,7 3,5 12,25
S2 3,7 6,5 2,8 7,84
S3
3,5
6,5 3 9S4 3,5 7 3,5 12,25
S5 3 6,5 3,5 12,25
S6 4 7 3 9
S7 3,7 6,5 2,8 7,84
S8 3,5 6,5 3 9
S9 3,7 6,2 2,5 6,25
S10 3 6,2 3,2 10,24
S11 5,5 8,5 3 9
S12 3 6,2 3,2 10,24
S13 3 6,5 3,5 12,25
S14 3,5 6,5 3 9
S15 3 6,7 3,7 13,69
S16 4 7,2 3,2 10,24
S17 4 6,5 2,5 6,25
S18 3 6,5 3,5 12,25
S19 3,2 6,7 3,5 12,25
S20 4 6,5 2,5 6,25
Total 71 133,4 62,4 197,34
Average 35,5 6,67 3,12 9,86
a. Mean Score of Pre-test
̅̅̅̅ ∑
̅
̅ = 3,5
b. Standard Deviation of Pre-test
SD =
√∑ (∑ )
SD =
√ ( )
SD =
√
SD = √
SD = √
SD = √ SD = 0,59
̅ ∑
̅
̅ = 6,67
d. Standard Deviation of Post-test
SD =
√∑ (∑ )
SD =
√ ( )
SD =
√
SD = √
SD = √
SD = √ SD = 6,85
1
2 2
n N
N D D
T D
20 1
20
20 ) 4 , 62 34 ( , 197
12 . 3
2
T
19 2020 76 , 893 . 34 3 , 197
12 , 3
T
380 68 , 194 34 , 197
12 , 3
T
380 66 , 2
12 ,
3 T
007 , 0
12 ,
3 T
083 , 0
12 ,
3 T
T = 37,89
= 19
df = 20 (see table of “t” value at the degree degree of freedom significance of 5% and 1%) at the degree of significance 5% = 2.093
the result is 37,89 > 2.093.
Mata Pelajaran : Bahasa Inggris Materi Pokok : Speaking Skill Alokasi Waktu : 1 x 45
A. Kompetensi Inti (K1)
1. Menghayati dan mengamalkan ajaran agama yang dianutnya.
2. Menghayati dan mengamalkan perilaku jujur, disiplin, santun, peduli (gotong royong, kerjasama, toleran, damai), bertanggung jawab, responsif, dan pro-aktif dalam berinteraksi secara efektif sesuai dengan perkembangan anak di lingkungan, keluarga, sekolah, mayarakat, dan lingkungan alam sekitar, bangsa, negara, kawasan regional, dan kawasan internasional.
3. Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural dan metakognitif berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah.
4. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan diri yang dipelajarinya disekolah secara mandiri, bertindak secara efektif dan kreatif, serta mampu menggunakan metode sesuai kaidal keilmuan.
belajar.
2.1 Menunjukan perilaku santun dan peduli dalam melaksanakan komunikasi interpersonal dengan guru dan teman.
2.2. Menunjukan perilaku jujur, disiplin percaya diri, dan bertanggung jawab dalam melaksanakan komunikasi transaksional dengan guru dan teman.
3.2 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada ungkapan menyatakan pendapat dan pikiran, sesuai dengan konteks penggunaannya.
4.2 Menyusun teks lisan dan tulis untuk menyatakan dan merespon ungkapan menyatakan pendapat dan pikiran, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, benar dan sesuai konteks.
C. Indikator Pencapaian Kompetensi
1. Menunjukkan rasa syukur atas kesempatan dapat mempelajari bahasa inggris.
2. Menunjukan perilaku santun dan peduli dalam memberikan dan merespon pendapat.
3. Menunjukan perilaku jujur, disiplin percaya diri, dan bertanggung jawab dalam memberikan dan merespon pendapat.
4. Siswa dapat menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada ungkapan menyatakan pendapat dan pikiran serta responnya sesuai dengan konteks.
5. Siswa dapat menyatakan dan merespon unkapan menyatakan pendapat atau pikiran dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, benar dan sesuai konteks.
pembelajaran, di dalam maupun di luar kelas dengan memberikan keteladanan tentang perilaku santun dan peduli.
Struktur teks
Expression for Agree and Disagree
Stating an opinion
- In my opinion...
- The way I see it
- If you want my honest opinion...
- According to Ali...
- As far as I know Asking for an opinion - What’s your idea?
- What are your thoughts on all of this?
- How do you feel about that?
- Do you agree?
- What do you think?
Expressing agreement - I agree with you - That’s so true - No doubt about it Expressing disagreement - I don’t agree with you
- I couldn’t agree with your opinion
Setting an argument - I think we’re going to have agree to disagree - I think we’re going to have disagree to agree Topic/motion Treatment
1. Crime in Indonesia is caused by the number of children who are neglected by parents.
2. The use of foreign languages in daily communication shows a lack of nationalism.
3. Technological developments make children in Indonesia lazy to read a book.
4. The behavior deviate that does by teen now more caused by social
E. Metode Pembelajaran
Technique : Cooperative Learning Teaching Debate
F. Media, Alat, dan Sumber Pembelajaran 1. Media : Kertas
2. Alat : Pulpen
3. Sumber Belajar : Internet
G. Langkah-langkah Kegiatan Pembelajaran PERTEMUAN 1
Phase Activities Time
Opening 1. Salam
2. Checking for the roll 3. Memberi motivasi
4. Guru memberikan pertanyaan pada siswa terkait dengan materi tentang agree dan disagree.
15 minutes
Main 1. Guru menjelaskan material tentang agree and disagree.
2. Guru menjelaskan prosedur debat.
3. Guru memberikan tema atau topik yang akan diperdebatkan oleh siswa.
20 minutes
kelompok, negatif dan positif.
6. Guru memberikan pre-test.
7. Guru mempersilahkan siswa untuk berdebat dengan masing-masing lawan kelompoknya di depan kelas.
Closing 1. Guru memberikan post-test.
2. Guru mengevaluasi kegiatan pembelajaran.
3. Guru menutup pertemuan dengan salam.
10 minutes
PERTEMUAN 2
Phase Activities Time
Opening 1. Salam
2. Checking for the roll.
3. Memberi motivasi.
15 minutes Main 1. Guru memberikan instruksi kepada siswa
untuk duduk bersama kelompok yang telah ditentukan.
2. Guru kemudian memberikan motion about “The use of foreign languages in daily communication shows a lack of nationalism” yang akan diperdebatkan.
3. Guru kemudian mempersilahkan affirmative team dan negative team untuk mempersiakan materi.
4. Guru mempersilahkan siswa untuk
20 minutes
2. Guru mengevaluasi kegiatan pembelajaran.
3. Guru menutup pertemuan dengan salam.
10 minutes
PERTEMUAN 3
Phase Activities Time
Opening 1. Salam
2. Checking for the roll.
3. Memberi motivasi.
15 minutes Main 1. Guru memberikan instruksi kepada siswa
untuk duduk bersama kelompok yang telah ditentukan.
2. Guru kemudian memberikan motion about “Technological developments make children in Indonesia lazy to read a book”
yang akan diperdebatkan.
3. Guru kemudian mempersilahkan affirmative team dan negative team untuk mempersiakan materi.
4. Guru mempersilahkan siswa untuk berdebat di depan kelas sesuai dengan motion yang telah ditentukan.
20 minutes
Closing 1. Guru memberikan post-test.
2. Guru mengevaluasi kegiatan pembelajaran.
3. Guru menutup pertemuan dengan salam.
10 minutes
2. Checking for the roll.
3. Memberi motivasi.
15 minutes Main 1. Guru memberikan instruksi kepada siswa
untuk duduk bersama kelompok yang telah ditentukan.
2. Guru kemudian memberikan motion about “The behavior deviate that does by teen now more caused by social development or technology development”
yang akan diperdebatkan.
3. Guru kemudian mempersilahkan affirmative team dan negative team untuk mempersiakan materi.
4. Guru mempersilahkan siswa untuk berdebat di depan kelas sesuai dengan motion yang telah ditentukan.
20 minutes
Closing 1. Guru memberikan post-test.
2. Guru mengevaluasi kegiatan pembelajaran.
3. Guru menutup pertemuan dengan salam.
10 minutes
H. Penilaian, Pembelajaran Remedial, dan Pengayaan 1. Teknik penilaian observasi (sikap)
- Penilaian Observasi (Sikap)
Penilaian observasi berdasarkan pengamatan sikap dan perilaku peserta didik sehari-hari, baik terkait dalam proses
skor sikap
BS JJ TJ DS
1. Sarah 75 75 50 75 275 68,75 C
Keterangan:
BS : Bekerja sama
JJ : Jujur
TJ : Tanggung Jawab
DS : Disiplin Catatan:
1. Aspek perilaku dinilai dengan kriteria:
100 : Sangat Baik 75 : Baik
25 : Cukup 25 : Kurang
76 Skor maksimal Skor maksimal = jumlah pernyataan dikalikan jumlah kriteri = 4 x 100= 400
77 Skor sikap = ( jumlah skor dibagi skor maksimal dikali100 )
= (250 : 400) x 100 = 62.50 78 Kode nilai/ predikat :
75,01 – 100,00 = Sangat Baik
50,01- 75,00 = Baik
25,01 – 50,00 = Cukup 00,01 – 25,00 = Kurang
79 Format di atas dapat juga digunakan untuk menilai kompetensi pengetahuan dan keterampilan.
2. Penilaian Pengetahuan No. Aspek yang
dinilai
kriteria Skor 1-5 Skor 1-4
1. Komunikatif
Memahami 4 3
Cukup memahami 3 2
Kurang memahami
Hampir tidak memahami
2 1
runtut
Struktur teks yang digunakan kurang runtut
Struktur yang digunaka hamper tidak runtut
2 1
Struktur teks yang dignukan tidak runtut
1
3. Pilihan kosakata
Sangat variatif dan tepat 5 4
Variatif dan tepat 4 3
Cukup variatif dan tepat 3 2
Kurang variatif dan tepat
Hamper tidak variatif dan tepat
2 1
Tidak variatif dan tepat
1
4. Pilihan tata bahasa
Pilihan tata Bahasa sangat tepat 5 4
Pilihan tata Bahasa tepat 4 3
Pilhan tata Bahasa cukup tepat 3 2
Pilihan tata bahasa kurang tepat
Pilihan tata Bahasa hampir tidak tepat
2 1
Pilihan tata bahasa tidak tepat
1
3. Penilaian keterampilan a. Penilaian Presentasi/ Monolog
Nama peserta didik : ………. Kelas:……….
no. aspek yang dinilai baik Kurang
baik 1. Organisasi presentasi ( pengantar, isi, kesimpulan
2. Isi presentasi ( kedalaman, logika 3. Koherensi dan kelancaran berbahasa 4. Bahasa:
Ucapan Tata bahasa
Perbendaharaan kata
5. Penyajian ( tatapan, ekspresi wajah, bahasa tubuh) Skor yang dicapai
Skor maksimun 10
Terbatas Memuaskan Mahir
Melakukan observasi
tidak jelas pelaksanaannya
Beberapa kegiatan jelas dan terperinci
Semua kegiatan jelas dan
ada transisi unsur kebahasaan sesuai Simulasi Fungsi social tidak
tercapai, ungkapan dan unsur
kebahasaan tidak tepat
Fungsi social kurang tercapai, ungkapan dan unsur kebahasaan kurang tepat
Fungsi social tercapai, ungkapan dan unsure
kebahasaan tepat Presentasi Tidak lancer, topik
kurang jelas, dan tidak menggunakan slide presentasi
Lancar, topik jelas, dan menggunakan slide presentasi tetapi kurang menarik
Sangat lancer, topik jelas, menggunakan slide preswntasi yang menarik Melakukan
monolog
Membaca teks, fungsi sosial kurang tercapai, ngkpan dan unsur kebahasaan kuran tepat, serta tidak lancar
Kurang lancer, fungsi sosial tercapai, struktur dan unsur
kebahasaan tepat dan kalimat berkembang, serta ada transisi
Lancer
mencapai fungsi social, struktur lengkap dan unsur kebahaan sesuai, kalimat berkembang, serta ada transisi Keterangan :
Mahir mendapat skor 3 Memuaskan mendapat skor 2 Terbatas mendapat skor 1
4. Penilaian kemampuan berbicara ( Speaking Skill) No. Aspek yang
dinilai
Kriteria Skor 1-5 Skor 1-4
1. Pengucapan (pronounciation)
Hampir sempurna 5 4
Ada beberapa kesalahan, tetapi tidak menggangu makna 4 3 Ada beberapa kesalahan dan mengganggu makna 3 2 Banyak kesalahan dan mengganggu
makna
Hampir semua salah dan
mengganggu
2 1
Banyak keslahan, tetapi tidak menggangu makna
1
makna semua salah dan
mengganggu makna Terlalu banyak kesalahan dan
mengganngu makna
1
3.
Kelancaran
Sangat lancer 5 4
Lancar 4 3
Cukup lancer 3 2
Kurang lancer Sangat tidak
lancar
2 1
Tidak lancer 1
4. Ketatapan makna
Sangat tepat 5 4
Tepat 4 3
Cukup tepat 3 2
Kurang tepat Hampir tidak
tepat
2 1
Tidak tepat 1
Skor perolehan
X 100 Skor max
Keterangan:
Score Classification
90-100 Excellent
75-90 Good
61-74 Fair
51-60 Less
X<51 Poor
Bagi peserta didik yang belum mencapai target pembelajaran pada waktu yang telah dialokasikan, perlu diberikan kegiatan remedial.
Gowa, 2018
Peneliti
topic.
2. First, I will tell you the topic/motion that you are need to explain.
3. Then, you must give me your opinion about the topic/motion.
Task:
“Stop Bullying in the School”
B. TREATMENT
Expression for Agree and Disagree
Stating an opinion
- In my opinion...
- The way I see it
- If you want my honest opinion...
- According to Ali...
- As far as I know Asking for an opinion - What’s your idea?
- What are your thoughts on all of this?
- How do you feel about that?
- Do you agree?
- What do you think?
Expressing agreement - I agree with you - That’s so true - No doubt about it Expressing disagreement - I don’t agree with you
- I couldn’t agree with your opinion
Setting an argument - I think we’re going to have agree to disagree - I think we’re going to have disagree to agree Topic/motion Treatment
1. Crime in Indonesia is caused by the number of children who are neglected by parents.
book.
4. The behavior deviate that does by teen now more caused by social development or technology development?
C. POST-TEST Instruction:
1. Students have 20 minutes to tell their opinion about the topic/motion.
2. First, I will tell you the topic/motion that you are need to explain.
3. Second, I will make a group consists of affirmative team and opposing team.
4. Then, you must give your opinion about the topic/motion.
Task:
“Stop bullying in the School”
S3
:
Well, eee I agree with stop bullying in the school. Why? Because, ee bullying can demage the students in the school. And there are group feel happy when they ee apa eeeee bullying the students because they are feel happy.(Teacher: Any other?)
S8 : The bullying can happen anywhere, particularly places not the teacher and other students can see. Students can eee benefit theee quiet place for do the bullying. The students can show the apa namanya ee all power for reach the goal.
Thank you mem
S6 : I agree with you. I want to continue about your opinion. If we find the characteristics like the mention by zulham step to do by school is call the student parents and then talk about the problem and come to counseling to come to help eee resolve the issue.
S10 : Ok, I wiil give my opinion. My opinion is students that become victim bully sometimes fells shy, afraid, and uncomfortable. But students must know, know eee if teacher will help them that become the victim bully. Thes tudents can have confidence if the teacher help the students and talk with their parents.
Marzuki as the first speaker, and the second speaker is Munadimah, the third speaker is Usman, the fourth speaker is Ruaidah Aisyah, the fifth speaker is Nurhalika. The reply speaker is the second speaker. Eeee ok bullying is behavior not honorable that student cannot do in the school. Because bullying can imperil other student. And student can afraid to interact with other friend.
A1n : we from negative team. I will introduce my team. I’m Harwan as the first speaker, and the second speaker is Muliyana, the third speaker isSufy Rifqianti, the fourth speaker is Ismayanti, the fifth speaker is Nurfaidah. The reply speaker is the third speaker. Ok, bullying is usually happen in the school. Why? Hmmm, bullying just do for student that feel have dominance in the school. But with bullying all student can various and interdependent with another friend.
A2p : I don’t agree with you. Why? Because, eeeeee at least bullying based on top of each other and kidding. Eventually make things that mmmm not desirable and expe eeee unexpected like de (the) oppression, hit, and all tings (things) that demage physic or eee mental.
A2n : I disagree with you. Because with emphasis that bully eeee done by school-age (age) children, wort (worth) nothing that one of theeeeee caharacteristics of the school age is the egocentrisme (egocentrism) mmm is still dominant. So, when one of the incident happened to them, the child still assume that all is because of them.