CHAPTER V CONCLUSION AND SUGGESTION
B. Suggestion
After passed all of the procedures to finish this thesis, the researcher would like to give some suggestions in apply brainstorming technique in teaching speaking, as follows:
1. The researcher suggests to the students to more active in learning speaking and more brave to speak and explain their idea because it is very important to improve their speaking.
2. The researcher suggests to the teacher that should be creative in teaching English especially in speaking. Because in mastering English need more method or technique to improve it and the researcher suggests to the teacher should be more patient to help the students to solve their problem in learning English.
3. The other researchers who would like to conduct similar research. They are suggested to apply the method in different level of the students because every school has different level of the students. The other researchers should be creative and innovative to modify the activities of the technique in using brainstorming technique to improve the students’ speaking skill.
47
BIBLIOGRAPHY
Abdul, N. B., Daddi, H., & Kamariah, A. (2021). Speaking Project Based- Learning (Spjbl) As An Innovative Learning In Promoting Students’speaking Skill At Senior High School Context. Eternal (English, Teaching, Learning, and Research Journal), 7(2), 471-483.
Allman, B., Freeman, S., Owen, J., Palow, S., & Shiotsu, V. (2000). Skill for successful teaching. McGraw-Hill.
Amidianti. 2011. The implementation of Brainstorming in Teaching English.
Accessed on 27th August, 2021.
Andryani, L. (2012). Improving students speaking skill through socio drama. Journal of instructional psychology, 37(2), 21-28. Accessed on May 6th, 2021.
Brown, D. (2001). Teaching by principles: An interactive approach to language pedagogy . White Plains, Addison: Welsey Longman. San Francisco: San Francisco University.
Crawford, A., Saul, W., & Mathews, S. R. (2005). Teaching and learning strategies for the thinking classroom. IDEA.New York: The International Debate Education Association.
Ginusti, G. N. (2014). Improving the Speaking Skills of Grade VIII Students of SMP Negeri 2 Godean Through Pictures. S1 Thesis.
Gultom, E., & Gurning, B. (2016). The Effect of Brainstorming Teaching Technique on Students’ Achievement in Writing Narrative Paragraph. Transform Journal of English Language Teaching and Learning, 3(4), 221746. Accessed on: 28th August 2021.
Harahap, S. S., Antoni, R., & Rasyidah, U. (2015). An Analysis on Students' Speaking Skill at Second Grade SMP 8 Rambah Hilir (Doctoral dissertation, Universitas Pasir Pengaraian).
Harmer, J. (2007). The practice of English language teaching 4th edition. Harlow:
England Pearson Education.
Kurniati, A. K., Eliwarti, E., & Novitri, N. (2015). A study on the speaking ability of the second year students of SMK Telkom Pekanbaru (Doctoral dissertation, Riau University).
Klingner, J. K., Vaughn, S., & Bordman, A. (2007). Teaching reading comprehension to student swith learning difficulties. New York: The Guliford Press. Leppanen, U., Niemi, P., Aunola, K. & Nurmi, J et
48
al.(2004). Development of reading skills among preschool and primary school pupils. Reading Research Quarterih, 39(1), 72-93.
Navaee, Maryam Sari and Masoud Asadi, 2015. The Effect of Brainsstorming on Reading Comprehension on Iriana EFL Leaners. Journal of English Language Teaching. Vol. 3.
Navarro Romero, B. (2009). Improving speaking skills. Santiago. University of Santiago, 2020
Nazara, S. (2011). Students' perception on EFL speaking skill development. JET (Journal of English Teaching), 1(1), 28-43.
Notoatmodjo, S. 2010. Health Research Methodology. Jakarta: Rineka Cipta.
Novianti, H. (2017). The effectiveness of Using Brainstorming Technique in Teaching Reading Comprehension at the Tenth Grade Students of SMK Ma’arif 6 Ayah Kebumen in the Academic Year of 2016/2017 (Doctoral dissertation, PBI-FKIP). Accessed on August 29th , 2021.
Owo, W. J., Idode, V. O., & Ikwut, E. F. (2016). Validity of brainstorming strategy on students’ prior knowledge and academic performance in chemistry in selected secondary schools in south-south Nigeria. American Academic Scientific Research Journal for Engineering, Technology, and Sciences, 24(1), 113-130. Accessed on August 29th, 2021.
Permanasari, R. C. (2014). Improving Students’ Speaking Skill Through Three Steps Interview Technique (An Action Research of the Tenth Grade Students of SMK Negeri 9 Semarang in the Academic Year of 2013- 2014). Published Research Paper. Semarang: UNNES. Acceseed on December 5th, 2021.
Rao, Z. (2007). Training in brainstorming and developing writing skills. ELT journal, 61(2), 100-106.
Ringgi, C. P. (2012). The Effectiveness of Using Strip Stories Technique in Teaching Speaking Toward Students’ Speaking Achievement of the Eleventh Grade Studensts of Excellent Science Class in MAN Tulungagung 1.
Rossiter, M. J. (2009). Perceptions of L2 fluency by native and non-native speakers of English. Canadian Modern Language Review, 65(3), 395-412.
Sallis, E. (2010). Manajemen mutu terpadu pendidikan. Jogjakarta: IRCisD.
Accessed on August 29th,2021.
Sari, I. (2011). Using role play in improving students speaking ability. Jakarta:
University Islam Negeri Jakarta. Accessed on : December 5th , 2021.
49
Sari, N. P. 2011 Improving students' speaking ability by using role play: a classroom action research at VII Grade of SMPN 251 Jakarta-Timur.
Accessed on August 28th, 2021.
Sidiq, Harim. 2018. Social science references in the digital era; Sociology and social sciences. Accessed on: August 28th, 2021.
Sinagatullin, I. M. (2009). Teaching is more than pedagogical practice: Thirty- three strategies for dealing with contemporary students. R&L Education.
Sugiyono. 2010. Statistika untuk Penelitian. CV Alfabeta.
Sundari, D. 2019. The Effect Of Applying Brainstorming Technique Assisted By Spinner Board Game On The Students’speaking Achievement. Accessed on August 27th August, 2021.
Sembiring, Novalina. 2019. Improving Students’ Speaking Skill by Using Round Robin Brainstorming Technique. Journal of English Learning Teaching.
ISSN: 2580-4278. Vol. 3 No.1. Accessed on: August 28th, 2021.
Searle, M. (2010). What every school leader needs to know about RTI. ASCD.
USA: ASCD.
Wahyuni, T. (2019). Improving Students’speaking Skill In Having Job Interview Using Role Play Method At Stmik Asia Malang. Journal MELT (Medium for English Language Teaching), 2(2), 144-156.
Wray, D. (2002). English 7-11: developing primary teaching skills. Routledge.
Ziraluo, D. (2014). Improving Students Achievement in Speaking Through Brainstorming Technique (Doctoral dissertation, UNIMED).
50 Appendix A
PRE-TEST
The researcher will give the students’ 3-5 minutes to describe about house in front of the class. With this topic the researcher can see the accuracy and fluency of the students’ in speaking.
Figures 6.1. House
51 POST-TEST
Post-test will be same with the pre-test. The researcher will give the students’ 3-5 minutes to describe the school in front of the class. With this topic the researcher can see the accuracy and fluency of the students’ in speaking.
Figures 6.2. School
52 Appendix B
PRE-TEST
Figures 6.3. The students’ Pre-test
Figures 6.4. The students’ Pre-test
53 POST-TEST
Figures 6.5. Post-test
Figures 6.6. Post-test
54 Appendix C
The list name of VIII.6 at UPT SMPN 4 Pinrang
No Code Name
1 S-1 Ahmad Yadi.D 2 S-2 Hendrik
3 S-3 Ikhsan
4 S-4 Indra Prajaya 5 S-5 Ismail Jafar 6 S-6 M. Fahri
7 S-7 Muh. Adnan Mustafa
8 S-8 Muh. Aslam
9 S-9 Muh. Yusril
10 S-10 Naufal Risky Aryadi 11 S-11 Nurrahmat
12 S-12 Rahmad Burhan 13 S-13 Rangga
14 S-14 Resaldi 15 S-15 Rezky 16 S-16 Riyangga
17 S-17 Muhammad Firmansyah 18 S-18 Muhammad Ibnu Syaifullah 19 S-19 Reski Purnama Nur
20 S-20 Andi Suci Ramadhan 21 S-21 Annisa Rahmawati 22 S-22 Gusviana Agus 23 S-23 Inawati
24 S-24 Khaelyla Nur Qholby 25 S-25 Ledhy Qur’any 26 S-26 Mutmainna Parman 27 S-27 Nur Azizah
28 S-28 Namira
29 S-29 Nur Anggraini 30 S-30 Nur Aulia Dasri 31 S-31 Putri Novryanti Arsyad 32 S-32 Rani Atika
55 Appendix D
Data Analysis of Students’ Mean Score Pre-Test and Post-Test No Sample Pre-test
Fluency Post-test
Fluency Pre-test
accuracy Post-test accuracy
1 S-1 60.00 75.00 65.00 80.00
2 S-2 65.00 80.00 75.00 85.00
3 S-3 65.00 75.00 65.00 80.00
4 S-4 70.00 85.00 75.00 95.00
5 S-5 70.00 80.00 70.00 85.00
6 S-6 60.00 80.00 65.00 85.00
7 S-7 70.00 85.00 75.00 90.00
8 S-8 60.00 75.00 65.00 85.00
9 S-9 70.00 80.00 70.00 80.00
10 S-10 65.00 85.00 70.00 80.00
11 S-11 50.00 75.00 55.00 75.00
12 S-12 70.00 90.00 70.00 95.00
13 S-13 70.00 80.00 70.00 80.00
14 S-14 70.00 85.00 65.00 80.00
15 S-15 70.00 85.00 65.00 85.00
16 S-16 70.00 80.00 70.00 80.00
17 S-17 70.00 85.00 70.00 90.00
18 S-18 50.00 75.00 55.00 80.00
19 S-19 55.00 75.00 60.00 80.00
20 S-20 70.00 90.00 70.00 95.00
21 S-21 70.00 80.00 65.00 85.00
22 S-22 70.00 85.00 70.00 85.00
23 S-23 70.00 80.00 65.00 85.00
24 S-24 60.00 75.00 50.00 80.00
25 S-25 50.00 70.00 55.00 75.00
26 S-26 55.00 80.00 60.00 80.00
27 S-27 50.00 75.00 65.00 80.00
28 S-28 50.00 80.00 60.00 80.00
29 S-29 50.00 70.00 50.00 75.00
30 S-30 70.00 90.00 70.00 90.00
31 S-31 70.00 85.00 65.00 80.00
32 S-32 70.00 80.00 70.00 80.00
56 Appendix E
A. Assessment of Speaking Fluency Students Pre-Test
Criteria Post-Test
Criteria
Score Score
S-1 60
At times gives up making the effort.
Full of long unnatural pauses
75
Make an effort much of time, often repeat the word
S-2 65
Long pauses while search the meaning and halting delivery
80
Repeat the word, make an effort much time
S-3 65
Long pauses while search the meaning
and halting delivery 75
Make an effort much of time, often repeat the word.
S-4 70 Frequently
fragmentary and halting delivery
85 Although has to make an effort and search for words
S-5 70
Frequently fragmentary and
halting delivery 80
Repeat the word, make an effort much time
S-6 60
At times gives up making the effort.
Full of long unnatural pauses
80
Repeat the word, make an effort much time
S-7 70
Frequently fragmentary and
halting delivery 85
Although has to make an effort and search for words
S-8 60
At times gives up making the effort.
Full of long unnatural pauses
75
Make an effort much of time, often repeat the word
S-9 70
Frequently fragmentary and
halting delivery 80
Repeat the word, make an effort much time
S-10 65 Long pauses while search the meaning and halting delivery
85 Although has to make an effort and search for words
S-11 50
Full long and unnatural pauses.
Very halting and 75
Make an effort much of time, often repeat the word
57 fragmentary
delivery. Times gives up making effort. Very limited range of expression
S-12 70
Frequently fragmentary and
halting delivery 90
There are not too many unnatural pauses
S-13 70 Frequently fragmentary and halting delivery
80 Repeat the word, make an effort much time
S-14 70
Frequently fragmentary and halting delivery
85
Although has to make an effort and search for words
S-15 70
Frequently fragmentary and
halting delivery 85
Although has to make an effort and search for words
S-16 70 Frequently fragmentary and halting delivery
80 Repeat the word, make an effort much time
S-17 70
Frequently fragmentary and
halting delivery 85
Although has to make an effort and search for words
S-18 50
Full long and unnatural pauses.
Very halting and fragmentary delivery. Times gives up making effort. Very limited range of expression
75
Make an effort much of time, often repeat the word
S-19 55
Full long and unnatural pauses.
Very limited range of expression
75
Make an effort much of time, often repeat the word
S-20 70
Frequently fragmentary and
halting delivery 90
There are not too many unnatural pauses
S-21 70 Frequently fragmentary and halting delivery
80 Repeat the word, make an effort much time
S-22 70 Frequently 85 Although has to make
58 fragmentary and halting delivery
an effort and search for words
S-23 70
Frequently fragmentary and
halting delivery 80
Repeat the word, make an effort much time
S-24 60
At times gives up making the effort.
Full of long unnatural pauses
75
Make an effort much of time, often repeat the word
S-25 50
Full long and unnatural pauses.
Very halting and fragmentary delivery. Times gives up making effort. Very limited range of expression
70
Frequently fragmentary and halting delivery
S-26 55
Full long and unnatural pauses.
Very limited range of expression
80
Repeat the word, make an effort much time
S-27 50
Full long and unnatural pauses.
Very halting and fragmentary delivery. Times gives up making effort. Very limited range of expression
75
Make an effort much of time, often repeat the word
S-28 50
Full long and unnatural pauses.
Very halting and fragmentary delivery. Times gives up making effort. Very limited range of expression
80
Repeat the word, make an effort much time
S-29 50
Full long and unnatural pauses.
Very halting and fragmentary delivery. Times gives up making effort. Very limited
70
Frequently fragmentary and halting delivery
59 range of expression
S-30 70
Frequently fragmentary and halting delivery
90
There are not too many unnatural pauses
S-31 70
Frequently fragmentary and
halting delivery 85
Although has to make an effort and search for words
S-32 70 Frequently fragmentary and halting delivery
80 Repeat the word, make an effort much time
Notes:
1. Poor : 50-60 2. Average : 65-70 3. Good : 75-80 4. Very Good : 85-90 5. Excellent : 95
60 B. Assessment of Speaking Accuracy
Students Pre-Test
Criteria Post-Test
Criteria
Score Score
S-1 65 Frequent problems with pronunciation and intonation
80 Pronunciation and intonation errors
S-2 75
Pronunciation and intonation errors make difficult to understand
85
Pronunciation usually accurate with few problem
S-3 65 Frequent problems with pronunciation and intonation
80 Pronunciation and intonation errors
S-4 75
Pronunciation and intonation errors make difficult to understand
95
Pronunciation almost always very accurate
S-5 70
Frequent problem in
pronunciation 85
Pronunciation usually accurate with few problem
S-6 65
Frequent problems with pronunciation
and intonation 85
Pronunciation usually accurate with few problem
S-7 75
Pronunciation and intonation errors make difficult to understand
90
Pronunciation and intonation are usually clear
S-8 65
Frequent problems with pronunciation
and intonation 85
Pronunciation usually accurate with few problem
S-9 70 Frequent problem in
pronunciation 80 Pronunciation and intonation errors S-10 70 Frequent problem in
pronunciation 80 Pronunciation and intonation errors
S-11 55
Speak very hasty, and more sentences are not appropriated
75
Pronunciation and intonation errors make difficult to understand S-12 70 Frequent problem in
pronunciation 95 Pronunciation almost always very accurate S-13 70 Frequent problem in 80 Pronunciation and
61
pronunciation intonation errors
S-14 65
Frequent problems with pronunciation and intonation
80
Pronunciation and intonation errors
S-15 65
Frequent problems with pronunciation
and intonation 85
Pronunciation usually accurate with few problem
S-16 70 Frequent problem in
pronunciation 80 Pronunciation and intonation errors
S-17 70
Frequent problem in
pronunciation 90
Pronunciation and intonation are usually clear
S-18 55
Speak very hasty, and more sentences
are not appropriated 80
Pronunciation and intonation errors
S-19 60 More sentences are not appropriate in pronunciation
80 Pronunciation and intonation errors S-20 70 Frequent problem in
pronunciation 95 Pronunciation almost always very accurate
S-21 65
Frequent problems with pronunciation
and intonation 85
Pronunciation usually accurate with few problem
S-22 70 Frequent problem in
pronunciation 85 Pronunciation usually accurate with few problem
S-23 65
Frequent problems with pronunciation and intonation
85
Pronunciation usually accurate with few problem
S-24 50
The students’ speak very hasty, and more sentences are not appropriate in pronunciation and little or no
communication
80
Pronunciation and intonation errors
S-25 55
Speak very hasty, and more sentences are not appropriated
75
Pronunciation and intonation errors make difficult to understand S-26 60 More sentences are
not appropriate in 80 Pronunciation and intonation errors
62 pronunciation
S-27 65
Frequent problems with pronunciation and intonation
80
Pronunciation and intonation errors
S-28 60
More sentences are not appropriate in
pronunciation 80
Pronunciation and intonation errors
S-29 50
The students’ speak very hasty, and more sentences are not appropriate in pronunciation and little or no
communication
75
Pronunciation and intonation errors make difficult to understand
S-30 70
Frequent problem in
pronunciation 90
Pronunciation and intonation are usually clear
S-31 65 Frequent problems with pronunciation and intonation
80 Pronunciation and intonation errors S-32 70 Frequent problem in
pronunciation 80 Pronunciation and intonation errors
Notes:
1. Poor : 50-60 2. Average : 65-70 3. Good : 75-80 4. Very Good : 85-90 5. Excellent : 95
63 Appendix F
To know the score of the students’, the researcher used formula:
Score = X 100
A. Rubric of fluency in term of smoothness
Classification Score Criteria
Excellent 91-100
Has to make an effort at times and search for words. Nevertheless, smooth delivery on the whole and only a few unnatural pauses.
Very Good 81-90
Although has to make an effort and search for words, there are not too many unnatural pauses fairly smooth delivery mostly.
Good 71-80
Has to make an effort much of the time, often repeat the word which has already said.
Average 61-70
Long pauses while he searches for the desired meaning. Frequently fragmentary and halting delivery.
Poor 50-60
Full of long and unnatural pauses. Very halting and fragmentary delivery. At times gives up making the effort. Very limited range of expression.
64 B. Rubric of accuracy in term of pronunciation
Classification Score Criteria
Excellent 91-100 Pronunciation and intonation are almost always very clear/accurated.
Very Good 81-90 Pronunciation and intonation are usually clear/accurated with a few problem areas.
Good 71-80 Pronunciation and intonation errors sometimes make it difficult to understand the student.
Average 61-70 Frequent problems with pronunciation and intonation.
Poor 50-60 The students’ speak very hasty, and more sentences are not appropriate in pronunciation and little or no communication.
Longman (2009)
65 After Scoring, the data classified as follows:
No Score Classification
1 2 3 4 5
91-100 81-90 71-80 61-70 50-60
Excellent Very good
Good Average
Poor
(Depdikbud, 2010:27) Appendix G
The Improvement of Students in Speaking Ability 1. Improvement Students’ Fluency (smoothness)
% = 𝑋2− 𝑋1
𝑋1 ×100
% = 80.31 −63.59
63.59 ×100
% = 16.72
63.59×100
% = 0.2629×100
% = 26.29 The students’ improvement = 26.29%
66
2. Improvement Students’ Accuracy in term of pronunciation
% = 𝑋2− 𝑋1
𝑋1 ×100
% = 83.12 −65.31
65.31 ×100
% = 17.81
65.31×100
% = 0.2726×100
% = 27.26 The students’ improvement = 27.26%
3. The improvement Speaking Ability
% = 2 1
1 ×100
% = 27.26 26.29
26.29 ×100
% = 0.97
26.29×100
% = 0.036×100
% = 3.68%
The improvement Speaking Ability = 3.68%
67 Appendix H
T-Test Analysis
Paired Samples Statistics
Mean N Std. Deviation Std. Error Mean
Pair 1 PreFluency 63.5938 32 8.05569 1.42406
PostFluency 80.3125 32 5.37880 .95085
Pair 2 PreAccuracy 65.3125 32 6.71271 1.18665
PostAccuracy 83.1250 32 5.49927 .97214
Paired Samples Correlations
N Correlation Sig.
Pair 1 PreFluency & PostFluency 32 .736 .000
Pair 2 PreAccuracy & PostAccuracy 32 .650 .000
Paired Samples Test
Paired Differences
t df
Sig. (2- tailed) Mean
Std.
Deviatio n
Std.
Error Mean
95% Confidence Interval of the
Difference Lower Upper Pair 1 PreFluency -
PostFluency
- 16.71875
5.47861 .9684 9
- 18.69400
- 14.74350
-17.263 31 .000
Pair 2 PreAccuracy -
PostAccurac y
- 17.81250
5.22671 .9239 6
- 19.69693
- 15.92807
-19.278 31 .000
68 Appendix I
Distribution of T-table
Pr 0.25 0.10 0.05 0.025 0.01
Df 0.50 0.20 0.10 0.050 0.02
1 1.00000 3.07768 6.31375 12.70620 31.82052
2 0.81650 1.88562 2.91999 4.30265 6.96456
3 0.76489 1.63774 2.35336 3.18245 4.54070
4 0.74070 1.53321 2.13185 2.77645 3.74695
5 0.72669 1.47588 2.01505 2.57058 3.36493
6 0.71756 1.43976 1.94318 2.44691 3.14267
7 0.71114 1.41492 1.89458 2.36462 2.99795
8 0.70639 1.39682 1.85955 2.30600 2.89646
9 0.70272 1.38303 1.83311 2.26216 2.82144
10 0.69981 1.37218 1.81246 2.22814 2.76377
11 0.69745 1.36343 1.79588 2.20099 2.71808
12 0.69548 1.35622 1.78229 2.17881 2.68100
13 0.69383 1.35017 1.77093 2.16037 2.65031
14 0.69242 1.34503 1.76131 2.14479 2.62449
15 0.69120 1.34061 1.75305 2.13145 2.60248
16 0.69013 1.33676 1.74588 2.11991 2.58349
17 0.68920 1.33338 1.73961 2.10982 2.56693
18 0.68836 1.33039 1.73406 2.10092 2.55238
19 0.68762 1.32773 1.72913 2.09302 2.53948
20 0.68695 1.32534 1.72472 2.08596 2.52798
21 0.68635 1.32319 1.72074 2.07961 2.51765
22 0.68581 1.32124 1.71714 2.07387 2.50832
23 0.68531 1.31946 1.71387 2.06866 2.49987
24 0.68485 1.31784 1.71088 2.06390 2.49216
25 0.68443 1.31635 1.70814 2.05954 2.48511
26 0.68404 1.31497 1.70562 2.05553 2.47863
27 0.68368 1.31370 1.70329 2.05183 2.47266
28 0.68335 1.31253 1.70113 2.04841 2.46714
29 0.68304 1.31143 1.69913 2.04523 2.46202
30 0.68276 1.31042 1.69726 2.04227 2.45726
31 0.68249 1.30946 1.69552 2.03951 2.45282
32 0.68223 1.30857 1.69389 2.03693 2.44868
69 Appendix J
LESSON PLAN RENCANA PELAKSANAAN
PEMBELAJARAN (RPP) Satuan Pendidikan : UPT SMPN 4 Pinrang
Mata Pelajaran : Bahasa Inggris
Kelas : VIII
Materi Pokok : Tes Deskriptif Alokasi Waktu : 4 X 45 Menit
A. Kompetensi Inti
KI1 dan KI2: Menghargai dan menghayati ajaran agama yang dianutnya serta Menghargai dan menghayati perilaku jujur, disiplin, santun, percaya diri, peduli, dan bertanggung jawab dalam berinteraksi secara efektif sesuai dengan perkembangan anak di lingkungan, keluarga, sekolah, masyarakat dan lingkungan alam sekitar, bangsa, negara, dan kawasan regional.
KI3: Memahami dan menerapkan pengetahuan faktual, konseptual, prosedural, dan metakognitif pada tingkat teknis dan spesifik sederhana berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya dengan wawasan kemanusiaan, kebangsaan, dan kenegaraan terkait fenomena dan kejadian tampak mata.
KI4: Menunjukkan keterampilan menalar, mengolah, dan menyaji secara kreatif, produktif, kritis, mandiri, kolaboratif, dan komunikatif, dalam ranah konkret dan ranah abstrak sesuai dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut pandang teori.
B. Kompetensi Dasar dan Indikator
Kompetensi Dasar Indikator
3.6 Menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan teks interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta informasi terkait keberadaan orang, benda, binatang, sesuai
dengan konteks
penggunaannya. (Perhatikan
3.6.1 Mengidentifikasi fungsi social dan unsur kebahasaan teks interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta informasi terkait keberadaan orang, benda, binatang,
sesuai dengan konteks
penggunaannya
3.6.2 Mengidentifikasi kalimat menanyakan dan menyebutkan
70
unsur kebahasaan there is/are) keberadaan orang, benda, binatang di rumah, sekolah, dan sekitarnya, dengan tata bahasa, ucapan dan tekanan kata yang benar
4.6 Menyusun teks interaksi transaksional lisan dan tulis sangat pendek dan sederhana yang melibatkan tindakan memberi dan meminta informasi terkait keberadaan orang, benda, binatang, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks
4.6.1 Mengisikan dengan ungkapan jumlah yang tepat pada kalimat-kalimat rumpang
4.6.2 Membuat teks pendek untuk mendeskripsikan rumah masing- masing dan sekitarnya dengan menyebutkan keberaan orang, benda, binatang dan jumlahnya, dengan ejaan dan tanda baca yang benar
C. Tujuan Pembelajaran
1. Dapat meningkatkan kemampuan siswa dalam berbahasa inggris dengan berfokus pada kefasihan (smoothness) dan pengucapan (pronunciation) D. Model/Metode Pembelajaran
1. Metode : Brainstorming Technique E. Media dan Sumber Belajar
1. Media : Gambar
2. Sumber Belajar : Buku dan Internet F. Langkah-langkah Kegiatan Pembelajaran
1. Pertemuan Pertama Kegiatan awal:
a. Melakukan pembukaan dengan salam pembuka dan berdoa untuk memulai pembelajaran.
b. Guru memperkenalkan dirinya sebagai guru bahasa inggris sementara.
c. Memeriksa kehadiran siswa.
d. Menyampaikan tujuan pembelajaran yang akan berlangsung.
71
e. Menyampaikan topik pembelajaran yang akan dibahas yaitu deskriptif teks.
Kegiatan inti:
a. Menanyakan kepada siswa apakah mereka pernah belajar deskriptif teks sebelumnya.
b. Guru meminta siswa memahami topik yang telah diberikan.
c. Guru meminta siswa untuk mendeskripsikan “rumah” di depan kelas atau hanya berdiri dari bangkunya.
d. Guru memberikan penjelasan dan menyimpulkan materi atau topik dengan metode yang digunakan dalam pemebelajaran speaking.
Kegiatan penutup:
a. guru memberikan penjelasan dan menyimpulkan terkait pembelajaran menggunakan metode tersebut.
b. Guru memberikan penghargaan kepada siswa yang telah aktif dalam pembelajaran.
c. Memberikan motivasi kepada siswa yang belum bias berpartisipasi aktif dalam kegiatan pembelajaran.
d. Menanyakan perasaan siswa setelah melakukan pembelajaran tersebut.
e. Menyampaikan rencana pembelajaran pada pembelajaran berikutnya.
2. Pertemuan Kedua Kegiatan awal:
a. Melakukan pembukaan dengan salam pembuka dan berdoa untuk memulai pembelajaran.
b. Memeriksa kehadiran siswa.
c. Menyampaikan tujuan pembelajaran yang akan berlangsung.
d. Menyampaikan topik pembelajaran yang akan dibahas.
e. Guru bertanya kepada siswa mengenai hal yang berkaitan dengan materi.
72
f. Guru mengajak siswa mengingat kembai topic yang pernah dipelajari.
Kegiatan inti:
a. Guru menanyakan kepada siswa apakah telah mempelajari materi yang telah diberitahu sebelumnya yaitu tentang teks deskriptif.
b. Guru menjelaskan aturan dan cara menggunakan brainstorming.
c. Guru membagi siswa dalam beberapa kelompok.
d. Guru meminta siswa untuk berdiskusi tentang topic yang berikan.
e. Guru mengontrol kegiatan siswa dan memastikan siswa menggunakan bahasa inggris saat diskusi.
f. Membiasakan siswa berbicara untuk menyelesaikan masalah.
g. Guru memberikan penjelasan dan menyimpulkan materi atau topic dengan metode yang digunakan dalam pembelajaran speaking.
Kegiatan penutup:
a. Guru bertanya tentang hal yang belum dipahami oleh siswa mengenai topik pembelajaran.
b. Menanyakan perasaan siswa setelah melakukan pembelajaran menggunakan teknik brainstorming.
c. Menyampaikan rencana pembelajaran pada pertemuan berikutnya.
3. Pertemuan Ketiga Kegiatan awal:
a. Guru menyapa dengan menggunakan bahasa inggris.
b. Guru memeriksa kehadiran siswa
c. Guru memastikan peserta didik merespon, jika belum guru tidak akan melanjutkan pembelajaran jika sebagian besar siswa belum mengerti, biasa di combine dengan bahasa Indonesia.
d. Guru meminta perwakilan siswa untuk baca doa sebelum pelajaran dimulai