CHAPTER V CONCLUSION AND SUGGESTION
B. Suggestion
Based on the conclusion above the researcher proposed some suggestions as follows:
1. The English teacher at the Second Year Students of SMK Muhammadiyah Bontoala should give positive suggestion for the students in learning English speaking through Predict-Observe-Explain Method.
2. The English teacher should know how to teach speaking by using Predict-Observe-Explain Method.
3. The result of this research also can be used as an additional reference or further research with different discussion for the next researcher.
Code
Indicator (Speaking Accuracy)
Pretest (X-1) Posttest (X-2) D
S-01 3.8 5.6 1,8 3.24
S-02 2.8 5 2.2 4.84
S-03 3.8 5.6 1.8 3.24
S-04 4.4 6.1 1.7 2.89
S-05 3.3 5.6 2.3 5.29
S-06 5.5 7.2 1.7 2.89
S-07 3.8 6.7 2.9 8.41
S-08 3.3 6.1 2.8 7.84
S-09 3.3 5.6 2.3 5.29
S-10 3.8 6.1 2.3 5.29
S-11 4.4 6.1 1.7 2.89
S-12 3.8 6.7 2.9 8.41
S-13 3.8 5.6 1.8 3.24
S-14 2.8 5.6 2.8 7.84
S-15 4.4 6.1 1.7 2.89
S-16 3.8 5.6 1.8 3.24
S-17 5.5 7.2 1.7 2.89
S-18 3.9 6.1 2.2 4.84
S-19 5 6.7 1.7 2.89
S-20 3.3 5 1.7 2.89
S-21 4.4 6.7 2.3 5.29
S-22 4.4 5 0.6 0.36
S-23 2.8 5.6 2.8 7,84
S-24 4.4 6.1 1.7 2.89
S-25 3.8 5 1.2 5.29
S-26 2.7 5 2.3 5.29
S-27 5.5 7.8 1.1 1.21
S-29 3.3 5 1.7 2.89
S-30 2.8 6.1 3.3 10.89
Score 117.5 178.7 61.1 134.63
(X) 3.9 5.9 D 2.03 ∑ 134,63
Code Vocabulary Converted Classifying vocabulary Converted Classifying
S-01 2 3.3 Fair 3 5 Very Good
S-02 2 3.3 Fair 3 5 Very Good
S-03 2 3.3 Fair 3 5 Very Good
S-04 3 5 Very Good 4 6.7 Excellent
S-05 1 1.7 Very Poor 3 5 Very Good
S-06 2 3.3 Fair 3 5 Very Good
S-07 3 5 Very Good 5 8.3 Excellent
S-08 1 1.7 Very Poor 4 6.7 Excellent
S-09 1 1.7 Very Poor 3 5 Very Good
S-10 3 5 Very Good 4 6.7 Excellent
S-11 2 3.3 Fair 3 5 Very Good
S-12 3 5 Very Good 5 8.3 Excellent
S-13 2 3.3 Fair 3 5 Very Good
S-14 3 5 Very Good 4 6.7 Excellent
S-15 3 5 Very Good 4 6.7 Excellent
S-16 2 3.3 Fair 3 5 Very Good
S-17 2 3.3 Fair 3 5 Very Good
S-18 3 5 Very Good 5 8.3 Excellent
S-19 3 5 Very Good 5 8.3 Excellent
S-20 2 3.3 Fair 3 5 Very Good
S-21 3 5 Very Good 4 6.7 Excellent
S-22 2 3.3 Fair 3 5 Very Good
S-23 3 5 Very Good 4 6.7 Excellent
S-24 2 3.3 Fair 3 5 Very Good
S-25 2 3.3 Fair 3 5 Very Good
S-26 2 3.3 Fair 3 5 Very Good
S-27 3 5 Very Good 4 6.7 Excellent
S-28 3 3.3 Fair 3 5 Very Good
S-29 2 3.3 Fair 3 5 Very Good
S-30 3 5 Very Good 5 8.3 Excellent
∑X 70 116.3 108 180.1
X 2.3 3.87 Fair 3.6 6.00 Excellent
Code Pronunciation Converted Classifying Pronunciation Converted Classifying
S-01 2 3.3 Fair 4 6.7 Excellent
S-02 1 1,7 Very Poor 3 5 Very Good
S-03 2 3.3 Fair 4 6.7 Excellent
S-04 2 3.3 Fair 4 6.7 Excellent
S-05 2 3.3 Fair 4 6.7 Excellent
S-06 4 6.7 Excellent 5 8.3 Excellent
S-07 2 3.3 Fair 4 6.7 Excellent
S-08 2 3.3 Fair 4 6.7 Excellent
S-09 2 3.3 Fair 4 6.7 Excellent
S-10 2 3.3 Fair 4 6.7 Excellent
S-11 3 5 Very Good 5 8.3 Very Good
S-12 2 3.3 Very Good 4 6.7 Excellent
S-13 2 3.3 Fair 4 6.7 Excellent
S-14 1 1.7 Very Poor 3 5 Very Good
S-15 2 3.3 Fair 4 6.7 Excellent
S-16 2 3.3 Fair 4 6.7 Excellent
S-17 4 6.7 Excellent 5 8.3 Excellent
S-18 3 5 Very Good 3 5 Very Good
S-19 3 5 Very Good 4 6.7 Excellent
S-20 1 1.7 Very Poor 3 5 Very Good
S-21 4 6.7 Excellent 5 8.3 Excellent
S-22 3 5 Very Good 3 5 Very Good
S-23 1 1.7 Very Poor 3 5 Very Good
S-24 3 5 Very Good 5 8.3 Excellent
S-25 2 3.3 Fair 3 5 Very Good
S-26 1 1.7 Very Poor 3 5 Very Good
S-27 3 5 Very Good 5 8.3 Excellent
S-28 3 5 Very Good 5 8.3 Excellent
S-29 1 1.7 Very Poor 3 5 Very Good
S-30 1 1.7 Very Poor 3 5 Very Good
∑X 67 109.9 117 195.2
X 2.2 3.66 Fair 3.9 6.50 Excellent
Code Grammar Converted Classifying Grammar Converted Classifying
S-01 3 5 Very Good 3 5 Very Good
S-02 2 3.3 Fair 3 5 Very Good
S-03 3 5 Very Good 3 5 Very Good
S-04 3 5 Very Good 3 5 Very Good
S-05 3 5 Very Good 3 5 Very Good
S-06 4 6.7 Excellent 5 8.3 Excellent
S-07 2 3.3 Fair 3 5 Very Good
S-08 3 5 Very Good 3 5 Very Good
S-09 3 5 Very Good 3 5 Very Good
S-10 2 3.3 Fair 3 5 Very Good
S-11 3 5 Very Good 3 5 Very Good
S-12 2 3.3 Fair 3 5 Very Good
S-13 3 5 Very Good 3 5 Very Good
S-14 1 1.7 Very Poor 3 5 Very Good
S-15 3 5 Very Good 3 5 Very Good
S-16 3 5 Very Good 3 5 Very Good
S-17 4 6.7 Excellent 5 8.3 Excellent
S-18 1 1.7 Very Poor 3 5 Very Good
S-19 3 5 Very Good 3 5 Very Good
S-20 3 5 Very Poor 3 5 Very Good
S-21 1 1.7 Very Poor 3 5 Very Good
S-22 3 5 Very Good 3 5 Very Good
S-23 1 1.7 Very Poor 3 5 Very Good
S-24 3 5 Very Good 3 5 Very Good
S-25 3 5 Very Good 3 5 Very Good
S-26 2 3.3 Fair 3 5 Very Good
S-27 4 6.7 Excellent 5 8.3 Excellent
S-28 3 5 Very Good 3 5 Very Good
S-29 3 5 Very Good 3 5 Very Good
S-30 1 1.7 Very Poor 3 5 Very Good
∑X 78 130.1 96 159.9
X 2.6 4.33 Good 3.2 5.33 Very Good
XX =
N
Where:
X = Mean score
X = Total scoreN = The number of students a. Mean of Pre-test
X = .
= 3.95
b. Mean of Post-test X = .
= 5.94
3. Improvement students in Speaking P = X2–X1 x 100
X1
P = 5.9–3.9x 100 3.9
P = 2 x 100 3.9
The students’ improvement= 51.28 %
N = 30 D =∑ = . = 2.03
t =
∑ ( )
( )
t = .
. – ( . )
( )
t = .
. ( . ) ( )
t = .
√ . .
t = , =√0.15 = 0.387
t = .
.
=5.24
5. t-table
df = n-1
df = 30-1
df = 29
t-table for ( ) = 0.5 = 2.045
1.0 0.5 0.1 0.01 1
2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23
6.314 2.920 2.535 2.132 2.015 1.943 1.895 1.860 1.833 1.812 1.769 1.782 1.771 1.761 1.753 1.746 1.740 1.734 1.729 1.725 1.721 1.717 1.714
12.706 4.303 4.182 2.776 2.571 2.447 2.365 2.306 2.262 2.226 2.201 2.179 2.160 2.145 2.131 2.120 2.110 2.101 2.093 2.086 2.080 2.074 2.690
63.357 9.326 5.841 4.604 4.032 3.707 3.499 3.355 3.250 3.169 3.106 3.055 3.120 2.977 2.947 2.921 2.898 2.878 2.861 2.845 2.831 2.819 2.807
636.619 31.598 12.941 8.610 6.859 5.959 5.405 5.041 4.781 4.587 4.437 4.318 4.221 4.140 4.073 4.045 3.965 3.922 3.883 3.850 3.819 3.792 3.767
26 27 28 29 30 40 60 120
1.706 1.703 1.701 1.699 1.697 1.684 1.671 1.658 1.645
2.056 2.052 2.048 2.045
2.042 2.021 2.000 2.980 2.690
2.779 2.771 2.763 2.756 2.750 2.704 2.660 2.617 2.576
3.707 3.690 3.674 3.656 3.646 3.551 3.460 3.373 3.291
Describe your opinion about this topic:
living in the town or living in the village.
Post Test
Using Predict-Observe-Explain Method to develop this topic by use:
- Asking and giving opinion,
- Expressing satisfied and unsatisfied - Expressing happiness.
Spend the holidays in tourist attraction or vacation in the village.
Good Luck!
Brown, Douglas. 1985. Principle of Language Learning and Teaching. New Jersey:
Prentice Hal Inc.
Bruce E Gronbeck. 1992. Principle of Speech Communication. New York: Longman Group.
Cornblec. 2001. New Twentieth Dictionary Use. G & C Merrian Company Publisher.
Cangara. 1992. The Effect of Using Picture on Speaking (a Study at the Third Year Students of SMA 5 Ujung Pandang).
Dalziel, James. 2010. Practical eTeaching Strategies for Predict–Observe–Explain Problem-Based Learning and Role Plays. Australia: LAMS International Level 1, 3 Innovation Road, Macquarie University NSW 2109
Doff. 1988. Teaching Oral English. New York: Longman.
Gay, L. R. 1981. Educational Research: Competences of Analysis and Application.
United States of America: Charles E. Merrill Publishing Co.
Harmer. 1991. The Practice of English Teaching. Longman: New York.
Harmer, Jeremy. 2007. The Practice of English Language Teaching. London: Pearson Longman
Heaton, J. B. 1991. Writing English Language Test.NewEdition.Longman Handbooks forLanguage Teacher.
Hornby, AS. 1974. Oxford Advance Learner’s Dictionary of Current English. New York: Oxford University Press.
Karim. 1995. The Speaking Ability of The Students through Problem Activities (a Study atthe Third Year Students of SMP Negeri 1 Takalar).
Kearney, Mattew. 2004. Classroom Use of Multimedia-Supported Predict-Observe- Explain Task in a Social Constructivist Learning Environment. Research in Science Education 34: 427-453 Current Events No. 3
Malayanti. 2004. The Speaking Ability of the Third Year Students in the Communicative Classroom of Makassar. Thesis English Department Tarbiyah.
Madsen, Horold S. 1994. Technique in Testing New York: University.
Palmer, D. (1995). The POE in the primary school: An evaluation. Research in Science Education, 25 (3), 323-332.
R. T, White. 1992. Journal. POE Strategy. Great Britain. Falmer press.
Saharuddin, 2000. The Use of Topic Interest Effective in Improving the Students’
Speaking Ability of the Second Semester of English Departement of Tarbiyah Faculty UIN Alauddin Makassar.
Shafa. 2004. The Correlation between the Fluency in Speaking 7 the Vocabulary Mastery of the Second Year Students of Madrasah Aliyah Putri As’adiyah Sengkang. Makassar Thesis. English Department of Tarbiyah Faculty UIN Alauddin Makassar.
Sattar. Muhammad. 2007. The Effectiveness of Using Spider Web Extension Technique in Teaching Vocabulary at the Second Year Students of MTs Aisyiah Sungguminasa Gowa Regency.
Surahmat. 2012. The use of Picture to Improve Speaking Skill. Makassar: FKIP Taufik. 2012. Improving Students’ Speaking Skill through Group Investigation
Method. Makassar: FKIP.
Urdan, Laurance and Flexer Stuart. 1995. The Random House of Dictionary New York: House Inc.
Widdowson, H. G. 1985. Teaching Language as Communication. Oxford: Oxford University Press.
Nama Sekolah : SMK MUHAMMADIYAH BONTOALA Mata Pelajaran : Bahasa Inggris
Kelas/Semester : XI/1
Alokasi Waktu : 2 x 45 menit
Aspek : Speaking
I. Standar Kompetensi
Memahami makna dalam percakapan transaksional/ interpersonal resmi dalam konteks kehidupan sehari-hari.
II. Kompetensi Dasar
Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan tak resmi secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: menyampaikan pendapat, meminta pendapat, menyatakan puas, dan menyatakan tidak puas.
III. Indikator
1. Menggunakan tindak tutur menyampaikan pendapat dalam diskusi, presentasi dan dialog.
2. Menggunakan vocabulary, pronunciation, dan grammar yang tepat dalam berbicara.
IV. Tujuan Pembelajaran
Siswa dapat menggunakan tindak tutur meyampaikan pendapat dalam diskusi, presentasi dan dialog.
Siswa dapat menggunakan vocabulary, pronunciation, dan grammar V. Materi Pembelajaran
Expressing feelings Asking opinion Formal :
- Have you got any comments on ....,
- Would you give me your opinion on....?
- What is your reaction to ....?
- What is your opinion about .?...
- What are you feeling about ...?.
- Please give me your frank opinion...?
Informal :
- What do you think of ...?
- What do you thing about....?
- What is your opinion...?
- Why do they behave like that?
- Do you think it’s going?
- How do you like?
- How was the trip?
- How do you feel about this dicition?
Giving opinion Formal :
- I personally believe ....
- I personally consider....
- I personally think/feel....
- I hold the opinion...
- My own view of the matter is...
- Well, personally....
Informal
- I think i like it.
- I don’t think i care for it.
- I think it’s good/nice/terrific....
- I think that awful/not nice/terrible...
- I don’t think much of it.
- I think that...
- In my opinion, i would rather....
- What i have in my mind is...
- The way i see that ....
- From my point of view...
VI. Metode Pembelajaran:Using Predict Observe Explain Model pembelajaran : Diskusi, Presentasi, Dialog VII. Langkah-langkah Kegiatan
1. Kegiatan Awal
a. Mengucapkan salam dengan ramah kepada siswa ketika memasuki ruang kelas (nilai yang ditanamkan : santun, peduli )
b. Mengecek kehadiran siswa (nilai yang ditanamkan : disiplin, rajin) c. Memberikan motivasi belajar kepada siswa sebelum memulai
pembelajaran
d. Menyebutkan materi yang akan dibahas.
2. Kegiatan Inti a. Predict
Memperkenalkan kepada siswa ungkapan menyampaikan pendapat.
Memberikan topik kepada siswa dan meminta siswa untuk menyampaikan pendapat tentang topik tersebut.
b. Observe
Siswa mengobservasi atau mencari fakta informasi dari topik yang telah di prediksi dari membaca artikel atau penjelasan dari guru.
c. Explanation
Siswa menjelaskan kembali dengan menggunakan ungkapan menyampaikan pendapat tentang topik tersebut dengan benar setelah observasi.
3. Kegiatan Akhir
a. Menanyakan kembali kesulitan siswa selama KBM b. Menyimpulkan metode pembelajaran.
c. Salam.
Kamus
Spidol
Whiteboard
IX. Penilaian
Teknik : Performance Assessment
Aspek penilaian : Vocabulary, Pronunciation, dan grammar.
Bentuk instrument : Uraian singkat
Contoh instrument : Penilaian ranah kognitif dan psikomotorik siswa.
Rubrik Penilain
Aspek yang dinilai adalah accuracy dengan nilai maksimal 10 dan rubrik penilain di bawah ini :
Aspect
Score/clasifi
cation Criteria
Pronunciation
9,6–10 Excellent
They speak effectively and excellent of pronunciation
8,6–9,5 Very Good
They speak effectively and very good of pronunciation
7,6–8,5 Good
They speak effectively and good of pronunciation
6,6–7,5 Fairly Good
They speak sometimes hasty but fairly good of pronunciation
5,6–6,5 Fair
They speak sometimes hasty, fair of pronunciation
3,6–5,5 Poor
They speak hasty and more sentences are not appropriate in pronunciation.
0,0–3,5 Very Poor
They speak hasty and more sentences are not appropriate in pronunciation and little or no communication
Vocabulary
9,6–10 Excellent
They speak effectively and excellent of using vocabulary
8,6–9,5 Very Good
They speak effectively and very good of using vocabulary
7,6–8,5 Good
They speak effectively and good of using vocabulary
6,6–7,5 Fairly Good
They speak sometimes hasty but fairly good of using vocabulary
5,6–6,5 Fair
They speak sometimes hasty, fair of using vocabulary
3,6–5,5 Poor
They speak hasty and more sentences are not appropriate using vocabulary 0,0–3,5
Very Poor
They speak hasty and more sentences are not appropriate using vocabulary and little or no communication
Aspect
Score /
clasification Criteria
Grammar
9,6–10 Excellent
They speak effectively and excellent in grammar
8,6–9,5 Very Good
They speak effectively and very good in grammar
7,6–8,5 Good
They speak effectively and good in grammar
6,6–7,5 Fairly Good
They speak sometimes hasty but fairly good in grammar
5,6–6,5 Fair
They speak sometimes hasty, fair in grammar
3,6–5,5 Poor
They speak hasty and more sentences are not appropriate in grammar
0,0–3,5 Very Poor
They speak hasty and more sentences are not appropriate in grammar and little or no communication
Maximum Score (6)
Makassar,September 2015 Mahasiswa Peneliti,
MULIYANI NIM: 10535 4886 11
“ Women are less inteligent than men”
Explanation
In my opinion men are more likely to take risks, men will dominate the business world, the way i see that women are not less intelligent than men.
They have had less opportunities than men education-wise, and have also been discouraged from becoming learned.
Nama Sekolah : SMK Muhammadiyah Bontoala Mata Pelajaran : Bahasa Inggris
Kelas/Semester : XI/1
Alokasi Waktu : 2 x 45 menit
Aspek : Speaking
I. Standar Kompetensi
Mengungkapkan makna dalam percakapan transaksional dan interpersonal dalam konteks kehidupan sehari-hari
II. Kompetensi Dasar
Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan tak resmi secara akurat, lancar, dan berterima dengan menggunakan ragam bahasa lisan sederhana dalam konteks kehidupan sehari-hari menyatakan ungkapan puas (expressing satiesfied).
III. Indikator
1. Menggunakan tindak tutur meminta menyatakan puas dalam diskusi, presentasi dan dialog.
2. Memberikan solusi yang tepat berdasarkan feelingnya.
3. Menggunakan vocabulary, pronunciation, dan grammar yang tepat dalam berbicara.
IV. Tujuan Pembelajaran
Siswa dapat mengunakan tindak tutur, menyatakan puas dalam diskusi, presentasi dan dialog.
Siswa dapat memberikan solusi secara lisan
Siswa dapat menggunakan vocabulary, pronunciation, dan grammardalam berbicara.
Satisfaction :
- It is with great pleasure that ... ! - It gives me great satisfiction ....
- I’ m very pleased with ...
- A most delightful example of...!
- What a beautiful story!
- Great i love it.
- I’m so content with my life.
- I really like....
- I feel satiesfied ...
- It was okay, not too bad - I’m happy enough with....
VI. Metode Pembelajaran:Using Predict Observe Explain VII.Langkah-langkah Kegiatan
1. Kegiatan Awal
a. Mengucapkan salam dengan ramah kepada siswa ketika memasuki ruang kelas (nilai yang ditanamkan : santun, peduli )
b. Mengecek kehadiran siswa (nilai yang ditanamkan : disiplin, rajin) c. Memberikan motivasi belajar kepada siswa sebelum memulai
pembelajaran.
d. Menyebutkan materi yang akan dibahas.
2. Kegiatan Inti a. Predict
Memperkenalkan kepada siswa ungkapan menyatakan puas .
Memberikan topik kepada siswa dan meminta siswa untuk menggunakan ungkapan menyatakan puas tentang topik tersebut.
b. Observe
Siswa mengobservasi atau mencari fakta informasi dari topik yang telah di prediksi dari membaca artikel atau penjelasan dari guru.
tambahan informasi dari guru, maka siswa menjelaskan kembali topik tersebut dengan membuat dialog pendek dan bercakap dengan temannya menngunkan bahasa mereka sendiri berdasarkan informasi yang mereka peroleh.
3. Kegiatan Akhir
a. Menanyakan kembali kesulitan siswa selama KBM b. Menyimpulkan metode pembelajaran.
VIII. Sumber/Bahan/Alat Buku Look Ahead 2 Kamus
Spidol Whiteboard IX. Penilaian
Teknik : Performance Assessment
Aspek penilaian : Vocabulary, Pronunciation, dan grammar.
penilain di bawah ini :
Aspect
Score /
clasification Criteria
Pronunciation
9,6–10 Excellent
They speak effectively and excellent of pronunciation
8,6–9,5 Very Good
They speak effectively and very good of pronunciation
7,6–8,5 Good
They speak effectively and good of pronunciation
6,6–7,5 Fairly Good
They speak sometimes hasty but fairly good of pronunciation
5,6–6,5 Fair
They speak sometimes hasty, fair of pronunciation
3,6–5,5 Poor
They speak hasty and more sentences are not appropriate in pronunciation.
Aspect
Score /
clasification Criteria
Vocabulary
9,6–10 Excellent
They speak effectively and excellent of using vocabulary
8,6–9,5 Very Good
They speak effectively and very good of using vocabulary
7,6–8,5 Good
They speak effectively and good of using vocabulary
6,6–7,5 Fairly Good
They speak sometimes hasty but fairly good of using vocabulary
5,6–6,5 Fair
They speak sometimes hasty, fair of using vocabulary
3,6–5,5 Poor
They speak hasty and more sentences are not appropriate using vocabulary 0,0–3,5
Very Poor
They speak hasty and more sentences are not appropriate using vocabulary and little or no communication
Grammar
9,6–10 Excellent
They speak effectively and excellent in grammar
8,6–9,5 Very Good
They speak effectively and very good in grammar
7,6–8,5 Good
They speak effectively and good in grammar
6,6–7,5 Fairly Good
They speak sometimes hasty but fairly good in grammar
5,6–6,5 Fair
They speak sometimes hasty, fair in grammar
3,6–5,5 Poor
They speak hasty and more sentences are not appropriate in grammar
0,0–3,5 Very Poor
They speak hasty and more sentences are not appropriate in grammar and little or no communication
Students’ correct answer
Score = x 10
Maximum Score (6)
Makassar, September 2015 Mahasiswa Peneliti,
MULIYANI NIM: 10535 4886 11
Using Predict-Observe-Explain Method to describe your expressing satiesfied about the topic with your own word !
Make a short dialogue with your partner by using expressing of satiesfied.
“The benefits of children and adolescents using social media”
Using social media Web sites is among the most common activity of today’s children and adolescent. It is important that parents become aware of the nature of social media sites, given that not all of them are healthy environments for children and adolescents.
Social media participation also can offer adolescents deeper benefits that extend into their view of self, community, and the world, including :
a. Growth of ideas from the creation of blogs, podcasts, videos, and gaming sites.
b. Fostering of one’s individual identity and unique social skills.
Middle and high school students are using social media to connect with one another on homework and group projects. For example, facebook allow students to gather outside of class to collaborate and exchange ideas about assignment.
Adolescents are finding that they can access online information about their health concerns easily and anonymously.
Encoraging parents to ask about their children’s and adolescent’s online searches can help facilitiate not only discovery of this information but discussion on these topics.
Nama Sekolah : SMK Muhammadiyah Bontoala Mata Pelajaran : Bahasa Inggris
Kelas/Semester : XI/1
Alokasi Waktu : 2 x 45 menit
Aspek : Speaking
I. Standar Kompetensi
Mengungkapkan makna dalam percakapan transaksional dan interpersonal dalam konteks kehidupan sehari-hari
II. Kompetensi Dasar
Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan tak resmi secara akurat, lancar, dan berterima dengan menggunakan ragam bahasa lisan sederhana dalam konteks kehidupan sehari-hari: menyatakan tidak puas (expressing unsatiesfied).
III. Indikator
1. Menggunakan tindak tutur meminta menyatakan tidak puas dalam diskusi, presentasi dan dialog.
2. Memberikan solusi yang tepat berdasarkan feelingnya.
3. Menggunakan vocabulary, pronunciation, dan grammar yang tepat dalam berbicara.
IV. Tujuan Pembelajaran
Siswa dapat mengunakan tindak tutur, menyatakan tidak puas dalam diskusi, presentasi dan dialog.
Siswa dapat memberikan solusi secara lisan
Siswa dapat menggunakan vocabulary, pronunciation, dan grammar dalam berbicara.
- It is dissappointing that....!
- It is unnaceptable...
- This the limit! I won’t take any more of....!
- The concert is so boring.
- It’s not as good as i thought.
- I have complain....
- I don’t likewith,,..
- I’m a bit dissapointed with...
- I am little dissatiesfied with...
VI. Metode Pembelajaran:Using Predict Observe Explain VII.Langkah-langkah Kegiatan
1. Kegiatan Awal
a. Mengucapkan salam dengan ramah kepada siswa ketika memasuki ruang kelas (nilai yang ditanamkan : santun, peduli )
b. Mengecek kehadiran siswa (nilai yang ditanamkan : disiplin, rajin) c. Memberikan motivasi belajar kepada siswa sebelum memulai
pembelajaran.
d. Menyebutkan materi yang akan dibahas.
2. Kegiatan inti a. Predict
Memperkenalkan kepada siswa ungkapan menyatakan tidak puas .
Memberikan topik kepada siswa dan meminta siswa untuk menggunakan ungkapan menyatakan tidak puas tentang topik tersebut.
b. Observe
Siswa mengobservasi atau mencari fakta informasi dari topik yang telah di prediksi dari membaca artikel atau penjelasan dari guru.
c. Explanation
Setelah siswa melakukan observasi dengan membaca artikel dan tambahan informasi dari guru, maka siswa menjelaskan kembali
informasi yang mereka peroleh.
3. Kegiatan akhir
a. Menanyakan kembali kesulitan siswa selama KBM b. Menyimpulkan metode pembelajaran.
VIII. Sumber/Bahan/Alat Buku Look Ahead 2 Kamus
Spidol Whiteboard IX. Penilaian
Teknik : Performance Assessment
Aspek penilaian : Vocabulary, pronunciation,dan grammar.
Rubrik Penilain
Aspek yang dinilai adalah accuracy dengan nilai maksimal 10 dan rubrik penilain di bawah ini :
Aspect
Score /
clasification Criteria
Pronunciation
9,6–10 Excellent
They speak effectively and excellent of pronunciation
8,6–9,5 Very Good
They speak effectively and very good of pronunciation
7,6–8,5 Good
They speak effectively and good of pronunciation
6,6–7,5 Fairly Good
They speak sometimes hasty but fairly good of pronunciation
5,6–6,5 Fair
They speak sometimes hasty, fair of pronunciation
3,6–5,5 Poor
They speak hasty and more sentences are not appropriate in pronunciation.
Vocabulary
9,6–10 Excellent
They speak effectively and excellent of using vocabulary
8,6–9,5 Very Good
They speak effectively and very good of using vocabulary
7,6–8,5 Good
They speak effectively and good of using vocabulary
6,6–7,5 Fairly Good
They speak sometimes hasty but fairly good of using vocabulary
5,6–6,5 Fair
They speak sometimes hasty, fair of using vocabulary
3,6–5,5 Poor
They speak hasty and more sentences are not appropriate using vocabulary 0,0–3,5
Very Poor
They speak hasty and more sentences are not appropriate using vocabulary and little or no communication
Aspect
Score /
clasification Criteria
Grammar
9,6–10 Excellent
They speak effectively and excellent in grammar
8,6–9,5 Very Good
They speak effectively and very good in grammar
7,6–8,5 Good
They speak effectively and good in grammar
6,6–7,5 Fairly Good
They speak sometimes hasty but fairly good in grammar
5,6–6,5 Fair
They speak sometimes hasty, fair in grammar
3,6–5,5 Poor
They speak hasty and more sentences are not appropriate in grammar
0,0–3,5 Very Poor
They speak hasty and more sentences are not appropriate in grammar and little or no communication
Maximum Score (6)
Makassar, September 2015 Mahasiswa Peneliti,
MULIYANI NIM: 10535 4886 11
Using Predict-Observe-Explain Method to describe your expressing unsatiesfied about the topic with your own word !
Make a short dialogue with your partner by using expressing of unsatiesfied.
Make English an official second language in Indonesia
As an Indonesian and also an English languange students I don’think so, althought I find the same thing as you do. If we talk about language, we have to think further about the people and the country itself because language is media for communication. As we know that Indonesia have 700+ local languages which means that even Indonesian language is our second language. Well you are not suggesting English as our second language, are you? Then I think, you cannot either make English as our second language or Bahasa Indonesia as our firts language (the only language that exist in Indonesia). We are not living in a country which only have one language, we are living in Diversity.
English isn’t a necessity to develop a nation. Ask any European nation, or South Korea and Japan. If you want Indonesia to become better, focus on battering education. Focus on battering labor laws. Focus on development within the nation. Focus on reducing corruption.
I think it s not a good idea to make English our official (second) languange, but I am all for increasing the English proficiency rate in Indonesia.