CHAPTER V CONCLUSION AND SUGGESTION
B. SUGGESTION
In this part, the researcher would like to give some suggestions to be considered by English teacher asfollows:
a. Action learning strategy would be very helpful to improve students’ skill in speaking, so the teacher needs to maintain using action learning strategy as alternative technique of the teaching process in junior highschool.
b. The teacher should give clear explanation and instruction in directing her students using action learningstrategy.
c. The teacher should control the students’activities.
Finally, the researcher realizes that this research still have some weakness and mistakes. Therefore, the researcher would like to accept any constructive suggestion to make research better.
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APPENDIX 1
INSTRUMENT Diagnostic Test
ACTIVITY : SPEAKING TEST
TIME : 1 x 45 Menit
INSTRUCTION: Do as what the instruction says!
1. Please introduce yourself in front of the class?
2. Do in pair and ask your friends’ respond about the following situation:
-If you have a problem, where do you always share your problem? Why?
APPENDIX 2
CYCLE I TEST
ACTIVITY : SPEAKING TEST
TIME : 1 x 45 Menit
Do in pair!
1. What do you know about Congratulation?
2. Make a dialogue about congratulation, and practice in front of class!!!
3. If your friend invites you to come to his house but you have home work.
And what will you do?
APPENDIX 3
CYCLE II TEST
ACTIVITY : SPEAKING TEST
TIME : 1 x 45 Menit
1. Discuss with your group and explain what the Advantages and disadvantages of watching TV, and report orally in front of class.
WATCHING TV
APPENDIX 4
STUDENTS’ D-TEST SCORE
The researcher gave test before implementation of action learning strategy. The following tableis
Table. Students D-Test Score
NO Name
D-TEST
Score Successful Criteria (>75)
1 Student 1 48 Unsuccessful
2 Student 2 35 Unsuccessful
3 Student 3 35 Unsuccessful
4 Student 4 49 Unsuccessful
5 Student 5 31 Unsuccessful
6 Student 6 35 Unsuccessful
7 Student 7 45 Unsuccessful
8 Student 8 31 Unsuccessful
9 Student 9 76 Successful
10 Student 10 45 Unsuccessful
11 Student 11 40 Unsuccessful
12 Student 12 56 Unsuccessful
13 Student 13 77 Successful
14 Student 14 46 Unsuccessful
15 Student 15 40 Unsuccessful
16 Student 16 50 Unsuccessful
17 Student 17 38 Unsuccessful
18 Student 18 39 Unsuccessful
19 Student 19 39 Unsuccessful
20 Student 20 41 Unsuccessful
21 Student 21 35 Unsuccessful
22 Student 22 41 Unsuccessful
23 Student 23 56 Unsuccessful
24 Student 24 41 Unsuccessful
25 Student 25 44 Unsuccessful
26 Student 26 50 Unsuccessful
27 Student 27 40 Unsuccessful
28 Student 28 35 Unsuccessful
29 Student 29 40 Unsuccessful
30 Student 30 54 Unsuccessful
Total ∑X 1332
The mean score 44
From the table of D-test, the total score of students was 44 and the number of students who took the test was 30 students, so the students’ mean was:
X = ∑𝑋𝑁 X = 133230 X = 44
From the table above, students’ speaking skill in English lesson was still very low. The mean score of students was 44To know the students’ who were competent was calculated by applying the formulabelow:
P = 𝑅𝑇 x 100%
P1 = 2830 x 100 % = 93,3 %
P2 = 2
30 x 100% = 6,7 %
Table .Distribution of Students’ Speaking skill in English Lesson for D-test
Criteria Total Students Perce
ntage
P1 Unsuccessful 28 93,3%
P2 Successful 2 6,7%
From the table analysis above, the students’ speaking skill in English lesson at D-test was still low. From the criteria 2 students got successful score or it was only 6,7%. In other side 28 students got unsuccessful score or it was 93,3%. it could be concluded that the students’ speaking skill in English lesson was still low.
APPENDIX 5
STUDENTS’ CYCLE I SCORE
The researcher gave test until implementation action learning strategy at the end of cycle I. The result was :
Table.Students’ Cycle I Test
NO Initial Name
CYCLE I TEST
Score Successful Criteria (>75)
1 Student 1 75 Successful
2 Student 2 50 Unsuccessful
3 Student 3 55 Unsuccessful
4 Student 4 75 Successful
5 Student 5 75 Successful
6 Student 6 56 Unsuccessful
7 Student 7 55 Unsuccessful
8 Student 8 62 Unsuccessful
9 Student 9 81 Successful
10 Student 10 60 Unsuccessful
11 Student 11 68 Unsuccessful
12 Student 12 76 Successful
13 Student 13 80 Successful
14 Student 14 66 Unsuccessful
15 Student 15 80 Successful
16 Student 16 75 Successful
17 Student 17 55 Unsuccessful
18 Student 18 68 Unsuccessful
19 Student 19 75 Successful
20 Student 20 68 Unsuccessful
21 Student 21 76 Successful
22 Student 22 65 Unsuccessful
23 Student 23 76 Successful
24 Student 24 50 Unsuccessful
25 Student 25 65 Unsuccessful
26 Student 26 78 Successful
27 Student 27 76 Successful
28 Student 28 75 Successful
29 Student 29 80 Successful
30 Student 30 76 Successful
Total ∑X 2213
The mean score 73.7
From the table of cycle I test, the total score of students was 2213 and the number of students was 30 students, so the students’ mean was:
X = ∑𝑋𝑁 X = 2213
30
X = 73.7
From the analysis above, students’ speaking skill in English lesson got increasing. The mean of students score was 73.7. And the
number of students’ who were competent in speaking test was calculated by applying the following formula:
P = 𝑅
𝑇 x 100%
P1 = 1430 x 100 % = 46.7 %
P2 = 1630 x 100% = 53.3 %
Table.Distribution of Students’ Speaking skill in English Lesson for Cycle I test
Criteria Total Students Percentage
P1 Unsuccessful 14 46,7 %
P2 Successful 16 53,3 %
The mean students was 73.7. 16 students got successful or it was 53.3%. The other side 14 students got failed score or it was 46.7 %. Cycle I test is categorized unsuccess. The result of standard of success criteria (SKM) minimum was >75 score.
Then, after getting mean of students’ score in action, the researcher was identified whether or not there might have students’ improvement score on speaking skill from d-testand test score in cycle I.
In analyzed that, the researcher used the formula:
P = 𝑦1−𝑦
𝑦 x 100%
P = 73.7−4444 x 100%
P = 29.744 x 100%
P = 0.675 x 100%
P = 67.5%
The percentage of students improvement from d test to cycle I was 67.5%
APPENDIX 6
STUDENTS’ CYCLE II SCORE
Because of the target was not achieved in the cycle I, the researcher worked hard in the second cycle to reach the target (score >75) and try to evaluate the weakness in the cycle I. After testing and observing in thecycle II, the students’ speaking skill in vocabulary and pronunciation has a good improvement. The result was :
Table.Students Cycle II test Score
NO Initial Name
CYCLE II TEST
Score Successful Criteria (>75)
1 Student 1 80 Successful
2 Student 2 75 Successful
3 Student 3 75 Successful
4 Student 4 81 Successful
5 Student 5 80 Successful
6 Student 6 75 Successful
7 Student 7 70 Unsuccessful
8 Student 8 78 Successful
9 Student 9 85 Successful
10 Student 10 78 Successful
11 Student 11 75 Successful
12 Student 12 77 Successful
13 Student 13 85 Successful
14 Student 14 76 Successful
15 Student 15 82 Successful
16 Student 16 75 Successful
17 Student 17 70 Unsuccessful
18 Student 18 77 Successful
19 Student 19 75 Successful
20 Student 20 75 Successful
21 Student 21 77 Successful
22 Student 22 70 Unsuccessful
23 Student 23 80 Successful
24 Student 24 78 Successful
25 Student 25 70 Unsuccessful
26 Student 26 79 Successful
27 Student 27 76 Successful
28 Student 28 75 Successful
29 Student 29 80 Successful
30 Student 30 78 Successful
Total ∑X 2307
The mean score 76.9
From the table, the students’ speaking skill in English lesson was increased on the topic “Personal life” through action learning strategy. The standard of maximum criteria was achieved with mean 76,9 from the total score of students was 2307 divided the number of students who done the test was 30 students. So the students mean was :
X = ∑𝑋𝑁 X = 230730 X = 76.9
From the analysis above, students’ speaking skill in English lesson has increased. The mean of students was 76,9 and the number of students’ who
were competent in speaking test was calculated by applying the following formula:
P = 𝑅
𝑇 x 100%
P1 = 303 x 100 % = 10 %
P2 = 2730 x 100 % = 90 %
Table.Distribution of Students’ Speaking skill in English Lesson for Cycle II test
Criteria Total Students Percentage
P1 Unsuccessful 3 10%
P2 Successful 27 90%
From the table of analysis, the students’ speaking skill in English lesson increased. The mean of students was 76,9. From the criteria 27 students got success score or it was 90%. In the other side 3 students got failed score or it was 10%. It could be concluded that the students’ ability in speaking increased.
Cycle II test was categorized success.
Then, after getting mean of students’ score in action, the researcher was identified whether or not there might have students’ improvement score on speaking skill from d-testand test score in cycle II.
In analyzed that, the researcher used the formula:
P = 𝑦2−𝑦𝑦 x 100%
P = 76.9−44
44 x 100%
P = 32.944 x 100%
P = 0.74 x 100%
P = 74%
The percentage of students improvement from d test to cycle II was 74%
APPENDIX 7
THE RESULT OF STUDENTS SCORE
This is the result of students’ score in speaking skill in tems vocabulary and pronunciation. The result was :
Table. Students score
N Initial D-TEST CYCLE I TEST CYCLE II TEST
O Name S c o r e
Successful criteria
(>75)
S c o r e
Successful criteria (>75)
S c o r e
Successful criteria
(>75)
1 Student 1
48 Unsuccessful 75 Successful 80 Successful 2 Student
2
35 Unsuccessful 50 Unsuccessful 75 Successful 3 Student
3
35 Unsuccessful 55 Unsuccessful 75 Successful 4 Student
4
49 Unsuccessful 75 Successful 81 Successful 5 Student
5
31 Unsuccessful 75 Successful 80 Successful 6 Student
6
35 Unsuccessful 56 Unsuccessful 75 Successful 7 Student
7
45 Unsuccessful 55 Unsuccessful 70 Unsuccessful 8 Student
8
31 Unsuccessful 62 Unsuccessful 78 Successful 9 Student
9
76 Successful 81 Successful 85 Successful 10 Student
10
45 Unsuccessful 60 Unsuccessful 78 Successful 11 Student
11
40 Unsuccessful 68 Unsuccessful 75 Successful 12 Student
12
56 Unsuccessful 76 Successful 77 Successful 13 Student
13
77 Successful 80 Successful 85 Successful 14 Student
14
46 Unsuccessful 66 Unsuccessful 76 Successful 15 Student
15
40 Unsuccessful 80 Successful 82 Successful 16 Student
16
50 Unsuccessful 75 Successful 75 Successful 17 Student
17
38 Unsuccessful 55 Unsuccessful 70 Unsuccessful 18 Student
18
39 Unsuccessful 68 Unsuccessful 77 Successful
19 Student 19
39 Unsuccessful 75 Successful 75 Successful 20 Student
20
41 Unsuccessful 68 Unsuccessful 75 Successful 21 Student
21
35 Unsuccessful 76 Successful 77 Successful 22 Student
22
41 Unsuccessful 65 Unsuccessful 70 Unsuccessful 23 Student
23
56 Unsuccessful 76 Successful 80 Successful 24 Student
24
41 Unsuccessful 50 Unsuccessful 78 Successful 25 Student
25
44 Unsuccessful 65 Unsuccessful 70 Unsuccessf ul 26 Student
26
50 Unsuccessful 78 Successful 79 Successful 27 Student
27
40 Unsuccessful 76 Successful 76 Successful 28 Student
28
35 Unsuccessful 75 Successful 75 Successful 29 Student
29
40 Unsuccessful 80 Successful 80 Successful 30 Student
30
54 Unsuccessful 76 Successful 78 Successful
Total ∑ 1332 2213 2307
The Mean Score
44 73.7 76.9
APPENDIX 8
RENCANA PELAKSANAAN PEMBELAJARAN ( RPP 1)
NAMA SEKOLAH : MTs Muhammadiyah Limbung MATA PELAJARAN : BAHASA INGGRIS
KELAS / SEMESTER : VIII (Delapan) / 1 (satu) PERTEMUAN KE : 1 DAN 2 SIKLUS PERTAMA
WAKTU : 2 x 45 Menit
SKILL : SPEAKING
A. STANDAR KOMPETENSI
3.1Mengungkapkan makna dalam percakapan transaksional dan interpesional lisan pendek sederhana untuk berinteraksi dengan lingkungan sekitar.
B. KOMPETENSI DASAR
3.2 Memahami dan merespon percakapan transaksional ( to get things done ) dan interpersional ( bersosialisasi) sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar yang melibatkan tindak tutur : mengundang, menerima, dan menolak ajakan, menyetujui/tidak menyetujui, memuji, dan member selamat.
A. INDIKATOR
a. Menggunakan tindak tutur bertanya atau mngungkapkan ajakan.
b. Menggunakan tindak tutur menjawab dalam menerima ajakan.
c. Menggunakan tindak tutur menjawab dalam menolak ajakan.
B. TUJUAN PEMBELAJARAN
a. Siswa mampu menggunakan tindak tutur bertanya atau mengungkapkan ajakan dalam kehiduan sehari-hari.
b. Siswa dapat menggunakan tindak tutur menjawab dalam menerima ajakan dalam kehidupan sehari-hari.
c. Siswa dapat menggunakan tindak tutur menjawab dalam menolak ajakan pada percakapan sehari-hari.
Nilai karakter yang ditanam: dapat dipercaya, respect dan tekun.
C. MATERI PEMBELAJARAN
Communication : Making, Accepting and Refusing an invitation.
- Making an invitation.
Rudy : I’m going to visit my uncle in Sukamandi on Sunday. Would you like to come?
Andi : Oh yes, I’d love to. Ive never been to Sukamandi.
- Accepting an invitation
A : I’d like to invite you to dinner this Saturday.
B : thank you, I’d love to.
- Refusing an invitation
A : I’d like to invite you to a parti next Friday.
B : I’m awfully sorry, but I have other plans.
D. METODE PEMBELAJARAN - Action Learning Stategy E. KEGIATAN PEMBELAJARAN
a. Kegiatan awal
- Salam dan tegur sapa - Mengabsen siswa
- Menanyakan materi pertemuan sebelumnya dan yang akan berlangsung.
b. Kegiatan inti
- Guru menjelaskan materi “Making, Accepting, and Refusing an invitation”.
- Guru memberikan beberapa contoh tentang “Making, Accepting and Refusing an invitation”.
- Siswa diminta menyebutkan ungkapan yang telah dipelajari.
- Siswa diminta membuat dialog dengan menggunakan ungkapan- ungkapan “ Making, Accepting and Refusing an invitation”.
- Siswa mempraktekkan contoh dialog yang mereka buat di depan kelas.
c. Kegiatan akhir
- Menanyakan kesulitan selama PBM.
- Menyimpulkan materi pelajaran.
- Memberikan tugas kepada siswa.
- Menutup pertemuan.
F. SUMBER MATERI
- Buku yang relevan “English For Communication for SLTP”.
- Buku paket lain yang relevan - Internet
G. EVALUASI/PENILAIAN
1. Teknik : Tugas Performance 2. Bentuk Instrument : Uraian Singkat H. RUBRIK PENILAIAN
Aspek yang dinilai adalah Vocabulary and Pronciation dengan nilai maksimum 100 dan rubric penilaian sebagai berikut:
N o
Categories Aspects Rang
e
Scor e
1 Vocabulary
e. Unsatisfactory Verylimitvocabularymak e comprehension quite difficult
1-15
f. Fair Frequent uses wrong speech limit to simple vocabulary
16-25
g. Good Sometimes uses
inappropriate terms about language because of inadequate vocabulary
26-35
h. Very good Rarely has trouble 36-50
2 Pronunciation
e. Unsatisfactory Had to understand because of sound, accent, pitch, difficult, incomprehensible
1-15
f. Fair Error of basic
pronunciation
16-25
g. Good Few noticeable errors 26-35
h. Very good Understandable 36-50
Total Score 100
Makassar, October 2019
MAR’ATUN SHALIHAH MS NIM.10535652115
APPENDIX 9
RENCANA PELAKSANAAN PEMBELAJARAN ( RPP 2)
NAMA SEKOLAH : MTs Muhammadiyah Limbung MATA PELAJARAN : BAHASA INGGRIS
KELAS / SEMESTER : VIII (Delapan) / 1 (satu)
PERTEMUAN KE : 3 DAN 4 SIKLUS PERTAMA
WAKTU : 2 x 45 Menit
SKILL : SPEAKING
A. STANDAR KOMPETENSI
3. Mengungkapkan makna dalam percakapan transaksional dan interpesional lisan pendek sederhana untuk berinteraksi dengan lingkungan sekitar.
B. KOMPETENSI DASAR
3.1 Mengungkapkan makna dalam percakapan transaksional ( to get things done) dan interpersional ( bersosialisasi) resmi dan berlanjut ( sustained ) dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur bertanya dan memberi, menolak jasa, meminta, memberi, menolak barang, mengakui, mengingkari fakta, dan meminta dan member pendapat.
C. INDIKATOR
a. Menggunakan tindak tutur bertanya atau mngungkapkan informasi.
b. Menggunakan tindak tutur menjawab atau merespon informasi.
c. Membedakan tindak tutur bertanya dan menjawab informasi yang sopan dan lebih sopan.
D. TUJUAN PEMBELAJARAN
a. Siswa mampu menggunakan tindak tutur bertanya mengungkapkan informasi dalam kehiduan sehari-hari.
b. Siswa mampu menggunakan tindak tutur menjawab atau merespon informasi dalam kehidupan sehari-hari.
c. Siswa mampu membedakan tindak tutur bertanya dan menjawab informasi yang sopan dan lebih sopan dalam kehidupan sehari-hari.
Karakter yang diharapkan : santun, patuh pada aturan sosial dan kerja sama.
E. MATERI PEMBELAJARAN
Communication : Asking for and giving information A. Do you play any games?
B. Yes, I do. I play tennis.
A. Haw many players are there in a game of tennis?
B. Two players or four.
A. What equipment do you need for a game of tennis?
B. You need tennis racquets, a ball and a net.
F. METODE PEMBELAJARAN - Action learning Strategy G. KEGIATAN PEMBELAJARAN
a. Kegiatan awal
- Salam dan tegur sapa - Mengabsen siswa
- Menanyakan materi pertemuan sebelumnya dan yang akan berlangsung.
b. Kegiatan inti
- Guru menjelaskan materi “Asking for and giving information”.
- Guru memberikan beberapa contoh tentang “Asking for and giving information”.
- Siswa diminta menyebutkan ungkapan yang telah dipelajari.
- Siswa diminta membuat contoh lain dari ungkapan-ungkapan
“Asking for and giving information”.
- Siswa mempraktekkan contoh dialog yang mereka buat di depan kelas.
c. Kegiatan akhir
- Menanyakan kesulitan selama PBM.
- Menyimpulkan materi pelajaran.
- Memberikan tugas kepada siswa.
-
H. SUMBER MATERI
- Buku yang relevan “English For Communication for SLTP”.
- Internet
- Buku paket yang lain yang relevan I. EVALUASI PENILAIAN
1. Teknik : Tugas Performance 2. Bentuk Instrument: Uraian Singkat
3. Contoh Instrument : Penilaian ranah Kognitif dan Psikomotorik siswa J. RUBRIK PENILAIAN
Aspek yang dinilai adalah Vocabulary and pronunciation dengan nilai maksimum 100 dan rubric penilaian sebagai berikut:
N o
Categories Aspects Rang
e
Scor e
1 Vocabulary
i. Unsatisfactory Verylimitvocabularymak e comprehension quite difficult
1-15
j. Fair Frequent uses wrong speech limit to simple vocabulary
16-25
k. Good Sometimes uses
inappropriate terms about language because of inadequate vocabulary
26-35
l. Very good Rarely has trouble 36-50 2 Pronunciation
i. Unsatisfactory Had to understand because of sound, accent, pitch, difficult, incomprehensible
1-15
j. Fair Error of basic pronunciation
16-25
k. Good Few noticeable errors 26-35
l. Very good Understandable 36-50
Total Score 100
Makassar, October 2019
MAR’ATUN SHALIHAH MS NIM.10535652115
APPENDIX 10
RENCANA PELAKSANAAN PEMBELAJARAN ( RPP 3)
NAMA SEKOLAH : MTs.Muhammadiyah Limbung MATA PELAJARAN : BAHASA INGGRIS
KELAS / SEMESTER : VIII (Delapan) / 1 (satu) PERTEMUAN KE : 1 DAN 2 SIKLUS KEDUA
WAKTU : 2 x 45 Menit
SKILL : SPEAKING
A. STANDAR KOMPETENSI
3. Memahami makna dalam percakapan transaksional dan interpersonal sederhana untuk berinteraksi dengan lingkungan sekitar.
B. KOMPETENSI DASAR
3.2 Merespon makna yang terdapat dalam percakapan transaksional ( to get things done ) dan interpersional ( bersosialisasi ) sederhana secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar yang melibatkan tindak tutur : mengundang, menerima, dan menolak ajakan, menyetujui / tidak menyetujui, memuji, dan memberi selamat.
C. INDIKATOR
a. Memberi respon lisan terhadap ungkapan memberi selamat yang didengar.
b. Memberi respon tulis terhadap ungkapan selamat yang didengar . c. Membahas kosa kata bahasa terkait topik / ungkapan yang dibahas.
D. TUJUAN PEMBELAJARAN
a. Siswa mampu memberi respon lisan terhadap ungkapan memberi selamat yang didengar dalam kehiduan sehari-hari.
b. Siswa mampu memberi respon tulis dalam terhadap ungkapan selamat yang didengar dalam kehidupan sehari-hari.
c. Siswa dapat mengetahui / menambah kosa kata bahasa terkait topik / ungkapan yang dibahas.
Nilai karakter yang ditanam: sopan, rasa ingin tahu, toleransi.
E. MATERI PEMBELAJARAN Congratulation
Ungkapan Respon
- Congratulation - Congratulation on ....
- I’d like to congratulate you.
- I’d like to congratulate you on...
- It was great to hear...
- It was to hear about..
- Happy birthday to you..
- Happy New year.
- Good luck.
- thank you
- thank you and the same to you.
- Thank you, I need it.
- Thank you very much.
- Have a nice holiday.
F. METODE PEMBELAJARAN Action Learning Srtategy
G. KEGIATAN PEMBELAJARAN a. Kegiatan awal
- Salam dan tegur sapa - Mengabsen siswa
- Menanyakan materi pertemuan sebelumnya dan yang akan berlangsung.
b. Kegiatan inti
- Guru menjelaskan materi “congratulation”.
- Guru memberikan beberapa contoh tentang ungkapan selamat.
- Siswa diminta mengulangi ungkapan- ungkapan yang telah dipelajari.
- Siswa diminta membuat beberapa contoh tentang ungkapan selamat.
- Mengulangi kembali kosa kata dengan ungkapan-ungkapan yang terkait materi congratulation.
- Menggunakan ungkapan yang telah dipelajari dalam real life situation.
c. Kegiatan akhir
- Menanyakan kesulitan selama PBM.
- Menyimpulkan materi pelajaran.
- Memberikan tugas kepada siswa.
- Menutup pertemuan.
H. SUMBER MATERI
- Buku yang relevan dan internet.
I. EVALUASI/PENILAIAN 1. Teknik : Tugas Performance 2. Bentuk Instrument: Uraian Singkat
3. Contoh Instrument : Penilaian ranah Kognitif dan Psikomotorik siswa
4. RUBRIK PENILAIAN
Aspek yang dinilai adalah accuracy dan fluency dengan nilai maksimum 10 dan rubric penilaian sebagai berikut:
N o
Categories Aspects Rang
e
Scor e
1 Vocabulary
m. Unsatisfactory Verylimitvocabularymak e comprehension quite difficult
1-15
n. Fair Frequent uses wrong speech limit to simple vocabulary
16-25
o. Good Sometimes uses
inappropriate terms about language because of inadequate vocabulary
26-35
p. Very good Rarely has trouble 36-50 2 Pronunciation
m. Unsatisfactory Had to understand because of sound, accent, pitch, difficult,
1-15
incomprehensible
n. Fair Error of basic
pronunciation
16-25
o. Good Few noticeable errors 26-35
p. Very good Understandable 36-50
Total Score 100
Makassar, October 2019
MAR’ATUN SHALIHAH MS NIM.10535652115
APPENDIX 11
RENCANA PELAKSANAAN PEMBELAJARAN (RPP 4)
SEKOLAH : MTs.Muhammadiyah Limbung
MATA PELAJARAN : BAHASA INGGRIS KELAS/SEMESTER : VIII (Delapan) / 1 (satu) PERTEMUAN KE : 3 DAN 4 SIKLUS KEDUA
WAKTU : 2 x 45 Menit
SKILL : SPEAKING
A. Standar Kompetensi :
10. Mengungkapkan makna dalam teks lisan fungsional dan monolog pendek sederhana berbentuk recount, dan narrative untuk berinteraksi dengan lingkungan sekitar