Suggestion - CONCLUSION AND SUGGESTION - AND STUDENTS’ LINGUISTIC INTELLIGENCE ON THEIR WRITIN

CHAPTER V CONCLUSION AND SUGGESTION

B. Suggestion

Based on the conclusion of the study, it can be delivered some suggestions as follows.

Firstly, since mind mapping was proven as an effective technique which can be applied in the eleventh grade students of senior high school as a pre-writing technique, English teachers should multiply the theoretical knowledge and practice of mind mapping in teaching learning activities in order to help students

write the text effectively. Moreover, teachers need to optimize the capability of providing appropriate material/lesson by using this kind of technique.

Second, teachers should pay more attention on teaching writing in the classroom. Although writing assignments raise students’ anxieties more than other academic task, writing is an essential and complex skill which requires long process to be learnt yet it must be built as soon as possible. Therefore, teacher should keep motivating students to love writing activities and providing much practice which is designed creatively by using various materials, interesting media and effective techniques.

Third, teacher must be aware of students LI intelligence in teaching learning process and creative in designing writing activities in the classroom. For high LI students who like challenges more than others, there must be a collection of new ideas. Teacher should be sensitive in understanding their span, avoiding monotonous lesson which cause them bored. Mind mapping technique was effective to teach writing to high LI students but it cannot implement continuously. It is better if the teacher serve them new innovation. For average LI students, the teacher must be careful in choosing material and applying teaching technique. Effective technique may help them perform better or otherwise. Mind mapping technique can be a reference to teach writing especially to average LI student for it was proven as a useful technique on teaching analytical exposition text. The last, teacher must pay more attention to low LI students especially in learning writing which requires them some complex skills. Implementing mind mapping technique on teaching writing to low LI students requires teacher to provide them with prior knowledge about the topic and related vocabularies. Do not let the problems such as lack of vocabularies and structure inhibits them to practice writing activities.

Fourth, for students, it is essential to improve linguistic intelligence by practicing more activities related to learning language such as reading, writing, discussing, listening to relevant sources, public speaking, drama, puzzle, composing poetry, etc. for this capability plays important role and contributes much to their life and future careers.

Lastly for institution, debriefing the theories, concepts and aspects that an educator should posses which associated to English learning, developing and improving the facilities which support students’ creativity for instance by adding English books collection in the library.

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103

Appendix 1

SILABUS PEMBELAJARAN

Nama Sekolah : SMA Negeri 2 Muara Teweh Mata Pelajaran : Bahasa Inggris

Kelas/Semester : XI/ 1

Standar Kompetensi Mendengarkan

1. Memahami makna dalam percakapan transaksional dan interpersonal resmi dan berlanjut (sustained) dalam konteks kehidupan sehari-hari

2. Memahami makna teks fungsional pendek dan monolog berbentuk reports, narrative, dan analytical exposition dalam konteks kehidupan sehari-hari Kompetensi Dasar Materi Pembelajaran Integrasi Nilai

Budaya &

Karakter Bangsa

Kegiatan Pembelajaran Indikator Penilaian Alokasi Waktu

Sumber Belajar

1.1 Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) secara akurat, lancar, dan berterima yang menggunakan ragam bahasa lisan dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: menyampaikan pendapat, meminta pendapat, menyatakan puas, dan menyatakan tidak puas

 Mengungkapkan pendapat Misalnya:

A: I think this is great B: I think so

 Meminta pendapat Misalnya

A: What do you think about it?

B: I think it’s a good idea

 Menyatakan puas Misalnya:

A: I can’t think of anything better B: Thank you for your

compliment, Sir

 Menyatakan tidak puas Misalnya:

A: I’m not happy about it

B: Please give me a second chance, Sir

Religius, jujur, toleransi, disiplin, kerja keras, mandiri, demokratis, rasa ingin tahu, semangat kebangsaan, cinta tanah air, menghargai prestasi, bersahabat, cinta damai, gemar membaca, peduli lingkungan, peduli sosial, tanggung jawab

 Melakukan studi pustaka untuk mengidentifikasi berbagai ungkapan pendapat/rasa puas dan tidak puas beserta responnya.

 Mendengarkan percakapan interpersonal/

transaksional melalui tape secara klasikal

 Melakukan studi pustaka untuk mengidentifikasi berbagai ungkapan menasehati

/memperingatkan/melulus kan permintaan dan menyatakan perasaan beserta responnya secara kelompok.

 Mengidentifikasi kata yang didengar

 Mengidentifikasi makna kata

 Mengidentifikasi hubungan antar pembicara

 Mengidentifikasi makna tindak tutur

menyampaikan pendapat

 Merespon tindak tutur

menyampaikan pendapat

 Mengidentifikasi makna tindak tutur

menyatakan puas

Tertulis

(PG dan Uraian)

Quiz

Tugas

14 x 45 Buku Bahasa Inggris SMA XI Tape Kamus Kaset/CD Player OHP/LCD Foto/

Poster Gambar Koran berbahasa Inggris Majalah

104

Karakter Bangsa 1.2 Merespon makna

dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) secara akurat, lancar, dan berterima yang menggunakan ragam bahasa lisan dalam konteks kehidupan sehari-hari dan melibatkan tindak tutu:

menasehati, memperingatkan, meluluskan permintaan, serta menyatakan perasaan relief, pain, dan pleasure

2.1 Merespon makna yang terdapat dalam teks lisan fungsional pendek resmi dan tak resmi secara akurat, lancar dan berterima dalam berbagai konteks kehidupan sehari-hari

 Menasehati Misalnya:

A: You’d better to do it B: I will

 Memperingatkan Misalnya:

A: Don’t forget to bring the food with you.

B: I won’t

 Meluluskan permintaan Misalnya:

A: You may go B: You’re the best, Dad

 Menyatakan perasaan Relief

Misalnya:

A: I feel I so lived B: I can see that Pain

Misalnya:

A: Ouch! It hurts so much

B: Oh, you poor thing Pleasure

Misalnya:

A: I’m so pleased B: I’m glad you like it

 Teks fungsional pendek

 Teks lisan berbentuk narrative

 Teks lisan berbentuk report

 Teks lisan berebentuk analytical exposition

 Mendengarkan

percakapan transaksional /interpersonal melalui tape secara klasikal

 Mendengarkan undangan rapat yang disampaikan secara lisan melalui tape secara klasikal.

 Mendiskusikan isi dan bentuk bahasa yang digunakan secara berkelompok

 Mendengarkan sebuah cerita/laporan /exposisi secara klasikal.

 Mendiskusikan isi teks yang didengar secara berpasangan.

 Mendiskusikan bentuk bahasa lisan berdasarkan teks yang didengar secara kelompok.

 Melakukan case building berdasarkan kelompok pro dan kontra

 Merespon tindak tutur menyatakan puas

 Mengidentifikasi makna tindak tutur menyatakan tidak puas

 Merespon tindak tutur menyatakan tidak puas

 Mengidentifikasi konteks situasi

 Mengidentifikasi makna tindak tutur menasehati

 Merespon tindak tutur menasehati

 Mengidentifikasi makna tindak tutur

memperingatkan

 Merespon tindak tutur

memperingatkan

 Mengidentifikasi makna tindak tutur meluluskan permintaan

 Merespon tindak tutur meluluskan permintaan

Tertulis

(PG dan Uraian)

Quiz

Tugas

14 x 45 Buku Bahasa Inggris SMA XI Tape Kamus Kaset/CD Player OHP/LCD Foto/

Poster Gambar Koran berbahasa Inggris Majalah Internet

105

Kompetensi Dasar Materi Pembelajaran Integrasi Nilai Budaya &

Karakter Bangsa

Kegiatan Pembelajaran Indikator Penilaian Alokasi Waktu

Sumber Belajar

2.2 Merespon makna dalam teks monolog yang menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk: report, narrative, dan analytical exposition

 Mengidentifikasi makna tindak tutur menyatakan perasaan

 Merespon tindak tutur menyatakan perasaan

 Mengidentifikasi topik sebuah teks fungsional pendek yang didengar

 Mengidentifikasi informasi tertentu dari teks fungsional pendek yang didengar

 Mengidentifikasi tujuan

komunikasi teks fungsional pendek yang didengar.

 Mengidentifikasi main idea dari teks report yang didengar

 Mengidentifikasi tokoh dari cerita yang didengar

Tertulis

(PG dan Uraian)

Quiz

Tugas

14 x 45 Buku Bahasa Inggris SMA XI Tape Kamus Kaset/CD Player OHP/LCD Foto/

Poster Gambar Koran berbahasa Inggris Majalah Internet

106

Karakter Bangsa Religius, jujur, toleransi, disiplin, kerja keras, mandiri, demokratis, rasa ingin tahu, semangat kebangsaan, cinta tanah air, menghargai prestasi, bersahabat, cinta damai, gemar membaca, peduli lingkungan, peduli sosial, tanggung jawab

 Mengidentifikasi kejadian dalam teks yang didengar

 Mengidentifikasi ciri-ciri dari benda/orang yang dilaporkan

 Mengidentifikasi kasus yang didengar

 Mengidentifikasi argumen yang didengar

Tertulis

(PG dan Uraian)

Quiz

Tugas

14 x 45 Buku Bahasa Inggris SMA XI Tape Kamus Kaset/CD Player OHP/LCD Foto/

Poster Gambar Koran berbahasa Inggris Majalah Internet

107

Standar Kompetensi Berbicara

3. Mengungkapkan makna dalam teks percakapan transaksional dan interpersonal resmi dan berlanjut (sustained) dalam konteks kehidupan sehari-hari

4. Mengungkap-kan makna dalam teks fungsional pendek dan monolog yang berbentuk report, narrative dan analytical exposition dalam konteks kehidupan sehari- hari

Kompetensi Dasar Materi Pembelajaran Integrasi Nilai Budaya &

Karakter Bangsa

Kegiatan Pembelajaran Indikator Penilaian Alokasi Waktu

Sumber Belajar

3.1 Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: menyampaikan pendapat, meminta pendapat, menyatakan puas dan menyatakan tidak puas

 Mengungkapkan pendapat Misalnya:

A: I think this is great B: I think so

 Meminta pendapat Misalnya

A: What do you think about it?

B: I think it’s a good idea

 Menyatakan puas Misalnya:

A: I can’t think of anything better B: Thank you for your

compliment, Sir

 Menyatakan tidak puas Misalnya:

A: I’m not happy about it

B: Please give me a second chance, Sir

 Menasehati Misalnya:

A: You’d better to do it B: I will

 Mendiskusikan tindak tutur yang digunakan dan responnya dalam percakapan yang didengar secara berkelompok

 Bermain peran secara kelompok

 Mendiskusikan tindak tutur yang digunakan dan responnya dalam percakapan yang didengar secara berkelompok

 Menyampaikan undangan lisan secara individu di depan kelas

 Melakukan debat secara berkelompok dengan tema permasalahan daerah setempat.

 Mendongeng cerita rakyat setempat

 Menggunakan tindak tutur menasehati

 Merespon tindak tutur menasehati

 Menggunakan tindak tutur memperingatkan

 Merespon tindak tutur

memperingatkan

 Menggunakan tindak tutur meluluskan permintaan

 Merespon tindak tutur meluluskan permintaan

 Menggunakan tindak tutur menyatakan perasaan.

 Merespon tindak tutur menyatakan perasaan

Tugas Performans

14 x 45 Buku Bahasa Inggris SMA XI Tape Kamus Kaset/CD Player OHP/LCD Foto/

Poster Gambar Koran berbahasa Inggris Majalah Internet

Dalam dokumen AND STUDENTS’ LINGUISTIC INTELLIGENCE ON THEIR WRITING ANALYTICAL EXPOSITION TEXT (Halaman 106-200)