Suggestions - CONCLUSIONS AND SUGGESTIONS

CHAPTER V CONCLUSIONS AND SUGGESTIONS

B. Suggestions

The suggestion consisted of meaning couldapply practically a and accepted usefully. Suggestions consisted also researchers’ recommendation and expectation related to the research that has done. Suggestions of this research could be seen in the below:

1. The successful teaching doesn’t depend on the lesson program only, but more important is how the teacher presents the lesson and uses various methods or technique to manage the class more lively and. Regarding to the teaching speaking by using peer tutoring strategy, the researcher gave some suggestion for the teacher and students .

2. The teacher should be more creative to enrich their teaching method and material. Choosing strange or unique words can stimulate them in learning English. And the materials are presented in an enjoyable, relaxed and understandable way. That’s why; it is suggested for the teacher to apply peer tutoring strategy in teaching English.

3. The students are hoped to be more confident in speaking English, to be active and creative in enriching their vocabularies and grammar to apply in speaking activity. And they should ask the teacher if there is word that they cannot pronounce.

BIBLIOGRAPHY

Aria Djalil. 2001. Peningkatan Pembelajaran Fisika Melalui Pembelajaran Tutor Sebaya Pada Kelas VIII SMP Negeri 1 Sinjai Timur. UNM. Skripsi tidak di publikasikan.

Aridah. 2011. Meningkatkan Prestasi Belajar Matematika Kelas VII SMP Negeri 1 Palu Melalui Pembelajaran Tutor Sebaya Pada Kelas VIII SMP Negeri 1 Sinjai Timur. UNM. Skripsi tidak di publikasikan.

Billson, J. & Tiberius, R. (1991) Effective Social Arrangements for Teaching and Learning New Directions for Teaching and Learning 45 (3)

Cook, Vivian. 1992. Second Language Learning and Language Teaching.

London: Longman Group.

Ernawati, 2015. Using beyond centers and circles time method to improve the students’ speaking ability. A thesis University of Muhammadiyah Makassar.

Fadanrangi, 2015. Improving The Students Speaking Skill by Using Peer Teaching Tutoring Strategy. A thesis University of Muhammadiyah Makassar.

Fathullah, 2011. Improving English Speaking through Pictures Series. A thesis University of Muhammadiyah Makassar.

Goodlad, S. & Hirst, B .1989. Peer Tutoring: A Guide to Learning by Teaching London:Kogan Page.

Gordon, E.E. 2005 .Peer Tutoring: A teacher’s Resource Guide Lanham Maryland: Scarecrow Education.

Hadijah. (2006). The Effectiveness of Debate Activity to Increase The Speaking Ability of The second Year Student of State Islamic Senior High School (MAN) Wonomulyo West Sulawesi. Thesis UIN.

Harmer, J. 1991. The practice of English language teaching. Essex, UK:

Longman.

Hatch, E and Farhady. 1982. Research Design and Statistic For Applied Linguistic, Los Angeles: University of California.

Huddleston, R. 1954. English Grammar: An Outline. New York: Cambridge University Press.

Kathryn Goh, 2006. Investigating Peer Learning and Teaching in a Problem- Based learning Context, retrieved on 22 December 2014

Loh, H. 1993. Peer Assisted Study Session in Anatomy for Nursing Students.

Proceedings of the Conference Peer Tutoring: Learning by Teaching, held 19-21 August 1993, (pp. 193-202). University of Auckland, Auckland.

Malayanti. 2004. The Comparison between Students’ English Speaking Achievement living at and out of dormitory at As’adiyah Islamic Boarding School Sengkang Wajo Regency. Thesis UIN.

Mardia. 2015. Using Group Leadership Technique to Improve The Students’

Speaking Ability at the second grade of MAN Baraka Enrekang. Thesis FKIP Unismuh

Nisrinah. (2004). Developing Vocabulary through Morphological Approach to The Second Year Students of Madrasah Aliyah Negeri 2 Bima. Thesis UIN.

Nurhayati. 2010. Improving the Student Speaking Skill by Using Questioning Technique. A thesis University of Muhammadiyah Makassar.

Ramla, Rahma. 2010. Improving The Student Speaking Ability Through Simulation Technique. A thesis University of Muhammadiyah Makassar Rubin, J. & Herbert, M. 1998. Peer Teaching – Model for Active Learning

College Teaching 48 (1)

Simmons et al .1995. Effects of Explicit Teaching and Peer Tutoring on the Reading Achievement of Learning – Disabled and Low- Performing Students in Regular Classrooms The Elementary School Journal vol.95, no.5

Siti. Nurhayati. 2010. Improving Speaking Skill by Using Aural-Oral Language Approach. A thesis University of Muhammadiyah Makassar.

Topping, K. 2005. Trends in Peer learning and Educational Psychology.

Retrieved www.dundee.ac.uk/eswce/research/projects/trwresources/.

Tomas, Scruggs. 2006. Peer Tutoring Strategy. Retrieved on 9 December 2010 Widdowson, H.G. 1978. Teaching Language as Communication. London: OUP.

APPENDIX D

The list Name of the Students at the Second Grade of SMPN 29 Makassar

No. Sample Code

1. Afifah Van Helen S-1

2. Albana Vab Basten S-2

3. Alifa Mustagfira Fadillah R. S-3

4. Alya Laurel Olivia Nur S-4

5. Armyansyah S-5

6. Audie Dwi Ananda S-6

7. Ayu Adira Mitharia S-7

8. Bungaderi Yuliana Usman S-8

9. Fita Anggreni S-9

10. Jasmine Zahra H.Soenargo S-10

11. Lutfia Maharani Dwi Nurafifah S-11

12. M.Fathir Arfiansyah R. S-12

13. Moh. Ridho Prasetio S-13

14. Muh.Gilang Hermansyah S-14

15. Muh.Taqwa Kaluku S-15

16. Muhammad Rahan Marsyah S-16

17. Muhammad Zulkifli Said S-17

20. Nur Fadila Rasyid S-20

21. Nur Haliza S-21

22. Nurmala Dewi F. S-22

23. Rafli Ramlan S-23

24. Reivi Larasari S-24

25. Reski Baharuddin S-25

26. Retno Dyan Ayu N. S-26

27. Sri Wahyuni S-27

28. Suriyani S-28

29. Susilawari S-29

30. Windha Adhalya Eka Putri S-30

31. Yuliana Selviani Mayori Hadu S-31

32. Reski Mulia S-32

APPENDIX E

1.The raw score of students’ Speaking Accuracy in term of Vocabulary Pre test

No. Name Score Classification

1. S-1 40 Poor

2. S-2 55 Poor

3. S-3 55 Poor

4. S-4 40 Poor

5. S-5 60 Fair

6. S-6 40 Poor

7. S-7 55 Poor

8. S-8 60 Fair

9. S-9 55 Poor

10. S-10 55 Poor

11. S-11 40 Poor

12. S-12 55 Poor

13. S-13 60 Fair

14. S-14 60 Fair

15. S-15 55 Poor

16. S-16 40 Poor

17. S-17 40 Poor

18. S-18 40 Poor

19. S-19 55 Poor

20. S-20 60 Fair

21. S-21 55 Poor

22. S-22 55 Poor

23. S-23 60 Fair

24. S-24 60 Fair

25. S-25 40 Poor

28. S-28 40 Poor

29. S-29 60 Fair

30. S-30 40 Poor

31. S-31 50 Poor

32. S-32 40 Poor

Total Score

∑X 1630

X 50.93

2.The raw score of students’ Speaking Accuracy in term of Vocabulary Post test

No. Name Score Classification

1. S-1 65 Fair

2. S-2 70 Fairly good

3. S-3 60 Fair

4. S-4 75 Fairly good

5. S-5 65 Fair

6. S-6 65 Fair

7. S-7 60 Fair

8. S-8 70 Fairly good

9. S-9 75 Fairly good

10. S-10 70 Fairly good

11. S-11 60 Fair

12. S-12 65 Fair

13. S-13 65 Fair

14. S-14 75 Fairly good

15. S-15 70 Fairly good

16. S-16 70 Fairly good

17. S-17 65 Fair

18. S-18 60 Fair

19. S-19 65 Fair

20. S-20 65 Fair

21. S-21 70 Fairly good

22. S-22 65 Fair

23. S-23 75 Fairly good

24. S-24 70 Fairly good

25. S-25 60 Fair

26. S-26 70 Fairly good

27. S-27 70 Fairly good

30. S-30 65 Fair

31. S-31 65 Fair

32. S-32 65 Fair

Total Score

∑X 2145

X 67.03

APPENDIX F

1.The raw score of students’ Speaking Accuracy in term of Grammar Pre- test

No. Name Score Classification

1. S-1 40 Poor

2. S-2 55 Poor

3. S-3 40 Poor

4. S-4 60 Fair

5. S-5 40 Poor

6. S-6 60 Fair

7. S-7 55 Poor

8. S-8 40 Poor

9. S-9 55 Poor

10. S-10 55 Poor

11. S-11 50 Poor

12. S-12 40 Poor

13. S-13 50 Poor

14. S-14 60 Fair

15. S-15 55 Poor

16. S-16 40 Poor

17. S-17 60 Fair

18. S-18 60 Fair

19. S-19 40 Poor

20. S-20 50 Poor

21. S-21 50 Poor

22. S-22 40 Poor

23. S-23 40 Poor

24. S-24 60 Fair

25. S-25 60 Fair

26. S-26 40 Poor

29. S-29 55 Poor

30. S-30 40 Poor

31. S-31 60 Fair

32. S-32 40 Poor

Total Score

∑X 1600

X 50

2.The raw score of students’ Speaking Accuracy in term of Grammar Post- test

No. Name Score Classification

1. S-1 60 Fair

2. S-2 70 Fairly good

3. S-3 60 Fair

4. S-4 75 Fairly good

5. S-5 60 Fair

6. S-6 70 Fairly good

7. S-7 70 Fairly good

8. S-8 65 Fair

9. S-9 65 Fair

10. S-10 70 Fairly good

11. S-11 70 Fairly good

12. S-12 60 Fair

13. S-13 65 Fair

14. S-14 75 Fairly good

15. S-15 70 Fairly good

16. S-16 65 Fair

17. S-17 70 Fairly good

18. S-18 75 Fairly good

19. S-19 65 Fair

20. S-20 65 Fair

21. S-21 75 Fairly good

22. S-22 65 Fair

23. S-23 65 Fair

24. S-24 70 Fairly good

25. S-25 75 Fairly good

26. S-26 65 Fairly good

27. S-27 70 Fairly good

30. S-30 65 Fair

31. S-31 65 Fair

32. S-32 70 Fairly good

Total Score

∑X 2180

X 68.12

APPENDIX G

1.The Result of students’ Speaking Accuracy in Pre- Test and Post-Test a. Vocabulary

No. Name Score Pre-

test (X1)

Score Post- test (X2)

D (X2- X1)

X₁² X₁² D²

1. S-1 40 65 25 1600 4225 625

2. S-2 55 70 15 3025 4900 225

3. S-3 55 60 5 3025 3600 25

4. S-4 40 75 35 1600 5625 1225

5. S-5 60 65 5 3600 4225 25

6. S-6 40 65 25 1600 4225 625

7. S-7 55 60 5 3025 3600 25

8. S-8 60 70 10 3600 4900 100

9. S-9 55 75 20 3025 6625 400

10. S-10 55 70 15 3025 4900 225

11. S-11 40 60 20 1600 3600 400

12. S-12 55 65 10 3025 4225 100

13. S-13 60 65 5 3600 4225 25

14. S-14 60 75 15 3600 5625 225

15. S-15 55 70 15 3025 4900 225

16. S-16 40 70 30 1600 4900 900

17. S-17 40 65 25 1600 4225 625

18. S-18 40 60 20 1600 3600 400

19. S-19 55 65 10 3025 4225 100

20. S-20 60 65 5 3600 4225 25

21. S-21 55 70 15 3025 4900 225

22. S-22 55 65 10 3025 4225 100

23. S-23 60 75 15 3600 5625 225

26. S-26 55 70 15 3025 4900 225

27. S-27 55 70 15 3025 4900 225

28. S-28 40 65 25 1600 4900 625

29. S-29 60 70 10 3600 4900 100

30. S-30 40 65 25 1600 4225 4225

31. S-31 50 65 15 2500 4225 4225

32. S-32 40 65 25 1600 4225 4225

Total Score

∑X 1630 2145 ∑D155 85200 145.425 ∑D²⁼10.225 Mean

Score

X 50.93 67.03 4.84 2662 4.544 320.468

APPENDIX H

2.The Result of students’ Speaking Accuracy in Pre- Test and Post-Test b. Grammar

No. Name Score Pre-

test (X1)

Score Post- test (X2)

D (X2- X1)

X₁² X₁² D²

1. S-1 40 60 20 1600 3600 400

2. S-2 55 70 15 3025 4900 225

3. S-3 40 60 20 1600 3600 400

4. S-4 60 75 15 3600 5625 225

5. S-5 40 60 20 1600 3600 400

6. S-6 60 70 10 3600 4900 100

7. S-7 55 70 15 3025 4900 225

8. S-8 40 65 25 1600 4225 625

9. S-9 55 65 10 3025 4225 100

10. S-10 55 70 15 3025 4900 225

11. S-11 50 70 20 2500 4900 400

12. S-12 40 60 20 1600 3600 400

13. S-13 50 65 15 2500 4225 225

14. S-14 60 75 15 3600 5625 225

15. S-15 55 70 15 3025 4900 225

16. S-16 40 65 25 1600 4225 625

17. S-17 60 70 10 3600 4900 100

18. S-18 60 75 15 3600 5625 225

19. S-19 40 65 25 1600 4225 625

20. S-20 50 65 15 2500 4225 225

21. S-21 50 75 25 2500 5625 625

22. S-22 40 65 25 1600 4225 625

23. S-23 40 65 25 1600 4225 625

26. S-26 40 65 25 1600 4225 625

27. S-27 55 70 15 2500 4900 225

28. S-28 55 75 20 2500 5625 400

29. S-29 55 75 20 2500 5625 400

30. S-30 40 65 25 1600 4225 625

31. S-31 60 65 5 3600 4225 25

32. S-32 40 70 30 1600 4900 900

Total Score

∑X 1600 2180 ∑D580 85200 149.280 ∑D²⁼11600 Mean

Score

X 50 68.12 18.12 2662 4.665 362.5

APPENDIX I

CALCULATING MEAN SCORE

1. The mean score of Students’ Speaking Accuracy in term of Vocabulary in Pre-test and Post-Test

a. Mean Score of Students’ Pre-test X X





=

= 42.5

2. Mean Score of Students’ Post-test X X





=

= 67.03

2. The mean score of Students’ Speaking Accuracy in term of Grammar in Pre-test and Post-Test

1. Mean Score of Students’ Pre-test X X





=

= 51.2

X  N

X =

68.12

APPENDIX J

1. The improvement of the students’ score in terms of vocabulary

P = x

100%

P =

^. ^.

x

100%

P =

57.718%

2. The improvement of the students’ score in terms grammar

P = x

100%

P =

x

100%

P =

36.24%

Calculating the t-test Value of vocabulary

t =

^⃑

∑ (∑ )

( )

t =

. ( )

( )

t = .

. . /

( )

t = .

. – ^.

t = .

. / t = .

√ . t = .

. t = 5.60

2. Calculating the t-Test Value

a. Calculating the t-test Value of Grammar

t =

^⃑

∑ (∑ )

( )

t =

. ( )

( )

t = .

. /

( )

t = .

. –

t =

. . /

t = .

√ . t = .

. t = 17.32

TABLE DISTRIBUTION OF T-VALUE a (for two group sample)

0.50 0.20 0.10 0.05 0.02 0.1

a (for one group sample)

0.25 0.10 0.05 0.02 0.1 0.005

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

1.000 0.816 0.765 0.741 0.737 0.718 0.711 0.706 0.703 0.700 0.697 0.695 0.694 0.692 0.691 0.690 0.689 0.688 0.687 0.686 0.66

3.078 1.886 1.638 1.533 1.476 1.440 1.415 1.397 1.383 1.372 1.363 1.356 1.350 1.345 1.341 1.337 1.333 1.330 1.328 1.325 1323

6.314 2.920 2.353 2.132 2.015 1.943 1.895 1.860 1.833 1.812 1.796 1.782 1.771 1.761 1.753 1.746 1.740 1.734 1.729 1.725 1.721

12.706 4.303 3.182 2.766 2.571 2.447 2.365 2.306 2.262 2.228 2.201 2.178 2.160 2.145 2.132 2.120 2.110 2.101 2.093 2.086 2.080

31.821 6.965 4541 3.747 3.365 3.143 2.998 2.896 2.821 2.764 2.718 2.681 2.650 2.624 2.623 2.583 2.567 2.552 2.539 2.528 2.518

63.657 9.925 5.841 4.604 4.032 3.707 3.499 3.355 3.250 3.169 3.106 3.055 3.012 2.977 2.947 2.921 2.898 2.878 2.861 2.845 2.831

22.

23.

24.

25.

26.

27.

28.

29.

30.

40.

60.

120.

0.686 0.685 0.684 0.684 0.684 0.684 0.683 0.683 0.683 0.681 0.679 0.677 0.674

1.321 1.319 1.318 1.316 1.315 1.314 1.313 1.311 1.310 1.303 1.296 1.289 1.282

1.717 1.714 1.711 1.708 1.706 1.703 1.701 1.699 1.697 1.684 1.671 1.658 1.645

2.074 2.069 2.064 2.060 2.056 2.052 2.048 2.045 2.042 2.021 2.000 1.980 1.960

2.508 2.500 2.492 2.485 2.479 2.473 2.467 2.462 2.457 2.423 2.390 2.358 2.362

2.819 2.807 2.797 2.787 2,779 2,771 2,763 2,756 2,750 2,704 2,660 2,617 2,676

df (degree of freedom)

The Formula :

df = n-1 df = 32-1

df = 31

t-table for (



) = 0.05 = 1.697

Nama Sekolah : SMP Negeri

Mata Pelajaran : Bahasa Inggris Aspek/skill : Speaking (Berbicara) Kelas/Semester : VIII/2

Pertemuan : Pertama

Alokasi Waktu : (2 x 45 menit)

Tema : Introducing yourself and other people

Standar Kompetensi :

Memahami makna dalam percakapan transaksional dan Interpersonal sangat sederhana untuk berinteraksi dengan lingkungan terdekat.

Kompetensi Dasar :

Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) yang mengunakan ragam bahasa lisan sangat sederhana secara akurat, lancar, dan berterima untuk nerinteraksi dengan lingkungan terdekat yang melibatkan tindak tutur: menyapa orang yang belum/ sudah dikenal, memperkenalkan diri sendiri/ orang lain, dan memerintah atau larangan.

Indikator :

Mengidentifikasi makna dan fungsi ungkapan menyapa orang yang belum / sudah di kenal dan memperkenalkan diri sendiri/ orang lain.

Tujuan Pembelajaran

Pada akhir pembelajaran, diharapkan siswa mampu:

a. Mengungkapkan perkenalan diri sendiri secara berterima baik formal maupun informal.

b. Mengungkapkan perkenalan orang lain secara berterima baik formal maupun informal.

c. Memperkenalkan diri sendiri dan orang lain.

d. Membedakan penggunaan this and that.

e. Menjawab dan merespon pertanyaan berdasarkan suatu percakapan.

Materi Pembelajaran

How to introduce yourself, for example:

To introduce yourself, you can say:

 My name is Rendy

 I am Santi

To ask someone’s identity,you can say:

 What is your name? I am…

 Where are you from? I am…

 Where do you come from? I come from…

Sinta : This is Ahamd

Ahmad : Hi, Mirna. How do you do?

Mirna : How do you do.

REMEMBER

Grammar: Demonstrative pronouns This, these, that and those are determiners.

We usually use them in spoken English. Look at the examples:

Near far

single This is.. That is..

plural

These are.. Those are…

Here are the expression you can use for introducing others. The phrases near the top of the list are generally more formal than the ones near the bottom.

Introducer Response A Response B

I’d like to introduce… How do you do? How do you do?

I’d like to introduce… Glad to meet you. The pleasure is mine.

I’d like you to meet… Nice to meet you. Nice to meet you, too.

This is… Hi. Hi.

Metode Pembelajaran

Sesuai dengan bentukmetode peer teaching tutoring method yang terdiri beberapa tahap, akandiaplikasikan:

a. Menyepakati aturan main game yang diterapkan dalam kelas beserta sanksi-sanksinya.

b. Memberikan penjelasan/membimbing setiap ketua kelompok yang telah ditentukan.

c. Setelah itu, setiap ketua kelompok bergabung dalam kolompoknya masing-masing dan bertindak sebagai guru. (peer-teaching).

d. Memberikan evaluasi.

Kegiatan Pembelajaran a. Kegiatan awal

Mengabsen siswa dan sekaligus tegur sapa antara siswa dan guru akan menjadi kegiatan awal. Selanjutnya guru menuliskanmateri ajar, tujuan pembelajaran, serta sub pokok bahasannya.

b. Kegiatan Inti

 Guru membentuk beberapa kelompok secara berpasang-pasangan (masing-masing dua orang) dan menentukan siapa ketua dari masing-masing kelompok tersebut.

 Kemudian, masing-masing kelompok membuat sebuah dialog (percakapan) sesuai dengan materi yang telah diberikan oleh guru sebelumnya.

buat bersama dengan pasangan mereka masing-masing, sambil guru mengamati dimana letak kekurangan dari siswa, sehingga bias diperbaiki.

c. Kegiatan akhir

Guru memberikan evaluasi. Pada tahap akhir, guru memberikan satu topic menarik kepadasiswa, lalu mereka berbicara secara bebas tanpa adanya koreksi dari guru.

Alat, Bahan, dan Sumber Belajar

a. Buku paket passport to the world for Junior High School, pengarang Djatmika, Agus Dwi Priyatno, Ida Kusuma Dewi/2008

b. Kamus

Penutup

Guru memberikan penekanan materi yang telah diberikan supaya diulang dirumah sebagai proses reinforcement.

Rubrik Penilaian Grammar

No Score Criteria

1 5 Speak without too great and effort with a fairly wide range of expression. Searches for words occasionally but only one or two unnatural pauses.

2 4 Has to make an effort and search for words. Nevertheless, smooth delivery on the whole and only a few unnatural.

3 3 Although he has to make an effort and search for words, there are not too many unnatural pauses. Fairly smooth delivery mostly. Occasionally fragmentary but succeeds in conveying

4 2 Has to make an effort for much of the time, often has to search for desired meaning. Rather halting delivery and fragmentary, range of expression often limited

5 1 Long pauses while he searched for the desired meaning.

Frequently and halting delivery. Almost gives up making the effort at times limited range of expression.

Rubrik Penilaian vocabulary

No Score Criteria

1 5 Vocabulary apparently as accurate and extensive as that of an educated native speaker

2 4 Professional vocabulary broad and precise; general

problems and varied social situations.

3 3 Professional vocabulary adequate to discuss special interests; general vocabulary permits discussion of any non-technical subject with some circumlocutions 4 2 Choice of words sometimes inaccurate, limitations of

vocabulary prevent discussion of some common professional and social topics

5 1 Vocabulary inadequate for even the simplest conversation.

Score = Students’ Correct Answer × 100 Maximum Score

RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Nama Sekolah : SMP Negeri

Mata Pelajaran : Bahasa Inggris Aspek/skill : Speaking (Berbicara) Kelas/Semester : VIII/2

Pertemuan : Kedua dan ketiga Alokasi Waktu : (2 x 45 menit)

Tema : Gratitude and Apology Expressions

Standar Kompetensi :

Memahami makna dalam percakapan transaksional dan inter personal sangat sederhana untuk berinteraksi dengan lingkungan terdekat.

Kompetensi Dasar :

Merespon makna dalam percakapan transaksional (to get things done dan interpersonal (bersosialisasi) yang menggunakan ragam bahasa lisan sangat sederhana secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan terdekat yang melibatkan tindak tutur: meminta dan member informasi. Mengucapkan terima kasih, meminta maaf dan mengungkapkan kesantunan.

ucapan terima kasih dan minta maaf.

Tujuan Pembelajaran

Pada akhir pembelajaran, diharapkan siswa dapat:

a. Mengidentifikasi dan memahami bentuk dan fungsi ungkapan berterima kasih dan minta maaf.

b. Menggunakan ungkapan berterima kasih dan minta maaf dalam berinteraksi dengan lingkungan terdekat.

c. Mengetahui berbagai macam ungkapan berterima kasih dan minta maaf.

d. Menjawab dan merespon pertanyaan berdasarkan suatu percakapan.

Materi Pembelajaran 1^stMeeting

 Gratitude Expressions Dialogue 1:

Mirna : Hi Len, you look beautiful with new dress.

Lena : Thank you very much Mirna.

Mirna : you are welcome.

Dialogue 2:

Adnan : Hi, good morning Ozan.

Ozan : Good morning Adnan, where are you going?

Adnan : I am going to the Bank, but I don’t know the way.

Ozan : Can I help you?

Adnan : Sure.

Ozan : Follow me! I will show you the way.

Adnan : Okay, thanks a lot.

Ozan : any time.

We use these expressions to express gratitude

We use these expressions to respond to gratitude

 Thank you

 Thanks

 Thank you very much

 Thank you so much

 Thanks a lot

 You have my gratitude.

 That’s all right

 Any time

 My pleasure

 You are welcome

 No problem

 Don’t mention it.

2^ndMeeting

 Apology Expressions Dialogue 1

Kasih didn’t come at Mila’s birthday.

Kasih : Good evening Mila.

Mila : Good evening.

Mila : Please don’t be sorry. Why didn’t you come?

Kasih : My mother was sick.

Mila : I am sorry to hear that.

Dialogue 2:

Listy was waiting for Lisa. They had appointment to go to a bookstore.

Lisa : Good morning Lisa.

Listy : Good morning.

Lisa : Listy. I am really sorry. I’m late. I had to water the plant first.

Listy : It’s OK. But next time please tell me first.

Lisa : Of course. Let’s go now.

We use these expression to express apology

We use these expression to respond to apology

 Sorry

 I am sorry

 I am (very/really/so) sorry.

 I apologize for…

 Please excuse me

 It’s O.K

 That’s all right

 Please don’t be sorry

 Never mind

 It doesn’t matter

 Don’t worry about it

 Please accept my apology

 Please forgive me

 Will you forgive me, please?

 I forgive you

 Forget about it

Metode Pengajaran

Pengaplikasian metode peer teaching tutoring method dengan empat tahap;

a. Menyepakati aturan main game yang diterapkan dalam kelas beserta sanksi-sanksinya.

b. Memberikan penjelasan/membimbing setiap ketua kelompok yang telah ditentukan.

c. Setelah itu, setiap ketua kelompok bergabung dalam kolompoknya masing-masing dan bertindaks ebagai guru. (Peer-teaching).

d. Memberikan evaluasi.

Kegiatan Pembelajaran a. Kegiatan awal

Mengabsen siswa dan sekaligus tegur sapa antara siswa dan guru akan menjadi kegiatan awal. Selanjutnya guru menuliskan materi ajar, tujuan pembelajaran, serta sub pokok bahasannya.

(masing-masing dua orang) danm enentukan siapa ketua dari masing-masing kelompok tersebut.

 Kemudian, masing-masing kelompok membuat sebuah dialog (percakapan) sesuai dengan materi yang telah diberikan oleh guru sebelumnya.

 Setelahitu, setiap kelompok maju ke depan kelas satu persatu untuk melakukan percakapan sesuai dengan dialog yang telah mereka buat bersama dengan pasangan mereka masing-masing, sambil guru mengamati dimana letak kekurangan dari siswa, sehingga bias diperbaiki.

c. Kegiatan akhir

Guru memberikan evaluasi. Selanjutnya siswa dan guru akan memulai speaking bebas dengan tema menarik yang telah ditentukan. Dalam tahap ini, guru hanya mengarahkan dan tidak melakukan pembenaran ataupun interupsi.

Alat, Bahan, danSumberBelajar

a. Buku paket passport to the world for Junior High School, pengarang Djatmika, Agus Dwi Priyatno, Ida Kusuma Dewi/2008

b. Kamus

Penutup

Guru memberikan penekanan materi yang telah diberikan supaya diulang dirumah sebagai proses reinforcement.

Rubrik Penilaian Grammar

No Score Criteria

1 5 Speak without too great and effort with a fairly wide range of expression. Searches for words occasionally but only one or two unnatural pauses.

2 4 Has to make an effort and search for words. Nevertheless, smooth delivery on the whole and only a few unnatural.

3 3 Although he has to make an effort and search for words, there are not too many unnatural pauses. Fairly smooth delivery mostly. Occasionally fragmentary but succeeds in conveying

4 2 Has to make an effort for much of the time, often has to search for desired meaning. Rather halting delivery and fragmentary, range of expression often limited

5 1 Long pauses while he searched for the desired meaning.

Frequently and halting delivery. Almost gives up making the effort at times limited range of expression.

1 5 Vocabulary apparently as accurate and extensive as that of an educated native speaker

2 4 Professional vocabulary broad and precise; general vocabulary adequate to cope with complex practical problems and varied social situations.

vocabulary prevent discussion of some common professional and social topics

5 1 Vocabulary inadequate for even the simplest conversation.

Score = Students’ Correct Answer × 100 Maximum Score

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Nama Sekolah : SMP Negeri

Mata Pelajaran : Bahasa Inggris Aspek/skill : Speaking (Berbicara) Kelas/Semester : VIII/2

Pertemuan : keempat

Alokasi Waktu : (2 x 45 menit)

Tema : Asking and Giving Information

Standar Kompetensi : Memahami makna dalam percakapan transaksionald an Interpersonal sangat sederhana untuk berinteraksi

dengan lingkungan terdekat.

Kompetensi Dasar : Merespon makna dalam percakapan transaksional (to get things done dan interpersonal (bersosialisasi) yang menggunakan ragam bahasa lisan sangat sederhana secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan terdekat yang melibatkan tindak tutur; memintadan member informasi. Mengucapkan terima kasih, meminta maaf dan mengungkapkan kesantunan.

meminta (asking for) dan memberikan informasi (giving information).

- Meresponungkapan meminta (asking for) dan memberikan informasi (giving information).

Tujuan Pembelajaran.

Pada akhir pembelajaran siswadapat:

a. Menggunakan kata where, when, how, many, what and which dengan tepat.

b. Mengetahui penggunaan preposition (in, on, at, in front of, behind, beside, under, between) dalam menunjukkan tempat.

c. Mengetahui bentuk-bentuk adverb of time, date and time.

d. Merespon/menjawab pertanyaan dengan tepat.

Materi Pembelajaran

Asking Information Giving Information

 Where do you live?

 Where does he play foot ball?

 Where is your book?

 Where is the pen?

 I live at Jl. Rahayu no.13

 He plays football in the field

 The pen/it is in the book

 The book/it is in front of the book.

 The book/it is between the books

Preposition: in,at, in front of, between.

 When were you born?

I was born on June 12, 2003

 When are you going to Yogyakarta?

I’mgoing to Yogyakarta this morning.

Adverb of time: today, tomorrow, yesterday, Sunday, in January, in 2000.

 How many birds are there in the picture?

There is one bird.

 How many books do you have?

I have four books.

Singular and plural nouns.

 Singular noun: boy, girl, book, pen.

 Plural noun: boys, girls, books, pens.

Example:

1. Sinta : when will you visit to our home?

Susi : I will visit our home next month.

2. Lina : what does your father need?

Doni : he needs one blue tie.

Metode Pembelajaran

Pengaplikasian metode peer teaching tutoring method dengan empat tahap;

a. Menyepakati aturan main game yang diterapkan dalam kelas beserta sanksi-sanksinya.

b. Memberikan penjelasan/membimbing setiap ketua kelompok yang telah ditentukan.

c. Setelahitu, setiapketuakelompokbergabungdalamkolompoknyamasing- masingdanbertindaksebagai guru. (Peer-teaching).

d. Memberikan evaluasi.

Langkah-langkah Pembelajaran a. Kegiatan Awal

Mengabsen siswa dan sekaligus tegur sapa antara siswa dan guru akan menjadi kegiatan awal. Selanjutnya guru menuliskan materi ajar, tujuan pembelajaran, serta sub pokok bahasannya.

Memberikan ilustrasi dialog atau artikel berikut.

b. Kegiatan inti

 Guru membentuk beberapa kelompok secara berpasang-pasangan (masing-masing dua orang) dan menentukan siapa ketua dari masing-masing kelompok tersebut.

Dalam dokumen FACULTY OF TEACHER TRAINING AND EDUCATION MUHAMMADIYAH UNIVERSITY OF MAKASSAR (Halaman 49-114)