CHAPTER V CONCLUSIONS AND SUGGESTIONS
5.2 Suggestions
Based on the conclusions above, The researcher can make some suggestions to the English teacher, the students, and the other researchers. The suggestions describe as follows:
a. For the English teachers
The SGD can be a good strategy for improving the students' speaking ability.
The English teachers should explain clearly and instruct their students using SGD. It is important to control the students by providing interesting activities to make the students pay attention to the teaching process. The English teachers also need to enrich themselves with the knowledge of developing interesting media to encourage their students to speak up, lest they rely too much on textbooks. These actions improved the quality of English teaching- learning, especially the students' speaking ability.
b. For students
Through the SGD, students are used to practicing spoken English. The researcher suggested they should participate in the activity to improve their English-speaking skills. Before conducting a conversation or dialogue, some activities, such as exercises and other tasks, should be carried out following the activity to improve their verbal skills.
c. For the other researchers
This research describes how the SGD can improve students' speaking ability.
For other researchers interested in researching the same field, the researcher
suggests they carefully examine the activities used. This study may be one of the references before researching the student's speaking ability.
Finally, the researcher realized that this study still has shortcomings and errors. Therefore, the researcher hopes to accept constructive suggestions to improve the research.
53
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Routledge.
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Brown, H. D. (2004). Teaching by Principles: Language Assessment. . New York:
Pearson Education.
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Longman.
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Kemmis, S. M. (1990). The Action Research Planner. Australia: Deakin University.
Kidsvatter, R. (1996). Dynamics of effective teaching. London: Longman Published Ltd.
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Prentice-Hall.
Nuranalisa. (2020). Improving Students’ Speaking Skill Through Animation Movie At Second Grade Of Smpn 5 Mandai. Muhammadiyah University Of Makassar.
Orlich, D. C. (2010). Teaching Strategies: A Guide to Effective Instruction (9th ed).
Rahman, F. e. (2011). Impact of Discussion Method on Students Performance. . International Journal of Business and Social Science. (2)7, 88-89. .
Rifai. (2016). Classroom Action Research In Christian Class. Sukoharjo:
BornWin's.
Rukajat, A. (2018). Penelitian tindakan kelas . Yogyakarta : Deepublish.
Sidik, A. S. (2013). Improving Students’ Speaking Ability Through Practice Rehearsal Pair of The Tenth Grade of Man Malang 1. Language-Edu, 2(4), 682–688.
Sudaryono. (2013). Pengembangan Instrumen Penelitian Pendidikan. Yogyakarta:
Graha Ilmu.
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APPENDICES
Appendix 1
OBSERVATION CHECKLIST Students : SMPN 14 Bintan
Class : VIII Subject : English
NO OBSERVATION ITEM YES NO
1. The students are ready to learn the material √
2. The teacher explains the material √
3. The teacher provides opportunities for students to express an opinion and ask questions related to the lesson √ 4. The students provide opinions and questions √ 5. The teacher checks the students' understanding √
6. The teacher gives a test to the students √
7. The students use dictionaries √
8. The teacher goes around the class during the learning process to see students' activities and provide help when needed √
The Teacher The Researcher
(Ivan Tri Jambri) (Diah Khotimah)
57
Appendix 2
Surat balasan dari SMP N 14 Bintan :
Appendix 3
LESSON PLAN
Skill : Speaking
Text Types : Expression of Congratulations
Class : VIII
Time Allotment : 2 x 60 minutes A. KOMPETENSI INTI
1. Menghayati dan mengamalkan ajaran agama yang dianutnya
2. Menunjukkan perilaku jujur, disiplin, tanggung jawab, peduli (gotong royong, kerjasama, toleran, damai), santun, responsif,dan pro-aktif sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta menempatkan diri sebagai cerminan bangsa dalampergaulan dunia.
3. memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, procedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah.
4. mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan m ampu menggunakan metoda sesuai kaidah keilmuan
B. KOMPETENSI DASAR DAN INDIKATOR PENCAPAIAN
KOMPETENSI
Kompetensi Dasar (KD) Indicator Pencapaian Kompetensi (IPK)
3.2 Menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan teks interaksi interpersonal lisan dan tulis yang melibatkan tindakan memberikan ucapan selamat dan memuji bersayap (extended), serta menanggapinya, sesuai dengan konteks penggunaanya.
4.2 Menyusun teks interaksi interpersonal lisan dan tulis sederhana yang melibatkan tindakan memberikan ucapan selamat dan memuji bersayap
3.2.1 Mengidentifikasi ungkapan memberi ucapan selamat dan responnya.
3.2.2 Menerapkan ungkapan memberi ucapan selamat dan responnya.
4.2.1 Menyusun kalimat tentang ungkapan memberi ucapan selamat.
59
(extended), dan menanggapinya dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.
C. TUJUAN PEMBELAJARAN
Setelah mengikuti proses pembelajaran, peserta didik diharapkan dapat:
1. Mengidentifikasi ungkapan memberi ucapan selamat dan responnya.
2. Menerapkan ungkapan memberi ucapan selamat dan responnya.
3. Menyusun kalimat tentang ungkapan memberi ucapan selamat.
D. MATERI PEMBELAJARAN 1. Materi Pembelajaran Reguler
a. fungsi sosial
Merespon percakapan (asking and giving congratulate) b. Struktur teks
- Memulai - Menanggapi
E. MEDIA PEMBELAJARAN 1. Media
- Worksheet - Handout - Power point 2. Alat/Bahan - Papan tulis - Spidol
- LCD, infocus F. Learning objectives:
At the end of the lesson, students are expected to be able to: Use expressions of congratulations to someone in terms of vocabulary, fluency, comprehension, and pronunciation.
Cycle I: Expression of Congratulations
G. Teaching techniques:
Small Groups Discussions (SGD) H. Teaching and learning activities
Meetings Teacher's Activities Students' Activities 1 1. The Researcher greeted the
students, followed by a prayer reading led by the class leader;
2. The Researcher then checked the students' attendance;
3. The Researcher introduced the learning materials, namely Expressing Congratulations on the use of speaking skills;
4. The Researcher gave a pre-test to the students. The exercises are as follows: 1. Make a short conversation about Congratulations, including the responses! (make it with your partner.)
5. Researcher provided the same material, but it is done in the form of SGD for about 2-4 members;
6. Researcher first explained what SGD is and how to do it;
7. The Researcher explained in each group how to make a conversational dialogue Expressing
Congratulations, including the responses;
8. The Researcher opened a discussion session for students to ask about learning difficulties.
9. The Researcher surrounded each pair to confirm and check the work of each pair of students.
10. Finally, before the researcher closes the class, the researcher gives time to discuss or ask questions about learning.
1. Responding 2. Responding 3. Paying attention
4. Possible answers
5. Pay attention 6. Responding and
making a groups 7. Trying to make a
dialogue conversation
8. After completing the test, Congratulation Expression. perform the dialogue in front of the class
9. Doing the
evaluation.
10. Doing the
evaluation.
61
2 1. The Researcher greeted the students, followed by a prayer reading led by the class leader;
2. The Researcher then checked the students' attendance;
3. The Researcher reviewed the previous meeting and explained that the second meeting had a test (post- test) using the group formed at the first meeting. The exercise is as follows: Make a conversation about Expression of Congratulations, including the responses! Five utterances per person? (make in SGD about 2-4 members in groups.);
4. The Researcher asked students to choose the type of Expressing of Congratulations and make a dialogue based on the type chosen; the researcher went around to check the group work;
5. The Researcher assessed the group that appears
6. Finally, the researcher opened a discussion session before closing the lesson.
1. Responding 2. Responding 3. Pay attention
4. Per groups, choose the types of
expression. Then make conversations based on the types chosen.
5. Presentation in front of the class.
6. Doing the evaluation.
I. Teknik Penilaian 1. Teknik Penilaian:
a. Penilaian Sikap : Observasi/Pengamatan b. Penilaian Pengetahuan : Tes Berbicara
c. Penilaian Keterampilan : Unjuk kerja/Praktik 2. Bentuk Penilaian:
a. Observasi : Jurnal guru
b. Unjuk Kerja : Berbicara di depan kelas
Appendix 4
LESSON PLAN
Skill : Speaking
Text Types : Expression of Like and Dislike
Class : VIII
Time Allotment : 2 x 60 minutes A. TUJUAN PEMBELAJARAN
1. Secara bersama-sama siswa dapat mengidentifikasi ungkapa yang menyatakan suka dan tidak suka.
2. Secara berpasangan maupun berkelompok siswa dapat mengungkapkan dan merespon pernyataan suka dan tidak suka.
3. Siswa secara berpasangan membuat teks percakapan lisan sederhana mengenai ungkapan yang menyatakan suka dan tidak suka.
B. KOMPETENSI DASAR dan INDIKATOR
KOMPETENSI DASAR INDIKATOR
3.4 Mengidentifikasi fungsi sosial, struktur teks, dan unsur
kebahasaan teks interaksi
transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta informasi terkait nama dan jumlah binatang, benda, dan bangunan public yang dekat dengan kehidupan peserta didik sehari-hari, sesuai dengan konteks pengunaaanya.
3.4.1 Menjawab pertanyaan seputar like and dislike
3.4.2 Mengemukakan ekspresi like and dislike
3.4.3 Membuat percakapan tentang like and dislike
C. TUJUAN PEMBELAJARAN
Setelah mengikuti proses pembelajaran, peserta didik diharapkan dapat:
1. Mengidentifikasi ungkapan memberi ucapan suka dan tidak suka dan responnya.
2. Menerapkan ungkapan memberi ucapan suka dan tidak suka dan responnya.
3. Menyusun kalimat tentang ungkapan memberi ucapan suka dan tidak suka.
D. MATERI PEMBELAJARAN 1. Materi Pembelajaran Reguler
a. fungsi sosial
Merespon percakapan (asking and giving like and dislike)
63
c. Struktur teks - Memulai - Menanggapi
E. MEDIA PEMBELAJARAN 1. Media
- Worksheet - Handout - Power point 2. Alat/Bahan - Papan tulis - Spidol
- LCD, infocus F. Learning objectives:
At the end of the lesson, students are expected to be able to: Use the Expression Like and Dislike to someone in vocabulary, fluency, comprehension, and pronunciation.
Cycle II: Expression of Like and Dislike G. Teaching techniques:
Small Groups Discussions (SGD) H. Teaching and learning activities
Meetings Teacher's Activities Students' Activities 1 1. The Researcher greeted the
students, followed by a prayer reading led by the class leader;
2. The Researcher then checked the students' attendance;
3. The Researcher introduces the learning materials, namely
Expression of Like and Dislike on the use of speaking skills;
4. The Researcher gave a pre-test to the students. The exercises are as follows: 1. Make a short
conversation about Like and Dislike, including the responses! (make it with your partner.)
1. Responding 2. Responding 3. Paying attention
4. Possible answers
5. Researcher provided the same material, but it is done in the form of SGD for about 2-4 members;
6. Researcher first explained what SGD is and how to do it;
7. The Researcher explained in each group how to make a conversational dialogue Expression of Like and Dislike;
8. The Researcher opened a discussion session for students to ask about learning difficulties.
9. The Researcher surrounded each pair to confirm and check the work of each pair of students.
10. Finally, before the researcher closed the class, the researcher gave time to discuss or ask questions about learning.
5. Pay attention 6. Responding and
making a groups 7. Trying to make a
dialogue conversation
8. After completing the test, Congratulation Expression. perform the dialogue in front of the class
9. Doing the
evaluation.
10. Doing the
evaluation.
2 1. The Researcher greeted the students, followed by a prayer reading led by the class leader;
2. The Researcher then checked the students' attendance;
3. The Researcher reviewed the previous meeting and explained that the second meeting had a test (post- test) used the group formed at the first meeting. The exercise is as follows: Make a conversation about the Expression of Like and Dislike, including the responses!
, 5 uttarances per person ? (make in SGD about 2-4 members in groups.);
4. The Researcher asked students to choose the type of Expression of Like and Dislike
and make a dialogue based on the type chosen. The researcher went around to check the group work;
1. Responding 2. Responding 3. Pay attention
4. Per groups, choose the types of
expression. Then make conversations
65
5. The Researcher assessed the group that appeared
6. Finally, the researcher opened a discussion session before closing the lesson.
5. Based on the types chosen.
6. Presentation in front of the class.
Doing the evaluation.
I. Teknik Penilaian i. Teknik Penilaian:
a. Penilaian Sikap : Observasi/Pengamatan b. Penilaian Pengetahuan : Tes Berbicara
c. Penilaian Keterampilan : Unjuk kerja/Praktik ii. Bentuk Penilaian:
a. Observasi : Jurnal guru
b. Unjuk Kerja : Berbicara di depan kelas
Appendix 5 ASSESMENT INSTRUMENT
No. Category Aspect Range Score
1. Vocabulary
a. inadequate Very limited vocabulary makes comprehension quite difficult
1-6 b. decent Frequent uses of wrong speech limited to
simple vocabulary
7-12 c. good Sometimes uses inappropriate terms about
language because of inadequate vocabulary
13-18
d. excellent Barely has trouble 19-25
2. Pronunciation
a. inadequate Hard to understand because of sound, accent, pitch, difficulty, and incomprehensible
1-6
b. decent The error in basic pronunciation 7-12
c. good Few noticeable errors 13-18
d. excellent Understandable 19-25
3. Comprehension
a.inadequate Understands only slow, very simple speech on common social and touristic topics, requires constant repetition and rephrasing
1-6
b.decent Understands careful, somewhat simplified speech when engaged in a dialogue, but many require considerable repetition or rephrasing
7-12
c.good Understands quite well normal educated speech when engaged in a dialogue, but requires occasional repetition or rephrasing
13-18
d.excellent Understands everything in normal educated conversation except for very colloquial or low-frequency items, or exceptionally rapid or slurred speech
19-25
4. Fluency
a.inadequate Speed of speech below normal, Long pause, utterance left unfinished
1-6 b.decent Some have obvious but manage to
rephrase and continue
7-12
c.good Speech is generally natural 13-18
d.excellent Understandable 19-25
Total Score
Adapted from: Brown (2015)
67
Appendix 6
INTERVIEW TRANSCRIPT Before Implementation
Teacher
Researcher :How long have you been teaching English at this school?
Teacher :I have been teaching here since 2007.
Researcher :What do you think about the students of this class? Are they actively participating?
Teacher :For class C, there are indeed some students who stand out in English lessons. Others are also active but more noisy than active in their studies.
Researcher :How do you control your students in class?
Teacher :Certainly, there must be firmness and patience in guiding students.
Researcher :Do you think they like English? Is their interest in learning English great?
Teacher :You must also know how the children are here. Only a few of them are interested in learning English. But grateful because they are still willing to try to practice and learn.
Researcher :Do they have difficulty speaking English?
Teacher :Some are already a little proficient, but most have difficulty due to a lack of practice on their own.
Researcher :How do you teach them to speak English?
Teacher :Get them used to talking about small things, for example, asking how they are, good morning, and so on. Increase vocabulary when entering English lessons.
Students
Researcher :Do you like English?
Students :Some students answered yes, and some did not.
Researcher :Do you often practice speaking with your English teacher?
Students :Often with sir Ivan
Researcher :Did you find any difficulties when speaking English?
Students : It's hard to pronounce words in English. I don't know the meaning of Indonesian because it's embarrassing to speak English.
After Implementation Teacher
Researcher :Do you think this SGD is interesting?
Teacher :Yes, of course, very interesting. See the resulting increase.
Researcher :Can this SGD solve the problems we discussed earlier?
Teacher :Of course, this strategy makes their interest in learning high. Reduce shyness to appear.
Researcher :Would you like to use this strategy in the future?
Teacher :Why not, I will use this method later.
Students
Researcher :Did you find any difficulties while we were learning to speak English?
Students :Yes miss, but not really because there is a dictionary.
Researcher :Is this learning model interesting?
Students :Interesting
Researcher :Do you prefer to study in groups or individually?
Students :In groups, Not confident if individually.
69
Appendix 7
PRE-TEST Name :
Class :
With your partner, make dialogues based on the situations below. Use expression of Congratulations, including the responses. Then, practice the dialogues.
Appendix 8
POST-TEST (Cycle I) Name :
Class :
With your group, make dialogues based on the situations below. Use expression of Congratulations, including the responses. Then, practice the dialogue
71
Appendix 9
POST-TEST (Cycle II) Name :
Class :
With your group, make dialogues based on the situations below. Use expressions of Like and Dislike, including the responses. Then, practice the dialogues.
Appendix 10
DOCUMENTATION 1. Documentation : Students form SGD
2. Documentation: One of the groups tries to present the results of the group's work.
73
3. Documentation : When students do the test. The researcher approached each group and checked the students' work
4. Documentation: Class conditions at the time of the lesson.
5. Documentation: After closing, the researcher and students took a photo together