(1)IMPROVING STUDENTS’ SPEAKING ABILITY THROUGH COMMUNITY INTERACTION ACTIVITIES (A Classroom Action Research at the Second Year Students of SMA Muhammadiyah lempangan.Gowa)

IMPROVING STUDENTS’ SPEAKING ABILITY THROUGH COMMUNITY INTERACTION ACTIVITIES (A Classroom Action Research at the Second Year Students of SMA Muhammadiyah lempangan.Gowa). A THESIS Submitted to the FKIP University of Muhammadiyah Makassar In Fulfillment of the Requirement for the Degree of Sarjana Pendidikan In English Department. ISNIK MAULIANI 1053 55339 12. ENGLISH EDUCATION TEACHERS TRAINING AND EDUCATION FACULTY MAKASSAR MUHAMMADIYAH UNIVERSITY 2016.



Learn from the past,live for today and plan for tommorrow. I dedicate this thesis for my beloved parents and all my siblings. v.

No.. Classification. Score. Cycle I. Cycle II. F. %. F. %. 1.. Excellent. 12. -. -. 1. 3,45%. 2.. Very good. 10. -. -. 3. 10,348%. 3.. Good. 8. 7. 24,14%. 7. 24,14%. 4.. Fair. 6. 9. 31,03%. 10. 34,48%. 5. Poor. 4. 8. 27,59%. 8. 27,59%. 6. Very poor. 2. 5. 17,24%. -. -. 29. 100%. 29. 100%. Total. Based on the table and graphic above shows that in the cycle 1 there were not students got excellent score, got very good score, 3 students (3,45%) got good, 7students (24,14%) got fair score, 7 students (24,14%) got poor 8 students (17,24%) got very poor In the cycle II there were not students got excellent, fairly, good. Very poor and poor score. There 12 students (48%) got very good score, there were not student’s got good score, there 9 students (36%) got fairly good. and 4 students (16%) got fairly. Table 5: the Percentage and Frequency of the Students’ literal Reading in terms Mind Mapping. v. of.

No.. Classification. Score. Cycle I. Cycle II. F. %. F. %. 1.. Excellent. 9,6-10. -. -. -. 2.. Very good. 8.6-9.5. -. -. 5. 20%. 3.. Good. 7,6-8,5. 9. 36%. -. -. 4.. Fairly good. 6,6-7,5. 10. 40%. 11. 44%. 5.. Fairly. 5,6-6,5. 1. 4%. 7. 28%. 6.. Poor. 3,6-5,5. 1. 4%. 2. 8%. 7. Very poor. 0-3,5. 4. 16%. -. -. 25. 100%. 25. 100%. Total. Based on the table and graphic above shows that in the cycle 1 there were not students got excellent and very good score. There were 9 students (26%) got good score. 10 (40%) got fairly good, 1 students (4%) got fairly score, and 4 students 1 (4%) got poor score. And 4 students (16) got very poor In the cycle II there were not students got excellent. Good and very poor score. There 5 students (20%) got very good score, there were 11(44%) student’s got fairly good score, there 7 students (28%) got fairly and 2 students (8%) good poor. v.

CURRICULUM VITAE. ISNIK MAULIANI, was born on January 28Th 1991 from the marriage of parents, Muh.Saleh and Fatimah, she was the last child from two sisters and three sisters.She begins his elementary school at SDN Bonto pajja. Gowa and graduated in 2003, she continued his study at SMPN 1 pallangga, graduated in 2006 and continued his study at SMK N 1 Limbung Kec. Bajeng, graduated in 2009, and she continued him study at Unismuh Makassar in English Department graduated in 2016.. v.



r\. ri. L}TITRSITAS MUHAMMADIYAH MAKASSAR FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN. PROGRAM STT]DI PENDIDIKAN BAHASA INGGRIS APPROVAL SHEET. : Improving Students, Speaking Abilify. through. community rnteraction Activities (A clossroom Action Research at the Second year Students of SMA Muhammadiyoh Lempungan Gowa). Irhe Rcg. Number. Programmer Faculty. "f. **fl. Department Strata x (s1) and Education. j. ''vr/. ffifakassf J$uary 2017. #* Wt*# #s. Appr**:ed try:. Head of English. (D rul.

ABSTRACT. ISNIK MAULIANI, 2016.The English Department, Faculty of Teacher Training and Education Makassar Muhammadiyah University. Thesis: Improving Students’ Speaking Ability through Community Interaction Activities (A Classroom Action Research at the Second Year Students of SMA Muhammadiyah Lempangan.Gowa). Guided by Sulfasya, and Maharida Manindar, under supervisor of completion my thesis. The objective of this research was to find out the improvement of the students’ fluency in speaking through Community Interaction Activities and to find out the improvement of the students’ accuracy in speaking through Community Interaction Activities. The researcher used A Class Action Research (CAR). The researcher had conducted two cycles, where each cycle consists of three meetings. It employed speaking test as instrument. The number subject of the research is 29 students in class XI IPA2. The researcher took data real from the school to know the students’ speaking. The results of the student's speaking test in cycle 1 and cycle 2. Had significantly different scores. There was a better increase of gains by students at the end of action of second cycle. The research findings indicated that use of Community Interaction method could increase the students’ speaking and after evaluation in cycles I and II, the means scores increased from 62,07% in the first cycle to 82,51% in the second one which was categorized good enough. It is can be stated that the students’ speaking at the second year in class XI IPA 2 of SMA Muhammadiyah Lempangan.Gowa was in a low level before the test in the first cycle and the position of speaking moved into a high level after the test in the second cycle.. vi.

ACKNOWLEDGEMENTS. First of all I would like to express profound gratitude to Allah SWT for the mercy, blessing and opportunity so that I could finish writing this thesis; salam and salawat are addressed to the beloved and chosen prophet Muhammad SAW. I realize that, in carrying out and writing up this thesis, numerous persons have given their help and suggestion. That is way I would like to express my appreciation and sincerely thank for them, particularly to: 1. Dr. H. ABD.Rahman Rahim,M.Si, the rector of Makassar Muhammadiyah University. 2. DR. A. Sukri Syamsuri, M.Hum, the dean of FKIP Unismuh Makassar, Erwin Akib S.Pd., M.Pd the head of English Department of FKIP Unismuh Makassar, also to all lectures who have though me during the years of my study. 3. My greatest thanks are due to Sulfasyah,MA.,Ph.D as my first consultant and Maharida Manindar,S.Pd.,M.Pd, as my second consultant, who have been very kind and patient in giving me guidance, suggestion, correction, great motivation, and support to finish my study generally and my thesis especially. 4. Drs.Arsul Arifin Karim,S.Pd,MM the head of SMA Muhammadiyah Lempangang.Gowa, all the teachers, and all the students of SMA Muhammadiyah Lempangan.Gowa especially for the second year class for their cooperation.. vii.

5. Ekawati intan, Nurul fajriani, Ridwan who also helps me to finish this thesis, and all my friends. 6. My beloved parents, Muh.Saleh and my mother Fatimah who always pray, support and give financial for my success, my pray always to her. May almighty Allah bless all the persons who have helved me in preparing and completing this thesis. Amin.. Makassar,. Desember 2016 The Writer. ISNIK MAULIANI. viii.

Unperformed knowledge is nil and unfinished work is useless. I dedicate this thesis for my beloved parents and all my siblings. viiii.

TABLE OF CONTENTS. TITLE ......................................................................................................... …………………i HALAMAN PENGESAHAN……………………………………………………………… ii APPROVAL SHEET ................................................................................………………… iii SURAT PERNYATAAN ..……………………………………………….………………… iv SURAT PERJANJIAN…………………………………………………………………….. ..v ABSTRACT............................................................................................... …………………vi AKNOWLEDGEMNTS .......................................................................... ………………….vii TABLE OF CONTENTS ..........................................................................………………….ix. CHAPTER I INTRODUCTION…………………………………………………... 1 A. Background………………………………………………………………… 1 B. Research Question..……………………………………………………….. 3 C. Objectives of the research.………………………………………………. 3 D. Significance of the Study ……………………………………………........ 4 E.. Scope of the Study ………………………………………………………. .. 4. CHAPTER II REVIEW OF RELATED LITERATURE……………………….. 5 A. Previous Related Research Findings…..………………………………….. 7 B.. Concept of speaking…...……..………………………………………..… 10. C. Community Interaction Activities…………………...…………………… 10 D. Conceptual Framework…………………………………………………... 13 CHAPTER III METHOD OF THE RESEARCH………………………………. 15 A. Research Method...……………………………………………………….. 15. ix.

B. Research Design………………………………………………………….. 16 C. Research variables and Indicators………………………………………...17 D. Research Participant…………………………………………………….....17 E.. Research Procedure…….……………………………………………….. . 18. F.. Research Instrument……………………………………………………. . .21. G. Procedure Of Collection Data .………………………………………….. 21 H. Data Analysis……………………………………………………………... 27 CHAPTER IV FINDINGS AND DISCUSSION A. Findings .................................................................................... ……….28 B. Discussion ................................................................................. ……….39 CHAPTER V CONCLUSION AND SUGGESTION A. Conclusions ................................................................................. ………43 B. Suggestions……………. ............................................................ ………43 BIBLIOGRAPHY APPENDIXES CURRICULUM VITAE. x.

CHAPTER I INTRODUCTION A. Background Speaking is a way of people to deliver or to express ideas,information,and feeling orally.Keth and Morrow in Musdaliana (2004:4),speaking ability is important in a process of language learning.The people do communication through speaking to gain much more communication information ,therefor ,both teacher and students should realized the role of speaking ability for ability for the success in Language learning. However we cannot deny that speaking was the most important one for asking information and for delivering information directly,naturally speaking is the directed system of communication. Speaking was considered difficulty to be mastered.Thestudentswhowant to speak to others sometimes face some troubles.They cannot produce and share their ideas,arguments,or anything with anyone.Sometimes,they can understand what other say but they are not able to communicated it.It was because of lacking of practice,low motivation ,and less communicative competence.It should be the English teacher’s responsibility to guide the students to speak English but it is not easy. Based. on. the. research. preliminary. observation. at. SMA. MuhammadiyahLempanganGowa, the researched found that the student’ problems in speaking. The biggest problem is that students have low selfconfidence .Sometimes they have already found the good sentences to produced. 1.

and have a partner to speak with but they have low self-confidence so they are afraid for making mistake while they are speaking. Based on the problems of speaking as the pronounciation of the work, vocabulary ,fluency and understanding of students that have been investigated by the previous studies, the reseacher has apply community interaction activities as a technique to improving students’ speaking ability for the Senior High School students. Because, the students need something different in study English, specially speaking. Study speaking is study about communication and interaction with people. To made interaction we need object to do it, such as community. In community there is social relationship and need interaction to make relation with the same community or different community. From interaction did activity and stimulated student to speak with their friends or to do role play like in a community interaction activities method. When students always practice their speaking, students improve their ability. Beside that, students need something to stimulated their thinking, so that they got idea to talked with their reciprocal. One of the best methods to solve this problem communicative interecation was community is group of several people who share the same interests, which is formed by four factors, namely: a) communication and the desire to share (sharing): the members help each other to another; b) mutually agreed place to meet; c) rituals and costumes: the people come regularly and periodically; d) influencer: influencer starting some thingand than members get involve.. 2.

Relating to the background aboved, the researcher was interested in conducted research on “Improving Students’ Speaking Ability through Community Interaction Activities (A Classroom Action Research at The Second Year Students Of SMA Muhammadiyahlempangan.Gowa)”. B. Reseach Questions The second year of SMA Muhammadiyah Lempangan Gowa has low of speaking ability. Based on the reseach above, the researcher formulated problem students as a follows: 1.. How do the community interaction activities improve of the. students’. speaking in terms of fluency smoothness and self-confidence at the second year of students SMA Muhammadiyah lempangang.Gowa? 2.. How do the community interaction activities improve students’ accuracy in term of pronouncation and vocabulary at the second year of students SMA Muhammadiyah lempangang.Gowa?. C. Objective of the Research Related to the problems statement mention above, the researher stated the objective of the study were to explain : 1.. To find out the improvement of the students’ fluency in speaking in terms of pronouciation through Community Interaction Activities at the second year of students SMA Muhammadiyahlempangan.Gowa.. 2.. To find out the improvement of the students’ accuracy in speaking in term of vocabularry through Community Interaction Activities at the second year of students SMA Muhammadiyah lempangang.Gowa.. 3.

3. The Significance of the Study The significances of the research were: 1.. Teacher. By this research, the researcher really hope this research help the teacher to improve students’ ability in speaking. It was also expected to give good contributions for all teachers in teaching speaking class. The teacher easy to control and manage the students so that the goals have been achieve. The teacher made the students been active in lesson speaking. 2. Students The researcher hope that the students able be fun. They also was enjoy in studying and more active when they studied in speaking. 4. ScopeoftheStudy The scope of the research was focused on the improving students’ speaking ability through community interaction activities at the second grade of SMA MuhammadiyahLempanganGowa. Speaking was consisted of two parts such us fluency and accuracy. Speaking fluency which cover withsmoothness and self-confidence while accuracy cover with pronunciation and vocabulary.. 4.

CHAPTER II REVIEW OF RELATED LITERATUR. In this chapter, the reseach was talked about review of related literature after finding out some researched information about speaking ability itself and it is select well to support the problems or support the tittle. The research has found the information from many sources like text book, journals, web pages. And research finding that the reseacher constructed to selected theories related the improving students speaking ability through community interaction activities. A. Previous Related Research Findings Many researchers had reported on their research about speaking and community interaction activities. Some of the findings were presented in the following section. 1.. Fitriani (2010:43) in her thesis “ improving the students’ speaking ability especially in the elements of the speaking ” that observed at SMP Negeri 2 PancaRinjang, Makassar from Makassar University carried out, she found about the students’ achievement in speaking was increased by using team accelerated interaction method and whereas some students test showed the improvement of the students’ achievement in class.. 2.. Nuratifah (2008:46)in this research the entitle” way to improve speaking ability ” that observed at SLTP 1 Bulukumba, Makassar from Makassar Muhammadiyah University she found that the teacher had the very. 5.

important role in improving the students’ motivation to ask question during the classroom interaction. 3.. In addition about finding, Mahmud (2008:27) in the research entitle “ polite sentences produce by male and fermale students in classroom” that observed at the third year students of Makassar Muhammadiyah University, interaction formulated problem statement, namely: what forms of the polite sentences were used by male and female students in sharing opinion in the classroom interaction. In this Fatmawati Mahmud research, she found that most male student chose “would you like” and the most female chose would you please. Based on the previous findings above, the researcher can explain that this. researched is similar to Fitriani’s finding. This research has some their completion students with improving students speaking ability especially in the elements and the way to improve their speaking ability in class through interection accelerative. This research was different from Nuratifah research because her research not only in creases student motivation by just asking question during the interaction but also some increases the motivation of students to ask question during the interaction in class but also concering to increases the motivation of student to ask question and statement during the interaction in the class. This research was different from mahmud research because her research not only concerns with the elements of speaking but also concerns with how to deliver speaking, while this research focuses on the elements of speaking and the way to improve speaking ability. From all the findings above, the researcher concluded that community interaction activities was good method to applied in teaching of speaking because 6.

the students interested and motivated in learning it.Community intereaction activities strategy enable the students were also divided into small groups and can work together with their friends to understand and master the material. B. The Concept of speaking 1. The definition of Speaking Before the researchers explain about how to improve the speaking ability in this research, we must understand about speaking. According to Widowsson (1983: 58) “Speaking is active or productive and makes use of the aural medium. If we think of speaking in term of use, however, the situation was rather different. To begin with an act of communication through speaking was commonly performed in face to face interaction and occurs as part of dialogue or other form of verbal exchange.” Flores (in Bailey, 2005: 2) “Speaking is an interactive process of constructing meaning that involves producing and receiving and processing information.” According to Takwahidah (2007: 6) “Speaking is a mean of oral communication that gives information-communication involves to elements namely the speaker who gives message and the listener who receives the message. In other words communication involves the productive skill of speaking and the receptive skill of listening”. Rahmatia (1996: 4): “Speaking is natural skill which a person begins to develop in the first year of life”. From definitions above, the researchers give definition about speaking, “Speaking is interaction two or more people to give and get idea when they have spoken.. 7.

Based on the explanation above, the researcher applies community interaction activities to improve students speaking ability and overcome the students’ problem in speaking. It can make students work together in small group in speaking and the students can practice it in realistic setting. 2. The Speaking Criteria a. Accuracy 1) Pronounciation Harmer (1991:15) said that when he first hears English apoken he usually complains that English speech is too difficult to understand. His listening and speaking are still,this is because he has been used to oral speech. Not only does his poor vocabulary cause the trouble,also inability to recognize the problem. 2) Vocabulary Hirai (2010: 45) said that “Vocabulary is the basis for the development of language, very simply put, without knowing the vocabulary of language, higher level language use (prounancation, syntax, expository writing) was difficult, if not impossible. b. Fluency Hornby (2005: 165) said that “Fluency is able to speak a language easily and well. 1) Smoothness Smoothness is the ability of speaking English through a good clustering and reduces forms (Brown, 1980:267). A good clustering is 8.

to speak English with phrasal fluently. It means that speak English not word and reduce form are to use English with contraction, elisions and reduce vowels. 2) Self-Confidence Speaking is the oral communication. With other people speaking need braveness. There are many students who have no self confidence so they cannot communicate with other people. They sometimes feel embarrasse to speak English. The face we present to the world is rarely our real face. It is considered peculiar behavior on our part if we show in our face what we rarely feel. Therefore we present must to teach other expect when we are involuntarily rating to something the face we present to the world is rarely our real face. It is considered peculiar behavior on our part if we show in our face what we rarely feel. According to Ellis And Brewster, (2002:2) A learner might be fluent (make their meaning clear) but not accurate (make many mistakes). In the classroom Languages, manipulation activities can help develop accuracy. These include controlled practice, drills, the study and application of prounancation rules, and activities that help students to ‘notice’ their own mistakes.. 9.

C. The concept of Community Interaction Activities a. Definition of community interaction activities Students have meet and studie English in the classroom; they wanted and need to take their skills into the community. The students form part of community and all had roles to play. Out first responsibility as community participations and member is to find out what was going on. Bowen (1985: 95) said that “Eavesdropping is good way to inform oneself of community activities and at the same time get good experiences in speaking comprehension. It must be done discreetly and publicly, so as not to constitute an invasion of privacy. Anywhere in crowds was a good place to eavesdrop: in registration line at a school, at a counter in department store, on the bus, market, beach, in the movie, and soon. Assignment can be make by teacher, for student participations and report. Students should seek answer to such question as: description of participants, circumstances, locale, purpose of conversation, content of exchanges and any unusual features of the discourse.” The students can report to their teacher and classmates. And they can field question from other students. The teacher can grade efforts by judging completeness, accuracy, relevance. In this community interaction activities students can make community in group to make interaction or discuss about the topic what the want to discuss. They can make interaction with other group to gathering information, beside that they can make role play.. 10.

To made clear about community interaction activities, the writer would like to give the operational definition of the topics: 1. Community Dolobelle (2009: 2) the definition of community is group of several people who share the same interests, which is formed by four factors, namely: a) communication and the desire to share (sharing): the members help each other to another; b) mutually agree place to meet; c) rituals and costumes: the people come regularly and periodically; d) influencer: influencer starting some thingand than members get involve. 2. Interaction Mr. Pamujie (2007: 1) interaction is reciprocal relations (social) action in the form of interplay between the individual and the individual, between individual and groups and between groups with the groups. 3. Activities Hornby (2005: 2) activities are the situations in which something is happening or a lot of things are being done. From explain above the researcher want to use this method to teach the students in speaking class. Because I think that using community interaction activities can make students be happy and enjoy in study speaking. Beside that, using community interaction activities can improve the ability of students specially in speaking.. 11.

b.. Procedure community interection. Generally the procedures of the action in each cycle were, The teacher explained the material and then The teacher divided the students, into eleven groups every group had three students .The teacher gave every group instruction in motion cardand giving motion card the teacher asked the students to discussed about the instruction,After discussing, the students make conversation and every group made role play to present their conversationIn the end lesson the researcher asked students to choose one community and get information about it. And they discussed with their friends to gathered information. c.. The advantages and disadvantages of community interection activities. 1.. Advantages a. Motivation in the pursuit of life goal b.Develop good self-concept c.Can improve students’thinkwhen group.. 2.. Disadvantages a. The weakness of the conception process group b. The difficulty in getting people to make changes c. Lack of knowledge and skill. 3. Conceptual Framework 12.

The conceptual framework underlying in this research has given in the following diagram: Speaking skill. Community Interaction Activities Method. A Classroom Action Research (CAR). Action. Planning Cycle I Reflection. Observation. Planning. Action Cycle II Observation. Reflection. Improving the Students’ Speaking Ability. Fluency (smoothness and self-confidence), and Accuracy (pronouncation, vocabulary). 13.

Learning process was the main activity in the school. There was interaction between teacher and students and valuable educative. Teaching and learning process has done and guided to reach the maximal result. To reach the maximal result, the teacher must be able to design the learning model based on the material subject and to practice the students’ thinking. Many factors was improved the students’ speaking in learning English, the conceptual above showed the process of the research to improve the students’ speaking for applying community interaction activities method.In English learning process as input or as English materials has measure the students’ speaking and the process of method as independent variable (Community Interaction Activities Method).The wrong strategy in teaching made the students lazy and raise impression that subject was not important so they considered that learning was the fact of being forced muhammadiyah lempanganGowa. Speaking was consist of two parts such us fluency and accuracy. Speaking fluency which cover with (Smoothness and self-confidence) and accuracy cover with pronouncation and vocabulary.. 14.

CHAPTER III METHOD OF THE RESEARCH A. Research Method In this research, the researcher conducted Classroom Action Research (CAR). It was a research conducted by the teacher who wants to made their students mastering the materials. The main propose of Classroom Action Research was to identify and to solved the students’ problem in the class. The model of Classroom Action researh (CAR) Planning. Cycle I Action Reflection. Observation. Planning. Reflection. Cycle II. Observation. 15. Action.

B. Research Design In this research the researcher use the spiral model by Kemmis and Taggart in Wiriaatmadja (2006: 66) describe approach or the procedure of Classroom Action Research into four steps. They are; (1) planning, (2) acting, (3) observing, and (4) reflecting. The relations among them is calling a cycle. It means that a cycle consist of planning, acting, observing, and reflecting. For more detail information of the research designed of this research, the explanations were as below; 1. Planning In this step, the researcher prepared what had to do in action step. The researcher prepared all of the instruments to get valid data. Such as pre-test, the first cycle test, the second cycle test, guidelines of observation and material of learning, motion card and lesson plan. 2. Action and Observation In this step, the researcher gave action with students by teaching in classroom and the collaborator did observation. 3. Evaluation and Reflection In this step, the researcher analyzed the weakness that the researcher had got in observed. After analyzed the weakness, the researcher looked for the problems solving for the weakness. In this step also, the researcher had to think what she had did in the next step.. 16.

C. Research variables and indicators 1. Variables Remembering that variable was one of the very important elements of research, the research used two kinds include of variable. Those variables was divided into two variables. Those were dependent variable and independent variable that was the variable has influence the other variable. a. Independent variable was the Community Interaction Activities method, the important process to improving the student’s vocabulary. b. Dependent variable consisted of students’ speaking ability in learning process. 2. Indicators The indicator of this research was to measured the students’ speaking accuracy deal with pronouncation and vocabulary and speaking fluency deal with smoothness and self-confidence.. D. Research Participant The participants of research were: 1. English Teacher English teacher was a collaboration with the researcher in this research, where the English teacher did observation when the researcher taought in class.. 17.

2. Students The position of students in this research was object of researcher, where the researcher hope after did the research, the students could improve their ability in speaking. E. Research Procedure This research was conducted by using Classroom Action Research method. It consisted of two cycles. Each cycle consisted of three meetings. They were first and second cycle and each cycle was the series of activity which has close relation. Where, the realization of the second cycle was continued and repaired from the first cycle. Cycle 1 1.. Planning In this step, the researcher prepared what had been did in action step. The researcher prepared all of the instruments to got valid data, such as pre-test, the first cycle test, the second cycle test, guidelines of observation and material of learning, motion card and lesson plan.. 18.

2.. Action Generally the procedures of the action in each cycle were, a.. The teacher explained the material. b.. The teacher divided the students into eleven groups every group had three students. c.. The teacher gave every group instruction in motion card. d.. After giving motion card the teacher asked the students to discuss about the instruction. e.. After discussed, the students made conversation. f.. After made conversation, every group made role play to present their conversation. g.. In the end lesson the researcher asked students to choose one community and got information about it. And they discussed with their friends to gathered information.. 3.. Observation In this step, collaborated of research observed what happen in the classroom, what the students done in the classroom. She has to observed also the weakness of the learning process. She wrote down all the students’ activities during the teaching and learning process. The writing or the note was evaluated for the next step.. 19.

4.. Evaluation and Reflection In this step, the researcheranalyzed the weakness that she had seen while observed. After analyzed the weakness, she look for the problems solved for the weakness. In this step also, she had to thought what she had been done in the next step.. Cycle 2 In cycle 2 also consist of some activity with cycle 1 they are: 1.. Planning a.. Continued the activities that have been done in first cycle.. b. Repaired the weakness in the first cycle. c.. Made plan again in the scenario earned process from the result of cycle I reflection.. d. Action research is repaired. 2.. Action In this stage, action hasdone to improve the result based on the cycle 1 reflection. The stage have some procedure but different variation and material to reach target learning result.. 3.. Observation Actually the observation at the cycle II was same with the observation at the cycle I.. 20.

4.. Evaluation And Reflection In this step has done to seem by the result of the second cycle action process to analyzed, understand and made conclusion activity. The researcher analyzed first cycle to knew whether the action of this cycle reaches success criteria based on test result of second action.. F. Research Instrument The researchers used observation sheet and motion card to assesed and examined the students’ speaking skill. The teacher gave test in each cycle to found out the improvement of the students’ speaking ability. G. Procedure Of Collection Data The techniques that the researcher used to got a valid data were: a. Observation Sheet It consisted of a list of the students’ activities that has observed during the learning process. It used to identified whether community interaction activities can overcome the students’ problems and improve the students’ ability in speaking. There were some aspects that were observed in the teaching and learning process. They were the students’ learning activities, creativities, feeling happy, and interactions.. 21.

b. Motion Card Motion Card was used to acquire detail information about the students’ speaking ability. In this test, the researcher divided students into eleventh group and every group got motion card and made conversation. After that, they show their conversation in front of the class. When students showed theirconversation the researcher did scoring with them. Data of English speaking test gave score based on the five English speaking ability scoring classification. Adam in Hughes (2003: 131-133) classified there were five English speaking ability scoring classification: (a) prounacation, (b) Vocabulary, (c) Smoothness, and (d) self-confidence In order have a clear concept about the scoring classification, the researcher formulated as follow: Table 1: pronouncation Assessment a. Pronunciation Classification Excellent. Score. Criteria. 36. No more than two errors during the practice. Very good. 30. Few errors, with no patterns of failure. Good. 24. Occasional errors showing imperfect control of same patterns but no weakness that cause misunderstanding. Fair. 18. Frequents errors showing some major. 22.

patterns uncontrolled and causing occasional. irritation. and. misunderstanding Poor. 12. Constant errors showing control of very. few. major. patterns. and. frequently preventing communication Very poor. 6. pronouncation. almost. entirely. inaccurate in stock phrases (Adam in Hughes, 2003: 131) Based on the table above, the students got excellent if their score was 36, very good if their score was 30, good if their score was 24, fair if their score was 18, poor if their score was 12, and very poor if their score was 6 Table 2: Vocabulary Assessment b. Vocabulary Classification Excellent. Score. Criteria. 24. Vocabulary apparently as accurate and extensive as that of and education native speaker. Very good. 20. Professional vocabulary broad and précis, general vocabulary adequate to cope with complex practical problems and varied social situation. 23.

Good. 16. Provisional vocabulary adequate to discussion. of. any. non-technical. subject with some circumlocutions Fair. 12. Choice. of. words. sometimes. inaccurate, limitations of vocabulary prevent discussion of some common professional and social topics Poor. 8. Vocabulary limited to basic personal and survival. areas (times, food,. transportation, family, etc) Very poor. 4. Vocabulary inadequate for even the simples conversation (Adam in Hughes, 2003: 131-132). Based on the table above, the students got excellent if their score was 24, very good if their score was 20, good if their score was 16, fair if their score was 12, poor if their score was 8, and very poor if their score was 4. Table 3: Smoothness Assessment a. Smoothness Classification Excellent. Score. Criteria. 12. speech on all professional and general topics as effortless and smooth as a native speaker’s. 24.

Very good. 10. Speech was effortless and smooth, but perceptively non-native in speed and evenness. Good. 8. Speech is occasionally hesitant, with some unevenness caused by rephrasing and grouping for words. Fair. 6. Speech is frequently hesitant and jerky, sentences may be left uncompleted. Poor. 4. Speech is very slow and uneven except for short or routine sentences. Very poor. 2. Speech is so halting and fragmentary that. conversation. is. virtually. impossible (Adam in Hughes, 2003: 132-133) Based on the table above, the students got excellent if their score was 12, very good if their score was 10, good if their score was 8, fair if their score was 6, poor if their score was 4, and very poor if their score was 2.. 25.

Table 4: Self-confidence assessment b. Self-confidence Classification Excellent. Score 6. Criteria Their speaking is very understandable and high of self-confidence. Very good. 5. Their speaking is very understandable and very good of self-confidence.. Good. 4. They speak effectively and good of smoothness.. Fair. 3. They speak sometimes hasty but fairly good of self-confidence. Poor. 2. They speak sometimes hasty, fair of self-confidence. Very poor. 1. They speak hasty and more sentences no self-confidence (Adam in Hughes, 2003: 133). Based on the table above, the students got excellent if their score was 6, very good if their score was 5, good if their score was 4, fair if their score was 3, poor if their score was 2, and very poor if their score was 1.. 26.

H. Data Analysis The data on the students’ speaking skill was analyzed in the following procedures: 1. To find out the mean score of the students’ test, the researcher will use the formula:. = Where:. ∑. X. = Mean Score. ∑X. = Total Score. N. = The number of students (Gay, 1981:331). 2. To calculate the percentage of the students’ score, the formula which will be use as follows:. = Notation:. P. : Rate Percentage. F. : Frequency of the current answer. N. : The total number of students (Sudjana, 1999). 27.

CHAPTER IV FINDINGS AND DISCUSSION This chapter consists of findings of the research and its discussion. The findings of the research present the improvement of the students speaking ability in terms of accuracy and fluency and the discussion of the research covers further explanation of the findings.. A. The Findings The findings of this research show that the application of communicative approach at the second students of SMA Muhammadiyah Lempangan Gowa improves the students speaking ability in terms of speaking accuracy dealing with pronunciation and vocabulary and speaking fluency dealing with smoothness and self confidence, as follows: 1. The Improvement of the Students’ Speaking Accuracy The improvement of the students’ speaking ability through community activity in terms of speaking accuracy dealing pronunciation and vocabulary through the Problem Based Instruction Method can be seen clearly based on the following table. 28.

Table 5: The improvement of the students’ speaking accuracy. Sample. 29. Indicators. The students’ speaking accuracy cycle I. cycle II. Improvements (%) Cycle I Cycle II. PRONOUNCIATION. 12,00. 14,00. 41,38. 48,28. VOCABULARY. 6,00. 10,00. 20,69. 34,48. 18.00. 24.00. 62.07. 9.00. 12.00. 31,04. 82.76 41.38. X. X. The table 5 shows the significant improvement of the students’ speaking accuracy dealing with pronunciation and vocabulary through the Problem Based Instruction Method in which at the students’ test of cycle I, the mean score is 9.00(31,04%)while at the students’ test of cycle II, the significant mean score is acquired namely 12.00(41,38%) To see the significant improvement of the students’ speaking accuracy clearly, a chart is presented, as follows:. Speaking accuracy 14 12. 12. score. 10. 9. 8 6 4 2 0 Mean score. 29. Test of cycle I. Test of cycle II. 9. 12.

Figure 1: The Improvement of the Students’ Speaking Accuracy The chart above indicates the improvement of the students’ speaking accuracy in which the mean score of the students’ that of the students’ test of cycle I is 9.00, while the mean score of the students’ test of cycle II is 12.00 with the improvement. It proves that there is significant improvement for the students’ speaking accuracy dealing with pronunciation and vocabulary in applying problem based instruction method at the second students of SMA MuhammadiyahLempangan.Gowa.. The improvement of the students’ speaking skill in accuracy of prounancation and vocabulary. 1. The improvement of the students’ speaking skill in prounancation. Table 6:The rate percentage and frequency of the cycle 1 and cycle 2 No.. Classification. Score. Cycle I. Cycle II. F. %. F. %. 1.. Excellent. 36. -. -. -. 0. 2.. Very good. 30. -. -. 3. 10,34%. 3.. Good. 24. 3. 10,34%. 5. 17,24%. 4.. Fair. 18. 6. 20,69%. 7. 24,14%. 5. Poor. 12. 8. 27,59%. 14. 48,28%. 6. Very poor. 6. 12. 41,38%. -. -. 29. 100%. 29. 100%. Total. 30.

The table above shows that the student’s skill in speaking accuracy of prounancation cycle 1 is low, which has been analyzed that 12 (41,38%) of them get a very poor score, and 8(27,59%) of them get a poor score. After some construction in cycle 2, the students have got a high score, in which is 0(0 %) of them get excellent, 3 (10,34 %) of them get a very good score, 5(17,24 %) of them get a fair score 7 (24,14%) ,of them get a poor score 14 (48,28%) ,and got poor score low.. 2. The improvement of the students’ speaking skill in vocabulary. Table 7: The rate percentage and frequency of the cycle 1 and cycle 2. No.. Classification. Score. Cycle I. Cycle II. F. %. F. %. 1.. Excellent. 24. -. -. 2. 6,89%. 2.. Very good. 20. -. -. 4. 13,80%. 3.. Good. 16. 6. 20,69%. 8. 27,59%. 4.. Fair. 12. 6. 20,69%. 9. 31,09%. 5. Poor. 8. 7. 24,14%. 6. 20,69%. 6. Very poor. 4. 10. 34,48%. -. -. 29. 100%. 29. 100%. The table above shows that the student’s skill in speaking accuracy of vocabulary cycle 1 based on the data,the result of observation indicated that some students stilllack of vocabulary whereas 10 (34,48%)got very poor ,and 7 (24,14%) got poor, and just. 31.

6(20,69%) got fair,and 6 (20,69%) got good of them got a excellent and very good was low, which score and of them got a very poor was low After some construction in cycle 2, the students havegot a high score, in which was 2(6,89 %) of them get excellent, 4(13,80%) %) of them got very good score and 8 (27,59%) of them get good and 9(31,03%) of them get a fair score 6(20,69%) of them got. poor score. 6(20,69%).Although there was students got very poor but half of students still got poor. 3.. The improvement of the students’ speaking fluency The improvement of the students’ speaking ability in terms of speaking fluency. dealing smoothness. and self-confidence through the application of problem based. instruction method can be seen clearly based on the following table: Table 8: The improvement of the students’ speaking fluency Sample. Indicators Smoothness self-. 29. confidence. X. X. The students’ speaking fluency. Improvements (%). cycle I. cycle II. DT to CI. D- to CII. 9. 10. 31,03. 34,48. 9. 10. 34,48. 34,48. 18,00. 20,00. 65,51. 68,96. 18.00. 20,00. 65,51. 68,96. Based on the table above, we can see the significant improvement of the students’ speaking fluency dealing with smoothness and self-confidence through the application of problem based instruction method in which at the mean score is 9 and at the students’ test of cycle I, the mean score is 18.00. It is greater than the mean score of diagnostic test but it’s not significant from the target expected i.e. 10,00 while at the students’ test of cycle II, the significant mean score is acquired namely 20,00.. 32.

The improvement of the students’ speaking skill in fluency of smoothness and self-confiedence. 4. The improvement of the students’ speaking skill in smoothness. Table 8:The rate percentage and frequency of the cycle 1 and cycle 2 No.. Classification. Score. Cycle I. Cycle II. F. %. F. %. 1.. Excellent. 12. -. -. 4. 13,79%. 2.. Very good. 10. -. -. 6. 20,69%. 3.. Good. 8. 7. 24,14%. 8. 27,59%. 4.. Fair. 6. 9. 31,03%. 7. 24,14%. 5. Poor. 4. 8. 27,59%. 4. 13,79%. 6. Very poor. 2. 5. 17,24%. -. -. 29. 100%. 29. 100%. Total. The table above shows that the student’s skill in speaking fluency of smoothness cycle 1 is low, which has been analyzed that 5 (17,24%) of them get a very poor score, and 8(27,59%) of them get a poor score. After some construction in cycle 2, the students have got a high score, in which is 4(13,79 %) of them get excellent, 6 (20,69 %) of them get a very good score, 8(27,59 %) of them get fair , 4(13,79%) got poor and of them got a very poor score low.. 5. The improvement of the students’ speaking skill in self-confidence.. 33.

Table 9: The rate percentage and frequency of the cycle 1 and cycle 2. No.. Classification. Score. Cycle I. Cycle II. F. %. F. %. 1.. Excellent. 6. -. -. 1. 3,45%. 2.. Very good. 5. -. -. 3. 10,34%. 3.. Good. 4. 7. 24,14%. 6. 20,69%. 4.. Fair. 3. 8. 27,59%. 9. 31,09%. 5. Poor. 2. 9. 31,03%. 10. 34,48%. 6. Very poor. 1. 5. 17,24%. -. -. 29. 100%. 29. 100%. The table above shows that the student’s skill in speaking accuracy of smoothness cycle 1 of them got a excellent and very good was low, which has been analyzed that 7(24,14%) of them got good score, and 8(27,59%) of them got a fair score, and 9(31,03%) of them got poor score and of them got a very poor was low After some construction in cycle 2, the students have got a high score, in which was 1(3,45 %) of them get excellent, 3 (10,34 %) of them got very good score,and 6 (20,69 %) of them get good and 6(20,69 %) of them get a fair score 9(31,03)of them got poor score 10(34,48%).Although there was students got very poor but half of students still got poor.. 34.

SPEAKING FLUENCY Cycle I. Cycle II 34,48. 17,24. Figure 2: The Improvement of the Students’ Speaking fluency The chart above shows the improvement of the students’ speaking fluency in which the mean score of the students’ test of cycle I is 17,24% so the improvement of the students’ mean score from to test of cycle I is 17,24% while the mean score of the students’ test of cycle II is 34,48% with the improvement . It proves that there is significant improvement for the students’ speaking fluency dealing with smoothness and self-confidence in applying problem based instruction method at the second students of SMA MuhammadiyahLempangan.Gowa.. In the teaching and learning process, it applies method community interaction activities. It was students centered because the students worked together; helping each other to master the materials which were presented by the teacher and the teacher only facilitated and motivated the students to master the material. The teaching and learning process was base and the lesson plan. It was a controller for the teacher. All the materials and activities had be suitable with the lesson plan.. 35.

During the teaching and learning process, it observers the students’ learning activities, creativity, feeling of happiness, and interaction. To observe them, he would use the guidelines of observation. The students’ learning activities consist of six indicators. They are (1) the students did their assignments based on the teacher instruction, (2) the students ask question to their teacher if there was an instruction which was not clear, (3) the students gave comments and suggestions about their friends’ jobs, (4) the students presented their discussion result without being appointed by the teacher, (5) the students discussed and worked together with their friends in doing their assignments, (6) the students did assignments from their teacher well. The students’ creativity consisted of three indicators, they are (1) the students always showed their curiosities by asking questions to their teacher and friends, (2) the students explored their ideas, (3) the students think and not hopeless for looking for answers using books or asking to their friends. The students’ feeling of happiness consisted of two indicators, they are (1) the students looked shone in the learning process; (2) the students was not sleepy during the teaching and learning process. The students’ interaction consisted of three indicators, they are (1) the students discussed things with their teacher, (2) the students discussed things with their friends, and (3) the students work together with their friends.. 36.

Table 8: Comparison The Result of The Observation Between The First Cycle (C1) and The Second Cycle (C2). Aspect. Indicators. Learning. Doing their assignments based on. Activities. the teacher instruction Asking question to their teacher if. Score. Change. C1. C2. 79,31. 93,10. +13,79. 51,72. 31,03. -20,69. 51,72. 75,86. +24,14. 34,48. 44,82. +10,34. 86,21. 100. +13,79. 51,72. 86,21. +34,49. 55,17. 89,66. +34,49. there was an instruction which was not clear Giving comments and suggestions about their friends job Presenting their discussion result without being appointed by the teacher Discussing and working together with their friends in doing their assignments Doing assignments from their teacher well Creativity. Showing their curiosities with asking question to their teacher and friends. 37.

Exploring their ideas. 55,17. 93,10. +37,93. Thinking and are not hopeless for. 62,07. 82,76. +20,69. Feeling of Looking happy in learning process. 79,31. 86,21. +6,9. happiness. 68,97. 96,55. +27,58. Interaction Discussing with their teacher. 62,07. 89,66. +27,59. Discussing with their friends. 65,52. 86,21. +20,69. 65,52. 100. +34,48. 62,07. 82,51. +20,44. looking for answer using books or asking to their friends. Not feeling sleepy during the teaching and learning process. Working. together. with. their. friends Mean score. Based on the table above, there were some improvements for the students’ activities. It made the researcher and the collaborators very happy because the improvements were very high even though they did not really satisfy. The table above showed that most of the indicators for each aspect increased. Besides that, there were still some indicators that did not perform as accepted. There were many factors that caused that. They were (1) some students still had problem with pronunciation and vocabulary, (2) the students want to give comment with their friends, (3) some students still did not believe with their ability. Besides observing the teaching and learning process, the researcher also checked and analyzed the students’ competence tests in the second cycle, and the determined the. 38.

improvement of the students’ achievements in speaking test. For more detailed information about the results of the test, see the following table.. A. Discussions To make this discussion clear, the writer will explain in two parts; (1) speaking accuracy can be improved by using Community Interaction Activities, (2) speaking fluency can be improved by using community interaction activities. And process of improving cycle 2 that is to divide the students’ into group and follow the instructions provided by the teacher than of the community. interaction. Activities as do cycle 1 ,after the completion of each group presented the result of discussion in the classroom of his dialogue.So in assessment increases students’ already fluency in pronunciation and vocabulary mastery already there was a change from the previous,with the way students are given the task to create a dialogue under the instruction that was provided the teacher.Students’ study. after completion dialogue. ranging from the pronunciation and vocabulary well. The explanation as below:. 1. The. speaking. accuracy. of. the. Muhammadiyahlempangan.Gowa. second. year. students’of. through. Community. SMA. Interaction. Activities. a. prounancation Measuring the students, prounancation means that the researcher measured the ability of students how to speak easily and use the pattern of sentences well without prounancation error in speaking. It lined with Mariah (2006) she found that prounancation is the test of rules that related ordered sound sequences to meanings. In. 39.

broadest teams, it could be characterized prounancation that must know beyond individual word meanings in order to interpret a sentence. The students needed prunancation in order to communicate underlying proposition compactly and efficiently. Researcher found after testing and observing at the firs cycle, students showed that the increased of score the students still not significant because just some students had increased their score (speaking test, item from pre-test to first cycle test); in the second cycle the researcher was happy because most of the students had increased the score in prounancation although there were some students’ need study intensive about prounancation (speaking test, item from first cycle to second cycle).. b. Vocabulary Measuring the students’ vocabulary means that the researcher measured the ability of students how effective the students used the vocabulary. Berlin and Yasin (1997: 15) also said, “vocabulary is one of the significant components of learning, not only because it has a chose relationship with intellectual maturity of learners but also because the fact that it can improve the four language skills of the students, without grammar, very little can be conveyed, but without vocabulary, nothing can be conveyed”. In the first cycle, the speaking ability of vocabulary was not too bad than the other indicator like indicator of pronauncation. The result can be seen after testing and observing (speaking test, item from pre-test to first cycle). After testing and observing in the second cycle, the indicator of vocabulary really had a good improvement. In this section almost the students know many vocabularies whereas just views of students are fair of vocabulary (speaking test, item second cycle).. 40.

2. The speaking fluency of the second year students’ of SMA Lempangan .Gowa through Community Interaction Activities. a. Smoothness Measuring the students smoothness means that the researcher measured the ability of students how well the students spoke up. Smoothness is the ability of speaking English through a good clustering and reduces forms (Brown, 1980:267). Students’ smoothness in pre-test was very lack, the causes was the students’ habit of using Indonesian language. In the first and the second cycle after testing and observing the result showed there was a maximal improvement than the pre-test. The indicator of smoothness was maximal because the researcher gave maximal chance to the students to try and try in speaking (speaking test, item from first cycle and second cycle).. b. Self-Confidence Measuring the students’ self-confidence means that the researcher measured the ability of students how well the students spoke. It was supported by Bilow’s theory in Armawana (2004) that to speak language with confidence, the students must have the opportunity of hearing in spoken correctly and fluently in a significant way, so they can more rapidly more in the language without reflection on the individual words on their position in the sentence. The students’ fluency (self-confidence) in pre-test was very lack, so the researcher worked hard in the first and second cycle to solve it. After testing and observing the result showed that there was a maximal score than the pre-test. The. 41.

indicator of self-confidence was maximal (speaking test, item from first cycle and second cycle).. 42.

CHAPTER V CONCLUSION AND SUGGESTION. A. Conclusions Based on discussion that proposed in previous other chapters inferential the followings: 1. Using community interaction activities can improve the students’ speaking accuracy (prounancation and vocabulary) of the second year students’ of SMA muhammadiyah lempangan.Gowa. They are proved by results of the first cycle become 62,07% and to second cycle is 82,51%. 2. Using community interaction activities can improve the students’ speaking fluency (smoothness and self-confidence) of the second year students’ of SMA Muhammadiyah lempangan.Gowa. They are proved by results of the first cycle become 62,07% and to second cycle is 82,51%. B. Suggestions The suggestions of the researcher are: 1. The teacher should apply community interaction activities method, where the method can improve the students in speaking accuracy (smoothness and self-confidence). The method can improve the students’ ability and creativity in study. 2. When use community interaction activities the teacher just to be facilitator and teacher give time the students to be active in class. 43.

because the students when they always practice their speaking, the students can understand speak by mentioning and it can make less of their fluency (smoothness and self-confidence). 3. For further researches, the researcher recommends that other researcher carry out in connective with the teaching of English for students in senior high school through the use of community interaction activities method.. 44.

BIBLIOGRAPHY Bowen, J. Donald. 1985. Tesol Techniques and Procedures. London: Newbury HowsePubliwashers, INC. Brewster,J.,G.Ellis.2002.The New Story Telling Handbook for Primary Teacher. England: Pearson Education Brown, H. Douglas. 1980. Language Assessment. Principles and classroom practices. New York: Pearson Education. Dolobelle,. Vanina.. 2009.. Pengertian. –. Komunitas.. Retrieved. from. http://ricky.muchtar.com.On July 07th 2011 Fitriani. 2010. Applying Team Accelerated Interaction Method in Learning Speaking at The second Year Students’ of SMP Negeri 2 PancaRijang. Thesis, graduated of Makassar Muhammadiyah University Gay, L. R. 1981. Educational Research, Competencies for Analysis. New York : Charles E. Merill Publishing Co. A Bell and Hawel Company. Harmer, J .1991.The Practical of Engglish Languages Teaching.London : Longman Group. Hirai, Debra L. Cook, and Friends. 2010. Academic Language Literacy Strategis for Adelescents A “How to” Manual for Educators. New York: Routledge Companion Hornby, A.S, E. V. Gatenby, H. Wakefield. 2005. The Advanced Learner’s Dictionary of Current English. London: oxford University Press..

Hughes, Arthur. 2003. Testing For Language Teachers Second Edition. England: Cambridge University Press Mahmud, Fatmawati. 2008. Polite Sentence Produces by Male and Female Students in the Classroom Interaction at the Third Year students of Muhammadiyah University. Thesis, Graduated of MakasaarMuhammadiyah University Musdaliana,2004.Improving the speaking Ability of the Secound years Students of SMA Negeri 4 parepare through small Group DiscussionUMPAR.Thesis UMPAR. Nuratifah. 2008. The Role of The Teacher in ImprovingtheStudents Motivation to Ask Question During The Classroom Interaction at SLTP 1 Bulukumba. Thesis, Graduated of Makassar Muhammadiyah University Pamujie, Mr. 2007.InteraksiSosial.Retrieved from . Sudjana, Nana. 1999. PenilaianHasil Proses BelajarMengajar. Bandung: PT. RemajaRosdakarya Takwahidah, Nur. 2007. Using English Drama in Improving The English Speaking Proficiency of The Second Semester Students of English Department of Tarbiyah and Teacher Training Faculty of UIN Alauddin Makassar. Thesis, Graduated Of State Islamic University Widdowson, H. G. 1983. Teaching Language as Communication.New York: Oxford University Press. Wiriaatmadja, Rochiati. 2006. MetodePenelitianTindakanKelas. Bandung: PT. RemajaRosdakarya.



CURRICULUM VITAE ISNIK MAULIANI, was born on september 28Th 1991 from the marriage. of parents, Muh. Saleh and Fatimah, she was. the child two sisters from three sisters .She begins his elementary school at SDN Bonto pajja. Gowa and graduated in 2003, she continued his study at SMPN 1 pallangga, graduated in 2006 and continued his study at SMK Negeri 1 Limbung Kec. Bajeng, graduated in 2009, and she continued him study at Unismuh Makassar in English Department graduated in 2016..

Appendix 6 F. Lesson Plan of Research. Rencana Pelaksanaan Pembelajaran Nama Sekolah. : SMA Muhammadiyah lempangan. Mata Pelajaran. : B.Inggris. Kelas/Semester : XI/1 Pertemuan ke. : 1-2. Alokasi Waktu. : 2 x 45 menit. Aspek Skill. : Speaking. A. Standar Kompetensi 9. Mengungkapkan makna dalam teks percakapan transaksional dan interpersonal resmi dan berlanjut (sustained) dalam konteks kehidupan sehari-hari. B. Kompetensi Dasar 9.1 Mengungkapkan makna dalam teks monolog secara akurat, lancar dan berterima. yang menggunakan ragam bahasa lisan yang. berbentuk menyampaikan pendapat dan meminta pendapat. C. Indikator . Mendiskusikan topic pada motion card. . Meminta pendapat. . Mengungkapkan pendapat.

D. Tujuan Pembelajaran . Siswa dapat mendiskusikan topic pada motion card. . Siswa dapat meminta pendapat dan mengungkapkan pendapat. E. Materi Pembelajaran . Asking Opinions: a. What do you think of..... b. Do you think it’s going c. Why do they behave like that? d. Do you have any idea? e. What’s your opinion?. . Expressing Opinion: a. In my opinion.... b. I personally believe/think/feel.... c. I think... d. From my point of view... e. In my case. F. Metode/ Model Pembelajaran: . Community Interaction Activities. G. Langkah-langkah Kegiatan . Kegiatan Awal (10’) -. Guru memberi salam kepada siswa. -. Guru menanyakan hal-hal yang terkait dengan keadaan siswa. -. Checking attendentlist.

. Apersipsi dan motivasi. Kegiatan Inti (75’) -. Guru menjelaskan inti materi.. -. Guru membagikan motion card. -. Guru meminta siswa untuk mendiskusikan topic pada motion card secara berkelompok.. -. Guru meminta siswa untuk saling berinteraksi dalam outsideinside. -. Guru meminta siswa untuk melakukan wawancara dari satu kelompok ke kelompok lain untuk mendapatkan informasi dari tiap kelompok. . Kegiatan Akhir (10’) -. Guru memberikan pengutan pada materi yang telah dipelajari. -. Guru memberikan tugas latihan dirumah kepada siswa untuk mencari informasi tentang suatu komunitas di media cetak atau media elektronik kemudian didiskusikan bersama teman kelompoknya. -. Guru menutup pelajaran. H. Sumber/Bahan/Alat . Buku Look Ahead 2. . Papan tulis. . Spidol. . Alat Bantu (gambar, poster).

I. Evaluasi Evaluasi: Terlampir (Motion Card) J. Penilaian dan Rubrik penilaian Bentuk Penilaian: . Teknik: Performance Assessment. . Bentuk: Lisan (speaking test). Contoh Instrument: A. Please choose this job depend on your numbers, of groups: 1. Author 2. Businessman 3. Cook 4. Driver 5. Government 6. Policeman 7. Singer 8. Journalist B. Instruction 1. Discuss with your group about: a. Your job b. Your activity in your job c. Your salary d. The advantage and disadvantage e. Your schedule.

f. Your feeling 2. After that please make role play with your group and show in front of the class..

RUBRIK PENILAIAN KELOMPOK. Anggota/Nama Murid. Skor Individu. Bonus. Skor Akhir. Keterangan. 1. Poin bonus berdasarkan ketentuan berikut.. Skor Bonus Individu 90-100. 6 poin. 80-89. 4 poin. 70-79. 2 poin. 2. Bonus yang ditetapkan adalah poin terendah dalam kelompok tersebut. 3. Skor akhir individu siswa adalah skor individu ditambah bonus..

RUBRIK PENILAIAN INDIVIDU. Scoring of students’ speaking ability in speaking test: Respondents. prounaun. Vocabulary. Smoothness Self-. cation. Confidence. Total of Score. Respondent 1 Respondent 2 Respondent 3 Respondent 4 Respondent 5 Respondent 6 Respondent 7. Panciro, oktober 2016 KEPALA SEKOLAH. DRS.ARSUL ARIFIN KARIM ,S.Pd.MM Nip .19630923 198602 1 005. Guru bahasa inggris. ISNIK MAULIAN Nim.10535 5339 12.

Rencana Pelaksanaan Pembelajaran Nama Sekolah. : SMA muhammadiyah lempangan. Mata Pelajaran. : B.Inggris. Kelas/Semester : XI/1 Pertemuan ke. : 3-4. Alokasi Waktu. : 2 x 45 menit. Aspek Skill. : Speaking. A. Standar Kompetensi 9. Mengungkapkan makna dalam teks percakapan transaksional dan interpersonal resmi dan berlanjut (sustained) dalam konteks kehidupan sehari-hari. B. Kompetensi Dasar 9.2 Mengungkapkan makna dalam teks monolog secara akurat, lancar dan berterima. yang menggunakan ragam bahasa lisan yang. berbentuk narrative. C. Indikator . Melakukan monolog berbentuk narrative. D. Tujuan Pembelajaran . Siswa dapat menyampaikan informasi berbentuk narrative. E. Materi Pembelajaran Wacana teks berjudul, The Stone Flower.

Today, I’d like to tell you a legend from South Sea, Central Java. The title is The Stone Flower or Bunga Batu. Well, listen carefully. A long long time ago the people of Wanakerta Kingdom were very worried because the Queen Dewi Kalasekti had suffered from a strange illness for a long time. Doctors and shamans were ordered to cure the Queen, but the queen was not healed. Meanwhile, the high priest of the kingdom was praying to God, when he heard a voice echoing, “The queen can be cured by the stone flower. This flower has no leaves or stem. It is white. It grows on a stone hill in the same direction of the sunset.”Well, the queen ordered Tumenggung Arungbinang to search for the flower. Tumenggung Arungbinang was a brave, honest and loyal nobleman.It so happened then, Tumenggung Arungbinang followed the direction of the sunset. Finally he arrived at a steep hill slope near the South Sea. F. Metode/ Model Pembelajaran: . Community Interaction Activities. G. Langkah-langkah Kegiatan . . Kegiatan Awal (10’) -. Guru memberi salam kepada siswa. -. Guru menanyakan hal-hal yang terkait dengan keadaan siswa. -. Checking attendentlist. -. Apersipsi dan motivasi. Kegiatan Inti (75’) -. Guru menjelaskan inti materi..

-. Guru membagikan a piece of news. -. Guru meminta siswa untuk mendiskusikan topic pada berita secara berkelompok.. -. Guru meminta siswa untuk melaporkanhasil dari diskusi mereka.. . Kegiatan Akhir (10’) -. Guru memberikan pengutan pada materi yang telah dipelajari. -. Guru memberikan tugas latihan dirumah kepada siswa untuk mencari informasi tentang suatu komunitas di media cetak atau media elektronik kemudian didiskusikan bersama teman kelompoknya. -. Guru menutup pelajaran. H. Sumber/Bahan/Alat . Buku Look Ahead 2. . Papan tulis. . Spidol. I. Evaluasi Evaluasi: Terlampir (A News) J. Penilaian dan Rubrik penilaian Bentuk Penilaian: . Teknik: Performance Assessment. . Bentuk: Lisan (speaking test).

RUBRIK PENILAIAN KELOMPOK. Anggota/Nama Murid. Skor Individu. Bonus. Skor Akhir. Keterangan. 1. Poin bonus berdasarkan ketentuan berikut.. Skor Bonus Individu 90-100. 6 poin. 80-89. 4 poin. 70-79. 2 poin. 2. Bonus yang ditetapkan adalah poin terendah dalam kelompok tersebut. 3. Skor akhir individu siswa adalah skor individu ditambah bonus..

RUBRIK PENILAIAN INDIVIDU. Scoring of students’ speaking ability in speaking test: Respondents. prounanc. Vocabulary. ation. Smoothness Self-. Total. Confidence. of Score. Respondent 1 Respondent 2 Respondent 3 Respondent 4 Respondent 5 Respondent 6 Respondent 7. panciro, KEPALA SEKOLAH. DRS.ARSUL ARIFIN KARIM ,S.Pd.MM Nip .19630923 198602 1 005. oktober 2016. Guru bahasa inggris. ISNIK MAULIAN Nim.10535 5339 12.

Rencana Pelaksanaan Pembelajaran Nama Sekolah. : SMA Muhammadiyah lempangan. Mata Pelajaran. :B.Inggris. Kelas/Semester : XI/1 Pertemuan ke. : 5-6. Alokasi Waktu. : 2 x 45 menit. Aspek Skill. : Speaking. A. Standar Kompetensi 10. Mengungkapkan makna dalam teks percakapan transaksional dan interpersonal resmi dan berlanjut (sustained) dalam konteks kehidupan sehari-hari. B. Kompetensi Dasar 10.2Mengungkapkan makna dalam teks monolog secara akurat, lancar dan berterima yang menggunakan ragam bahasa lisan yang berbentuk narrativedalam konteks kehidupan sehari-hari C. Indikator . Melakukan monolog berbentuk narrative.. D. Tujuan Pembelajaran . Siswa dapat melakukan monolog dalam bentuk narrative.

E. Materi Pembelajaran The Tyrant Who became a Just Ruler In old times there lived a King, who was so cruel and unjust towards his people that he was always called the Tyrant. So heartless was he that his people used to pray night and day that they might have a new king. One day, much to their surprise, he called his people together and said to them, “My dear people, the days of my tyranny are over. Therefore you shall live in peace and happiness, for I have decided to try to rule justly and well.” The King kept his word so well that soon he was known throughout the land as the Just king. By and by, one of his favorites came to him and said, “Your Majesty, I beg of you to tell me how it was that you had this change of heart towards your people?’ And the King replied, ”As I was walking galloping through my forests one afternoon, I caught sight of a hound chasing a fox. The fox escaped into his hole, but not until he had been bitten by the dog so badly that he would be lame for life. Returning home, the hound met a man who threw a stone at him, which broke his leg. The man had no t gone far when a horse kicked him and broke his leg. Here I came to my senses, and resolved to change my rule. ”For surely,” I said to myself, ”he who does evil will sooner or later be overtaken by evil..

F. Metode/ Model Pembelajaran: . Community Interaction Activities. G. Langkah-langkah Kegiatan . . Kegiatan Awal (10’) -. Guru memberi salam kepada siswa. -. Guru menanyakan hal-hal yang terkait dengan keadaan siswa. -. Checking attendentlist. -. Apersipsi dan motivasi. Kegiatan Inti (75’) -. Guru menjelaskan inti materi.. -. Guru membagikan cerita. -. Guru meminta siswa untuk mendiskusikan cerita tentang apa yang didapatkan dalam cerita tersebut yang berkenang dengan community secara berkelompok.. . Guru meminta siswa untuk meritelling cerita. Kegiatan Akhir (10’) -. Guru memberikan pengutan pada materi yang telah dipelajari. -. Guru memberikan tugas latihan dirumah kepada siswa untuk mencari informasi tentang suatu komunitas di media cetak atau media elektronik kemudian didiskusikan bersama teman kelompoknya. -. Guru menutup pelajaran.

H. Sumber/Bahan/Alat . Buku Look Ahead 2. . Papan tulis. . Spidol. . Alat Bantu (cerita). I. Evaluasi Evaluasi: Terlampir J. Penilaian dan Rubrik penilaian Bentuk Penilaian: . Teknik: Performance Assessment. . Bentuk: Lisan (speaking test) RUBRIK PENILAIAN KELOMPOK. Anggota/Nama Murid. Keterangan. Skor Individu. Bonus. Skor Akhir.

1. Poin bonus berdasarkan ketentuan berikut.. Skor Individu. Bonus. 90-100. 6 poin. 80-89. 4 poin. 70-79. 2 poin. 2. Bonus yang ditetapkan adalah poin terendah dalam kelompok tersebut. 3. Skor akhir individu siswa adalah skor individu ditambah bonus.. RUBRIK PENILAIAN INDIVIDU. Scoring of students’ speaking ability in speaking test: Respondents Prounancation Vocabulary Smoothness. Respondent 1 Respondent 2 Respondent 3 Respondent. SelfTotal Confidence of Score.

4 Respondent 5 Respondent 6 Respondent 7. Panciro, KEPALA SEKOLAH. DRS.ARSUL ARIFIN KARIM ,S.Pd.MM Nip .19630923 198602 1 005. oktober 2016. Guru bahasa inggris. ISNIK MAULIAN Nim.10535 5339 12.