PDF IMPROVING THE STUDENTS' SPEAKING FLUENCY - Unismuh

IMPROVING THE STUDENTS’ SPEAKING FLUENCY THROUGH ENGLISH SPEECH TRAINING (An Experimental Research At The Eight Grade Students‘ Of SMP Negeri 1. Bontonompo Selatan). A THESIS. Submitted to the Faculty of Teacher Training and Education Makassar Muhammadiyah University in Part Fulfillment of the Requirement for the Degree of Sarjana Pendidikan MUHAJIR MUHAMMAD 10535 4815 11. ENGLISH EDUCATION DEPARTMENT FACULTY OF TEACHERS TRAINING AND EDUCATION MAKASSAR MUHAMMADIYAH UNIVERSITY 2017. 1.

2. APPROVAL SHEET. Title. : IMPROVING THE STUDENTS’ SPEAKING FLUENCY THROUGH. ENGLISH. SPEECH. TRAINING. (An. Experimental Research at the Eighth Grade Students’ of SMP Negeri 1 Bontonompo) Name. : MUHAJIR MUHAMMAD. Reg. Number. : 10535 4815 11. Program. : English Education Department/Strata 1 (S1). Faculty. : Teachers Training and Education. After being checked and observed this thesis had been filled qualification to be examined. Makassar,. Oktober 2016. Approved by:. Consultant I. Dr. Abd. Muin, M.Hum. Consultant II. Yasser Mallapiang, S.S., M.Pd.. Dean of FKIP. Head of English Education. Unismuh Makassar. Department. Dr. Andi Sukri Syamsuri, M.Hum. NBM: 858 625. Erwin Akib, S.Pd., M.Pd. NBM: 860 934.

3. SURAT PERNYATAAN. Saya yang bertanda tangan di bawah ini: Nama. : Muhajir Muhammad. NIM. : 10535 4815 11. Jurusan. : Pendidikan Bahasa dan Sastra Inggris. Judul Skripsi : Improving the Students’ Speaking Fluency Through English Speech Training (An Experimental research at the Eighth Grade Students of SMPN 1 Bontonompo Selatan). Dengan ini menyatakan bahwa skripsi yang saya ajukan di depan tim penguji adalah hasil karya saya sendiri bukan hasil ciptaan orang lain atau dibuatkan oleh siapapun. Demikian pernyataan ini saya buat dengan sebenar-benarnya dan bersedia menerima sanksi apabila pernyataan saya tidak benar.. Makassar, 17 Oktober 2016 Yang Membuat Pernyataan. MUHAJIR MUHAMMAD.

4. SURAT PERJANJIAN. Saya yang bertanda tangan di bawah ini: Nama. : Muhajir Muhammad. NIM. : 10535 4815 11. Jurusan. : Pendidikan Bahasa dan Sastra Inggris. Judul Skripsi : Improving the Students’ Speaking Fluency Through English Speech Training (An Experimental research at the Eighth Grade Students of SMPN 1 Bontonompo Selatan) Dengan ini menyatakan perjanjian sebagai berikut: 1. Mulai dari penyusunan proposal sampai dengan selesainya skripsi ini, saya akan menyusun sendiri skripsi saya, tidak dibuatkan oleh siapapun. 2. Dalam menyusun skripsi, saya akan selalu melakukan konsultasi dengan pembimbing. 3. Saya tidak akan melakukan penjiplakan (plagiat) dalam menyusun skripsi ini. 4. Apabila saya melanggar perjanjian saya seperti yang tertera pada butir 1,2 dan 3 maka saya bersedia menerima sanksi sesuai dengan aturan yang berlaku. Demikian perjanjian ini saya buat dengan penuh kesadaran. Makassar, 17 Oktober 2016 Yang membuat perjanjian. Muhajir Muhammad.

5. MOTTO. Allah wishes to make things easy for you and not to make things difficult for you… (Qur’an. 2 : 186) Don’t give up.. Because things are hard.. But work harder ..when you think of giving up.. (Anthony Liccione). This ordinary creation is dedicated for my extraordinary parents, brothers and sisters who always pray the best for me, sacrifice and give me their sincere endless love and care which lead me to success, and also all people who love and pray for me ….

7. ACKNOWLEDGEMENTS. Praise be to Allah, the researcher expresses his gratitude to Allah SWT the almighty God for mercies, blessings and opportunities given to the researcher so that he was able to finish writing this thesis. Shalawat and salam are addressed to the prophet Muhammad SAW for his guidance. There were some handicaps and problems that the researcher encountered from the beginning to the end of writing this thesis, owing to help and invaluable suggestion from numerous people, the researcher could complete this thesis, so the researcher is to express to his deepest indebtedness to the following persons: 1. Dr. H. Abd. Rahman Rahim, S.E., M.M. the Rector of Makassar Muhammadiyah University for his advice during his studied at the University. 2. Dr. A. Sukri Syamsuri, M.Hum to Dean of Teacher Training and Education Faculty for advice and motivation. 3. Erwin Akib, M.Pd., Ph.D. the head of English education department of FKIP UNISMUH Makassar. 4. The researcher thanks for the guidance and correction to this writing; deeply thanks for Dr. Abd. Muin,M.Hum and Yasser Mallapiang, S.S., M. Pd at the first and the second consultants who always give advices, motivations and guidances..

8. 5. Zainuddin P, S.Pd as the Headmaster of Smp Negeri 1 Bontonompo and special thanks for English teacher Dahlan, S.Pd and the staffs of Smp Negeri 1 Bontonompo for their help during the researcher research. 6. All lecturers of the FKIP UNISMUH especially to the lecturers of English Department who taught me for many years. 7. Finally, for all everybody that could not be mentioned one by one, may Allah S.W.T. the almighty God be with us now and forever.. Makassar,. 2016. Researcher. Muhajir Muhammad.

9. TABLE OF CONTENTS. Page TITLE PAGE .................................................................................................................. i. LEMBAR PENGESAHAN………………………………………………………….... ii APPROVAL SHEET ..................................................................................................... iii COUNSELLING SHEET............................................................................................... iv. SURAT PERNYATAAN ................................................................................................ v. SURAT PERJANJIAN................................................................................................... vi. MOTTO……………………………………………………………………………… vii ABSTRACT.................................................................................................................... viii ACKNOWLEDGEMENTS ........................................................................................... ix. LIST OF CONTENTS.................................................................................................... x. LIST OF TABLES .......................................................................................................... xi. LIST OF APPENDICES ............................................................................................... xii. CHAPTER I INTRODUCTION A. Background ...............................................................................................1 B. Problem Statement .................................................................................. 4 C. Objective of The Research ...................................................................... 4 D. Significance of The Research.................................................................. 4 E. Scope of The Research............................................................................ 5 CHAPTER II REVIEW OF RELATED LITERATURE A. Previous Related Research Findings ...................................................... 6 B. Concept of the Speaking ......................................................................... 7 C. The Components of Speech .................................................................... 14.

10. D. The Difficulties of Speech ...................................................................... 17 E. Speaking Proficiency measurement ........................................................ 18 F. Conception Framework .......................................................................... 19 CHAPTER III RESEARCH METHOD A. Research Design ...................................................................................... 20 B. Variables and Indicators..................................................................... .... 20 C. Population and Sample............................................................................ 21 D. The Instrument of the Research............................................................... 22 E. Procedures of Collecting Data................................................................. 24 F. Technique of Data .................................................................................. 25 CHAPTER IV FINDINGS AND DISCUSSIONS A. Findings .............................................................................................................. 27 B.. Discussions ......................................................................................................... 31. CHAPTER V CONCLUSIONS AND SUGGESTIONS A. Conclusions......................................................................................................... 33 B. Suggestions ......................................................................................................... 34 BIBLIOGRAPHY .......................................................................................................... 35 APPENDICES CURRICULUM VITAE.

11. LIST OF TABLES. Table 3.1. : Accuracy scoring criteria ...........................................................22. Table 3.2. : Fluency scoring criteria ............................................................ 23. Table 4.1. : The Percentage of the students’ score fluency and accuracy ... 27. Table 4.2. : The Students’ mean score of fluency and accuracy ................. 28. Table 4.3. : value of t-test ............................................................................ 28. Table 4.4. : The classification of students’ speaking ability……...………...30.

12. LIST OF APPENDICES Appendix A. : Lesson Plan .............................................................................. 38. Appendix B. : Students’ Pre Test and Post Test .............................................. 63. Appendix C : Attendance List ......................................................................... 64 Appendix D : The Students’ Score of Speaking in Pre-Test ........................... 65 Appendix E : The Students’ Score of Speaking in Post-Test ....................... 66 Appendix F : The Students’ Fluency Score of Speaking in Pre-Test and Post-Test .................................................................................... 67 Appendix G : The Students’ Accuracy Score of Speaking in Pre-Test and Post- Test ........................................................................... 68 Appendix H : The Score of All Components Speaking Ability in PreTest and Post-Test ................................................................... 69 Appendix I. : Table Distribution of t-value ................................................ 70.

13. CHAPTER I INTRODUCTION. A Background English is one of foreign languages in the world. In Indonesia where English is a foreign language, it is learn at each level of school. In Indonesia, where English is not spoken in the society, accuracy is the focus in learning English. It is expect the students can master English language well. So that if the students meet foreigner, they will be able to converse in English. When students learn a language, they need four language skills to acquire language ability well. Kathleen (2005:2) states that “When we learn a language, there are four language skills that we need for complete communication. These are listening, speaking, reading, and writing. The four language skills are related to each other in two ways; the direction of communication and the method ofcommunication.” Those four language skills are connect to each other and form the direction and the method of communication There are some methods and techniques for English learners to acquire the four language skills that are appliedin school or English course. However, based on observation the researcher toward student ability in English, some students can only master one or two skills out of those four skills. Speaking is one skill that tends to be consider as difficult skill for English learners. Not only because English is as foreign language, but also some factors such as psychological, social and cultural aspect that must all work together when learner speaks. Sometimes learners feel difficult to acquire speaking skill because.

14. they are shy, nervous, afraid ofmakes mistake with their pronunciations, and not have confident to say something in English. Based on Douglas (2001:285), “To solve those difficulties the teacher should give motivation to encourage learners for their improvement that will be the strongest influence for learners.”The teacher can help students to perceive or develop that motivation by showing interest in a student problem, giving appreciation, etc. In addition, students also need opportunity to practice and feedback about their ability to master the skill. By practicing their speaking, students can know how to pronounce well,use vocabulary and intonation correctly, and practice sociolinguistic. Thereforeone of ways to acquire speaking skill, we must have conversation between eachother routinely. English speech is one technique to practice speaking English because it can help students exercising their freedom of speech, conveying their opinions or ideas. It involves learning skills that every person will use at some point in his or her life, such as critical thinking, problem solving, decision making, conflict resolution, team building, and media literacy. Steven and Susan (1993:4) states, “The ability to speak with competence and confidence will provide empowerment. To be empowered is to have the resources, information, and attitudes that allow you to take action to achieve a desired goal. Being a skilled public speaker will give you an edge that other, less skilled communicators lack-even those who may have superior ideas, training, or experience.” If students can speak well, it means they possess a high skill value. Theycan deliver a message to an audience well and can communicate effectively.

15. withothers so that be the key to success in any line of work because today everyprofession need English either spoken nor written. In teaching speaking skill, fluency is a one of the speaking skill’s goal.Although students master the other elements of language skill, but they haven’tbeen able to speak fluently which is not complete to master English. Fluency isvery important at this skill so that students need to practice freely without fear atevery little mistake. To master English;;;;;;p, it is not only obtain in class but also from other activities such as watching an English movie, or listening news from television or radio, and joining English speaking forum. So, that atmosphere will make researcher easier to get data more detail and get permit from school staff. The purpose of English Speech Training is to improve students’ pronunciation, fluency, and vocabularies. And also it can increase confidence to speak publicly, increase students’ listening ability as audience from what is being delivered by the speaker. Research on students’ speech has also been apply in some places for improving speaking skills. Such as in Subihah thesis (2012:5) uses the students' speech as the alternative topics for improving speaking skill. Some students are afraid of making mistakes and facing a failure. So the teacher gives attention to the students in order to encourage and support them in overcoming their difficulties. By finding a suitable topic, it would be easier for the students to express their ideas if they are familiar and interested in the topics present. The students' personal experiences are topics which are found in their daily lives.

16. andinwhich they are familiar. These topics can stimulate them to say something,inspire them to speak up, and can be the facilitator that can motivate them to communicate by English. Based on the background above, this researcher analyzed how English speech training can help students’ fluency in English speaking and students’ response toward English Speech Training activity at SMP Negeri 1 Bontonompo. B. Problem statements Based on the background above, the researcher formulates the research questions as follows: 1. How does English Speech Training apply to help students’ fluency of SMP Negeri 1 Bontonompo in English Speaking? 2. What is the students’ response toward English Speech Training in teaching and learning process?. C. Objectives of the Study The objectives of the study is to find out the improvement the students’ fluency in speaking through English speech training at the XI grade of SMP Negeri 1 Bontonompo. D. Significance of Research It is expected that the findings of the study would be significant information for teachers of English in general and for the teachers of English in SMP Negeri 1 Bontonompo in particular..

17. E. Scope of Research The scope of the study is limited in English speech training to the students’ fluency in speaking and the researcher has focus on improving the student fluency in speaking at SMP Negeri 1 Bontonompo.

18.

CHAPTER II REVIEW OF RELATED LITERATURE. A. Previous Related Research Findings Hasni (2005) in her thesis, “The Correlation between Speaking and Anxiety Free Classroom Elimate ’’. She found that anxiety-free classroom climate is very important in supporting speaking performance. The result finding of her research that there is significance correlation between speaking and anxiety free classroom climate. It showed that the correlation value was in moderate position which lies between 0,40-0,60. Ariyani (2000) in her thesis, “Activating the Students of SMP Yapip Makassar Sungguminasa to Speak English Through Various English Game Activities”. She found that English game activities are a good approach in studying English outside and can enhance their speaking ability especially in fluency and comprehansibility. It was proved by the result finding, 79% of the students where active in speaking. The similarity between this researches is them used skill speaking for their research, and the differences this research Hasni (2005) found that the factors influence the students’ speaking ability, Ariyani (2000) conducted a research on the Effective using game method in learning speaking ability, and this proposal the writer will investigate the factors influence the students’ speaking ability through Speech . Based on the statements above, the writer concludes that Speech training is effective for teaching and learning process to increase the students’ speaking ability.. 19.

20. B. Concept of the Speaking Speaking is a speech production that becomes a part of our daily activities, Thornburry (2005:8). While Underwood (1997:11) also has cited in Elyana (2012:7) thesis that says that speaking means creative process; an active interaction between speaker and listener that involves thought and emotion. Speaking involves three areas of knowledge. They are mechanics (pronunciation, grammar, and vocabulary). It is the ability to use the right words in the right order with the correct pronunciation, function (transaction and interaction): knowing when clarity of message is essential (transaction/ information exchange) and when précised understanding is not required (interaction/relation building) and also social cultural rules and norms. It consists of the knowledge of turn-taking, rate of speech; length of pauses between speakers, relative’s roles of participants). It is an ability to understand how to take into account who is speaking to whom, in what circumstances, about what and for what reason. Then Weir defines that there are five aspects have to pay attantion in speaking, they are content, vocabulary, grammar, performance, and fluency. Rychman (1983: 91-95) says that there are many requirements for making a good speech, such as speech of speaking, voice and delivery, vocabulary profanity, grammar, and self-improvement suggestions. Paul (1995:8) states that there are seven components of the communication process. Those are : 1. A source The source is the person who originates the message. who the sender is makes a difference in determining who, if anyone, will listen..

21. A source is useless without a receiver, and a speaker is useless without an audience. 2. A receiver Skinner (2007:77) states that the receiver has to also pay attention in order to receive the message and both communication and recipient have to be sensitive and react to nonverbal stimuli. 3. A message Pearson in Paulene (2011:12) states that the message includes the symbol (words and phrase one uses to communication ideas, as well as facial expressions, badly movement, gestures, touch, tone of voice and other nonverbal codes. 4. A channel The channel is the means of distributing your words, whether by coaxial cable, fiber optics, microwave, radio, video, or air. In the public speaking classroom, the channel is first of all the air that carries the sound waves from the mouth of the source to the ear of the receiver. 5. Feedback Feedback includes verbal or non verbal responses by the audience. During a public speech, most of the audience feedback is nonverbal: head nodding, smiling, frowning, giving complete attention, fiddling with a watch..

22. 6. A situation Communication occurs in a context called the situation include the time, place, and occasion in which the message sending and receiving occurs. The situation can determine what kind of message is appropriate.. 7. Noise Smith (2005:118) states that noise is any stimulus that interferes with the encoding and decoding that limit the clarity of the message from sender to receiver. In actual, real life presentation, all of these components function simultaneously and continuously. The speaker conveys a message through words and action, but the audience gives meaning to that message through its own thought processes. a. Teaching of Speaking In learning English, speaking is very important. To gain the ability to communicate is the language target in the goal of teaching English. Therefore, the teacher has to make the learners to be active and give many chances to speak as much as possible. Thus, the teacher should give the students opportunities to use the language target to communicate each other. It means that the setting of activities must be a lot communicative. As what has been delivered by Rivers in Eliyana (2012:15) that “Practice is essential.

23. in the prosodic features of the new language: stress, intonation, juncture phenomena, and syllabification”.He also explained that imitation. in. language. class. can. develop. and. maintain. comprehensible and acceptable patterns. According to Welker (1996:2), students will develop the ability to speak English by using English communicatively. He gave several ways to use more English. For example: teacher have to accustom the students to be in English area by using English when opening and closing the activity, teaching materials, giving some handouts, and using the same expression for the same activity, teacher has to keep self confidence and give correction for the learner. As with any kind of correction, It is important not to single students out for particular criticism. Many teachers deal with the mistakes they heard without saying who made them. Of course, there are no hard and fast rules about correcting. Some teachers who have a good relationship with their students can intervene appropriately during a speaking activity if they do it in a quiet non obtrusive way. But it is a risky enterprise. The general principle of watching and listening so that teacher can give feedback later is usually much more appropriate. Brown (2001:271-274) describes that there are six types that can be applied when teaching speaking. They are:.

24. 1) Imitative It is a type focusing on some particular element of language form. The method which takes part of this type is drilling. Here, the teacher gives an example, while the students listening what the teacher said and repeat later. There are several ways for using drill. 2) Intensive Brown in Eliyana (2012:16) intensive type designed to practice some phonological or grammatical aspect of language.. 3) Responsive Responding questions can stimulate the learner to be more communicative. It can be applied by asking questions or comments. 4) Transactional (dialogue) In this type, the teacher gets more communication from the learner,nwhere the learners apply a simple conversation about certain topic. Theyntalk and give specific information each other. 5) Interpersonal (dialogue) Brown in Eliyana (2012:16) states that interpersonal is a conversation that carried out more for the purpose of maintaining social relationships than for the transmission of facts and information..

25. 6) Extensive (monologue) This is a monologue that applied by intermediate to advance levels in the form of oral reports, summaries, or short speeches. From the several of type of classroom speaking performance above, English Speech Training included the extensive type which is the students make some speeches to the others in this activity. b. Speech Speech is the process of presenting a message to audience, small or large, toprovide information, ideas, concept and influence audience. This activity helps the students who want to increase their speaking ability, especially in fluency and pronounciation. Speech can present opportunities for student to deliver message and increase their confidence in public. There are several aspect of manner to deliver speech; 1) Eye contact The speaker has to pay attention to the audience by keeping eyecontant to them. Steven and Susan consider to eye contact is very important when speaking. Both (2001:246) states that “Eye contact with your audience opens communication, makes you more believable, and keeps your audience interested.” 2) Voice.

26. Voice used by the speaker when delivering a message should beappropriate pitch, volume, and speed in order to what delivered can sbemaximal and can be heard clearly by the audience. 3) Gesture Gesture is also important one when the speaker speaks. It used to deliver the important point to streng then a statement and assure the audience. Susan and Steven gave a suggestion about the way of using effective gesture. For example: the speaker has to give the natural and relaxed action, he/she may look enjoyed with the speech and may not look be nervous. Then, the speaker has to use proper gesture based on the situation and audience, etc. 4) Nervous habit One of the failures which must be avoided when looking out with society is nervous. This character can happen to everyone who is facing to public society so that cannot conduct the activity totally. There is a few way of developing confidence that have described by Steven and Susan (2001:34) Firstly, the speaker has to know who audience is. Secondly, preparing the material and practicing before delivering speech. Thirdly, giving suggestion to the speaker self that he/she will be success in speech. Fourthly, the speaker can control the breath, and so on. In this case speech related to speaking ability which can see off foreign language learner in the progress of speaking ability because speech.

27. is activity providing for information and influencing audience, in which the student is demanded to be active and fluent in speaking. Therefore speech will stimulate the student to be more talk and acquire the information, idea, or concept to be delivered. So, students can improve speaking ability because they practice speaking more. As what have been stated by Thornburry (2005:28) that the key of successfulness of speaking is practice.. C. The Components of Speech 1. Accent Chastain in Eliyana (2012:20) describes that there are two steps of teaching pronunciation: The first, to let the students to pronounce as can as possible. The second, to make the students to imitate immediately the sound they have listened. 2. Fluency Bailey (2005:5) explains that “Fluency is the capacity to speak fluidly, confidently, and at a rate consistent with the norms of the relevant native According to Thornbury (2005:5) the features of fluency are: a. pauses may be long but not frequent; b. Pauses are usually filled; c. Pauses occur at meaningful transition points, and d. There are long runs of syllables and words between pauses..

28. Good pronunciation does not just mean saying some words or some sounds correctly. The sounds of words change when students come into contact with each other. Teacher has to pay attention to students while teaching pronunciation. Fluency is helped by having students say phrases and sentences as quickly as possible, starting slowly and then speeding up. Getting students to perform dialogues and extracts taken from a drama or a short story will also make them aware of speaking customs and help them to improve their fluency. To speak English fluently, students must understand instantly and speak without thinking. There is one more requirement in order to speak English fluently; it is students must have confidence. Emotion is critically important for fluent speech. It is not enough to “know what to say”, students also need to “say what you know”. In other words, students must have the confidence to use their knowledge without hesitation. Many students speak badly not because they lack vocabulary or understanding, but because they are nervous, worried, and afraid of appearing foolish. Fear of mistake, fear of other people’s opinion; these destroy English fluency. According to Hughes (2003:133) These are the characteristics for someone is not fluent in speaking: 1) Speech is so halting and fragmentary that conversation is virtually impossible. 2) Speech is very slow and uneven except for short or routine sentences..

29. 3) Speech is frequently hesitant and jerky; sentences may be left uncompleted. 4) Speech is occasionally hesitant, with some uneveness caused by rephrasing and grouping for words. 5) Speech is effortless and smooth, but perceptibly non-native in speed and evenness. 6) Speech on all professional and general topics as efforless and smooth as anative speaker’s. 3. Vocabulary Chastain in Eliyana (2012:22) states that vocabulary is learned by means of the receptive skills. He explained that this aspect has to be learned by practicing, though only repeating words. According to him there are three steps of teaching vocabulary effectively. They are: The learners are asked to learn the words as much as possible, they uses those words to communicate, and then repeats those words continuously. Furthermore, Rivers (1981:464) also explaines how to learn vocabulary. a. Students need to learn how to commit vocabulary to long term memory; b. Students must learn to discriminate variations in distribution and new boundaries of meaning; c. Students do not always realize that words are constructed of morphemes which share the burden of the meaning among them;.

30. d. Students should learn to penetrate disguises; e. Students must learn how to discover new words for themselves; f. If students are not to become discouraged, they need to learn that vocabulary is elastic and that they can make much of the little they know by paraphrase, circumlocution, and definition, as they gradually build up a more precise and varied lexicon; g. Students must learn how to augment their own vocabulary steadily and systematically. 4. Grammar According to Thornburry (2010:18), most of the speaker often uses personal pronoun and determiner in speaking language. He stated that: Present tense forms outnumber past tense forms by 2:1. a. Simple forms outnumber progressive and perfect forms by over 10:1. b. The past perfect and present perfect continuous are rare. c. Passive verbs account for only 2% of all finite verb forms in speech. d. Will, would, and can are extremely common in speech.. D. The Difficulties of Speech Harmer cited in Faizah Thesis that there are three factors that make thelearners to be passiveness in the class. The first, they have no idea to say. The second, the teacher give the difficult material or topic for the learners. Thus, it makes them feel difficulty when speaking. The third, their thinking of less abilityin speaking which also influence them to say something..

31. In addition, Dulay, Burt, and Krashen in Setiyadi (2006:18) describes types of errors for students who learn foreign language speaking: 1. Omission: The absence of an item that must appear in a well form edutterance. 2. Double markings: The failure to delete certain items which are required in some linguistic construction. 3. Regularization: Applying the rules used to produce the regular ones to those that are irregular. 4. Simple addition: The presence of an item which should not appear in well formed utterances. 5. Misformation: The use of the wrong form of the morpfeme or structure. 6. Archi-form: The selection of one member of a class of forms to represent others in the class. 7. Misordering: The incorrect placement of a morpheme or group of morphemes in an utterance.. E. Speaking Proficiency Measurement Measurement or testing of speaking ability is the important thing tothe teacher who feels a need to improve speaking ability in English class. As Madsen (1983:4) have uttered that there are two importance of testing for the students. The first, he stated that “Test can help create positive attitudes toward your class” and the second, “English tests can benefit students is by helping them master the language.”This matter with reference to makeup of natural by student during learning in order to the teacher know how big ability that students have..

32. Therefore, the teacher can overcome the student’s problem and can improve students’ ability. During students do English speech training, the researcher measure their speaking proficiency by using American FSI (Foreign Service Institute) speaking proficiency measurement. Pronunciation, grammar, vocabulary, and fluency are component in this measurement.. F. Conceptual Framework The theoretical framework of this research that would be served the following diagram: PROCESS INPUT English Speech Training. G. Hypothesis. OUTPUT Implementation English Speech Training to improve the students’ fluency in speaking.. Improving the students’ fluency in speaking. H0 : The application of English speech Training is not significantly to improve the tenth grade students’ speaking fluency at SMP Negeri 1 Bontonompo. Hi : The application of English speech Training is not significantly to improve the tenth grade students’ speaking fluency at SMP Negeri 1 Bontonompo..

CHAPTER III RESEARCH METHOD. In this chapter, the researcher presents method of the research. It discussess of research design, research variables and indicators, population and sample, the instrument of the research, technique of collecting data, and the end of this chapter discusses about the technique of data analysis.. A. Research Design In this research, the researcher uses a pre- experimental research with one group pre-test and post-test design. The design was formulated as follows: Pre-Test. Treatment. Post-Test. X1. O. X2. Where: X1 = Pre- test O = Treatment X2 =Post- test (Gay, 1981: 225).. B. Research Variables 1. Variables There are two variables in this research; they are independent variable and dependent variable:. 33.

34. a. Independent variable English Speech Training of the independent variable is important process when teaching the material to improve students’ fluency in English speaking. b. Dependent variable The dependent variable is the students’ speaking ability, covered Fluency and Accuracy. 2. The indicators were: a. The indicators of the students’ accuracy is: vocabulary b. The indicators of the students’ fluency is: smoothness. C. Population and Sample 1. Population The population of this research is the second grade students of SMP Negeri 1 Bontonompo. There are one class in this level with total 20 students. 2. Sample The researcher applied a purposive sampling technique to choose one class as the sample. In this research, the sample of the research is XI.B that consists of 20 students. The researcher chosen it because if the treatment success in this sample, it is more successful in sample which has better ability in speaking..

35. D. The Instrument of the Research In this research, the instrument is speaking test and observation. The researcher uses those to get data about their attitude and ability in speaking skill through English Speech Training. Collecting data in this experimental research as follows: 1. Observation Observation checklist aims at finding out the students’ data about their presence and activeness in teaching learning process. 2. Speaking Test The test is used to get information about students’ improvement after teaching and learning process end. a. Classifying the students’ scores into five levels Table 3.1 Vocabulary Scoring Criteria No.. Classification. Score. 1. Excellent. 90-100. Very good. 80-89. Good. 70-79. 2. 3. Criteria They speak effectively and excellent of using vocabulary They speak effectively and very good of using vocabulary They speak effectively and good of using vocabulary They speak sometimes hasty, fair of using. 4. Fair. 60-69. vocabulary. The vocabulary are reasonably correct but an awkward..

36. They speak hasty, and more sentence are 5. 0-59. Poor. not appropriate using vocabulary. The vocabulary is inadequate.. (Depdikbud 2004, in Azis, 2013:33).. Table 3.2 Smoothness Scoring Criteria No.. Classification. Score. Criteria Speak without too great an effort with. 1. Excellent. 90-100. fairly wide range of expression. Searches for word occasionally but only one or two unnatural pauses. Has to make an effort at times to search. 2. Very good. 80-89. for words. Nevertheless, smooth delivery on the whole and only a few unnatural pauses. Although he/she has to make an effort and search for word, there are not fairly smooth deliveries mostly. There are too. 3. Good. 70-79. many unnatural pauses, occasionally halting delivery and fragmentary but success in conveying the general meaning. Fair range of expression. Has to make an effort for much of time often has to search for the desired. 4. Fair. 60-69. meaning frequently fragmentary and healing delivery. Almost gives up making the efforts at times. Limited range expression.

37. Long pauses while he searches for the desired meaning. Frequently 5. Poor. 0-59. fragmentary and halting delivery. Almost gives up making the effort at time. Limited range of expression.. (Depdikbud 2004, in Misrawati, 2012: 32 ).. E. Procedures of Collecting Data In collecting the data, the researcher will carry out the research at the eleventh year students of SMP Negeri 1 Bontonompo through two steps, as follows: 1. Observation Observation is done by collecting the data to observe the students’ improvement during the teaching and learning process based on observation that had been arranged. Observation of students include the following: a. The total number of students b. How many students who pay attention to the material c. How many students are active d. How many students do not focus on how students are disciplined e. The value assignment or replay value so far f. Notes during the observation. 2. Speaking Test The test in this research is interview test. It is given to the students to measure the students’ ability in speaking after using English Speech Training,.

38. especially how the students’ speaking accuracy and speaking fluency. The students’ memorize text is given by teacher. it is transcribe into writing form.. F. Technique of Data Analysis The data collects from the speaking test is analyzed quantitatively. The steps listed as follows:. 1. Calculating the mean score used the following formula : . X . X N . Where: X. = Mean score. ∑X. = Sum of all score. N. = Number of subject (Gay, 1981:298).. 2. To know how improvement of the speaking skill, the researcher used the percentage technique as follows :. %  . Md 2  Md 1  100 Md 1. Where: %. = the students’ percentage.. Md2 = the mean score of post-test. Md1 = the mean score of pre-test (Arikunto in Amirullah, 2012:23)..

39. 3. Finding out the significant difference between the Pre-test and Posttest of the students speaking proficiency by calculating the value of the treatment test (t-test) . D. t=.  D  . 2. D. 2. N N N  1. Where: t. = Test of significant. . D. = The mean score of the matched pair. ∑. = The Square of all sums. N. = The total number of samples (Gay, 1981:331).. (∑ ) = The sum of all squares. After getting the result of t-test value the researcher is used t-table to compared there is significant difference or not. 4. Then the students’ score is classified by using the following classification:. Score. Categories. 90-100. Excellent. 80-89. Very good. 70-79. Good. 60-69. Fair. 0-59. Poor. (Depdikbud in Juniati, 20013 : 35)..

CHAPTER IV FINDINGS AND DISCUSSIONS. This chapter particularly presented the findings of the research. The findings of the research covered the descriptions of the development of students’ speaking ability and the percentage of the students’ progress. The discussion of the research covers further explaination of the findings. A. Findings As explained previously that the way to collect the data, was by administrating speaking test. The students’ increase in speaking focused as on Accuracy (Vocabulary) and Fluency (Smoothness). The following table indicated the mean score of Pre-test and Post-test.. 1.. The Improving of the Students’ Mean Score of Fluency and Accuracy in Pre-Test and Post-Test. Table 4.3. The percentage of the students’ score fluency and accuracy No. Variable. Pre-Test. Post-Test. Improvement. 1. Fluency. 50.35. 66.65. 32.37%. 2. Accuracy. 55.15. 70.15. 27.19%. ∑X. 105.5. 136.8. 59.56%. The table above showed about the mean score of each variable of the students’ increasing in speaking. Based on the table, it indicated that the implementation of English Speech Training in teaching and learning Speaking. 40.

41. was success full. The result of the mean score pre-test and post-test above, where the students’ mean score of fluency and accuracy in pre-test were 50.35 and 55.15 categorized as poor and the students’ mean score of fluency and accuracy in posttest were 66.65 and 70.15 categorized fair and good. Besides, from data above, it could be seen that the increasing of the students’ speaking ability focused on fluency and accuracy after being taught by using English Speech Training were 32.37% and 27.19%. The increasing of the students mean score from the pre-test to the post-test could be seen in the following table. Table 4.4. The Students’ mean score of fluency and accuracy Mean Score. Pre-Test. Post-Test. Improvement (%). 52.75. 68.6. 30.04%. The result of the mean score in pre-test and post-test above, where the students mean score in pre-test was 52.75 and categorized as poor and the students mean score of post-test was 68.6 and categorized as fair, show that the development of the students speaking ability focused on fluency and accuracy by using English Speech Training. 2.. The Result of t-test ( test of significant difference between pre-test and post-test) Table 4.6. The value of t-test t-test value. t-table value. Comparison. 6.65. 1.729. 6.65 > 1.729.

42. After calculating t-test value (6.65), then it was compared with the t-table value. For the level significant (p) = 0.05 for the one group sample, and the degree of freedom (df) is N-1 = 20-1 = 19, it was found that the t- table value was 1.729. These findings are used to determined whether or not the hypothesis stated in this research was statically proved. As being stated in previous chapter that the null hypothesis (. ) was rejected when t-test value was greater than the t-table. value and the alternative hypothesis (. ) was accepted. Therefore, based on the. result above where t-test value greater than t-table value (6.65 > 1.729). It means that the hypothesis “ There is significant difference in the students’ Speaking Ability before and after being taught by using English Speech Training” is accepted. So, there was a significant difference in the students’ speaking ability focused on Fluency and Accuracy before and after being taught by using English Speech Training. Therefore, using English Speech Training suitable to teach speaking focus on Fluency and Accuracy in the second year students of Smp negeri 1 bontonompo selatan.. 3.. The Classification of Students’ Ability for all Variables The classification of students’ speaking ability focused on fluency and. accuracy by using English Speech Training could be seen in the following table as follows :.

43. Table 4.5. The classification of students’ speaking ability Post-Test. Pre-Test nnNo. Classification. Range F. %. F. %. 1. Excellent. 90-100. -. 0. -. 0. 2. Very Good. 80-89. -. 0. 2. 10%. 3. Good. 70-79. 2. 10%. 8. 40%. 4. Fair. 60-69. 4. 20%. 6. 30%. 5. Poor. 0-59. 14. 70%. 4. 20%. 20. 100%. 20. 100%. Total. The table above showed the frequency and percentage of the students’ score speaking ability. It indicated the obvious difference between the students’ score in pre-test and post-test. The most obvious difference was shown in the level of poor classification, where its percentage in pre-test was 70% (14 students), but it can be decreased into 20% (4 students) in post-test. The obvious difference was also could be seen in good classification, where its percentage in pre-test was 10% (2 students), but it could increase into 40% (8 students) in post-test. Besides, the difference was also could be seen in very good classification, where there was no student who got it in pre-test but there were 2 students’ or 10% could get it in post-test..

44. B. Discussion This section presented the discussion of the result of the data analysis. The discussion aimed at describing the students’ speaking ability focused on fluency and accuracy after being taught by using English Speech Training. The students’ mean score pre-test ( 1) = 52.75 and post-test ( 2) = 68.6.. It indicated that the mean score of pre-test was lower than mean score of post-test.. On the other hand, the result of statistical t-test value for all variables of speaking was greater (6.65) than t-table value (1.729). It means that the students of speaking ability focused on fluency and accuracy in speaking could increase. Based on this computation, it explained that the students’ of Smp negeri 1 bontonompo selatan have a better increasing in speaking both for fluency and accuracy by using English Speech Training This finding was also supported by the score analysis which showed by the students’ test in pre-test and post-test. Thus, the alternative hypothesis (H1) there is significant different between the result of pre-test and post-test is accepted. In addition, the null hypothesis (H0) is rejected. The t-test value is greater (6.65) than t-table value (1.729) for the degree of freedom (0.05). The frequency and percentage of the students’ score speaking ability. It indicated the obvious difference between the students’ score in pre-test and posttest. The most obvious difference was shown in the level of poor classification, where its percentage in pre-test was 70% (14 students), but it can be decreased into 20% (4 students) in post-test. The obvious difference was also could be seen in good classification, where its percentage in pre-test was 10% (2 students), but it.

45. could increase into 40% (8 students) in post-test. Besides, the difference was also could be seen in very good classification, where there was no student who got it in pre-test but there were 2 students’ or 10% could get it in post-test. Viewing the discussing above. It can be argued that the Second Year Students of SMP Negeri 1 bontonompo was effective in learning Speaking ability by using English Speech Training. Further, the researcher concluded that using English Speech Training in learning can help the students to make their speaking ability better than before..

46. CHAPTER V CONCLUSION AND SUGGESTION. This chapter consists of two sections, the first section deals with the conclusion and the other deals with the suggestion.. A. Conclusion Based on the result and the analyzing discussion in the previous chapter, the researcher concludes such as follows: Teaching English Speaking by using English Speech Training is effective. 1. The using English Speech Training could improve the students’ speaking ability focus on fluency and accuracy. It is proved by the students’ which improvement (30.04%), the mean score in post-test (68.6) was higher than pre-test (52.75). 2. The test of significance, t-test value was higher than t-table (6.65 > 1.729). It means that the there was a significant difference in the students’ speaking ability before and after being taught by English Speech Training 3. The classification of the students’ score accuracy and fluency in pretest and post-test showed there was no student got excellent score in pre-test and post-test. But, in good classification there was 8 students (40%) got it in post-test..

47. B. Suggestion By considering the conclusion above, the researcher puts forward suggestion as follows : 1.. The English teachers are suggested to apply English Speech Training in teaching and learning process especially in teaching speaking.. 2. The English teachers are suggested to be more creative in deciding or expanding some techniques in teaching and learning English especially speaking English. In order to achieve good results. 3. It is suggested that the further researcher to be more creative to find out more interesting techniques to increase the students’ speaking ability..

48. BIBLIOGRAPHY. A, Donald, et al, 2002. Introduction to Research in Education. sisth edition. USA: Wadsworth. Bailey, Kathleen M. 2005 Practical English Language Teaching: Speaking International Edition. New York: The McGraw-Hill companies. Beebe, Steven A, et al. 1993. Public Speaking. An Audience-Centered Approach. San Fransisco, california: Longman Inc. Brown, H. Douglas. 2001. Teaching by Principles: An interactive approach tolanguage pedagogy. second edition. New York: Addison Wesley Longman. Chastain, Kenneth. 1976. Developing Second-Language Skills: Theory to Practice. Chicago: Rand McNally College Publishing Company. Faizah, 2010. Using Debate Method to Improve Speaking Ability at The Second Grade Of SMA Giki 3 Surabaya. Surabaya: S-I Unpublished thesis IAIN. Gay, L. R. 1981. Educational Research. Competencies for Analysis & Application. USA: Merrill publishing company. Harmer, Jeremy. 2003. The Practice of English Language Teaching. New York: Longman. Hughes, Arthur. 2003. Testing for Language Teachers. Second Edition. Cambridge: Cambridge University Press. Hoge, A. J. 2012. “Speaking English Fluently” Effortles English, Resruwed from (http://effortlessenglishclub. Acessed on august 29, 2013) K, William M. 1999. The Research Methods Knowledge Base, second edition. Ithaca, N.Y: Cornell Custom Publishing. Linn, Robert L. 1995. Measurement and assessment in teaching. New Jersey: Prentice-Hall. Inc. Madsen, Harold S. 1983. Techniques in Testing. New York: Oxford University Press. Nelson, Paul E, Scott Titsworth, and Judy C. Pearson. 1995. Public Speaking. A Guide for the Engaged Communicator. New York: Mc Graw Hill..

49. Rivers, Wilga M. 1981. Teaching Foreign-Language Skills. Chicago: The University of Chicago Press. Setiyadi, Agus Bambang. 2006. Teaching English as a Foreign Language. Yogyakarta: Graha Ilmu. Thornburry, Scott. 2005. How to Teach speaking. England: Pearson Education Limited. Welker, James R. 2012. “Easy ways Teachers Who Are Non-Native Speakers Can UseMore English in Class” The Internet TESL Journal, Vol. II, No. 7, 1996. Resruwed from (http://iteslj.org/. Accessed on May 15, 2013)..

50. RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Nama Sekolah. :. SMP NEGERI 1 BONTONOMPO SELATAN. Mata Pelajaran. :. Bahasa Inggris. Kelas/Semester. :. XII / 1. Alokasi Waktu. :. 4 x 45 menit ( 2x pertemuan ). Topik Pembelajaran : Pertemuan Ke A.. persuasive. :. Standar Kompetensi Membaca 5.. B.. Memahami makna teks fungsional pendek dan esei sederhana berbentuk persuasive dan discussion dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan... Kompetensi Dasar 5.2.. C.. Merespon makna dan langkah retorika dalam esei yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk: persuasive dan discussion.. Indikator Pencapaian Kompetensi Indikator Pencapaian Kompetensi  Mengidentifikasikan. tema. Nilai Budaya Dan Karakter Bangsa. teks Religius, jujur, toleransi, disiplin,.

51. yang dibaca  Mengidentifikasikan makna kalimat dalam teks yang dibaca  Mengidentifikasi tujuan komunikasi teks dibaca  Merespon berbagai informasi tentang isi teks. kerja keras, mandiri, demokratis, rasa ingin tahu, semangat kebangsaan, cinta tanah air, menghargai prestasi, bersahabat, cinta damai, gemar membaca, peduli lingkungan, peduli sosial, tanggung jawab, mandiri. Kewirausahaan/ Ekonomi Kreatif :  Percaya diri (keteguhan hati, optimis).  Berorientasi pada tugas (bermotivasi, tekun/tabah, bertekad, enerjik).  Pengambil resiko (suka tantangan, mampu memimpin)  Orientasi ke masa depan (punya perspektif untuk masa depan) D. Tujuan Pembelajaran Pada akhir pembelajaran siswa dapat :     E.. Mengidentifikasikan tema teks yang dibaca Mengidentifikasikan makna kalimat dalam teks yang dibaca Mengidentifikasi tujuan komunikasi teks dibaca Merespon berbagai informasi tentang isi teks. Materi Pokok teks explanation , kosa kata yang terkait. F.. Metode Pembelajaran/Teknik: Three – phase technique  Pre listening  Whilst listening.

52.  G.. Post Listening. Strategi Pembelajaran Tatap Muka  Bertanya jawab  tentang teks explanation , kosa kata yang terkait.  Membahas nilai-nilai yang terkandung dalam teks explanation , kosa kata yang terkait.  Membahas unsur dan langkah retorika  dalam teks explanation , kosa kata yang terkait.  Membahas ciri-ciri leksikogramatika.   Mendengarkan cerita (secara langsung atau dengan media  elektronik).  Membacakan teks explanation , kosa kata yang terkait.   Menceritakan  kembali cerita kepada kelompok atau kelas (monolog).  Membahas kesulitan  yang dihadapi siswa. Terstruktur Dengan kelompok  belajarnya, siswa diberi tugas untuk melakukan hal-hal berikut, dan melaporkan setiap kegiatan kepada guru, a.l. tentang tempat, siapa saja yang datang, kesulitan yang  dihadapi. Bertanya jawab tentang teks explanation , kosa kata yang terkait dengan kelompok belajarnya Membahas nilai-nilai yang terkandung dalam teks explanation , kosa kata yang terkait. Membahas unsur dan langkah retorika dalam teks explanation , kosa kata yang terkait. Membahas ciri-ciri leksikogramatika. Mendengarkan cerita (secara langsung atau dengan media elektronik). Membacakan teks explanation , kosa kata. Mandiri Siswa melakukan berbagai kegiatan terkait dengan wacana berbentuk naratif di luar tugas tatap muka dan terstruktur yang diberikan guru. Siswa mengumpulkan setiap hasil kerja dalam portofolio, dan melaporkan hal-hal yang sudah diperoleh serta kesulitan yang dihadapi secara rutin kepada guru..

53. dalam melakukan kegiatan terstruktur dan mandiri.. yang terkait kepada kelompok (monolog).. Langkah-langkah Kegiatan Pembelajaran Kegiatan Awal (10’)  Mengucapkan salam dengan ramah kepada siswa ketika memasuki ruang kelas (nilai yang ditanamkan: santun, peduli)  Mengecek kehadiran siswa (nilai yang ditanamkan: disiplin, rajin)  Mengaitkan materi/kompetensi yang akan dipelajari dengan karakter  Dengan merujuk pada silabus, RPP, dan bahan ajar, menyampaikan butir karakter yang hendak dikembangkan selain yang terkait dengan SK/KD  Siswa berdiskusi mengenai pertanyaan yang tertera di buku teks. Kegiatan Inti (70’) Eksplorasi Dalam kegiatan eksplorasi guru:  Memberikan stimulus berupa pemberian materi teks explanation , kosa kata yang terkait.  Mendiskusikan materi bersama siswa (Buku : Bahan Ajar Bahasa Inggris mengenai teks explanation , kosa kata yang terkait..

54.  Memberikan kesempatan pada peserta didik mengkomunikasikan secara lisan atau mempresentasikan mengenai teks explanation , kosa kata yang terkait.  Siswa diminta membahas contoh soal dalam Buku : Bahan Ajar Bahasa Inggris mengenai teks pamphlet , kosa kata yang terkait. Elaborasi Dalam kegiatan elaborasi guru:  Membiasakan siswa membuat kalimat teks explanation , kosa kata yang terkait.  Memfasilitasi siswa melalui pemberian tugas mengerjakan latihan soal yang ada pada buku ajar Bahasa Inggris untuk dikerjakan secara individual.. Konfirmasi Dalam kegiatan konfirmasi guru:  Memberikan umpan balik pada siswa dengan memberi penguatan dalam bentuk lisan pada siswa yang telah dapat menyelesaikan tugasnya.  Memberi konfirmasi pada hasil pekerjaan yang sudah dikerjakan oleh siswa melalui sumber buku lain.  Memfasilitasi siswa melakukan refleksi untuk memperoleh pengalaman belajar yang sudah dilakukan.  Memberikan motivasi kepada siswa yang kurang dan belum bisa mengikuti dalam teks explanation , kosa kata yang terkait.. Kegiatan Akhir (10’).

55.  Siswa diminta membuat rangkuman dari materi teks explanation , kosa kata yang terkait.  Siswa dan Guru melakukan refleksi terhadap kegiatan yang sudah dilaksanakan.  Siswa diberikan pekerjaan rumah (PR) berkaitan dengan materi teks explanation , kosa kata yang terkait.  Menyampaikan rencana pembelajaran pada pertemuan berikutnya. H.. Sumber/Bahan/Alat  Buku look Ahead 3  Internet  Kamus.. I.. Penilaian I. Indikator, Teknik, Bentuk, dan Contoh.. No.. 1.. Indikator. Memahami isi materi teks persuasive, kosa kata yang terkait.. Teknik. Teknik lisan. Bentuk. Teks esai. Contoh. Listen to the following discussion.

56. II. Instrumen Penilaian A. text persuasive speech. Global Warming There is little doubt that the planet is warming. Over the last century, the planets temperature has risen by around 1 degree fahrenheit (0.6 of a degree celsius). The warmest since the mid 1800’s was the 1990s. The hottest years recorded were 1997, 1998, 2001, 2002, 2003. The United Nations panel on climate change projects that the global temperatures will rise 3-10 degrees fahrenheit by the century’s end – enough to have the polar caps all but melted. If the ice caps melt, a vast majority of our countries borders will be under water. Monuments and great buildings, as well as homes and lives will be under water, including New York City. So now we know what some of the causes are for global warming, how can we as individuals do our part to help save the planet? The answer is simpler than you may think. You don’t have to go miles away from home to protest, or spend masses of money. If you try to follow the few simple steps that I shall now give you, you will have started to help us all. Firstly, plant a tree. This could be easier than it sounds. Join or help out a local wildlife group and ask to plant a tree. Trees, when fully grown, will help keep the planet cooler. On the same point, you could protest against the.

57. demolition of the rainforests. This is the same principle, we need the trees to cool our planet and yet they are chopping them down to create roads or homes. Something as simple as walking instead of taking the car will help reduce pollution. As well as stopping pollution, you are giving yourself exercise, something important for our bodies. So the next time you get into your car, or your motorbike, think – do I have to make this journey by vehicle or can I walk? When you are at home, and your getting a little cold. Put a jumper on and do not adjust the heating. The extra heat produced by our homes also affects the planet. So try wearing an extra layer in winter. If possible, buy your fruit and vegetables from local suppliers. And try to avoid imported goods. The more foreign food that we import the more pollution from aeroplanes and boats it will create. Keeping to the speed limit can also help the environment. The more you speed the more petrol you are going to use, making the pollution higher. Also, SUV’s make about six times their own weight in CO2 each year. A small efficient diesel car covering the same distance not only uses much less fuel; it makes two thirds less. If possible use solar energy, after all it is free; all you need to buy is the equipment. You can get much of your hot water and heating from the sun and even generate electricity. Reduce, reuse and recycle. Only buy what you need; don’t stock the cupboards with things you may or may not use. Reuse whatever you can, like containers and paper, and recycle what you cannot reuse. It really is as simple as that. Finally turning off unused sources of power such as televisions and heaters will help the environment, as well as save you money. If everybody stuck to these rules, we would be doing a great thing by protecting the earth. So please take into consideration what I have said, and try to do your part. After all, it will be our next generation that will feel the effects.. III. Pedoman Penilaian.

58. Table 3.1 Vocabulary Scoring Criteria. No.. Classification. Score. 1. Excellent. 90-100. Very good. 80-89. Good. 70-79. 2. 3. Criteria They speak effectively and excellent of using vocabulary They speak effectively and very good of using vocabulary They speak effectively and good of using vocabulary They speak sometimes hasty, fair of using. 4. 60-69. Fair. vocabulary. The vocabulary are reasonably correct but an awkward. They speak hasty, and more sentence are. 5. 0-59. Poor. not appropriate using vocabulary. The vocabulary is inadequate.. (Depdikbud 2004, in Azis, 2013:33).. Table 3.2 Smoothness Scoring Criteria. No.. Classification. Score. Criteria Speak without too great an effort with. 1. Excellent. 90-100. fairly wide range of expression. Searches for word occasionally but only.

59. one or two unnatural pauses.. Has to make an effort at times to 2. Very good. 80-89. search for words. Nevertheless, smooth delivery on the whole and only a few unnatural pauses. Although he/she has to make an effort and search for word, there are not fairly smooth deliveries mostly. There. 3. Good. 70-79. are too many unnatural pauses, occasionally halting delivery and fragmentary but success in conveying the general meaning. Fair range of expression. Has to make an effort for much of time often has to search for the desired. 4. Fair. 60-69. meaning frequently fragmentary and healing delivery. Almost gives up making the efforts at times. Limited range expression Long pauses while he searches for the desired meaning. Frequently. 5. Poor. 0-59. fragmentary and halting delivery. Almost gives up making the effort at time. Limited range of expression..

60. Makassar, 21 maret 2016 Mengetahui , Kepala sekolah. Guru mata pelajaran. Zainuddin p,. S.pd. Muhajir Muhammad. Nip: 195912101979071007.

61. RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Nama Sekolah. :. SMP NEGERI 1 BONTONOMPO SELATAN. Mata Pelajaran. :. Bahasa Inggris. Kelas/Semester. :. XII / 1. Alokasi Waktu. :. 4 x 45 menit ( 2x pertemuan ). Topik Pembelajaran : Pertemuan Ke A.. Text Explanation. :. Standar Kompetensi Menulis 6.. B.. Mengungkapkan makna dalam teks tulis fungsional pendek dan esei sederhana text informative dan discussion dalam konteks kehidupan sehari-hari.. Kompetensi Dasar 6.2.. Mengungkapkan makna dan langkah retorika dalam esei dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan.

62. sehari-hari dalam teks berbentuk: informative, dan discussion . C.. Indikator Pencapaian Kompetensi Indikator Pencapaian Kompetensi  Menggunakan adverbial clause dalam membuat sebuah explanation  Menghasilkan teks berbentuk explanation. Nilai Budaya Dan Karakter Bangsa Religius, jujur, toleransi, disiplin, kerja keras, mandiri, demokratis, rasa ingin tahu, semangat kebangsaan, cinta tanah air, menghargai prestasi, bersahabat, cinta damai, gemar membaca, peduli lingkungan, peduli sosial, tanggung jawab, mandiri. Kewirausahaan/ Ekonomi Kreatif :  Percaya diri (keteguhan hati, optimis).  Berorientasi pada tugas (bermotivasi, tekun/tabah, bertekad, enerjik).  Pengambil resiko (suka tantangan, mampu memimpin)  Orientasi ke masa depan (punya perspektif untuk masa depan) D.. Tujuan Pembelajaran Pada akhir pembelajaran siswa dapat :  . Menggunakan adverbial clause dalam membuat sebuah explanation Menghasilkan teks berbentuk explanation.

63. E.. Materi Pokok teks berbentuk informative , kosa kata yang terkait. F.. Metode Pembelajaran/Teknik: Three – phase technique  Pre listening  Whilst listening  Post Listening. G.. Strategi Pembelajaran Tatap Muka  Bertanya jawab  tentang teks explanation , kosa kata yang terkait.  Membahas nilai-nilai yang terkandung dalam teks explanation , kosa kata yang terkait.  Membahas unsur dan langkah retorika  dalam teks explanation , kosa kata yang terkait.  Membahas ciri-ciri leksikogramatika.   Mendengarkan cerita (secara langsung atau dengan media  elektronik).  Membacakan teks. Terstruktur Dengan kelompok  belajarnya, siswa diberi tugas untuk melakukan hal-hal berikut, dan melaporkan setiap kegiatan kepada guru, a.l. tentang tempat, siapa saja yang datang, kesulitan yang  dihadapi. Bertanya jawab tentang teks explanation , kosa kata yang terkait dengan kelompok belajarnya Membahas nilai-nilai yang terkandung dalam teks explanation , kosa kata yang terkait. Membahas unsur dan langkah retorika dalam teks explanation , kosa. Mandiri Siswa melakukan berbagai kegiatan terkait dengan wacana berbentuk naratif di luar tugas tatap muka dan terstruktur yang diberikan guru. Siswa mengumpulkan setiap hasil kerja dalam portofolio, dan melaporkan hal-hal yang sudah diperoleh serta kesulitan yang dihadapi secara rutin kepada guru..

64. explanation , kosa kata yang terkait.   Menceritakan  kembali cerita kepada kelompok atau kelas (monolog).  Membahas kesulitan  yang dihadapi siswa dalam melakukan kegiatan terstruktur dan mandiri.. kata yang terkait. Membahas ciri-ciri leksikogramatika. Mendengarkan cerita (secara langsung atau dengan media elektronik). Membacakan teks explanation , kosa kata yang terkait kepada kelompok (monolog).. Langkah-langkah Kegiatan Pembelajaran Kegiatan Awal (10’)  Mengucapkan salam dengan ramah kepada siswa ketika memasuki ruang kelas (nilai yang ditanamkan: santun, peduli)  Mengecek kehadiran siswa (nilai yang ditanamkan: disiplin, rajin)  Mengaitkan materi/kompetensi yang akan dipelajari dengan karakter  Dengan merujuk pada silabus, RPP, dan bahan ajar, menyampaikan butir karakter yang hendak dikembangkan selain yang terkait dengan SK/KD  Siswa berdiskusi mengenai pertanyaan yang tertera di buku teks.

65. Kegiatan Inti (70’) Eksplorasi Dalam kegiatan eksplorasi guru:  Memberikan stimulus berupa pemberian materi teks explanation , kosa kata yang terkait.  Mendiskusikan materi bersama siswa (Buku : Bahan Ajar Bahasa Inggris mengenai teks explanation , kosa kata yang terkait.  Memberikan kesempatan pada peserta didik mengkomunikasikan secara lisan atau mempresentasikan mengenai teks explanation , kosa kata yang terkait.  Siswa diminta membahas contoh soal dalam Buku : Bahan Ajar Bahasa Inggris mengenai teks pamphlet , kosa kata yang terkait. Elaborasi Dalam kegiatan elaborasi guru:  Membiasakan siswa membuat kalimat teks explanation , kosa kata yang terkait.  Memfasilitasi siswa melalui pemberian tugas mengerjakan latihan soal yang ada pada buku ajar Bahasa Inggris untuk dikerjakan secara individual. Konfirmasi Dalam kegiatan konfirmasi guru:  Memberikan umpan balik pada siswa dengan memberi penguatan dalam bentuk lisan pada siswa yang telah dapat menyelesaikan tugasnya.  Memberi konfirmasi pada hasil pekerjaan yang sudah dikerjakan oleh siswa melalui sumber buku lain.  Memfasilitasi siswa melakukan refleksi untuk memperoleh pengalaman belajar yang sudah dilakukan..

66.  Memberikan motivasi kepada siswa yang kurang dan belum bisa mengikuti dalam teks explanation , kosa kata yang terkait.. Kegiatan Akhir (10’)  Siswa diminta membuat rangkuman dari materi teks explanation , kosa kata yang terkait.  Siswa dan Guru melakukan refleksi terhadap kegiatan yang sudah dilaksanakan.  Siswa diberikan pekerjaan rumah (PR) berkaitan dengan materi teks explanation , kosa kata yang terkait.  Menyampaikan rencana pembelajaran pada pertemuan berikutnya. H.. Sumber/Bahan/Alat  Gambar yang relevan  Buku look Ahead 3  Internet  Kamus.. I.. Penilaian I. Indikator, Teknik, Bentuk, dan Contoh.. No.. Indikator. Teknik. Bentuk. Contoh.

67. Memahami isi Tes Lisan materi teks informative , kosa kata yang terkait.. 1.. Essay. Listen to the following discussion. II. Instrumen Penilaian Writing Test   . Now it is time for you to write your own informative text. Choose one of the titles below Don’t forget to use the generic structure of an informative text. Titles :  Dangerous coffe  Tsunami  rain. Generic Structure A. ……………………………………. General ………………………………………………………………………………….. Statement …………………………………………………………………………………...

68. Information. ………………………………………………………………………………….. …………………………………………………………………………………... Closing (if any) ………………………………………………………………………………….. …………………………………………………………………………………... III. Pedoman Penilaian. No.. Aspek yang dinilai. Skor. 1. Ketepatan isi dan tema. 0 – 17. 2. Struktur kalimat. 0 – 17. 3. Koherensi antar kalimat. 0 – 17. 4. Kompleksitas (Ketepatan penggunaan kata dan istilah). 0 – 17. 5. Tanda baca. 0 – 16. 6.. Ejean kata. 0 – 16. Skor maksimum. 100.

69. Makassar, 21 maret 2016 Mengetahui, Kepala sekolah. Guru mata pelajaran. Zainuddin p,. S.pd. Muhajir Muhammad. Nip: 195912101979071007.

70. Appendix A. TEACHING MATERIAL. Meeting 1. Persuasive Speech Global Warming There is little doubt that the planet is warming. Over the last century, the planets temperature has risen by around 1 degree fahrenheit (0.6 of a degree celsius). The warmest since the mid 1800’s was the 1990s. The hottest years recorded were 1997, 1998, 2001, 2002, 2003. The United Nations panel on climate change projects that the global temperatures will rise 3-10 degrees fahrenheit by the century’s end – enough to have the polar caps all but melted. If the ice caps melt, a vast majority of our countries borders will be under water. Monuments and great buildings, as well as homes and lives will be under water, including New York City. So now we know what some of the causes are for global warming, how can we as individuals do our part to help save the planet?The answer is simpler than you may think. You don’t have to go miles away from home to protest, or spend masses of money. If you try to follow the few simple steps that I shall now give you, you will have started to help us all. Firstly, plant a tree. This could be easier than it sounds. Join or help out a local wildlife group and ask to plant a tree. Trees, when fully grown, will help keep the planet cooler. On the same point, you could protest against the demolition of the rainforests. This is the same principle, we need the trees to cool our planet and yet they are chopping them down to create roads or homes. Something as simple as walking instead of taking the car will help reduce pollution. As well as stopping pollution, you are giving yourself exercise, something important for our bodies. So the next time you get into your car, or your motorbike, think – do I have to make this journey by vehicle or can I walk? When you are at home, and your getting a little cold. Put a jumper on and do not adjust the heating. The extra heat produced by our homes also affects the planet. So try wearing an extra layer in winter. If possible, buy your fruit and vegetables from local suppliers. And try to avoid imported goods. The more foreign food that we import the more pollution from aeroplanes and boats it will create..