A THESIS
Submitted as the Fulfillment to Accomplish Sarjana Degree At faculty of Teacher Training and Education
Muhammadiyah University of Makassar
AGUSRIJAYA 10535 4321 09
ENGLISH EDUCATION DEPARTMENT
THE FACULTY OF TEACHERSHIP AND EDUCATION MUHAMMADIYAH UNIVERSITY OF MAKASSAR
2015
A. THE TOTAL RAW OF THE STUDENTS PRE-TEST AND POST- TEST
Sample
Raw Score Convert Score Pretest
)
(X1 (X1)1 Posttest
(X2)
X2 2 Pretest Posttest1 10 100 14 196 5.5 7.8
2 11 121 14 196 6.1 7.8
3 9 81 12 144 5.0 6.7
4 11 121 14 196 6.1 7.8
5 11 121 13 169 6.1 7.2
6 10 100 13 169 5.5 7.2
7 11 121 13 169 6.1 7.2
8 10 100 14 196 5.5 7.8
9 10 100 13 169 5.5 7.2
10 11 121 14 196 6.1 7.8
11 10 100 13 169 5.5 7.2
12 10 100 14 196 5.5 7.8
13 11 121 13 169 6.1 7.2
14 10 100 14 196 5.5 7.8
15 11 121 13 169 6.1 7.2
16 11 121 14 196 6.1 7.8
17 11 121 15 225 6.1 8.3
18 11 121 15 225 6.1 8.3
19 10 100 12 144 5.5 6.7
20 10 100 13 169 5.5 7.2
21 9 81 11 121 5.0 6.1
22 10 100 13 169 5.5 7.2
23 11 121 13 169 6.1 7.2
24 10 100 14 196 5.5 7.8
25 9 81 11 121 5.0 6.1
26 11 121 14 196 6.1 7.8
27 10 100 13 169 5.5 7.2
28 8 64 11 121 4.4 6.1
29 10 100 12 144 5.5 6.7
30 9 81 11 121 5.0 6.1
TOTAL 306 3140 393 5185 169.1 218.3
B. STUDENTS’ SPEAKING SKILL IN PRETEST AND POSTTEST
No Name
Pretest Posttest
Pronunc. Grammar Vocab. Mean
score Pronunc. Grammar Vocab. Mean Score
1 S-1 3 4 3 3.3 5 4 5 4.7
2 S-2 3 4 4 3.7 5 5 4 4.7
3 S-3 3 3 3 3 4 5 3 4
4 S-4 3 4 4 3.7 5 4 5 4.7
5 S-5 3 4 4 3.7 4 5 4 4.7
6 S-6 4 3 3 3.3 4 5 4 4.7
7 S-7 4 4 3 3.7 5 4 4 4.3
8 S-8 4 3 3 3.3 4 5 5 4.7
9 S-9 3 4 3 3.3 5 4 4 4.7
10 S-10 4 4 3 3.7 5 5 4 4.7
11 S-11 3 4 3 3.3 5 4 4 4.3
12 S-12 4 3 3 3.3 5 5 4 4.7
13 S-13 3 4 4 3.7 4 4 5 4.3
14 S-14 3 4 3 3.3 5 5 4 4.7
15 S-15 4 4 3 3.7 5 4 4 4.3
16 S-16 3 4 4 3.7 4 5 5 4.7
17 S-17 4 4 3 3.7 5 5 5 5
18 S-18 3 4 4 3.7 5 5 5 5
19 S19 3 3 4 3.3 4 4 4 4
20 S-20 3 4 3 3.3 4 5 4 4.3
21 S-21 3 3 3 3 3 4 4 3.7
22 S-22 3 4 3 3.3 4 5 4 4.3
23 S-23 4 3 4 3,7 4 4 5 4.3
24 S-24 3 4 3 3.3 4 5 5 4.7
25 S-25 3 3 3 3.3 3 4 4 3.7
26 S-26 4 4 3 3.7 5 4 5 4.7
27 S-27 3 4 3 3.3 5 4 4 4.7
28 S-28 2 3 3 2.6 3 4 4 3.7
29 S-29 4 3 3 3.3 5 4 3 4
30 S-30 3 3 3 3 4 3 4 3.7
TOTAL 99 109 98 98.5 132 133 128 132.7
𝑿̅ 3.3 3.63 3.26 3.28 4.4 4.43 4.26 4.42
C. TABLE STUDENTS ACHIEVEMENTS Students’ speaking ability
No X1 (Pre- Test)
X2 (Post-Test )
D (x2-
x1) X12 X22 D2
S-1 3.3 4.7 1.4 10.89 22.09 1.96
S-2 3.7 4.7 1 13.67 22.09 1
S-3 3 4 1 9 16 1
S-4 3.7 4.7 1 13.67 22.09 1
S-5 3.7 4.7 1 13.67 22.09 1
S-6 3.3 4.7 1.4 10.89 22.09 1.96
S-7 3.7 4.3 0.6 13.67 18.49 0.36
S-8 3.3 4.7 1.4 10.89 22.09 1.96
S-9 3.3 4.7 1.4 10.89 22.09 1.96
S-10 3.7 4.7 1 13.67 22.09 1
S-11 3.3 4.3 1 10.89 18.49 1
S-12 3.3 4.7 1.4 10.89 22.09 1.96
S-13 3.7 4.3 0.6 13.67 18.49 0.36
S-14 3.3 4.7 1.4 10.89 22.09 1.96
S-15 3.7 4.3 0.6 13.67 18.49 0.36
S-16 3.7 4.7 1 13.67 22.09 1
S-17 3.7 5 1.3 13.67 25 1.69
S-18 3.7 5 1.3 13.67 25 1.69
S-19 3.3 4 0.7 10.89 16 0.49
S-20 3.3 4.3 1 10.89 18.49 1
S-21 3 3.7 0.7 9 13.69 0.49
S-22 3.3 4.3 1 10.89 18.49 1
S-23 3,7 4.3 0.6 13.67 18.49 0.36
S-24 3.3 4.7 1.4 10.89 22.09 0.16
S-25 3.3 3.7 0.4 10.89 13.69 0.16
S-26 3.7 4.7 1 13.67 22.09 1
S-27 3.3 4.7 1.4 10.89 22.09 1.96
S-28 2.6 3.7 1.1 6.76 13.69 1.21
S-29 3.3 4 0.7 10.89 16 0.49
S-30 3 3.7 0.7 9 13.69 0.49
Total 98.5 132.7 30.5 350.26 591.45 32.03 Mean
score 3.28 4.42 1.01 11.67 19.71 1.06
D. THE MEAN SCORE OF THE STUDENT TEST The formula of mean score
𝒙̅ = 𝜮𝒙𝑵 Where:
𝑿̅ = the mean score
∑X = the total raw score
N = the number of students Gay (1981:298)
1. The students’ mean score of the pre-test and post test in Students’
speaking ability
a. Pre-test b. Post-test
𝒙̅ = 𝜮𝒙𝑵 𝒙̅ = 𝜮𝒙𝑵
= 𝟗𝟖.𝟓𝟑𝟎 = 𝟏𝟑𝟐.𝟕𝟑𝟎
= 3.28 = 4.42
E. CALCULATING THE T-TEST ANALYSIS
1. Calculating the t-test analysis of Students’ speaking ability Mean score of gain ( D )
𝑫̅ = 𝜮𝑫𝑵 𝑫̅ = 𝟑𝟎.𝟓𝟑𝟎 𝑫̅= 1.01
) 1 (
)
( 2
2
N N
N D D
t D
𝒕 = 1.01
√1.06 − 30 (30−1)(30.5)230
𝒕 = 1.01
√1.06−930.25 30 30 (29)
𝒕 = 1.01
√1.06 − 31.00 870
𝒕 = 1.01
√−29.94 870
𝒕 =1.01 0.03 𝒕 = 33.66
F. CRITICAL VALUE OF T-TABLE Level of significance for one-tailed test
P (level of significance) (one-tailed test)
Df .10 .05 .01 .001
1 6.314 12.706 63.657 636.619
2 2.920 4.303 9.925 31.598
3 2.353 3.182 5.841 12.924
4 2.132 2.776 4.604 8.610
5 2.015 2.571 4.032 6.869
6 1.943 2.447 3.707 5.959
7 1.895 2.365 3.499 5.408
8 1.860 2.306 3.355 5.041
9 1.833 2.262 3.250 4.781
10 1.812 2.228 3.169 4.587
11 1.796 2.201 3.106 4.437
12 1.782 2.179 3.055 4.318
13 1.771 2.160 3.012 4.221
14 1.761 2.145 2.977 4.140
15 1.753 2.131 2.947 4.073
16 1.746 2.120 2.921 4.015
17 1.740 2.110 2.898 3.965
18 1.734 2.101 2.878 3.922
19 1.729 2.093 2.861 3.883
20 1.725 2.086 2.845 3.850
21 1.721 2.080 2.831 3.819
22 1.717 2.074 2.819 3.792
23 1.714 2.069 2.807 3.767
24 1.711 2.064 2.797 3.745
25 1.708 2.060 2.787 3.725
26 1.706 2.056 2.798 3.707
27 1.703 2.052 2.771 3.690
28 1.701 2.048 2.763 3.674
29 1.699 2.045 2.756 3.659
30 1.697 2.042 2.750 3.646
40 1.684 2.021 2.704 3.551
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Tenth Grade Students of SMAN 1 Penrang, Kabupaten Wajo), under the thesis of English Education Department, the Faculty of Teachers Training and Education, Muhammadiyah University of Makassar, guided by Erwin Akib and Ummi Khaerati Syam.
The main objective of this research was the improvement of the students’
speaking skill by The Use Of Participation Point System at the Tenth Grade students’ of SMAN 1 Penrang, Wajo
The research used a pre-experimental design with one group pretest and posttest design. The population was the tenth grade students’ of SMAN 1 Penrang, Wajo, in Academic Year 2014/2015, which consisted of three classes.
The sample was taken by purposive sampling technique and the total number of sample was 30 students. It employed of six meetings. It employed oral test as instrument.
The findings of the research showed that the students’ speaking skill in pretest and posttest differed significantly. It was proved by the value of the t-test 33.66, which was higher than the value of t- table (2.045). This indicated that H1 was accepted, and H0 was rejected and there was a significant difference of the students’ speaking skill before and after using Participation Point System. It was concluded that the use Participation Point System can improve the students’
speaking skill.
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AlhamdullilahiRobbil ‘Alamin, first of all I would like to express my deepest praise and gratitude to Allah SWT who has given me His blessing and merciful to complete this thesis. Shalawat and salam are addressed to the final chosen religious messenger, the Prophet Muhammad SAW.
I would like to convey my high appreciation and sincere thanks to my consultants Erwin Akib, S.Pd, M.Pd and Ummi Khaerati Syam,S.Pd, M,Pd.For their invaluable clear perspective, professional expertise, and motivation along for finished this thesis.
I realized that many people had given their helps and useful suggestion for the finishing of this thesis. Without the assistance of them, this thesis would never have existed. Therefore, I would like to express appreciation and sincere and deepest thanks to all of them as follows:
1. Dr. Irwan Akib, M.Pd., the rector of Makassar Muhammadiyah University.
2. Dr. A. Syukri Syamsuri, M. Hum, the dean of teacher training and education faculty.
3. Erwin Akib, S.Pd, M.Pd, the head of English Education Department of FKIP UNISMUH Makassar.
4. My heartful thanks to all lectures of the FKIP UNISMUH especially to the lectures of English Department for their guidance during my study.
5. Drs. H. Basri,MM, the Headmaster of SMAN 1 Penrang, KabupatenWajo.
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7. Thank you very much tomy brothers formotivation and sometimesgave me financial support.
8. Unforgettable thanks to Amirun, S.Pd, Arfa nLatif, S.Pd, Muhammad Ragil M, Jumriyati Syam, S.Pd and Nining Selfiani, S.Pd for his helping hands for support my research with his projector. And also I Present this thesis for my classmate, Wahidah Yusriningsih (Alm).
9. Special thanks for the big family of CV. Abadi Group Makassar who always gave help and support me in my study.
Finally, I dedicated this thesis for my beloved Mother, BintiHarisah and My beloved Father, Ambo Ako (Alm). You are the greatest parents for me, and also for my beloved brothers and sisters. Amirullah, Muhammad Rezky (Alm), Ambo Wellang (Alm), Awaluddin, Akhiruddin, Ambo Ellung, Ambo Lolo (Alm), Indo Sennang and Indo Angka, for always love, care, pray,support and gives all of the things for finish my study, there is no appropriate symbol which suitable to state my thanks to them.
Makassar, January 2015 The researcher
Agus Rijaya
CHAPTER I INTRODUCTION
A. Background
English is one of tools in communication, not only in oral but also in writing. The national education department has made competence standart in curriculum 2004, state that the students in Indonesia have to have capbility in understanding and giving information, idea and also improving knowledge, technology, and culture by using English. Therefore English not only has function as tool in communication to access the information but also as a tool to exchange information and sense of English estetic in English culture.
There are four language skills namely reading, listening and writing and speaking. Especially speaking skill, many students considered that learning speaking as a difficutt subject. This difficulty is caused by psychology fator of the students and lack of teacher’s creativity in teaching speaking English Subject in junior high school. (Harman, 2009). Students are considered successful if they can communicate effectively in the language (Riggenback and Lazaraton in Alireza Jamshidnejad, 2011: 4).
However, the mastery of spaking skillis still categorized poor at the level junior and senior high school even at the novice- students’ university level. This is as the result of the learning process in the class in which the teacher galvanizing students on the grammar and reading, with considerably less emphasis on conversational skill. By this time the students have lost their self-confidence and
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become afraid to make mistake. The fear to make mistake lead to anxiety, especially when experiencing the communicative approach for the first time (Jeffrei: 2013: 54).
After conducting observation, the researcher found that the students at SMAN 1 Penrang encounter difficulties to speak English. Lack of vocabulary proficiency, anxiety to speak and less of self-confidence become a scary factor for them. It comes to worst, when the students lack of opportunity to practice their English in their real daily life even in the class itself.
Based on David Mclachlan Jeffrey (Asia University), stated that participation points system helps passive students communicate. The Participation Point system is a method especially communicative participation by giving students something tangible (such as discs, marbles, poker chips, etc.) while activities are underway to represent their participation score. The participation points system as a means of helping students gain confidence they need to communicate in the classromm. Based on the explanation, the reseacher proposes a research study under the title “The Use of Participation Point System In Improving Students’ English Speaking Ability.”
B. Problem Statement
Refering to background above the reseacher formulates the research question as follows:
“Does the use of Participation Point System improve students’ English speaking ability at Tenth Grade of SMAN 1 Penrang?”
C. Objective of Reseach
This research is intended to find out whether or not the use of participation point system in improving students’ English speaking ability.
D. Significance of the Research
The outcomes of this research are expected to be important and useful information for the teachers of English, especially in speaking and to improve the ability of the students to speak English.
E. Scope of the Research
The scopes of this research is limited to the improvement of the speaking skill of the tenth grade students of SMAN 1 Penrang by using Participation Point System in improving students’ speaking ability. The teaching of media this research is describing pictures. This research is under applied linguistic, by content, speaking skill refers to accuracy that covers grammar, pronunciation and vocabulary. It is expected that the research will give a positive result to the students’ English proficiency particularly to their speaking skill.
CHAPTER II
REVIEW OF RELATED LITERATURE
A. Speaking English
Speaking is a means of oral communication that telling information, shearing ideas, expressing ideas and feelings to others. Webster (1992: 692) states that Speaking is the act of uttering words. Widdowson (1985: 57) states that speaking is a means of oral communication that gives information involve two elements, namely the speaker who give the message and the listener who receive the message in the words. While Brown and Yule in Ahmad Bashir (2011: 23) define that speaking is to express the needs, request, information, service, etc.
From various definitions above, the writer concludes that speaking is a way to express feelings, ideas and wishes to others by using words in spoken context. Speaking is the most essential way in which the speaker can express himself through a language.
1. The Element of Speaking Skill
Speaking covers two elements that cannot be separated one another.
They are Accuracy which covers pronunciation, grammar, vocabulary, and fluency which covers effectiveness and accent.
a. Accuracy
Based on Oxford Dictionary (1991: 20), accuracy is degree of being correct, while on Webster Dictionary (1996: 15), accuracy is the
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quality of being accurate. Marcel (1976: 15) states that accuracy is a manner of people in using appropriate word and pattern of sentences. In this case, accuracy can be divided into three items: they are pronunciation, grammar and vocabulary.
1) Pronunciation
Pronunciation is an act or result of producing the sound of speech, including articulation, vowel information, accent and inflection, often with reference to some standard of correctness or acceptability (Webster, 1989: 237). According to Harmer (1991:
11), pronunciation is how to say a word in which made of sound, stress, and intonation. Pronunciation is an important element of speaking. The lack of pronunciation proficiency will make the listener can not understand what the message of the speaker want to deliver to.
2) Grammar
One factor in influencing the students’ speaking proficiency is the functional grammar, the frequency of the students’ activity is that the students’ sometimes want to speak with other people but they have lack functional grammar. While Webster (1996: 275) defines that Grammar is a branch of linguistics study that deal with classes of words, their inflection or their means of indicating relation to each other function and relation in the sentences as
employed according to established usage and that is sometimes extended include related matter.
3) Vocabulary
According to Oxford Dictionary (2008: 495), vocabulary is all the words that a person knows or uses or list of words with their meaning, especially in a book for learning a foreign language.
Vocabulary is a very important language element to be learnt before doing speaking. It is impossible to do conversation without mastering vocabulary. Meanwhile students sometimes get trouble in memorizing vocabularies that they have known because they lack of practicing and use them. Marcel in Suhaeni (2011: 18) states that someone can be considered of having good vocabulary use, when the vocabulary produced is wide (lack of repetition) or appropriate with certain situation of dialogue or speech.
b. Fluency
According to Marcel in Johan (2008 : 11) defines that fluency is someone’s way of speaking dealing with how to produce words in certain period of tones without missing any words on their speech. Fluency refers to how well the learners communicate meaning rather than how many mistakes that they make in grammar, pronunciation, and vocabulary. The continuity and the smoothness of speaking to deliver the message is emphasized. According to Random House Webster
College Dictionary (1997: 500) fluency refers to be able to speak or write smoothly, easily, or readily to an easy flow.
On the other hand, Harmer in Rosmiati (2012 : 16- 17) views that the ability to speak fluently presuppose not only a knowledge of language features, but also the ability to process information and language on the spot. In order for the listener be able to process the information, the message should be effectively delivered and clear accent.
1) Effectiveness
According to Harmer in Rasmiati (2012 : 16-18) states that to have effectiveness in speaking, speakers need to be able to process the language in their own and put it into coherent order so that it comes out in form that are not only comprehensible but also convey the meaning that are intended. Language processing involves the retrieval of words and phrase from memory and their assembly into syntactically and propositionally appropriate sequence. Effective speakers of English need to be able not only produce the individual phonemes of English, but also to fluent connected speech. In connected speech, sounds are modified assimilation, omitted, added etc.
2) Accent
Benny (2011: 2) states that accent is actually made up of so many different parts that all add up; stress, sentence intonation, rhythm, the expression etc. Harmer (2001: 269-271) proposes
expressive devices in speaking. He then states that native speakers change the pitch and stress of particular parts of utterances, vary volume and speed. The use of these devices contributes to the ability to convey meaning. These devices allow extra expression of emotion and intensity.
2 Strategies for Developing Speaking Skills
The Students often think that the ability to speak a language is the product of language learning, but speaking is also a crucial part of the language learning process. Effective instructors teach the students speaking strategies using minimal responses, recognizing scripts, and using language to talk about language that they can use to help themselves expand their knowledge of the language and their confidence in using it. These instructors help the students learn to speak so that the students can use speaking to learn.
The instructor can use the effective strategy to teach speaking as follows:
a. Using Minimal Responses
Language learners who lack of confidence in their ability to participate successfully in oral interaction often listen in silence while others do the talking. One way to encourage such learners to begin to participate is to help them build up a stock of minimal responses that they can use in different types of exchanges. Such responses can be especially useful for beginners. Minimal responses are predictable, often idiomatic
phrases that conversation participants use to indicate understanding, agreement, doubt, and other responses to what another speaker is saying.
Having a stock of such responses enables a learner to focus on what the other participant is saying, without having to simultaneously plan a response.
1) Recognizing Scripts
Some communication situations are associated with a predictable set of spoken exchanges -- a script. Greetings, apologies, compliments, invitations, and other functions that are influenced by social and cultural norms often follow patterns or scripts. So do the transactional exchanges involved in activities such as obtaining information and making a purchase. In these scripts, the relationship between a speaker's turn and the one that follows it can often be anticipated.
Instructors can help the students develop speaking ability by making them aware of what they will need to say in response.
Through interactive activities, instructors can give the students practice in managing and varying the language that different scripts contain.
b. Using Language to Talk About Language
Language learners are often too embarrassed or shy to say anything when they do not understand another speaker or when they realize that a conversation partner has not understood them. Instructors
can help students overcome this reticence by assuring them that misunderstanding and the need for clarification can occur in any type of interaction, whatever the participants' language skill levels. Instructors can also give students strategies and phrases to use for clarification and comprehension check.
Encouraging the students to use clarification phrases in class when misunderstanding occurs and by responding positively when they do, instructors can create an authentic practice environment within the classroom itself. As they develop control of various clarification strategies, students will gain confidence in their ability to manage the various communication situations that they may encounter outside the classroom.
Many language learners regards speaking ability as the measure of knowing the language. The learners define speaking as the ability to converse with others, much more than the ability they can acquire, and they assess their progress in term of their accomplishment in spoken communication.
Language learners need to recognize that speaking involves three area of knowledge Mariam Bashir (2011: 38-39) namely:
a. Mechanics (pronunciation, grammar and vocabulary) : using the right words in the right order with the correct pronunciation
b. Function (transaction and interaction) : knowing when clarity of message is essential (transaction/ information exchange) and when
price understanding is not required (interaction/ relationship building)
c. Social and cultural rules and norms (turn-taking, rate of speech, length of pauses between speakers, relative roles of participants):
understanding how to take into account who is speaking to whom. In what circumstances, about what, and for what reason.
In the communicative model of language teaching, instructors help their students develop this body of knowledge by providing authentic practice that prepares students for real-life communication situation. They help their students develop the ability to produce grammatically correct, logically connected sentences that are appropriate to specific context, and to do so using acceptable (that is comprehensible) pronunciation.
B. Participation Point System
1. Definition of Participation Point System
The Participation Point system is a method especially communicative participation by giving students something tangible (such as discs, marbles, poker chips, etc.) while activities are underway to represent their participation score. The participation point system is a simple yet effective means of helping especially novice-level student’s gain the confidence they need to communicate in the classroom. The Participation Point system gives Score or rewards in a simple yet tangible way for the students after performance. The form of praise of rewarding can actually see and touch like chip, discs, marble
etc that represent point. The primary intention is to encourage students to speak English without fear of making mistakes, and convince them that learning English is enjoyable. This then gives students a positive attitude towards English for life. (David Jeffrey, 2004: 1196).
While based on David Mc. Lachlan (2005:1) Participation Point System is a very simple yet very effective method of motivating students to overcome their passivity. It is aimed at overcoming this barrier by allowing a tangible and immediate form of feed back to students. Here means that the Participation Point System by giving point/ grade through discs, marbles etc for students for each performance can motivate students to speak more in learning process. The students further feel an immediate sense of achievement by letting them know immediately of their progress.
2. Participation Point System and Motivation.
Motivation comes from the Latin verb move which means ‘to move’;
motivation is understanding what moves humans to make certain choices, to engage, expend and persist in action or behavior (Dörnyei and Ushioda in Colin Walker,2011:3). In an EFL context, it is the direction and magnitude of human behavior towards learning a second or foreign language.
When one thinks of the idea of classroom motivation it often brings to mind strategies that are used to provide incentives for students do something and/or do it with greater intensity. Yet, when we examine motivation more closely we recognize that it is not always something that is added to the situation. It can be something that comes from within us. While an absolute
distinction can be risky, we might refer to some motivators as coming from the outside – or being extrinsic; and others coming from within – or being intrinsic. Extrinsic forms are those in which there is something added that comes from an external agent, such as a reward from the teacher. The rewards can be like disk, marbles, token, prize etc.
Applying the reward in the learning process will bring a positive motivation to the students eager to do better in performance. In this case the participation point system stimulates the students’ motivation to learn or study English more active.
3. The advantage of using Participation Point System in Learning Process
The linguist have propose a lot of argument that support the existence of reward in Education, they are:
a. Rewards are nothing new in education. Most of us remember smiley- face stickers, gold star charts, or the teacher’s candy jar. But perhaps rewards need to change with the times. As one Baltimore teacher said, “Some teachers give children candy, some teachers give them school supplies. We have a new era of children coming through. For a lot of them, money is a motivator.” For wealthier parents, rewarding children with money is nothing new—allowing schools to do the same for all children simply evens the playing field (Miller in Usherkober, 2012 : 2).
b. Even if students only study for a test or finish their math homework because they desire the reward, they’re still studying more or doing more math than they would have otherwise (Willingham, Usherkober, 2012 : 2).
c. In the process of pursuing the reward, students may learn something—such as better study skills or higher self-confidence—
that will lead to changed behavior even after the reward disappears (Wallace, Usherkober, 2012 : 2).
d. Rewards can be used to teach financial literacy and long-term goal setting—especially if cash rewards are put into a scholarship fund or if rewards are structured as a system of points that students can use to “buy” other privileges (Wallace, Usherkober, 2012 : 2).
Moreover, five implications of constructive classroom which regard as all sides of the reward principle (Brown, 2001:1), they are:
a. Give students direct verbal praise and support in best possible degree as form of short-term reward.
b. Trigger student to compliments and do supportive action to each other as reward among each other
c. Provide short-term reminder of progress to help student to perceive their development especially in very low-motivation classes as a gold star and stickers (appropriate for young learner), giving certain
“privileges” for good work, and progress charts and graphs.
d. Present enthusiasm and excitement performance in class because boring and having low energy of teacher will be contagious to students.
e. Give students vision of long-term reward in learning English by giving them the description of the advantages of English in their future life Such as the prestige in being able to use English, the academic benefits of knowing English, jobs that require English, etc.
4. Teaching Speaking with Participation Point System
Teaching speaking is rather difficult for the teacher. There are so many inhibitions that are encountered. Some teachers become confused to make the students more active in learning process. The researcher proposes the participation Point System Method to encourage the students’ active in the speaking class.
Teaching speaking using Participation Point System Method has several steps as follow:
a. The teacher explain to the students how the application of Participation Point System method in the teaching speaking process b. Students are divided into five groups
c. The teacher gives the teaching media for the students to describe that will be presented in front of the class through speaking
d. Students make preparation for presentation
e. Students made performance or speak based on the picture they chose
f. Teacher gives the students point through credit card after performance or presentation of the students.
C. Resume
To be able to speak English well, the students need more practice interact with the language itself. The learning process should serve English speaking as emphasis in learning process. Here the teacher should provide the an effective method and stimulate, motivate the students to speak English
Therefore, the researcher then offers Participation Point System Method in speaking classroom. The method will be a method that can be used to stimulate the students’ eager to speak English.
D. Theoretical Framework
In learning process, it is expected that the class at the main environment provides many possible communicative to make the students active in speaking.
Therefore, the researcher conducts the research that focus on improving the students speaking skill focus on accuracy: pronunciation, grammar and vocabulary under the use of Participation Point System Method. The theoretical framework of this research is presented as follow:
Process:Classroom Interaction
Output:The Students’ Speaking
Ability Input:The use of
Participation Point System Method
Where:
Input : Refers to the using participation point system in teaching speaking
Process : Refers to the implementation of the imput in teaching speaking by using participation point system
Output : Refers to the students’ speaking ability
E. Hypothesis
Analyzing the theories and explanation above, the researcher assumes the hypothesis as follow:
1. H0: there is no significant difference of the students’ speaking skill in English before and after the treatment by using Participation Point System Method
2. H1: there is a significant difference of the students’ speaking skill in English before and after treatment by using Participant Point System Method
CHAPTER III RESEARCH METHOD
A. Research Design
This research used pre- experimental method. The design of this research was pretest-posttest design. Treatment (X) was given between pretest (O1) and posttest (O2). The design was described as follows:
O1 X O2
Where:
O1 = pre-test X = treatment O2 =post-test
(Gay, 1996: 336) B. Research Variables
There were two kinds variable in this research namely; independent variable and dependent variable. They were:
1. The use of Participation Point System was categorized as an independent variable
2. Students Speaking Skill was categorized as a dependent variable.
18
C. Population and Sample 1. Population
The population of the research was the second year students’ of SMA Negeri 1 Penrang, academic year 2014 / 2015. This population consisted of 3 classes. Each class consisted of 30 students. The total number of population was 90 students.
2. Sample
The research used purposive sampling technique. The researcher chose only one classconsisted of 30 students.
D. Instrument of the Research
The instrument of the research was speaking test which consisted of pretest and post-test, pictures as the media of speaking and also some credit cards.
E. Procedure of Collecting Data
1. The procedures of collecting data in this research were:
a. Pretest
The researcher gave one time pretest to observe the students basic performance through the use of participation point system in learning process.
b. Treatment
In giving the treatment, the researcher carried out 4 (four) meetings but the procedures of conducting the treatment were the same.
The treatment procedures were presented as follows:
1) The treatment would be administrated for four meeting after conducting the pretest.
2) In thetreatment, the researcher introduced and explained how to learn by using participation point system
3) Next, the students made a presentation to speak in front of the class. This activity was administered four times during treatment process.
4) In the treatment, the students worked individually and the students prepared their self to speak.
5) The last, the researcher examined the result of the students presentation and gave the point card
c. Posttest
After the treatment, the researcher gave one time post-test to know the improvement of the students’ speaking skill through the use of participation point system.
F. Technique of data Analysis
The data in this research was analyzed quantitatively:
1. Technique of data analysis was occupied based on the rating scale for speaking test developed by Heaton in (Amri, 2008) can be seen as follows:
a. The scoring classification for Pronunciation
Classification Score Criteria
Excellent 6
Pronunciation is only very slightly tongue. Two or three minor grammatical mistakes.
Very Good 5
Pronunciation is slightly influenced by the mother tongue. A few minor grammatical and lexical errors
Good 4
Pronunciation is still moderately influenced by the mother tongue. A few minor grammatical and lexical errors but only cause confusion.
Average 3
Pronunciation is influenced by the mother tongue.
Only a few serious phonological
Poor 2
Pronunciation is seriously influenced by the mother tongue with errors causing a breakdown in communication. Many basic grammatical and lexical errors.
Very poor 1
Serious pronunciation errors as well as many basic grammatical and lexical errors. No evidence of having mastered any of the language skills and areas practiced in the course.
(Heaton 1988:100)
b. The scoring classification for Grammar
Classification Score Criteria
Excellent 6 A few minor grammatical and lexical errors but most utterances are correct.
Very Good 5 Make few noticeable errors of grammar and word order.
Good 4 Occasionally makes grammatical of word order errors which do not, however, obscure meaning.
Average 3 Makes frequent errors of grammar and word order which occasionally obscure meaning.
Poor 2 Grammar and word order errors make
comprehension difficult. Must often rephrase sentence or restrict him to basic pattern.
Very poor 1 Errors in grammar and word order as severe as to
make speech virtually unintelligible.
c. The scoring classification for Vocabulary
Classification Score Criteria
Excellent 6 Speak without too great an effort with a fairly wide range of expression. Searches for words occasionally but only one or two unnatural pauses.
Very Good 5 Has to make an effort at time to search for words.
Nevertheless, smooth delivery on the whole and only a few unnatural.
Good 4 Although he has to make an effort and search for words, there are not too many unnatural pauses.
Fairly smooth delivery mostly. Occasionally fragmentary but succeeds in conveying the general meaning. Fair range of expression.
Average 3 Has to make an effort for much of the time. Often has to search for the desired meaning. Rather halting delivery and fragmentary. Range of expression often limited.
Poor 2 Long pauses while he searched for the desired meaning. Frequently and halting delivery. Almost
gives up making the effort at times limited range of expression.
Very poor 1 Full of long and unnatural pauses. Very halting and fragmentary delivery. At times gives up making the effort. Very limited range of expression.
(Heaton 1988:100)
2. Finding out the mean score by using formula:
𝑋 = ∑ 𝑋𝑁
Where X : mean score
∑X : the number of all scores N : the number of students
(Gay, 1987: 298) 3. Calculating the value of t-test to indicate the significance of the research
for dependent sample. The following formula (t-test dependent sample) was employed.
t-test =
1) - N(N
N D) ( D
D
2
2
(Gay, 1981) Where:
t = test of significance
D = the mean score of total deviation ΣD = the sum of total score of difference ΣD2 = the square of the sum score for difference N = total number of subject
CHAPTER IV
FINDINGS AND DISCUSSION
A. Findings
This research consists with finding of the research and the discussion of the finding. The findings are presented as statistical data, while the discussion provides some arguments and further explanation about the findings.
1. The students’ ability in pronunciation, grammar, and vocabularyon pre-test and post-test is present in the table below:
Table 4.1: the students’ improvement speaking ability
No Indicators Pre – test Post – test Improvement(%)
1. Pronunciation 3.3 4.4 33.33
2. Grammar 3.63 4.43 22.03
3. Vocabulary 3.26 4.26 30.67
ΣX 10.19 13.09 86.03
3.39 4.36 28.67
The data on table 4.1 shows that the score of pronunciation has improved (33.33 %) from the mean score of 3.3 of pre – test to post- test of 4.4, the score of Grammar has improved (22.03 %) from the mean score in pre-test of 3.63 to post-test of 4.43, and then the score of Vocabulary has improved (30.67 %) from the mean score in pre-test of 3.26 to post- test of 4.26.
X
26
The comparison of each indicator from table 1 indicates that improvement in pronunciation (33.33 %) is greater than grammar (22.03%) and vocabulary (30.67%). It means that the results of the students’ pronunciation in variable of speaking show the greatest improvement than grammar and vocabulary. But in this case, the entire indicators equally increase in a post test.
After calculating the score, it is found that the students’ skill has improved (28.67%) from the mean score 3.39 on pre-test to be 4.36 on posttest, it is more clearly shown in the figure below :
The figure above explains the improvement of the pronunciation (33.33%), grammar (22.03%) and vocabulary (30.67%), the mean score is(28.67 %). It proves that there is significant improvement in students’
speaking ability at the Tenth Grade Students of SMAN 1 Penrang. Based on the results above , it can be conclude that the use of Participation point system can improve students’ speaking ability (28.67%)
0 5 10 15 20 25 30
35 33.33
22.03
30.67
28,67
Improvement %
Figure4.1: The improvement of speaking ability
2. T-test Value
Analyzing t-test is used to find out the significant difference of the students’ result of pre-test and post-test. In order to know the level of significance 5% (0, 05), degree of freedom df=N-1 (df is N - 1 = 30-1 = 29) it is found that the t-table value is 2.093 the result of the calculation is shown as follows:
Table 4.2: T-test value of the students’ speaking ability
Variables t-test t-table
Speaking skill 33.66 2.045
The table above shows about the comparison between the students’
t-test and t-table to improve pronunciation and fluency after using Participation point system. The value of the t-test is greater than t-table.
The score in variable of speaking skill (33.66 > 2.045) It is more clearly shown in the figure below:
0 2 4 6 8 10 12 14 16 18 20
t-test
t-table 33.66
2.045
Comparison
Figure4.2: The comparison between the students’ t-test and t-table.
It can be concluded that there is significant difference between the results of the student speaking ability before and after usingParticipation point system. This also means that null hypothesis (Ho): The use of Participation point systemdoes not significantly improve the students’
speaking abilityat the Tenth Grade Students of SMAN 1 Penrangis rejected and the alternative hypothesis (H1) The use of Participation point systemcan improve the students’ speaking abilityat the Tenth Grade Students of SMAN 1 Penrangis accepted.
B. Discussion
In the discussion, it indicates the result of findings which represent the students’ improvement in speaking ability. It will be presented in the following both of discussion and tables. This section presents the discussion of the data analysis. The discussion aims at describing the students’ speaking ability by using Participation point system.
1. The improvement of speaking ability.
In the learning process the writer usingParticipation point. After giving pretest, the writer found that the students score is still low because the students’ still mispronounce the word or influence by mother tongue and full unnatural pauses or made an effort at times to search the word. This problem was happened because most of the students did not know more about the correct pronounce, if they were pronounce some sentence, their accent from language of their mother tongue followed them. In this case, the researcher applied envoy strategy to improve their speaking skill which covered
accuracy (pronunciation) and fluency. However, the students’ are still difficult in pronounce the word like:
- Because /bekaus/ it should be /bI’kɒz/
- Share /syǝr/ it should be /ʃeǝ(r)/
- Suggestion /sǝggesion/ it should be /sǝ’ʤestʃǝn/
- Ask /ess/ it should be /a:sk/
- again /ǝgeng/ it should be /ǝ’geIn/
- Fight /faegh/ it should be /faIt/
- Understand /andǝsteng/ it should be /ʌndǝ’stӕnd/
- Naughty /nofty/ it should be /’nᴐ:ti/
- Ban /bǝn/ it should be /bӕn/
The description of data collected through oral test using Participation point system shows that the students’ speaking abilitywas improved. It was supported by the rate percentage of the result of the students’ pre- test and post- test. Students’ score after using Participation point systemin teaching speaking was better than after the treatment given to them.
Using Participation point to improve the students’ speaking ability can be seen by the difference of the students’ result of mean score in pre-test and post-test. The students’ mean score of indicators of speaking ability including pronunciation, it shows that the mean score in pre-test (X ̅1) = 3.3 and post- test (X ̅1) = 4.4. The improvement is 33.33 %, grammar mean score in pre- test (X ̅1) = 3.63 and post-test (X ̅1) = 4.43, and then vocabulary mean score in pre-test (X ̅1) = 3.26 and post-test (X ̅1) = 4.26. The improvement is 28.67 %.
It indicates that the mean score of post-test greater than mean score of pre-test including each indicators from speaking ability.
It also supported by the result of the data analysis on the table 2 show that from the level significance (p) = 0,05 and degree of freedom(df )
=30which got from formula df = N – 1 with t-table2.045 ,the value t-test of speaking higher than t-table ( 33.66> 2.045 ). Thus , teaching speaking abilityusing Participation point systemis significant. It is means that Participation point systemcan improve the students’ speaking ability.
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
A. Conclusion
Based on the finding and discussion in the previous chapter,concludes follows:
1. Participation point systemcan improve students’ speaking ability, especially in pronunciation,grammar and vocabulary. It is shown that in Table 1, the score of pronunciation has improved (33.33 %), grammarhas improved (22.03 %) and vocabulary has improved (30.67%). Furthermore, the result of Participation point systemcan improve speaking ability(28.67%).
2. Participation point systemcanimprove students’ speaking ability at the Tenth Grade Students of SMAN 1 Penrang. It is proved by the result of statistical analysisin Table 2level of significance 0.05 which indicates thatthe value of the t-test is greater than t-table. The score in variable of speaking skill (33.66 > 2.045) it can be concluded that there is significant difference between the results of the student speaking abilitybefore and after usingParticipation point system.
B. Suggestion
Based on the conclusion above, presents some suggestions as follows : 1. It is recommended for the teacher that they useParticipation point systemto
teach speaking ability especially in pronunciation, grammar and vocabulary.
As teachershould be creative to use strategy for support their teaching, it can make the students minimize their anxiety and have a good self-esteem in
32
learning process because the students feel interest and enjoy with our teaching.
2. The students should practice their speaking. Especially pronunciation in English more in daily activities, because it can stimulate them to make a good pronunciation more and get natural communication.
For the next researcher, they can take the other ability to be improved it neither they use this strategy or other strategy. But it is better to use this strategy in order to know the students’ speaking abilityimprovement for the other abilities.
Look at the picture below carefully!
GLOSSARY:
Police woman : Polisi wanita Cross : Menyeberang Road : Jalan
Children : Anak-anak Students : Siswa-siswa Task II
Answer the question below !
1. What can you see in the photograph ?
2. How are the people in the photograph related ? 3. What else could you describe to the examiner ? Task III
Describe the picture above based on : location, place, action, people, ideas or other details and impression !
………
………
………
Look at the picture below carefully!
GLOSSARY :
Bridge : jembatan Children : anak-anak River : sungai Island : pulau Between : di antara Task II
Answer the question below !
1. What can you see in the photograph ?
2. How are the people in the photograph related ? 3. What else could you describe to the examiner ? Task III
Describe the picture above based on : location, place, action, people, ideas or other details and impression !
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Satuan Pendidikan : SMA. Negeri 1 Penrang Mata Pelajaran : Bahasa Inggris
Kelas/Semester : 10/1 (First Meeting) Materi Pemebelajaran : Describing Pictures Alokasi Waktsu : 2 x 45 menit
I. Standar Kompetensi : 3. Berbicara
Mengungkapkan makna dalam teks lisan fungsional pendek sangat sederhana untuk berinteraksi dengan lingkungan terdekat
II. Kompetensi dasar 3.1 Berbicara
Mengungkapkan makna gagasan dalam teks lisan fungsional sangat sederhana secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan terdekat.
III. Indikator 1. Kognitif
a. Produk : Memahami dan medeskripsikan gambar secara lisan
b. Proses : i. Mengucapkan kata dalam Bahasa Inggris dengan tepat
ii. Menguasai pola pembentukan kalimat active voice dan passive voice pada kalimat Past Tense 2. Psikomotor : Mendeskripsikan gambar secara lisan 3. Afektif
a. Karakter : i. Kerjasama
Siswa bekerjasama mencari informasi dari gambar yang akan dideskripsikan dengan melakukan tanya-jawab.
ii. Jujur
Siswa jujur dalam bertanya dan memberikan informasi tentang gambar.
iii. Tanggap
Siswa tanggap terhadap informasi yang diberikan oleh siswa lain
b. Keterampilan sosial:
i. Bertanya
Siswa bertanya tentang hal-hal yang belum diketahui kepada guru atau teman kelas.
IV. Tujuan Pembelajaran:
1. Kognitif
a. Produk : i. Siswa dapat memahami dan mendeskripsikan gambar
b. Proses : i. Siswa dapat memahami makna gambar berita dan mendeskripsikannya secara lisan.
ii. Siswa dapat mengucapkan kata dalam Bahasa Inggris dengan mengunakan akurasi yang tepat iii. Siswa dapat merubah kalimat aktif kedalam
kalimat pasif dan kalimat pasif kedalam kalimat aktif pada kalimat Past Tense
2. Psikomotor : Siswa dapat mendeskripsikan makna gambar secara lisan
3. Afektif a. Karakter :
i. Kerjasama
Siswa dapat bekerjasama mencari informasi berita dengan melakukan tanya- jawab
ii. Jujur
Siswa dapat jujur dalam bertanya dan memberi informasi
iii. Tanggap
Siswa dapat menanggapi respon yang diberikan oleh siswa lain
b. Keterampilan Sosial
i. Bertanya
Siswa dapat menanyakan hal-hal yang belum di ketahui kepada guru atau teman
V. Materi Ajar Task I
Look at the picture below carefully!
Task II
Answer the question below !
1. What can you see in the photograph ?
2. How are the people in the photograph related ? 3. What else could you describe to the examiner ? Task III
Describe the picture above based on : location, place, action, people, ideas or other details and impression !
………
………
………
………
VI. Model dan metode pembelajaran - Model : Test Lisan
- Metode : Unjuk Kerja VII. Sumber / media pembelajaran
- Gambar dari internet yang berkaitan dengan materi - Kamus Bahasa Inggris-Indonesia/Indonesia-Inggris VIII. Skenario Pembelajaran
Tahapan Pembelajaran
Kegiatan pembelajaran Waktu
Kegiatan Awal 1. Menyapa siswa
2. Memeriksa kehadiran siswa
3. Prolog dan menyampaikan tujuan pembelajaran
4. Menyampaikan kegiatan yang akan dilakukan
5. Memotivasi siswa dan menghubungkan pertanyaan dengan materi yang akan diberikan
8
Kegiatan Inti 6. Guru menunjukan judul/topic gambar kepada siswa
7. Siswa secara berkelompok memberikan komentar dan prediksi tentang makna gambar yang akan dibahas
8. Guru menjelaskan cara mencari informasi dalam gambar
9. Guru meminta siswa memperhatikan gambar dan memahaminya
10. Guru memandu siswa melaku tanyajawab
11. Siswa melakukan tanya jawab antar 64
kelompok dan saling memberi informasi
12. Masing-masing kelompok
mendeskripsikan kembali isi kesimpulan dari gambar yang telah mereka amati.
Kegiatan Akhir 13. Guru memberikan kesimpulan materi yang telah dipelajari
14. Guru menutup pelajaran
8
IX. Penilaian
1. Teknik : Tes Lisan 2. Bentuk : Unjuk Kerja 3. Instrument :
X. Rubrik penilaian :
Skor 6 = exelent 5 = very good 4 = good 3 = average 2 = poor 1 = very poor No Nama Aspect of accuracy assesment Skor
Pronunciation Grammar Vocabulay Total 1.
2.
3.
4.
5.
Keterangan :
A Skor Maksimal Speaking = 18 B Skor Pencapaian
Nilai Speaking siswa = 𝐵
𝐴𝑋10 = ⋯
Pedoman Penilaian :
No Score Classification
1. 8.6 – 10 Excellent
2. 7.6 – 8.5 Very good
3. 6.6 – 7.5 Good
4. 5.6 – 6.5 Average
5. 3.6 – 5.5 Poor
6. 0.0 – 3.5 Very Poor
Makassar, 2014 Mahasiswa
Agus Rijaya
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Satuan Pendidikan : SMA. Negeri 1 Penrang Mata Pelajaran : Bahasa Inggris
Kelas/Semester : 10/1 (Second Meeting) Materi Pemebelajaran : Describing Pictures Alokasi Waktsu : 2 x 45 menit
I. Standar Kompetensi : 3. Berbicara
Mengungkapkan makna dalam teks lisan fungsional pendek sangat sederhana untuk berinteraksi dengan lingkungan terdekat
II. Kompetensi dasar 3.1 Berbicara
Mengungkapkan makna gagasan dalam teks lisan fungsional sangat sederhana secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan terdekat.
III. Indikator 1. Kognitif
a. Produk : Memahami dan medeskripsikan gambar secara lisan
b. Proses : i. Mengucapkan kata dalam Bahasa Inggris dengan tepat
ii. Menguasai pola pembentukan kalimat active voice dan passive voice pada kalimat Past Tense 2. Psikomotor : Mendeskripsikan gambar secara lisan 3. Afektif
a. Karakter : i. Kerjasama
Siswa bekerjasama mencari informasi dari gambar yang akan dideskripsikan dengan melakukan tanya-jawab.
ii. Jujur
Siswa jujur dalam bertanya dan memberikan informasi tentang gambar.
iii. Tanggap
Siswa tanggap terhadap informasi yang diberikan oleh siswa lain
b. Keterampilan sosial:
i. Bertanya
Siswa bertanya tentang hal-hal yang belum diketahui kepada guru atau teman kelas.
IV. Tujuan Pembelajaran:
1. Kognitif
a. Produk : i. Siswa dapat memahami dan mendeskripsikan gambar
b. Proses : i. Siswa dapat memahami makna gambar berita dan mendeskripsikannya secara lisan.
ii. Siswa dapat mengucapkan kata dalam Bahasa Inggris dengan mengunakan akurasi yang tepat iii. Siswa dapat merubah kalimat aktif kedalam
kalimat pasif dan kalimat pasif kedalam kalimat aktif pada kalimat Past Tense
2. Psikomotor : Siswa dapat mendeskripsikan makna gambar secara lisan
3. Afektif a. Karakter :
i. Kerjasama
Siswa dapat bekerjasama mencari informasi berita dengan melakukan tanya- jawab
ii. Jujur
Siswa dapat jujur dalam bertanya dan memberi informasi
iii. Tanggap
Siswa dapat menanggapi respon yang diberikan oleh siswa lain
b. Keterampilan Sosial
i. Bertanya
Siswa dapat menanyakan hal-hal yang belum di ketahui kepada guru atau teman
V. Materi Ajar Task I
Look at the picture below carefully!
Task II
Answer the question below !
1. What can you see in the photograph ?
2. How are the people in the photograph related ? 3. What else could you describe to the examiner ? Task III
Describe the picture above based on : location, place, action, people, ideas or other details and impression !
………
………
………
………
VI. Model dan metode pembelajaran - Model : Test Lisan
- Metode : Unjuk Kerja VII. Sumber / media pembelajaran
- Gambar dari internet yang berkaitan dengan materi - Kamus Bahasa Inggris-Indonesia/Indonesia-Inggris VIII. Skenario Pembelajaran
Tahapan Pembelajaran
Kegiatan pembelajaran Waktu
Kegiatan Awal 1. Menyapa siswa
2. Memeriksa kehadiran siswa
3. Prolog dan menyampaikan tujuan pembelajaran
4. Menyampaikan kegiatan yang akan dilakukan
5. Memotivasi siswa dan menghubungkan pertanyaan dengan materi yang akan diberikan
8
Kegiatan Inti 6. Guru menunjukan judul/topic gambar kepada siswa
7. Siswa secara berkelompok memberikan komentar dan prediksi tentang makna gambar yang akan dibahas
8. Guru menjelaskan cara mencari informasi dalam gambar
9. Guru meminta siswa memperhatikan gambar dan memahaminya
10. Guru memandu siswa melaku tanyajawab
11. Siswa melakukan tanya jawab antar 64
kelompok dan saling memberi informasi
12. Masing-masing kelompok
mendeskripsikan kembali isi kesimpulan dari gambar yang telah mereka amati dengan mengikuti pola dekripsi (location, place, action, ideas/
other details and impression).
13. Guru memberikan kartu penilaian kepada siswa
Kegiatan Akhir 14. Guru memberikan kesimpulan materi yang telah dipelajari
15. Guru menutup pelajaran
8
IX. Penilaian
1. Teknik : Tes Lisan 2. Bentuk : Unjuk Kerja 3. Instrument :
X. Rubrik penilaian :
Skor 6 = exelent 5 = very good 4 = good
No Nama Aspect of accuracy assesment Skor Pronunciation Grammar Vocabulay Total
1.
2.
3.
4.
5.
3 = average 2 = poor 1 = very poor Keterangan :
A Skor Maksimal Speaking = 18 B Skor Pencapaian
Nilai Speaking siswa = 𝐵
𝐴𝑋10 = ⋯
Pedoman Penilaian :
No Score Classification
1. 8.6 – 10 Excellent
2. 7.6 – 8.5 Very good
3. 6.6 – 7.5 Good
4. 5.6 – 6.5 Average
5. 3.6 – 5.5 Poor
6. 0.0 – 3.5 Very Poor
Makassar, 2014 Mahasiswa
Agus Rijaya
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Satuan Pendidikan : SMA. Negeri 1 Penrang Mata Pelajaran : Bahasa Inggris
Kelas/Semester : 10/1 (Thirth Meeting) Materi Pemebelajaran : Describing Pictures Alokasi Waktsu : 2 x 45 menit
I. Standar Kompetensi : 3. Berbicara
Mengungkapkan makna dalam teks lisan fungsional pendek sangat sederhana untuk berinteraksi dengan lingkungan terdekat
II. Kompetensi dasar 3.1 Berbicara
Mengungkapkan makna gagasan dalam teks lisan fungsional sangat sederhana secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan terdekat.
III. Indikator 1. Kognitif
a. Produk : Memahami dan medeskripsikan gambar secara lisan
b. Proses : i. Mengucapkan kata dalam Bahasa Inggris dengan tepat
ii. Menguasai pola pembentukan kalimat active voice dan passive voice pada kalimat Past Tense 2. Psikomotor : Mendeskripsikan gambar secara lisan 3. Afektif
a. Karakter : i. Kerjasama
Siswa bekerjasama mencari informasi dari gambar yang akan dideskripsikan dengan melakukan tanya-jawab.
