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THE EFFECTIVENESS OF USING JIGSAW TECHNIQUE IN
TEACHING SPEAKING
(An Experimental Study at the Eighth Grade Regular Class SMPN 3
Tangerang Selatan)
By:
Taufik Rusandi
109014000106
THE DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2015
THE EFFECTIVENESS OF USING JIGSAWTECHNIQUE IN TEACHING SPEAKING
"A Paper"
Presented to the Faculty of Tarbiya and Teachers Training in Partial Fulfillment ofthe Requirements for Degree of S.Pd. in English Language Education
By:
@NIM. 109014000106
Approved by the Advisors
n(Xrx,,-,*
Dr. Atiq Susilo. M.A
NIP: 19491 122197 8031001
Dr. Alek. M.Pd.
NIP: 19609122009011008
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYA AND TEACHER'S TRAINING
STATE ISLAMrc UNIYERSITY
SYARIF IIIDAYATUI,LAH
JAKARTA
20ls
ENDORSEMENT SHEET
The Examination Committee of the faculty of Tarbiyah and Teachers Trainingcertifies that the "skripsi" (Scientific Paper) entitled THE EFFECTMNESS OF
USING JIGSAW TECHMQUE IN TEACHING SPEAKING, written by TaufikRusandi, student's regishation number 109014000106 was examined by the
committee on January 19,2015. The "skripsi" has been accepted and declared to have
fulfilled one of the requirements for Degree of "S.Pd" (Bachelor of Education) in
English Language Education at the English Departrnent.
EXAMINATION COMMITTEE
Chairman: Drs. Svauki. M. Pd. (
NIP. 196412r2 r99r03 t 002
Secretary: Zaharil Anasv.IVI. HumNrP. 19761 007 2007 r0 t 002
Examiner I: Ismalianine Evivuliwati. M;ffum.NIP. 19740723 200003 2 00r
Examiner II: Zaharil Anasv. M, HuEqNrP. 19761007 2007t0 | 002
,[rknowfedgeilbt
Dean of Faculty of Tarbiyah and Teachers Training
Jakarta, 3 February 2015
NrP. 19591020 198603 2 001
KEMENTERIAN AGAMAUIN JAKARTA
FITKJI. h. H. Juada No 95 Ciputat 15412lr,hnesia
FORM (FR)
No. Dokumen : FITK-FR-AKD-089
Tgl. Terbit : 13 Desember2014
No. Revisi: : 01
1t1Hal
SURAT PERNYATAAN KARYA SENDTRI
Saya yang bertanda tangan di bawah ini,
Nama
Tempat/Tgl. Lahir
NIM
Jurusan/Prodi
Judul Skripsi
Dosen Pembimbing
Taufik Rusandi
Jakarta/3 Juni 1991
109014000106
Pendidikan Bahasa Inggris/ Sl
The Effectiveness of Using Jigsaw Technique in
Teaching Speaking
: 1. Dr. Atiq Susilo, M.A.
2.Dr. Alek, M.Pd.
dengan ini menyatakan bahwa skripsi yang saya buat benar-benar hasil karya sayasendiri dan saya bertanggung jawab secara akademis atas apa yang saya tulis.
Pernyataan ini dibuat sebagai salah satu syarat menempuh ujian munaqasah.
Taufik RusandiNIM. 109014000106
Jakarta, Januari 2015Yang Menyatakan
iv
ABSTRACT
Taufik Rusandi (NIM:109014000106). The Effectiveness of Using Jigsaw
Technique in Teaching Speaking. The paper of English Education Departement
at Faculty of Tarbiyah and Teachers Training of State Islamic University Syarif
Hidayatullah Jakarta, 2014.
Keywords: The Effectiveness Jigsaw Technique, Teaching English Speaking in
Junior High School.
This research has a purpose to get the empirical evidance about effect of
jigsaw technique on in teaching speaking by seeing quality and quantity of
discussion and telling story in the class. After the data collected, the writer
analyzed the data to see different of rising speaking ability on students by
calculating the achievment of pre test and post test to get the score of t-test, the
score of t-test is used to know the significant difference from two samples.
From the finding of the study, it can be conclude that the Jigsaw technique
gave significant rising on speaking ability. The communication and interaction in
the class give positive effect in speaking learning. Grammatical and pronunciation
which are learnt by theories, with Jigsaw technique that elements are learnt by
together and the experience of mistakes will be fixed by learning in
communicating in the class. the learning with high interaction and not bored made
the students were enthusiastic in learning.
With the result that, the writer hope in globalization era which is asked
every single person has a competence in English communication to be success.
The teacher must has a competence to create our students especially from junior
high school must have a competence in English, and they used English as
communication tool in the class.
v
ABSTRAK Taufik Rusandi (NIM: 109014000106). Efektivitas Penggunaan Teknik
Jigsaw dalam pengajaran berbicara. Pendidikan Jurusan di Fakultas Tarbiyah
dan Pelatihan Guru dari Universitas Islam Negeri Syarif Hidayatullah Jakarta,
2014.
Kata kunci: Efek Jigsaw Teknik, Pengajaran Berbahasa inggris di SMP.
Penelitian ini bertujuan untuk mendapatkan bukti empiris tentang efek
penggunaan teknik jigsaw terhadap kemampuan berbahasa inggris siswa dengan
melihat kuantitas dan kualitas berdiskusi dan menceritakan cerita di kelas. Metode
yang digunakan dalam penelitian ini adalah metode kuantitatif. Dengan
mengumpulkan hasil data dari test kemampuan berbicara yang di dapat dari
partisipan. Instrument yang di gunakan sebagai pre test berbentuk test oral dengan
menceritakan cerita naratif yang telah di bagikan dan di baca oleh masing masing
siswa. Setelah data terkumpul, penulis menganalisis data untuk melihat berbagai
peningkatan kemampuan berbahasa pada siswa dengan cara menghitung nilai pre
test dan post test untuk mendapatkan nilai t-test, nilai t-test di gunakan untuk
mengetahui ada nya perbedaan yang signifikan dari dua sample.
Dari temuan penelitian, dapat disimpulkan bahwa teknik Jigsaw
memberikan peningkatan yang signifikan pada kemampuan berbicara.
Komunikasi dan interaksi di kelas memberikan efek positif dalam belajar
berbicara. Tata bahasa dan pengucapan yang dipelajari dengan teori-teori sebelum
nya, dengan teknik Jigsaw unsur tersebut dipelajari secara bersama-sama dan
pengalaman kesalahan akan diperbaiki dengan belajar dalam berkomunikasi di
kelas. pembelajaran dengan interaksi yang tinggi dan tidak bosan membuat siswa
antusias dalam belajar.
Dengan hasil itu, penulis berharap di era globalisasi yang meminta setiap
orang memiliki kompetensi dalam komunikasi bahasa Inggris bisa menjadi
sukses. Guru harus memiliki kompetensi untuk membuat siswa kami terutama
dari SMP harus memiliki kompetensi dalam bahasa Inggris, dan mereka terbiasa
untuk berbicara bahasa Inggris sebagai alat komunikasi di kelas
vi
ACKNOWLEDGEMENT
In the name of Allah, the Beneficent, the Merciful. All praises be to Allah,
the Lord of the world who has given the Mercy and Blessing upon the writer in
completing this paper. Peace and salutation be upon the prophet Muhammad, his
family and his followers.
In this occasion, the writer would like to express his greatest appreciation,
honour and gratitude to his beloved parents (Muksin and Rusmiyati) and sisters,
for their valuable supports and moral encouragement in motivating the writer to
finish his study.
The writer also would like to express his deepest gratitude to Dr. Atiq
Susilo, M.A and Dr. Alek, M.Pd for their advices, guidances, corrections, and
suggestions in finishing this paper.
His gratitude also goes to:
1. All lecturers of Department of English Education who have taught and
educated the writer during his study at UIN Syarif Hidayatullah Jakarta.
2. Drs. Syauki, M.Pd., The Head of Department of English Education.
3. Zaharil Anasy, M.Hum., The Secretary of Department of English
Education.
4. Drs. NasifuddinJalil, M. Ag as the academic advisor.
5. Maryono M.M.Pd., The Headmaster of SMPN 3 Tangsel, who has given a
great chance to the writer to carry out the research at the school he leads.
6. Agit S.pd, The English teacher of SMPN 3 Tangsel who has helped the
writer in conducting this research.
7. All Second Grade of SMPN 3 Tangsel who had given a contribution for
the research.
8. Muh. Ilyas’s Family, Irma Sari Ningsih, Nurhassanah aka Jessica,
Mr Rajive Gandhi, Baron Caroline and all Cielers Indonesia for their
support more than 5 years.
vii
9. His friends in Department of English Education Academic Year
2009/2010 for sharing their knowledge, times, cares and supports.
10. His Friends and students in Primagama Sugar for sharing their knowledge,
times, cares and supports.
11. To any other person who cannot be mentioned one by one for their
contribution to the writer during finishing his Skripsi. The words are not
enough to say any appreciations for their help.
May Allah bless them for all of what they have done.
Finally, the writer feels that it is really pleasure for him to receive critics
and suggestions to make this Paper better. He also hopes that this Paper would be
beneficial, particularly for him and for those who are interested in it.
Jakarta, December 13, 2014
The writer
Taufik Rusandi
vii
TABLE OF CONTENT
APPROVAL.................................................................................................... i
ENDORSEMENT SHEET…………………………………………………. ii
SURAT PERNYATAAN KARYA SENDIRI.............................................. iii
ABSTRACT...................................................................................................... iv
ABSTRAK ........................................................................................................ v
ACKNOWLEDGMENT.................................................................................. vi
TABLE OF CONTENTS................................................................................. vii
LIST OF TABLES............................................................................................ x
LIST OF APPENDICES.................................................................................. xi
CHAPTER I INTRODUCTION............................................................... 1
A. Background of the Study. .…………………….............. 1
B. Identification of the Problem………………................... 3
C. Limitation of the Problem………………….................... 4
D. Formulation of the Problem…………………................. 4
E. Purpose of study……………………………….............. 4
F. Significance of the Study……………………................ 4
CHAPTER II THEORITECAL FRAMEWORK...................................... 5
A. Speaking………………………………………............. 5
1. The Definition of Speaking…..…………............... 5
2. The Elements of Speaking.................……............. 7
a. Pronunciation..................................................... 7
b. Grammar............................................................ 9
c. Vocabulary......................................................... 10
viii
d. Fluency............................................................... 11
e. Comprehension................................................ 13
3. The Problem of Speaking…………….................. 13
B. Jigsaw Technique…………………………................. 14
1. Definition of Jigsaw………………….................. 14
2. Procedure of Jigsaw.........……………................. 17
3. The Advantages of Jigsaw.................................... 19
4. The Disadvantages of Jigsaw…....……................ 19
C. Teaching Speaking Using Jigsaw Technique............... 20
D. Previous Study............................................................. 21
E. Conceptual of Framework…….………….................. 22
F. Theoretical Hypothesies……………………................ 23
CHAPTER III RESEARCH METHODOLOGY................................... 24
A. Place and Time of the Research………….................. 24
B. The Method and Research design………................... 24
C. Population and Sample....…………………................ 25
D. The Research Instrument..........……………............... 25
E. The Technique of Data Collection...………................ 30
F. The Technique for Data Analysis…………................ 30
G. Statistical Hypothesies...……………………............... 32
CHAPTER IV RESEARCH FINDINGS ................................................ 33
A. The Data Description.................................................. 33
1. Pre-test Scores......................................................... 33
2. Post-test Scores....................................................... 35
3. Gained Scores.......................................................... 37
B. The Data Analysis....................................................... 39
1. Mean Variabel X..................................................... 41
2. Mean variabel Y...................................................... 41
3. Standard Deviation X............................................. 41
4. Standard Deviation Y............................................. 42
ix
5. Standard Error Mean X........................................... 42
6. Standard Error Mean Y........................................... 42
7. Standard Error of Different Mean.......................... 43
8. Determining T......................................................... 43
C. Interpretation of the Data........................................... 44
CHAPTER V CONCLUSION AND SUGGESTION............................ 46
A. Conclusion……………………………...................... 46
B. Suggestion……………………………...................... 47
REFERENCES………………………………………………………….... 48
APPENDIXES…………………………………………………………….. 50
v
x
LIST OF TABLES
Table 3.1...................................................................................................... 23
Table 3.2...................................................................................................... 25
Table 4.1...................................................................................................... 34
Table 4.2...................................................................................................... 36
Table 4.3...................................................................................................... 38
Table 4.4...................................................................................................... 40
xi
LIST OF APPENDICES
Appendix 1. Syllabus of Eighth Grade of Junior High School............. 51
Appendix 3. Research Instrument (Pre Test and Post test).................. 54
Appendix 2. Lesson Plan Pre test and Post test..................................... 63
Appendix 4. Lesson Plan of Experimental Class.................................... 76
Appendix 5. Lesson Plan of Controled Class.......................................... 116
Appendix 6. T Table.................................................................................. 152
Appendix 7. Documentations.................................................................... 153
1
CHAPTER I
INTRODUCTION
A. Backgorund of the Study
Speaking is one of the ways to communicate in society. In the world
speaking ability is needed to face globalization era. In speaking many aspects
must be noticed. Students need ability and comprehention in speaking. As we
know, there are four language skills that have to be mastered by students in
learning English. They are reading, listening, writing, and speaking. Among those
skills, Speaking is one of the skills to be developed and mastered in English
language.
Furthermore in Indonesia, English is a foreign language that should be
taught from Elementary School. Beside that, Good communication skill in English
being a standarization in many institutes and coorporation. As the background,
Speaking learning becomes important thing which must be taught in the school.
But in the implementation, speaking learning has serious problem because
English is still as foreign language in Indonesia. Mostly students is not familiar to
speak English. Because of that, the teacher must have special technique to solve
problem of speaking learning by using teaching strategy correctly. In famous book
Dewey wrote that learning is learning to think and the better way of thinking is
reflective thinking. This reflective thinking is involved a process of translation
from situation to get the ways to solve it.1 As the student of English education
departement, we must know teacher role in the class. Essentially, teachers have
two major roles in the classroom: to create the conditions under which learning
can take place: the social side of teaching and to impart, by a variety of means,
and knowledge to their learners: the task-oriented side of teaching.2
Teachers have a role to conditioning the class as good as possible to make
students easier to understand the material in the class. The instructional side of a
1Henry .J. Hermanowicz, Problem Solving as Teaching Method, (1961), p. 299.
2Joachim Appel, Roles of Teachers, a Case Study Based on Diary of Language Teache,
(1995), p. 5.
2
teacher’s role is likely to be goal-oriented, task-dependent, knowledge based and
underpinned by a set of attitudes. Not only about knowledge, but also the
appropriate instructional strategies to employ in the classroom. The effectiveness
in learning is depend on the using of teaching strategy in the class. the strategy of
teacher to solve the problem of students’ learning will give effect and help in
reaching the goal of learning. It means that the teacher must have creative
methods and models in teaching in to reach the goal learning especially speaking
learning in the class.
SMP 3 Tangsel (Tangerang Selatan) is one of junior high school in
Tanggerang. It has 3 kind of study class: Acceleration class, Billingual class, And
Regular class. Based on the writer observation on PPKT 2013 (Pelatihan
Pendidikan Keguruan Terpadu), as the special needs class like Acceleration and
Billingual class definitely the teaching stratergy and conditioning of the the class
are different with Regular class. It made problem for Regular Class in 3 Junior
High School Tanggerang Selatan, mostly students in Regular class was difficult to
learning English especially speaking learning. The first problem is because
capacity of students in communicate with English was not much and it was in
contrast to billingual and acceleration class. Their opportunity to communicate in
English did not fulfill in each student, it made the speaking English ability of
regular class was not as good as the two classes in that school. The
communication and interaction in English is happened only in teacher to students
in the class. The second is the learning English in Regular Class was focused on
the book and let the students understand from the exercises from teacher. Properly
in fact the communication and interaction of English correctly is important for
them. the third problem is because English is used as foreign language, it made
they were unhabitually to use english as communication in the class. In
addition,eighth grade of SMPN 3 Tangsel is using 2013 curricullum. Which is in
2013 curricullum tells that the activity of learning is focused on the students.
Departing the statement above, we need a suitable technique in teaching.
There are many techniques that we can apply to increase the speaking ability or
achievment on students. One of the techniques that writer wanted to research was
3
jigsaw technique. Jigsaw technique is one of the technique in cooperative learning
which is in the application this technique ask the students spare by a small group
with sharing, discussing and creating cooperative activity in the class. Richard M.
Felder and Rebecca Brent said in their paper “The idea of students learning is by
doing something actively than by simply watching and listening has long been
known to both cognitive psychologists and effective teachers and cooperative
learning is by its nature an active method”. 3 So in this case, the writer focuses on
the effectiveness of using jigsaw technique on students’ speaking ability.
B. Identification of Problem
Based on the background of study above, the problem which is identified
as follows:
1. Students have not be accustomed to use English in communication
because still using bahasa as communication tools in the class .
2. Lack of communication in the class because Center of knowledege
and communicaton still on the teacher.
3. Limited of knowledge about speaking elements: Grammar,
pronunciation, accuracy, fluency, and vocabulary because students
only got the assignment or exercise from teacher.
C. Limitation of Problem
Based on the identification of problems above, the problems was limited
on the technique from cooperative learning method that teacher used in teaching
speaking. In this case, the writer uses jigsaw technique.
D. Formulation of Problem
Based on the limitation of the problem above, the writer formulated the
research question as follows; “Is jigsaw technique effective in teaching
speaking?”
3Richard Felder and Rebecca Brent, Cooperative Learning, (Canada: Department of Chemical
Engineering, 2007), p. 2.
4
E. Purpose of Study
Purpose of this study is to get the empirical evidance about the effect of
jigsaw technique on students’ English in teaching English speaking by seeing
quality and quantity of communication by using discussion and telling story in the
class.
F. Significance of Study
Theoritically the result of this study expects to be significant for teachers,
students and others researchers. This study is expected to show the effect of
jigsaw technique in teaching speaking. This study also want to help the students
improve their English speaking ability as an active communication tool in the
school. The last, this study is expected can be a refrence for the other researcher
who want to make a research about effect of jigsaw technique in teaching
speaking. Practically this research is recommended for teacher to use Jigsaw
technique for teaching English in second grade of junior high school which is
appropriate with autonomous learning in Kurikulum 2013.
5
CHAPTER II
THEORITICAL FRAMEWORK
A. Speaking
1. Definition of Speaking
Speaking is important skill in English. To learn speaking, we absolutely
need to know the definition of speaking. Speaking is an interactive process of
constructing meaning that involves producing and receiving and processing
information.1 Effective oral communication requires the ability to use the
language appropriately in social interactions. Theodore said that language is
essentially speech, and speech is communication by sounds. In addition, speaking
is a skill used by someone in daily life communication whether at school or
outside.2 From the definition, it can be conclude that speaking is expressing, ideas,
opinion, or feeling to other by using words or sounds of articulation in order to
inform, to persuade, and to entertain someone or people.
Speaking and interaction become a connection for processing information.
But speaking will has problems in communication when the knowledge of
language and skills using the knowledge is not created in interaction. According to
Bygate, the knowledge of language and skill using the knowledge must be
considered in the achievment of a communicative goal.3 Not only on the
understanding of that concept, the speaker should be able to use the knowledge in
different situations, to decide what to say, saying it clearly and flexible during
conversation and creates the second aspect of language. Bygates saw the speaking
skill is the result of comprising production skills and interactions skills.
The using of production skills which is said by Bygte is facilitation and
compensation, both devices which help students make the oral production possible
1David Riddel, Teaching English as a Foreign/ Second Language, (Chicago: McGraw-
Companies, 2001), p. 177. 2Theodore, Audio Visual Teachique in Teaching Foreign Language, ( New york:Cambridge
University Press , 1960), p. 5. 3Erik Vilímec, Developing Speaking Skills, (Chicago: Faculty of Art and Philosophy,
Departement of English and American Studies, 2006), p. 11.
6
or easier, or help them to change, avoid or replace the difficult expressions,
besides these elementary functions also help students to sound more naturally as
speakers of a foreign language. There are four elementary ways of facilitating that
Bygate distinguishes: simplifying structures, elipsis, formulaic expressions, and
using fillers and hesitation devices. On the other hand, when a speaker needs to
alter, correct or change what he or she has said, they will need to make use of
compensation devices. These include tools such a substitution, rephrasing,
reformulating, self-correction, false starts, and repetition and hesitation. Secondly
interaction skills, both speakers and listeners should be „good communicators‟ it
means good at saying what they want to say in a way which the listener finds
understandable‟,4 this means being able to possess interaction skills.
The theory of bygates is supported by Harmer, Harmer said that elements
of speaking has two aspects – knowledge of language and the ability to process
information5. The first aspect, language features, necessary for spoken production
involves. According to explenation of Harmer, the following features: connected
speech, expressive devices, lexis and grammar, and negotiation language.
connected speech including assimilation, elision, linking „r‟, contractions and
stress patterning (weakened sounds). Expressive devices : pitch, stress, speed,
volume, physical non-verbal means for conveying meanings (supersegmental
features). Lexis and grammar supplying common lexical phrases for different
functions (agreeing, disagreeing, expressing shock, surprise, approval, etc.).
Negotiation language : in order to seek clarification and to show the structure of
what we are saying. Second is process information, it means interaction between
speaker and listener. According the explanation Bygate and Harmer, Both Bygate
and Harmer agreed a succesful speaker can use knowledge of language and skill to
process it. It means speaking and interaction in community can‟t be built if
speaker dont have knowledge and skills to process it and listeners can‟t to
understand the information which is extended by speaker.
4Erik Vilímec, Ibid., p. 12.
5Eric Vilimec, Ibid., p. 13.
7
There are many types of speaking, it is categorized from amount of
preparation and purpose. There are limited preparation speech and unlimited
preperation speech. The limited preparation speech are conversation and
interview. Both conversation and interview is a kind of speech which need a very
limited amount of preperation and performance without text. The interaction and
the understanding information which is happened is fast and spontantly. The
unlimited preperation speech are informative speech and persuasion. The
informative speech is kind of speech which focuses on identifies the important
topic and giving new understanding to audience from the result of research. The
informative speech is happened in presentation and speech on communities.
Persuasion is kind of speech which asks the audience to do something.
Advertisement is one of persuasive speech, persuasive speech providing the
audience with enough information to understand the topic under discussion,
appealing to the emotions, attitudes and values, and good sense of the listeners to
encourage support for the speaker‟s stance, and setting up a course of action that is
well-suited to audience capabilities, ethical, and a logical outgrowth of the
arguments set up within the speech.
From the theory above we can conclude that as a human being, we always
need communication to express our idea to do everything. Speaking is one of
ways to communicate and express idea and information between people or
community. Because of that the language learning in the school is very important
if communicate intensely and high interaction must be built and one of the ways is
speaking.
2. The Elements of Speaking
Speaking is complex skill requering the simultaneous use of a number of
different ability, which often develops at different rate. Either five components are
generally recognized in analyzing the speech process. Those components are:
a. Pronunciation
As stated by harmers if students wants to be able speak to speak fluently in
English, they need to be able pronounce phonemes correctly, use appropriate
8
stress and intonation patterns and speak in connected speech. 6 Pronunciation
refers to the production of sounds that we use to make meaning. 7It includes
attention to the particular sounds of a language (segments), aspects of speech
beyond the level of the individual sound, such as intonation, phrasing, stress,
timing, rhythm (suprasegmental aspects), how the voice is projected (voice
quality) and, in its broadest definition, attention to gestures and expressions that
are closely related to the way we speak a language. The speaker must be able to
articulate the words and the physical sounds that carry meaning. A speaker with
good pronunciation will be easy to understood than a speaker with bad
pronunciation even they have a perfect grammar. We can judge the people from
pronunciation, if their pronunciation bad we can called them incompetent. At the
level of word pronunciation, second language have problems distinguishing
between sounds in the new language that do not exist in language that they already
know.
The main components of pronunciation are sounds, syllables, and words.
building blocks of pronunciation are the individual sounds, the vowels and
consonants go together to make words. It is important to remember that there is a
difference between vowel and consonant letters and vowel and consonant sounds.
Vowel and consonant sounds combine into syllables. It can be helpful to think of
the structure of English syllables. A word can be either a single syllable or a
sequence of two or more syllables. When a word has more than one syllable, one
of these syllables is stressed in relation to other syllables in the word, while other
syllables are said to be unstressed. Pronunciation can be said as the act of uttering
with articulation, the act of giving the proper sound and accent, utterance, as the
pronunciation of syllables of words,distinct or indistinct pronunciation. It is a way
in which language is spoken. It includes segmental feature, vowel, and the
intonation patterns. From the definitions above, it can be inferred that learners
should master the words of the language because language consists of words. It is
6Jeremy Harmer, The Practice of English Language Teaching, Forth Edition, (Pearson:
Education Limited, 2007), p. 343. 7 Amep Research Center, Fact sheet – What is Pronunciation?,(Australia: Adult Migrant
English Program Centre, October 2002), p. 1.
9
in order to be able to use the language approximately. Having mastered a large
number of words with sound and vowel. they will be able to express their ideas in
the language approximately and clearly.
b. Grammar
It is obvious that in order be able to speak foreign language, it is important
to know a certain amount of grammar and vocabulary. Grammar is the sounds and
the sound patterns, the basic units of meaning sucha as words and the rules to
combine them to form new sentences. 8 As according to David Crystal in his
article, he said that Grammar is the structural foundation of our ability to express
ourselves.9 For all teaching is ultimately a matter of getting to grips with
meaning. Become important things to know grammar, and it is better to write
grammatically than not, but it is well to remember that grammar is
common speech formulated. In general we knew grammar is set of rules
governing how the words in a language may be joined to make sense. We may
understand the meaning of a sentence without understanding the grammar. But
sometimes it will be difficult to understand the purpose of sentence if the the
composition of grammar is not correct. In the result grammar is important part in
English.
There are five basics elements of English Grammar , these are basic
elements of English grammar: Sentences (complete, run-on, and fragments),
Tenses , Pronouns , Possessives and Commas.10
An understanding and application
of these fundamental elements of grammar will help students unleash the power of
the English language. Altough in each elements has its roles but it has connection
and complete to other elements. The ambiguity will not be happened if all
elements is noticed by speaker. Therefore, grammar is very important in speaking
because it is needed to mastering English speaking well in meaning side and
discreasing ambiguity.
8Victoria Fromklin and Robert Rodman, An Introduction to Language, (New York:
Harcourt Brace College Publishers, 1998), p. 14. 9 David Crystal, "In Word and Deed.", http://grammar.about.com/, 3 july 2014.
10James Delaney, Grammar Review, (Cayuga: Academic Support Center, 2006), p. 1.
10
c. Vocabulary
As we know, vocabulary is a basic elements in language. Vocabulary is
single words, set phrases, variable phrases, phrasal verb and idioms.11
According
to Richards vocabulary is the core component of language proficiency and
provides much of the basis for how well learners speak, listen, read, and write.
Jackson and Amvela say that the terms of vocabulary, lexis, and lexicon are
synonymous. Vocabulary is one of the language components that can affect macro
skills. Some definition of vocabulary is proposed by some experts. In addition,
Richards and Schmidt state that vocabulary is a set of lexeme, including single
words, compound words, and idioms.
Vocabulary development refers to the knowledge of stored information
about the meanings and pronunciations of words necessary for communication.
Vocabulary development is important for beginer speaker in that when a student
sounds out a word, he or she is also determining if the word makes sense based on
his or her understanding of the word. If a student does not know the meaning of
the word, it is difficult to check for the word that fits or not. Vocabulary
development is also a primary determinant of speaking. Speaker cannot
understand the content and topic of what they are speaking unless they understand
the meaning of the majority of words in speech and also the speaker will be
difficult to speak if they have problem in the knowledge of vocabulary in their
selves. According to the Collins Cobuild English dictionary,there are two types of
vocabulary, vocabulary of language is the total number of word in it and
someone‟s vocabulary is the total of words in a language that he or she knows.12
The vocabulary of language always changes and grows in community of
people and become more complex, people devise or borrow new words to
describe man‟s activities. Talking about vocabulary, Lehr, Osborn, and Hiebert
defined vocabulary as knowledge of words and words meaning in both oral and
print language and in productive and receptive forms. Harmer summarized that
11
Keith S. Folse, Vocabulary Myths, Applying Second Language Reseacrh to Classroom
Teaching, (Michigan: University of Michigan, 2004) , p. 2. 12
Rosa Lopez Campillo, Teaching and Learning: An Introduction for English Student,
(Rome: De Magisterio De Albacete), p. 35.
11
knowing a vocabulary means knowing about meaning, word use, word formation,
and word grammar. Word meaning is also governed by metaphors and idioms, the
word hiss refers to the noise of snake and to someone‟ s threat to others. In
collocation, a word goes with each other, such as, headache, earache, and so on.
In addition, style and register is applied by differentiating the language to be used
by someone either in a formal or informal context, for example hello (formal) and
hi (informal). Moreover, word formation may also create word meaning vy seeing
them on their grammatical contexts. It means that we look at how the suffixes and
the prefixes work such as in imperfect and perfect, inappropriate and appropriate.
there are some aspects that have to be discussed in vocabulary, namely: word
meaning (synonym, antonym, connotation, and denotation), extending word use
such as idioms, word combination or collocation, and the grammar of words
which comprises noun,verb, adjective, and adverb. With all definitions, show us
that vocabulary is the first element that the English learners should learn in order
to master English well. With limited vocabulary the conversation in people
interaction will not be possible.
d. Fluency
In simple terms, fluency is the ability to talk freely without too much
stoping or hestitating. Meanwhile, according to Gower et- al fluency can be
thought of as the ability to keep going when speaking spontaneosly. 13
The
ultimate goal of many secon language learners is to be fluent in the target
language, fluently in speaking of course mean to be ablle express their thought
and meaning easly and smoothy without feel stuck in any situations. the
definition of fluency firstly explained by Pawley and Syder, they said that fluency
is ability to produce fluent streches of discourse like as the native speaker. 14
Day
and Shapson defined fluency as: “the ease and flow of the student's speech in
13
David Riddel, Teach English as a Second Language, (Chicago: McGrew Hill Companies,
2011), p. 118. 14
Judit Kormos and Mariann Dénes, Exploring Measures And Perceptions of Fluency In
The Speech of Second Language Learners, (Budapest: Eötvös Loránd University), p. 3.
12
comparison with native speakers. “15
they elaborated the four levels, The four
levels are 1. halting, slow speech, noticeable breaks between words, seems to
require much effort; 2. speech is uneven, some noticeable breaks between words,
seems to require effort, occasionally halting, tend to but not necessarily have
slower speech rate than level three; 3. relatively smooth and effortless speech but
rate of speech is slower than native or perceptibly non-native; and 4. relatively
smooth, native-like rate of speech.
The man who investegated about fluency is Fillmore, as Fillmore
conceptualised fluency in four different ways. First, he defined fluency as the
ability to talk at length with few pauses and to be able to fill the time with talk.
Second, a fluent speaker is not only capable of talking without hesitations but of
expressing his/her message in a coherent, reasoned and "semantically densed"
manner. Third, a person is considered to be fluent if he/she knows what to say in a
wide of range of contexts. Finally, Fillmore argued that fluent speakers are
creative and imaginative in their language use and a maximally fluent speaker has
all of the above mentioned abilities. These definitions suggest that fluency can be
measured by looking at the speed and flow of language production, the degree of
control of langugae and the way language and content interact.
For Beatens Beardsmore, oral fluency is understood to imply a
'communicative competence' requiring an ability to formulate accurate and
appropriate utterances of more than one sentence in length”16
. He explained his
concept of fluency in these terms: "Oral fluency requires the ready availability of
this communicative competence for the formulation of appropriate utterances in
real time, involving a strategy for the elaboration of sentence structures, as well as
the selection and insertion of lexical items. Individual sentences must be
integrated into connected discourses". Beardsmore selected specific criteria and
established them as a function of his aims. These are : fluency (tentatively defined
as the ability to give proof of sustained oral communicative spontaneous
competence, use of production as well implying as the 'conversational a certain
15
Marguerite E. Ascione, Fluency Development in Second Language Teaching, (Alberta:
University Of Lethbridge, 1985), p. 8. 16
Marguerite E. Ascione, op. cit., p. 10.
13
unstilted, lubricants', accuracy (structural and lexical), relevance, intelligibility,
pronunciation, variety of structures and variety of lexis.
It is interesting to note that fluency is considered here as one element of
oral fluency assessment, which in this case one could call oral proficiency. When
speaking fluently students should be able to get the messeage across with what
ever resources and abilites they have got, regardless of gramatical and other
mistakes. As one of important aspects in speaking, fluency become standart of
assesment in speaking test.
e. Comprehension
The last speaking elements is comprehension. Comprehension is discussed
by both speakers because comprehension can make people getting the information
they want. Comprehension is defined as the ability to understand something by
reasonable comprehension of the subjet or as the knowledge of what a situation is
really like.
And according some theories said that there are 7 elements in
communication in the society those are : Speaker as the people who speak,
message as the meaning which want to explain, Channel as the mean by which a
message is communicated, Listener as the person who receives the speaker
message, Feedback as the message from listener to the speaker, Interference is
anything that impedes communication of message and there is two type :interneal
and external, and Situation is time and place where the communication occurs.
3. Problem of Speaking
As one of skills in a language, speaking has problem which is faced by the
learner. Learning foreign language is not easy for some students, because the
position as foreign language which is not always used in daily activity. According
to Munjanayah first problem is inhibition, speaking requires some degree of real-
time exposure to an audience. Some learners in classroom are worried to say
something because they are shy or they dont know how to say it correctly. Beside
that, they worried to say because they dont have much vocabulary enough in their
14
brain for expressing their idea. The second problem is there is gap between active
and pasive students in the class, it is back to the personal of students because there
are some students are talkless and others are talkactive. The last is mother tongue
some students have problem in mother tongue, of course it happened because the
language which is learnt is foreign language and they are unfamiliar to use it in
communication.
All problems above are general problem which is faced in learning in
speaking. The writer also met problem in speaking learning in SMPN 3 Tangsel,
the observation was taken when the writer taught in PPKT 2013.
B. Jigsaw Technique
1. Definition of Jigsaw
Jigsaw technique is one of Cooperative learning method. It is based on
group dynamics and social interactions. This technique was designed by Aronson
and it used by Slavin in 1978.Slavin says “jigsaw was one of the earliest of
cooperative learning method. In jigsaw, each student in a five –to six- member
group is given unique the whole information on a topic that group is studying”.17
Jigsaw technique can be meant as a system of teaching which gives the
opportunity to the students to work in a group structuraly. This technique allows
the student able to learn and active to participate in learning process.” Jigsaw
technique is a cooperative learning method that requires everyone‟s cooperative
effort to produce the final product. Just as in a jigsaw puzzle, each piece and each
student‟s part are essential for the production and full understanding of the final
product. This technique mix the activity of reading, writing, litening and speaking.
in this technique the teacher see the background of the experience on students and
help the students to be active in studying. The purpose of technique is
appropriated with the concept of cooperative learning method which is develop
the amount of students‟ participation in the classroom and reduces the need for
competitiveness and the teacher‟s dominance in the classroom. Jigsaw technique
17
E Slavin, Learning to Cooperate, Cooperating to Learn, (New York: Plenum Press,
1987) p. 17.
15
also designed to increase the responsibility on the students in the class. Active
situations in the class become important requisite for this technique,
individualistic and teaching focused on teacher is not allowed in this technique.
Many observers has studied about this technique, one of them is Johnson and
Holubec. Johnson and Holubec put forward five principles for jigsaw strategy:
a. Positive interdependence
Each group member‟s efforts are required and indispensable for the group
success. Each group member has to make unique contributions to the joint effort.
b. Face-to-face promotive interaction
Group members have to orally explain how to solve problems, teach one‟s
knowledge to others, check for understanding, discuss concepts being learned and
associate the present learning with the past one.
c. Individual and group accountability
The size of the group should be kept small, for the smaller the size of the
group is, the greater the individual accountability may be. The teacher is expected
to give an individual test to each student, randomly examine students by asking
one student to present his or her group‟s work orally to the teacher (in the
presence of the group) or to the entire class, observe each group and record the
frequency with which each member contributes to the group‟s work, appoint one
student in each group as the leader, who is responsible for asking other group
members to explain the rationale underlying the group answers, and monitor
students to teach what they‟ve learned to the others.
d. Interpersonal skills
Social skills are a necessity for the success of jigsaw learning in class.
Social skills include leadership, decision-making, trust-building, communication,
conflict management skills and so on.
e. Group processing
Group members discuss how well they are achieving their goals and
maintaining effective working relationships, describe what member actions are
helpful and what are not, and make decisions about what behaviors to continue or
change. Jigsaw learning makes it possible for students to be introduced to material
16
and yet bear a high level of personal responsibility. It helps develop teamwork and
cooperative learning skills within all students and a depth of knowledge not
possible if the students learn all of the material on them own. Finally, since
students are supposed to report their own findings to the home group in jigsaw
learning, it quite often discloses a student‟s own understanding of a concept as
well as reveal any misunderstandings.
The Jigsaw technique is different from other techniques, especially with
Grammar translation. In Grammar Translation Method the point of teaching is
grammatical and vocabulary like Brown said “The Grammar Translation Method
requires few specialized skills on the part of teachers. Tests of grammar rules and
of translations are easy to construct and can be objectively scored. Many
standardized tests of foreign languages still do not attempt to tap into
communicative abilities, so students have little motivation to go beyond grammar
analogies, translations, and rote exercises.”18
it means Grammar Translation
Method is not to concentrate in communication learning. The students only focus
on understanding of grammar and translation of sentence. the most fundamental
reason for learning the language is give learners access to English literature,
develop their minds "mentally" through foreign language learning, and to build in
them the kinds of grammar, reading, vocabulary and translation skills necessary to
pass any one of a variety of mandatory written tests required at High School or
Tertiary level. It is very contradict with Jigsaw Technique which is focus in
communication in learning. Jigsaw Technique is cooperative learning which
guides students for interact actively and positively in group. It is allowed
creativity in learning. The understanding of grammar and translation is not be a
main focus in here but not mean not to learn in Jigsaw technique, the
understanding of grammar and translation is learnt naturally on the practice of
communication. The last difference among Grammar Translation Method is center
of learning of Jigsaw are students, the teacher just give facility to student to
understand naturally.
18
Sylva Ducháčková, Methods And Approaches In Foreign Language Teaching, (Masaryk
University Brno: Department Of English Language And Literature,2006), p. 9.
17
2. Procedure of Jigsaw
In the Application Jigsaw technique students are separated from their own
groups and form new groups with the other students who are responsible for
preparing the same subjects. These groups, called “groups of experts” try to make
other students understand the subject; they make plans about how they can teach
the subject to their friends, and prepare a report. Afterwards, they turn to their own
groups and teach their subjects to them with the help of the reports they have
prepared. In the last stage, stage of completing, teachers can perform some
activities with individuals, small groups or the whole class in order to unify
students‟ learning. For instance, she/he can make one of the home groups or
individual students make presentations in the classroom on their subjects. In the
evaluation stage, the study is completed by making the evaluation proposed by the
cooperative learning method.19
Furthermore in the implementation of Jigsaw Technique there are seven
steps according to Jin Xiao20
. These are seven steps in applicant of Jigsaw
technique :
Step 1: Choosing a passage, the teacher chose material for learning by
students.
Step 2: Dividing the students into jigsaw groups. In class, the teacher first
divided the students into jigsaw groups since the sample passage chosen by the
teacher consisted of material, but sometimes into 4- or 5 person groups depending
on the material chosen for the activity. The groups would be better if diverse in
terms of language proficiency, personality and gender. Then the teacher appointed
one student from each group as the group leader, and each student in a jigsaw
group was given an assignment sheet
19
Abdullah Sahin, Educational Research and Review : Effects of Jigsaw II Technique on
Academic Achievement and Attitudes to Written Expression Course, (Turkey: Ataturk University,
2010), p. 778. 20
Qiao Mengduo and Jin Xiao, Jigsaw Strategy as Cooperative Learning Technique:
Focusing on the Language Learners, (Chinese: Harbin Institute Technology,2010) p. 116.
18
Step 3: Studying material. The teacher listed and explained the new and
unfamiliar material for students in order to remove some of the barriers of the
material and ease the flow of the jigsaw activity in the groups.
Step 4: Involving the whole class in an activity for general comprehension.
The teacher read and give example of material twice to the whole class so that the
students could grasp the main idea of the passage. Then they asked wh-questions
concerning the passage, which may help the students organize their thoughts for
better preparation.
Step 5: Forming “expert groups”. The teacher asked the students to move
to the “expert groups”, each of which was dealing with one paragraph of the
reading passage. Again, the teacher \ appointed one student from each “expert
group” as the group leader, and the leader organized the group to discuss the
assigned paragraph, including summarizing the main idea and comprehension of
all sentences. By means of a variety of practices, such as listening, reading,
repeating, asking & answering, reciting, and retelling, every student was supposed
to gain a through understanding of the paragraph. At last, each of the group
members was asked to retell the paragraph in front of the rest of the group. The
reteller may receive hints from the others if he or she paused for help, but no
correction was permitted before the retelling was finished.
Step 6: Students returning to their jigsaw groups. Since each member of
the “expert group” might now have become an “expert” on the assigned
paragraph, the researchers asked all the students to return to their original jigsaw
groups. Now each student in a jigsaw group had unique information, so the
members of each jigsaw group had to teach each other their assigned paragraphs
respectively. This was where the jigsaw merged into the final cohesive whole. It
was carried out in the following four steps:
Step 7: Writing a summary. The researchers required all the students to
conduct creative writing about the passage they had just learned in order to check
their understanding of the whole passage.
19
3. The Advantages of Jigsaw
There are several advantages of jigsaw technique in teaching and learning
the class. First, Teacher is not to be as the center of knowledge anymore because
the knowledge center could be among the students. It happened because in jigsaw
technique a workship is built on students in the class by using discussion and
communication to each others. Second in jigsaw technique, it accostums every
student to be an active participant in the learning process and help to build inter-
personal and communicative skills among students.
Creating groups among students give positive effect beside communication
and interaction in the class, that are responsibility and workship among students.
The existance of expert group on jigsaw technique make every participant must
have a knowledge to share by communication and to be dominating with their
argument. This technique provide the domination of students to be the important
thing, because the students will be more active to share their knowledge.21
The
domination of teacher in the class is not appropriate to teach speaking English,
because of that the jigsaw technique provides a new habit in teaching speaking in
the class. Based on explaination above, it can be concluded that Jigsaw technique
builds interpersonal and interactive skills as main purpose of this cooperative
teaching method. This technique was made to take part from teacher‟s teaching to
focus on social interaction and communication among students until gives
positive effect on speaking ability of students.
4. Disadvantages of Jigsaw Technique
Many researchers demonstrate numerous advantages of Jigsaw technique;
this does not mean that implementing Jigsaw is problem free. The problems are
considered as the disadvantages for carrying out the technique. Jigsaw technique
can be some obstacles when using it. One common problem is a dominant
students. According to Aronson, there are several disadvantages of using Jigsaw
technique. First is the problem of the slow student. The slow student need more
time than others to understand and absorb the information. Second is the problem
21
E Slavin, op .cit., p. 17.
20
may be dominated by smart students, not everyone has an equal voice in a group.
One person may dominate the group while others feel left out. Some students do
not trust the abilities of others in the group which results tension and refusal to
cooperate. Third is the problem of students are becoming bored. 22
It usually
happens to many students in jigsaw situation. They become impatient, bored, or
resentful of the slower students. Moreover, because their ability to ctach
information are so quick, some students tend to be among the most easily bored if
the activities are moving too slowly for them. The last problem of the jigsaw
classroom is noisy. The students are scattered around the room. Everybody is
talking at the same time. A non-jigsaw teacher might be thought that the jigsaw
teacher must be an undisciplined person, unskilled, and ineffective for overcoming
such as how students learn in such noisy atmosphere.
All the problems above do occur in implementing the Jigsaw technique if
the jigsaw teacher who is not creative enough to tackle and handle the problems.
There are several tactics a teacher can do to solve the problems. For example, the
teacher involves the students in the expert group. This is one of the strategies for
helping some students. In this way, poorer students are helped by their peers who
have the same topic. Meanwhile the others students eliminate their boredom by
teaching others. By developing activity in a class some students can turn into
exciting challenge otherwise slower students are faced experience by this activity
for solving problem. In addition, to reduce the noisy class, the jigsaw teacher
should maximally acts as a facilitator, moves around the class, from Jigsaw group
to Jigsaw group, listening, observing, and keeping alert for many problems arise.
C. Teaching Speaking Using Jigsaw Technique
First activity that writer will be held is the teacher helps the student in
building their background knowledge about the will be learned. Such as shows
some text, the title of the text and asks some questions.
22
E Slavin, op .cit. , p. 19.
21
After that, the students may have some references in their mind about text
that they will read. The next step is dividing the students into jigsaw groups. In
class, the teacher first divided the students into jigsaw groups since the sample
passage chosen by the teacher consisted of material, but sometimes into 4- or 5
person groups depending on the material chosen for the activity. Then the teacher
appointed one student from each group as the group leader, and each student in a
jigsaw group was given an assignment sheet.
The next step is forming “expert groups”. The teacher asked the students to
move to the “expert groups”, each of which was dealing with one paragraph of the
reading passage. Again, the teacher appointed one student from each “expert
group” as the group leader, and the leader organized the group to discuss the
assigned paragraph, including summarizing the main idea and comprehension of
all sentences. By means of a variety of practices, such as listening, reading,
repeating, asking & answering, reciting, and retelling, every student was supposed
to gain a through understanding of the paragraph. After that, students returning to
their jigsaw groups. Since each member of the “expert group” might now have
become an “expert” on the assigned paragraph, the researchers asked all the
students to return to their original jigsaw groups.
Now each student in a jigsaw group had unique information, so the
members of each jigsaw group had to teach each other their assigned paragraphs
respectively. And the last is the researchers required all the students to conduct
creative writing about the passage they had just learned in order to check their
understanding of the whole passage and tell the review in the class.
D. Previous Study
The writer has found a relevant study which related to this research. That
journal was written by Hersulastuti with the title implementing jigsaw technique
in speaking class of describing someone: a reflection. In this research, Hersulastuti
used jigsaw as a technique. Her classroom consisted of 28 students, and she
divided it intofive or six group. The first group consist of six students that studied
using jigsaw technique. Hersulastuti gave the picture in each group, each member
22
had a different picture. After that they formed expert group to discuss the picture.
And the last they back to main group to discussing every picture and make resume
for oral test from her.
The result of this research was identified the strengths and the weaknesses
of this technique. Some of the strengths were: It could break the „gaps‟ of the
students-lecture relationship. Most of the students considered speaking was the
most difficult subject in their study. They often felt nervous when they had to
perform any tasks in front of the class, they found uneasy knowing that any
aspects of their performance were assessed by the lecture. It was different when
they worked together in groups. They could perform freer, and because they often
involved in discussion with the lecture made them less worried and obtained more
self confidence. This matter influenced the quality of their competence, the
atmosphere of learning was much better because the students found another
interesting way in speaking class. They participated actively into the learning,
since everyone had to exchange the information in expert groups and then present
it in their home team, made them more productive, and created better interactions
among the members, although some mistakes occurred „here and there‟, but they
felt excited as well, they also helped each other when they found any difficulties
in their presentation. All those positive things are in line with the principle of what
makes speaking class successful.23
E. Conceptual of Framework
Speaking is one of important skills in English, because it is a tool for
interactive process of constructing meaning that involves producing and receiving
and processing information. Talking about speaking, many research results
showed that the ability of Indonesian students to speak and communicate in
English was very low. It can be seen that some of students still have difficulties in
communicate in the class. As one of the importants skill, it should be mastered by
23
Hersulastuti, Implementing Jigsaw Technique in Speaking Class of Describing Someone:
Refclection , (Klaten: Unwidha, September 2010) p. 78.
23
our students. The first problem is because they should have enough knowledge
about grammar, vocabulary, etc to get the information in English communication.
The second problem is English still to be a foreign language in Indonesia and it
make the intensity of using English in the people is not too much. Because of that,
it is really hard to teach speaking English and it needs correct strategy to reach the
goal of English speaking learning.
The problem in speaking learning above is appropriate with the purpose of
Jigsaw Technique. Jigsaw is one of the cooperative learning strategies,
cooperative learning guide the learners to be cooperative to each other. In the
implementation of Jigsaw technique, it requires the high interaction and active
communication among students in the class. It is needed to reach the goal of
learning in students. The purpose of this jigsaw technique is to make the students
in the class can be active to express their ideas by discussing, and presenting on
group, With the strategy which is created for high interaction and communicaton,
it must be a solution for increasing speaking skill in students. Those explanations
seemed to be the reason why the writer wanted to conduct this research. The
writer believes that speaking is such a compulsory skill to be mastered and the
underlying problem stated above is that the students have low facility in and
outside the classroom to expand their speaking skill. The teachers need the
appropriate method and technique which encourage students‟ speaking ability.
Jigsaw technique with high interaction in the implementation hope can fulfill the
interaction needs in speaking English learning.
F. Research Hyphothesis
Ho: Jigsaw technique is not effective in teaching speaking in eighth grade
regular class of SMPN 3 Tangerang Selatan.
Ha: Jigsaw technique is effective in teaching speaking in eighth grade
regular class of SMPN 3 Tangerang Selatan.
24
CHAPTER III
RESEARCH METHODOLOGY
A. The Place and Time of the Study
The writer chose SMPN 3 Tangerang Selatan as a place of study. The
study was conducted on September 2015.
B. Method and Research Design
1. Method
This study was conducted using a quasi experimental research that used 2
classes which consisted of one control class and one experimental class.
Generally, the researcher in experimental research used two groups,
experimental group as a group that get the treatment and the control group that
did not get treatment. So, this study was focused on using Jigsaw technique as
a treatment in experimental class, then the writer compared the result with a
control class that did not get a treatment in the end of the research.
2. Research Design
In this study the writer used a quasi-experimental method with one
experimental class and one control class. The design of experiment that used is:
Table 3.1
Pretest Treatment Posttest Difference
Experimental
Class
X -
Control Class -
Y1 = Pretest of both experimental and control class
Compare
25
Y2 = Posttest of both experimental and control class
X = Implementation of Jigsaw Technique1
C. The Population and Sample
1. Population
The population of this study is the second grade student of SMPN 3
Tanggerang Selatan. This school has ten classes for second grade with 4
English teacher. Because only one teacher who permitted the classes to used as
sample, the researcher took 2 classes for this research.
2. Samples
The sample are 60 students from two classes; VIII.8 and VIII.9. The writer
was implemented jigsaw technique in the first class and jigsaw technique was
not implemented in the second class. Before the writer conduct the research, he
made sure that both of classes have the similar characteristic or achievment by
doing an oral test. It was found that the students from both classes have the
same characteristic and achievment in oral test. The sample of this study was a
class VIII.8 as an experimental class and VIII.9 as control class which each
class consistted of 30 students.
D. The Research Instrument
The Instrument of the research was test. Oral test was tested to get
sistematic data. Retell narative story was an oral test which was planed by
researcher. Telling narative story was used as an Instrument of a pre-test and a
post-test. The result of oral test was spared in the oral test criteria consist of 5
criteria which was designed validity. The researcher used content validity to
attain students the evidence of valid instrument. The researcher made the
school English syllabus as the main achievement. The oral test was held to get
1 Larry Christensen, Experimental Methodology, (USA: University of South Alabama,
2007), p. 332.
26
the students speaking skill in comprehensibility, fluency, grammar,
vocabulary, and accuracy.
Table 3.2 Five Components of Grading Speaking Scale:
Components
of Speaking
Rating Scores Indicators
A
ccura
cy
6 80-100 Pronunciation is only very slightly influenced by the
mother tongue. Two or three minor grammatical and
lexical error.
5 70–79 Pronunciation is slightly influenced by the mother-tongue.
A few minor grammatical and lexical errors but most
utterances are correct.
4 60–69 Pronunciation is still moderately influenced by the mother-
tongue but no serious phonological errors. A few
grammatical and lexical errors but only one or two major
errors causing confusion
3 50–59 Pronunciation is influenced by the mother-tongue but only
a few serious phonological and lexical errors, some of
which causes confusion.
2 40–49 Pronunciation seriously influenced by the mother tongue
with errors causing a breakdown in communication. Many
‘basic’ grammatical and lexical errors
27
Components
of Speaking
Rating Scores Indicators
Flu
ency
6 80–100 Speaks without too great an effort with a fairly wide range
of expression. Searches for words occasionally but only
one or two unnatural pauses
5 70–79 Has to make an effort at times to search for words.
Nevertheless, smooth delivery on the whole and only a few
unnatural pauses.
4 60–69 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
3 50–59 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
2 40–49 Long pauses while he searches for the desired meaning.
Frequently fragmentary and halting delivery. Almost gives
up making the effort at times. Limited range of expression
1 Below
40
Full of long and unnatural pauses. Very halting and
fragmentary delivery. At times gives up making the effort.
Very limited range of expression
28
Components
of Speaking
Rating Scores Indicators
Com
pre
hen
sibit
y
6 80–100 Easy for the listener to understand the speaker’s intention
and general meaning. Very few interruptions or
clarification required
5 70-79 The speaker’s intention and general meaning are fairly
clear. A few interruptions by the listener for the sake of
clarification are necessary
4 60–69 Most of what the speaker says is easy to follow. His
intention is always clear but several interruptions are
necessary to help him to convey the message or to seek
clarification
3 50–59 The listener can understand a lot of what is said, but he
must constantly seek clarification. Cannot understand
many of the speaker’s more complex or longer sentence
2 40–49 Only small bits (usually short sentences and phrases) can
be understood-and then with considerable effort by
someone who is used to listening to the speaker
1 Below
40
Hardly anything of what is said can be understood. Even
when the listener makes a great effort or interrupts, the
speaker is unable to clarity anything he seems to have said
29
Components
of Speaking
Rating Scores Indicators
Gra
mm
atic
aly
6 80–100 No more than two errors during the interview.
5 70–79 Few errors, with no patterns of failure.
4 60–69 Occasional errors showing imperfect control of some
patterns but no weakness that causes misunderstanding.
3 50–59 Frequent errors showing some major patterns uncontrolled
and causing occasional irritation and misunderstanding.
2 40–49 Constant errors showing control of very few major patterns
and frequently preventing communication.
1 Below
40
Grammar almost entirely inaccurate phrases.
Voca
bula
ry
6 80–100 Vocabulary apparently as accurate and extensive as that of
an educated native speaker.
5 70–79 Professional vocabulary,general vocabulary adequate to
cope with complex practical problems.
4 60–69 Professional vocabulary adequate to discuss special
interest.
3 50–59 Choice of words sometimes inaccurate, limitations of
vocabulary prevent discussion of some common
professional and social topics.
2 40–49 Vocabulary limited to basic personal and survival areas.
1 Below
40
Vocabulary inadequate for even the simplest
conversation.
30
E. Technique of Data Collection
In this study, the researcher took two classes. One class was for
experiment and the other was for control. The experimental class was treated
by using jigsaw technique, while the control class was treated by conventional
method.
Before teaching activity, the researcher gave pre-test toward both
experimental and control class. In this study, the material was telling narative
story. In this test, the researcher provides narative text which is presented by
story telling in the class. the story telling is held for get the achievment of oral
test with 5 criteria grammar, comprehensibility, fluency, vocabulary, accuracy.
Moreover, after teaching process, the researcher gave post-test by using oral
test. It was similar test like pre-test. It aim to find out whether the students’
speaking ability was significant after using jigsaw technique. Finally, the
result of the individual scores between pre-test and post-test scores was
administered as data of research.
F. Technique of Data Analysis
The data that the writer was gotten in this research were analyzed using
statistical calculation. The writer did the test twice that are pre-test (before
treatment) and post-test (after treatment). The data were compared from the
growth of the score from pre-test and post-test and from the growth score in
both experiment and controlled class.
Next, the writer used independent T-test formula to calculate the data. It
was because the writer wanted to find out the degree of significant different
between the growth of pre-test and post-test from both classes also between the
achievement in experiment class and control class. The purpose of this
calculation was to find out whether jigsaw technique was effective or not to
improve students’ speaking ability. Two classes were compared, the
31
experiment class was X variable and the controlled class was Y variable. The
formula of t-test was expressed as follows:
The t-test formula is stated as follows:
M 1 : Mean of the Difference of Experiment Class
M 2 : Mean of the Difference of Control Class
SE M 1 : Standard Error of Experiment Class
SE M 2 : Standard Error of Control Class
The Procedure of calculation are as follows:
1. Determine mean of variable with formula:
= ∑
2. Determine mean of variable Y with formula:
= ∑
3. Determine Standard deviation variable X with formula:
SDx or SD1 = √∑
4. Determine Standard deviation of variable Y with formula:
SDy or SD2 = √∑
5. Determine Standard error of variable X with formula:
SE Mx =
√
6. Determine standard error of variable Y with formula:
SE My =
√
7. Determine standard error means of differences mean of variable X and
variable Y, with formula:
32
SEMx-My = √
8. Determining t0 with formula:
9. Determining t-table in significance level 5 % with Degree of Freedom
(df):
df = (N1+N2) – 2
G. Statistical Hypothesis
The statistical hypothesis of this research can be seen as:
1. If t-test (to) > t-table (tt) in significant degree of 0.05, Ho (null hypothesis)
is rejected. It means that the rates of mean score of the experimental group are
higher than the controlled group. There is effect in teaching speaking by using
jigsaw technique.
2. If t-test (to) < t-table (tt) in significant degree of 0.05, Ho (the null
hypothesis) is accepted. It means that the rates of the means score of the
experimental group are same as or lower than the controlled group. There is no
effect in teaching speaking by using jigsaw technique.
33
CHAPTER IV
RESEARCH FINDINGS AND INTERPRETATION
This chapter presents findings of the study. The findings describe into the data
description, the data analysis, and the interpretation. The data were collected from the
result of pre-test and post-test from both experimental class and control class. The
data were depicted into two tables. The Table 4.1 showed the students’ score in
experiment class and the Table 4.2 showed the students’ score in control class. The
researcher gave a treatment to the experiemental class by giving some materials. In
this research, the materials given to the students are based on the syllabus that are
actually similar with materials. The materials are consisted of Telling story about
descriptive, narative, and recount, describing advertisement. The researcher gave
motions (topic) to students to discuss. In practicing to speak, the students directly
used the materials that have been covered in a speakers’ handout given by the
researcher. The validity and reliability instrument test was conducted before she
administered the test to both classes.
A. Research Findings
1. The Data Description
This part shows the general description of students’ scores in both the
experimental class and the control class. The description is divided into some
sections: the pre-test scores, the post-test scores, and the gained scores.
a. The Pre-test Scores
Table 4.1 reports the students’ pre-test scores of the experimental class and the
control class. There are 30 students in both the experimental class and the controlled
class.
34
Table 4.1
The Students’ Pre-test Scores
Students The Pre-test Scores of
Experimental Class Controlled Class
1 61 59
2 47 54
3 50 60
4 59 60
5 47 59
6 62 54
7 54 47
8 56 62
9 56 62
10 40 46
11 47 51
12 43 43
13 58 33
14 56 55
15 44 56
16 53 60
17 50 45
18 44 53
19 51 43
20 60 44
21 60 47
22 43 52
23 53 54
24 33 41
35
Students The Pre-test Scores of
Experimental Class Controlled Class
25 54 50
26 59 58
27 52 40
28 62 62
29 40 57
30 43 44
1537 1551
Mean 51.233 51.7
The above table shows the students’ pre-test scores of the experimental class and
the controlled class. The test was given in the first meeting before giving any
treatment. Both the experimental class and the controlled class have 33 as the lowest
score of pre-test, 50 as the median score, and 62 as the highest score. Besides, the
mean score of experimental class is 51.23 and the controlled class is 51.7. Hence, it
can be concluded that the pre-test scores of the experimental class and the controlled
class seemed to be equivalent.
b. The Post-test Scores
Table 4.2 reports the students’ post-test scores of the experimental class and the
controlled class. Each class has 30 students as the sample.
36
Table 4.2
The Students’ Post-test Scores
Students The Post-test Scores of
Experimental Class Controlled Class
1 71 61
2 75 67
3 71 69
4 74 62
5 70 66
6 81 59
7 72 62
8 70 73
9 76 70
10 71 59
11 73 68
12 70 63
13 73 68
14 74 62
15 71 61
16 73 64
17 73 62
18 74 63
19 74 51
20 76 54
21 69 68
22 71 68
23 70 65
24 72 52
37
Students The Post-test Scores of
Experimental Class Controlled Class
25 71 57
26 82 62
27 67 61
28 75 71
29 72 62
30 71 62
2182 1892
Mean 72.73 63
The data above are the post-test scores of the experimental class and the
controlled class. The post-test was given in the last meeting after the treatment. In the
post-test, the lowest score of the experimental class is 67 and the controlled class is
51. Meanwhile, the median of the experimental class is 71 and the controlled class is
62. Besides, the highest score of the experimental class is 82 and the controlled class
is 73. The mean of the experimental class is 72.33 and the controlled class is 63.33.
Therefore, it can be seen that the experimental class has higher significant score than
the controlled class. Later, the writer did T-test to know whether post-test score of the
experimental class and the controlled class is different.
c. The Gained Scores
Table 4.3 below reports the gained scores of the experimental class and the
controlled class. Both the experimental class and the controlled class have 30
students.
38
Table 4.3
The Gained Scores of the Experimental Class and the Controlled Class
Students The Gained Scores of
Experimental Class Controlled Class
1 10 2
2 28 13
3 21 9
4 15 2
5 23 7
6 19 5
7 18 15
8 14 11
9 20 8
10 31 13
11 26 17
12 27 20
13 15 35
14 18 7
15 27 5
16 20 4
17 23 17
18 30 10
19 23 8
20 16 10
21 9 21
22 28 16
23 17 11
24 39 11
39
Students The Gained Scores of
Experimental Class Controlled Class
25 17 7
26 23 4
27 15 21
28 13 9
29 32 5
30 28 18
645 341
Mean 21.5 11.366
The table data above describes that the gained score for the experimental class
is higher than the controlled class. The lowest gained score of the experimental class
is 9 and the controlled class is 2, while the highest gained score of the experimental
class is 39 and the controlled class is 35. Meanwhile, the median of the experimental
class is 19 and the controlled class is 9. In addition, the mean of gained score in the
experimental class is 21.5 and the controlled class is 11.366.
B. Data Analysis
This section is intended to answer the research question whether jigsaw
technique is effective to improve students’ speaking skill at the second grade of 3
juinior high school, Tanggerang Selatan. T-test was used to answer the research
question and conducted in both the experimental class and the controlled class by
using calculation. The following table is the result of the comparison between the
experimental class and the controlled class:
40
Table 4.4
The Statistical Calculation of the Gain Score of Both the Experimental and the
Control Class
STUDENT X Y X-MX Y-MY (X-MX)2 (Y-MY)
2
1 10 2 -11.5 -9.36 132.25 87.6096
2 28 13 6.5 1.64 42.25 2.6896
3 21 9 -0.5 -2.36 0.25 5.5696
4 15 2 -6.5 -9.36 42.25 87.6096
5 23 7 1.5 -4.36 2.25 19.0096
6 19 5 -2.5 -6.36 6.25 40.4496
7 18 15 -3.5 3.64 12.25 13.2496
8 14 11 -7.5 0.36 56.25 0.1296
9 20 8 -1.5 -3.36 2.25 11.2896
10 31 13 9.5 1.64 90.25 2.6896
11 26 17 4.5 5.64 20.25 31.8096
12 27 20 5.5 8.64 30.25 74.6496
13 15 35 -6.5 23.64 42.25 558.8496
14 18 7 -3.5 -4.36 12.25 19.0096
15 27 5 5.5 -6.36 30.25 40.4496
16 20 4 -1.5 -7.36 2.25 54.1696
17 23 17 1.5 5.64 2.25 31.8096
18 30 10 8.5 -1.36 72.25 1.8496
19 23 8 1.5 -3.36 2.25 11.2896
20 16 10 -5.5 -1.36 30.25 1.8496
21 9 21 -12.5 9.64 156.25 92.9296
22 28 16 6.5 4.64 42.25 21.5296
23 17 11 -4.5 -0.36 20.25 0.1296
24 39 11 17.5 -0.36 306.25 0.1296
41
STUDENT X Y X-MX Y-MY (X-MX)2 (Y-MY)
2
25 17 7 -4.5 -4.36 20.25 19.0096
26 23 4 1.5 -7.36 2.25 54.1696
27 15 21 -6.5 9.64 42.25 92.9296
28 13 9 -8.5 -2.36 72.25 5.5696
29 32 5 10.5 -6.36 110.25 40.4496
30 28 18 6.5 6.64 42.25 44.0896
645 341 0 0.2 1445.5 1466.968
Mean 21.5 11.36 0 0.006667 48.18333 48.89893
The procedures of calculation are as follow:
1. The mean of variable X
Mx =
Mx =
Mx= 21.5
2. The mean of variable Y
My =
My =
My = 11.36
3. Determining standard of deviation score of variable X
SDx = √
SDx = √
42
SDx = √
SDx = 6.9414
4. Determining standard of deviation score of variable Y
SDy = √
SDy = √
SDy = √
SDy = 6.9927
5. Determining standard error of mean of variable X
SEx=
√
SEx=
√
SEx=
√
SEx=
SEx = 1.2889
6. Determining standard error of mean of variable Y
SEy =
√
SEy =
√
SEy =
√
SEy=
SEy = 1.2985
43
7. Determining standard error of different mean of variable X and variable Y
SEMX-My = √
SEMX-My = √
SEMX-My = √
SEMX-My = √
SEMX-My = 1.8296
8. Determining to
to =
to =
to =
to = 5.5420
9. Determining t-table in significance level 5% with degree of freedom (df)
df = (N1 + N2) – 2
df = (30 + 30) – 2
df = 60-2
df = 58
Thus, the degree of freedom (df) is 58 and the critical value of the df 58 by
using the degree of significance 5% is 1.671 and the tobserve is 5.5420
Clearly, it can be seen that the post-test score of experimental class is higher
than the score of controlled class. The result of the comparison between tobserve and
ttable is 5.5420 > 1.671 = tobserve > ttable.
44
C. Interpretation
In this section, the writer describes the interpretation of the research finding and
summarizes the hypotheses. The research is held to answer the question whether the
using of jigsaw technique give effect on students’ speaking ability at the second grade
of SMP 3 Tangsel.
According to the analysis of the results above, there was a positive effect
between the post-test score in the experimental class and controlled class. The results
show that the experimental class got higher post-test score than the controlled class.
Thus, there is a significant measurement score in the experimental class and the
controlled class. The data are Mx= 21.5, My= 11.36, SDx= 6.9414, SDy= 6.9927, to =
5.5420. it can be concluded that teaching speaking through jigsaw technique had a
significance influence on students’ speaking ability. It was showed students’ oral test
achievement after given the treatment of using jigsaw technique were higher than
students’ speaking ability before they were given the treatment
From the result above, it can be seen that the mean scores of control class both
in pre-test and post-test were actually not significantly improved. The condition
happened because of several reasons. After the pre-test held, the control class did not
get treatment of Jigsaw technique. Therefore, the control class students did not have
opportunity to learn some steps of Jigsaw technique in order to maximize their
speaking learning.
On the contrary, the significant improvement happened in experimental class.
their mean scores were improved as their scores of speaking components were also
improved significantly. after having treatment of Jigsaw technique, their speaking
scores were increased. This improvement happened because the experimental
students received oppurtinities to improve their speaking skill by conversation and
presenting in the class. It gave them the knowledge how and what the steps are, in
elaborating ideas in order to give, rebut, respond, and defend ideas. In elaborating
their ideas, the students knew the correct pronunciation, grammar and vocabulary to
45
be used. It led to their comprehension and fluency got improved. They knew what
they had to say and understood their friends speeches. While the treatment, the
researcher allowed students to know how to gain the sources to support their ideas.
They were also tought to build a good teamwork to make their ideas presented in
well-ordered. So each student knew their jobs and what to say exactly. Jigsaw
technique also allow the students to know how the steps to criticize an idea in
sequence of series so it can be easy to understand. From the data, it can be seen that
the difficulty of experimental students was solved by having treatment of classroom
debate so their speaking scores were increased significantly.
The result reports that the t-test is higher than t-table (5.5420 > 1.671). It can
be defined that teaching speaking in developing students’ speaking ability by using
jigsaw technique is more effective than teaching speaking in developing without
jigsaw technique since alternative hypothesis (Ha) was accepted and the null
hypothesis (Ho) was rejected. In other words, the effctiveness of using jigsaw
technique in developing students’ speaking skill gives positive influence on the
students’ achievement of the second grade in SMP 3 Tangsel. In other words, jigsaw
technique is found to be helpful and effective in teaching speaking, especially the
students of 3 Junior High School Tangsel.
46
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presents the conclusion and the suggestion. In this chapter the
writer would like to give some conclusion and offer some suggestion that may
have relation to the subject.
A. Conclusion
Based on the statistical analysis, result and interpretation, it showed that the
value the calculation of to = 5.5420, and the value of tt (t-table) from the df 58 on
degree of significance 5%= 1.671. It means, can be seen that to > tt or Ha (there is a
significant difference in teaching speaking by using Jigsaw technique to the
second grade) is accepted and Ho is rejected.
It can be summed up that using jigsaw technique is effective. It showed
from the students’ score who are taught by using jigsaw technique is better than
the students’ score who are not taught by using jigsaw technique. So can be drawn
the conclusion that the using of jigsaw technique in teaching speaking is very
effective and applicable in teaching speaking English.
B. Suggestion
Based on the conclusion above, it can be delivered some suggestion for
teacher, students, school and other researcher as follows:
For Teacher
jigsaw technique can be used for create a communicative and active class in
teaching speaking.
This technique can develop students habit and motivate the students to
speaking English
For Students
develop speaking skill on the students
47
Built the confident, belief, interaction and work team to develop speaking
skill
For Other Researcher
can be reference for other researcher who want to do a research about
speaking with jigsaw technique.
Bibliography
Abdullah Sahin, Educational Research and Review : Effects of Jigsaw II
Technique on Academic Achievement and Attitudes to Written Expression
Course,Turkey: Ataturk University, 2010.
Amep Research Center, Fact sheet – What is Pronunciation?, Australia: Adult
Migrant English Program Centre, 2002.
Anonymous, The Effectiveness of Jigsaw Technique in Teaching Reading Toward
students’ Reading Skills an Experimental Study at the First Grade
Students of Madrasah Aliyah Mathla’ul Anwar Pusat Menes in
2008/2009 Academic Year, Banten: Mathla’ul Anwar University, 2010.
David Riddel, Teaching English as a Foreign/ Second Language, Chicago:
McGraw- Companies, 2001.
David Crystal, "In Word and Deed.", http://grammar.about.com/, 3 july 2014.
Erik Vilímec, Developing Speaking Skills,University of Pardubice: Faculty of Art
and Philosophy, 2006.
Fuazia, Teaching Speaking Using Cooperative Learning at Seventh Class Students
of MTS Al Lutfah Cililin , Bandung: Sekolah Tinggi Keguruan Ilmu
Pendidikan , 2004.
Henry .J. Hermanowicz, Problem Solving as Teaching Method,1961.
James Delaney, Grammar Review, Cayuga Community College: Academic
Support Center, 2006.
J.B. Heaton, Classroom Testing, Longman Keys to Langugae Teaching, New
York: Longman, 1990.
Jeremy Harmer, The Practice of English Language Teaching, Forth Edition,
Pearson Education Limited, 2007.
Joachim Appel, Roles of Teachers, a Case Study Based on Diary of Language
Teache, 1995.
Judit Kormos and Mariann Dénes, Exploring Measures And Perceptions of
Fluency In The Speech of Second Language Learners, Budapest: Eötvös
Loránd University, 2003.
Keith S. Folse, Vocabulary Myths, Applying Second Language Reseacrh to
Classroom Teaching, Michigan: University of Michigan, 2004.
Larry B. Christensen, Experimental Methodology, USA: University of South
Alabama, 2007.
Makrtin Bygate, Language Teaching, A Scheme for Teacher Education, Oxford:
Oxford University Press, 1997.
Marguerite E. Ascione, Fluency Development In Second Language Teaching,
Alberta: University Of Lethbridge, 1985.
Qiao Mengduo and Jin Xiao, Jigsaw Strategy as Cooperative Learning
Technique: Focusing on the Language Learners,Chinese: Harbin
Institute Technology, 2010.
Richard Felder and Rebecca Brent, Cooperative Learning, Canada: Department of
Chemical Engineering, 2007.
Rosa Ma Lopez Campillo, Teaching and Learning : An Introduction for English
Student, UCLM:de Magisterio de Albacete. 1997.
Sylva Ducháčková, Methods And Approaches In Foreign Language Teaching,
Masaryk University Brno: Department Of English Language And
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Harcourt Brace College Publishers, 1998.
KOMPETENSI IIITI DAN KOMPETENSI DASAR.BAHASA INGGRISSMP KELAS VIII
KELAS VIII
KOMPETENSI DASAR
Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasapengantar komunikasi Internasional yang diwujudkan arlu- seriangatbelqiar.
l. Menghargai danmenghayati ajaran agamayang dianutrya
2. Menghargai danmenghayati perilaku juj ur,disip lirl tanggungj awab,peduli (toleransi, gotongroy'ong), santun, percayadiri, dalam berinteraksisecara efektifdenganlingkungan sosial danalam dalamjangkauanpergaulan dankeberadaannya.
Menunjukan perilaku santun dar peduli dalam melaksanakankomuknikasi antar pribadi dengan guru dan teman.
Menunjukkan jujur, disiplin, percaya diri, dan bertanggung jawabdalam melaksanakan komunikasi transalsional aengan guru danteman.
Menunjukkan perilaku tanggung jawab, peduli, kerjasam4 dan cintadamai, dalam melaksanakan komunikasi fungsional.
2.2.
2.1.
2.3.
Memahami danmenerapkan pengetahuan(faktual, konseptual, danpro sedural) berdasarkanrasa ingin fahunya tentangilmu pengetahuan,teknologi, seni, buciayaterkait fenomena dankejadian tampak mAa
3.3.1
3.2
3.3
3.4
3.5
Menerapkan strukt'r teks dan unsrr kebahasaan unhrk melaksanakanftngsi sosial dari ungk4an mcnintaperhatiarq mengecek pemahaman,menghargai kinerja yang baik, dsr merninta dan mengungkapkanpendapal, serta responny4 sesuai dengan konteks pengguna:rnnya.
Menerapkan struktur teks dan unsur kebahasaan untuk melaksanakanfungsi sosial menyatakan dan menanyakan tentang kemampuan dankemzuan melakukan suatu tindakan, sesuai dengan kontekspenggun:unnya.
Menerapkan struktur teks dan unsurkebahasaan untuk melaksanakanfungsi sosral dari ungkean mernberi instruksi, mengajak, melarangminta ijin, s€rta ctraresponny4 sesrrai dengan konteks penggmaimnya
Menerapkan struktur teks dan unsur kebahasaan untuk nrelaksanakanfungsi sosial dari teks undangan pribadi dan ucapan selamat (geetingcard), sesuai dengan konteks penggunaannya.
Menerapkan struktur teks dan unsur kebatrasaan untuk melaksanakanfungsi sosial menyatakan dan menanyakan keberadaan orang, bend4bindang dalam jumlah yang tidak tertentd, sesuai dengan kontekspenggun.unnya.
Menerapkan strukturteks dan unsur kebahasaan unhrk melaksanakanfungsi sosial menyatakan dan menanyakan tindakan/kejadian yangdilakukan/t€rjadi secararutin atau merupakan kebenaran umum, sesuaidengan konteks penggunaannya.
Menerapkan slruktur teks dan unsur kebahasaan untuk melaksanakanfungsi sosial menyatakan dan menanyakan tindakan/kejadian yangsedang drlakukan/beilangsung sad ini, sesuai dengan konteks-penggunaannya.
Menerapkan strukfur teks dan unsurkebahesraq untuk melaksanakanfungsi sosial rnenyatakan dan menanyakan hubungan sebab akiba dan
3.6
3.7
3.8
KI-KD Bahasa Inggris Kelas WII IB April20I3 Final
KOMPETENSI INTI
4. Mengolah, menyaji, danmenalar dalam ranahkonkret (menggunakan,mengurai, merangkai,memodifikasi, danmembuat) dan ranahabstrak (menuliqmembaca, menghitung,merrggarnbar, danmengarang) sesuai denganyang dipela{ari di sekolahdan surnber lain yang
sarna dalam sudutpandang/teori.
4.1 Menlrtrsun teks lisan sederhana untuk mengucapkan dan merespon
ungkapan meminta perhatian, mengecek perrahaman, dan menghargai
tinerja yang baik, dengan monpeftatikan fungsi sosial, stnrktur teks,
dan unstrr kebahasaan yang benar dan sesuai konteks.
4.2 Menyusun teks lisan dan tulis untrk menydakan dan menanyakan
tentang kemampuan dan kemauanmelakukan suatu tindakan, dengan
memperhdikan fungsi sosial, struktur teks, dan unsur kebahasaan yang
benar dan sesuai konteks.
4.3 Menyusun teks lisan dan tulis sederhana untuk menyatakan,
menanyakan, dan merespon ungkapan memberi instruksi, mengajak,
melaralg dan minta ijin, dengan memperhAikan firngsi sosial, struktur
teks, dan unsur kebahasaan yang benar dan sesuai konteks'
4.4 Menangkap makna undangan pribadi dan uoapm selamd (greeting
card), sutgat pendek dan sederhana^
4.5 Menyusun teks tulis undangan pribadi dan ucapan selamat (Sryettng
card), sangupendek dan sederhan4 dengan memperhatikan fungsi
sosiat, stru-ktur tcks, dan unsur kebahasaan yang benar dan sesuai
konteks.
4.6 Menyusun teks lisan dan tulis untuk menyatakan dan menanyakan
tentang keberadaan orang, benda binatang dalam jumlah yang tidak
tertentu, dengan memperhatikan fungsi sosial, sfuktur teks, dm unsur
kebaha.oaan yang benar dan sesuai konteks.
4.7 Menyusun teks lisan dan tulis untuk menyatakan dan mananyakan
tentang tindakan/kejadian yang dilakukadterjadi secara rutin dau
KOMFETENSI DASAR
-e*pak- kebenaran ulnum, de,ngan memperhatikan fungsi sosial,
hubungan kebalikan, sesuai dengan konteks penggunaannya.
3.9 Menerapkan struktur teks dan unsur kebahasaan untuk melaksanakanfungsi sosial menyatakan dan menanyakan perbadingan jumlah dan
sifat orang, binatang, bend4 sesuai dengan konteks penggunaannya
3.10 Menerapkan struktur teks dan unsur kebahasaan untuk melaksanakan
fungsi sosjal teks deskriptif dengan moryatakan dan menanyakantentang deskripsi orang, binatang, dan bend4 pendek dan sederhana,
sesuat dengan konteks pengguftunnya-
3.1 I Menerapkan struktur teks dan unsur kebahasaan untuk melaksanakan
fungsi sosial menyatakan dan menanyakan tindakanftejadian yang
dilakukan'terjadi di waktu lampau, sesuai dengan konteks
penggunaannya.
3.12 Menerapkan struktur teks dan unsur kebahasaan unhrk melaksanakan
fungsi sosial teks recounl dengan menyatakan dan menanyakan tentang
kegiatan, kejadian, dan peristiw4 pendek dan sederhan4 sesuai dengan
konteks penggunaannya
3. 13 Menerapkan struhur teks dan unsur kebahasaan untuk melakt;anakan
ftngsi sosial dari teks pesan singkat dan pengumuman/pernberitahuan(notice),sesuai dengan konteks penggunaannya.
3.14 Memahami fungsi sosial, struli:tur teks, dan unsur kebahasiran dari teks
narative berbentuk fabel- sesuai dengan kontcls pcnggunaannya
3.15 Memaharni fungsi sosial dan unsur kebahasaan dalam lagu'
KI-KD Bahasa Inggris Kelas WII 18 April20L j Final
. .KOMPETENSIDASAR
I tentang kegiatan, kejadian, peristiwa.
struktur tels, dan unsur kebahasaan yang benar dan sesuai konteks.
4'8 Menyusun teks lisan dan tulis untuk menyatakan dan menanyakantentang tindakan&ejadian yang sedatg oitatutarruert*grur,e ;J ini,9"ng* memperh*ikan fungsi sosial, stuktur teks, dan ;r;kebahasaan yang benar dan sesuai konteks.
4-9 Menyusun teks lisan dan tulis unt*k menyatakan dan rnenanyakantentang hubungan sebab akibat dan hubungan kebalikan, a"ngmemperhatikan flingsi sosial, struktur teks, dan unsur kebahasaan yangbenar dan sesuai konteks.
4.10 Menyusun teks lisan dan tulis unhrk menyatakan dan menanyakantentang perbandingan jurrlah dan sifat orang, binatang, benda, denganmemperhaikan fungsi sosial, struktur teks, dan unsur kebahasaanyangbenar dan sesuai konteks.
4.1 1 Menangkap makna dalam teks deskriptif lisan dan tulis, pendek dansederhana.
4.12 Menyusun teks deskriptif lisan dalr tutiq pendek dan sederhan4 tentangorang, binatarg, dan bend4 dengan memperhatikan fungsi sosial,struhur feks, dan unsur kcbahasaan yang benar dan sesuai konteks.
4.13 Menyusun teks lisan dan tulis untuk menyatakan dan menanyakantentang tindakan/kejadian yang dilakukarlterjadi di waktu larnpau,dengan memperhaiikan fungsi sosial, struktur tekq dan unsurkebahasaan yang benar dalr sesuai konteks.
4.14 Menangkap makna teks recount lisan dan tulis, pendek dan sederhan4
4.15 Menyusun teks recount lisan dan tuliq pendek dan sederhan4 tentangkegiafan, keiadim, peristiw4 dangan mernperhatikan fungsi sosiafstruktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.
4.16 Menangkap makna pesan singkat dan pengumuman/pemberitahuan(notice), sangat pordek dan sederhana
4-17 Menyustm teks tulis pesan singkat dan pengumuman/pemberitahuan(nolice), sangat pandek dan sederhana dcrgan mernperhatikan fungsisosial, struktur teks, dan unsur kebahasaan yang benar dan sesuaikonteks.
4 18 Menangkap makna teks naratif lisan dan tulis, berbentuk fabet pendekdan sederhana.
4.19 Menangkap makna lagu.
KI-KD Bahasa Inggris Kelas WII 18 April 2013 Final
A. Research lnstrument of pre TestTeks Narrative
ALI BABA
Long time ago, there lived a poor woodcutter named Ali Baba. Ali Baba went to theforest to look for wood and sold at the market. one day, when he went to the forest, he sawa band of thieves. The thieves stopped in front of huge rock. The head thief said: ,,open
sesame" and the rock slowly rolled open. Wlren the thieves left, Ali Baba went to the rock.He said as the head thief said "open sesarne",. when the rock rolled open, he went into thecave. He was surprised to see there were a lot of treasure in cave.
Ali Baba brought some of the treasure. His family was happy to see the treasure. Theybecame rich. One day, Ali Baba's wife bought a bear.rtiful necklace. The head thief saw herseeing that she was a rich lady, he planned to Rob her. The head thlef went to All Babs,shouse. He disguised himself as a traveler and asked Ali Baba for a place to the rest. Beingkind, Ali Baba invited him for dinner. While they were having dlnner, Al Baba's maid,Morgiana heard noises behind the kitchen the thieves had come to steal Ali Baba's treasure.Morgiana tiptoed to the big jars. There were thieves hiding in the jars. Morgiana pouredsome hot oil to the thieves in the big jars. All of the thieves died. The head thief heard hismen screaming and became frightened. He ran out and was never seen again.
Read the narative story ( 10 Minute)
Every student retellthe story in the class.
O
a
54
A. Research instrument of post test
Narative text
Surabaya
Once upon a time, there were two animals, Sura and Baya name . Sura is the nameof the Beast is the Beast shark and Baya the crocodile . They live in the deep sea . After Suraand Baya were looking for some food . Suddenly, Baya see a nice goat . " yummy is good ,
thisisthemostdeliciouslunch,"saidBaya.'Noway!Thisismylunch.yougreedy"Surasaid . Later they fought for goats . After several hours of fighting they were very tired . Feelstired of fighting , they live in different places . Sura Baya live in the water and stay in thecountry.
Border is the beach , so they do not will fight agaln . Someday , Sura went to theground and look for some food in the river . he was very hungry and there was not muchfood in the sea . Baya was very angry when he knew that Sura broke a promise . they fightagain . They both punching and kicking . tail Sura Baya fight . Baya did the same thing to Sura
. He bit very hard until Sura finally gave up and returned to the sea . Baya happy . named his
final city of Surabaya .
o Read the narative story ( 10 Minute)o EverV student retell the story in the class.
55
58
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Satuan Pendidikan : SMP
Kelas/Semester : VII/1
Mata Pelajaran : Bahasa Inggris
Topik : Telling story
Pertemuan Ke- : 1
Alokasi Waktu : 2 x 45 menit
A. Kompetensi Dasar 3.14 Memahami fungsi sosial, struktur teks, dan unsur kebahasaan dari teks naratif
sesuai dengan konteks penggunaannya
4.18 Menangkap makna teks naratif lisan dan tulis, berbentuk fabel pendek dan
sederhana penggunaannya
B. Indikator Pencapaian Kompetensi
1. Menunjukkan motivasi untuk mengembangkan kemampuan berbahasa Inggris. 2. Mengidentifikasi gagasan utama dan informasi rinci. 3. Memberikan penilaian tentang cerita. 4. Mengidentifikasi permasalahan dan tokoh dalam cerita. 5. Menceritakan kembali secara jelas dan lantang cerita. 6. Melakukan percakapan interpersonal untuk mendapatkan informasi melalui kegiatan
terintegrasi menyimak dan berbicara bahasa Inggris.
C. Tujuan Pembelajaran 1. Peserta didik dapat menceritakan kembali ke dalam praktik berbicara bahasa Inggris. 2. Peserta didik dapat melakukan interaksi interpersonal dalam praktik berbicara bahasa Inggris.
D. Materi Pembelajaran
a. Communication Practice
Latihan mengenali Narative teks dan kata sifat.
Tanya jawab mengenai struktur Narative teks.
b. Grammar Practice
Penjelasan definisi Narative teks.
Penjelasan struktur teks kata sifat pada Narative teks.
c. Developing Skills
Kosa kata-kosa kata sulit
Vocabulary yang terkait dengan teks yang berbentuk Narative.
E. Model/Metode Pembelajaran 1. Pendekatan: Active Learning
59
2. Strategi: observe – practice. 3. Metode: Inquiry/Experiencial learning.
F. Kegiatan Pembelajaran
Kegiatan Deskripsi Kegiatan Alokasi
Waktu
Pendahuluan
Apersepsi :
Menyapa siswa dengan mengucapkan selamat pagi
Menanyakan kabar siswa
Tanya jawab singkat tentang hari ini (saat pengajaran berlangsung)
Me-review materi sebelumnya
Memberikan pertanyaan untuk menghubungkan ke judul yang akan dipelajari
Motivasi :
Menjelaskan pentingnya materi yang akan dipelari berikut kompetensi yang harus dikusi siswa
10 menit
Inti Observing
Memberikan stimulus tentang materi Narative.
Memberikan contoh bentuk Narative text
Communicating
Mendiskusikan materi bersama siswa.
Memberikan kesempatan pada siswa untuk menjelaskan atau mendeskripsikan materi Narative.
Memberikan latihan kepada siswa dalam grup berupa teks Narative dalam bentuk kelompok
Memberikan kesempatan kepada siswa untuk menceritakan kembali teks dalam bentuk kelompok secara bergantian.
Memberikan pertanyaan yang bersumber dari teks Narative tersebut.
Memfasilitasi terjadinya interaksi antar peserta didik serta antara peserta didik dengan guru, lingkungan, dan sumber belajar lainnya;
Melibatkan peserta didik secara aktif dalam setiap kegiatan pembelajaran
30 menit
60
Experimenting
Membimbing siswa untuk menyebutkan macam macam bentuk narative.
Membimbing siswa menggunakan kalimat past tense untuk menceritakan kembali Narative text
Membiasakan siswa untuk berani tampil di depan kelas dan mempersentasikan hasil belajar.
Memberi kesempatan untuk berpikir, menganalisis, menyelesaikan masalah, dan bertindak tanpa rasa takut.
Memfasilitasi peserta didik dalam pembelajaran kooperatif dan kolaboratif.
Memfasilitasi peserta didik brkompetisi secara sehat untuk meningkatkan prestasi belajar.
Memfasilitasi peserta didik untuk menyajikan hasil kerja individual maupun kelompok.
Memfasilitasi peserta didik melakukan kegiatan yang menumbuhkan kebanggaan dan rasa percaya diri peserta didik.
30 menit
Penutup Setelah mengikuti kegiatan pembelajaran pada pertemuan ini, siswa ditanya bagaimana perasaannya (REFLEKSI)
Guru memberikan pertanyaan untuk mengetahui apakah siswa sudah memahami topik tentang Narative text.
Siswa diminta membuat kesimpulan pembelajaran pada pertemuan ini
10 menit
G. Sumber/Media Pembelajaran 1. Sumber: Lembar cerita berbentuk Narative Text. 2. Media: Audio/video, White board, board marker
61
H. Penilaian Penilaian akan di ambil per individu.
a. Vocabulary
1 = Penguasaan Vocabulary sangat terbatas
2 = Penguasaan Vocabulary terbatas pada kemampuan dasar (nama tempat,transportasi,
makanan, dll)
3 = Penguasaan Vocabulary yang cukup bagus tapi terkadang tidak tepat dan terbatas pada
satu topik.
4 = Penguasaan Vocabulary bagus untuk membuat kalimat yang cukup panjang
5 = Penguasaan Vocabulary sangat bagus dan mengusai materi secara general dan kompleks
6 = Penguasaan Vocabulary amat sangat bagus dan pemilihan yang sangat akurat bahkan
mendekati seorang native speaker.
b. Grammar
1 = Grammar sangat tidak tepat dan berantakan.
2 = kesalahan yang sangat konstan sehingga sering menghabat percakapan.
3 = Kesalahan yang cukup sering sehingga menimbulkan kesalah pahaman.
4 = Grammar yang tidak terlalu sempurna tapi masih bisa di mengerti.
5 = Sedikit kesalahan dan tidak ada kesalahan bentuk.
No Name Class Assesment total Score
Vocabulary Grammar Comprehension fluency Accuracy
62
6 = Mendekati Sempurna dan kesalahan tidak lebih dari 2.
c. Comprehension
1 = Tidak ada yang bisa di pahami oleh pembicara maupun pendengar.
2 = Hanya sedikit kalimat yang dapat di mengerti pendengar.
3 = Pendengar mengerti banyak yang dikatakan tapi sulit mengerti ke hal yang lebih
kompleks.
4 = Pendengar cukup mudah mengerti dan mengikuti tapi masih butuh perbaikan untuk
pembicara.
5 = Pendengar mudah mengerti dan sedikit kesalahan dari pembicara tapi masih di maklumin
karena sangat jelas.
6 = Pendengar sangat mudah mengerti dan pembicara menyampaikan makna dengan jelas.
d. Fluency
1 = Sangat panjang dan banyak jeda dalam berbicara dan sedikit sekali ekspresi.
2 = Panjang dan banyak jeda dalam berbicara saat mencari arti dan ekspresi yang terbatas.
3 = Sering membuat jeda di kebanyakan waktu di saat harus mencari kata dan ekspresi sudah
lumayan banyak.
4 = jarang membuat jeda waktu walau di dalam mencari kata dan tidak terlalu banyak jeda,
cukup lancar dalam bericara dan menyampaikan ekspresi.
5 = jeda waktu sedikit dan menyampaikan makna dengan jelas dan lancar.
6 = berbicara tanpa jeda dan ekspresi yang tepat dan jelas.
e. Accuracy
1 = Kesalahan Pronunciation yang sangat serius bahkan pada bagian Grammar yang basic.
2 = Pronunciation benar benar terpengaruh dari bahasa asal si pembicara.
3 = Pronunciation terpengaruh dari bahasa asal pembicara namun di hanya di beberapa
bagian.
4 = Pronunciation masih terpengaruh dari bahasa asal tapi tidak terlalu banyak.
5 = Pronunciation sedikit terpengaruh oleh bahasa asal tapi masih bisa di benarkan.
6 = Pronunciation sangat sedikit terpengaruh oleh bahasa asal dan tak lebih dari 2 kesalahan.
Ciputat,
Guru Mapel Bahasa Inggris Mahasiswa
(Agit Patronus, S.Pd) (Taufik Rusandi)
63
Teks Narrative
ALI BABA
Long time ago, there lived a poor woodcutter named Ali Baba. Ali Baba went to the forest
to look for wood and sold at the market. One day, when he went to the forest, he saw a band of
thieves. The thieves stopped in front of huge rock. The head thief said: “open sesame” and the rock
slowly rolled open. When the thieves left, Ali Baba went to the rock. He said as the head thief said
“open sesame”,. When the rock rolled open, he went into the cave. He was surprised to see there
were a lot of treasure in cave.
Ali Baba brought some of the treasure. His family was happy to see the treasure. They became rich.
One day, Ali Baba’s wife bought a beautiful necklace. The head thief saw her seeing that she was a
rich lady, he planned to Rob her. The head thief went to Ali Baba’s house. He disguised himself as a
traveler and asked Ali Baba for a place to the rest. Being kind, Ali Baba invited him for dinner. While
they were having dinner, Al Baba’s maid, Morgiana heard noises behind the kitchen the thieves had
come to steal Ali Baba’s treasure. Morgiana tiptoed to the big jars.
There were thieves hiding in the jars. Morgiana poured some hot oil to the thieves in the big jars. All
of the thieves died. The head thief heard his men screaming and became frightened. He ran out and
was never seen again.
76
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Experimental Class
Nama sekolah : SMP 3 Tangsel Kelas/Semester : VII/1 Mata Pelajaran : Bahasa Inggris Topik : Descriptive text Pertemuan Ke- : 1 Alokasi Waktu : 2 x 45 menit
1. Kompetensi Dasar
Mengungkapkan makna dalam teks monolog dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk narrative, descriptive, dan news item.
2. Indikator Pencapaian Kompetensi a) Mengidentifikasi struktur, pola kalimat dan elemen bahasa yang terdapat di dalam
teks descriptive. b) Mengidentifikasi informasi mengenai gambaran umum, informasi rinci, informasi
tersirat, dan informasi tertulis yang terdapat di dalam teks. c) Mengidentifikasi contoh teks descriptive
3. Tujuan Pembelajaran a) Peserta didik dapat menceritakan kembali ke dalam praktik berbicara bahasa Inggris. b) Peserta didik dapat melakukan interaksi interpersonal dalam praktik berbicara bahasa
Inggris. c) Memahami struktur, pola kalimat dan elemen bahasa yang terdapat di dalam teks
descriptive. d) Memahami informasi mengenai gambaran umum, informasi rinci, informasi tersirat,
dan informasi tertulis yang terdapat di dalam teks. e) Memahami contoh teks descriptive
4. Materi Pembelajaran
a. Communication Practice
Latihan mengenali descriptive.
Tanya jawab mengenai struktur descriptive teks.
b. Grammar Practice
Penjelasan definisi ddescriptive teks.
Penjelasan struktur teks kata sifat pada descriptive teks.
c. Developing Skills
Kosa kata-kosa kata sulit
Vocabulary yang terkait dengan teks yang berbentuk Descriptive
77
Penggunaan have/has dan to be : is, am, are.3. Contoh teks descriptive All right students, today I would like to tell you about my bed room. I have big bed room. The color is blue. In my bed room there are Air Conditioner, bass guitar, big bed, wardrobe, and desk. The smell of my room is fragrant, because I always spray my perfume every day. My bass is very expensive because I bought it in Japan. The color is blue, I love blue very much.
5. Model/Metode Pembelajaran
1. Pendekatan: Active Learning 2. Strategi: observe – practice. 3. Metode: Cooperactive Learning: Jigsaw Technique
6. Kegiatan Pembelajaran
Kegiatan Deskripsi Kegiatan Alokasi Waktu
Pendahuluan
Apersepsi :
Menyapa siswa dengan mengucapkan selamat pagi
Menanyakan kabar siswa
Tanya jawab singkat tentang hari ini (saat pengajaran berlangsung)
Me-review materi sebelumnya
Memberikan pertanyaan untuk menghubungkan ke judul yang akan dipelajari
Motivasi :
Menjelaskan pentingnya materi yang akan dipelari berikut kompetensi yang harus dikusi siswa
10 menit
78
Inti Observing
Memberikan stimulus tentang materi descriptive.
Memberikan contoh bentuk Descriptive text
Communicating
Guru membagi siswa menjadi 5 kelompok, yang dinamakan ’home group’ dimana setiap kelompok terdiri dari 5-6 orang
Lalu kelompok ’home group’ dibagi lagi menjadi ’expert group’ sesuai dengan nomor urut dan tugas yang sama, dimana kelompok ini juga masih terdiri dari 5-6 orang
Siswa diberikan contoh teks descriptive sederhana untuk diidentifikasi struktur, elemen bahasa, dan beberapa informasi, seperti penokohan, tujuan, fungsi dan karakteristik yang terdapat di dalam teks; dilakukan berdiskusi secara ‘expert group’
Guru memfasilitasi siswa saat kegiatan diskusi berlangsung
Setelah berdiskusi di ’expert group’, siswa diminta kembali ke ’home group’ untuk berdiskusi dan menyatukan tugas mereka masing-masing menjadi satu.
Siswa difasilitasi oleh guru berupa permainan dalam bentuk kuis untuk mengungkapkan jawaban mereka atas pertanyaan mengenai struktur, elemen bahasa, tokoh, dan informasi yang sudah teridentifikasi pada teks (aktif, percaya diri, komunikatif, toleransi).
Experimenting
Membiasakan siswa untuk berani tampil di depan kelas dan mempersentasikan hasil belajar.
Memberi kesempatan untuk berpikir, menganalisis, menyelesaikan masalah, dan bertindak tanpa rasa takut.
Memfasilitasi peserta didik dalam pembelajaran kooperatif dan kolaboratif.
Memfasilitasi peserta didik brkompetisi secara sehat untuk meningkatkan prestasi belajar.
10 menit
60 menit
79
Memfasilitasi peserta didik untuk menyajikan hasil kerja individual maupun kelompok.
Memfasilitasi peserta didik melakukan kegiatan yang menumbuhkan kebanggaan dan rasa percaya diri peserta didik.
Penutup Setelah mengikuti kegiatan pembelajaran pada pertemuan ini, siswa ditanya bagaimana perasaannya (REFLEKSI)
Guru memberikan pertanyaan untuk mengetahui apakah siswa sudah memahami topik tentang descriptive tect.
Siswa diminta membuat kesimpulan pembelajaran pada pertemuan ini
10 menit
7. Sumber/Media Pembelajaran 1. Sumber: Lembar cerita berbentuk descriptiv text. 2. Media: Audio/video, White board, board marker
8. Penilaian Penilaian akan di ambil per individu namun dalam bentuk kelompok.
Ciputat,8 october 2014
Guru Mapel Bahasa Inggris Mahasiswa
( Agit Patronus, S.Pd) (Taufik Rusandi)
80
My mother is a beautiful person. She is not tall but not short, and she has curly hair and brown. Her eyes color are like honey and her color skin color light brown, and she has a beautiful smile. Her weight likes 120 lbs.She is a very kind person. She is very lovely, friendly, patient, and she loves to help people. I love my mom, because she is a good example to me. She loves being in the Church, and she loves sing and dance too. She is a very good child, wife and mother. She always takes care of her family. She likes her house to be clean and organized. She a very organized person, and all things in the house are in the right place. She doesn't like messes. She always has a smile on her face. She is so sweet and lovely. I like when I am going to sleep or went I wake up or when I am going to go to some places, she always give me a kiss, and when the family have a problem she always be with us to helps us and to give us all her love.
Instructions:
A. Expert group Group 1: mengidentifikasi struktur yang terdapat pada teks
Group 2: mengidentifikasi elemen bahasa yang terdapat pada teks
Group 3: megidentifikasi pengdeskrisian isi yang terdapat pada teks
Group 4: mengdentifikasi tujuan serta fungsi yang terdapat pada teks
Group 5: mengidentifikasi karakteristik serta kesimpulan yang terdapat pada teks
B. Home Group Berdiskusi atas hasil yang di peroleh di ‘expert’ group untuk menyatukan tugas mereka
masing-masing menjadi satu. Di akhir pembelajaran guru meminta setiap ‘home group’ membuat teks descriptive
tentang teman kelas, rumah, tempat hiburan/wisata, yang akan di presentasikan oleh mereka.
81
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Experimental Class
Nama sekolah : SMP 3 Tangsel Kelas/Semester : VII/1 Mata Pelajaran : Bahasa Inggris Topik : Descriptive text Pertemuan Ke- : 2 Alokasi Waktu : 2 x 45 menit
A. Kompetensi Dasar
3.10 Menerapkan struktur teks dan unsur kebahasaan untuk melaksanakan fungsi sosial teks deskriptif dengan menyatakan dan menanyakan tentang deskripsi orang, binatang, dan benda, pendek dan sederhana, sesuai dengan konteks penggunaannya. Mendeskripsikan kondisi tempat berbentuk teks sederhana dan penggunaannya.
B. Indikator Pencapaian Kompetensi
1. Menunjukkan motivasi untuk mengembangkan kemampuan berbahasa Inggris. 2. Mengidentifikasi gagasan utama dan informasi rinci. 3. Memberikan penilaian tentang informasi dalam teks. 4. Mengidentifikasi informasi dalam teks. 5. Menceritakan teks beserta informasi nya. 6. Melakukan percakapan interpersonal untuk mendapatkan informasi melalui kegiatan
terintegrasi menyimak dan berbicara bahasa Inggris.
C. Tujuan Pembelajaran 1. Peserta didik dapat menceritakan kembali ke dalam praktik berbicara bahasa Inggris. 2. Peserta didik dapat melakukan interaksi interpersonal dalam praktik berbicara bahasa
Inggris.
D. Materi Pembelajaran
a. Communication Practice
Latihan mengenali Descriptive teks.
Tanya jawab mengenai struktur Descriptive teks.
b. Grammar Practice
Penjelasan definisi Descriptive teks.
Penjelasan struktur teks kata sifat pada Descriptive teks.
c. Developing Skills
Kosa kata-kosa kata sulit
82
Vocabulary yang terkait dengan teks yang berbentuk Descriptive teks.
E. Model/Metode Pembelajaran 1. Pendekatan: Active Learning 2. Strategi: observe – practice. 3. Metode: cooperative learning: jigsaw technique
F. Kegiatan Pembelajaran
Kegiatan Deskripsi Kegiatan Alokasi Waktu
Pendahuluan
Apersepsi :
Menyapa siswa dengan mengucapkan selamat pagi
Menanyakan kabar siswa
Tanya jawab singkat tentang hari ini (saat pengajaran berlangsung)
Me-review materi sebelumnya
Memberikan pertanyaan untuk menghubungkan ke judul yang akan dipelajari
Motivasi :
Menjelaskan pentingnya materi yang akan dipelari berikut kompetensi yang harus dikuti siswa
10 menit
83
Inti Observing
Memberikan stimulus tentang materi Deskriptive teks.
Memberikan contoh bentuk Deskriptive teks.
Communicating
Mendiskusikan materi bersama siswa.
Memberikan kesempatan pada siswa untuk menjelaskan atau mendeskripsikan materi Deskriptive teks.
Guru membagi siswa menjadi 5 kelompok, yang dinamakan ’home group’ dimana setiap kelompok terdiri dari 5-6 orang
Lalu kelompok ’home group’ dibagi lagi menjadi ’expert group’ sesuai dengan nomor urut dan tugas yang sama, dimana kelompok ini juga masih terdiri dari 5-6 orang
Siswa diberikan contoh teks descriptive sederhana untuk diidentifikasi isi setiap paragraph dan di diskusikan dalam kelompok expert
Guru memfasilitasi siswa saat kegiatan diskusi berlangsung
Setelah berdiskusi di ’expert group’, siswa diminta kembali ke ’home group’ untuk berdiskusi dan menyatukan tugas mereka masing-masing menjadi satu.
Siswa difasilitasi oleh guru berupa permainan dalam bentuk persentasi di kelas tentang materi yang akan di sampaikan dan presenter pun di ambil secara acak dalam kelompok.
Experimenting
Membimbing siswa untuk menyebutkan informasi informasi yang terdapat pada descriptive teks.
Membimbing siswa menggunakan tenses yang tepat untuk untuk menceritakan kembali Descriptive text
Membiasakan siswa untuk berani tampil di depan kelas dan mempersentasikan hasil belajar.
Memberi kesempatan untuk berpikir, menganalisis,
10 menit
60 menit
84
menyelesaikan masalah, dan bertindak tanpa rasa takut.
Memfasilitasi peserta didik dalam pembelajaran kooperatif dan kolaboratif.
Memfasilitasi peserta didik berkompetisi secara sehat untuk meningkatkan prestasi belajar.
Memfasilitasi peserta didik untuk menyajikan hasil kerja individual maupun kelompok.
Memfasilitasi peserta didik melakukan kegiatan yang menumbuhkan kebanggaan dan rasa percaya diri peserta didik.
Penutup Setelah mengikuti kegiatan pembelajaran pada pertemuan ini, siswa ditanya bagaimana perasaannya (REFLEKSI)
Guru memberikan pertanyaan untuk mengetahui apakah siswa sudah memahami topik tentang Descriptive text.
Siswa diminta membuat kesimpulan pembelajaran pada pertemuan ini
10 menit
G. Sumber/Media Pembelajaran 1. Sumber: Lembar cerita berbentuk Descriptive Text. 2. Media: Audio/video, White board, board marker
Ciputat,15 october 2014
Guru Mapel Bahasa Inggris Mahasiswa
( Agit Patronus, S.Pd) (Taufik Rusandi)
The good effects of getting up in early morning
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Getting up in the morning is a good thing and many people do this. They usually use an alarm to make them getting up, but this is not a habit because they do this with many reason that encourage them. There are many reasons why they do it, such as for school, appointment, or work, but when they do it, getting up in the early morning gives them many good effects. They often don’t realize that because the power of reason make them don’t think about it. They just get up and do that reason. There are many good effects that we can get because of getting up in the early morning.
The first good effect in getting up early is finishing the task on time. Many people doesn’t have much time to do their task in the night because many reasons, some of them feel tired and there are many activities that have to do. So, getting up in the morning gives you much time and a good feeling to finish your task. You can get up in 2.00 am and start doing the task. The peace and the quietness will guide you to have a good finishing task. There are some people or the sound of vehicle like in the afternoon and in the night.
You will more concentrate to finish your task and usually your task will be better than you do it in the other time. Besides it, when we have a deadline task and we have to submit it in that day, getting up in the morning will really help you. Of course you just have a little time to finish your task. I believe that our task will finish on time. Because when you are given a little time, it makes you think so hard and finally you can finish your task on time. That’s like a law, when people are given a little time to do the task they will become a great people who can find the good idea and can finish it, but of course, finishing your task because of getting out in the morning.
Getting up early also makes us will have much time to do sport such as jogging and cycling. I have heard that a Chinese believe going out home in early morning will make the positive feeling of the earth will get into your mind. But we usually don’t want to get up early and to do a sport outside. They have overworking in the night so, they can’t get out early. Sports in the morning will improve your mood and energy during the next few hours. This condition helps people to be better prepared to face the challenges of work or facing any kind during the day. Exercise at night will make the body temperature rises and can disrupt sleep. Exercise you do in the morning (before going to work) is more appropriate for the body which has a daily routine. Because if you do exercise after your daily routine, then the actual energy in your body just the remnants of your daily routine activities.
Most people will go to the gym or fitness center during the evening or during the day so with a lot of people sometimes make a person standing in line to use the existing sports equipment. In the morning, you do not need to wait if you want to use the equipment and exercise would be more effective. As a moslem we have to do subuh pray, it’s about day break time. It has many extraordinary useful and excellence for every people who do it consistently. Although just two prostrations, subuh pray saves many great secrets from the spiritual side, the healthy and the successful life. Our prophet Muhammad said that subuh pray is better that the world and its contents. From the spiritual side, subuh pray has many excellence, such as, saving our life from the god punishment, get a profit
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which same as pilgrimage, freed from the hell, avoided from hypocrisy, and get the protection from the God.
Our prophet also commands us to get up early and do the subuh prayer because that is the most exalted thing. From the healthy side, getting up to do subuh pray can normalize our nerve and brain performance because the ozone of O3 is very high and really help us to increase our mind performance. It also decreases blockage of blood vessels and heart attack. Furthermore, we are forbidden going back to sleep and we are really suggested to start our activities or reading Al-Quran.
Getting up in early morning gives us many advantages that I described above. We can finish our task, because the quietness and the peace that given in early morning make us more concentrate to do the task. Second, we can do a sport to improve our energy and to make us be ready to face many kinds of problem during the day. The last, as a moslem, we must do the subuh pray which is really useful for our life.
Instructions:
A. Expert group Group 1: mengidentifikasi isi dari paragraph 2
Group 2: mengidentifikasi isi dari paragraph 3
Group 3: mengidentifikasi isi dari paragraph 4
Group 4: mengidentifikasi isi dari paragraph 5
Group 5: mengidentifikasi isi dari paragraph 6
B. Home Group
Berdiskusi atas hasil yang di peroleh di ‘expert’ group untuk menyatukan tugas mereka masing-masing menjadi satu. Dan membuat rangkuman tentang isi deskriptif teks.
Di akhir pembelajaran guru meminta setiap ‘home group’ membuat persentasi dari keseluruhan teks descriptive yang sudah di baca di depan kelas, rumah, dan presenter yang maju di ajak secara random diambil 3 orang setiap kelompok.
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88
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Experimental Class
Nama sekolah : SMP 3 Tangsel Kelas/Semester : VII/1 Mata Pelajaran : Bahasa Inggris Topik : Past tense Pertemuan Ke- : 3 Alokasi Waktu : 2 x 45 menit
A. Kompetensi Dasar
3.11 Menerapkan struktur teks dan unsur kebahasaan untuk melaksanakan fungsi sosial menyatakan dan menanyakan tindakan/kejadian yang dilakukan/terjadi di waktu lampau, sesuai dengan konteks penggunaannya.
B. Indikator Pencapaian Kompetensi
1. Mengidentifikasikan past tense dalam teks recount. 2. Mengidentifikasi gagasan utama dan informasi rinci. 3. Memberikan penilaian tentang informasi dalam teks. 4. Mengidentifikasi informasi dalam teks. 5. Menceritakan teks beserta informasi nya. 6. Melakukan percakapan interpersonal untuk mendapatkan informasi melalui kegiatan
terintegrasi menyimak dan berbicara bahasa Inggris.
C. Tujuan Pembelajaran 1. Peserta didik dapat menidentifiksai simple past tense yang terdapat dalam kalimat. 2. Peserta didik dapat melakukan interaksi interpersonal dalam praktik berbicara bahasa
Inggris.
D. Materi Pembelajaran
a. Communication Practice
Latihan mengenali Simple past tense dan kata sifat dalam bentuk recount text.
Tanya jawab mengenai struktur Simple Past tense.
b. Grammar Practice
Penjelasan definisi Simple past tense.
Penjelasan struktur teks kata sifat pada Simple past tense.
c. Developing Skills
Kosa kata-kosa kata sulit
Vocabulary yang terkait dengan teks yang berbentuk Simple past tense.
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Pattern Example Time Reference
A. (+) S+V2 Diana cooked rice in the kitchen everyday
Last year
Last week
Yesterday
2 days ago
etc
(-) S+ did +not+V1 Diana did not cook rice in the kitchen every day
(?) Did+S+V1 Did Diana cook rice in the kitchen every day?
B. S+ to be +adj. + adv +noun
He was an English teacher
(-) S+ to be+ not+ adj. + adv +noun
he was not an English teacher
(?) to be + s+ adj. + adv +noun
was he an English teacher?
E. Model/Metode Pembelajaran
1. Pendekatan: Active Learning 2. Strategi: observe – practice. 3. Metode: Cooperative Learning – Jigsaw technique.
F. Kegiatan Pembelajaran
Kegiatan Deskripsi Kegiatan Alokasi Waktu
Pendahuluan
Apersepsi :
Menyapa siswa dengan mengucapkan selamat pagi
Menanyakan kabar siswa
Tanya jawab singkat tentang hari ini (saat pengajaran berlangsung)
Me-review materi sebelumnya
Memberikan pertanyaan untuk menghubungkan ke judul yang akan dipelajari
Motivasi :
Menjelaskan pentingnya materi yang akan dipelari berikut kompetensi yang harus dikuti siswa
10 menit
90
Inti Observing
Memberikan stimulus tentang materi simple past.
Memberikan contoh bentuk Simple past.
Communicating
Mendiskusikan materi bersama siswa.
Memberikan kesempatan pada siswa untuk menjelaskan atau mendeskripsikan materi recount teks.
Guru membagi siswa menjadi 5 kelompok, yang dinamakan ’home group’ dimana setiap kelompok terdiri dari 5-6 orang
Lalu kelompok ’home group’ dibagi lagi menjadi ’expert group’ sesuai dengan nomor urut dan tugas yang sama, dimana kelompok ini juga masih terdiri dari 5-6 orang
Siswa diberikan contoh teks Recount sederhana untuk diidentifikasi isi setiap paragraph dan di diskusikan dalam kelompok expert
Guru memfasilitasi siswa saat kegiatan diskusi berlangsung
Setelah berdiskusi di ’expert group’, siswa diminta kembali ke ’home group’ untuk berdiskusi dan menyatukan tugas mereka masing-masing menjadi satu.
Siswa difasilitasi oleh guru berupa permainan dalam bentuk tanya jawab tentang isi yang terdapat dalam recount text.
Experimenting
Membimbing siswa untuk menyebutkan informasi informasi yang terdapat pada recount teks.
Memberi kesempatan untuk berpikir, menganalisis, menyelesaikan masalah, dan bertindak tanpa rasa takut.
Memfasilitasi peserta didik dalam pembelajaran kooperatif dan kolaboratif.
Memfasilitasi peserta didik berkompetisi secara sehat untuk meningkatkan prestasi belajar.
Memfasilitasi peserta didik untuk menyajikan hasil
10 menit
60 menit
91
kerja individual maupun kelompok.
Memfasilitasi peserta didik melakukan kegiatan yang menumbuhkan kebanggaan dan rasa percaya diri peserta didik.
Penutup Setelah mengikuti kegiatan pembelajaran pada pertemuan ini, siswa ditanya bagaimana perasaannya (REFLEKSI)
Guru memberikan pertanyaan untuk mengetahui apakah siswa sudah memahami topik tentang Recount text.
Siswa diminta membuat kesimpulan pembelajaran pada pertemuan ini
10 menit
G. Sumber/Media Pembelajaran 1. Sumber: Lembar cerita berbentuk recount Text. 2. Media: Audio/video, White board, board marker
Ciputat,22 october 2014
Guru Mapel Bahasa Inggris Mahasiswa
( Agit Patronus, S.Pd) (Taufik Rusandi)
92
Mohamed Haytham Saleh
A bomb injured Mohamed Haytham Saleh’s seft eye when U.S and Iraqi forces clashed in his hometown of Fallujah in 2003. Mohammed underwent surgery at a local hospital, but his condition only went worse. Later his father to obtain international help for further treatment. After various effort, Mohamed was able to get his eye operated in Japan sponsored by the Reteractors and regained his eye-sight.
To help Mohamed, his father asked for assistance to a Japanese freelance juarnalist working in the region. The reporter, Shinsuje Hashida, contacted an acquaintance, Hitosugi, who helped organize a drive for donations with Reteractors. Later, Hashida’s wife, Yukiko provided further links after Hashida wa killed in a attack near Bagdad.
Meanwhile the media converage surrounding Hashida’s death thrust Mohamed’s story into the national spotlight, and donations began to pour in.
Mohammaed and his father arrived at Tokyo Narita international airport in 2004 to a crowd of reporters. The local reteractors tended to their needs, while Mohamed had surgery and received follow-up care. When he returned home the text month, his vision was fully restored
Expert Group :
Group 1: mengidentifikasi struktur orientation dan pembuka dari teks.
Group 2: mengidentifikasi struktur events atau kejadian yang terdapat
Group 3: mengidentifikasi struktur re orentation atau bagian penutup dalam teks.
Group 4: mengdentifikasi bentuk tenses dan struktur bahasa yang di gunakan.
Group 5: mengidentifikasi vocabulary dan waktu yang ada dalam teks.
.
A. Home Group
Berdiskusi atas hasil yang di peroleh di ‘expert’ group untuk menyatukan tugas mereka masing-masing menjadi satu. Lalu membuat teks narrative secara individu dan dikumpulkan minggu depan.
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RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Experimental Class
Nama sekolah : SMP 3 Tangsel Kelas/Semester : VII/1 Mata Pelajaran : Bahasa Inggris Topik : Narrative Text Pertemuan Ke- : 4 Alokasi Waktu : 2 x 45 menit
A. Kompetensi Dasar
3.11 Menerapkan struktur teks dan unsur kebahasaan untuk melaksanakan fungsi sosial menyatakan dan menanyakan tindakan/kejadian yang dilakukan/terjadi di waktu lampau, sesuai dengan konteks penggunaannya.
3.12 Menerapkan struktur teks dan unsur kebahasaan untuk melaksanakan fungsi sosial teks Narative dengan menyatakan dan menanyakan tentang kegiatan, kejadian, dan peristiwa, pendek dan sederhana, sesuai dengan konteks penggunaannya
B. Indikator Pencapaian Kompetensi 1. Mengidentifikasikan past tense dalam Narative text. 2. Mengidentifikasi gagasan utama dan informasi rinci. 3. Memberikan penilaian tentang informasi dalam teks. 4. Mengidentifikasi informasi dalam teks. 5. Menceritakan teks beserta informasi nya. 6. Melakukan percakapan interpersonal untuk mendapatkan informasi melalui kegiatan
terintegrasi menyimak dan berbicara bahasa Inggris.
C. Tujuan Pembelajaran 1. Peserta didik dapat membuat narative. 2. Peserta didik dapat melakukan interaksi interpersonal dalam praktik berbicara bahasa
Inggris.
D. Materi Pembelajaran
a. Communication Practice
Latihan mengenali Narative text dan kata sifat.
Tanya jawab mengenai struktur Narative text.
b. Grammar Practice
Penjelasan definisi recount text.
Penjelasan struktur dan tenses yang di gunakan pada Narative text.
c. Developing Skills
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Kosa kata-kosa kata sulit
Vocabulary yang terkait dengan teks yang berbentuk Narative text.
E. Model/Metode Pembelajaran
1. Pendekatan: Active Learning 2. Strategi: observe – practice. 3. Metode: Cooperative Learning – Jigsaw technique.
F. Kegiatan Pembelajaran
Kegiatan Deskripsi Kegiatan Alokasi Waktu
Pendahuluan
Apersepsi :
Menyapa siswa dengan mengucapkan selamat pagi
Menanyakan kabar siswa
Tanya jawab singkat tentang hari ini (saat pengajaran berlangsung)
Me-review materi sebelumnya
Memberikan pertanyaan untuk menghubungkan ke judul yang akan dipelajari
Motivasi :
Menjelaskan pentingnya materi yang akan dipelari berikut kompetensi yang harus dikuti siswa
10 menit
Inti Observing
Memberikan stimulus tentang materi Narative teks.
Memberikan contoh bentuk Narative teks.
Communicating
Mendiskusikan materi bersama siswa.
Memberikan kesempatan pada siswa untuk menjelaskan atau mendeskripsikan materi Narative teks.
Guru membagi siswa menjadi 5 kelompok, yang dinamakan ’home group’ dimana setiap kelompok terdiri dari 5-6 orang
Lalu kelompok ’home group’ dibagi lagi menjadi
10 menit
95
’expert group’ sesuai dengan nomor urut dan tugas yang sama, dimana kelompok ini juga masih terdiri dari 5-6 orang
Siswa diberikan contoh teks Narative sederhana untuk diidentifikasi isi setiap paragraph dan di diskusikan dalam kelompok expert
Guru memfasilitasi siswa saat kegiatan diskusi berlangsung
Setelah berdiskusi di ’expert group’, siswa diminta kembali ke ’home group’ untuk berdiskusi dan menyatukan tugas mereka masing-masing menjadi satu.
Siswa difasilitasi oleh guru berupa persentasi hasil diskusi dengan kelompok dan menceritakan kembali isi dari Narative text.
Experimenting
Membimbing siswa untuk menyebutkan informasi informasi yang terdapat pada Narative teks.
Membimbing siswa menggunakan tenses yang tepat untuk untuk menceritakan kembali Narative text
Membiasakan siswa untuk berani tampil di depan kelas dan mempersentasikan hasil belajar.
Memberi kesempatan untuk berpikir, menganalisis, menyelesaikan masalah, dan bertindak tanpa rasa takut.
Memfasilitasi peserta didik dalam pembelajaran kooperatif dan kolaboratif.
Memfasilitasi peserta didik berkompetisi secara sehat untuk meningkatkan prestasi belajar.
Memfasilitasi peserta didik untuk menyajikan hasil kerja individual maupun kelompok.
Memfasilitasi peserta didik melakukan kegiatan yang menumbuhkan kebanggaan dan rasa percaya diri peserta didik.
60 menit
Penutup Setelah mengikuti kegiatan pembelajaran pada pertemuan ini, siswa ditanya bagaimana perasaannya (REFLEKSI)
Guru memberikan pertanyaan untuk mengetahui apakah siswa sudah memahami topik tentang narative text.
Siswa diminta membuat kesimpulan pembelajaran pada
10 menit
96
pertemuan ini
G. Sumber/Media Pembelajaran 1. Sumber: Lembar cerita berbentuk Narativet Text. 2. Media: Audio/video, White board, board marker
Ciputat,29 october 2014
Guru Mapel Bahasa Inggris Mahasiswa
( Agit Patronus, S.Pd) (Taufik Rusandi)
97
Cinderella
Once upon a time there lived an unhappy young girl. Her mother was dead and her father had married a widow with two daughters. Her stepmother didn't like her one little bit. All her kind thoughts and loving touches were for her own daughters. Nothing was too good for them - dresses, shoes, delicious food, soft beds, and every home comfort. But, for the poor unhappy girl, there was nothing at all. No dresses, only her stepsisters’ hand-me-downs. No lovely dishes, nothing but scraps. No rest and no comfort. She had to work hard all day. Only when evening came was she allowed to sit for a while by the fire, near the cinders. That’s why everybody called her Cinderella. Cinderella used to spend long hours all alone talking to the cat. The cat said, “Miaow“, which really meant, “Cheer up! You have something neither of your stepsisters has and that is beauty.” It was quite true. Cinderella, even dressed in old rags, was a lovely girl. While her stepsisters, no matter how splendid and elegant their clothes, were still clumsy, lumpy and ugly and always would be.
One day, beautiful new dresses arrived at the house. A ball was to be held at the palace and the stepsisters were getting ready to go. Cinderella didn't even dare ask if she could go too. She knew very well what the answer would be: “You? You're staying at home to wash the dishes, scrub the floors and turn down the beds for your stepsisters.” They will come home tired and very sleepy. Cinderella sighed, “Oh dear, I'm so unhappy!” and the cat murmured “Miaow.”
Suddenly something amazing happened. As Cinderella was sitting all alone, there was a burst of light and a fairy appeared. “Don't be alarmed, Cinderella,” said the fairy. “I know you would love to go to the ball. And so you shall!” “How can I, dressed in rags?” Cinderella replied. “The servants will turn me away!”
The fairy smiled. With a flick of her magic wand Cinderella found herself wearing the most beautiful dress she had ever seen. “Now for your coach,” said the fairy; "A real lady would never go to a ball on foot! Quick! Get me a pumpkin!” “Oh of course,” said Cinderella, rushing away. Then the fairy turned to the cat. “You, bring me seven mice, and, remember they must be alive!”
Cinderella soon returned with the pumpkin and the cat with seven mice he had caught in the cellar. With a flick of the magic wand the pumpkin turned into a sparkling coach and the mice became six white horses, while the seventh mouse turned into a coachman in a smart uniform and carrying a whip. Cinderella could hardly believe her eyes.
“You shall go to the ball Cinderella. But remember! You must leave at midnight. That is when my spell ends. Your coach will turn back into a pumpkin and the horses will become mice again. You will be dressed in rags and wearing clogs instead of these glass slippers! Do you understand?” Cinderella smiled and said, “Yes, I understand!”
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Cinderella had a wonderful time at the ball until she heard the first stroke of midnight! She remembered what the fairy had said, and without a word of goodbye she slipped from the Prince’s arms and ran down the steps. As she ran she lost one of her slippers, but not for a moment did she dream of stopping to pick it up! If the last stroke of midnight were to sound... oh... what a disaster that would be! Out she fled and vanished into the night.
The Prince, who was now madly in love with her, picked up the slipper and said to his ministers, “Go and search everywhere for the girl whose foot this slipper fits. I will never be content until I find her!” So the ministers tried the slipper on the foot of every girl in the land until only Cinderella was left.
“That awful untidy girl simply cannot have been at the ball,” snapped the stepmother. “Tell the Prince he ought to marry one of my two daughters! Can't you see how ugly Cinderella is?”
But, to everyone’s amazement, the shoe fitted perfectly.
Suddenly the fairy appeared and waved her magic wand. In a flash, Cinderella appeared in a splendid dress, shining with youth and beauty. Her stepmother and stepsisters gaped at her in amazement, and the ministers said, “Come with us Cinderella! The Prince is waiting for you.“ So Cinderella married the Prince and lived happily ever. As for the cat, he just said “Miaow!”
Expert Group :
Group 1: mengidentifikasi struktur orientation dan pembuka dari teks.
Group 2: mengidentifikasi events atau kejadian yang terdapat
Group 3: mengidentifikasi struktur re orentation atau bagian penutup dan nilai moral dalam teks.
Group 4: mengdentifikasi tokoh dan sifat dari tokoh tersebut.
Group 5: mengidentifikasi vocabulary dan waktu yang ada dalam teks.
.
Home Group
99
Berdiskusi atas hasil yang di peroleh di ‘expert’ group untuk menyatukan tugas mereka masing-masing menjadi satu. Lalu mempersentasikan isi dari recount text ke depan kelas.
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Experimental Class
Satuan Pendidikan : SMP
Kelas/Semester : VII/1
Mata Pelajaran : Bahasa Inggris
Topik : News Item
Pertemuan Ke- : 5
Alokasi Waktu : 2 x 45 menit
A. Kompetensi Dasar
Mengungkapkan makna dalam teks monolog dengan menggunakan ragam bahasa
lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari
dalam teks berbentuk narrative, descriptive, dan news item
Menerapkan struktur teks dan unsur kebahasaan untuk melaksanakan fungsi sosial menyatakan dan menanyakan tindakan/kejadian yang dilakukan/terjadi di waktu lampau, sesuai dengan konteks penggunaannya.
B. Indikator Pencapaian Kompetensi
Pada akhir pembelajaran siswa dapat:
Mengidentifikasi struktur, pola kalimat dan elemen bahasa yang terdapat di dalam koran (news paper).
Mengidentifikasi informasi mengenai gambaran umum, informasi rinci, informasi tersirat, dan informasi tertulis yang terdapat di dalam koran.
Mengidentifikasi contoh teks koran.
C. Tujuan Pembelajaran
Pada akhir pembelajaran, siswa dapat merespon makna dalam:
Memahami struktur, pola kalimat dan elemen bahasa yang terdapat di dalam teks koran (news paper).
Memahami informasi mengenai gambaran umum, informasi rinci, informasi tersirat, dan informasi tertulis yang terdapat di dalam koran (news paper).
Memahami contoh teks koran
D. Materi Pembelajaran
a. Communication Practice
Latihan mengenali Simple past tense dalam bentuk news item.
b. Grammar Practice
Penjelasan definisi Simple past tense dalam bentuk news item.
c. Developing Skills
Kosa kata-kosa kata sulit
Vocabulary yang terkait dengan news item.
E. Model/Metode Pembelajaran 1. Pendekatan: Active Learning 2. Strategi: observe – practice. 3. Metode: Cooperative Learning – Jigsaw technique.
F. Kegiatan Pembelajaran
Kegiatan Deskripsi Kegiatan Alokasi
Waktu
Pendahuluan
Apersepsi :
Menyapa siswa dengan mengucapkan selamat pagi
Menanyakan kabar siswa
Tanya jawab singkat tentang hari ini (saat pengajaran berlangsung)
Me-review materi sebelumnya
Memberikan pertanyaan untuk menghubungkan ke judul yang akan dipelajari
Motivasi :
Menjelaskan pentingnya materi yang akan dipelari berikut kompetensi yang harus dikuti siswa
10 menit
Inti Observing
Memberikan stimulus tentang materi news item.
Memberikan contoh bentuk news item.
Communicating
Mendiskusikan materi bersama siswa.
Guru membagi siswa menjadi 5 kelompok, yang dinamakan ’home group’ dimana setiap kelompok terdiri dari 5-6 orang
10 menit
Lalu kelompok ’home group’ dibagi lagi menjadi ’expert group’ sesuai dengan nomor urut dan tugas yang sama, dimana kelompok ini juga masih terdiri dari 5-6 orang
Siswa diberikan contoh teks koran sederhana untuk diidentifikasi struktur, elemen bahasa, dan beberapa informasi, seperti nara sumber, isi berita, pikiran pokok (main idea), tujuan, fungsi dan karakteristik yang terdapat di dalam teks; dilakukan berdiskusi secara ‘expert group’
Guru memfasilitasi siswa saat kegiatan diskusi berlangsung
Setelah berdiskusi di ’expert group’, siswa diminta kembali ke ’home group’ untuk berdiskusi dan menyatukan tugas mereka masing-masing menjadi satu.
Siswa difasilitasi oleh guru berupa permainan dalam bentuk kuis untuk mengungkapkan jawaban mereka atas pertanyaan mengenai struktur, elemen bahasa, tokoh, dan informasi yang sudah teridentifikasi pada teks (aktif, percaya diri, komunikatif, toleransi).
Experimenting
Membimbing siswa untuk menyebutkan informasi informasi yang terdapat pada news item.
Memberi kesempatan untuk berpikir, menganalisis, menyelesaikan masalah, dan bertindak tanpa rasa takut.
Memfasilitasi peserta didik dalam pembelajaran kooperatif dan kolaboratif.
Memfasilitasi peserta didik berkompetisi secara sehat untuk meningkatkan prestasi belajar.
Memfasilitasi peserta didik untuk menyajikan hasil kerja individual maupun kelompok.
Memfasilitasi peserta didik melakukan kegiatan yang menumbuhkan kebanggaan dan rasa percaya diri peserta didik.
60 menit
Penutup Setelah mengikuti kegiatan pembelajaran pada pertemuan ini, siswa ditanya bagaimana perasaannya (REFLEKSI)
Guru memberikan pertanyaan untuk mengetahui apakah siswa sudah memahami topik tentangnews item
10 menit
Siswa diminta membuat kesimpulan pembelajaran pada pertemuan ini
G. Sumber/Media Pembelajaran 1. Sumber: Lembar cerita berbentuk news item 2. Media: Audio/video, White board, board marker
Ciputat,
Guru Mapel Bahasa Inggris Mahasiswa
(, S.Pd) (Taufik Rusandi)
Alyssa Diva Mustika, a student from Pamekasan Junior High School, East Java, won the gold medal at the International Mathematics Contest held in Romania between March 22 to 29, Antara news agency reported. speaking to journalists, Diva said she was glad that she had been able to win the competition, which she said had been very tight. “Thank God I won. I will study harder,” she said. Indonesia sent 10 students to the competition in Romania. Diva is not the first Pamekasan student to win an international science competition. Oktavian Latief, a student from SMA Negeri 1 Pamekasan won gold at the International Physics Olympiad in 2006. Another student, Shohibul Maromi, won the same award in 2010. “I thank Diva for giving a good name to Indonesia and Pamekasan on the international stage,” Pamekasan Regent Kholilurrahman said as quoted by Antara.
Instructions:
A. Expert group Group 1: mengidentifikasi struktur dan elemen bahasa berita yang terdapat pada koran
Group 2: mengidentifikasi isi berita dan nara sumber yang terdapat pada koran
Group 3: megidentifikasi pikiran utama/pokik sebuah berita yang terdapat pada koran
Group 4: mengdentifikasi tujuan serta fungsi berita yang terdapat pada koran
Group 5: mengidentifikasi karakteristik serta kesimpulan berita yang terdapat pada koran
B. Home Group
Berdiskusi atas hasil yang di peroleh di ‘expert’ group untuk menyatukan tugas mereka
masing-masing menjadi satu. Dan guru memberikan kuis terkait isi dari item news tersebut.
105
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Experimental Class
Satuan Pendidikan : SMP Kelas/Semester : VII/1 Mata Pelajaran : Bahasa Inggris Topik : News Item Pertemuan Ke- : 6 Alokasi Waktu : 2 x 45 menit
A. Kompetensi Dasar
Mengungkapkan makna dalam teks monolog dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk narrative, descriptive, dan news item
Menerapkan struktur teks dan unsur kebahasaan untuk melaksanakan fungsi sosial menyatakan dan menanyakan tindakan/kejadian yang dilakukan/terjadi di waktu lampau, sesuai dengan konteks penggunaannya.
B. Indikator Pencapaian Kompetensi
Pada akhir pembelajaran siswa dapat:
Mengidentifikasi informasi mengenai gambaran umum, informasi rinci, informasi tersirat, dan informasi tertulis yang terdapat di dalam koran.
Mengidentifikasi contoh teks koran.
Menyampaikan isi dalam berita.
C. Tujuan Pembelajaran
Pada akhir pembelajaran, siswa dapat merespon makna dalam:
Memahami informasi mengenai gambaran umum, informasi rinci, informasi tersirat, dan informasi tertulis yang terdapat di dalam koran (news paper).
Mampu memahami isi dan mempersentasikan news item dalam kelas.
D. Materi Pembelajaran
a. Communication Practice
Latihan menyampaikan berita di dalam kelas.
b. Grammar Practice
Penjelasan definisi Simple past tense.
Penjelasan struktur teks kata sifat pada Simple past tense.
c. Developing Skills
Kosa kata-kosa kata sulit
106
Vocabulary yang terkait dengan news item.
E. Model/Metode Pembelajaran
1. Pendekatan: Active Learning 2. Strategi: observe – practice. 3. Metode: Cooperative Learning – Jigsaw technique.
F. Kegiatan Pembelajaran
Kegiatan Deskripsi Kegiatan Alokasi Waktu
Pendahuluan
Apersepsi :
Menyapa siswa dengan mengucapkan selamat pagi
Menanyakan kabar siswa
Tanya jawab singkat tentang hari ini (saat pengajaran berlangsung)
Me-review materi sebelumnya
Memberikan pertanyaan untuk menghubungkan ke judul yang akan dipelajari
Motivasi :
Menjelaskan pentingnya materi yang akan dipelari berikut kompetensi yang harus dikuti siswa
10 menit
Inti Observing
Memberikan stimulus tentang materi news item.
Memberikan contoh bentuk news item.
Communicating
Mendiskusikan materi bersama siswa.
Guru membagi siswa menjadi 5 kelompok, yang dinamakan ’home group’ dimana setiap kelompok terdiri dari 5-6 orang
Lalu kelompok ’home group’ dibagi lagi menjadi ’expert group’ sesuai dengan nomor urut dan tugas yang sama, dimana kelompok ini juga masih terdiri dari 5-6 orang
Siswa diberikan contoh teks koran sederhana untuk
10 menit
107
diidentifikasi struktur, elemen bahasa, dan beberapa informasi, seperti nara sumber, isi berita, pikiran pokok (main idea), tujuan, fungsi dan karakteristik yang terdapat di dalam teks; dilakukan berdiskusi secara ‘expert group’
Guru memfasilitasi siswa saat kegiatan diskusi berlangsung
Setelah berdiskusi di ’expert group’, siswa diminta kembali ke ’home group’ untuk berdiskusi dan menyatukan tugas mereka masing-masing menjadi satu.
Siswa difasilitasi oleh guru untuk membuat rangkuman yang akan di persentasikan oleh masih masing group di depan kelas
Experimenting
Membimbing siswa untuk menyebutkan informasi informasi yang terdapat pada news item.
Memberi kesempatan untuk berpikir, menganalisis, menyelesaikan masalah, dan bertindak tanpa rasa takut.
Memfasilitasi peserta didik dalam pembelajaran kooperatif dan kolaboratif.
Memberikan kesempatan siswa untuk persentasi dalam kelas.
Memfasilitasi peserta didik berkompetisi secara sehat untuk meningkatkan prestasi belajar.
Memfasilitasi peserta didik untuk menyajikan hasil kerja individual maupun kelompok.
Memfasilitasi peserta didik melakukan kegiatan yang menumbuhkan kebanggaan dan rasa percaya diri peserta didik.
60 menit
Penutup Setelah mengikuti kegiatan pembelajaran pada pertemuan ini, siswa ditanya bagaimana perasaannya (REFLEKSI)
Guru memberikan pertanyaan untuk mengetahui apakah siswa sudah memahami topik tentangnews item
Siswa diminta membuat kesimpulan pembelajaran pada pertemuan ini
10 menit
G. Sumber/Media Pembelajaran 1. Sumber: Lembar cerita berbentuk news item
108
2. Media: Audio/video, White board, board marker
Ciputat,12 Novemeber 2014
Guru Mapel Bahasa Inggris Mahasiswa
( Agit Patronus, S.Pd) (Taufik Rusandi)
109
Around 6,000 Aceh residents, including members of the Regional Consultative Council, gathered at the Lhok Nga golf course, Aceh Besar, on Monday to pray and reflect upon the tsunami that devastated the province in 2004. Governor Irwandi Yusuf said in his opening remarks that it was difficult to forget the horrific disaster that killed hundreds of thousands of people.
“The incident did not only destroy facilities and infrastructure, but also damaged the people’s livelihoods,” he said as quoted by tempo.co. Irwandi, therefore, called on the people of Aceh to rise and empower themselves to rebuild the economy and create a better Aceh for the future.
He added that the tsunami experience had made the Acehnese grow an enhanced sense of caring and sympathy for others in places stricken by disaster, such as Japan, which was hit by an earthquake-triggered tsunami in March. “The Aceh administration was moved and wanted to help, but we, ourselves, were also in need at the time. So we gave them continuous support,” he said.
The mass prayer, which was also attended by teachers and representatives from Japanese non-governmental organizations, was led by well-known preacher Arifin Ilham. Residents in other parts of Aceh performed mass prayers in mosques and paid a visit to the graves of tsunami victims.
Expert group
Group 1: mengidentifikasi struktur dan elemen bahasa berita yang terdapat pada koran
Group 2: Mengidentifikasi isi Paragraph 1
Group 3: Mengidentifikasi isi Paragraph 2
Group 4: Mengidentifikasi isi Paragraph 3
Group 5: Mengidentifikasi isi Paragraph 4
A. Home Group Berdiskusi atas hasil yang di peroleh di ‘expert’ group untuk menyatukan tugas mereka
masing-masing menjadi satu. Dan guru memberikan waktu untuk setiap grup mempersentasikan hasil diskusi di depan kelas.
110
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Experimental Class
Satuan Pendidikan : SMP Kelas/Semester : VII/1 Mata Pelajaran : Bahasa Inggris Topik : recount text Pertemuan Ke- : 7 Alokasi Waktu : 2 x 45 menit
A. Kompetensi Dasar
3.11 Memahami dan merespon percapakan transaksional (to get things done) dan interpersonal (bersosialisasi) sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancer, dan berterima untuk berinteraksi dengan lingkungan sekitar yang berbentuk naratif, deskriptif, recount dan anekdot.
B. Indikator Pencapaian Kompetensi
1. Mengidentifikasikan past tense dalam teks recount. 2. Mengidentifikasi gagasan utama dan informasi rinci. 3. Memberikan penilaian tentang informasi dalam teks. 4. Mengidentifikasi informasi dalam teks. 5. Menceritakan teks beserta informasi nya. 6. Melakukan percakapan interpersonal untuk mendapatkan informasi melalui kegiatan
terintegrasi menyimak dan berbicara bahasa Inggris.
C. Tujuan Pembelajaran 1. Peserta didik dapat menidentifiksai simple past tense yang terdapat dalam kalimat. 2. Peserta didik dapat melakukan interaksi interpersonal dalam praktik berbicara bahasa
Inggris.
D. Materi Pembelajaran
a. Communication Practice
Latihan mengenali recount text dan kata sifat.
Tanya jawab mengenai struktur recount text.
b. Grammar Practice
Penjelasan definisi recount text.
Penjelasan struktur teks kata sifat pada recount text.
c. Developing Skills
Kosa kata-kosa kata sulit
111
Vocabulary yang terkait dengan teks yang berbentuk recount text.
E. Model/Metode Pembelajaran
1. Pendekatan: Active Learning 2. Strategi: observe – practice. 3. Metode: Cooperative Learning – Jigsaw technique.
F. Kegiatan Pembelajaran
Kegiatan Deskripsi Kegiatan Alokasi Waktu
Pendahuluan
Apersepsi :
Menyapa siswa dengan mengucapkan selamat pagi
Menanyakan kabar siswa
Tanya jawab singkat tentang hari ini (saat pengajaran berlangsung)
Me-review materi sebelumnya
Memberikan pertanyaan untuk menghubungkan ke judul yang akan dipelajari
Motivasi :
Menjelaskan pentingnya materi yang akan dipelari berikut kompetensi yang harus dikuti siswa
10 menit
Inti Observing
Memberikan stimulus tentang materi Recount teks.
Memberikan contoh bentuk Recount teks.
Communicating
Mendiskusikan materi bersama siswa.
Memberikan kesempatan pada siswa untuk menjelaskan atau mendeskripsikan materi recount teks.
Guru membagi siswa menjadi 5 kelompok, yang dinamakan ’home group’ dimana setiap kelompok terdiri dari 5-6 orang
Lalu kelompok ’home group’ dibagi lagi menjadi
10 menit
112
’expert group’ sesuai dengan nomor urut dan tugas yang sama, dimana kelompok ini juga masih terdiri dari 5-6 orang
Siswa diberikan contoh teks Recount sederhana untuk diidentifikasi isi setiap paragraph dan di diskusikan dalam kelompok expert
Guru memfasilitasi siswa saat kegiatan diskusi berlangsung
Setelah berdiskusi di ’expert group’, siswa diminta kembali ke ’home group’ untuk berdiskusi dan menyatukan tugas mereka masing-masing menjadi satu.
Siswa difasilitasi oleh guru berupa mendiskusikan isi cerita secara keseluruhan dan membuat rangkuman yang akan menjadi bahan mereka untuk presentasi di depan kelas mewakili kelompok home mereka.
Experimenting
Membimbing siswa untuk menyebutkan informasi informasi yang terdapat pada recount teks.
Membimbing siswa menggunakan tenses yang tepat untuk untuk menceritakan kembali recount text
Membiasakan siswa untuk berani tampil di depan kelas dan mempersentasikan hasil belajar.
Memberi kesempatan untuk berpikir, menganalisis, menyelesaikan masalah, dan bertindak tanpa rasa takut.
Memfasilitasi peserta didik dalam pembelajaran kooperatif dan kolaboratif.
Memfasilitasi peserta didik berkompetisi secara sehat untuk meningkatkan prestasi belajar.
Memfasilitasi peserta didik untuk menyajikan hasil kerja individual maupun kelompok.
Memfasilitasi peserta didik melakukan kegiatan yang menumbuhkan kebanggaan dan rasa percaya diri peserta didik.
100 menit
Penutup Setelah mengikuti kegiatan pembelajaran pada pertemuan ini, siswa ditanya bagaimana perasaannya (REFLEKSI)
Guru memberikan pertanyaan untuk mengetahui apakah siswa sudah memahami topik tentang Recount
10 menit
113
text.
Siswa diminta membuat kesimpulan pembelajaran pada pertemuan ini
G. Sumber/Media Pembelajaran 1. Sumber: Lembar cerita berbentuk recount Text. 2. Media: Audio/video, White board, board marker
Ciputat,19 November 2014
Guru Mapel Bahasa Inggris Mahasiswa
( Agit Patronus, S.Pd) (Taufik Rusandi)
114
Synopsis
Walter Elias "Walt" Disney was born on December 5, 1901, in Hermosa, Illinois. He and his
brother Roy co-founded Walt Disney Productions, which became one of the best-known
motion-picture production companies in the world. Disney was an innovative animator and
created the cartoon character Mickey Mouse. He won 22 Academy Awards during his
lifetime, and was the founder of theme parks Disneyland and Walt Disney World.
Early Life
Walter Elias "Walt" Disney was born on December 5, 1901, in the Hermosa section of
Chicago, Illinois. His father was Elias Disney, an Irish-Canadian, and his mother, Flora Call
Disney, was German-American. Disney was one of five children, four boys and a girl. He
lived most of his childhood in Marceline, Missouri, where he began drawing, painting and
selling pictures to neighbors and family friends. In 1911, his family moved to Kansas City,
where Disney developed a love for trains. His uncle, Mike Martin, was a train engineer who
worked the route between Fort Madison, Iowa, and Marceline.
Early Cartoons
In 1919, he moved back to Kansas City to pursue a career as a newspaper artist. His brother
Roy got him a job at the Pesmen-Rubin Art Studio, where he met cartoonist Ubbe Eert
Iwwerks, better known as Ub Iwerks. From there, Disney worked at the Kansas City Film Ad
Company, where he made commercials based on cutout animation. Around this time,
Disney began experimenting with a camera, doing hand-drawn cel animation, and decided
to open his own animation business. From the ad company, he recruited Fred Harman as
his first employee.
Commercial Success
In 1929, Disney created Silly Symphonies, which featured Mickey's newly created friends,
including Minnie Mouse, Donald Duck, Goofy and Pluto. In 1933, The Three Little Pigs and
its title song "Who's Afraid of the Big Bad Wolf?" became a theme for the country in the
midst of the Great Depression. In 1937, Snow White and the Seven Dwarfs, the first full-
length animated film, premiered in Los Angeles and won a total of eight Oscars. During the
next five years, Walt Disney Studios completed another string of full-length animated
films, Pinocchio, Fantasia, Dumbo and Bambi.
Disneyland
Disney's $17 million Disneyland theme park opened in 1955. It was a place where children
and their families could explore, take rides and meet the Disney characters. In a very short
115
time, the park had increased its investment tenfold, and was entertaining tourists from
around the world.
Death
Within a few years of the opening Disney began plans for a new theme park and
Experimental Prototype Community of Tomorrow in Florida. It was still under construction
when, in 1966, Disney was diagnosed with lung cancer. He died on December 15, 1966, at
the age of 65. Disney was cremated, and his ashes interred at Forest Lawn Cemetery in Los
Angeles, California. After his brother's death, Roy carried on the plans to finish the Florida
theme park, which opened in 1971 under the name Walt Disney World.
Expert Group :
Group 1: mengidentifikasi isi dari paragraph 2
Group 2: mengidentifikasi isi dari parapgraph 3
Group 3: mengidentifikasi isi dari parapgraph 4
Group 4: mengidentifikasi isi dari parapgraph 5
Group 5: mengidentifikasi isi dari parapgraph 6
A. Home Group
Berdiskusi atas hasil yang di peroleh di ‘expert’ group untuk menyatukan tugas mereka masing-masing menjadi satu dan membuat rangkuman isi tersebut. Lalu membuat presentasi di depan kelas tentang isi dari teks,
70
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Post Test Experimental Class
Satuan Pendidikan : SMP Kelas/Semester : VII/1 Mata Pelajaran : Bahasa Inggris Topik : Narative text Pertemuan Ke- : 8 Alokasi Waktu : 3 x 45 menit
A. Kompetensi Dasar
3.11 Memahami dan merespon percapakan transaksional (to get things done) dan interpersonal (bersosialisasi) sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancer, dan berterima untuk berinteraksi dengan lingkungan sekitar yang berbentuk naratif, deskriptif, recount dan anekdot.
B. Indikator Pencapaian Kompetensi
1. Mengidentifikasikan past tense dalam teks Naratif. 2. Mengidentifikasi gagasan utama dan informasi rinci. 3. Memberikan penilaian tentang informasi dalam teks. 4. Mengidentifikasi informasi dalam teks. 5. Menceritakan teks beserta informasi nya. 6. Melakukan percakapan interpersonal untuk mendapatkan informasi melalui kegiatan
terintegrasi menyimak dan berbicara bahasa Inggris.
C. Tujuan Pembelajaran 1. Peserta didik dapat menidentifiksai simple past tense yang terdapat dalam kalimat. 2. Peserta didik dapat melakukan interaksi interpersonal dalam praktik berbicara bahasa
Inggris.
D. Materi Pembelajaran
a. Communication Practice
Latihan mengenali narative text dan kata sifat.
Tanya jawab mengenai struktur narative text.
b. Grammar Practice
Penjelasan definisi narative text.
Penjelasan struktur teks kata sifat pada narative text.
c. Developing Skills
Kosa kata-kosa kata sulit
71
Vocabulary yang terkait dengan teks yang berbentuk narative text.
E. Model/Metode Pembelajaran
1. Pendekatan: Active Learning 2. Strategi: observe – practice. 3. Metode: Cooperative Learning – Jigsaw technique.
F. Kegiatan Pembelajaran
Kegiatan Deskripsi Kegiatan Alokasi Waktu
Pendahuluan
Apersepsi :
Menyapa siswa dengan mengucapkan selamat pagi
Menanyakan kabar siswa
Tanya jawab singkat tentang hari ini (saat pengajaran berlangsung)
Me-review materi sebelumnya
Memberikan pertanyaan untuk menghubungkan ke judul yang akan dipelajari
Motivasi :
Menjelaskan pentingnya materi yang akan dipelari berikut kompetensi yang harus dikuti siswa
10 menit
Inti Observing
Memberikan stimulus tentang materi teks naratif.
Memberikan contoh bentuk teks naratif.
Communicating
Mendiskusikan materi bersama siswa.
Memberikan kesempatan pada siswa untuk menjelaskan atau mendeskripsikan materi teks naratif.
Guru membagi siswa menjadi 5 kelompok, yang dinamakan ’home group’ dimana setiap kelompok terdiri dari 5-6 orang
Lalu kelompok ’home group’ dibagi lagi menjadi
10 menit
72
’expert group’ sesuai dengan nomor urut dan tugas yang sama, dimana kelompok ini juga masih terdiri dari 5-6 orang
Siswa diberikan contoh teks narative sederhana untuk diidentifikasi isi setiap paragraph dan di diskusikan dalam kelompok expert
Guru memfasilitasi siswa saat kegiatan diskusi berlangsung
Setelah berdiskusi di ’expert group’, siswa diminta kembali ke ’home group’ untuk berdiskusi dan menyatukan tugas mereka masing-masing menjadi satu.
Siswa difasilitasi oleh guru berupa mendiskusikan isi cerita secara keseluruhan dan membuat rangkuman yang akan menjadi bahan mereka untuk presentasi di depan kelas mewakili kelompok home mereka.
Experimenting
Membimbing siswa menggunakan tenses yang tepat untuk untuk menceritakan kembali narativ text
Membiasakan siswa untuk berani tampil di depan kelas dan mempersentasikan hasil belajar.
Memberi kesempatan untuk berpikir, menganalisis, menyelesaikan masalah, dan bertindak tanpa rasa takut.
Memfasilitasi peserta didik dalam pembelajaran kooperatif dan kolaboratif.
Memfasilitasi peserta didik berkompetisi secara sehat untuk meningkatkan prestasi belajar.
Memfasilitasi peserta didik melakukan kegiatan yang menumbuhkan kebanggaan dan rasa percaya diri peserta didik.
100 menit
Penutup Setelah mengikuti kegiatan pembelajaran pada pertemuan ini, siswa ditanya bagaimana perasaannya (REFLEKSI)
Guru memberikan pertanyaan untuk mengetahui apakah siswa sudah memahami topik tentang narative text.
Siswa diminta membuat kesimpulan pembelajaran pada pertemuan ini
10 menit
73
G. Sumber/Media Pembelajaran 1. Sumber: Lembar cerita berbentuk narative Text. 2. Media: Audio/video, White board, board marker
Ciputat,
Guru Mapel Bahasa Inggris Mahasiswa
(, S.Pd) (Taufik Rusandi)
74
Narative text
Surabaya
Once upon a time , there were two animals , Sura and Baya name . Sura is the name
of the Beast is the Beast shark and Baya the crocodile . They live in the deep sea . After Sura
and Baya were looking for some food . Suddenly, Baya see a nice goat . " Yummy is good ,
this is the most delicious lunch , " said Baya . ' No way ! This is my lunch . You greedy " Sura
said . Later they fought for goats . After several hours of fighting, they were very tired .
Feels tired of fighting , they live in different places . Sura Baya live in the water and stay in
the country.
Border is the beach , so they do not will fight again . Someday , Sura went to the
ground and look for some food in the river . he was very hungry and there was not much
food in the sea . Baya was very angry when he knew that Sura broke a promise . they fight
again . They both punching and kicking . tail Sura Baya fight . Baya did the same thing to
Sura . He bit very hard until Sura finally gave up and returned to the sea . Baya happy .
named his final city of Surabaya .
Read the narative story ( 10 Minute)
Every student retell the story in the class.
116
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Control Class
Nama sekolah : SMP 3 Tangsel Kelas/Semester : VII/1 Mata Pelajaran : Bahasa Inggris Topik : Descriptive text Pertemuan Ke- : 1 Alokasi Waktu : 2 x 45 menit
1. Kompetensi Dasar
Mengungkapkan makna dalam teks monolog dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk narrative, descriptive, dan news item.
2. Indikator Pencapaian Kompetensi a) Mengidentifikasi struktur, pola kalimat dan elemen bahasa yang terdapat di dalam
teks descriptive. b) Mengidentifikasi informasi mengenai gambaran umum, informasi rinci, informasi
tersirat, dan informasi tertulis yang terdapat di dalam teks. c) Mengidentifikasi contoh teks descriptive
3. Tujuan Pembelajaran a) Peserta didik dapat menceritakan kembali ke dalam praktik berbicara bahasa Inggris. b) Peserta didik dapat melakukan interaksi interpersonal dalam praktik berbicara bahasa
Inggris. c) Memahami struktur, pola kalimat dan elemen bahasa yang terdapat di dalam teks
descriptive. d) Memahami informasi mengenai gambaran umum, informasi rinci, informasi tersirat,
dan informasi tertulis yang terdapat di dalam teks. e) Memahami contoh teks descriptive
4. Materi Pembelajaran
a. Communication Practice
Latihan mengenali descriptive.
Tanya jawab mengenai struktur descriptive teks.
b. Grammar Practice
Penjelasan definisi ddescriptive teks.
Penjelasan struktur teks kata sifat pada descriptive teks.
c. Developing Skills
Kosa kata-kosa kata sulit
Vocabulary yang terkait dengan teks yang berbentuk Descriptive
117
Penggunaan have/has dan to be : is, am, are.3. Contoh teks descriptive All right students, today I would like to tell you about my bed room. I have big bed room. The color is blue. In my bed room there are Air Conditioner, bass guitar, big bed, wardrobe, and desk. The smell of my room is fragrant, because I always spray my perfume every day. My bass is very expensive because I bought it in Japan. The color is blue, I love blue very much.
5. Model/Metode Pembelajaran
1. Pendekatan: Active Learning 2. Strategi: observe – practice.
6. Kegiatan Pembelajaran
Kegiatan Deskripsi Kegiatan Alokasi Waktu
Pendahuluan
Apersepsi :
Menyapa siswa dengan mengucapkan selamat pagi
Menanyakan kabar siswa
Tanya jawab singkat tentang hari ini (saat pengajaran berlangsung)
Me-review materi sebelumnya
Memberikan pertanyaan untuk menghubungkan ke judul yang akan dipelajari
Motivasi :
Menjelaskan pentingnya materi yang akan dipelari berikut kompetensi yang harus dikusi siswa
10 menit
118
Inti Observing
Memberikan stimulus tentang materi descriptive.
Memberikan contoh bentuk Descriptive text
Communicating
Siswa di beri kan masing masing contoh deskriptive teks.
Masing masing siswa di minta untuk mengindentifikasikan isi dari deskriptive teks dalam bentuk kelompok.
Memberikan stimulus tentang materi deskriptif.
Mendiskusikan materi bersama siswa.
Memberikan pertanyaan yang bersumber dari teks deskriptif tersebut
Memfasilitasi terjadinya interaksi antar peserta didik serta antara peserta didik dengan guru, lingkungan, dan sumber belajar lainnya;
Melibatkan peserta didik secara aktif dalam setiap kegiatan pembelajaran
Experimenting
Memberi kesempatan untuk berpikir, menganalisis, menyelesaikan masalah, dan bertindak tanpa rasa takut.
Memfasilitasi peserta didik dalam pembelajaran kooperatif dan kolaboratif.
Memfasilitasi peserta didik brkompetisi secara sehat untuk meningkatkan prestasi belajar.
Memfasilitasi peserta didik untuk menyajikan hasil kerja individual maupun kelompok.
Memfasilitasi peserta didik melakukan kegiatan yang menumbuhkan kebanggaan dan rasa percaya diri peserta didik.
10 menit
60 menit
Penutup Setelah mengikuti kegiatan pembelajaran pada pertemuan ini, siswa ditanya bagaimana perasaannya (REFLEKSI)
Guru memberikan pertanyaan untuk mengetahui apakah siswa sudah memahami topik tentang descriptive text.
Siswa diminta membuat kesimpulan pembelajaran pada pertemuan ini
10 menit
119
7. Sumber/Media Pembelajaran 1. Sumber: Lembar cerita berbentuk descriptiv text. 2. Media: Audio/video, White board, board marker
8. Penilaian Penilaian akan di ambil per individu namun dalam bentuk kelompok.
Ciputat,10 october 2014
Guru Mapel Bahasa Inggris Mahasiswa
( Agit Patronus, S.Pd) (Taufik Rusandi)
120
My mother is a beautiful person. She is not tall but not short, and she has curly hair and brown. Her eyes color are like honey and her color skin color light brown, and she has a beautiful smile. Her weight likes 120 lbs.She is a very kind person. She is very lovely, friendly, patient, and she loves to help people. I love my mom, because she is a good example to me. She loves being in the Church, and she loves sing and dance too. She is a very good child, wife and mother. She always takes care of her family. She likes her house to be clean and organized. She a very organized person, and all things in the house are in the right place. She doesn't like messes. She always has a smile on her face. She is so sweet and lovely. I like when I am going to sleep or went I wake up or when I am going to go to some places, she always give me a kiss, and when the family have a problem she always be with us to helps us and to give us all her love.
Instructions:
Masing masing siswa mengidentifikasi deskriptive teks :
mengidentifikasi struktur yang terdapat pada teks
mengidentifikasi elemen bahasa yang terdapat pada teks
megidentifikasi pengdeskrisian isi yang terdapat pada teks
mengdentifikasi tujuan serta fungsi yang terdapat pada teks
mengidentifikasi karakteristik serta kesimpulan yang terdapat pada teks
121
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Control Class
Nama sekolah : SMP 3 Tangsel Kelas/Semester : VII/1 Mata Pelajaran : Bahasa Inggris Topik : Descriptive text Pertemuan Ke- : 2 Alokasi Waktu : 2 x 45 menit
A. Kompetensi Dasar
3.10 Menerapkan struktur teks dan unsur kebahasaan untuk melaksanakan fungsi sosial teks deskriptif dengan menyatakan dan menanyakan tentang deskripsi orang, binatang, dan benda, pendek dan sederhana, sesuai dengan konteks penggunaannya. Mendeskripsikan kondisi tempat berbentuk teks sederhana dan penggunaannya.
B. Indikator Pencapaian Kompetensi
1. Menunjukkan motivasi untuk mengembangkan kemampuan berbahasa Inggris. 2. Mengidentifikasi gagasan utama dan informasi rinci. 3. Memberikan penilaian tentang informasi dalam teks. 4. Mengidentifikasi informasi dalam teks. 5. Menceritakan teks beserta informasi nya. 6. Melakukan percakapan interpersonal untuk mendapatkan informasi melalui kegiatan
terintegrasi menyimak dan berbicara bahasa Inggris.
C. Tujuan Pembelajaran 1. Peserta didik dapat menceritakan kembali ke dalam praktik berbicara bahasa Inggris. 2. Peserta didik dapat melakukan interaksi interpersonal dalam praktik berbicara bahasa
Inggris.
D. Materi Pembelajaran
a. Communication Practice
Latihan mengenali Descriptive teks.
Tanya jawab mengenai struktur Descriptive teks.
b. Grammar Practice
Penjelasan definisi Descriptive teks.
Penjelasan struktur teks kata sifat pada Descriptive teks.
c. Developing Skills
Kosa kata-kosa kata sulit
122
Vocabulary yang terkait dengan teks yang berbentuk Descriptive teks.
E. Model/Metode Pembelajaran
1. Pendekatan: Active Learning 2. Strategi: observe – practice.
F. Kegiatan Pembelajaran
Kegiatan Deskripsi Kegiatan Alokasi Waktu
Pendahuluan
Apersepsi :
Menyapa siswa dengan mengucapkan selamat pagi
Menanyakan kabar siswa
Tanya jawab singkat tentang hari ini (saat pengajaran berlangsung)
Me-review materi sebelumnya
Memberikan pertanyaan untuk menghubungkan ke judul yang akan dipelajari
Motivasi :
Menjelaskan pentingnya materi yang akan dipelari berikut kompetensi yang harus dikuti siswa
10 menit
Inti Observing
Memberikan stimulus tentang materi Deskriptive teks.
Memberikan contoh bentuk Deskriptive teks.
Communicating
Siswa di beri kan masing masing contoh deskriptive teks.
Masing masing siswa di minta untuk mengindentifikasikan isi dari deskriptive teks dalam bentuk kelompok.
Memberikan stimulus tentang materi deskriptif.
Mendiskusikan materi bersama siswa.
10 menit
123
Memberikan pertanyaan yang bersumber dari teks deskriptif tersebut.
Mempersentasikan teks deskriptif
Memfasilitasi terjadinya interaksi antar peserta didik serta antara peserta didik dengan guru, lingkungan, dan sumber belajar lainnya;
Melibatkan peserta didik secara aktif dalam setiap kegiatan pembelajaran.
Experimenting
Membimbing siswa untuk menyebutkan informasi informasi yang terdapat pada descriptive teks.
Membimbing siswa menggunakan tenses yang tepat untuk untuk menceritakan kembali Descriptive text
Membiasakan siswa untuk berani tampil di depan kelas dan mempersentasikan hasil belajar.
Memberi kesempatan untuk berpikir, menganalisis, menyelesaikan masalah, dan bertindak tanpa rasa takut.
Memfasilitasi peserta didik dalam pembelajaran kooperatif dan kolaboratif.
Memfasilitasi peserta didik berkompetisi secara sehat untuk meningkatkan prestasi belajar.
Memfasilitasi peserta didik untuk menyajikan hasil kerja individual maupun kelompok.
Memfasilitasi peserta didik melakukan kegiatan yang menumbuhkan kebanggaan dan rasa percaya diri peserta didik.
60 menit
Penutup Setelah mengikuti kegiatan pembelajaran pada pertemuan ini, siswa ditanya bagaimana perasaannya (REFLEKSI)
Guru memberikan pertanyaan untuk mengetahui apakah siswa sudah memahami topik tentang Descriptive text.
Siswa diminta membuat kesimpulan pembelajaran pada pertemuan ini
10 menit
G. Sumber/Media Pembelajaran 1. Sumber: Lembar cerita berbentuk Descriptive Text. 2. Media: Audio/video, White board, board marker
124
Ciputat,17 october 2014
Guru Mapel Bahasa Inggris Mahasiswa
( Agit Patronus, S.Pd) (Taufik Rusandi)
125
The good effects of getting up in early morning
Getting up in the morning is a good thing and many people do this. They usually use an alarm to make them getting up, but this is not a habit because they do this with many reason that encourage them. There are many reasons why they do it, such as for school, appointment, or work, but when they do it, getting up in the early morning gives them many good effects. They often don’t realize that because the power of reason make them don’t think about it. They just get up and do that reason. There are many good effects that we can get because of getting up in the early morning.
The first good effect in getting up early is finishing the task on time. Many people doesn’t have much time to do their task in the night because many reasons, some of them feel tired and there are many activities that have to do. So, getting up in the morning gives you much time and a good feeling to finish your task. You can get up in 2.00 am and start doing the task. The peace and the quietness will guide you to have a good finishing task. There are some people or the sound of vehicle like in the afternoon and in the night.
You will more concentrate to finish your task and usually your task will be better than you do it in the other time. Besides it, when we have a deadline task and we have to submit it in that day, getting up in the morning will really help you. Of course you just have a little time to finish your task. I believe that our task will finish on time. Because when you are given a little time, it makes you think so hard and finally you can finish your task on time. That’s like a law, when people are given a little time to do the task they will become a great people who can find the good idea and can finish it, but of course, finishing your task because of getting out in the morning.
Getting up early also makes us will have much time to do sport such as jogging and cycling. I have heard that a Chinese believe going out home in early morning will make the positive feeling of the earth will get into your mind. But we usually don’t want to get up early and to do a sport outside. They have overworking in the night so, they can’t get out early. Sports in the morning will improve your mood and energy during the next few hours. This condition helps people to be better prepared to face the challenges of work or facing any kind during the day. Exercise at night will make the body temperature rises and can disrupt sleep. Exercise you do in the morning (before going to work) is more appropriate for the body which has a daily routine. Because if you do exercise after your daily routine, then the actual energy in your body just the remnants of your daily routine activities.
Most people will go to the gym or fitness center during the evening or during the day so with a lot of people sometimes make a person standing in line to use the existing sports equipment. In the morning, you do not need to wait if you want to use the equipment and exercise would be more effective. As a moslem we have to do subuh pray, it’s about day break time. It has many extraordinary useful and excellence for every people who do it consistently. Although just two prostrations, subuh pray saves many great secrets
126
from the spiritual side, the healthy and the successful life. Our prophet Muhammad said that subuh pray is better that the world and its contents. From the spiritual side, subuh pray has many excellence, such as, saving our life from the god punishment, get a profit which same as pilgrimage, freed from the hell, avoided from hypocrisy, and get the protection from the God.
Our prophet also commands us to get up early and do the subuh prayer because that is the most exalted thing. From the healthy side, getting up to do subuh pray can normalize our nerve and brain performance because the ozone of O3 is very high and really help us to increase our mind performance. It also decreases blockage of blood vessels and heart attack. Furthermore, we are forbidden going back to sleep and we are really suggested to start our activities or reading Al-Quran.
Getting up in early morning gives us many advantages that I described above. We can finish our task, because the quietness and the peace that given in early morning make us more concentrate to do the task. Second, we can do a sport to improve our energy and to make us be ready to face many kinds of problem during the day. The last, as a moslem, we must do the subuh pray which is really useful for our life.
Instructions:
Siswa diminta meng identifikasikan isi dari deskriptive teks secara berkelompok.
Siswa di minta membuat rangkuman dan mempersentasikan di dalam kelas.
127
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Control Class
Nama sekolah : SMP 3 Tangsel Kelas/Semester : VII/1 Mata Pelajaran : Bahasa Inggris Topik : Past tense Pertemuan Ke- : 3 Alokasi Waktu : 2 x 45 menit
A. Kompetensi Dasar
3.11 Menerapkan struktur teks dan unsur kebahasaan untuk melaksanakan fungsi sosial menyatakan dan menanyakan tindakan/kejadian yang dilakukan/terjadi di waktu lampau, sesuai dengan konteks penggunaannya.
B. Indikator Pencapaian Kompetensi
1. Mengidentifikasikan past tense. 2. Mengidentifikasi gagasan utama dan informasi rinci. 3. Memberikan penilaian tentang informasi dalam teks. 4. Mengidentifikasi informasi dalam teks. 5. Menceritakan teks beserta informasi nya. 6. Melakukan percakapan interpersonal untuk mendapatkan informasi melalui kegiatan
terintegrasi menyimak dan berbicara bahasa Inggris.
C. Tujuan Pembelajaran 1. Peserta didik dapat menidentifiksai simple past tense yang terdapat dalam kalimat. 2. Peserta didik dapat melakukan interaksi interpersonal dalam praktik berbicara bahasa
Inggris.
D. Materi Pembelajaran
a. Communication Practice
Latihan mengenali Simple past tense
Tanya jawab mengenai struktur Simple Past tense.
b. Grammar Practice
Penjelasan definisi Simple past tense.
Penjelasan struktur teks kata sifat pada Simple past tense.
c. Developing Skills
Kosa kata-kosa kata sulit
Vocabulary yang terkait dengan teks yang berbentuk Simple past tense.
128
Pattern Example Time Reference
A. (+) S+V2 Diana cooked rice in the kitchen everyday
Last year
Last week
Yesterday
2 days ago
etc
(-) S+ did +not+V1 Diana did not cook rice in the kitchen every day
(?) Did+S+V1 Did Diana cook rice in the kitchen every day?
B. S+ to be +adj. + adv +noun
He was an English teacher
(-) S+ to be+ not+ adj. + adv +noun
he was not an English teacher
(?) to be + s+ adj. + adv +noun
was he an English teacher?
E. Model/Metode Pembelajaran
1. Pendekatan: Active Learning 2. Strategi: observe – practice.
F. Kegiatan Pembelajaran
Kegiatan Deskripsi Kegiatan Alokasi Waktu
Pendahuluan
Apersepsi :
Menyapa siswa dengan mengucapkan selamat pagi
Menanyakan kabar siswa
Tanya jawab singkat tentang hari ini (saat pengajaran berlangsung)
Me-review materi sebelumnya
Memberikan pertanyaan untuk menghubungkan ke judul yang akan dipelajari
Motivasi :
Menjelaskan pentingnya materi yang akan dipelari berikut kompetensi yang harus dikuti siswa
10 menit
129
Inti Observing
Memberikan stimulus tentang materi simple past.
Memberikan contoh bentuk Simple past.
Communicating
Menjelaskan ciri-ciri past tense.
Memberikan latihan kepada siswa dalam grup berupa teks recount untuk kemudian diidentifikasi ciri-ciri kebahasaan teks tersebut.
Meminta siswa untuk membentuk grup dan menulis sebuah cerita berbentuk recount
Memfasilitasi terjadinya interaksi antar peserta didik serta antara peserta didik dengan guru, lingkungan, dan sumber belajar lainnya;
Melibatkan peserta didik secara aktif dalam setiap kegiatan pembelajaran
Experimenting
Membimbing siswa untuk menyebutkan informasi informasi yang terdapat pada recount teks.
Memberi kesempatan untuk berpikir, menganalisis, menyelesaikan masalah, dan bertindak tanpa rasa takut.
Memfasilitasi peserta didik dalam pembelajaran kooperatif dan kolaboratif.
Memfasilitasi peserta didik berkompetisi secara sehat untuk meningkatkan prestasi belajar.
Memfasilitasi peserta didik untuk menyajikan hasil kerja individual maupun kelompok.
Memfasilitasi peserta didik melakukan kegiatan yang menumbuhkan kebanggaan dan rasa percaya diri peserta didik.
10 menit
60 menit
Penutup Setelah mengikuti kegiatan pembelajaran pada pertemuan ini, siswa ditanya bagaimana perasaannya (REFLEKSI)
Guru memberikan pertanyaan untuk mengetahui apakah siswa sudah memahami topik tentang Recount text.
Siswa diminta membuat kesimpulan pembelajaran pada pertemuan ini
10 menit
130
G. Sumber/Media Pembelajaran 1. Sumber: Lembar cerita berbentuk recount Text. 2. Media: Audio/video, White board, board marker
Ciputat,24 october 2014
Guru Mapel Bahasa Inggris Mahasiswa
( Agit Patronus, S.Pd) (Taufik Rusandi)
131
Mohamed Haytham Saleh
A bomb injured Mohamed Haytham Saleh’s seft eye when U.S and Iraqi forces clashed in his hometown of Fallujah in 2003. Mohammed underwent surgery at a local hospital, but his condition only went worse. Later his father to obtain international help for further treatment. After various effort, Mohamed was able to get his eye operated in Japan sponsored by the Reteractors and regained his eye-sight.
To help Mohamed, his father asked for assistance to a Japanese freelance juarnalist working in the region. The reporter, Shinsuje Hashida, contacted an acquaintance, Hitosugi, who helped organize a drive for donations with Reteractors. Later, Hashida’s wife, Yukiko provided further links after Hashida wa killed in a attack near Bagdad.
Meanwhile the media converage surrounding Hashida’s death thrust Mohamed’s story into the national spotlight, and donations began to pour in.
Mohammaed and his father arrived at Tokyo Narita international airport in 2004 to a crowd of reporters. The local reteractors tended to their needs, while Mohamed had surgery and received follow-up care. When he returned home the text month, his vision was fully restored
132
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Experimental Class
Nama sekolah : SMP 3 Tangsel Kelas/Semester : VII/1 Mata Pelajaran : Bahasa Inggris Topik : Narrative Text Pertemuan Ke- : 4 Alokasi Waktu : 2 x 45 menit
A. Kompetensi Dasar
3.11 Menerapkan struktur teks dan unsur kebahasaan untuk melaksanakan fungsi sosial menyatakan dan menanyakan tindakan/kejadian yang dilakukan/terjadi di waktu lampau, sesuai dengan konteks penggunaannya.
3.12 Menerapkan struktur teks dan unsur kebahasaan untuk melaksanakan fungsi sosial teks Narative dengan menyatakan dan menanyakan tentang kegiatan, kejadian, dan peristiwa, pendek dan sederhana, sesuai dengan konteks penggunaannya
B. Indikator Pencapaian Kompetensi 1. Mengidentifikasikan past tense dalam Narative text. 2. Mengidentifikasi gagasan utama dan informasi rinci. 3. Memberikan penilaian tentang informasi dalam teks. 4. Mengidentifikasi informasi dalam teks. 5. Menceritakan teks beserta informasi nya. 6. Melakukan percakapan interpersonal untuk mendapatkan informasi melalui kegiatan
terintegrasi menyimak dan berbicara bahasa Inggris.
C. Tujuan Pembelajaran 1. Peserta didik dapat membuat narative. 2. Peserta didik dapat melakukan interaksi interpersonal dalam praktik berbicara bahasa
Inggris.
D. Materi Pembelajaran
a. Communication Practice
Latihan mengenali Narative text dan kata sifat.
Tanya jawab mengenai struktur Narative text.
b. Grammar Practice
Penjelasan definisi recount text.
Penjelasan struktur dan tenses yang di gunakan pada Narative text.
133
c. Developing Skills
Kosa kata-kosa kata sulit
Vocabulary yang terkait dengan teks yang berbentuk Narative text.
E. Model/Metode Pembelajaran
1. Pendekatan: Active Learning 2. Strategi: observe – practice. 3. Metode: Cooperative Learning – Jigsaw technique.
F. Kegiatan Pembelajaran
Kegiatan Deskripsi Kegiatan Alokasi Waktu
Pendahuluan
Apersepsi :
Menyapa siswa dengan mengucapkan selamat pagi
Menanyakan kabar siswa
Tanya jawab singkat tentang hari ini (saat pengajaran berlangsung)
Me-review materi sebelumnya
Memberikan pertanyaan untuk menghubungkan ke judul yang akan dipelajari
Motivasi :
Menjelaskan pentingnya materi yang akan dipelari berikut kompetensi yang harus dikuti siswa
10 menit
Inti Observing
Memberikan stimulus tentang materi Narative teks.
Memberikan contoh bentuk Narative teks.
Communicating
Mendiskusikan materi bersama siswa.
Memberikan kesempatan pada siswa untuk menjelaskan atau mendeskripsikan materi Narative teks.
Menjelaskan ciri-ciri teks Narative.
Memberikan latihan kepada siswa dalam grup berupa teks Narative untuk kemudian diidentifikasi
10 menit
134
ciri-ciri kebahasaan teks tersebut.
Meminta siswa untuk membentuk grup dan menulis sebuah cerita berbentuk Narative
Memfasilitasi terjadinya interaksi antar peserta didik serta antara peserta didik dengan guru, lingkungan, dan sumber belajar lainnya;
Melibatkan peserta didik secara aktif dalam setiap kegiatan pembelajaran
Experimenting
Membimbing siswa untuk menyebutkan informasi informasi yang terdapat pada Narative teks.
Membimbing siswa menggunakan tenses yang tepat untuk untuk menceritakan kembali narative text
Membiasakan siswa untuk berani tampil di depan kelas dan mempersentasikan hasil belajar.
Memberi kesempatan untuk berpikir, menganalisis, menyelesaikan masalah, dan bertindak tanpa rasa takut.
Memfasilitasi peserta didik dalam pembelajaran kooperatif dan kolaboratif.
Memfasilitasi peserta didik berkompetisi secara sehat untuk meningkatkan prestasi belajar.
Memfasilitasi peserta didik untuk menyajikan hasil kerja individual maupun kelompok.
Memfasilitasi peserta didik melakukan kegiatan yang menumbuhkan kebanggaan dan rasa percaya diri peserta didik.
60 menit
Penutup Setelah mengikuti kegiatan pembelajaran pada pertemuan ini, siswa ditanya bagaimana perasaannya (REFLEKSI)
Guru memberikan pertanyaan untuk mengetahui apakah siswa sudah memahami topik tentang Narative text.
Siswa diminta membuat kesimpulan pembelajaran pada pertemuan ini
10 menit
G. Sumber/Media Pembelajaran 1. Sumber: Lembar cerita berbentuk Narativet Text. 2. Media: Audio/video, White board, board marker
135
Ciputat,29 october 2014
Guru Mapel Bahasa Inggris Mahasiswa
( Agit Patronus, S.Pd) (Taufik Rusandi)
136
Cinderella
Once upon a time there lived an unhappy young girl. Her mother was dead and her father had married a widow with two daughters. Her stepmother didn't like her one little bit. All her kind thoughts and loving touches were for her own daughters. Nothing was too good for them - dresses, shoes, delicious food, soft beds, and every home comfort. But, for the poor unhappy girl, there was nothing at all. No dresses, only her stepsisters’ hand-me-downs. No lovely dishes, nothing but scraps. No rest and no comfort. She had to work hard all day. Only when evening came was she allowed to sit for a while by the fire, near the cinders. That’s why everybody called her Cinderella. Cinderella used to spend long hours all alone talking to the cat. The cat said, “Miaow“, which really meant, “Cheer up! You have something neither of your stepsisters has and that is beauty.” It was quite true. Cinderella, even dressed in old rags, was a lovely girl. While her stepsisters, no matter how splendid and elegant their clothes, were still clumsy, lumpy and ugly and always would be.
One day, beautiful new dresses arrived at the house. A ball was to be held at the palace and the stepsisters were getting ready to go. Cinderella didn't even dare ask if she could go too. She knew very well what the answer would be: “You? You're staying at home to wash the dishes, scrub the floors and turn down the beds for your stepsisters.” They will come home tired and very sleepy. Cinderella sighed, “Oh dear, I'm so unhappy!” and the cat murmured “Miaow.”
Suddenly something amazing happened. As Cinderella was sitting all alone, there was a burst of light and a fairy appeared. “Don't be alarmed, Cinderella,” said the fairy. “I know you would love to go to the ball. And so you shall!” “How can I, dressed in rags?” Cinderella replied. “The servants will turn me away!”
The fairy smiled. With a flick of her magic wand Cinderella found herself wearing the most beautiful dress she had ever seen. “Now for your coach,” said the fairy; "A real lady would never go to a ball on foot! Quick! Get me a pumpkin!” “Oh of course,” said Cinderella, rushing away. Then the fairy turned to the cat. “You, bring me seven mice, and, remember they must be alive!”
Cinderella soon returned with the pumpkin and the cat with seven mice he had caught in the cellar. With a flick of the magic wand the pumpkin turned into a sparkling coach and the mice became six white horses, while the seventh mouse turned into a coachman in a smart uniform and carrying a whip. Cinderella could hardly believe her eyes.
“You shall go to the ball Cinderella. But remember! You must leave at midnight. That is when my spell ends. Your coach will turn back into a pumpkin and the horses will become mice again. You will be dressed in rags and wearing clogs instead of these glass slippers! Do you understand?” Cinderella smiled and said, “Yes, I understand!”
137
Cinderella had a wonderful time at the ball until she heard the first stroke of midnight! She remembered what the fairy had said, and without a word of goodbye she slipped from the Prince’s arms and ran down the steps. As she ran she lost one of her slippers, but not for a moment did she dream of stopping to pick it up! If the last stroke of midnight were to sound... oh... what a disaster that would be! Out she fled and vanished into the night.
The Prince, who was now madly in love with her, picked up the slipper and said to his ministers, “Go and search everywhere for the girl whose foot this slipper fits. I will never be content until I find her!” So the ministers tried the slipper on the foot of every girl in the land until only Cinderella was left.
“That awful untidy girl simply cannot have been at the ball,” snapped the stepmother. “Tell the Prince he ought to marry one of my two daughters! Can't you see how ugly Cinderella is?”
But, to everyone’s amazement, the shoe fitted perfectly.
Suddenly the fairy appeared and waved her magic wand. In a flash, Cinderella appeared in a splendid dress, shining with youth and beauty. Her stepmother and stepsisters gaped at her in amazement, and the ministers said, “Come with us Cinderella! The Prince is waiting for you.“ So Cinderella married the Prince and lived happily ever. As for the cat, he just said “Miaow!”
138
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Control Class
Satuan Pendidikan : SMP Kelas/Semester : VII/1 Mata Pelajaran : Bahasa Inggris Topik : News Item Pertemuan Ke- : 5 Alokasi Waktu : 2 x 45 menit
A. Kompetensi Dasar
Mengungkapkan makna dalam teks monolog dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk narrative, descriptive, dan news item
Menerapkan struktur teks dan unsur kebahasaan untuk melaksanakan fungsi sosial menyatakan dan menanyakan tindakan/kejadian yang dilakukan/terjadi di waktu lampau, sesuai dengan konteks penggunaannya.
B. Indikator Pencapaian Kompetensi
Pada akhir pembelajaran siswa dapat:
Mengidentifikasi struktur, pola kalimat dan elemen bahasa yang terdapat di dalam koran (news paper).
Mengidentifikasi informasi mengenai gambaran umum, informasi rinci, informasi tersirat, dan informasi tertulis yang terdapat di dalam koran.
Mengidentifikasi contoh teks koran.
C. Tujuan Pembelajaran
Pada akhir pembelajaran, siswa dapat merespon makna dalam:
Memahami struktur, pola kalimat dan elemen bahasa yang terdapat di dalam teks koran (news paper).
Memahami informasi mengenai gambaran umum, informasi rinci, informasi tersirat, dan informasi tertulis yang terdapat di dalam koran (news paper).
Memahami contoh teks koran
D. Materi Pembelajaran
a. Communication Practice
Latihan mengenali Simple past tense dalam bentuk news item.
b. Grammar Practice
Penjelasan definisi Simple past tense dalam bentuk news item.
c. Developing Skills
139
Kosa kata-kosa kata sulit
Vocabulary yang terkait dengan news item.
E. Model/Metode Pembelajaran
1. Pendekatan: Active Learning 2. Strategi: observe – practice. 3. Metode: Cooperative Learning – Jigsaw technique.
F. Kegiatan Pembelajaran
Kegiatan Deskripsi Kegiatan Alokasi Waktu
Pendahuluan
Apersepsi :
Menyapa siswa dengan mengucapkan selamat pagi
Menanyakan kabar siswa
Tanya jawab singkat tentang hari ini (saat pengajaran berlangsung)
Me-review materi sebelumnya
Memberikan pertanyaan untuk menghubungkan ke judul yang akan dipelajari
Motivasi :
Menjelaskan pentingnya materi yang akan dipelari berikut kompetensi yang harus dikuti siswa
10 menit
Inti Observing
Memberikan stimulus tentang materi news item.
Memberikan contoh bentuk news item.
Communicating
Mendiskusikan materi bersama siswa.
Siswa diberikan contoh teks koran sederhana untuk diidentifikasi struktur, elemen bahasa, dan beberapa informasi, seperti nara sumber, isi berita, pikiran pokok (main idea), tujuan, fungsi dan karakteristik yang terdapat di dalam teks.
Guru memfasilitasi siswa saat kegiatan diskusi berlangsung
10 menit
140
Siswa difasilitasi oleh guru berupa permainan dalam bentuk kuis untuk mengungkapkan jawaban mereka atas pertanyaan mengenai struktur, elemen bahasa, tokoh, dan informasi yang sudah teridentifikasi pada teks (aktif, percaya diri, komunikatif, toleransi).
Experimenting
Membimbing siswa untuk menyebutkan informasi informasi yang terdapat pada news item.
Memberi kesempatan untuk berpikir, menganalisis, menyelesaikan masalah, dan bertindak tanpa rasa takut.
Memfasilitasi peserta didik dalam pembelajaran kooperatif dan kolaboratif.
Memfasilitasi peserta didik berkompetisi secara sehat untuk meningkatkan prestasi belajar.
Memfasilitasi peserta didik untuk menyajikan hasil kerja individual maupun kelompok.
Memfasilitasi peserta didik melakukan kegiatan yang menumbuhkan kebanggaan dan rasa percaya diri peserta didik.
60 menit
Penutup Setelah mengikuti kegiatan pembelajaran pada pertemuan ini, siswa ditanya bagaimana perasaannya (REFLEKSI)
Guru memberikan pertanyaan untuk mengetahui apakah siswa sudah memahami topik tentang news item
Siswa diminta membuat kesimpulan pembelajaran pada pertemuan ini
10 menit
G. Sumber/Media Pembelajaran 1. Sumber: Lembar cerita berbentuk news item 2. Media: Audio/video, White board, board marker
Ciputat,7 November 2014
Guru Mapel Bahasa Inggris Mahasiswa
( Agit Patronus, S.Pd) (Taufik Rusandi)
141
Indonesia put in an impressive performance in their 2-0 defeat of Singapore, butstill failed to qualify for next year's AFC U-22 soccer championship after finishing a third place at the end of Group E matches in Pekanbaru, Riau on Sunday. The two goals for the home side, which welcomed Coach Aji Santoso back the sidelines from a four matches suspension, both came in the second half from Agung Supriyanto. He scored his first goal from the penalty box before finding his second several minutes later. He beat a defender with a swift maneuver from the right flank and had the goalkeeper gasping as his thunderous goal blasted into the far post.The young Indonesians collected 9 points, or just one point behind runner-up Australia, out of a six strong field of competitors. Japan topped the standing with a perfect collection 20-2 goal margin. Singapore came in fourth with 7 points followed by Timor Leste with 3 points and Macau with no points.In earlier matches in the day, favorite Japan continued their dominant form with a 5-0 drubbing of another tournament favorite Australia, while Timor Leste chalked up their first victory, a 4-1 over last-placed Macau.
Instructions:
Siswa mengindentifikasi news item berdasarkan :
struktur dan elemen bahasa berita yang terdapat pada koran
isi berita dan nara sumber yang terdapat pada koran
pikiran utama/pokik sebuah berita yang terdapat pada koran
tujuan serta fungsi berita yang terdapat pada koran
karakteristik serta kesimpulan berita yang terdapat pada koran
142
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Control Class
Satuan Pendidikan : SMP
Kelas/Semester : VII/1
Mata Pelajaran : Bahasa Inggris
Topik : News Item
Pertemuan Ke- : 6
Alokasi Waktu : 2 x 45 menit
A. Kompetensi Dasar
Mengungkapkan makna dalam teks monolog dengan menggunakan ragam bahasa
lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari
dalam teks berbentuk narrative, descriptive, dan news item
Menerapkan struktur teks dan unsur kebahasaan untuk melaksanakan fungsi sosial
menyatakan dan menanyakan tindakan/kejadian yang dilakukan/terjadi di waktu
lampau, sesuai dengan konteks penggunaannya.
B. Indikator Pencapaian Kompetensi
Pada akhir pembelajaran siswa dapat:
Mengidentifikasi informasi mengenai gambaran umum, informasi rinci, informasi
tersirat, dan informasi tertulis yang terdapat di dalam koran.
Mengidentifikasi contoh teks koran.
Menyampaikan isi dalam berita.
C. Tujuan Pembelajaran
Pada akhir pembelajaran, siswa dapat merespon makna dalam:
143
Memahami informasi mengenai gambaran umum, informasi rinci, informasi tersirat,
dan informasi tertulis yang terdapat di dalam koran (news paper).
Mampu memahami isi dan mempersentasikan news item dalam kelas.
D. Materi Pembelajaran
a. Communication Practice
Latihan menyampaikan berita di dalam kelas.
b. Grammar Practice
Penjelasan definisi Simple past tense.
Penjelasan struktur teks kata sifat pada Simple past tense.
c. Developing Skills
Kosa kata-kosa kata sulit
Vocabulary yang terkait dengan news item.
E. Model/Metode Pembelajaran
1. Pendekatan: Active Learning
2. Strategi: observe – practice.
3. Metode: Cooperative Learning – Jigsaw technique.
F. Kegiatan Pembelajaran
Kegiatan Deskripsi Kegiatan Alokasi
Waktu
Pendahuluan
Apersepsi :
Menyapa siswa dengan mengucapkan selamat
pagi
Menanyakan kabar siswa
10 menit
144
Tanya jawab singkat tentang hari ini (saat
pengajaran berlangsung)
Me-review materi sebelumnya
Memberikan pertanyaan untuk menghubungkan
ke judul yang akan dipelajari
Motivasi :
Menjelaskan pentingnya materi yang akan
dipelari berikut kompetensi yang harus dikuti
siswa
Inti Observing
Memberikan stimulus tentang materi news item.
Memberikan contoh bentuk news item.
Communicating
Guru membagi siswa kelompok,dimana setiap
kelompok terdiri dari 5-6 orang
Masing masing kelompok di minta membuat berita
berdasarkan dengan materi yang sudah di pelajari
sebelum nya
Mendiskusikan materi bersama siswa.
Guru memfasilitasi siswa saat kegiatan diskusi
berlangsung
Siswa difasilitasi oleh guru untuk membuat
rangkuman yang akan di persentasikan oleh masih
masing group di depan kelas
10 menit
145
Siswa difasilitasi oleh guru berupa permainan dalam
bentuk kuis untuk mengungkapkan jawaban mereka
atas pertanyaan mengenai struktur, elemen bahasa,
tokoh, dan informasi yang sudah teridentifikasi
dalam persentasi grup lain (aktif, percaya diri,
komunikatif, toleransi).
Experimenting
Membimbing siswa untuk menyebutkan informasi
informasi yang terdapat pada news item.
Memberi kesempatan untuk berpikir, menganalisis,
menyelesaikan masalah, dan bertindak tanpa rasa
takut.
Memfasilitasi peserta didik dalam pembelajaran
kooperatif dan kolaboratif.
Memberikan kesempatan siswa untuk persentasi
dalam kelas.
Memfasilitasi peserta didik berkompetisi secara
sehat untuk meningkatkan prestasi belajar.
Memfasilitasi peserta didik untuk menyajikan hasil
kerja individual maupun kelompok.
Memfasilitasi peserta didik melakukan kegiatan yang
menumbuhkan kebanggaan dan rasa percaya diri
peserta didik.
60 menit
Penutup Setelah mengikuti kegiatan pembelajaran pada
pertemuan ini, siswa ditanya bagaimana perasaannya
(REFLEKSI)
Guru memberikan pertanyaan untuk mengetahui
apakah siswa sudah memahami topik tentangnews item
10 menit
146
Siswa diminta membuat kesimpulan pembelajaran pada
pertemuan ini
G. Sumber/Media Pembelajaran
1. Sumber: Lembar cerita berbentuk news item
2. Media: Audio/video, White board, board marker
Ciputat,14 Novemeber 2014
Guru Mapel Bahasa Inggris Mahasiswa
( Agit Patronus, S.Pd) (Taufik Rusandi)
147
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Control Class
Satuan Pendidikan : SMP
Kelas/Semester : VII/1
Mata Pelajaran : Bahasa Inggris
Topik : recount text
Pertemuan Ke- : 7
Alokasi Waktu : 3 x 45 menit
A. Kompetensi Dasar
3.11 Memahami dan merespon percapakan transaksional (to get things done) dan interpersonal (bersosialisasi) sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancer, dan berterima untuk berinteraksi dengan lingkungan sekitar yang berbentuk naratif, deskriptif, recount dan anekdot.
B. Indikator Pencapaian Kompetensi
1. Mengidentifikasikan past tense dalam teks recount. 2. Mengidentifikasi gagasan utama dan informasi rinci. 3. Memberikan penilaian tentang informasi dalam teks. 4. Mengidentifikasi informasi dalam teks. 5. Menceritakan teks beserta informasi nya. 6. Melakukan percakapan interpersonal untuk mendapatkan informasi melalui kegiatan
terintegrasi menyimak dan berbicara bahasa Inggris.
C. Tujuan Pembelajaran 1. Peserta didik dapat menidentifiksai simple past tense yang terdapat dalam kalimat. 2. Peserta didik dapat melakukan interaksi interpersonal dalam praktik berbicara bahasa
Inggris.
D. Materi Pembelajaran
a. Communication Practice
Latihan mengenali recount text dan kata sifat.
Tanya jawab mengenai struktur recount text.
b. Grammar Practice
Penjelasan definisi recount text.
Penjelasan struktur teks kata sifat pada recount text.
c. Developing Skills
148
Kosa kata-kosa kata sulit
Vocabulary yang terkait dengan teks yang berbentuk recount text.
E. Model/Metode Pembelajaran 1. Pendekatan: Active Learning 2. Strategi: observe – practice. 3. Metode: Cooperative Learning – Jigsaw technique.
F. Kegiatan Pembelajaran
Kegiatan Deskripsi Kegiatan Alokasi
Waktu
Pendahuluan
Apersepsi :
Menyapa siswa dengan mengucapkan selamat pagi
Menanyakan kabar siswa
Tanya jawab singkat tentang hari ini (saat pengajaran berlangsung)
Me-review materi sebelumnya
Memberikan pertanyaan untuk menghubungkan ke judul yang akan dipelajari
Motivasi :
Menjelaskan pentingnya materi yang akan dipelari berikut kompetensi yang harus dikuti siswa
10 menit
Inti Observing
Memberikan stimulus tentang materi Recount teks.
Memberikan contoh bentuk Recount teks.
Communicating
Mendiskusikan materi bersama siswa.
Memberikan kesempatan pada siswa untuk menjelaskan atau mendeskripsikan materi recount teks.
Guru membagi siswa menjadi kelompok, yang di dimana setiap kelompok terdiri dari 5-6 orang
10 menit
149
Siswa diberikan contoh teks Recount sederhana untuk diidentifikasi isi setiap paragraph oleh masing masing anggota
Guru memfasilitasi siswa saat kegiatan diskusi berlangsung
Siswa difasilitasi oleh guru berupa mendiskusikan isi cerita secara keseluruhan dan membuat rangkuman yang akan menjadi bahan mereka untuk presentasi di depan kelas mewakili kelompok home mereka.
Experimenting
Membimbing siswa untuk menyebutkan informasi informasi yang terdapat pada recount teks.
Membimbing siswa menggunakan tenses yang tepat untuk untuk menceritakan kembali recount text
Membiasakan siswa untuk berani tampil di depan kelas dan mempersentasikan hasil belajar.
Memberi kesempatan untuk berpikir, menganalisis, menyelesaikan masalah, dan bertindak tanpa rasa takut.
Memfasilitasi peserta didik dalam pembelajaran kooperatif dan kolaboratif.
Memfasilitasi peserta didik berkompetisi secara sehat untuk meningkatkan prestasi belajar.
Memfasilitasi peserta didik untuk menyajikan hasil kerja individual maupun kelompok.
Memfasilitasi peserta didik melakukan kegiatan yang menumbuhkan kebanggaan dan rasa percaya diri peserta didik.
100 menit
Penutup Setelah mengikuti kegiatan pembelajaran pada pertemuan ini, siswa ditanya bagaimana perasaannya (REFLEKSI)
Guru memberikan pertanyaan untuk mengetahui apakah siswa sudah memahami topik tentang Recount text.
Siswa diminta membuat kesimpulan pembelajaran pada pertemuan ini
10 menit
150
G. Sumber/Media Pembelajaran 1. Sumber: Lembar cerita berbentuk recount Text. 2. Media: Audio/video, White board, board marker
Ciputat,21 Novemeber 2014
Guru Mapel Bahasa Inggris Mahasiswa
( Agit Patronus, S.Pd) (Taufik Rusandi)
151
Synopsis
Walter Elias "Walt" Disney was born on December 5, 1901, in Hermosa, Illinois. He and his
brother Roy co-founded Walt Disney Productions, which became one of the best-known
motion-picture production companies in the world. Disney was an innovative animator and
created the cartoon character Mickey Mouse. He won 22 Academy Awards during his
lifetime, and was the founder of theme parks Disneyland and Walt Disney World.
Early Life
Walter Elias "Walt" Disney was born on December 5, 1901, in the Hermosa section of
Chicago, Illinois. His father was Elias Disney, an Irish-Canadian, and his mother, Flora Call
Disney, was German-American. Disney was one of five children, four boys and a girl. He
lived most of his childhood in Marceline, Missouri, where he began drawing, painting and
selling pictures to neighbors and family friends. In 1911, his family moved to Kansas City,
where Disney developed a love for trains. His uncle, Mike Martin, was a train engineer who
worked the route between Fort Madison, Iowa, and Marceline.
Early Cartoons
In 1919, he moved back to Kansas City to pursue a career as a newspaper artist. His brother
Roy got him a job at the Pesmen-Rubin Art Studio, where he met cartoonist Ubbe Eert
Iwwerks, better known as Ub Iwerks. From there, Disney worked at the Kansas City Film Ad
Company, where he made commercials based on cutout animation. Around this time,
Disney began experimenting with a camera, doing hand-drawn cel animation, and decided
to open his own animation business. From the ad company, he recruited Fred Harman as
his first employee.
Commercial Success
In 1929, Disney created Silly Symphonies, which featured Mickey's newly created friends,
including Minnie Mouse, Donald Duck, Goofy and Pluto. In 1933, The Three Little Pigs and
its title song "Who's Afraid of the Big Bad Wolf?" became a theme for the country in the
midst of the Great Depression. In 1937, Snow White and the Seven Dwarfs, the first full-
length animated film, premiered in Los Angeles and won a total of eight Oscars. During the
next five years, Walt Disney Studios completed another string of full-length animated
films, Pinocchio, Fantasia, Dumbo and Bambi.
Disneyland
Disney's $17 million Disneyland theme park opened in 1955. It was a place where children
and their families could explore, take rides and meet the Disney characters. In a very short
152
time, the park had increased its investment tenfold, and was entertaining tourists from
around the world.
Death
Within a few years of the opening Disney began plans for a new theme park and
Experimental Prototype Community of Tomorrow in Florida. It was still under construction
when, in 1966, Disney was diagnosed with lung cancer. He died on December 15, 1966, at
the age of 65. Disney was cremated, and his ashes interred at Forest Lawn Cemetery in Los
Angeles, California. After his brother's death, Roy carried on the plans to finish the Florida
theme park, which opened in 1971 under the name Walt Disney World.
64
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Post Test Control Class
Satuan Pendidikan : SMP Kelas/Semester : VII/1 Mata Pelajaran : Bahasa Inggris Topik : Narrative text Pertemuan Ke- : 8 Alokasi Waktu : 2 x 45 menit
A. Kompetensi Dasar
3.11 Memahami dan merespon percapakan transaksional (to get things done) dan interpersonal (bersosialisasi) sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancer, dan berterima untuk berinteraksi dengan lingkungan sekitar yang berbentuk naratif, deskriptif, recount dan anekdot.
B. Indikator Pencapaian Kompetensi
1. Mengidentifikasikan past tense dalam Narative. 2. Mengidentifikasi gagasan utama dan informasi rinci. 3. Memberikan penilaian tentang informasi dalam teks. 4. Mengidentifikasi informasi dalam teks. 5. Menceritakan teks beserta informasi nya. 6. Melakukan percakapan interpersonal untuk mendapatkan informasi melalui kegiatan
terintegrasi menyimak dan berbicara bahasa Inggris.
C. Tujuan Pembelajaran 1. Peserta didik dapat menidentifiksai simple past tense yang terdapat dalam kalimat. 2. Peserta didik dapat melakukan interaksi interpersonal dalam praktik berbicara bahasa
Inggris.
D. Materi Pembelajaran
a. Communication Practice
Latihan mengenali Narative dan kata sifat.
Tanya jawab mengenai struktur Narative.
b. Grammar Practice
Penjelasan definisi narative text.
Penjelasan struktur teks kata sifat pada narative text.
c. Developing Skills
Kosa kata-kosa kata sulit
65
Vocabulary yang terkait dengan teks yang berbentuk narative text.
E. Model/Metode Pembelajaran
1. Pendekatan: Active Learning 2. Strategi: observe – practice. 3. Metode: Cooperative Learning – Jigsaw technique.
F. Kegiatan Pembelajaran
Kegiatan Deskripsi Kegiatan Alokasi Waktu
Pendahuluan
Apersepsi :
Menyapa siswa dengan mengucapkan selamat pagi
Menanyakan kabar siswa
Tanya jawab singkat tentang hari ini (saat pengajaran berlangsung)
Me-review materi sebelumnya
Memberikan pertanyaan untuk menghubungkan ke judul yang akan dipelajari
Motivasi :
Menjelaskan pentingnya materi yang akan dipelari berikut kompetensi yang harus dikuti siswa
10 menit
Inti Observing
Memberikan stimulus tentang materi teks narasi.
Memberikan contoh bentuk teks narasi.
Communicating
Mendiskusikan materi bersama siswa.
Memberikan kesempatan pada siswa untuk menjelaskan atau mendeskripsikan materi teks narasi.
Guru membagi siswa menjadi kelompok setiap kelompok terdiri dari 5-6 orang.
Siswa diberikan contoh teks narasi sederhana untuk diidentifikasi isi setiap paragraph dan di diskusikan
10 menit
66
dalam kelompok.
Guru memfasilitasi siswa saat kegiatan diskusi berlangsung
Siswa difasilitasi oleh guru berupa mendiskusikan isi cerita secara keseluruhan dan membuat rangkuman yang akan menjadi bahan mereka untuk presentasi di depan kelas.
Experimenting
Membimbing siswa untuk menyebutkan informasi informasi yang terdapat pada recount teks.
Membiasakan siswa untuk berani tampil di depan kelas dan mempersentasikan hasil belajar.
Memberi kesempatan untuk berpikir, menganalisis, menyelesaikan masalah, dan bertindak tanpa rasa takut.
Memfasilitasi peserta didik dalam pembelajaran kooperatif dan kolaboratif.
Memfasilitasi peserta didik berkompetisi secara sehat untuk meningkatkan prestasi belajar.
Memfasilitasi peserta didik untuk menyajikan hasil kerja individual maupun kelompok.
Memfasilitasi peserta didik melakukan kegiatan yang menumbuhkan kebanggaan dan rasa percaya diri peserta didik.
100 menit
Penutup Setelah mengikuti kegiatan pembelajaran pada pertemuan ini, siswa ditanya bagaimana perasaannya (REFLEKSI)
Guru memberikan pertanyaan untuk mengetahui apakah siswa sudah memahami topik tentang narative text.
Siswa diminta membuat kesimpulan pembelajaran pada pertemuan ini
10 menit
G. Sumber/Media Pembelajaran 1. Sumber: Lembar cerita berbentuk Narative text 2. Media: Audio/video, White board, board marker
67
Ciputat,
Guru Mapel Bahasa Inggris Mahasiswa
(Agit Patronus, S.Pd) (Taufik Rusandi)
68
Narative text
Surabaya
Once upon a time , there were two animals , Sura and Baya name . Sura is the name
of the Beast is the Beast shark and Baya the crocodile . They live in the deep sea . After Sura
and Baya were looking for some food . Suddenly, Baya see a nice goat . " Yummy is good ,
this is the most delicious lunch , " said Baya . ' No way ! This is my lunch . You greedy " Sura
said . Later they fought for goats . After several hours of fighting, they were very tired .
Feels tired of fighting , they live in different places . Sura Baya live in the water and stay in
the country.
Border is the beach , so they do not will fight again . Someday , Sura went to the
ground and look for some food in the river . he was very hungry and there was not much
food in the sea . Baya was very angry when he knew that Sura broke a promise . they fight
again . They both punching and kicking . tail Sura Baya fight . Baya did the same thing to
Sura . He bit very hard until Sura finally gave up and returned to the sea . Baya happy .
named his final city of Surabaya .
Read the narative story ( 10 Minute)
Every student retell the story in the class.
153
Documentations of Jigsaw Technique in the Class
