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THE USE OF PUPPET MEDIA TO IMPROVE STUDENT
SPEAKING SKILL FOR THE ELEVENTH GRADE
STUDENTS AT SMK NEGERI 2 SALATIGA
A GRADUATING PAPER
Submitted to the Board Examiners as a Partial Fulfillment of The
Requirements for the Degree of SarjanaPendidikan (S.Pd) English
Education Department of Teacher Training and Education
Faculty State Institute for Islamic Studies (IAIN) Salatiga
By :
Sinta Dewi Permatasari
113-14-005
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)
SALATIGA
2018
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Salatiga, September2nd
2018
Norwanto, Ph. D.
The Lecturer of English Education Department
State Institute for Islamic Studies (IAIN) Salatiga
The Attentive Counselor’s note
Case: Sinta Dewi Permatasari’s Graduating Paper
To the Dean of Teacher Training and
Education Faculty
Assalamu’alaikumWr. Wb.
After reading and correcting Sinta Dewi Permatasari’s graduating paper entitled
The Use of Puppet Media to Improve Student Speaking Skill for the Eleventh
Grade Students at SMK Negeri 2 Salatiga. I have decided and would like to
purpose that this paper can be accepted by the Teacher Training and Educational
Faculty. I hope this graduating paper will be examined as soon as possible.
Wassalamu’alaikumWr. Wb.
Counselor,
Norwanto, Ph. D.
NIP. 19751015 200212 1 006
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MOTTO
Beyond of your limits
~Sinta Dewi Permatasari~
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DEDICATION
This graduating paper is dedicated to:
1. Allah Subhanahu wa ta’ala who was gives me everything
2. My great woman, my mum (Sayem) and my beloved grand mother mother
(Gito), thanks for your love, attention, support, trust, finance,
encouragement and everlasting prayer.
3. My new family and team in Salatiga (TBI 2014, HMI Cab. Salatiga, and
my friend in my kos)
4. My closest friends (Nur Kayati, Pipit Marliani, Lutfah, Hikmah, Ella,
Qwen), thanks for your support. Especially Fita Widyastuti,Lia Arifatul
Faizah, and Amira muflicha Daraini who always teach and help me
anywhere and any time.
5. All my friends of State Institute for Islamic Studies (IAIN) Salatiga
especially English Education Department 2014.
6. All of Big Family HMI cab. Salatiga, especially komisariat Ganesha, and
BPL HMI Cab. Salatiga secretary in Salatiga.
7. All my friend in my Kos(Uus, Mb Lela, Dayah, Mbak Ririn, Mb Mira,
And Mellenia).
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ACKNOWLEDGMENT
Bismillahirrahmanirrahim,
Assalamu’alaikumWr. Wb.
Alhamdulillahirabbil’alamin, all praises are to Allah SWT the Most
Gracious and the Most Merciful who always blesses and help the researcher so the
researcher could be finished the graduating paper. Bless and mercy is upon great
Prophet Muhammad SAW for his guidance that leads the researcher to the truth.
However, this paper would not be achieved without supports, guidance,
advice, help, and encouragement from several people and institution. Hence, the
researcher would like to express special thanks to:
1. Dr. Rahmat Haryadi, M.Pd, the Rector of Institute for Islamic Studies
(IAIN) of Salatiga.
2. Suwardi, M.Pd, the Dean of Teacher Training and Education Faculty
of State Institute for Islamic Studies (IAIN) of Salatiga.
3. Noor Malihah, Ph.D., the Head of English Education Department of
State Institute for Islamic Studies (IAIN) Salatiga.
4. Norwanto, Ph.D.,the counselor who has educated, supported, directed,
and given the researcher advice, suggestions, and recommendations for
this graduating paper from the beginning until the end.
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ABSTRACT
Permatasari, Sinta Dewi. 2018. The Use Of Puppet Media To Improve Student
Speaking Skill For The Eleventh Grade Students At Smk Negeri 2
Salatiga. A graduating paper. Submitted to the Board Examiners as a
Partial Fulfillment of The Requirements for the Degree of Sarjana
Pendidikan (S.Pd) English Education Department of Teacher Training
and Education Faculty. State Institute for Islamic Studies (IAIN)
Salatiga. English Education Department Teacher Training And
Education Faculty State Institute For Islamic Studies (Iain) Salatiga
2018. Conselor: Norwanto, Ph. D.
In this research, the researcher did class room action research (CAR) the
researcher use puppet media, the aim to to know how to use and how far student
spekaing skill after useing the media.The subject from this research is student at
SMK Negeri 2 Salatiga in eleventh-grade student. This research was done in two
cycles. The first cycle on two weeks, on 27th
July 2018 and 3th
august 2018. Then
in last cycle on one weeks 10th
August 2018. Each cycle consisted of five steps.
They were planning, acting, observing, and reflecting. It was done systematically
and collaboratively. The researcher took role as an observer who observed
everything that happened in the class while the teacher performed CAR for the
students. The result showed that (1) The implementation of the use puppet dolls in
role play was successful. The passing grade was 75. The indicator of succes is
75%. The first cycle the student who pass the passing grade is 22 student from 36
students. The presentation is 72.22%. Then in post-test is 26 student from 36
students. Then, the students who pass the passing grade is 14 students from 36
students. The mean score of pre-test is 73.33, and the presentation of post-test is
57.36 %. The Ttest is -1 and the Ttable is 2.03. It means Ttest<Ttable, so the
research was not succesfuly. In the cycle two, the student who pass the passing
grade for pre-test is 29 students and the post-test is 35 students. The presentation
for the pre-test is 80.56 % and the post-test is 97.22%. The mean score for the pre-
test is 75.16 and the post-test is 85.27. The improvement from the cycle two is
16.66%. The Ttest is 3.67 and Ttable is 2.03. It means the Test>Ttable,so the
research was successfully improve student speaking skill.
Keywords: puppet, use, role play,media, speaking skill, improving
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TABLE OF CONTENTS
TITLE ............................................................................................................. i
DECLARATION ............................................................................................ ii
ATTENTIVE COUNSELOR NOTES ......................................................... iii
STATEMENT OF CERTIFICATION ........................................................ iv
MOTTO .......................................................................................................... v
DEDICATION ................................................................................................ vi
ACKNOWLEDGEMENT ............................................................................. vii
ABSTRACT .................................................................................................... viii
TABLE OF CONTENTS ............................................................................... ix
LIST OF FIGURE......................................................................................... x
LIST OF CHART ........................................................................................... xi
LIST OF TABLES ......................................................................................... xii
CHAPTER I: INTRODUCTION
A. Background of the Research .......................................................... 1
B. Research Questions ........................................................................ 5
C. Objectives of the Research ............................................................. 5
D. Significances of the Research ........................................................ 5
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E. Hypothesis And Success Indicator................................................. 6
F. Research Methodology................................................................... 6
1. Research Design ....................................................................... 6
2. Subject of the Research ............................................................ 7
3. Research Activities.................................................................. 9
4. Step of the Research ................................................................. 9
5. The Technique of Data Collection and Research Instrument .. 10
6. Data Analysis ........................................................................... 14
G. Graduating Paper Outlines ............................................................. 17
CHAPTER II: THEORETICAL FRAMEWORK
A. Theoretical Review..................……………………………….......18
1. Speaking skill ........................................................................... 18
2. Teaching using authentic material............................................ 20
3. Puppet dolls .............................................................................. 21
4. Role Play .................................................................................. 23
5. General Concept using media ................................................... 23
B. Literature Review ............................................................................. 24
CHAPTER III: IMPLEMENTATION OF RESEARCH
A. The Procedures of the Research ..................................................... 26
1. Cycle I ...................................................................................... 26
a. Planning ............................................................................. 26
b. Acting ................................................................................. 27
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c. Observing ........................................................................... 28
d. Reflecting ........................................................................... 28
e. Revised Plan........................................................................ 28
2. Cycle II ..................................................................................... 29
a. Planning ............................................................................. 29
b. Acting ................................................................................. 29
c. Observing ........................................................................... 30
d. Reflecting ........................................................................... 31
3. The Minimal Standard of Successful ....................................... 31
CHAPTER IV: RESEARCH FINDINGS AND DATA ANALYSIS
A. The Result of the research ................................................................. 32
1. Research Findings .................................................................... 33
a. Cycle I ................................................................................ 33
b. Cycle II ............................................................................... 53
2. Discussions ............................................................................... 62
CHAPTER V: CLOSURE
A. Conclusion ..................................................................................... 65
B. Suggestions .................................................................................... 66
1. For the Teacher ........................................................................ 66
2. For the Students ....................................................................... 67
3. For the Future Researcher ........................................................ 67
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REFERENCES
APPENDICES
CURRICULUM VITAE
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LIST OF THE TABLE
Figure 1.1 Steps of classroom action research............................................................ 7
Table 1.2 list of student XI BKP(A)............................................................................. 8
Table 1.3 research schedule.......................................................................................... 10
Table1.4Form of Observation Check List for student…............................................ 12
Table1.5 Form of Observation Check List for teacher............................................... 12
Table 4.1: Table 4.1: Form of Observation Check List for teacher in cycle 1........... 38
Table 4.2 : Form of Observation assessing student check list in cycle 1.................... 40
Table 4.3 English Language Speaking Skills Assessment Rubrics............................. 42
Table 4.4: English Language Speaking Skills Assessment Collects.…....................... 44
Table 4.5 Calculation of passing Grade of the Pre-test and Post-test in the cycle 1….45
Table4.6: The group statistics in both classes............................................................. 49
Table 4.7 The teacher observation check list................................................................55
Table4.8: Form of Observation assessing student check list in cycle 2......................56
Table4.9 table of students assessing speaking skill in cycle 2 .………....................... 57
Table 4.10 Calculation of passing Grade of the Pre-test and Post-test in the cycle 2...59
Table 4.11Data Analysis student speaking assesment................................................ 63
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CHAPTER I
INTRODUCTION
A. Background Of The Study
In this globalization era, English language is widely accepted in many
countries. Now English language was used in many social interactions. English
has the important role in many elements. Many peoples familiar with English.
Such as in politic, social, educational and economic activities.
In Indonesia English have learned since in elementary school. However,
the students lack practice. Most of the cases inform if the students are not
confidence in using English language and the student are doubt in their
capability. They lack in vocabulary, grammar, and so on. So they don’t brave to
practice.
In vocational school, the English lesson is not the main lesson. That is
why the students are not interested in English. The student in vocational school
must be prepared for industrial needs. The student basic subject of the productive
lesson. SMK Negeri 2 Salatiga, is a vocational high school in salatiga. In
vocational school, the productive lesson more important than a formal lesson. It
because the student is preparing their self for industries. In this school, researcher
saw many diligent students. When Researcher was teaching English /in their
class, they looked so enthusiastic. Every student had different ability in mastering
English skill. They said “English is hard…”, “English is not important.” The
researcher tried to make the student interest and enjoy the English language and
also improve their skill. When the researcher gave the test, they did it well. But,
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when the researcher asks them to speak up, they were afraid to speak. The
students lack vocabulary and pronunciation. The speaking skill will improve if
we always speak up using English. It can be habitual activity. Sometimes every
day, we use English. However, it is only a little effort, it will improve more.
According to Adrian Doff and Craig Thaine (2015:1)
[A] lot of speaking activities are connected with the practice of
language (grammar, vocabulary and functional language) that a
teacher is focusing on. This oral practice can range from being
very controlled (such as a drill) through to something that is much
freer (such as a role play).
It means the students have to do oral practice inconsistently. Using oral
practice, the teacher can measure, the student speaking skill and student
confidence. The student will figure out, how far their speaking skill. According to
Ali Derakhshan, Atefeh Nadi Khalili & Fatima Beheshti (2016:117)
In addition, the EFL learners can boost their speaking ability by utilizing
various instruments such as role play, videos, flash cards, and graphs.
Furthermore, this paper takes into account the significant components
and keys to improve speaking competence accurately and fluently
So the innovation is needed in a learning process. Especially for the
student in vocational school. We have to find the different method to make them
interest and improve their skill. To make the classroom in the learning process
more communicative, they can practice English. The researcher hopes this
method can help the student more enthusiasm in learning English. In order to
improve the student skill, the teacher also needs to give the student a motivation.
According to Ms. Shuruq Alsubaie, (2016:1)
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One thing that also important is motivation. Motivation is known as one
of the most important factors that help the learning process. In learning a
language speaking is less motivated since it needs the highest degree of
confident among the other skills. To make the student motivate, the
teacher also need to collaborate with a different media and method.
The researcher concludes if the teaching-learning process have to
motivate the student. The student will get the motivation in learn speaking if they
get an opportunity to speak up. The researcher chooses the puppet dolls media
and role play method. It because the researcher ever had experience, when the
researcher taught using role play or using some medium. The student looked
enthusiastic. They could talk and share their idea with each other. The method is
hopeless can make the student also interest. It because, the system in curriculum
2013 command if the student has to independent. The teacher only gives facility
and instruction. If using role play the student can learn independently with their
friend. The student would not depend on the teacher. Puppet dolls can help the
student learn speaking in English class.
In this research, the students would perform with their friend in pairing or
grouping. They practice the material by speaking using the puppet dolls. They
play the act like an artist. Depend on the shape of puppet dolls. The researcher
conducted a research on: “The Use of Puppet Dolls Media to Improve Student
Speaking Skill for the Eleventh Grade Students at SMK Negeri 2 Salatiga.”
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B. Research Questions:
1. How to use puppet media to improve student speaking skill for eleventh-
grade students in SMK Negeri 2 Salatiga?
2. How far is the student speaking skill after use puppet media to improve
student speaking skill for eleventh-grade students in SMK Negeri 2 Salatiga?
C. Objective of The Study:
1. To know how to use puppet media to improve student speaking skill for
eleventh-grade students in SMK Negeri 2 Salatiga.
2. To know how far is the student speaking skill after use puppet media to
improve student speaking skill for eleventh-grade students in SMK Negeri 2
Salatiga
D.The Significance of the Research
1. Practically:
a. For the teacher
This research will give the contribution to developing last method and theories
in teaching English in practically. It can improve teaching quality in the
learning process.
b. For the student
This research can increase the student motivation in learning English and
improve students speaking skill
c. For the institution:
The result of this research will contribute more knowledge to the institution
and give more reference for the institution.
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2. Theoretically
1) This research can support the last theories. 2) This research gives a new
reference when this media and method used in different cases. 3) this
research is to collaborate with the last research.
E. Hypothesis And Success Indicator
By conducting this research, the researcher proposes a hypothesis: Using
puppet dolls in role play can improve student speaking skill and student interest
for eleventh-grade student at SMK Negeri 2 Salatiga in academic year
2018/2019.
The success indicator of this research is taken from the passing grade (KKM)
of English lesson in SMK Negeri 2 Salatiga. The passing grade is 75 and the
target for the passing grade is 75%.
F. Research Methodology
1. Research Design
This research is CAR (Classroom Action Research). Action research tries to
take a study since it explores whether something can be done in a better way or
not. This type of research is done for the purposes to improve local classroom
practices. Action research provides a chance for teachers to reflect on their own
practices (Cresswell, 2005:550). The researcher uses Classroom Action Research
because the research wants to how the implementation of puppet media and the
improvement students speaking skill after apply this media.
Hamzah B. Uno, et. al (2012:12) said that classroom action research is a research
conducted in a class that has certain characteristics and characteristics. A
characteristic feature is that this research is not a research that verifies theory and
predicts. However, classroom action research emphasizes the creation of the
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teacher, to provide a way of solving learning problems that the teacher already
knows. In other words, classroom action research is a research that is direct
giving curative actions (improvements) to the problems faced in the learning
process. However, classroom action research emphasizes the creation of the
teacher, to provide a way of solving learning problems that the teacher already
knows. (Hamzah B. Uno, et. al (2012:12)
Figure 1.1 Steps of classroom action research adapted by kemmis and Mc Taggart
The picture explain about the cycle of action for classroom action research.
2. Subject research
The subject of this study was the student in SMK Negeri 2 salatiga in academic year
2018/2019. They were the student of eleventh grade XI BKP (A). There was 36
student in this class who got the treatment. The location of the school was on Jl.
Parikesit, Warak, Salatiga. The data is below:
Table: 1.2 list of student XI BKP(A)
No Name M/F
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1 A N H M
2 A K F
3 A M M
4 A W M F
5 A L F
6 A M
7 A A S M
8 A A A M
9 B W M
10 D T M
11 D D P M
12 D Y B S M
13 D C F M
14 E S F
15 E W F
16 F S S F
17 F E P F
18 H A Q M
19 I O F
20 K L S M
21 K B M
22 L G W M
23 M F F
24 M A A M
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25 M A M
26 M F A M
27 M K A M
28 M T M
29 R S N M
30 R A M
31 R D M M
32 S A F
33 S /D R F
34 S F A F
35 W A M
36 Y A A W M
3. Steps of Action Research.
In this study, the researcher only observed the research. Besides the researcher
make a lesson plan, designed the method, media, did the assessment and made the
student and teacher checklist. Then in this CAR study the researcher collecting data,
and analysed data. In the other hand the teacher practice the lesson plan and the
strategy planned by the researcher.
The data collection of this research was a test, a questionnaire, recording the
audio and documentation. The researcher recording the class activity, it means to
help the researcher to do scoring in student assessment.
4. Research activities
Before the researcher did the research, the researcher made a good preparation,
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namely:
a) The researcher made a good plan for research practice
b) The researcher made the lesson plan that suitable with the medium and material
also for the student.
c) The researcher explained the strategy of teaching-learning to the teacher.
d) The researcher observed, during the teaching and learning in the class.
e) The researcher did the assessment since pre-test, treatment until post-test. Using
student speaking skill assessment.
f) The researcher arranged the reflection for the research
5. Research steps:
The timetable of the research was:
Table : 1.3 research schedule
no Activities Time allocation
1 Preparing the research proposal February
2 Make a clear proposal March
3 make an appointment with the school June
4 Do the cycle July
5 Analysis data July
6 Writing research result August
7 Continuing writing the graduating paper September
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6. Technique Collecting Data And Research Instrument
The important thing in research is the technique of collect data. This research was
quantitative and qualitative research. The researcher measures the quantitative data
from student’s interest by using questionnaire and student score from the test. The
score was obtained from pre-test and post-test.
a. Recording audio and taking pictures
According to prof. Suharsini Arikunto in (2016:1)
Documentation is a form of immortality, archive or relics that are
enshrined. This documentation is used to obtain data directly from the
research site, such as relevant literature books, magazines, activity
reports, diaries, meeting minutes, and some documents related to the
research.
The researcher was recording class activities (made a video) and took pictures
and also a questionnaire. Recording class activity can help the researcher to do
the assessment. In this chapter, during observing the cycle, the researcher, record
all activities in the class. It means to know the students progress, students
speaking skill from the expression and activity. Then after the cycle was done the
researcher gave the questionnaire to fill by the student. This research aimed to
know how the student speaking skill and student interest in English are.
b. Observation
In the classroom action research, the researcher only did observation. The
observation was activities that analyse the social environment in the class. The
researcher sees and knows the class activity. The researcher made the teacher
and the student checklist. It is aimed to know how far the class condition during
the research did. The research did in two cycles, in three weeks. The first cycle
did in the first and the second week. It was because in the lesson plan the
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allocation time was not enough. Then the two-cycle did in the third week. It was
done in one meeting that consists of a pre-test, treatment, and post-test. it,
because the time for next week is impossible, due to the next week, is
celebrating independence day. So during the process, the researcher gave the
mark “√ ” if the steps in the class were suitable for the checklist.
Table:1.4 Form of Observation Check List for student
Number Name
student's
attention
Student self-
confidence
Participation
conversation
Week
1
Week
2
Week
3
1 A N H
2 A K
3 A M
4 A W M
5 A L
6 A
7 A A S
8 A A A
9 B W
10 D T F
11 D D P
12 D Y B
S
13 D C F
14 E S
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Table1.5: Form of Observation Check List for teacher
15 E W
16 F S S
17 F E P
18 H A Q
19 I O
20 K L S
21 K B
22 L G W
23 M F
24 M A A
25 M A N
26 M F A
27 M K A
28 M T
29 R S N
30 R A
31 R D M
32 S A
33 S D R
34 S F A
35 W A
36 Y A A
W
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Number Aspect Yes No
1
Greeting the
student before
starting the lesson
2
Praying before
the lesson begins
3
Checking student
attendant
4 Giving motivation
5
Make a question
and answer with
student
6
Teacher give
explanation little
bit about the
material
7
Teacher ask the
student to speak
with their partner
in front of the
class
8
Give the hand out
for the student
9
Continue to
explain the
material
10
Give opportunity
for the student to
answer the
question
11
Teacher give the
review for student
perform
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c. Test
The test would be divided into two types. The student would do the pre-
test before getting the treatments. Then the teacher would teach using the
method, and the lesson plan from the researcher. The last is post-test. The
student would do the post-test after they get the treatment. The student would be
getting post-test after treatment.
7. Technique of Data analysis
1) Qualitative data:
According to Kothari (2004:3) states that “qualitative research is used to
know the students' behaviour and students’ activities while teaching-learning
process. For example, the researcher was able to use observation and
documentation.”
In this research, the researcher uses observation, recording audio, and
taking a picture. It means to help the researcher do the review scoring and
observe the class condition.
2) Quantitative data
According to Kothari (2004:3), quantitative research is used to summarize
data using numbers, it is based on the measurement of quantity or amount.
This data gets from calculate the student scoring from the oral test.
a) Analysing the result of the test.
The researcher analysed data following a quantitative technique. The
researcher gets the student average student speaking skill per cycle using
accounting the mean of respondent scoring. According to Shafer and Zhang
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The mean is often called the average, it is the sum of all the respondent’s
score with the total number of the respondents’ score (2012: 38).
To find out the mean score of the pre-test and the post-test, the researcher
used this formula :
∑X
M =
N
Note :
M = The Mean of the students score.
∑ X = The sum of the students score.
N = The total number of the students.
a. To calculate the mean of difference, the researcher used this formula:
∑ D
MD =
N
Note :
MD = Mean of difference.
∑ D =The total difference between the pre-test and the post test.
N =The total number of the students.
b. To calculate standard deviation, the researcher used this formula:
∑D2
∑D 2
SDD =
N N
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Note:
SDD = Standard Deviation.
D = The Difference between the pre-test and the post test.
N =The number of the students.
c. To calculate the standard error for the mean difference, the researcher used
this formula :
SDD
SEMD=
N-1
Note :
SEMD = The standard error for the mean difference.
SDD = Standard Deviation.
N = The total number of the students.
d.b = N-1
d. To calculate the t-test, the researcher used this formula :
MD
To =
SEMD
Note :
To = T – test.
MD = Mean of difference.
SEMD = The standard error for the mean difference.
e. In order to categories the member of master students, according to Anas
Sudijono, (2014: 86). The writer used the following formula:
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𝑝 =F
N x 100%
P= the percentage
F= frequency of the percentage is being calculated
N= number of student
G. Graduating Paper Outlines
The researcher organize this thesis become five chapther. They are:
The first chapter was consist by introduction. This chapter consist of background of
the study, problem statement, the objective of the study, significant of the study,
benefits of research results, hypotesis and succes indocator and research methodology.
The second chapter was consist by theoritical framework. This chapter
concsists of Supporting theories and literature review. The supporting theories explain
about definition speaking skill, authentic material, role play, and puppet. The literature
review explain abour some thesis that become reference.
The third chapter. In this chapter consists of procedure of the research.
The fourth chapter is consist of research findings and discussions. This chapter
explain abot the process and result use puppet media to improve student speaking
skill.
The fifth chapteris closure. This chapter consists of: conclusion, and
suggestion The conclusion stataes anwer the problem statement from the research.
And also explain teh implementation use the media. The suggestion is reference for
the next researcher.
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CHAPTER II
THEORETICAL FRAMEWORK
A. Theoretical Review
1. Speaking skill
Speaking is simple way to communocate each other. Every people will more
understand if they speak. Especially if we communicate with foreign people.
So we have to understand their language well. The speaking is productive
skill. This skill result a simple communication each other.
According to David J Alonso (2011:121)
Not only for being a productive skill but also for enjoying such
multifaceted and complex aspects, speaking is often considered
as one of the most difficult skills to develop, and for most
language learners, acquiring a native-like competence in
speaking seems almost unattainable. Unlike the written language
where language learners carry out certain tasks with moderate
level of knowledge in grammar and vocabulary, in speaking, they
compete with limited time to recall words, and also take care of
their pronunciation, intonation, and responses from the
addressee, which sometimes interrupts the speech and causes
additional difficulties for the speaker.
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According to the theories to developed speaking skill is not easy. It is
because of the reasons above. The oral communication is easy to understand
by target language. Although this skill is an easy skill to understand each
other. Some point that has to mastery like a pronunciation, intonation, and
grammar. When we talk with different intonation it can make a different
response from the listener. So the speaker has to pay attention to their
intonation. Especially if the listener doesn't understand what we talk.
According to Anete Vásquez, et. Al (2010:13) said that speaking is “Oral
language fluency is the ability to communicate in the target language in a
broad range of situations in a way that is easily understood.”
This includes both informal conversational language and being able to
talk about academic subject areas. When we talk about speaking skill, it is
not only in the academic area. This skill can be more good if the practice in
other environments. It can be increasing speaking skill. According to Nasser
Omer M. Al-Tamimi and Rais Ahmed Attamimi (2018:59)
Successful speaking involves the sending of the information in such a
way that the other person or persons understand it. In other words, our
pronunciation, stress, intonation, pause, voice quality should be proper
and problem in any of these aspects will impede the clarity of our
speech, which may cause misunderstanding to our listeners.
Following the statement above, successfully speaking involves sending
information. Speaking can be the basic skill for the student to continue their adult
life. They can use it when they work with foreign people or go abroad. When the
student learns speaking they need prepare idea and planning to perform. Don't
forget, they need enough vocabulary. They write it on paper and try to memorize
the text. But not all. They memorize some point and try to understand it. When
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21
they practice it will be fluency. According to Brown (2001: 406–407) “oral
proficiency scoring categories which include some aspects: grammar, vocabulary,
comprehension, fluency, and pronunciation”
The researcher conclude if the elements above become the basic to assess
the student speaking skill
2. Teaching Using Authentic Material
Teaching a foreign language need a real model or material to help the
student receive the material. It because language not only about talk or
statement but also culture. There are many theories for teaching-learning
foreign language, we need new innovation in this part to support acquisition
language. The strategy can improve student language skills. Authentic
material is recommended for learning a foreign language, however, this is not
a new thing in the education world. The authentic material is considered to
involve to teaching speaking skill. According to Lazaraton quote in David J.
Alonso (2001:123):
Course books and materials on speaking, however, should be treated
Speak the Real 123 with due attention for a number of reasons. For one,
they are not fit for what they promote or teach in terms of language
content, teaching methodology and textual authenticity. Therefore,
teachers choose activities from a variety of sources and create their own
speaking course materials.
According to K. Yugandhar (2014: 37-38), learners who could not get
exposure to the effective usage of the language are provided with the authentic
material for motivation besides the process of acquisition. Adapted and
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22
adopted real-life material provides ambiance conducive to language
acquisition.
When the learner faces the real media they can see and understand the
language naturally. It will be effective to use. Some media that always be used
for teaching a foreign language are the newspaper, advertisement, magazine,
and other. The students know real sample. Even though the student limit in
vocabularies, technique and they can develop their skill. This authentic
material can help them to improve the creativity in mastering the foreign
language. The students can discuss with their partner to find a new thing in the
different authentic material. According to Badr Allehyani, Dave Burnapp,
Janet Wilson (2017:1), the study contributes to the debate over how best to
teach English as a Foreign Language and concludes with the recommendation
that school textbooks should include authentic materials in order to improve
learners' communicative competence.
It means the learner can be more communicative. The vital thing to learn
and developing language skill is communication. It means the vital thing to
learn the language is communicative media and method. The teaching,
learning process will be communicated, we use the suitable authentic material.
These can build good communication in the class. So the learner can feel
enjoy and they can mastery language skill well. To teach or learn English is
not only from one reference. We can find other media that suitable for the
student.
3. Puppet Dolls
Teaching using puppet dolls is not a new thing in teaching a foreign language.
This media is including authentic material. Many theses explain this material in
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23
their research. According to Gwin (1972:60) quoted by Sofika Chandra Nilawati
(2009:13), puppet is a wonderful toy that can be controlled by an operator and can
teach kids and adult, all kinds of things. You can play this medium with your
finger. You play it pairing or small group.
So we can conclude if this media can use in grouping and pairing. The
student can interact with their friend. The researcher recommended this media
because, in some thesis, many researchers rarely use this media. In Rani
Candrakirana Permanasari’s thesis with the title "Improving Students' Speaking
Skill Through Three Steps Interview Technique (An Action Research Of The
Tenth Grade Students Of SMK Negeri 9 Semarang In The Academic Year Of
2013/2014)”. In this research, this method used to improve student speaking skill.
Using Comic Strips To Improve The Speaking Skills Of Grade Viii Students
Of SMP N 15 Yogyakarta In The Academic Year Of 2013/ 2014. This thesis was
written by Renyta Okfiani Klau. This thesis use media but also the researcher
difficult to make and apply the media.
Using the puppet dolls usually used for elementary school. In this
research, the researcher tries this media for teenager student. The researcher ever
played this puppet dolls with her groups in microteaching class. They choose this
media because it can help the student in beginner to pronounce and follow the
speech. Then this media is not for beginner student but for the medium student
such as teenager. So the researcher fined interesting respect from the student.
4. Role Play
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24
To improve the student speaking skill need a method to make them speak up.
The student can measure their skill with their partner. Role play is one
method, that give student opportunity to speak up. The student have to talk
each other in pairing or grouping.
According to Brown that quoted in Irene Y. Huangs’ journal (2008:1):
Role-play minimally involves (a) giving a role to one or more
members of a group and (b) assigning an objective or purpose
that participants must accomplish. Brown suggested role-play
can be conducted with a single person, in pairs or in groups, with
each person assigned a role to accomplish an objective. This
model is suitable for the adult student. In teaching the adult
student, more emphasize in acting class in a grouping.
So this method is effective to use in pairing, grouping or individual. This
model is suitable for an adult student. It means, the method also can suitable
for teenager learners.
The class will be divided into some group in the class. Then they get the
dialogue, memorize it and practice it. They will practice with the character
of a puppet. After that their fiend will pay attention and give appreciation. If
the student performs grouping and gets the turn in a talk, it can increase their
confidence. This method can improve activity class because every student
has turned to perform and become an audience. The learning process will be
fun if the team or person can make many joke or sad story.
5. The General Concept Using The Media
The teacher will divide the class into small groups. Every group consists
of two students. The teacher will explain the material to the student. The
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25
teacher explains using puppet dolls. The teacher memorizes the dialogue in
the class before explain. Then after the teacher explains the student will
follow the teacher talk, then every group gets a topic and they make a
dialogue. The topic is about the place. So the student make a dialogue that
relate with the place. Then the student perform with their partner. It will give
every student an opportunity to speak up.
B. Literature Review
The researcher sees much research about puppet dolls and role play.
The reason why the researcher choose this media and methods because the
researcher ever read some journal and thesis about how to improve speaking
skill. The researcher wants to collaborate on them. The puppet dolls usually
use in research for the student in elementary school and junior high school.
These thesis that relates to the title.
First is “Using role play in improving student ability.” This thesis
conducted by Sari Irianti from UIN Syarif Hidayatullah Jakarta, department
of English education, the academic year 2011. In her thesis, Sari explained
the role play method that used in SMK PGRI II Ciputat. In her research, she
explained about role play method to improve the student speaking skill. She
proved that this method can improve the student speaking skill ability. She
used classroom action research in qualitative and quantitative data.
Second "The effectiveness of using the hand puppet to improve
students' speaking skills in performing adjacency pairs (an experimental
study of seventh graders of SMP 11 Semarang in the academic year of
2011/2012)”. This thesis conducted by Diah Nurhayati. In her research, she
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26
told about the benefit of puppet dolls in helped student to enrich their
vocabulary. Actually, in this case, she used the drill method.
Third “The Effectiveness Of Teaching Vocabulary By Using Puppet
At Elementary School Students (The Case Study Of The Fourth Graders Of
SDN Leteh Ii Rembang In The Academic Year Of 2007/2008).” Was
conduct by Sofika Chandra Nilawati. Following the previous study, in this
thesis, the researcher explained about the benefit of the using puppet. The
researcher used this puppet to help the student to enrich their vocabulary.
So we can conclude, this thesis is the difference from other studies:
it is because puppet dolls usually use to enrich vocabulary and treatment for
elementary or junior high school. The researcher tries to use this in
vocational high school in the eleventh-grade student. Then, the role play can
collaborate with the hand puppet to give the character for the player. It
means the treatment can make student interest and improve their speaking
skill. It because most of the student in vocational high school are not too
interested in English.
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27
CHAPTER III
IMPLEMENTATION OF THE RESEARCH
A. The Procedure Of The Research
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28
The classroom research design followed by Kemmis. In this research consisted of
two cycles. The first cycle consisted of two meeting and the last is one meeting.
In the first cycle, the researcher did pre-test at first meeting. The test was oral.
After that, the student gets the treatment and post-test in next meeting. In the last
meeting, the researcher give the pre-test, treatment, post-test. The cycle consists
of planning, action, observation, reflection, and a revised plan.
1. Cycle 1
a. Planning
The first cycle was done in two weeks. First week for the pre-test and the
next week for treatment, and post-test. Before doing the research, the
researcher prepared anything that needs in observation. The researcher
comes to the school and consults with the teacher. The steps are below :
1) Selected the material that suitable with the lesson
2) Made a lesson plan that suitable for syllabi.
3) Made the teachers and students checklist for the cycle 2
4) Preparing the hand out and puppet. The hand out and the puppet gave
a week before teaching and learning process.
5) Preparing the pre-test and post-test for cycle 1
6) Preparing the students scoring and student name.
b. Acting
Before the teaching-learning process, the researcher explained the
concept and procedure in the class. The teacher explained if the class will
use for the research, so the students need to help the learning process. in
the acting chapter, the researcher presented below:
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1) The teacher explains the vocabulary and the expression first before
the student begins the pre-test.
2) After that, the teacher gave the pre-test to the student. The student
made a simple dialogue with their partner within five minutes. Then
every student performs in front of the class.
3) After the student done with the pre-test, the teacher teaches with his
method. The treatment and the post-test would do in next week. It
because in this meeting the allocation time is not enough
4) For the next week, the teacher teaching using puppet. The teacher did
the dialogue with the hand out from the researcher
5) The teacher speaks following the text using puppet. All of the
students follow their teacher.
6) The teacher was doing the drill method.
7) After the treatment done, the student did the post-test.
8) The student made the simple dialogue with their partner. The
dialogue was suitable with the material.
9) Before the student made the dialogue, the teacher gave them a topic.
The topic is about a place so the students have to make the dialogue
relate with the topic.
10) The student got time for discussion is twenty minutes. Then the
students will perform in sixty minutes in a pairing.
c. Observing
During the teaching-learning process, the researcher did the teacher and
the student checklist. The researcher did scoring during the pre-test and
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post-test. In this research, the researcher was helping her friend. Her
friend helping in taking a picture and recording the class activity.
d. Reflecting
The teacher and the researcher did discussion after closing the class. To
know the good and bad point that need to evaluate. It could give
reflection to the researcher to the researcher. The researcher analysis
from the observation checklist.
e. Revised plan
The researcher was check and control during the observation. How about
the teacher and student activity in the class. Did the lesson plan good and
the instrument can be used fully or not. If the qualification was not good,
the researcher will revise the lesson plan or anything that needed in the
next meeting with the teacher.
2. Cycle 2
a. Planning
The second cycle was doing in the third week. Following the previous
cycle the researcher, the researcher made a suitable lesson plan.
However, in this meeting, the students need to fill out the questionnaires
after performing in post-test. The steps are pre-test, treatment, and post-
test. The steps in the second cycle are below:
1) Selected the material that suitable with the lesson
2) Made a lesson plan that suitable for syllabi.
3) Made the teachers and students checklist for the cycle 2
4) Preparing the hand out and puppet. The hand out and the puppet
gave a week before teaching and learning process.
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5) Prepared the pre-test and post-test for cycle 2
6) Prepared the students scoring and student name.
b. Acting
Same with the previous week, before the teaching-learning process, the
researcher explained the concept and procedure in the class. The teacher
explained if the class will use for the research, so the students need to
help the learning process. In the acting chapter, the researcher presented
below:
1) The teacher explains the vocabulary and the expression first before
the student begins the pre-test.
2) After that, the teacher gave the pre-test for the student. The student
made a simple dialogue with their partner within five minutes. Then
every student performs in front of the class.
3) After the student done with the pre-test, the teacher teaches used
puppet.
4) The teacher speaks following the text using puppet. All of the
students follow their teacher.
5) The teacher was doing the drill method.
6) After the treatment done, the student did the post-test.
7) The student made the simple dialogue with their partner. The
dialogue was suitable with the material.
8) same with the previous week, before the student, made the dialogue
the teacher gave them a topic.
9) The topic is about a place so the students have to make the dialogue
relate with the topic.
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10) The student got time for discussion is twenty minutes. Then the
students will perform for sixty minutes in a pairing.
11) After they perform every student fill out the questionnaires then,
submit to the researcher.
c) Observing
During the teaching-learning process, the researcher did the teacher and
the student checklist. The researcher did scoring during the pre-test and
post-test. in last time, the researcher gave the student questionnaires to
fill.
d) Reflecting
The teacher and the researcher did discussion after closing the class. To
know the good and bad point that need to evaluate. It could give
reflection to the researcher.
B. The Indicator Standard of Successful
The students’ success and failure in doing the activities plan above will
be assessed by referring to the criterion of the passing grade (KKM). The passing
grade of English lesson in SMK Negeri 2 Salatiga is 75. The teacher and the
researcher expect that there are at least 75 % of the students who pass the passing
grade.
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CHAPTER IV
REASEARCH FINDINGS AND DATA ANALYSIS
In this chapter the researcher focused on the analyse data and collected the data
since cycle 1 until cycle 2. The two treatments are for implement the puppet in role
play to improve student interest and student speaking skill.
A. Result Of The Research
This chapter explain the result of the research and the data analysis. The
research was conducted in 3three weeks. The first cycle was done in 2 weeks on
the 27th July 2018 and 3
th august 2018. The second cycle was done one week on
10th August 2018. Firsly, the researcher want to do the research for four meeting.
Actually, the next meeting is Independence Day, so the researcher resume the
second cycle in one meeting. The implementation of this research was divided
into two cycles. The first cycle was done in two week. The allocation time for
teaching-learning in the class is 135 minutes. The first week only for pre-test. The
researcher give time 10 minutes to learn and make simple dialogue. Then, 60
minutes did the orally test. But also, the student did it faster. So the pre-test time
only 35 minutes. The student made simple dialogue with their partner. Then the
student memorize it and perform in front of the class. Then the teacher used his
method to teach. The student get the treatment and post-test was next meeting.
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The time for post-test is 50 minutes. For the first cycle, in the result post-test was
worse.
The researcher ever did the observation, when the researcher did the
teacher practice one year ago. So in this semester the teacher suggest for the
researcher to do the cycle of the research immediately.
1. Research Finding
a. cycle 1
1) Planning.
Before doing the research the researcher, consult with the teacher
about lesson plan, concept and instrument. The researcher wrote the
lesson plan based on the syllabi. It was doing on 16th and 23
th on
July 2018. The researcher prepared below:
a) The puppet. The researcher gave the puppet a week before began
the cycle. The researcher also ask the student data.
b) Lesson plan.
Before did the research, the researcher prepared the lesson plan.
The researcher selected the material from the syllabi. The
researcher consult it to the teacher until right. The researcher
also consulted about the rubric to the teacher.
c) Observation check list.
The researcher made the teacher and student check list for the
observation. The check list was to know the class activities.
d) Teaching aid.
The researcher prepared some instruments. There were: mini
hand out, puppet dolls, bowl, and the paper with the topic.
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e) Pre-test and post-test.
In her research, the researcher use pre-test and post-test. The test
is orally. So the student have to make short dialogue, then
perform with her partner in front of the class.
2. Acting
The action was done in 2 weeks on the 27th July 2018. This research
was doing in the afternoon. The researcher get the last time for the
lesson. So the student look bored and very tired. But also they were
still enthusiasm to follow the lesson.
In this research, the researcher accompanied by her friend. While
the researcher did observation, her friend recording video the class
activity and captured class activities. In this class the teacher greeted
the students. “Hello good afternoon everybody. How are you
today?” the student answered “Good afternoon sir. I am fine thank
you and you?” The teacher answered” I am fine too.” In this section
the teacher explained to the student if the class will use for the
research. So the teacher need the student cooperation. The also
explain if today, the student will doing pre-test session from the
researcher. The student have to make a dialogue with their partner
that suitable with the lesson ”Suggestion and offering.” Firstly the
student feel confuse and nervous. But also they made a simple
conversation. During the learning process, the researcher wrote the
student and teacher check list. Many students ask about vocabulary
and tenses to the researcher. The student did not have enough
vocabulary.
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Some student only made very simple dialogue. For example AM
and LGW. AM said “miss we will perform first. I am become Ojan
and my friend become Ucok.” The researcher answered “Okay come
on.”
“Hello Jan?”
“Hi Cok.”
“What will we do after this?”
“How about drinking coffee in canteen?”
“Oh good idea Jan. Let’s go.”
“Okay Cok.”
That was very simple conversation. This conversation made the
researcher and other student laughed. Some student looked
enthusiasm. Actually most of them also nervous and complained
about the test. But the researcher and the teacher tried to explain to
help the researcher.
After the pre-test done, the teacher continued the teaching and
learning process. The teacher taught with his method in this meeting
until done. The treatment and the post test would be continued next
week.
The next cycle was done on second week on the 27th July 2018.
In this meeting, the teacher started teaching used puppet. The first
time, the teacher greeted the student and explain about the material.
The student also got mini hand out that fill conversation. The teacher
explained using puppet and follow the conversation in the hand out.
Some student look so enthusiasm and curious to know the puppet.
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After the treatment, the teacher gave post-test for the student.
The teacher divided the class in groups. Every groups consisted by
two students. The teacher gave a paper that fill a topic. The topic
was about place. The student have to make a dialogue that suitable
with the place about suggestion and offering. The class was so
crowded. Some of the students were absence because they followed
Paskibra selection. And some of the student follow scout
extracurricular. So the student not too active join the lesson. So the
pre-test is so difficult to control the class. Then not all students focus
again. Moreover then, other class was closing. So the class want to
follow their friends.
But also the teacher and the researcher still tried to control the
class. After the class end, the teacher and the researcher did the
evaluation. The researcher got a suggestion from the teacher to
repair the lesson plan for next week. The researcher was check and
control during the observation. Whether the teacher taught well as
the lesson plan and teacher did check list. Actually the lesson plan
good and the instrument can be use full. If the qualification was not
good, the researcher will revise the lesson plan or anything that
needed in next meeting with the teacher.
The teacher prepared, prayed, and checked student
attendance in 10 minutes. Then the teacher gave ice breaking and
divide the class in grouping. The teacher gave every groups a topics
to practice it in front of the class. The students practice the
conversation in 90 minutes. Every groups has time 9 minutes. During
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the teaching learning in the class, the researcher observed about the
class activity. Then the teacher, recorded the process since first time
until last meeting. The last time in ten minutes, the class ended and
reviewed the material. The teacher ask the student to study for next
meeting for new material.
3. Observation
During the teaching learning process, the researcher filled the
teacher and students check lists. The researcher did scoring during
the pre-test. In this research, the researcher was helped by her friend.
Her friend helped in taking picture and recording the class activity.
The researcher did the analysis data after the research end. The
researcher submit all student, score and questionnaire. The student
and the teacher check list was to know how far the student
enthusiasm and teacher deliver the material.
Table 4.1: Form of Observation Check List for teacher in cycle 1
Number Aspects Week 1 Week 2
Yes No Yes No
1
Greeting the
student before
start the lesson √
√
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2
Praying before
the lesson begins √
√
3
Checking
student attendant √
√
4
Giving
motivation √
√
5
Make a question
and answer with
student √
√
6
Teacher give
explanation little
bit about the
material √
√
7
Teacher ask the
student to speak
with their partner
in front of the
class √
√
8
Give the hand out
for the student √
√
9
Continue to
explain the
material √
√
10
Give opportunity
for the student to √
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answer the
question
√
11
Teacher give
review for
student perform √
√
Table 4.2 : Form of Observation assessing student’s in the class in cycle 1
Number
Name Week 1
Week 2
student's
attention
Student self
confidence
Participation
conversation
student's
attention
Student self
confidence
Participation
conversation
1 A N H √ - -
√ √ √
2 A K √ - √
√ √ √
3 A M √ - √
√ - √
4 A W
M √ √ √
√ - √
5 A L √ √ √
√ - -
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41
6 A √ - √
√ √ √
7 A A S √ √ √
√ √ √
8 A A A √ √ √
- √ √
9 B W √ - -
√ √ √
10 D T F √ √ √
√ √ √
11 D D P √ √ √
√ - -
12 D Y B
S √ - √
√ - -
13 D C F √ - -
√ - -
14 E S √ - √
√ - -
15 E W √ √ √
√ - -
16 F S S √ - -
√ √ √
17 F E P √ √ √
√ - -
18 H A Q √ - -
√ √ √
19 I O √ √ √
√ - √
20 K L S √ - -
- - -
21 K B √ √ √
√ √ √
22 L G W - √ √
√ √ √
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23 M F √ √ √
√ √ -
24 M A A √ √ √
√ √ √
25 M A N √ - √
√ √ √
26 M F A √ √ √
√ √ √
27 M K A √ - √
√ - √
28 M T √ √ √
√ √ √
29 R S N √ - √
√ - -
30 R A √ √ √
√
31 R D M √ √ √
√ √ √
32 S A √ √ √
√ - -
33 S D R √ √ √
√ - -
34 S F A √ - √
√ √ √
35 W A √ √ √
√ - -
36 Y A A
W √ - √
√ - -
In this research the researcher use speaking rubric assessment from Finocchiaro, M and
Sako, S. (P. 145)
Table 4.3 English Language Speaking Skills Assessment Rubrics
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NO CATEGORIES ASPECTS RANGE SCORE
1. Vocabulary
a. Unsatisfactory
Very limited
vocabulary, make
comprehension quite
difficult
1-6
b. Fair
Frequent uses wrong
speech
limited to simple
vocabulary
7-12
c. Good
Sometimes uses
inappropriate
terms about language
because
of inadequate
vocabulary
13-18
d. Very Good Rarely has trouble 19-25
2. Pronunciation
a. Unsatisfactory
Had to understand
because of
sound, accent, pitch,
difficult,
incomprehensible
1-6
b. Fair
Error of basic
pronunciation
7-12
c. Good Few noticeable errors 13-18
d. Very Good Understandable 19-25
3. Accuracy
a. Unsatisfactory
needs to rephrase
construction
or restrict himself to
basic
1-6
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structure
b. Fair
Error of the basic
structure,
meaning occasionally
obscured
by grammatical error
7-12
c. Good
Occasional grammatical
errors
which do not obscure
meaning
13-18
d. Very Good
No more than two
errors/specch is
generally
natural
19-25
4. Fluency
a. Unsatisfactory
Speed of speech and
length of utterances are
below normal,
long pause, utterance
left
unfinished
1-6
b. Fair
Some definite
stumbling, but
manage to rephrase and
continue
7-12
c. Good Speech is generally
natural
13-18
d. Very Good Understandable 19-25
Total
score
100
From the cycle one the researcher got the result of the pre-test and post-test from
the rubric.
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Table 4.4 English Language Speaking Skills Assessment Collects
number
Score of
pre-test
1(X)
Score of
post-
test
1(Y)
D D2
Name
1 A N H 70 72 2 4
2 A K 70 70 0 0
3 A M 76 72 -4 16
4 A W M 70 65 -5 25
5 A L 80 76 -4 25
6 A 74 74 0 0
7 A A S 80 80 0 0
8 A A A 78 72 -6 25
9 B W 70 78 8 25
10 D T F 75 70 -5 25
11 D D P 75 75 0 0
12 D Y B
S 75 80 5 25
13 D C F 60 65 5 25
14 E S 70 76 6 25
15 E W 78 70 -8 64
16 F S S 75 70 -5 25
17 F E P 75 75 0 0
18 H A Q 76 70 -6 36
19 I O 75 75 0 0
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20 K L S 70 66 -4 16
21 K B 79 84 5 25
22 L G W 75 70 -5 25
23 M F 80 74 -6 36
24 M A A 75 70 -5 25
25 M A N 75 75 0 0
26 M F A 75 76 1 1
27 M K A 80 80 0 0
28 M T 70 70 0 0
29 R S N 75 70 -5 25
30 R A 60 65 5 25
31 R D M 80 72 -8 64
32 S A 75 70 -5 25
33 S D R 60 60 0 0
34 S F A 75 70 -5 25
35 W A 76 78 4 16
36 Y A A
W 70 70 0 0
∑= 2652 2605 -45 2025
The researcher used the following formula:
𝑝 =F
N x 100%
𝑝1 =26
36 x 100%
= 72.22%
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𝑝2 =14
36 x 100%
= 38.89%
Table 4.5 Calculation of passing Grade of the Pre-test and Post-test in
the cycle 1
Criteria Grade of
Pre-test
Presentation of
Pre-test
Grade of
Post-test
Presentation of
Post-test
>75 26 72.22% 14 38.89%
75 0 0% 0 0%
<75 10 27.78% 24 66.67%
Total 36 100% 36 100%
From the result of the pre-test and post-test cycle 1, the researcher
conclude if the post-test lower then pre-test. It because the researcher got the time
at afternoon. Actually, when the post-test did, the class is very crowded and the
condition is not support. Most of other class did enter by teacher.
a) To find out the mean score of the pre-test the researcher used this formula:
∑X
M =
N
2652
M =
36
= 73.67
Based on the result the mean data before practiced the
treatment is73.33.
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b) To find out the mean of post-test score used this formula:
∑Y
M =
N
2605
M =
36
= 57.36
i. Mean of pre-test 1 = 73.33
ii. Mean of post-test 1 = 70.97
iii. Mean of post-test 1 ≤ pre-test 1
iv. There is a decreasing of student speaking skill between pre-test 1
and post-test 1.
Based on the data, compare with the-post test was worse. It because the
practice was doing at last time lesson. In the second week the student was
busy with some agenda extracurricular and some of other class was very
crowded. The student also not usual with the treatment. So in the second
meeting the post-test is not succwsfull. It can make sure the researcher, to
continue the cycle in next meeting.
c) Then, to find out the mean of difference the researcher use formula:
∑ D
MD =
N
-45
MD =
36
= -1.25
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The calculation was show if the difference is -1.25
e) To calculate standard deviation, the researcher used this formula:
∑D2
∑D 2
SDD =
N N
2025
-45 2
SDD =
36 36
SDD = 56.25 - (-1.25)2
SDD = 56.25- 1.5625
SDD = 54.68
SDD = 7.39
f) To calculate the standard error for the mean difference, the researcher used
this formula :
SDD
SEMD=
N-1
7.39
SEMD =
36-1
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50
7.39
SEMD =
35
7.39
SEMD =
5.91
= 1.25
f) The calculation of T test:
MD
To =
SEMD
-1.25
To =
1.25
To = -1
i. T-test is -1
ii. T-table is 2.03
iii. T-test < t-table = -1 < 2.03
From. The data of the cycle 1 above, the researcher finds that the t-test is
-1 and the t-table with N-1 is 2.03. It means the research was not
succesfully. It means the Ttest < Table. The student speaking skill was
not improve well. The causes are most of other class very crowded.
Especiallt this research did in new lesson year, so the student not usual
use this method. The student not focus, and they are lack in vocabulary
and pronunciation. Finally, the teacher and the researcher discuss to
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continue the cycle next week. The researcher prepare more then this
week.
Table 4.6: distribution presentation
0.05 0.01 0.001
1 12.706 63.657 636.619
2 4.303 9.925 31.599
3 3.182 5.841 12.924
4 2.776 4.604 8.61
5 2.571 4.032 6.869
6 2.447 3.707 5.959
7 2.365 3.499 5.408
8 2.306 3.355 5.041
9 2.262 3.25 4.781
10 2.228 3.169 4.587
11 2.201 3.106 4.437
12 2.179 3.055 4.318
13 2.16 3.012 4.221
14 2.145 2.977 4.14
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15 2.131 2.947 4.073
16 2.12 2.921 4.015
17 2.11 2.898 3.965
18 2.101 2.878 3.922
19 2.093 2.861 3.883
20 2.086 2.845 3.85
21 2.08 2.831 3.819
22 2.074 2.819 3.792
23 2.069 2.807 3.768
24 2.064 2.797 3.745
25 2.06 2.787 3.725
26 2.056 2.779 3.707
27 2.052 2.771 3.69
28 2.048 2.763 3.674
29 2.045 2.756 3.659
30 2.042 2.75 3.646
31 2.04 2.744 3.633
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32 2.037 2.738 3.622
33 2.035 2.733 3.611
34 2.032 2.728 3.601
35 2.03 2.724 3.591
36 2.028 2.719 3.582
37 2.026 2.715 3.574
38 2.024 2.712 3.566
39 2.023 2.708 3.558
40 2.021 2.704 3.551
42 2.018 2.698 3.538
44 2.015 2.692 3.526
46 2.013 2.687 3.515
48 2.011 2.682 3.505
50 2.009 2.678 3.496
60 2 2.66 3.46
70 1.994 2.648 3.435
80 1.99 2.639 3.416
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90 1.987 2.632 3.402
100 1.984 2.626 3.391
120 1.98 2.617 3.373
150 1.976 2.609 3.357
200 1.972 2.601 3.34
300 1.968 2.592 3.323
500 1.965 2.586 3.31
∞ 1.96 2.576 3.291
c) Reflection.
The teacher and the researcher was sharing after closing the class. To know
the good and bad point that need to evaluate. It could give reflection to the
researcher to the researcher.
d) Revised plan
After the teaching and learning done, the teacher and the researcher was
discuss. The researcher need to recover some part in lesson plan for next
week. Actually, the researcher would prepare better for the lesson plan and
the hand out.
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b. Cycle 2
The second cycle was conduct on 10th August 2018. The allocation time is
135 minutes. This meeting was dividing in four part: pre-test, treatment, and
pre-test.
a. Planning
Same with previous meeting. The researcher repair some of steps in the
lesson plan. The researcher gave the hand out one day before begin the
lesson. The researcher also prepared the questionnaire and pre-test and
post-test. Run as usually the researcher explained about the concept on
the class. Because that day is last meeting using pre-test and post-test.
b. Action.
In this cycle the action was follow with last allocation time, for pre-test,
treatment, and post-test. The second week for the treatment and the post-
test. Same with last week the researcher give time 55 minutes to done the
orally test. Firstly the teacher greeting and asking the student same with
previous meeting. The teacher before begin the lesson the teacher explain
if that day is last meeting. The activity was doing pre-test, treatment,
post-test, and fill the questionnaire. The student was complain like as
previous week. But also the teacher emphasize if this activity was doing
for the research.
Then the student was doing the pre-test. same with first meeting
they made the simple dialogue with their partner that suitable with the
material” asking and giving opinion.” The teacher gave them, five
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56
minutes to make it. The student look nervous and confuse again, actually
the student better than last week. Then the student perform pairing in
front of the class without text. Not only that, but also some of them still
bringing the text. One student did not want to talk in the class. He said if
he not mastering English language. He is KLS. He is so introvert. The
researcher tried to talk with him, but he did not want. So he only talk
with his friend, but not much.
After the pre-test done, the teacher continue to the treatment
using puppet. Same with previous week. The teacher read the hand out
using puppet in is finger. The student tried to follow the teacher. in this
week the student look usual with the treatment. So they did not difficult
in follow the lesson, except the boy one KLS. When the treatment done,
the teacher gave instruction to make a dialogue again. The topics is same
with last week. The topic about the place and they make a dialogue run as
usually talk in that place. The teacher gave for twenty minutes to make
the dialogue. Then the student perform with their partner in front of the
class. During the student perform, the researcher did the scoring. And
also her friend record and capture all activity. For the student who done
in the perform, the researcher gave the student questionnaire. After all
process done. The teacher end the class. And the last the researcher gave
closing and little presents for the student.
c. Observation
1) Scorring
During the teaching learning process, the researcher did the teacher and
student check list. The researcher did scoring during the pre-test and post-
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57
test. In this research, the researcher was helping by her friend. Her friend
helping in taking picture and recording the class activity. The third week
better than previous week. That because some student not absent and they
know if the day will doing post-test.
Table 4.7 The teacher observation check list
Number Aspect Yes No
1
Greeting the
student before
start the lesson √
2
Praying before
the lesson
begins √
3
Checking
student
attendant √
4
Giving
motivation √
5
Make a
question and
answer with
student √
6
Teacher give
explanation little
bit about the
material √
7
Teacher ask the
student to speak
with their
partner in front
of the class √
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8
Give the hand
out for the
student √
9
Continue to
explain the
material √
10
Give
opportunity for
the student to
answer the
question √
11
Teacher give
review for
/student perform √
Table 4.8 : Form of Observation assessing student check list in cycle 2
Number Nama
student's
attention
Student self
conficence
Participation
conversation
1 A N H √ - √
2 A K √ √ √
3 A M √ √ √
4 A W M √ √ √
5 A L √ √ √
6 A √ - √
7 A A S √ √ √
8 A A A √ √ √
9 B W √ - √
10 D T F √ √ √
11 D D P √ - √
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59
12 D Y B S √ √ √
13 D C F √ √ √
14 E S √ √ √
15 E W √ √ √
16 F S S √ √ √
17 F E P √ √ √
18 H A Q √ √ √
19 I O √ √ √
20 K L S - - -
21 K B √ √ √
22 L G W √ √ √
23 M F √ √ √
24 M A A √ √ √
25 M A N √ √ √
26 M F A √ √ √
27 M K A √ √ √
28 M T √ - √
29 R S N √ √ √
30 R A √ - √
31 R D M √ √ √
32 S A √ √ √
33 S D R √ √ √
34 S F A √ √ √
35 W A √ √ √
36 Y A A W √ √ √
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The table 4.9 table of students assessing speaking skill in cycle 2.
Number Name Score of
pre-test 2
Score of
post-test
2
D D2
1 A N H 75 80 5 25
2 A K 66 88 22 484
3 A M 65 80 15 225
4 A W M 75 82 7 49
5 A L 75 90 15 225
6 A 75 75 0 0
7 A A S 76 86 10 100
8 A A A 80 90 10 100
9 B W 76 86 10 100
10 D T F 80 90 10 100
11 D D P 70 80 10 100
12 D Y B S 78 88 10 100
13 D C F 70 85 15 225
14 E S 75 80 5 25
15 E W 70 85 15 225
16 F S S 75 85 10 100
17 F E P 80 80 0 0
18 H A Q 75 90 15 225
19 I O 75 82 7 49
20 K L S 70 70 0 0
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21 K B 76 88 12 144
22 L G W 75 90 15 225
23 M F 75 88 13 169
24 M A A 75 90 15 225
25 M A N 70 80 10 100
26 M F A 75 90 15 225
27 M K A 85 85 0 0
28 M T 75 80 5 25
29 R S N 75 80 5 25
30 R A 75 86 11 121
31 R D M 75 92 17 289
32 S A 80 92 12 144
33 S D R 75 85 10 100
34 S F A 75 90 15 225
35 W A 82 86 4 16
36 Y A A W 82 96 14 196
∑= 2706 3070 364 132496
To find out the different in pre-test and post-test in cycle two, the researcher use formula:
𝑝 =F
N x 100%
𝑝1 =29
36 x 100%
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62
= 80.56%
𝑝2 =35
36 x 100%
= 97.22%
Table 4.10: Calculation of passing Grade of the Pre-test and Post-test in
the cycle 2
Criteria Grade of
Pre-test
Presentation of
Pre-test
Grade of
Post-test
Presentation of
Post-test
>75 29 80.56% 35 97.22%
75 0 0% 0 0%
<75 14 22.22% 1 2.78%
Total 36 100% 36 100%
Based on the result, the researcher can conclude if the post-test higher
than pre-test.
a) To find out the mean score of student test in cycle 2, the researcher use formula:
∑X
M =
N
2706
M =
36
= 75.16
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63
b) To find out the mean score of the pre-test and the post test, the researcher used
this formula:
∑Y
M =
N
3070
M =
36
= 85.27
c) To calculate the mean of difference, the researcher used this formula:
∑ D
MD =
N
364
MD =
36
= 10.11
d) To calculate standard deviation, the researcher used this formula:
∑D2
∑D 2
SDD =
N N
132496
364 2
SDD =
36 36
SDD= 3678.69 10. 11 2
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64
SDD= 3678.69 102.21
SDD=
265.48
SDD = 16.30
e) To calculate the standard error for the mean difference, the researcher used this
formula :
SDD
SEMD=
N-1
16.30
SEMD=
36-1
16.30
SEMD=
35
16.30
SEMD=
5.91
SEMD= 2.75
f) Calculation of T-test
MD
To =
SEMD
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65
10.11
To =
2.75
To = 3.67
i. T-test is 3.67
ii. T-table is 2.03
iii. T-test > t-table = 3.67 > 2.03
From the data of the cycle 2 above, the researcher finds that the t-test is 3.67 and
the t-table with N-1 is 2.03. The value of t-test is bigger than the value of the t-
table. Therefore, the researcher and the teacher conclude that the result of the cycle
2 was improve. Finally, the teacher and the researcher successfully conduct this
research. It also means that The Impelmentation Puppet Media could improve the
students’ speaking skill at the eleventh grade of SMK Negeri 2 Salatiga in the
academic year of 2018/2019.
B. Discussion
1. The Implementation Of Puppet Media To Improve Student Speaking Skill
For The Eleventh Grade Students At Smk Negeri 2 Salatiga
The implementation of the research was divided in two cycle the first cycle was
conduct in two meeting. The teaching-learning process did in the afternoon. The
cycle two was conduct in second meeting. The first time researcher gave the orally
pre-test, the student look confuse and nervous. Then when they got a treatment,
they look curious and enthusiastic. After that when the student did the post-test
they look so crowded and scary. Most of them join some extracurricular and the
time for the research was afternoon. The time and the condition was not support.
Then, the researcher discuss with the teacher to revise the lesson plan and discuss
to continue the research cycle.
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In the third week or last meeting the researcher emphasize to the student if they
will do the pre-test and post-test. After that they will fill the questionnaire. During
the cycle process, the researcher was analyse if this cycle got a progress. The
student scoring was improve, and the questionnaire was get a good response from
the student.
2. Result The Implementation Of Puppet Media To Improve Student Speaking
Skill For The Eleventh Grade Students At SMK Negeri 2 Salatiga
During the implementation of the treatment, the researcher analysed if
the student skill and student interest improved. It could see from the result of the
test, bellow :
Table 4.11: Data Analysis student speaking assesment
No. Analysis Cycle 1 Cycle 2
1 Mean of pre-test
Mean of post-test
73.33
57.36
75.16
85.27
2 Total of the students who pass the
passing grade (≥75)
Pre-test
Post-test
Improvement
72.22%
52.17%
-20.05%
80.56%
97.22%
16.66%
T-Table with N-1(N=23) 2.03 2.03
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3 T-test -1 3.67
For cycle 1 the research was not successfully. The Ttes < Ttable.
The causes are most of other class very crowded. Especiallt this research did in
new lesson year, so the student not usual use this method. The student not focus,
and they are lack in vocabulary and pronunciation. So the researcher need to
continue in the next cycle. Then, the researcher can continue to the next
cycle in one meeting. The result from second cycle was progress. The
student speaking skill was improve.
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CHAPTER V
CLOSURE
A. Conclusion
After the research was conducted, the researcher drew conclusion of the use of
puppet dolls in role play to improve student speaking skill and student interest for
eleventh grade student at SMK Negeri 2 Salatiga, the researcher can conclude based
on the findings discussed in the previous chapter below:
1. The Implementation of Puppet Media to Improve Student Speaking Skill for
the Eleventh Grade Students at Smk Negeri 2 Salatiga was successful. The
researcher can conclude that from the process cycle 1 until cycle 2. The
research was divide in two cycle. The first cycle was divide in two meeting.
The second cycle only in one meeting. The allocation time is 135 minutes,
three ours in one meeting every weeks. The first cycle was divide in to two
weeks. The first week for pre-test, teacher method. The pre-test only in 60
minutes than only for teacher method. The second meeting for treatment, and
post-test. The time for treatment is 75 minutes and the post-test is 60 minutes.
Then for cycle two in one meeting. It was consists: the pre-test 45 minutes.
Treatment in 50 minutes. The post-test 40 minutes. Finally the use of
implementation media can improve the student speaking skill.
2. The result The Implementation of Puppet Media to Improve Student Speaking
Skill for the Eleventh Grade Students at Smk Negeri 2 Salatiga was
successfully improve. The passing grade (KKM) is 75. The indicator of
successful is 75%. The first cycle the student who pass the passing grade is 22
student from 36 students. The presentation is 72.22%. Then in post-test is 26
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student from 36 students. Then, the students who pass the passing grade is 14
students from 36 students. The mean score of pre-test is 73.33, and the mean
score of post-test is 57.36 %. The Ttest is -1 and the Ttable is 2.03. It means
Ttest < Ttable, so the research was not successfully. The causes are most of
other class very crowded. Especially this research did in new lesson year, so
the student not usual use this method. The student not focus, and they are lack
in vocabulary and pronunciation.. In the cycle two, the student who pass the
passing grade for pre-test is 29 students and the post-test is 35 students. The
presentation for the pre-test is 80.56 % and the post-test is 97.22%. The mean
score for the pre-test is 75.16 and the post-test is 85.27. The improvement from
the cycle two is 16.66%. The Ttest is 3.67 and Ttable is 2.03. It means the
Test>Ttable, so the research was successfully improve student speaking skill.
After that the value of questionnaire is 29.19%. So the researcher conclude if
the research was successfully improve the student interest.
B. Suggestion
In this part, the writer would like to give some suggestions to be considered by for the
the teacher, student, and researcher as follow:
1) for teacher as follows:
a. The media and material have to suitable with student condition
b. The student need to get more occasion to speak and express their idea.
c. The use of puppet dolls in role play would be very helpful to improve students’
ability in speaking, so the teacher needs to maintain using the use puppet dolls in
role play as an alternative technique of the teaching process in the second year
students of the vocational high school.
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d. The teacher should give explanation and instruction using the English language
directly.
2) For the student:
The student have to enrich the vocabulary and do more practice for speak up. It
can help them to be confidence and have a good pronunciation. Finally, the
researcher realizes that this research still has some weakness and mistakes.
Therefore, the researcher would like to accept any constructive suggestion to make
research better.
3) For Future the researcher:
It has been known from the research finding that using the use puppet dolls in
Role Play can improve students’ speaking skill and student interest. So, the result of
this research can be a reference for other researchers who want to conduct a research
about reading.
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P
P
E
N
D
I
C
E
S
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CURRICULUM VITAE
Full Name : Sinta Dewi Permatasari
Student number : 113-14-005
Gender : Female
Place & Date of Birth : Boyolali 01 Maret 1996
Address : Sidosari,Kembangsari,Musuk,Boyolali
Faculty : English Department
Email address : [email protected]
Phone number :082235589511
Education background : Kindergarten (TK) Sari Indah II
Elementary School (SD) Negeri 1 Kembangsari
Junior High school (SMP) Negeri 1 Musuk
Vocational High School (SMK) Negeri 1 Boyolali
State Institute For Islamic Salatiga (IAIN Salatiga)
Organization Experience : CEC 2014
HMJ TBI 2015
FKMB SALATIGA 2014
HMI CAB. SALATIGA 2014
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RENCANA PELAKSANAAN PEMBELAJARAN
Sekolah : SMK NEGERI 2 SALATIGA
Mata Pelajaran : BAHASA INGGRIS
Kompetensi Keahlian: semua program keahlian
Kelas/Semester : XI / 3
Tahun pelajaran : 2018/2019
Alokasi Waktu : 135menit
Materi : Suggestion And Offering
A. KompetensiInti
3.Memahami,menerapkan, dan menganalisis pengetahuan faktual, konseptual, prosedural,
dan metakognitif berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi,
seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan,
dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan
prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk
memecahkan masalah.
4. Mengolah, menalar, dan menyaji, dalam ranah konkret dan ranah abstrak terkait
dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri serta bertindak
secara efektif dan kreatif, dan mampu menggunakan metoda sesuai kaidah keilmuan.
B. KompetensiDasar
3.1 Menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan teks interaksi
transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta
informasi terkait saran dan tawaran, sesuai dengan konteks penggunaannya.
(Perhatikan unsur kebahasaan should, can)
4.1 Menyusun teks interaksitransaksional, lisan dan tulis, pendek dan sederhana, yang
melibatkan tindakan memberi dan meminta informasi terkait saran dan tawaran,
dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar
dan sesuai konteks
C. IndikatorPencapaianKompetensi
KI 3( Pengetahuan)
1. Siswadapat, membaca dan menirukan gurunya membaca teks pendek yang
beirisi suggestion and ooffering
2. Siswa dapat memahami perbedaan dan persamaan antara suggestion and
offering
3. Siswa dapat menganalisis modals,kosakata, dan tenses yang sesuai dengan teks
dialog suggestion and offering
KI 4. ( Keterampilan )
1. Siswa dapat merespon pertanyaan yang berisis ungkapan suggestion and
offering
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11
2. Siswa dapat membuat teks dialog yang berisi ungkapan suggestion and offering
sesuai tema atau topik yang diberikan
3. Siswa dapat mempraktikkan percakapan yang berisis ungkaoan suggestion and
offering baik dengan teman maupun guru di kelas
D. Tujuan Pembelajaran
1. Setelah siswa membaca teks contoh teks dialog suggestion and offering siswa
mampu menganalisis unsure kebahasaan yang ada pada teks dialog percakapan
yang mengandung ungkapan suggestion and offering. Fungsi social, srtruktur teks
dan unsure kebahasaan pada ungkapan meminta dan memberi informasi terkait
pendapat dan pikiran melalui video maupun teks yang ditampilkan
2. Setelah siswa memahami teks dialog yang berisi ungkapan suggestion and
offering. Siswa dapat menganalisis persamaan dan perbedaan antara suggestion
and offering dalam teks dialog percakapan terkait. Fungsi social, srtruktur teks
dan unsure kebahasaan pada ungkapan
3. Setelah siswa menganalisis modal,kosakata, dan tenses yang digunakan dalam
ungakapan suggestiona and offering terkait fungsi social, srtruktur teks dan
unsure Siswa mampu memahami expression yang biasa digunakan dalam dialog
tersebut.
4. Setelah siswa diberikan berbagai contoh ungakapan dan dialog yang berisi
ungkapan suggestion and offering, siswa dapat memahami struktur kalimat dan
tenses dalam yang ada pada dialog tersebut.
5. Setelah siswa diberikan berbagai contoh dialog berisi ungkapan berisi suggestion
and offering siswa dapat memeahami isi dialog tersebut.siswa dapat membuat
teks dialog berisi ungkapan suggestion and offering sesuai tema atau topik yang
diberikan
6. Setelah siswa diberikan beberapakali treatment menggunakan media dan metode
yang baru, siswa dapat mempraktikkan dialog yang berisi ungkapan suggestion
and offering dalam melakukan tanya jawab menggunakan ungkapan yang berisi
suggestion and offering yang sesuai dengan tema yang diberikan.
E. MateriPembelajaran
1. Teks lisan dan tulis untuk menyatakan ungkapan berisi tawaran dan saran
2. Ungkapan:
Berisi tawaran dan saran kosakata yang dipakai
shoulddancan
• Unsur Kebahasaan
- Ungkapan yang menunjukkan saran dan tawaran, dengan modal
shoulddancan
*When making suggestions we often use the
following expressions:
Let's ………
Why don't we ………
We could ………
What about ………
How about ………
I suggest that ………
Page 100
12
You might want to change ………
I think ………
I don't think ………
Examples
- Let's go to the library.
- Why don't you do your homework before going out?
- We could eat at home today.
- What about eating at the new place?
- How about going to Sam's place first?
- I suggest that we call it a day.
- You need to change your sleeping habits.
- I think you should go and meet her.
- I think we should do it this way.
Responding to Suggestions
Making Suggestion - Accepting Suggestion - Declining
Suggestion
Let's go to movies. : Yes, let's go. : No, thank you. I do
not feel like going.
Why don't you do your homework Ok, I will.
before going out?
How about going to Sam's place Yes, let's go. No, Let's just go to
the supermarket.
- Nomina singular dan plural dengan atau tanpa a, the, this, those, my,
their,dsb.
- Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan
*When making offering we often use the
following expressions:
May I give you a hand?
- Can I help you?
- Shall I bring you some tea?
- Would you like another piece of cake?
- How about I help you with this?
- Can I clean the car for you?
- Shall I help you with your homework?
- I will do the washing, if you like.
Responding to Offers
Responding to Offers
Yes, let's go.
Ok, I will
Yes, let's go.
It is a
Good idea.
Ok, if you say so.
Page 101
13
F. KegiatanPembelajaran
Model/metode :
- role play
- questions and answer
- practice and perform
pertemuanke 1
FASE KEGIATAN PEMBELAJARAN WAKTU
PENDAHUL/UAN 1. Guru mengucapkan Salam terlebih
dahulu
2. guru meminta ketua kelas untuk
memimpin berdoa bersama dengan khusyuk
3. Guru Memeriksa kehadiran siswa dengan
mengisi daftar kehadiran
4. Membuat Tanya jawab singkat tentang hal
yang berkaitan dengan materi yang akan
diberikan.
5. Menyampaikan garis besar materi yang
akan diberikan
6. guru meminta siswa untuk maju secara
berpasangan
7. guru memberikan waktu siswa untuk
membaca garis besar materi
8. setelah memepelajari tersebut, siswa
diminta melakukan percakapan sesuai materi
dalam waktu yang ditentukan guru.
(pre-test session)
5menit
5 menit
60 menit
KegiatanInti Mengamati
1. Guru meminta siswa untuk membuka
buku pelajaran
2. Guru memberikan beberapa contoh
percakapan yang berisi ungkapan
suggestion and offering melalui video dan
hand outyang diberikan.
3. Menjelaskan sedikit tentang materi
30menit
Page 102
14
suggestion and offering. Kosakata,
modals, dan tenses yang dipakai dalam
dialogdengan jelas
Menanya
1.Denganarahandanbimbingan guru, siswa
menanyakan apa saja yang belum dipahami
dengan percaya diri
2.dengan arahan dan bimbingan guru setiap
menanyakan struktur kebahasaan yang ada
pada teks
3.dengan arahan dan bimbingan guru siswa
menanya informasi lebih lanjut mengenai
materi yang diberikan dengan percaya diri
Mengeksplorasi
1. Siswa diberikan hand out berupa teks
rumpang sederhana
2. siswa diminta berdiskusi dengan teman
sebangkunya untuk mengisi dialog
rumpang tersebut dengan ungkapan
yang sesuai
3. kemudian siswa diminta untuk
membaca hasil diskusinya satu persatu.
25 menit
Penutup 1. guru memberikan review sedikit
tentang penampilan siswa
2. guru meminta siswa memberikan
kesimpulan setelah pembelajaran
3. guru menutup pembelajaran di kelas
10 menit
Pertemuanke 2
FASE KEGIATAN PEMBELAJARAN WAKTU
PENDAHULUAN 1. Guru mengucapkan Salam terlebihdahulu
2. Guru meminta ketua kelas untuk
memimpin berdoa bersama dengan khusyuk
3. guru Memeriksa kehadiran siswa dengan
10menit
Page 103
15
mengisi daftar kehadiran
4. Membuat Tanya jawabsingkattentanghal
yang berkaitan dengan materi yang akan
diberikan.
KegiatanInti Mengasosiasikan
1. Guru membagi kelas menjadi beberapa
kelompok
2. Setiap kelompok terdiri dari 2 siswa
3. guru memberikan hand out berisi dialog
tentang ungkapan suggestion and offering
untuk setiap kelompok
4. guru menjelaskan cara melakuakan
dialog dengan menggunakan boneka
(treatment session) 5. siswa menirukan cara guru berbicara
menggunakan boneka tersebut
6. siswa menirukan dan mengulang-ulang
dengan sungguh-sungguh
7. guru membawa mangkuk berisi kertas.
Kertas tersebut berisi yang akan
didiskusikan setiap kelompok.
8. Setiap kelompok maju secara berurutan
untuk mengambil kertas
9. Siswa diberikan waktu untuk berdiskusi
membuat dialog sesuai tema.
Mengkomunikasikan.
1. Setiap kelompok menampilkan hasil
diskusinya di depan kelas menggunakan
boneka puppet dan metode roleplay(post-
test session)
30menit
20 menit
15 menit
50 menit
Penutup 1. Guru mereview sedikit tentang hasil
yang sudah dilakukan tadi
2. Guru meminta siswa memeberikan
kesimpulan mengenai materi
3. Guru mengucapkan salam dan menutup
pembelajaran
10 menit
H. Media, Alat, Bahan, danSumberBelajar
1. Media
1. Laptop
2. LCD
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16
3. Gambar/video
2. Alat
1. Spidol
2. Papantulis
3. Penghapus
4. boneka
3. Bahan
1. Absensi
2. RPP
3. Silabus
4. SumberBelajar
1. Buku Bahasa Inggris XI SMK
2. Bahasa InggrisAudio dan Visual
3. Buku Teks
4. Internet
5. Referensi lain yang relevan
I. Penilaian
SPEAKING RUBRIC ASSESSMENT
Name :..........................................
Class/ Number :..........................................
KKM : 75
NO CATEGORIES ASPECTS RANGE SCORE
1. Vocabulary
a. Unsatisfactory
Very limited
vocabulary, make
comprehension quite
difficult
1-6
b. Fair
Frequent uses wrong
speech limited to simple
vocabulary
7-12
c. Good
Sometimes uses
inappropriate terms
about language because
of inadequate
vocabulary
13-18
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17
d. Very Good Rarely has trouble 19-25
2. Pronunciation
a. Unsatisfactory
Had to understand
because of
sound, accent, pitch,
difficult,
incomprehensible
1-6
b. Fair
Error of basic
pronunciation
7-12
c. Good Few noticeable errors 13-18
d. Very Good Understandable 19-25
3. Accurancy
a. Unsatisfactory
needs to rephrase
construction or restrict
himself to basic
structure
1-6
b. Fair
Error of the basic
structure, meaning
occasionally obscured
by grammatical error
7-12
c. Good
Occasional grammatical
errors which do not
obscure meaning
13-18
d. Very Good
No more than two
errors/speech is
generally natural
19-25
4. Fluency
a. Unsatisfactory
Speed of speech and
length of utterances are
below normal,
long pause, utterance
left
unfinished
1-6
Page 106
18
b. Fair
Some definite
stumbling, but manage
to rephrase and continue
7-12
c. Good Speech is generally
natural
13-18
d. Very Good Understandable 19-25
Total
score
100
Salatiga, 16 Juli 2018
Mengetahui:
Kepala SMK Negeri 2 Salatiga Guru mata pelajaran
Drs. Kamaruddin, M.Pd Sugeng Sulistiyanto,S.Pd
NIP. 19611119 198503 1 012 NIP. 197012222000031001
RENCANA PELAKSANAAN PEMBELAJARAN
Sekolah : SMK NEGERI 2 SALATIGA
Mata Pelajaran : BAHASA INGGRIS
KompetensiKeahlian: semua program keahlian
Page 107
19
Kelas/Semester : XI / 3
Tahunpelajaran : 2018/2019
AlokasiWaktu : 135menit
Materi : Asking And Giving Opinion
B. KompetensiInti
3.Memahami,menerapkan, dan menganalisis pengetahuan faktual, konseptual, prosedural,
dan metakognitif berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi,
seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan,
dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan
prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk
memecahkan masalah.
4. Mengolah, menalar, dan menyaji, dalam ranah konkret dan ranah abstrak terkait
dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri serta bertindak
secara efektif dan kreatif, dan mampu menggunakan metoda sesuai kaidah keilmuan.
B. KompetensiDasar
3.2 Menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan teks interaksi
transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta
informasi terkait pendapat dan pikiran, sesuai dengan konteks penggunaannya.
(Perhatikan unsur kebahasaan I think, I suppose, in my opinion)
4,2 Menyusun teks interaksi transaksional, lisan dan tulis, pendek dan sederhana, yang
melibatkan tindakan memberi dan meminta informasi terkait pendapat dan pikiran,
dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar
dan sesuai konteks
C. IndikatorPencapaianKompetensi
KI 3( Pengetahuan)
1. Siswadapat, membaca dan menirukan gurunya membaca teks pendek yang beirisi
ungkapan asking and giving opinion
2. Siswa dapat mengidentifikasi perbedaan antara ungkapan asking and giving
opinion
3. Siswa dapat mengidentifikasi dan menyebutkan kalimat yang berisi ungkapan
asking and giving opinion sesuai dengan keadaan lingkungan
KI 4. ( Keterampilan )
4. Siswa dapat merespon pertanyaan yang berisi ungkapan asking and giving
opinion
5. Siswa dapat membuat teks dialog yang berisi ungkapan asking and giving
opinion sesuai tema atau topik yang diberikan secara kelompok.
6. Siswa mampu mempraktikan tanya jawab sesuai ungkapan asking and giving
opinion
Page 108
20
F. TujuanPembelajaran
1. Setelah siswa membaca contoh teks dialog asking and giving opinion siswa
mampu menganalisis unsure kebahasaan yang ada pada teks tersebut.Fungsi
social, srtruktur teks dan unsure kebahasaan pada ungkapan meminta dan
memberi informasi terkait pendapat dan pikiran melalui teks dan video yang
ditampilkan.
2. Setelah siswa memahami teks dialog yang berisi ungkapan asking and giving
opinion siswa dapat menganalisis persamaan dan perbedaan antara asking and
giving opinion dalam teks dialog percakapan terkait.Fungsi social, struktur teks
dan unsure kebahasaan pada ungkapan tersebut.
3. Setelah siswa menganalisis modal, kosakata, dan tenses yang digunakan dalam
ungakapan asking and giving opinion terkait Fungsi social, srtruktur teks dan
unsur melalui contoh yang ada. Siswa mampu memahami expression yang biasa
digunakan dalam percakapan tersebut.
4. Setelah siswa diberikan berbagai contoh ungakapan dan dialog yang berisi
ungkapan asking and giving opinion siswa dapat memahami struktur kaliamat
dan kosakata yang biasa digunkan dalam yang ada pada dialog tersebut.
5. Setelah siswa diberikan berbagai contoh dialog berisi ungkapan asking and
giving opinion. Siswa dapat membuat teks dialog berisi ungkapan asking and
giving opinion sesuai tema atau topik yang diberikan.
6. Setelah siswa diberikan beberapakali treatment menggunakan media dan metode
yang baru, siswa dapat mempraktikkan dialog yang berisi ungkapan asking and
giving opinion dalam melakukan tanya jawab menggunakan ungkapan yang
berisi asking and giving opinion yang sesuai dengan tema yang diberikan.
G. MateriPembelajaran
1. Teks lisan dan tulis untuk menyatakan ungkapan berisi asking and giving
opinion
2. Ungkapan:
Berisi tawaran dan saran kosakata yang dipakai
G. KegiatanPembelajaran
Model/metode :
- role play
- questions and answer
- practice and perform
pertemuanke 1
FASE KEGIATAN PEMBELAJARAN WAKTU
PENDAHULUAN 1. Guru mengucapkan Salam terlebih 5menit
Page 109
21
dahulu
2. guru meminta ketua kelas untuk
memimpin berdoa bersama dengan khusyuk
3. guru Memeriksa kehadiran siswa dengan
mengisi absensi siswa
5. Menyampaikan garis besar materi yang
akan dipelajari
6. guru memberikan sedikit ice breaking
7. guru memberikan waktu untuk siswa
mempelajari sedikit materi dari buku yang
paket yang tersedia
8. kemudian setiap siswa maju berpasangan
untuk berdialog dalam bahasa inggris sesuai
materi asking and giving opinion(pre-test
session)
5 menit
50 menit
Page 110
22
KegiatanInti Mengamati
1. Guru meminta siswa untuk membuka
buku pelajaran
2. Guru memberikan handout yang berisi
ungkapan asking and giving opinion .
Menanya
1.Dengan arahan dan bimbingan guru, siswa
menanyakan apasaja yang belum dipahami
dengan percaya diri
2.dengan arahan dan bimbingan guru setiap
siswa menanyakan struktur kebahasaan yang
adapadateks
3.dengan arahan dan bimbingan guru siswa
menanyakan informasi lebih lanjut mengenai
materi yang diberikan dengan percayadiri
Mengeksplorasi
3. Guru Menjelaskan sedikit tentang
materi asking and giving opinion.
Kosakata, modals, dan tenses yang
dipakai dalam dialogdengan jelas
4. Siswa diminta berdiskusi dengan teman
sebangkunya mengenai hand out
tersebut.
5. guru menjelaskan cara melakuakan
dialog dengan menggunakan boneka
(treatment session)
6. siswa menirukan cara guru berbicara
menggunakan boneka tersebut.
7. siswa menirukan dan mengulang-ulang
dengan sungguh-sungguh
Mengasosiasikan
1. Guru membagi kelas menjadi beberapa
kelompok: satu kelompok terdiri dari 2
siswa
2. guru membawa mangkuk berisi kertas.
Kertas tersebut berisi topik yang akan
didiskusikan setiap kelompok.
3. Setiap kelompok maju secara berurutan
untuk mengambil kertas
4. Siswa diberikan waktu untuk berdiskusi
membuat dialog sesuai tema.
65 menit
Page 111
23
Mengkomunikasikan.
1. Setiap kelompok menampilkan hasil
diskusinya di depan kelas(post-test
session)
2. Setiap siswa yang menonton
memberikan apresiasi untuk penampilan
temannya.
(15 menit
diskusi)
Penutup 1. guru memberikan review sedikit tentang
penampilan siswa
2. guru meminta siswa memberikan
kesimpulan setelah pembelajaran
3. Guru meminta siswa untuk mengisi
kuisioner
4. guru menutup pembelajaran di kelas
10 menit
H. Media, Alat, Bahan, danSumberBelajar
5. Media
1. Laptop
2. LCD
3. Gambar/video
6. Alat
1. Spidol
2. Papantulis
3. Penghapus
Page 112
24
4. boneka
7. Bahan
1. Absensi
2. RPP
3. Silabus
8. SumberBelajar
1. Buku Bahasa Inggris XI SMK
2. Bahasa InggrisAudio dan Visual
3. Buku Teks
4. Internet
5. Referensi lain yang relevan
I. Penilaian
SPEAKING RUBRIC ASSESSMENT
Name :..........................................
Class/ Number :..........................................
KKM : 75
NO CATEGORIES ASPECTS RANGE SCORE
1. Vocabulary
a. Unsatisfactory
Very limited
vocabulary, make
comprehension quite
difficult
1-6
b. Fair
Frequent uses wrong
speech limited to simple
vocabulary
7-12
c. Good
Sometimes uses
inappropriate terms
about language because
of inadequate
vocabulary
13-18
d. Very Good Rarely has trouble 19-25
2. Pronunciation
Page 113
25
a. Unsatisfactory
Had to understand
because of
sound, accent, pitch,
difficult,
incomprehensible
1-6
b. Fair
Error of basic
pronunciation
7-12
c. Good Few noticeable errors 13-18
d. Very Good Understandable 19-25
3. Accurancy
a. Unsatisfactory
needs to rephrase
construction or restrict
himself to basic
structure
1-6
b. Fair
Error of the basic
structure, meaning
occasionally obscured
by grammatical error
7-12
c. Good
Occasional grammatical
errors which do not
obscure meaning
13-18
d. Very Good
No more than two
errors/speech is
generally natural
19-25
4. Fluency
a. Unsatisfactory
Speed of speech and
length of utterances are
below normal,
long pause, utterance
left
unfinished
1-6
b. Fair
Some definite
stumbling, but manage
to rephrase and continue
7-12
Page 114
26
c. Good Speech is generally
natural
13-18
d. Very Good Understandable 19-25
Total
score
100
Salatiga, 1 Agustus 2018
Mengetahui:
Kepala SMK Negeri 2 Salatiga Guru mata pelajaran
Drs. Kamaruddin,M.Pd Sugeng Sulistiyanto,S.Pd
NIP. 19611119 198503 1 012 NIP. 19701222 2000031001
Page 115
27
Hand out
Suggestion and offering:
John: Hi Boy
Boy: Hello John.
John: What is your agenda after this?
Boy: I don’t know John. How about you?
John: How about playing futsal in Dipo Futsal?
Boy: it is good idea. Oke lets go
Clara: Oh my God, these books are so heavy.
Diana: Yes. You are right.
Paul: Hi guys. What are you doing?
Clara: We have to bring these books to the library.
Paul: Can I help you to bring those books?
Diana: No thanks paul.
Paul: Oh okay
Asking and giving opinion
Diana : good morning sir.
Mr. John: Morning Diana.
Diana : What is that sir?
Mr. John: This is my journal.
Diana : Oh i have read it. I think your journal is great.
Mr. John: Oh ya thanks Diana. I did it in three months.
Diana : Wow great. Congratulation sir.
Page 116
28
Harry : Hey Ron, Do you know Lily?
Ron : I don’t see her.
Harry : She was absent today.
Ron : Oh ya? May be she is busy with her organization.
Harry : What is your opinion about her?
Ron :In my opinion she is smart and friendly. But little bit busy.
Harry :Oh ya I think so.
Page 117
29
Topics:
Beach
River
Jungle
Zoo
Restaurant
Salon
Library
Parking area
Hospital
Cinema
Haunted house
Page 118
30
DOCUMENTATION
Cycle 1
Pre-test session
Teaching-learning process
Page 119
31
Treatment session
Post-test session
Page 120
32
Cycle 2
Pre-test session
Treatment session
Page 121
33
Preparing material
Post-test session
