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THE EFFECT OF SCREENCAST-O-MATIC ON STUDENTS’
SPEAKING ABILITY OF DESCRIPTIVE TEXT(A Quasi-Experimental Study at the Eighth-Grade students of MTs YASPINA
Rempoa in Academic Year 2017/2018)
A Skripsi
Presented to the Faculty of Educational Sciences in Partial Fulfillment of theRequirements for the Degree of S.Pd. (Strata-1)
In the English Education
By:
Putra Sudharma
1113014000021
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF EDUCATIONAL SCIENCES
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2017
iv
ABSTRACT
Putra Sudharma (1113014000021). The Effect of Screencast O-Matic onStudents’ Speaking Ability on Descriptive Text (A Quasi-Experimental Studyat the Eighth Grade of Mts YASPINA in the Academic Year 2016/2017). Askripsi of Department of English Education, Faculty of Educational Sciences ofSyarif Hidayatullah State Islamic University, Jakarta, 2017.
Advisor I : Ismalianing Eviyuliwati, M.Hum.
Advisor II : Drs. Sunardi Kartowisastro, Dipl. Ed.
Keywords : Speaking, Descriptive Text, Screencast O-Matic
The objective of this study was to obtain the empirical evidence of the Effect ofScreencast O-Matic on Students’ Speaking Ability on Descriptive Text at theeighth grade of MTs YASPINA. The method used in this study was a quantitativemethod using quasi-experimental design. Two classes were taken as the sample ofthe study with 26 students in each class. The classes were designed as theexperimental class and control class. the experimental class was taught byimplementing Screencast O-Matic application while control class was taughtwithout using Screencast O-Matic. The students’ populations of eighth grade atMTs YASPINA are 78 students, and the samples are 52 students (26 students forexperimental class and 26 students for control class). The sampling techniqueused was purposive sampling. Moreover, this research was conducted through thefollowing procedures: giving a pre-test, applying treatments and giving based apost-test. The data analyzed in this research were gained through the speakingtests for experimental and controlled classes. The data analyzed using t-test SPSS20. The result that was gained from the research proved the difference betweenstudents’ score in learning speaking on descriptive text by using Screencast O-Matic and without using Screencast O-Matic. According to statistical calculations,sig. (2-tailed) and with df 50 in significance level 5% t-table = 1.676 with p-value= 0.010 and α = 0.05. Which is, p-value < α. It means that to>t-table. therefore, itproved that the Null Hypothesis (Ho) is rejected and the Alternative Hypothesis(Ha) is accepted. Therefore, it can be concluded that Screencast O-Matic iseffective on teaching speaking on descriptive text because it showed a significanteffect on students’ speaking ability on descriptive text in eighth-grade of MTsYASPINA with the scale of moderate significant.
v
ABSTRAK
Putra Sudharma (1113014000021). Pengaruh Aplikasi Screencast O-MaticTerhadap Kemampuan Berbicara Siswa Pada Teks Deskriptif (PenelitianKuasieksperimental pada Kelas Delapan MTs YASPINA Tahun Ajaran2016/2017). Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyahdan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2017.
Dosen Pembimbing I : Ismalianing Eviyuliwati, M.Hum.
Dosen Pembimbing II: Drs. Sunardi Kartowisastro, Dipl. Ed.
Kata Kunci : Berbicara, Teks Deskriptif, Screencast O-Matic
Tujuan dari penelitian ini adalah untuk mendapatkan bukti empiris keefektifanpenggunaan Screencast O-Matic terhadap kemampuan berbicara siswa pada teksdeskriptif pada kelas VIII MTs YASPINA. Metode yang digunakan dalampenelitian ini adalah metode kuantitatif dengan menggunakan desain kuasieksperimental. Dua kelas diambil sebagai sampel penelitian yang terdiri dari 26siswa di masing-masing kelas. Kedua kelas tersebut didesain sebagai kelaspercobaan atau eksperimen dan kelas kontrol. Kelas eksperimen diajarkan denganmenerapkan aplikasi Screencast O-Matic sementara kelas kontrol diajarkan tanpamenggunakan aplikasi Screencast O-Matic. Populasi siswa kelas VIII di MTsYASPINA terdiri dari 78 siswa, dan sampel yang diambil sebanyak 52 siswa (26siswa untuk kelas eksperimen dan 26 siswa untuk kelas terkontrol). Tekniksampling yang digunakan adalah purposive sampling. Selain itu, penelitian inidilakukan melalui langkah-langkah sebagai berikut: pemberian pre-test, penerapantreatment, dan pemberian post test. Data yang dianalisis dalam penelitian inidiperoleh melalui tes ujaran untuk kelas eksperimen dan kelas kontrol. Datadianalisis dengan menggunakan t-test SPSS 2.0. Berdasarkan hasil yang diperolehdari penelitian ini membuktikan perbedaan antara nilai siswa dalam pembelajaranberbicara pada teks deskriptif dengan menggunakan Screencast O-Matic dan tanpamenggunakan Screencast O-Matic. Sesuai dengan hasil perhitungan statistik, sig.(2-tailed) dan dengan df 50 pada tingkat signifikansi 5% ttabel = 1,676. Dengan p-nilai = 0.010 dan nilai α = 0.05. Artinya, p-nilai < α. Jadi, terbukti bahwaHipotesis Null (Ho) ditolak dan Hipotesis Alternatif (Ha) diterima. Oleh karenaitu, dapat disimpulkan bahwa aktivitas aplikasi Screencast O-Matic dalammengajarkan teks deskriptif karena hal tersebut menunjukkan pengaruh yangsignifikan terhadap kemampuan berbicara siswa pada teks deskriptif pada siswa dikelas VIII MTs YASPINA dengan skala signifikan moderat.
vi
ACKNOWLEDGEMENT
حیم حمان الر بسم هللا الر
In the name of Allah, the Beneficent, the Merciful
All praise and gratitude be to Allah, the Almighty, for giving the writer
strength, knowledge, ability, guidance, and His showers of blessings to finish the
research study. Peace and blessing be upon Prophet Muhammad and on his
family, all of his Companions, and his followers.
This skripsi entitled “The Effect of Screencast O-Matic on Students’
Speaking Ability on Descriptive Text (A Quasi-experimental Study at the Eighth
Grade of MTs YASPINA in the Academic Year 2016/2017)” is presented to the
Faculty of Educational Sciences as one of the requirements for the degree S.Pd.
This study has not been completed without support, motivation, advice, and help
from the people behind this work. The writer would like to express the deepest
gratitude to his beloved parents, Mr. Dasrul and Mrs. Zuriyati, S.Pd. for giving
their prayers and guidance all the time without getting tired and giving their lives,
soul, and love to hold the writers’ needs in order to finish her study.
Moreover the writer would also like to express special appreciation and
sincere gratitude to her research advisors, Mrs. Ismalianing Eviyuliwati, M.Hum.
and Mr. Drs. Sunardi Kartowisastro, Dipl. Ed. for all their valuable guidance,
help, advice, correction, motivation, trust, and a lot of patience during the whole
process in accomplishing the skripsi.
Besides, the writer would also deliver special gratitude to:
1. All lectures especially those of Department of English Education who
have taught the writer useful and valuable knowledge and skills.
2. Dr. Alek, M.Pd and Mr. Zaharil Anasyi, M.Hum, as Head and Secretary
of Department of English Education.
3. Dr. Prof. Ahmad Thib Raya, M.A., as the Dean of Faculty of Educational
Sciences.
4. Mrs. Yenny Rachmawati, M.Ed., as the Advisor of Class A in academic
year 2013/2014.
vii
5. The Head of MTs YASPINA, and all of the teacher of MTs YASPINA,
for giving permission the writer to conduct the study.
6. The students of VIII 2 and VIII 3 class who have contributed him in
collecting data during the study.
7. The writer's brothers, Rezi Sudharma, AMTE., Arief Sudharma, AMTE.,
Indra Sudharma, Salim Sudharma for their support.
8. Rofika Tiara Avisteva who always reminds me to arrange this skripsi and
never stop gives her support, care and spirit to the writer.
9. The writer's beloved friends, Fanji Muharram, Didit Radinal, Andika
Afrian, Faiq Zam Zami, Ridho Fourty Maulana Babellian, and all Sukun
member for all of the kindness, friendship, happiness, support, love and
never-ending humor.
10. All friends in a class of Department of English Education 2013 for the
great friendship, support, togetherness since the first time of the study.
May Allah always bless them all, so be it.
11. Everyone who has helped and given contribution in finishing the skripsi
and whose names cannot be mentioned one by one. The writer also
apologizes in advance if he missed anybody.
Last but not least, the words are never enough to express him gratitude
for all their help in finishing this skripsi. The writer realized that this skripsi is far
for being perfect. Therefore, it is a pleasure for him to have critiques and
suggestions to make this skirpsi better and useful for the further research.
Jakarta, 27 September 2017
Putra Sudharma
viii
TABLE OF CONTENTAPPROVAL SHEET ........................................................................................ i
ENDORSEMENT SHEET ............................................................................... ii
SURAT PERNYATAAN KARYA SENDIRI .................................................... iii
ABSTRACT....................................................................................................... iv
ABSTRAK ......................................................................................................... v
ACKNOWLEDGMENT .................................................................................. vi
TABLE OF CONTENT.................................................................................... viii
LIST OF TABLES ............................................................................................ x
LIST OF FIGURES .......................................................................................... xii
LIST OF APPENDICES .................................................................................. xiii
CHAPTER I: INTRODUCTION.................................................................. 1
A. Background of the Research ............................................... 1
B. The Identification of the Problems ...................................... 3
C. Limitation of the Problems ................................................. 3
D. Formulation of the Research................................................ 3
E. Objective of the Research.................................................... 3
F. Significance of the Research ............................................... 3
CHAPTER II: THEORETICAL FRAMEWORK ....................................... 5
A. Speaking .............................................................................. 5
1. Nature of Speaking .............................................................. 5
2. Speaking Ability .................................................................. 5
3. Elements of Speaking .......................................................... 6
4. Purposes of Speaking........................................................... 8
5. Micro and Macro Skills of Speaking................................... 8
B. Descriptive Text .................................................................. 11
1. Definition of Descriptive Text............................................. 11
2. Purposes of Descriptive Text............................................... 11
C. Computer-Assisted Language Learning (CALL) ................ 12
1. Definition of CALL............................................................. 12
2. Phase of CALL .................................................................... 12
ix
3. The Advantages of Using CALL ....................................... 14
D. Screencast O-Matic ............................................................ 14
1. Definition of Screencast O-Matic ...................................... 14
2. The Use of Screencast O-Matic in CALL.......................... 15
3. The Advantages of Using Video Recording ...................... 16
4. The Procedure in Operating the Screencast O-Matic......... 16
5. The Procedure of Screencast O-Matic Speaking Task....... 16
E. Previous Studies ................................................................. 17
F. Thinking Framework.......................................................... 18
G. Research Hypothesis .......................................................... 19
CHAPTER III: RESEARCH METHODOLOGY......................................... 20
A. Place and Tme of the Research .......................................... 20
B. Method and Design of the Research .................................. 20
C. Population and Sample of the Research............................. 21
D. Instrument of the Research................................................. 21
E. Technique of Data Collection ............................................ 22
F. Technique of Data Analysis ............................................... 25
G. Formulation of the Effect Size .......................................... 27
H. Statistical Hypothesis ......................................................... 28
CHAPTER IV: RESEARCH FINDING AND DISCUSSION...................... 29
A. Research Finding ................................................................ 29
1. Data Description .................................................................. 29
2. Data Analysis ...................................................................... 33
B. Discussion ........................................................................... 40
CHAPTER V: CONCLUSION AND SUGGESTION ................................. 42
A. Conclusion .......................................................................... 42
B. Suggestion ........................................................................... 42
REFERENCES .................................................................................................. 44
APPENDICES .................................................................................................. 47
x
LIST OF TABLES
Table 3.1 Design of the Research ....................................................................... 19
Table 3.2 Scoring Rubric of Speaking ................................................................ 23
Table 4.1 Pre-test and Post-test Score of Experimental Class ............................ 29
Table 4.2 Pre-test and Post-test of Control Class................................................ 31
Table 4.3 Normality Test of Pre-test................................................................... 33
Table 4.4 Normality Test of Post-test ................................................................. 34
Table 4.5 Homogeneity Test of Pre-test ............................................................. 34
Table 4.6 Homogeneity Test of Post-test............................................................ 34
Table 4.7 Statistical Calculation Score of Experimental and Control Class....... 35
Table 4.8 The Result of T-Test Calculation........................................................ 37
Table 4.9 The Result of Independence Sample Tests ......................................... 37
xi
LIST OF FIGURES
Figure 4.1 Diagram progress of Experimental Class and Control Class...............32
xii
LIST OF APPENDICES
Appendix 1 Syllabus ........................................................................................... 47
Appendix 2 RPP of the Experimental Class ....................................................... 49
Appendix 3 RPP of the Control Class................................................................. 71
Appendix 4 Instrument of Pre-Test in Experimental and Control Class ............ 92
Appendix 5 Instrument of Post-Test in Experimental and Control Class........... 92
Appendix 6 t-table............................................................................................... 93
Appendix 7 Surat Pengesahan Proposal Skripsi ................................................. 95Appendix 8 Surat Bimbingan Skripsi ................................................................. 96
Appendix 9 Surat Keterangan Penelitian dari Sekolah ....................................... 98
Appendix 10 Pre-Test and Post-Test Score of Experimental Class.................... 99
Appendix 11 Pre-Test and Post-Test Score of Control Class ............................. 101
Appendix 12 Pictures .......................................................................................... 103
Appendix 13 References Examination Paper...................................................... 104
1
CHAPTER IINTRODUCTION
A. Background of the Research
Speaking skill is an interactive process of constructing meaning that involves
producing and processing information. It involves an interactive situation include
face-to-face conversations to transfer information through the language use.1 It is
to interact with participants and carry a message of some sort. Indonesian student
has a problem with the interactive process such us, students have no time to use
English, the classroom management, and lack of ability in using speaking in an
academic way.
Some Indonesian students are preferred to use Bahasa as their language to
communicate each other rather than English. Other students thought it is a
clumsiness if they found other students use English to communicate in the
classroom while they are studying or just have a chit-chat with their friends. It
makes them has no time to use English, it caused a few Indonesian students are
left behind with other countries in terms the using of using English as an
international language. Likewise, Setyadjie stated that based on a survey of
preliminary results, 46.5% of students were found to have two lower levels of
speech under reading and listening skills.2 Here can be seen that the students’
ability in speaking are relatively low and lagging from other abilities. Therefore,
to chasing the lag from other countries, Indonesian students need to train their
speaking ability and use English as their communicative language in their daily
life besides using Bahasa.
The classroom management is one of the problems which often encountered
in the education of Indonesia. The usual number of students in a class in Indonesia
1 Samiya Atma, Raising Learners' Level of English Fluency Through ClassroomParticipation.(Constantine:The People's Democratic Republic of Algeria Ministry of HighEducation and Scientific Research Mentouri University,2010)p.19
2 Market Plus, Kemampuan berbahasa Inggris yang dibutuhkan dalam penilaian MasyarakatEkonomi Asean (MEA), http://marketplus.co.id/2016/05/ini-hasil-survei-ef-soal-skill-berbahasa-inggris-masyarakat-indonesia (accessed September 11, 2017).
2
commonly consist of 35-40 students or even more. It is unsuitable for language
teaching, it does not rule out the possibility that not all of the students have the
same chance to use their English. This also affects to the teacher, the teacher often
found the difficulty in assessing students speaking score in the class, because
usually teacher only has 175 minutes for 2 days to assess students’ speaking
ability, this is not really enough to be applied. Hall stated that the structural
approaches in class can affect the quantity and quality of the students learning the
process.3 So that, the teacher strategy is really needed to manage the language
teaching.
Speaking is one skill that hard to be practiced by the students, especially in
the academic way. There is a tendency that students need more time to think what
they want to say before they speak it up. Moreover, in an academic way, students
often forget what they want to say in English. It is clearly supported by Erben.T,
Ban.R, & Castañeda.M, they stated that students are hard to use the academic
sentences and they often forget what they want to use in an academic way to
interact with the speaker or teacher.4 Besides, students are easier using their
English language when they talk about the non-academic topic. Here can be seen
that some strategies are required to cope the limitation of the students in using
English in an academic way.
Based on the explanation of problems in speaking above, there is a tendency
that the emergence of technology can give the positive impact to the students
learning of speaking. Especially in using a computer which brings some beneficial
impact for the pedagogical purpose, this research will investigate The Effect of
Screencast O-Matic on Students’ Speaking Skill on Recount Text (A Quasi-
Experimental Study at the Eighth Grade Students of MTs YASPINA Tangerang
Selatan in 2016/2017Academic Year).
3 Graham Hall, Exploring English Language Teaching Language in Action, (New York:Routledge, 2011), p.24.
4 Erben.T, Ban.R, & Castañeda.M, Teaching English Language Learners throughTechnology. (New York: Rouledge,2009), p.85
3
B. The Identification of the Problems
Based on the background of the study, there are several problems that can be
identified as follows:
1. Students have limited time and place to practice their English in a fun way.
2. The activity in class does not fully facilitate the students to produce sentences
orally.
3. The teacher did not provide the students with appropriate learning activities
for speaking.
C. Limitation of the Problems
The writer limits the study on the effect of Screencast O-Matic on students’
speaking ability on descriptive text of the eighth-grade students in Junior High
School.
D. Formulation of the Research
The formulation of the study is in the following question: “Does Screencast
O-Matic have any significant effect on students’ speaking ability on descriptive
text?”
E. Objective of the Research
Related to the formulation of the problem, the objective of the study is to find
out whether there is a significant effect of using Screencast O-Matic on students’
speaking ability on a descriptive text at eighth-grade students.
F. Significances of the Research
The result of this study is expected to give contributions to English teachers,
students, and the researcher.
4
1. For English teachers
It will give them a new strategy in teaching speaking on descriptive text. The
teacher can develop students’ comprehension of getting information through
this strategy.
2. For students
By using Screencast O-Matic, it can ease students in developing their
speaking ability on descriptive text through or any kind of text types.
3. For further researcher
It will increase researcher’s knowledge about teaching technique, especially
in teaching speaking, and can be applied when the researcher has already
been a teacher.
5
CHAPTER II
LITERATURE REVIEW
A. Speaking
1. Nature of Speaking
Speaking is one of productive skill. Productive skills are including writing
and speaking. As productive skill means that speaking involves the students to
express their thoughts with their friends. It also enables students as the speaker to
express their feelings or information orally.1 Different from writing, the form of
speaking through the aspect of communication such as gesture and intonation in
order to let the listener get the information clearly. Likewise, McDonough and
Shaws stated that sub-skills such as pronunciation, fluency, gesture, etc. are really
needed in speaking.2 In addition, speaking is part of daily life which thousands of
people produce thousands of words.3 Speaking is a verbal communication which
involves a speaker and a listener in the communicating situation. It is allowing
interrelationships between speaker and listener so that only by speaking the
speaker can know directly how the listener responds to their thought. Hence, to
make the interaction between the speaker and the listener become easier the
mastering of sub-skills is really needed.
In short, speaking is kind of productive skill to express ideas, though or
information. Furthermore, the ability of verbal communication such as gesture,
pronunciation, and oral skills are really needed.
2. Speaking Ability
As a productive ability, there are some aspects that the speaker need to
consider. The aspects such as grammar and vocabulary can impact the message in
speaking. Moreover, the body language, intonation, and pronunciation also has
important role in speaking. Those aspects needed to support the speaker to have a
1 Jeremy Harmer, The Practice of English Language Teaching. (England: Longman GroupUK Limited, 1991), p. 53
2 McDonough and Christoper Shaw, Materials and Methods in ELT-A Teacher’s Guide(Oxford: Blackwell, 1993), p.133.
3 Scott Thornbury, How to Teach Speaking, (England: Longman, 2006), p.1.
6
good performance in speaking. Likewise, Harmer states that a speaker need the
communicative competence. The communicate competence refers to the
grammatical and how to generate the meaning.4 The knowledge of grammatical
refers to the ability to arrange sentences with well-organized grammar.
Furthermore, the knowledge of generate the meaning relates with the competence
to use a language based on the context.
In short, there are some aspects which need to consider by the speaker. Then,
the speaker need to combine those aspects in order to have a good performance in
speaking.
3. Elements of Speaking
In speaking, there are some aspects that need to be the concern. There are the
elements of speaking. According to Hughes, there are five elements of speaking.
They are pronunciation, grammar, vocabulary, fluency, and comprehension.
a. Pronunciation
Pronunciation deals with the sound system consists of different sound and
features of words that made by the spoken way. The correct pronunciation is only
can be done by practices. However, if the pronunciations are not correct, then the
speakers will not be understood and the communication can be unmeaningful.
Likewise, Nunan states that pronunciation is the production and perception of
considerable language features in order to get the meaning of language use.5
Hence, pronunciation itself become the main concern in speaking in order to give
the meaningful communication and avoid the misinterpreting while talking.
b. Grammar
Grammar is needed in order to correct the language structure. Especially in
speaking, grammar is needed to correct the correctness of spoken language. As
Nelson said that grammar indicates to produce words into larger units.6 Moreover,
4 Harmer, op.cit., p.14.5 Ronald Carter & David Nunan, Teaching of English Language Teaching 4th Edition,
(England: Pearson, 2007), p.56.6 Sidney. G. and Gerald. N, an Introduction to English Grammar, Second Edition, (England:
Longman Pearson, 2002), p. 1.
7
Yule states that grammar can be produced well language structure of a language.7
Hence, grammar also plays important role in speaking. Without the
comprehending about grammar, the communication is cannot be understandable
by the speaker.
c. Vocabulary
Vocabulary refers to choosing the proper words during speaking. It is the
basic knowledge in order to create the utterance. It is also one of the most
important elements in speaking. Each of words that came out from the utterance
has definition and meaning. Furthermore, the learners also need to understand the
meaning of words that they use when they try to express what they want to say.
Harmer states that there are some aspects in ‘knowing a word’. The aspects are the
meaning of the word, the use of the word, the information of the word, and also
the position of the word in grammar.8 Hence, students have to be able to use
words of vocabulary accurately.
d. Fluency
The goal of speaking itself is to have the oral fluency. Fluency refers to the
ability to express the words clearly instead of the correctness of the words. To
achieve this goal, the teacher then should the students to use the target language
with their own words to express their ideas or opinions. In this case, the quickness
of speaking itself is not the main focus of fluency. Likewise, Sihem states the
ability to give feedback about the element of pronunciation in a comprehensible
way is called fluency.9 Hence, fluency itself refers to the clear accuracy of words
that spoken by the speaker.
e. Comprehension
Another element in speaking that need to be considered is comprehension. It
is because the purpose of speaking itself to transfer information to the speaker. So
7 George Yule, the Study of Language: An Introduction, 4th ed., (Cambridge: CambridgeUniversity, 2010), p. 81.
8 Jeremy Harmer, The Practice of English Language (England: Longman, 1991) pp.156-1589 Saci Sihem, “Using Video Techniques to Develop Students’ Speaking Skill”, a Skripsi,
University of Biskra, 2013, p. 22.
8
that, the success of communication depends on the capability of the speaker to
transfer ideas and make the listener understand. Likewise, Richards and Theodore
stated that the well-success of speaking depends on the listener when having
interaction can achieve the message in the target language.10 Moreover, it is
necessary to have good ability in combine elements which are previously
mentioned above.
4. Purposes of Speaking
To compose a good speech, it is essential to know the purposes of speaking.
The purposes of speaking can be varied related to the reasons why people want to
speak. Wrench also defines different people can produce different purpose of
speaking. He summarizes that there are three purposes of speaking as follow, to
inform, to persuade, and to entertain.11 To inform means that, helping others or the
listener obtain information and use it to gain their understanding. Then, to
persuade means that to make the listener get the meaning of the information and
process the information. In addition, to entertain means that making the
information become informative and focused on the occasion of the speech.
Hence, the purpose of speaking can be varied by individual perspective. But,
the general purposes of speaking are to inform, to persuade, and to entertain.
5. Micro and Macro Skills of Speaking
According to Brown micro skills is generate the smaller chunk of languages
such as phonemes, morphemes, words, collocations, and phrasal units.12 It usually
deals with simpler units of speaking, such as in communication that people use in
their daily lives. It focuses on words, the simplest units that all people know and
use in their communication, under the words there are phonemes and morphemes
and also collocation and phrase which is more complex than words.
10 Jack C. Richards and Theodore S., Approaches and Methods in Language Teaching,Second Edition, (New York: Cambridge University Press, 2001), p. 180.
11 Wrench, et.al., Public Speaking: Practice and Ethnics v. 1.0., a Creative Commons by-nc-sa 3.0 pp.138-144, 2012, (http://creativecommons.org/licenses/by-nc-sa/3.0/) license.
12 H. Douglas Brown, Language Assessment Principle and Classroom Practices, (California:Longman, 2003), p. 142.
9
Besides, macro skills are more complex than the micro skills. It focuses on
the larger units such as fluency, discourse, style, cohesion, nonverbal
communication, and strategic options. Furthermore, macro skill also focuses on
the language that used by the speaker. Brown mentions micro skills, as follows:13
Micro Skills:
a. Produce chunks of the language of different lengths.
b. Orally produces differences among the English phonemes and allophonic
variants.
c. Produce English patterns, words in stressed and unstressed positions rhythmic
structure, and intonational contours.
d. Produce reduced forms if words and phrases.
e. Use an adequate number of lexical units (words) in order to accomplish the
pragmatic purpose.
f. Produce fluent speech at different rates of delivery.
g. Monitor your own oral production and use various strategic devices pauses,
fillers, self-corrections, backtracking- to enhance the clarity 14 of the
message.
h. Use grammatical word classes (nouns, verbs, etc.), system (e.g. tense,
agreement, and pluralization), word order, patterns, rules, and elliptical forms.
i. Produce speech in natural constituent in appropriate phrases, pause groups,
breath groups, and sentences.
j. Express a particular meaning in different grammatical forms.
k. Use cohesive devices in spoken discourse.
l. Accomplish appropriately communicative functions according to the
situation, participants, and goals.
m. Use appropriate registers, implicative, pragmatic conventions, and other
sociolinguistics features in face to face conversations.
13 H. Douglas Brown, Teaching by Principles: An Interactive Approach to LanguagePedagogy, (San Francisco: Addison Wesley Longman, Inc., 2001). p. 272.
10
n. Convey links and connections between events and communicate such
relations as the main idea, supporting the idea, new information, given
information, generalization, and exemplification.
o. Use facial features, kinesics, body language, and other nonverbal cues along
with verbal language to convey meanings.
p. Develop and use a battery speaking strategies, such as emphasizing key
words, rephrasing, providing a context for interpreting the meaning of words,
appealing for help, and accurately assessing how well your interlocutor is
understanding you.
Brown also mention macro skills of speaking, as follows:14
Macro Skills:
a. Appropriately accomplish communicative functions according to situations,
participants, and goals.
b. Use appropriate styles, registers, implicature, redundancies, pragmatic
conventions, conversation rules, floor keeping and yielding, interrupting, and
other sociolinguistic features in face-to-face conversations.
c. Convey links and connections between events and communicate such
relations as focal and peripheral ideas, events and feeling, new information
and given information, generalization, and exemplification.
d. Convey facial features, kinesics, body language, and other nonverbal cues
along with verbal language.
e. Develop and use a battery of speaking strategies, such as emphasizing key
words, rephrasing, providing a context for interpreting the meaning of words,
appealing for help, and accurately assessing how well your interlocutor is
understanding you.
Hence, micro and macro skills are really needed in speaking. Micro skills
involve the simple units of language, besides macro skills, involve the things that
the speaker need to master such as body language, expression and etc.
14 Brown, Language Assessment Principle and Classroom Practices., op.cit., p.143.
11
B. Descriptive Text
1. The Definition of Descriptive Text
Descriptive text is one of text that is learned in junior high school. It is a kind
of text that describe specifically. The description can also be used when we want
to find something like a person, things, or place. The definition of descriptive text
can be varied from any sources with several different explanations but has a
similar meaning that is to describe. Basically, descriptive text is used to
identifying and describes a particular person, places or things. It means that we
can describe any kind of object. According to Bullock and Goggin, the
descriptive text contains sensory perceptions. They summarized the sensory
perceptions are what the writer looks, hear, and taste.15 Those all enable the
readers to guess the object of a descriptive text. Likewise, Kane states that the
descriptive text also relates to the visual experience of a person, places or things.16
It using solid reasons to support the ideas and support the reasons with solid
evidence to make the reader understand the ideas. So that, descriptive text enables
the writer’s ability to see, hear, or even feel the subject to describe clearly the
particular characteristic features.
To conclude, descriptive text is a text which describes the individual
perspective of an object or individual experiences. It including the reasons and
supporting details from the characteristics of the object, that make the readers
understand.
2. Purposes of Descriptive TextThe purpose of descriptive text basically to make the students able to describe
particular person, place or things into written form. However, there are some
reasons of descriptive text according to some linguists. According to Axelrod and
Cooper, descriptive has three general purposes.17 The three general purposes are
15 Richard Bullock and Maureen Daly Goggin, the Norton Field Guide to Writing withReadings, (New York: W.W. Norton & Company, 2013), p.367.
16 Thomas S. Kane, the Oxford Essential Guide to Writing, (New York: Oxford UniversityPress, 2000), p. 7.
17 Rise B. Axelrod and Charles R. Cooper, The St Martin’s Guide to Writing, (New York:Bedford, 2010), p. 628.
12
to give readers an impression of a person or place, to illustrate abstract ideas, and
to make information memorable, or to support an argument. Moreover, Goggin
states that the purpose of descriptive text is to show the opinion or emotion of an
individual.18 To conclude, the way of an individual present or illustrate the
opinion or the ideas of a person and a place is the main purpose of descriptive
text.
C. Computer-Assisted Language Learning (CALL)
1. Definition of Computer-Assisted Language Learning (CALL)
The development of language learning technology increased rapidly over
time. The evidence of technology development to the pedagogical area especially
in language learning is the use of technology as the facilitator in language
learning. Technology that has been used as a facilitator of language learning such
as mobile phones, internet, and computers. Kerry states that the type of language
learning that involves technology as a computer as a learning medium is called
call (computer-assisted language learning).19
The access to use of the computer as the facilitator gives the student many
advantages in language learning. Some activities of language learning that
facilitated by computer-based technology learning are authentic foreign language
material, online-learning, language learning tools, and game-based learning.20
Those activities are able to facilitate language learning of the students.
2. Phase of CALL
In order to make the CALL process more meaningful, there are some phase in
CALL which have to be considered. The phase of CALL divided into three,
18 Richard Bullock and Maureen Daly Goggin, The Norton Field Guide to Writing withReadigs, (New York: W. W. Norton & Company, 2013), p.370.
19 Kerry O’sullivan, CALL: a guide for English language teachers, (Australia: TASEAP,1999), p.1.
20 David Scott and Shane Beadle, Improving the Effectiveness of Language Learning: CLILand Computer Assissted Language Learning (CALL), (London: ICF International, Inc, 2014), p.19.
13
Barson and Debski stated that the three phases of CALL are behavioristic
CALL, communicative CALL, and integrative CALL.21
a. Behavioristic CALL
Behavioristic phase is the first phase that starts in 1950 and implemented in
1960 and 1970. The program of this phase entailed repetitive language drill and
also referred as “drill and practice, in this phase is based on the model of
computer as a tutor in other word computer is a tool to delivering the subject to
the student. But this phase had been rejected in end of 1970 and early 1980.
The characteristic of behavioristic:
1) Repeated exposure to the same material is beneficial or even essential to
learning
2) A computer is ideal for carrying out repeated drills since the machine does
not get bored with presenting the same material and since it can provide
immediate non-judgmental feedback
3) A computer can present such material on an individualized basis, allowing
students to proceed at their own pace and freeing up class time for other
activities
b. Communicative CALL
Communicative approach or computer as stimulus is the based on the second
phase of CALL it started in 1970 and 1980, this approach is believed can make
improvement of the previous phase that not allow enough authentic
communication to be more valuable. Some characteristic of communicative
CALL:
1) Focuses more on using forms rather than on the forms themselves;
2) Teaches grammar implicitly rather than explicitly;
3) Allows and encourages students to generate original utterances rather than
just manipulate prefabricated language;
21 Warschauer M,Computer Assisted Language Learning: an Introduction.In Fotos S. (ed.) Multimedia language teaching, (Tokyo: Logos International, 1996), pp.3-20.
14
4) Does not judge and evaluate everything the students nor reward them with
congratulatory messages, lights, or bells;
5) Avoids telling students they are wrong and is flexible to a variety of student
responses;
6) Uses the target language exclusively and creates an environment in which
using the target language feels natural, both on and off the screen; and
7) Will never try to do anything that a book can do just as well.
c. Integrative CALL
Integrative CALL based on two technological development they are
multimedia computer and internet. In a single machine, people can access any
application or media like texting, graphics, sound, animation, and video.
Multimedia that has all resources and link together so the learners can choose their
own path simply by pointy and click mouse is also called hypermedia.
3. The Advantages of using CALL
There are a number of advantages from the use of CALL in foreign language
learning. According to Scott and Beadle, CALL can give some benefits to the
language learning, they are as follows:22
a. The use of the visual multimedia resource can construct students’ interest and
motivation in learning the foreign language.
b. Facilitating the cultural experience to the students when they experiencing the
culture from another country.
c. Through the technology, it is facilitating the students to compete with another
learner with different styles of learning, who speak the target language as a
first language.
D. Screencast O-Matic
1. Definition of Screencast O-Matic
Screencast O-Matic is basically is an application for video recording.
Students from Junior High School until college students use it to record their
22 Scott and Beadle, op.cit., pp. 22-24.
15
speaking in order to accomplish their task in speaking aspect. Furthermore, this
application can capture any area of the computer screen with the option to add
narration from the microphone and video from the webcam. It can be used to
record lectures, webinars, demos, games, Skype calls, etc. and share free on
Screencast-O-Matic.com, YouTube, or save directly to a video file.23
2. The Use of Screencast O-Matic in CALL
CALL (Computer Assisted Language Learning) can be facilitated many of
learning activities. One of the activities which can be facilitated by CALL is video
recording. In CALL the use of video recording utilized the web camera inside the
computer or laptop in which can be used to create video recording task. According
to Jewitt, he defines that “Video can be used in a number of ways for research
including participatory video, videography, the use of existing video data, video
interviews and elicitation and video-based fieldwork”.24
Furthermore, there is a tendency in using video recording through CALL in
teaching speaking. Nowadays, video recording can be done with using many of
application. One of application that can be used is Screencast O-Matic, this
application is enabled to make the students create some video recording through
the webcam from the computer. The use of Screencast O-Matic in CALL as same
as the other video recording applications. The differences are on the features in
Screencast O-Matic that makes students easily assess their speaking video and
facilitate them in presenting their speaking materials.
In this case, the video recording task can be both as the video feedback and
video project work, which also both of the tasks allow the students to make a
communicative activity. Moreover, communicative activity means that students
have to make a task that performs their language skills.25 Hence, this activity can
23 Screencast O-Matic, 2017, https://screencast-o-matic.com/screen_recorder (accessedseptember 8, 2017)
24 Carey Jewitt, An Introduction to Using Video for Research, (London: NCRM WorkingPaper,2012), p.3.
25 Penny Ur, A Course in Language Teaching: Practice and Theory, (Great Britain:Cambridge University Press, 1996), p.123.
16
be a challenging activity for the students, because it requires the students to
perform their language skill and directly activate their language.
3. The Advantages of Using Video Recording
There are some positive relations of using the video recording to the
pedagogical aspect, as follows:26
1. Students can analyze their errors (self-correction) in video-recorded.
2. Provides the students to use the target language.
3. Making a study can be understood as a study task and a problem-solving
activity.
4. The Procedure in Operating the Screencast O-Matic
The procedure to operate the Screencast O-Matic is adopted from the
Screencast O-Matic application, as follows:
1. First, launch the Screencast O-Matic program.
2. Then you can find some tool that allows choosing what is you want to record
like just screen, face or both (screen and face)
3. Next, you allow setting the maximum time and quality of the video
4. Make sure that the microphone is working, you can see it by the moving bar
in mic icon
5. Then you can click the button REC (record) to start the recording.
6. However, when you unsatisfied with the recording click the trash icon to
delete the previous video and start again the new recording.
7. Click DONE after the project is finished and save it as a video file or upload
it to youtube or any other media.
5. The Procedure in Using Screencast O-Matic Speaking Task
This research used procedure adapted from Gromik’s study with some
modifications in implementing Video-Recorded Speaking Task.27 First, the
teacher explains to the students about the regulation for making the video. It is
26 Michael Dal, Digital Video Production and Task Based Language Learning, RoustefnuritNetlu-Menntakvika, 2010, pp. 3—5, (http://netla.hi.is/menntakvika2010/alm/021.pdf)
27 Nicholas Gromik, “Investigation of The Cellphone Video Recording Feature by JapaneseUndergraduate EFL Learners,” Ph.D Thesis, James Cook University, 2013, p.45.
17
intended to build students’ understanding the task. Next, students are able to make
some planning notes to decide which parts that they are going to do. Then, the
students make the video with a certain topic. Then, students are also able to
editing their video, in order to decide which is best for the finished product.
Furthermore, the video that made by the students are collected to the teacher. The
videos can be used as the speaking training for the students. At the end, the
teacher will give some feedback on the students’ performance after the students
completed the video. Therefore, the students will know their strength and
weakness.
E. Previous Studies
The first previous study was conducted by Rahmi Rahayu.28 she studied at
English education in UIN Syarif Hidayatullah Jakarta she used quasi-experimental
design which was intended to get empirical evidence of the effectiveness of using
video recorded speaking task on students’ speaking skill. The population was the
tenth-grade students of SMA Negeri 1 Kota Tangerang Selatan. The sample was
87 students chosen through purposive sampling technique and classified into two
classes, experimental and controlled class. The instruments were test and
questionnaire consisting of five open-ended questions asking students opinion
about the use of video-recorded speaking task. The result revealed that the score
of the experimental class was significantly higher than the controlled class at
significance level 0.000 and tobserve 3.897 in significance level 5%. It means that
the using of video-recorded speaking task was effective in improving speaking
skill.
The second previous study was conducted by Sami Saheem.29 He studied at
Mohamed Khider University of Biskra Faculty of Letters and Languages
Department Of Foreign Languages English Division, the hypothesis adopted in
this study sets out that effective use of video technology can help teachers to
28 Rahmi Rahayu, “the Effectiveness Of Using Video-Recorded Speaking Task On Students’Speaking Skill”, Skripsi, UIN Syarif Hidayatullah Jakarta, 2016, pp. 1-48.
29 Saheem sami, “Using Video Techniques to Develop Students’ Speaking Skill”, Thesis,Mohamed Khider University Of Biskra, 2013, pp. 1-82.
18
develop their students’ speaking skill and communicating abilities. Also, we aim
to show the different video techniques and show that their use can enhance and
motivate the learners to develop their ability. The analysis of the questionnaire
showed that the learners consider videotapes as an important technique in
enhancing the skill of speaking; hence it helps to increase their performance.
The third previous study was conducted by Do Thi Quy Thu and Dang Thi
Cam Tu at Hue College of Foreign Languages, Hue, Vietnam.30 They make a
research of Impacts of Video Recorded Feedback in Public Speaking Classes: An
Empirical Study, in this research they revealed positive effects of video recorded
feedback as well as positive attitudes of the students towards this still new type of
feedback. These empirical study results also have implications for the potential
application of video recorded feedback to EFL courses and programs in Vietnam
revealed positive effects of video recorded feedback as well as positive attitudes
of the students towards this still new type of feedback. These empirical study
results also have implications for the potential application of video recorded
feedback to EFL courses and programs in Vietnam.
F. Thinking Framework
Teaching speaking English can make students activate their language
competence, such as grammar, vocabulary, pronunciation so that they are able to
communicate their ideas to others. From reviewing literature and theories on
speaking and Screencast O-Matic (video recording), it can be seen that video
recording task is beneficial for language learning. Screencast O-Matic may
provide the students with exposure to the language and students can acquire the
language and built their language competence, including speaking skill.
Therefore, a research on finding the effect of Screencast O-Matic to speaking skill
should be conducted.
30 Do Thi Quy Thu and Dang Thi Cam Tu, “Impacts of Video Recorded Feedback in PublicSpeaking Classes: An Empirical Study”, Hue College of Foreign Languages, 2014.
19
G. Research Hypothesis
Based on the theories, and previous related studies above, this research
assumed has a significant effect of Screencast O-Matic on student speaking ability
on descriptive text.
20
CHAPTER III
RESEARCH METHODOLOGY
A. Place and Time of the Research
The researcher wasc conducted the research at MTs Yaspina that is located on
Jl. Pahlawan No.18 Rempoa Ciputat Tangerang Selatan in academic year
2016/2017.
B. Method and Design of the Research
This research is a quantitative research and it is an experimental research
which used quasi-experimental design since researcher wants to find out the effect
between two variables (Screencast O-Matic and speaking ability). The
quantitative data is gained through pre-test and post-test as the instruments of the
research.
Table 3.1
Design of the Research
Intact Groups Measurement Application of
Independent
Variable*
Measurement
Experimental
Group
Pre-test Experimental
treatment (using
Screencast O-
Matic Activity)
Post-test
Control Group Post-test Without
experimental
treatment (using
lecturing-
presentation, and
drilling repetition)
Post-test
This research involves two classes, the first class as an experimental class and
the second class as the controlled class. Both of the classes are taught with
21
different methods of teaching, the experimental class used Screencast O-Matic
and controlled class used conventional method.
C. Population and Sample of the Research
The population of this study was the whole second grade students of MTs
Yaspina consisting of 80 students divided into 3 classes, they are 8.1, 8.2, and 8.3.
The writer chose this population because students at the grade were expected to
have adequate speaking basic and most of them also had been trusted to have a
laptop. The writer used purposive sampling technique for choosing the sample for
this study. There will be 2 classes as experiment class and controlled class. Those
classes were chosen based on the information of the English teacher about the
average scores of writing of two classes. For that purpose, the writer took the
sample based on the situation of the class and prior information.1 And also based
on the characteristic which was proven by the data from homogeneity testing.
D. Instrument of the Research
The test was used as the instrument for this study. As Brown stated that a test
can be using to measure someone’s ability.2 The instrument used by the researcher
in this research was speaking task. The test was given twice, pre-test and post-test.
The pre-test was intended to know initial speaking skills of the sample and the
post-test was intended to check whether the task had an effect or not toward
students’ speaking skills.
Teacher gives a pre-test to know students’ capability in speaking then after
teacher give treatment, teacher give a post-test to see the effect. The topics for
pre-test and post-test are different. In the pre-test, students could choose by
themselves but still about descriptive text.
To know the validity of the instrument, the writer using content validity.
According to Hughes, he states that a test is said to be valid if it measures
1 Jack R. Fraenkel and Norman E. Wallen, How to Design and Evaluate Research inEducation, (New York: McGraw-Hill, 2009), p.99.
2 H. Douglas Brown, Language Assessment Principles and Classroom Practices, (New York:Perason, 2004), p.4.
22
accurately what is intended to measure.3 The writer used recount text which is
suitable with the syllabus.
Fraenkel and Wallen stated that the reliability then refers to the extent to
which test scores attained.4 In order to attain the reliability of the instrument, the
writer used the rubric of speaking by David P. Harris.5
E. Technique of Data Collection
The data of the research collected by giving the test to students. The tests are
given are pre-test and post-test. Both of experimental and control groups will be
given a pre-test, in order to know students’ beginning in comprehending the
lesson. The topic of pre-test is about “describing people”. After that, the
experimental groups will receive treatment namely learn to speak through
Screencast O-Matic application, while students in control group will learn using
the conventional method in the classroom. After giving the treatment, the writer
will conduct post-test to know the differences between the experimental group
and control group after the treatment was given, the topic is about “describing an
animal”. In determine the score or assessment, furthermore, the writer used
speaking rating scale which the score was provided in Table 3.2.
The technique of data collection in this research used quantitative data. Data
of the research collected by giving the test to students. The aim of the test is to
measure students’ ability in speaking in descriptive text.
The tests are given are pre-test and post-test. Pre-test and post-test are used as
a tool that is administered at the beginning and at the end of data collection. Both
of experimental and control groups will be given a pre-test, in order to know
students’ beginning in comprehending the lesson. The test about the material
before the class and the teaching begins or conducted before applying cooperative
learning method. The topic of pre-test is about “describing people” After that, the
experimental groups will receive treatment namely learn descriptive text through
3 Arthur Hughes, Testing for Language Teachers 2nd Edition, (United Kingdom: CambridgeUniversity Press, 2000), p.26.
4 Fraenkel and Wallen, op.cit., p.154.5 David P. Harrid, Testing English as a Foreign Language, (New York: Tata McGraw-Hill
Publishing Company Ltd, 1969), p. 84.
23
Screencast O-Matic application, while students in control group will learn
descriptive text which is usually done in the classroom. After giving the treatment,
the researcher will conduct post-test to know the differences between the
experimental group and control group after the treatment was given, the topic is
about “describing an animal”.
In determining the score or assessment furthermore, the writer used rating
scale by David which the score was provided in Table 3.2.
Table 3.2
Scoring Rubric of Speaking
No Criteria Rating Scores Descriptions
1 Pronunciation 5 95-100 Has few traces of foreign language
4 85-94Always intelligible, though one isconscious of a definite accent.
3 75-84 Pronunciation problem necessitiesconcentrated listening and occasionallylead to misunderstanding.
2 65-74 Very hard to understand because ofpronunciation problem, most frequentlybe asked to repeat.
1 Below 65 Pronunciation problem to serve as tomake speech virtually unintelligible.
2 Grammar 5 95-100 Make few (if any) noticeable errors ofgrammar and word order.
4 85-94 Occasionally makes grammatical andor word orders errors that do not,however obscure meaning.
3 75-84 Make frequent errors of grammar andword order, which occasionallyobscure meaning.
2 65-74 Grammar and word order errors makecomprehension difficult, must oftenrephrase sentence.
1 Below 65 Errors in grammar and word order, so,severe as to make speech virtually
24
unintelligible.3 Vocabulary 5 95-100 Use of vocabulary and idioms is
virtually that of a native speaker.4 85-94 Sometimes uses inappropriate terms
and must rephrase ideas because oflexical and equities.
3 75-84 Sometimes uses inappropriate termsand must rephrase ideas because oflexical and equities.
2 65-74 Frequently uses the wrong wordsconversation somewhat limited becauseof inadequate vocabulary.
1 Below 65 Misuse of words and very limitedvocabulary makes comprehension quitedifficult.
4 Fluency 5 95-100 Vocabulary limitation so extreme as tomake conversation virtuallyimpossible.
4 85-94 Speech as fluent and efforts less as thatof a native speaker.
3 75-84 The speed of speech seems to beslightly affected by language problem.
2 65-74 Speed and fluency are rather stronglyaffected by language problem.
1 Below 65 Usually hesitant, often forced intosilence by language limitation.
5 Comprehension 5 95-100 Speech is as halting and fragmentary asto make conversation virtuallyimpossible.
4 85-94 Appears to understand everythingwithout difficulty
3 75-84 Understand nearly everything at normalspeed although occasionally repetitionmay be necessary
2 65-74 Understand most of what is said atslower than normal speed withoutrepetition
25
1 Below 65 Has great difficulty comprehend. socialconversation spoke slowly and withfrequent repetition
F. The Technique of Data Analysis
The technique of data analysis in this research is using a t-test, in order to
know the differences between students’ pre-test and post-test both in experimental
and control class. The writer conducted preliminary data analysis such as
normality and homogeneity test to prepare it for further actual analysis. The
normality and homogeneity of these data were analyzed using Statistical Package
for Social Sciences (SPSS).
The data is analyzed by using T-test formula for large sample:0 = −−Before accounting the data using T-test, the procedures of calculation as follows:
a. Determining Mean of variable X, with the formula:= ΣXN1Mx = the average of gained score (mean of variable X)
ΣX = sum of gained score (variable X)
N = number of the students
b. Determining Mean of variable Y, with the formula:= ΣYN1y = the average of the gained score (mean of variable Y)
ΣY = sum of gained score (variable Y)
N = number of the students
26
c. Determining of the standard deviation of variable X, with formula SD:
= ΣSD x = Standard deviation score of Variable X
Σ = Sun of Squared gained score (Variable X)
N = Number of the students
d. Determining standard deviation score of Variable Y, with the formula:
= ΣSDy = Standard deviation score of Variable Y
Σ = Sun of squared gained score (Variable Y)
N = Number of the students
e. Determining Standard Error Mean of Variable X, with formula:= S√N − 1SEMX = Standard Error Mean Variable X
SD x = Standard deviation of Variable X
N = Number of the students
f. Determining Standard Error Mean of Variable X, with formula:= S√N − 1SEMY = Standard Error Mean Variable Y
SDy = Standard deviation of Variable Y
N = Number of the students
g. Determining Standard Error Mean of Difference Mean of variable X and
Mean of Variable Y, with the formula:− = −SEMX-MY = Standard error of differences mean of variable X and mean
variable Y
27
SEM = Sum of squared of standard error mean variable X
SEM = Sum of squared of standard error mean variable Y
h. Determining t0 with the formula: 0 = −−t0 = t observation
MX = Mean variable X
MY = Mean variable Y
SEMX-MY = Standard error of differences mean of variable X and mean
variable Y
i. Determining t-table in significant level 5% and 1% with df.
df = (N1 + N2) – 2
df = Degree of freedom
N1 = Number of the students (control class)
N2 = Number of the students (experiment class)
G. Formulation of the Effect Size
In order to measure whether the effect size of the media or the technique
were strong, therefore, the writer adopted Cohen’s formulation as follows6:
d =( )
Pooled Standard Deviation =(standard deviation of group 1 + standard deviation of group 2)2After obtaining the results, then they can be interpreted based on the criteria:
0 - 0.2= weak effect; 0.21 - 0.5= modest effect; 0.51 – 1.00 = moderate effect size;
and >1.00 = strong effect.7
6 Daniel Muijs, Doing Quantitatve Research in Education, (London: Sage Publications,2004), p.136
7 Ibid., p. 139.
28
H. Statistical Hypothesis
After calculating the to, the writer compares to and t-table. Testing hypothesis
uses criteria with significance degree 0.05. The calculation of statistical
measurement as follows:
Ha: There is a significant effect of Screencast O-Matic on students’ speaking
ability on descriptive text (the mean score of the experimental class post-
test is higher than the mean score of the controlled class, or p < α; sig. 2
tailed is lower than alpha; there are differences from the score of the
classes).
Ho: There is no significant effect of Screencast O-Matic on students’
speaking ability on descriptive text (the mean score of the experimental
class post-test is lower than the mean score of the controlled class, or p >
α; sig. 2 tailed is higher than alpha; there are no differences from the
score of the classes).
29
CHAPTER IV
RESEARCH FINDING AND DISCUSSION
A. Research Finding
1. Data Description
In accordance with the instrument of the research that is pre-test and post-test
that already explained above, therefore, the following description would present
the research finding obtained from the participants’ pre-test and post-test score. In
other words, this section mainly describes the gathered data taking from the
research sample and analysis.
a. The Score of Pre-test and Post-test from the Experimental Class
The experimental class of the study was class 8.1 of MTs YASPINA
Tangerang Selatan. It consisted of 26 students taught by using Screencast O-Matic
in the teaching speaking of descriptive text. They were tested with writing test
before receiving the treatment.
After conducting the pre-test, then the treatment was implemented four times
followed by a post-test. Data regarding the pre-test and the post-test scores of this
class are shown in Table 4.1.
Table 4.1
The Score of Pre-test and Post-test from the Experimental Class
No Students’ Label Pre-test Post-test Gained Score
1 Student 1 56 65 9
2 Student 2 62 75 13
3 Student 3 60 72 12
4 Student 4 51 70 19
5 Student 5 65 69 4
6 Student 6 56 60 4
7 Student 7 60 66 6
8 Student 8 66 80 14
30
No Students’ Label Pre-test Post-test Gained Score
9 Student 9 63 70 7
10 Student 10 62 72 10
11 Student 11 55 68 13
12 Student 12 64 64 0
13 Student 13 58 67 9
14 Student 14 72 73 1
15 Student 15 57 64 7
16 Student 16 54 78 24
17 Student 17 61 80 19
18 Student 18 59 64 5
19 Student 19 54 62 8
20 Student 20 56 66 10
21 Student 21 62 62 0
22 Student 22 55 60 5
23 Student 23 59 68 9
24 Student 24 59 65 6
25 Student 25 54 62 8
26 Student 26 59 69 10
SUM 1539 1771
Mean Score 59.19 68.12
Minimum Score 51 60
Maximum Score 72 80
Based on Table 4.1 above, it can be seen that from 26 students in the class,
the mean of pre-test was 59.19 and the mean of post-test was 68.12. The smallest
score in the pre-test was 51 and the highest score was 72. Meanwhile, the lowest
was 60 and the highest post-test score was 80. Those scores obtained before
applying Screencast O-Matic as a treatment in teaching speaking of descriptive
text.
31
b. The Score of Pre-test and Post-test from the Control Class
The control class in this study was class 8.2 of MTs YASPINA Tangerang
Selatan. This class also had to complete the same pre-test as the experimental
class in the beginning and learned to speak of descriptive text. However, the
difference is that this class did not receive any treatment like the experimental
class which is using Screencast O-Matic in the teaching speaking of descriptive
text. Then, after the teaching phase completed, the speaking post-test was
conducted. Data regarding the pre-test and the post-test scores of this class are
shown in Table 4.2.
Table 4.2
The Score of Pre-test and Post-test from the Control Class
No Students’ Label Pre-test Post-test Gained Score1 Student 1 60 61 12 Student 2 63 65 23 Student 3 60 64 44 Student 4 58 59 15 Student 5 65 70 56 Student 6 62 64 27 Student 7 57 63 68 Student 8 66 61 -59 Student 9 67 66 -110 Student 10 63 69 611 Student 11 57 67 1012 Student 12 60 60 013 Student 13 69 64 -514 Student 14 61 68 715 Student 15 60 65 516 Student 16 63 65 217 Student 17 61 62 118 Student 18 60 60 019 Student 19 71 61 -10
32
No Students’ Label Pre-test Post-test Gained Score
20 Student 20 60 73 1321 Student 21 63 62 -122 Student 22 52 60 823 Student 23 70 72 224 Student 24 62 68 625 Student 25 59 64 526 Student 26 65 66 1
SUM 1614 1679
Mean Score 62.08 64.58
Minimum Score 52 59
Maximum Score 71 73
Reviewing the data in Table 4.2 above, it can be seen that the mean score of
the pre-test conducted in the control group was low. It means that the students
obviously had difficulty in comprehending the speaking test as experienced by the
previous class. Then, after the teaching phase finished, the speaking post-test was
conducted. It could be seen that from 26 students in the class, the mean of pre-test
was 62.08 and the mean of post-test was 64.58.
Based on the two tables above the average score of both experimental and
control group increased. However, the experimental class’s score increased more
significantly rather than the control class. This can be seen through the range
points gained by the two groups. The experimental group increased 8,93 points,
from 59.19 to 68.12 while the control group increased only 2.5 points, from 62.08
to 64.58. The progress of both classes can be seen in the diagram below:
Figure 4.1 The Process Diagram of Experimental and Control Class
5055606570
Pre-Test Post Test
Experimental
Control
33
2. Data Analysis
In this research, the normality test is performed before the calculation of t-test
value. It is to determine if the data set is well-modeled by a normal distribution
and to compute how likely it is for a random variable underlying the data set to be
normally distributed. The data is analyzed by the use of IBM SPSS Statistics 2.0.
The result of the test can be seen as follows:
a. Normality of the Test
The normality test is conducted before calculating the t-test. The normality
test is conducted to know whether the data from the two classes have been
normally distributed or not. The Kolmogorov-Smirnov and Shapiro-Wilk were
used to do the normality test. SPSS was used to analyze the data. The result can be
seen as follows:
1) Table 4.3. The result of normality test from the pre-test
Table 4.3
Normality Test of Pre-test
If the data is higher in a significance α = 0.05 the data was normally
distributed. Based on the data in Table 4.3 above, the result showed p ≥ α (0.200 ≥
0.05) and (0.166 ≥ 0.05) meaning that the pre-test data in this study were normally
distributed. The scores of p can be checked through the Sig. in the table of
Kolmogorov-Smirnov columns.
2) Table 4.4. The result of normality test from the post-test
34
Table 4.4
Normality Test of Post-test
Based on the data in Table 4.4 above, the result revealed that p ≥ α (0.200 ≥
0.05) and (0.200 ≥ 0.05). In other words, the post-test data that was obtained from
the research was considered normal. If the data is higher in a significance α = 0.05
the data was normally distributed. It can be concluded that the data is normally
distributed because both classes’ significances are above 0.05.
b. Homogeneity of the Test
After doing the normality test, the homogeneity test was conducted in order to
test the similarity of the sample in both classes. The Levene statistic test was used
to calculate the homogeneity test, therefore the results are presented as follows:
Table 4.5
Homogeneity Test of Pre-test
The result of the data in the Table 4.5 showed that the significance of pre-test
between experimental class and control class was 0.713. Therefore, the data of
pre-test was homogeneous because it was higher than 0.05.
Table 4.6
Homogeneity Test of Post-test
35
Based on the data in Table 4.6, the significance of post-test between
experimental class and control class was 0.064. Therefore, the data of post-test
was homogeneous because it was higher than 0.05.
c. Statistical Hypothesis Test
After finishing the normality and homogeneity test, the data was calculated
by using t-test to know the significant difference between students’ writing of
descriptive text in experimental class and students’ writing of descriptive text in
control class. The data from post-test of experimental and control classes, and
gained score from both classes were used to conduct the statistical calculation
score. The calculation result of the gained score of the experimental class (X) and
the control class (Y) is presented as follows:
Table 4.7
The Statistical Calculation Score of the Experimental and Control Class
No.Students
(x)
Students
(Y)X-MX Y-MY (X-MX)^2 (Y-MY)^2
1 9 1 0.08 -1.71 0.01 2.922 13 2 4.08 -0.71 16.65 0.503 12 4 3.08 1.29 9.49 1.664 19 1 10.08 -1.71 101.61 2.925 4 5 -4.92 2.29 24.21 5.246 4 2 -4.92 -0.71 24.21 0.507 6 6 -2.92 3.29 8.53 10.828 14 -5 5.08 -7.71 25.81 59.449 7 -1 -1.92 -3.71 3.69 13.7610 10 6 1.08 3.29 1.17 10.8211 13 10 4.08 7.29 16.65 53.1412 0 0 -8.92 -2.71 79.57 7.3413 9 -5 0.08 -7.71 0.01 59.44
36
No.Students
(x)
Students
(Y)X-MX Y-MY (X-MX)^2 (Y-MY)^2
14 1 7 -7.92 4.29 62.73 18.4015 7 5 -1.92 2.29 3.69 5.2416 24 2 15.08 -0.71 227.41 0.5017 19 1 10.08 -1.71 101.61 2.9218 5 0 -3.92 -2.71 15.37 7.3419 8 -10 -0.92 -12.71 0.85 161.5420 10 13 1.08 10.29 1.17 105.8821 0 -1 -8.92 -3.71 79.57 13.7622 5 8 -3.92 5.29 15.37 27.9823 9 2 0.08 -0.71 0.01 0.5024 6 6 -2.92 3.29 8.53 10.8225 8 5 -0.92 2.29 0.85 5.2426 10 1 1.08 -1.71 1.17 2.92
SUM 232 65 0.08 -5.46 829.94 591.54MEAN 8.9 2.5 0.003 -0.21 31.92 22.75
Based on the data in Table 4.7 above, it can be concluded that the total score
of the experimental class was 232 and the control class was 65. Furthermore, t-test
formula was used to get empirical evidence about the effect of implementing
Screencast O-Matic on students' speaking ability on descriptive text.
Hypothesis test in this research was done by using SPSS 20. The data that
was input was from the mean score of both experimental and controlled class. The
significance value was 0.05. The result of hypothesis test by using SPSS 20 could
be presented as follows:
37
Table 4.8
The Result of T-Test Calculation
It could be seen from the table above the result of post-test in both
experimental and controlled class. Each class had similar total of students which is
26. The table showed that the mean score of experimental class was 68.17
meanwhile the mean score of controlled class was 64.58. It proved that the mean
score of experimental class was higher than the mean score of controlled class.
Table 4.9.
The Result of Independence Sample Tests
Based on the data in Table 4.9, the df (Degree of Freedom) was calculated
from the total number of students minus 2, therefore the df is 50 since all the
students in both experimental and controlled class were 26. Sig. tailed or (p) value
was 0.010. It was explained that Ha would be rejected if p > α. Based on the result
in the Table 4.9, p < α, which is 0.010 < 0.05. It proved that Ho was rejected and
Ha was accepted. Therefore, it could be concluded that there is an effect of
Screencast O-Matic on students’ speaking ability on descriptive text.
d. Test of the Effect Size
This formulation was used in order to see the effect size level of this study.
As the formula below:
d =( )
38
Mean score of group A (experimental class) = 68.17
Mean score of group B (control class) = 64.58
Mean score of group A - Mean score of group B = 3.59
Standard deviation of group 1 = 5.679
Standard deviation of group 2 = 3.787
Pooled standard deviation = 4.733
d =( . . ).= ..
= 0.75
Whereas the criteria of the effect size level are:
0 - 0.2 = weak effect
0.21 - 0.5 = modest effect
0.51 – 1.00 = moderate effect
>1.00 = strong effect.
Based on the criteria above, it can be concluded that this study had large effect
size. This can be seen from the d score reached by the data which was 0.75 which
the scale is moderate.
3. Data Interpretation
In data described above the data was taken from 26 students in a group of pre-
test and post-test. Table 4.1 presented the pre-test of experimental group mean
score was 59.19. The students’ lower score achieved was 51 and the maximum
was 72. After treatment, the mean score achieved was 68.12 and the minimum
score of post-test was 60 and the maximum was 80. Meanwhile, Table 4.2
presented the pre-test of the control group was 62.08. The students’ lower score
achieved was 52. and the maximum was 71. The mean score post-test of the
control group was 64.58. The students’ lowest score of post-test was 59 and the
maximum was 73.
39
From the scores of both groups, there is a significant difference between the
students’ achievement of scores in pre-test (experimental group and control
group) the experimental group got the higher mean score of pre-test than the
control group. In post-test, experimental group and control group was increased
better than in pre-test. It means that there is a significant score of experimental
group and control group.
Moreover, the Table 4.1 also showed that the minimum gained score of the
experimental group was 1 and the minimum gained score of the control group was
1. The average gained score of the experimental group was 5.69 and for the
control group was 2.58. It proves that using Screencast O-Matic is effective to
improve students’ speaking ability on descriptive text.
Based on the Table 4.8, it showed that the experimental class (mean = 68.17,
Standard Deviation = 5.679) and the control class (mean = 64.58, standard
deviation = 3.787). Furthermore, in Table 4.9 it can be seen that the result of tvalue
is 2.678 followed by the sig. (2-tailed) 0.010. The tvalue is compared to the ttable to
know whether Screencast O-Matic has an effect to improve students’ writing
ability of descriptive text or not. The ttable of 0.05 as the significance level is 1.676
with 46 the degree of freedom (df). Then, it can be concluded that tvalue (2.678) >
ttable 1.676). In addition, based on the calculation of the t-test that Ho was rejected
and Ha was accepted if p < α. However, if p > a, Ho was accepted and Ha was
rejected. Based on the calculation, it was obtained that Sig. (2-tailed) the score
was 0.010 which was lower than the determined significance value 0.05. As the
result, it can be seen that p < α; (0.010 < 0.05) it means that null hypothesis (H0)
was rejected and the alternative hypothesis (Ha) was accepted. Thus, there is
significant difference between the students’ score in speaking test that using
Screencast O-Matic and the students’ score in speaking test without using
Screencast O-Matic at the eighth-grade students of MTs YASPINA Tangerang
Selatan. It means students who learn speaking on descriptive text using Screencast
O-Matic had a significant effect in describing the topic compared to those who did
not learn speaking of descriptive text using Screencast O-Matic. According to the
40
research, there is a significant effect of using Screencast O-Matic on students'
speaking ability on descriptive text.
B. DiscussionIn data description above the data was taken from 26 students in a group of
pre-test and post-test. Table 4.1 presented the pre-test of experimental group mean
score was 59.4. Moreover, the students’ lower score achieved was 51.8 and the
maximum was 72. After treatment, the mean score achieved was 65.1. It pointed
that the mean score of post-test was higher than pre-test. The students’ lowest
score of post-test was 56 and the maximum was 74.6. Meanwhile, table 4.2
presented the pre-test of the control group was 62.3. The students’ lower score
achieved was 52.2 and the maximum was 71. The mean score post-test of the
control group was 64.9. The students’ lowest score of post-test was 59 and the
maximum was 72.8.
From the scores of both groups, there is a difference between the students’
achievement of scores in pre-test (experimental group and control group) the
control group got the higher mean score than the experimental group. In post-test,
experimental group and control group was increased better than in pre-test. But,
the experimental group score increased more significantly rather than the control
group. It means that there is a significant score of experimental group and control
group.
Moreover, the Table 4.1 also showed that the minimum gained score of
experimental group was 0.4 and the minimum gained score of control group was
1. The average gained score of experimental group was 232 and for control group
was 65. It proves that using Screencast O-Matic is effective to improve students’
speaking of descriptive text.
Based on the result in Table 4.9, it was obtained that Sig. (2-tailed) the score
was 0.010 which was lower than the determined significance value 0.05. As the
result, it can be seen that p < α; (0.010 < 0.05) which meant that null hypothesis
(H0) was rejected and the alternative hypothesis (Ha) was accepted. Thus, there is
a significant different between the students’ score in speaking test that using
Screencast O-Matic and the students’ score in speaking test without using
41
Screencast O-Matic at the eighth-grade students of MTs YASPINA Tangerang
Selatan. It means students who learn descriptive text using Screencast O-Matic
had a significant effect in comprehending the text compared to those who did not
learn speaking of descriptive text using Screencast O-Matic. According to the
research, there is a significant effect of using Screencast O-Matic on students'
speaking on descriptive text.
As a result, Screencast O-Matic can facilitate students to speak entirely. It is
proven to keep the students on the track. Moreover, the Screencast O-Matic can
help them to try to train their speaking ability using the target language. So that,
as a teacher when teach speaking we should always encourage them to speak.
Furthermore, through the finding of this study, it supports and proves the idea as
what is stated by Dal that using video recording the students can analyze their
errors (self-correction), provides the students to use target language, and making a
study can be understood as a study task and a problem-solving activity.1
Moreover, all the advantages of using video recording in accordance with the
elements of speaking itself, which is pronunciation, grammar, vocabulary,
fluency, and comprehension. Students can learn how to pronounce a word
appropriately, they learn to correct their grammar error, the words that they use, as
well as fluency, by themselves. Then, after all the elements are combined students
can obtain their comprehension automatically.
Furthermore, this research supported the previous studies that video recording
application such as Screencast O-Matic is found very helpful and effective to
teach speaking on descriptive text. In addition, Screencast O-Matic can also be
implemented in all subjects but it depends on students' level and needs. It can be
summed up that using Screencast O-Matic is effective to improve students'
speaking on descriptive text, especially for the eighth-grade students at MTs
YASPINA Tangerang Selatan.
1 Michael Dal, Digital Video Production and Task Based Language Learning, RoustefnuritNetlu-Menntakvika, 2010, pp. 3—5, (http://netla.hi.is/menntakvika2010/alm/021.pdf).
42
CHAPTER V
CONCLUSION AND SUGGESTIONS
A. ConclusionThis research was a quasi-experimental design that was intended to
investigate an empirical evidence of the effect of using Screencast O-Matic on
students’ speaking ability of descriptive text at eighth-grade students of MTs
YASPINA Tangerang Selatan. In this term, the research conclusion is drawn from
the findings and discussions as well as interpretation presented in Chapter IV.
Specifically, the conclusion is described and explained in the following paragraph.
There is a significant difference in the students’ speaking skill of descriptive
text who taught by using Screencast O-Matic and the other who taught only using
conventional method. In the statistical hypothesis, Ha (Alternative Hypothesis)
would be accepted and Ho (Null Hypothesis) would be rejected if the sig. 2 tailed
was lower than alpha (α) or p < α. Based on the calculation, it was obtained that
Sig. (2-tailed) the score was 0.010 which was lower than the determined
significance value 0.05. As the result, it can be seen that p < α; (0.010 < 0.05) it
means that null hypothesis (Ho) was rejected and the alternative hypothesis (Ha)
was accepted. In conclusion, this research proves that the effect of Screencast O-
Matic on students’ speaking ability on descriptive text is positive and significant.
In other word there is a significant effect of using Screencast O-Matic on teaching
speaking on descriptive text at the eighth-grade students of MTs YASPINA
Tangerang Selatan with the scale of moderate significant.
B. Suggestion
After the writer carried out the research, he would like to offer some
suggestions that may relate to the research findings and discussion. The result of
this research showed that Screencast O-Matic is effective to be applied in teaching
and learning speaking on descriptive text. Therefore, the suggestions are
addressed to:
43
1. English Teachers
a. English teachers are sufficiently recommended to apply this activity in their
speaking classes in order to improve the students’ speaking on descriptive
text. However, the teachers should clarify the objective of the learning with
Screencast O-Matic to the student,
b. Before students make the video with Screencast O-Matic the teacher should
always makes sure that the students understand the instructions how to use
Screencast O-Matic and teacher should deliver the instruction clearly. In
order to teach speaking teacher must make sure that students acquired
vocabulary needed to compose a descriptive text,
c. The teacher should be more creative in creating the good atmosphere in the
classroom. Since, there are fast and slow learners in the class. Therefore, the
teacher should be able to give an extra treatment to the slow learners.
d. Lastly, to make the learning English more enjoyable, encouraging, and
competitive in a good way, the teacher may give the students cookies, candy
or small gift to motivate them.
2. Students
Students should be able to use their gadget not only for entertainment but also
for education porposes. Such as using Screencast O-Matic to improve their
speaking ability on descriptive text.
3. Further Researchers
For the further researchers, the writer also hopes that the result of this
research can be used as a basic information or reference about Screencast O-Matic
on speaking of descriptive text. Also, the writer hopes that the future researchers
can overcome the handicap that found by the writer in this research, such as the
lack of students’ vocabularies. Moreover, the imperfection found in this research
can be covered through the innovation of the Screencasts O-Matic in enhancing
for other skill and other genres of text.
44
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47
APPENDIX 1SILABUS
Sekolah : MTs YASPINAKelas : VIII (Delapan)Mata Pelajaran : Bahasa InggrisSemester : 1 (Satu)Standar Kompetensi : 4. Berbicara
Mengungkapkan makna dalam teks lisan fungsional pendek sangat sederhana untuk berinteraksi dengan lingkungan terdekat.
KompetensiDasar
MateriPokok/
PembelajaranKegiatan Pembelajaran Indikator
Penilaian AlokasiWaktu
SumberBelajar
Teknik BentukInstrumen
ContohInstrumen
4. 1 Mengungkapkanmakna tindaktutur fungsionalpendek sangatsederhana secaraakurat, lancardan berterimauntukberinteraksidenganlingkunganterdekat
Teks Fungsional: Intruction Shopping list Greetings Announceme
nt
Tata Bahasa Negative Imperratives
Kosakata Kata terkait
temaKata terkait jenis
teks
1. Tanya jawab yangberkaitan denganmateridengan percaya diri.
2. Menirukan ungkapan-ungkapan sesuaimateri dengan percayadiri.
3. Membahas kosakatadan strukturpercakapan dengancermat.
4. Latihan memberiperintah,mengucapkanselamat,mengumumkandengan singkat,menggunakanungkapan percakapandalam situasi nyatadengan sopan.
1. Memberiinstruksidengan sopan.
2. Menyebutdaftarbenda dengancermat.
3. Mengucapkanselamat dengan sopan.
4. Mengumumkan dengansingkat secarapercaya diri
Test lisan
UnjukKerja
Untuk kerja
Unjuk kerja
Membahasakangambar
Uji petik
Uji petik
Uji petik
1. Give aninstruction basedon the pictureshown
2. Mention 5 thingsyou have in:
a. Your bagb. Your bedroom
3. What would yousay to a friend:
a. On his/herbirthday
b. In weekendsInform your friend
about the coming flagceremony through an
announcement
7x40menit
1 Bukuteksyangrelevan
2 Alatperaga
3 Rekaman kaset,CD,VCD,film.
4 Contohteksfungsional
5 Rekamanpercakapanyangotentik
48
4.2 Mengungkapkanmakna gagasandalam teks lisanfungsionalpendek sangatsederhanaberbentukdescriptive secaraakurat, lancar,dan berterimauntuk berinteraksidenganlingkunganterdekat
1. Teks fungsionalberbentuk: instruction shopping list greetings announcement descriptive
2. Ungkapan baku attention excuse me
1. Mendengarkan danmemberi responintroduction,shopping list,greeting,announcement,tentang maknagagasan teks lisanfungsional pendeksesuai topik materiyang akandisampaikan
2. Menggunakan teks-teks fungsional pendekberbentuk descriptivedalam simulasi dengancermat dan percaya diri
3. Mengidentifikasimakna gagasan teks-teks lisan fungsionalpendek dengan cermatdan kreatif.
1. Memberiinsruksi secaralisan dengansopan .
2. Menyebutkandaftar barangyangdibutuhkandengan cermatdan kreatif.
3. Memberiucapanselamatdengansopan.
4. Mengumumkan sesuatudengancermat danpercaya diri.
5. Mendeskripsikan sesuatudengancermat danpercaya diri
Tes lisan
Tes lisan
Uji petik
Menjawabpertanyaan
Tes lisan
Membahasakangambar
Uraian
Uji petik
Uji petik
Menjawabpertanyaan
Lisan
1 Give instructionto your friendbased on thepicture
2 Mention thethings that uoufind in yourbedroom
3 Congratulateyour friond onhis/her successin doingsomething
4 Tell you friendabout the comingschool holiday
5 Tell your friendand describeabout:a. Peopleb. Animal
Listen to the textsand answer thequestions orally.
7x40menit
1 Scriptof shortfunctional text
2 Bukuteks
3 Rekamankaset,CD,VCD,DVD,FilmAlatperaga
Ciputat, 4 september 2017Mengetahui,Kepala MTs YASPINA Guru Mata Pelajaran,
Moh. Husni Thamrin, S.Sos. Putra Sudharma
49
APPENDIX 2
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
EXPERIMENTAL CLASS
Satuan Pendidikan : MTS YASPINA
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VIII
Jenis Teks : Teks Deskriptif
Alokasi Waktu : 3 x 35 Menit
A. Standar Kompetensi
4. Mengungkapkan makna dalam teks lisan fungsional pendek sangatsederhana untuk berinteraksi dengan lingkungan terdekat.
B. Kompetensi Dasar
4.2 Mengungkapkan makna gagasan dalam teks lisan fungsional pendek sangat
sederhana secara akurat, lancar, dan berterima untuk berinteraksi dengan
lingkungan terdekat berbentuk : descriptive
C. Indikator
12.1.1 Mengenal teks sederhana dalam bentuk descriptive.
12.1.2 Mengidentifikasi bentuk teks sederhana dalam bentuk descriptive.
12.1.3 Menulis teks pendek dan sederhana dalam bentuk descriptive dengan
langkah retorika yang benar.
D. Tujuan pembelajaran
Pada akhir pembelajaran siswa dapat:
1. Aktif dalam kegiatan belajar dan pembelajaran di kelas terkait pembelajaran
teks deskriptif
2. Mengidentifikasi teks deskriptif tentang mendeskripsikan seseorang dengan
memperhatikan beberapa aspek, yakni unsur bahasa dan langkah retorika pada
sebuah teks deskriptif.
3. Menulis teks deskriptif sederhana tentang seseorang.
50
E. Materi Pembelajaran
- Model Teks monolog berbentuk deskriptif tentang berbagai orang.
- Langkah retorika terkait teks: identification, and description.
- Generic Structure of Descriptive Text
a. Identification
b. Description
- Language Features
a. Using simple present tense
b. Use adjectives
c. Use linking verbs
d. Use pronouns
- Teks monolog berbentuk descriptive :
My mother is a beautiful person. She is not tall but not short, and she has curly
hair and brown. Her eyes color are like honey and her color skin color light
brown, and she has a beautiful smile. Her weight likes 120 lbs.
She is a very kind person. She is very lovely, friendly, patient, and she loves to
help people. I love my mom, because she is a good example to me. She loves
being in the mosque, and she loves read qur’an.
She always has a smile on her face. She is so sweet and lovely. I like when I am
going to sleep or went I wake up or when I am going to go to some places, she
always give me a kiss, and when the family have a problem she always be with us
to helps us and to give us all her love.
Sumber: http://www.englishindo.com/2012/03/simple-descriptive-text-
examples.html#ixzz4qziWo0Uf
F. Metode
Communicative Language Learning (CLL)
G. Langkah Pembelajaran
Kegiatan Pendahuluan (15m)
1. Guru menyapa siswa
2. Guru mengecek absensi siswa
3. Guru melakukan apersepsi dengan penjelasan pada pertemuan sebelumnya
51
Kegiatan Inti (80m)
Eksplorasi
Dalam kegiatan ekplorasi, siswa:
Mendengarkan penjelasan materi tentang teks deskriptif dan generic structure
yang ada pada teks deskriptif
Menanyakan dan mendiskusikan bersama guru mengenai cara menulis teks
deskriptif dalam bahasa inggris
Membuat teks deskriptif tentang mendeskripsikan dan mempresentasikan nya
seseorang.
Elaborasi
Dalam kegiatan elaborasi, guru:
Membiasakan siswa untuk memahami bentuk teks deskriptif
Melatih siswa secara individu membuat kalimat teks deskriptif tentang
mendeskripsikan seseorang
Menugaskan siswa untuk menuliskan bentuk-bentuk teks deskriptif mengenai
seseorang berdasarkan topic yang diberikan.
Memfasilitasi siswa untuk dapat memahami teks deskriptif
Memberi kesempatan siswa untuk mengevaluasi lalu mempesentasikan tugasnya
Memberikan penjelasan tentang penggunaan aplikasi Screencast O-matic
untuk membantu siswa mempersiapkan diri untuk presentasi di pertemuan
berikutnya
Konfirmasi
Dalam kegiatan konfirmasi, guru:
Memberikan umpan balik pada siswa yang telah dapat menyelesaikan tugasnya
Memberi konfirmasi pada hasil pekerjaan yang sudah dikerjakan oleh siswa
Memfasilitasi siswa melakukan refleksi untuk memperoleh pengalaman belajar
yang sudah dilakukan
Memberikan motivasi kepada siswa yang kurang dan belum bisa mengikuti
materi mengenai cara membuat teks deskriptif.
52
Kegiatan Penutup (10m)
Siswa dan guru melakukan refleksi terhadap kegaitan yang sudah dilaksanakan
Guru memberikan tugas kepada siswa tentang text deskriptif “MY
MOTHER/FATHER ” dan merekamnya dengan aplikasi Screencast O-matic.
Guru menyampaikan rencana pembelajaran pada pertemuan berikutnya
Guru menutup pembelajaran dengan ramah dan isertai salam
H. Media, Alat dan Sumber Pembelajaran
Media : Power Point Presentation.
Alat : Laptop, LCD, kertas karton dan spidol.
Sumber Belajar :
- Buku siswa
- http://www.englishindo.com/2012/03/simple-descriptive-text-
examples.html#ixzz4qziWo0Uf
I. Penilaian
No Criteria Rating Scores Descriptions
1 Pronunciation 5 95-100 Has few traces of foreign language
4 85-94 Always intelligible, thought one isconscious of a definite accent.
3 75-84 Pronunciation problem necessitiesconcentrated listening andoccasionally lead to misunderstanding.
2 65-74 Very hard to understand because ofpronunciation problem, mostfrequently be asked to repeat.
1 Below 65 Pronunciation problem to serve as tomake speech virtually unintelligible.
2 Grammar 5 95-100 Make few (if any) noticeable errors ofgrammar and word order.
4 85-94 Occasionally makes grammatical andor word orders errors that do not,however obscure meaning.
3 75-84 Make frequent errors of grammar andword order, which occasionallyobscure meaning.
53
2 65-74 Grammar and word order errors makecomprehension difficult, must oftenrephrases sentence.
1 Below 65 Errors in grammar and word order, so,severe as to make speech virtuallyunintelligible.
3 Vocabulary 5 95-100 Use of vocabulary and idioms isvirtually that of native speaker.
4 85-94 Sometimes uses inappropriate termsand must rephrases ideas because oflexical and equities.
3 75-84 Sometimes uses inappropriate termsand must rephrases ideas because oflexical and equities.
2 65-74 Frequently uses the wrong wordsconversation somewhat limitedbecause of inadequate vocabulary.
1 Below 65 Misuse of words and very limitedvocabulary makes comprehensionquite difficult.
4 Fluency 5 95-100 Vocabulary limitation so extreme as tomake conversation virtuallyimpossible.
4 85-94 Speech as fluent and efforts less asthat of native speaker.
3 75-84 Speed of speech seems to be slightlyaffected by language problem.
2 65-74 Speed and fluency are rather stronglyaffected by language problem.
1 Below 65 Usually hesitant, often farced intosilence by language limitation.
5 Comprehension 5 95-100 Speech is as halting and fragmentaryas to make conversation virtuallyimpossible.
4 85-94 Appears to understand everythingwithout difficulty
3 75-84 Understand nearly everything atnormal speed although occasionallyrepetition may be necessary
2 65-74 Understand most of what is said atslower than normal speed withoutrepetition
54
1 Below 65 Has great difficulty comprehend.social conversation spoken slowly andwith frequent repetition
Ciputat, 6 September 2017
Guru Pamong Peneliti
Yuli Ambar Utami, S.Pd. Putra Sudharma
55
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Satuan Pendidikan : MTS YASPINA
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VIII
Jenis Teks : Teks Deskriptif
Alokasi Waktu : 2 x 35 Menit
A. Standar Kompetensi
4. Mengungkapkan makna dalam teks lisan fungsional pendek sangatsederhana untuk berinteraksi dengan lingkungan terdekat.
B. Kompetensi Dasar
4.2 Mengungkapkan makna gagasan dalam teks lisan fungsional pendek sangat
sederhana secara akurat, lancar, dan berterima untuk berinteraksi dengan
lingkungan terdekat berbentuk : descriptive
C. Indikator
12.1.1 Mengidentifikasi teks sederhana bentuk descriptive dalam sebuah game
12.1.2 Mengidentifikasi bentuk teks sederhana dalam bentuk descriptive.
D. Tujuan pembelajaran
Pada akhir pembelajaran siswa dapat:
1. Aktif dalam kegiatan belajar dan pembelajaran di kelas terkait pembelajaran teks
deskriptif
2. Mengidentifikasi sebuah game tentang mendeskripsikan hewan
3. Mengidentifikasi teks deskriptif tentang mendeskripsikan sebuah kota dengan
memperhatikan beberapa aspek, yakni unsur bahasa dan langkah retorika pada
sebuah teks deskriptif.
E. Materi Pembelajaran
- Model Teks monolog berbentuk deskriptif tentang MY PET.
- Langkah retorika terkait teks: identification, and description.
- Generic Structure of Descriptive Text
56
a. Identification
b. Description
- Language Features
a. Using simple present tense
b. Use adjectives
c. Use linking verbs
d. Use pronouns
- Game: GUESS WHAT ???
- Teks monolog berbentuk descriptive :
I have a cute cat in the house. Her name is Rosa. She is a local cat. He
came from nowhere to my house one month ago.
Like an ordinary local cats, Rosa’s fur is not too thick. her fur are white and
black. There is a heart-shaped pattern on her body that makes her so unique.
Looking her body, I know that her age is not more than five months.
Rosa’s body is not long enough. The length is only about 20 cm.
Although she is short, but she is very cute and adorable. Moreover, she is
very active when plays with me. She can spend a lot of time just to play. She
also can spend many hours to sleep.
Everyday, I never forget to feed Rosa. She like eating fish and milk.
Sometimes, I also give she dry cat foods. When I feed her, she will wiggle
her tail that shows she is very happy.
57
I really like Rosa. She is my first pet. She also has become my best friend.
F. Metode
Communicative Language Learning (CLL)
G. Langkah Pembelajaran
Kegiatan Pendahuluan (10m)
4. Guru menyapa siswa
5. Guru mengecek absensi siswa
6. Guru melakukan apersepsi dengan penjelasan pada pertemuan sebelumnya
Kegiatan Inti (40m)
Eksplorasi
Dalam kegiatan ekplorasi, siswa:
Mendiskusikan dan bermain sebuah game GUESS WHAT
Meminta siswa menjadi beberapa kelompok dan mendengarkan siswa yang
presentasi
Meminta siswa untuk mempresentasikan text yang telah di berikan kan di
pertemuan sebelumnya
Meminta siswa lain untuk menentukan generic structure dari teks tersebut
Menggaris bawahi kosakata atau kalimat yang sulit dimengerti
Elaborasi
Dalam kegiatan elaborasi, guru:
Meminta siswa untuk memahami teks deskriptif yang telah presentasikan
Memfasilitasi siswa melalui pemberian tugas berkelompok untuk menemukan
generic structure
Memberi kesempatan siswa untuk mengevaluasi secara bersama lalu
mengumpulkan hasil diskusinya
Konfirmasi
Dalam kegiatan konfirmasi, guru:
Memberikan umpan balik pada siswa yang telah dapat menyelesaikan tugasnya
Memberi konfirmasi pada hasil pekerjaan yang sudah dikerjakan oleh siswa
58
Memfasilitasi siswa melakukan refleksi untuk memperoleh pengalaman belajar
yang sudah dilakukan
Memberikan motivasi kepada siswa yang kurang dan belum bisa mengikuti
materi mengenai cara menemukan generic structure dari teks deskriptif.
Kegiatan Penutup (10m)
Siswa dan guru melakukan refleksi terhadap kegaitan yang sudah dilaksanakan
Guru memberikan tugas kepada siswa tentang text deskriptif “MY PET” dan
merekamnya dengan aplikasi Screencast O-matic.
Guru menyampaikan rencana pembelajaran pada pertemuan berikutnya
Guru menutup pembelajaran dengan ramah dan disertai salam
H. Media, Alat dan Sumber Pembelajaran
Media : Power Point Presentation.
Alat : Laptop, LCD, kertas karton dan spidol.
Sumber Belajar :
Buku siswa next move
http://learnenglishteens.britishcouncil.org/skills/reading-skills-
practice/my-town
https://learnenglishkids.britishcouncil.org/en/games/identipet
I. PenilaianScoring Rubric of Speaking
No Criteria Rating Scores Descriptions
1 Pronunciation 5 95-100 Has few traces of foreign language
4 85-94 Always intelligible, thought one isconscious of a definite accent.
3 75-84 Pronunciation problem necessitiesconcentrated listening andoccasionally lead to misunderstanding.
2 65-74 Very hard to understand because ofpronunciation problem, mostfrequently be asked to repeat.
1 Below 65 Pronunciation problem to serve as tomake speech virtually unintelligible.
59
2 Grammar 5 95-100 Make few (if any) noticeable errors ofgrammar and word order.
4 85-94 Occasionally makes grammatical andor word orders errors that do not,however obscure meaning.
3 75-84 Make frequent errors of grammar andword order, which occasionallyobscure meaning.
2 65-74 Grammar and word order errors makecomprehension difficult, must oftenrephrases sentence.
1 Below 65 Errors in grammar and word order, so,severe as to make speech virtuallyunintelligible.
3 Vocabulary 5 95-100 Use of vocabulary and idioms isvirtually that of native speaker.
4 85-94 Sometimes uses inappropriate termsand must rephrases ideas because oflexical and equities.
3 75-84 Sometimes uses inappropriate termsand must rephrases ideas because oflexical and equities.
2 65-74 Frequently uses the wrong wordsconversation somewhat limitedbecause of inadequate vocabulary.
1 Below 65 Misuse of words and very limitedvocabulary makes comprehensionquite difficult.
4 Fluency 5 95-100 Vocabulary limitation so extreme as tomake conversation virtuallyimpossible.
4 85-94 Speech as fluent and efforts less asthat of native speaker.
3 75-84 Speed of speech seems to be slightlyaffected by language problem.
2 65-74 Speed and fluency are rather stronglyaffected by language problem.
1 Below 65 Usually hesitant, often farced intosilence by language limitation.
5 Comprehension 5 95-100 Speech is as halting and fragmentaryas to make conversation virtuallyimpossible.
4 85-94 Appears to understand everythingwithout difficulty
60
3 75-84 Understand nearly everything atnormal speed although occasionallyrepetition may be necessary
2 65-74 Understand most of what is said atslower than normal speed withoutrepetition
1 Below 65 Has great difficulty comprehend.social conversation spoken slowly andwith frequent repetition
Ciputat,8 September 2017
Guru Pamong Peneliti
Yuli Ambar Utami, S.Pd. Putra Sudharma
61
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Satuan Pendidikan : MTS YASPINA
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VIII
Jenis Teks : Teks Deskriptif
Alokasi Waktu : 3 x 35 Menit
A. Standar Kompetensi
4. Mengungkapkan makna dalam teks lisan fungsional pendek sangatsederhana untuk berinteraksi dengan lingkungan terdekat.
B. Kompetensi Dasar
4.2 Mengungkapkan makna gagasan dalam teks lisan fungsional pendek sangat
sederhana secara akurat, lancar, dan berterima untuk berinteraksi dengan
lingkungan terdekat berbentuk : descriptive
C. Indikator
12.1.1 Mengidentifikasi teks sederhana bentuk descriptive dalam sebuah game
12.1.2 Mengidentifikasi bentuk teks sederhana dalam bentuk descriptive.
D. Tujuan pembelajaran
Pada akhir pembelajaran siswa dapat:
1. Aktif dalam kegiatan belajar dan pembelajaran di kelas terkait pembelajaran teks
deskriptif
2. Mengidentifikasi teks deskriptif tentang mendeskripsikan sebuah tempat dengan
memperhatikan beberapa aspek, yakni unsur bahasa dan langkah retorika pada
sebuah teks deskriptif.
E. Materi Pembelajaran
- Model Teks monolog berbentuk deskriptif tentang berbagai tempat.
- Langkah retorika terkait teks: identification, and description.
- Generic Structure of Descriptive Text
a. Identification
62
b. Description
- Language Features
a. Using simple present tense
b. Use adjectives
c. Use linking verbs
d. Use pronouns
- Game:
F. Metode
Communicative Language Learning (CLL)
G. Langkah Pembelajaran
Kegiatan Pendahuluan (15m)
7. Guru menyapa siswa
8. Guru mengecek absensi siswa
9. Guru melakukan apersepsi dengan penjelasan pada pertemuan sebelumnya
Kegiatan Inti (80m)
Eksplorasi
Dalam kegiatan ekplorasi, siswa:
Mendengarkan dan memperhatikan sebuah game tentang “favorite place” yang
mengandung tentang teks deskriptif
63
Mendiskusikan dan menyelesaikan secara berkelompok tentang teks deskriptif
yang telah dibagikan oleh guru
Menyelesaikan game mengenai teks deskriptif yang diberikan oleh guru
Elaborasi
Dalam kegiatan elaborasi, guru:
Meminta siswa untuk memahami game tentang teks deskriptif yang telah
dibagikan
Menugaskan siswa secara berkelompok untuk menyelesaikan game yang
berkaitan dengan teks deskriptif
Memfasilitasi siswa melalui pemberian tugas berkelompok
Memberi kesempatan siswa untuk mengevaluasi secara bersama
Konfirmasi
Dalam kegiatan konfirmasi, guru:
Memberikan umpan balik pada siswa yang telah dapat menyelesaikan tugasnya
Memberi konfirmasi pada hasil pekerjaan yang sudah dikerjakan oleh siswa
Memfasilitasi siswa melakukan refleksi untuk memperoleh pengalaman belajar
yang sudah dilakukan
Memberikan motivasi kepada siswa yang kurang dan belum bisa mengikuti
materi mengenai cara menemukan generic structure dari teks deskriptif.
Kegiatan Penutup (10m)
Siswa dan guru melakukan refleksi terhadap kegaitan yang sudah dilaksanakan
Guru memberikan tugas kepada siswa tentang text deskriptif “MY FAVORITE
PLACE” dan merekamnya dengan aplikasi Screencast O-matic.
Guru menyampaikan rencana pembelajaran pada pertemuan berikutnya
Guru menutup pembelajaran dengan ramah dan disertai salam
H. Media, Alat dan Sumber Pembelajaran
Media : Power Point Presentation.
Alat : Laptop, LCD, kertas karton dan spidol.
64
Sumber Belajar : Buku siswa next move
I. PenilaianScoring Rubric of Speaking
No Criteria Rating Scores Descriptions
1 Pronunciation 5 95-100 Has few traces of foreign language
4 85-94 Always intelligible, thought one isconscious of a definite accent.
3 75-84 Pronunciation problem necessitiesconcentrated listening andoccasionally lead to misunderstanding.
2 65-74 Very hard to understand because ofpronunciation problem, mostfrequently be asked to repeat.
1 Below 65 Pronunciation problem to serve as tomake speech virtually unintelligible.
2 Grammar 5 95-100 Make few (if any) noticeable errors ofgrammar and word order.
4 85-94 Occasionally makes grammatical andor word orders errors that do not,however obscure meaning.
3 75-84 Make frequent errors of grammar andword order, which occasionallyobscure meaning.
2 65-74 Grammar and word order errors makecomprehension difficult, must oftenrephrases sentence.
1 Below 65 Errors in grammar and word order, so,severe as to make speech virtuallyunintelligible.
3 Vocabulary 5 95-100 Use of vocabulary and idioms isvirtually that of native speaker.
4 85-94 Sometimes uses inappropriate termsand must rephrases ideas because oflexical and equities.
3 75-84 Sometimes uses inappropriate termsand must rephrases ideas because oflexical and equities.
2 65-74 Frequently uses the wrong wordsconversation somewhat limitedbecause of inadequate vocabulary.
1 Below 65 Misuse of words and very limitedvocabulary makes comprehension
65
quite difficult.
4 Fluency 5 95-100 Vocabulary limitation so extreme as tomake conversation virtuallyimpossible.
4 85-94 Speech as fluent and efforts less asthat of native speaker.
3 75-84 Speed of speech seems to be slightlyaffected by language problem.
2 65-74 Speed and fluency are rather stronglyaffected by language problem.
1 Below 65 Usually hesitant, often farced intosilence by language limitation.
5 Comprehension 5 95-100 Speech is as halting and fragmentaryas to make conversation virtuallyimpossible.
4 85-94 Appears to understand everythingwithout difficulty
3 75-84 Understand nearly everything atnormal speed although occasionallyrepetition may be necessary
2 65-74 Understand most of what is said atslower than normal speed withoutrepetition
1 Below 65 Has great difficulty comprehend.social conversation spoken slowly andwith frequent repetition
Ciputat, 11 September 2017
Guru Pamong Peneliti
Yuli Ambar Utami, S.Pd. Putra Sudharma
66
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Satuan Pendidikan : MTS YASPINA
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VIII
Jenis Teks : Teks Deskriptif
Alokasi Waktu : 2 x 35 Menit
A. Standar Kompetensi
4. Mengungkapkan makna dalam teks lisan fungsional pendek sangatsederhana untuk berinteraksi dengan lingkungan terdekat.
B. Kompetensi Dasar
4.2 Mengungkapkan makna gagasan dalam teks lisan fungsional pendek sangat
sederhana secara akurat, lancar, dan berterima untuk berinteraksi dengan
lingkungan terdekat berbentuk : descriptive
C. Indikator
12.1.1 Mengidentifikasi bentuk teks sederhana dalam bentuk descriptive.
12.1.2 Menulis teks pendek dan sederhana dalam bentuk descriptive dengan
langkah retorika yang benar.
D. Tujuan pembelajaran
Pada akhir pembelajaran siswa dapat:
1. Aktif dalam kegiatan belajar dan pembelajaran di kelas terkait pembelajaran teks
deskriptif
2. Mengidentifikasi teks deskriptif tentang mendeskripsikan movie dengan
memperhatikan beberapa aspek, yakni unsur bahasa dan langkah retorika pada
sebuah teks deskriptif.
3. Menulis teks deskriptif sederhana tentang “my favorite movie”.
E. Materi Pembelajaran
- Model Teks monolog berbentuk deskriptif tentang berbagai orang.
- Langkah retorika terkait teks: identification, and description.
67
- Generic Structure of Descriptive Text
a. Identification
b. Description
- Language Features
a. Using simple present tense
b. Use adjectives
c. Use linking verbs
d. Use pronouns
- Teks monolog berbentuk descriptive:
My favorite movie is “Monsters, Inc.” It is my favorite because it’s
funny, the characters are colorful and it has a good story. “Monsters, inc.”
characters are Sully, Mike, Boo, and Randall. Sully is like King Kong or gorilla.
He is fat, blue and has a lot of fur. He has big teeth. Mike is Sully’s friend. They
work together. Mike is small, green and has tiny hands and feet. Most important
he has one big eye. Boo is a human, not a monster. She gets into the Monster
city by accident.
Boo is about two years old. She’s short, cute with black hair in pony tails.Finnaly, theres is Randall. He is the bad guy (villain). He looks just like a lizard.He can also disappear. In the movie Sully and Mike are roommates and worktogether in an energy company. Their job is to scare the kids. Screaming makesenergy to run the city. Sully went into Boo’s room and Boo excaped intoMonsterr City. That was a problem becuas monsters think humans are poison.Sully and Mike try to hide Boo because they don’t want to get in trouble. The twofriends try to protect her and send her back home.
This movie made me feel happy. I was laughing the whole. For example,when baby Boo laughed and giggled, I laughed. Also, when Boo cried, themonster Mike made her laugh by umping and pulling on his eye. Another thingthat happened and that when Sully put her down, she would run away and hide.The thing that made me happiest is after all her troubles she finally got backhome. There were so many things that were funny I laughed all the time.
F. Metode
Communicative Language Learning (CLL)
G. Langkah Pembelajaran
Kegiatan Pendahuluan (10m)
68
10. Guru menyapa siswa
11. Guru mengecek absensi siswa
12. Guru melakukan apersepsi dengan penjelasan pada pertemuan sebelumnya
Kegiatan Inti (40m)
Eksplorasi
Dalam kegiatan ekplorasi, siswa:
Menyimak penjelasan guru tentang teks deskriptif yang diberikan oleh guru
Mendiskusikan dan menyusun struktur teks yang ada untuk membuat satu
paragraph yang utuh pada sebuah teks deskriptif
Membuat teks deskriptif tentang “MY favorite movie ” dan mempresentasikan
secara individu.
Elaborasi
Dalam kegiatan elaborasi, guru:
Meminta siswa untuk memahami penjelasan dari guru
Menugaskan siswa secara berkelompok untuk membahas teks deskriptif
Memfasilitasi siswa melalui pemberian tugas berkelompok
Menugaskan siswa untuk membuat tugas teks deskriptif tentang “MY favorite
movie”
Memberi kesempatan siswa untuk mempresentasikan tugasnya.
Konfirmasi
Dalam kegiatan konfirmasi, guru:
Memberikan umpan balik pada siswa yang telah dapat menyelesaikan tugasnya
Memberi konfirmasi pada hasil pekerjaan yang sudah dikerjakan oleh siswa
Memfasilitasi siswa melakukan refleksi untuk memperoleh pengalaman belajar
yang sudah dilakukan
Memberikan motivasi kepada siswa yang kurang dan belum bisa mengikuti
materi mengenai cara menemukan generic structure dari teks deskriptif.
Kegiatan Penutup (10m)
Siswa dan guru melakukan refleksi terhadap kegaitan yang sudah dilaksanakan
69
Guru menyampaikan rencana pembelajaran pada pertemuan berikutnya
Guru menutup pembelajaran dengan ramah dan disertai salam
H. Media, Alat dan Sumber Pembelajaran
Media : Power Point Presentation.
Alat : Laptop, LCD, kertas karton dan spidol.
Sumber Belajar : Buku siswa next move
I. PenilaianScoring Rubric of Speaking
No Criteria Rating Scores Descriptions
1 Pronunciation 5 95-100 Has few traces of foreign language
4 85-94 Always intelligible, thought one isconscious of a definite accent.
3 75-84 Pronunciation problem necessitiesconcentrated listening andoccasionally lead to misunderstanding.
2 65-74 Very hard to understand because ofpronunciation problem, mostfrequently be asked to repeat.
1 Below 65 Pronunciation problem to serve as tomake speech virtually unintelligible.
2 Grammar 5 95-100 Make few (if any) noticeable errors ofgrammar and word order.
4 85-94 Occasionally makes grammatical andor word orders errors that do not,however obscure meaning.
3 75-84 Make frequent errors of grammar andword order, which occasionallyobscure meaning.
2 65-74 Grammar and word order errors makecomprehension difficult, must oftenrephrases sentence.
1 Below 65 Errors in grammar and word order, so,severe as to make speech virtuallyunintelligible.
3 Vocabulary 5 95-100 Use of vocabulary and idioms isvirtually that of native speaker.
4 85-94 Sometimes uses inappropriate termsand must rephrases ideas because oflexical and equities.
70
3 75-84 Sometimes uses inappropriate termsand must rephrases ideas because oflexical and equities.
2 65-74 Frequently uses the wrong wordsconversation somewhat limitedbecause of inadequate vocabulary.
1 Below 65 Misuse of words and very limitedvocabulary makes comprehensionquite difficult.
4 Fluency 5 95-100 Vocabulary limitation so extreme as tomake conversation virtuallyimpossible.
4 85-94 Speech as fluent and efforts less asthat of native speaker.
3 75-84 Speed of speech seems to be slightlyaffected by language problem.
2 65-74 Speed and fluency are rather stronglyaffected by language problem.
1 Below 65 Usually hesitant, often farced intosilence by language limitation.
5 Comprehension 5 95-100 Speech is as halting and fragmentaryas to make conversation virtuallyimpossible.
4 85-94 Appears to understand everythingwithout difficulty
3 75-84 Understand nearly everything atnormal speed although occasionallyrepetition may be necessary
2 65-74 Understand most of what is said atslower than normal speed withoutrepetition
1 Below 65 Has great difficulty comprehend.social conversation spoken slowly andwith frequent repetition
Ciputat, 13 September 2017
Guru Pamong Peneliti
Yuli Ambar Utami, S.Pd. Putra Sudharma
71
APPENDIX 3
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
CONTROL CLASSSatuan Pendidikan : MTS YASPINA
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VIII
Jenis Teks : Teks Deskriptif
Alokasi Waktu : 3 x 35 Menit
A. Standar Kompetensi
4. Mengungkapkan makna dalam teks lisan fungsional pendek sangatsederhana untuk berinteraksi dengan lingkungan terdekat.
B. Kompetensi Dasar
4.2 Mengungkapkan makna gagasan dalam teks lisan fungsional pendek sangat
sederhana secara akurat, lancar, dan berterima untuk berinteraksi dengan
lingkungan terdekat berbentuk : descriptive
C. Indikator
12.1.1 Mengenal teks sederhana dalam bentuk descriptive.
12.1.2 Mengidentifikasi bentuk teks sederhana dalam bentuk descriptive.
12.1.3 Menulis teks pendek dan sederhana dalam bentuk descriptive dengan
langkah retorika yang benar.
D. Tujuan pembelajaran
Pada akhir pembelajaran siswa dapat:
1. Aktif dalam kegiatan belajar dan pembelajaran di kelas terkait pembelajaran
teks deskriptif
2. Mengidentifikasi teks deskriptif tentang mendeskripsikan seseorang dengan
memperhatikan beberapa aspek, yakni unsur bahasa dan langkah retorika pada
sebuah teks deskriptif.
3. Menulis teks deskriptif sederhana tentang seseorang.
72
E. Materi Pembelajaran
- Model Teks monolog berbentuk deskriptif tentang berbagai orang.
- Langkah retorika terkait teks: identification, and description.
- Generic Structure of Descriptive Text
a. Identification
b. Description
- Language Features
a. Using simple present tense
b. Use adjectives
c. Use linking verbs
d. Use pronouns
- Teks monolog berbentuk descriptive:
My mother is a beautiful person. She is not tall but not short, and she has curly
hair and brown. Her eyes color is like honey and her color skin color light brown,
and she has a beautiful smile. Her weight likes 120 lbs.
She is a very kind person. She is very lovely, friendly, patient, and she loves to
help people. I love my mom, because she is a good example to me. She loves
being in the mosque, and she loves read Qur’an.
She always has a smile on her face. She is so sweet and lovely. I like when I am
going to sleep or went I wake up or when I am going to go to some places, she
always gives me a kiss, and when the family have a problem she always be with
us to helps us and to give us all her love.
Sumber: http://www.englishindo.com/2012/03/simple-descriptive-text-
examples.html#ixzz4qziWo0Uf
F. Metode
Communicative Language Learning (CLL)
G. Langkah Pembelajaran
Kegiatan Pendahuluan (15m)
1. Guru menyapa siswa
2. Guru mengecek absensi siswa
3. Guru melakukan apersepsi dengan penjelasan pada pertemuan sebelumnya
Kegiatan Inti (80m)
73
Eksplorasi
Dalam kegiatan ekplorasi, siswa:
Mendengarkan penjelasan materi tentang teks deskriptif dan generic structure
yang ada pada teks deskriptif
Menanyakan dan mendiskusikan bersama guru mengenai cara menulis teks
deskriptif dalam bahasa inggris
Membuat teks deskriptif tentang mendeskripsikan dan mempresentasikan nya
seseorang.
Elaborasi
Dalam kegiatan elaborasi, guru:
Membiasakan siswa untuk memahami bentuk teks deskriptif
Melatih siswa secara individu membuat kalimat teks deskriptif tentang
mendeskripsikan seseorang
Menugaskan siswa untuk menuliskan bentuk-bentuk teks deskriptif mengenai
seseorang berdasarkan topic yang diberikan.
Memfasilitasi siswa untuk dapat memahami teks deskriptif
Memberi kesempatan siswa untuk mengevaluasi lalu mempesentasikan tugasnya
Konfirmasi
Dalam kegiatan konfirmasi, guru:
Memberikan umpan balik pada siswa yang telah dapat menyelesaikan tugasnya
Memberi konfirmasi pada hasil pekerjaan yang sudah dikerjakan oleh siswa
Memfasilitasi siswa melakukan refleksi untuk memperoleh pengalaman belajar
yang sudah dilakukan
Memberikan motivasi kepada siswa yang kurang dan belum bisa mengikuti
materi mengenai cara membuat teks deskriptif.
Kegiatan Penutup (10m)
Siswa dan guru melakukan refleksi terhadap kegiatan yang sudah dilaksanakan
Guru memberikan PR kepada siswa
Guru menyampaikan rencana pembelajaran pada pertemuan berikutnya
Guru menutup pembelajaran dengan ramah dan disertai salam
74
H. Media, Alat dan Sumber Pembelajaran
Media : Power Point Presentation.
Alat : Laptop, LCD, kertas karton dan spidol.
Sumber Belajar :
- Buku siswa
- http://www.englishindo.com/2012/03/simple-descriptive-text-
examples.html#ixzz4qziWo0Uf
I. Penilaian
No Criteria Rating Scores Descriptions
1 Pronunciation 5 95-100 Has few traces of foreign language
4 85-94 Always intelligible, thought one isconscious of a definite accent.
3 75-84 Pronunciation problem necessitiesconcentrated listening andoccasionally lead to misunderstanding.
2 65-74 Very hard to understand because ofpronunciation problem, mostfrequently be asked to repeat.
1 Below 65 Pronunciation problem to serve as tomake speech virtually unintelligible.
2 Grammar 5 95-100 Make few (if any) noticeable errors ofgrammar and word order.
4 85-94 Occasionally makes grammatical andor word orders errors that do not,however obscure meaning.
3 75-84 Make frequent errors of grammar andword order, which occasionallyobscure meaning.
2 65-74 Grammar and word order errors makecomprehension difficult, must oftenrephrases sentence.
1 Below 65 Errors in grammar and word order, so,severe as to make speech virtuallyunintelligible.
3 Vocabulary 5 95-100 Use of vocabulary and idioms isvirtually that of native speaker.
4 85-94 Sometimes uses inappropriate termsand must rephrases ideas because of
75
lexical and equities.3 75-84 Sometimes uses inappropriate terms
and must rephrases ideas because oflexical and equities.
2 65-74 Frequently uses the wrong wordsconversation somewhat limitedbecause of inadequate vocabulary.
1 Below 65 Misuse of words and very limitedvocabulary makes comprehensionquite difficult.
4 Fluency 5 95-100 Vocabulary limitation so extreme as tomake conversation virtuallyimpossible.
4 85-94 Speech as fluent and efforts less asthat of native speaker.
3 75-84 Speed of speech seems to be slightlyaffected by language problem.
2 65-74 Speed and fluency are rather stronglyaffected by language problem.
1 Below 65 Usually hesitant, often farced intosilence by language limitation.
5 Comprehension 5 95-100 Speech is as halting and fragmentaryas to make conversation virtuallyimpossible.
4 85-94 Appears to understand everythingwithout difficulty
3 75-84 Understand nearly everything atnormal speed although occasionallyrepetition may be necessary
2 65-74 Understand most of what is said atslower than normal speed withoutrepetition
1 Below 65 Has great difficulty comprehend.social conversation spoken slowly andwith frequent repetition
Ciputat, 6 September 2017
Guru Pamong Peneliti
Yuli Ambar Utami, S.Pd. Putra Sudharma
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
76
Satuan Pendidikan : MTS YASPINA
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VIII
Jenis Teks : Teks Deskriptif
Alokasi Waktu : 2 x 35 Menit
A. Standar Kompetensi
4. Mengungkapkan makna dalam teks lisan fungsional pendek sangatsederhana untuk berinteraksi dengan lingkungan terdekat.
B. Kompetensi Dasar
4.2 Mengungkapkan makna gagasan dalam teks lisan fungsional pendek sangat
sederhana secara akurat, lancar, dan berterima untuk berinteraksi dengan
lingkungan terdekat berbentuk : descriptive
A. Indikator
12.1.1 Mengidentifikasi teks sederhana bentuk descriptive dalam sebuah game
12.1.2 Mengidentifikasi bentuk teks sederhana dalam bentuk descriptive.
B. Tujuan pembelajaran
Pada akhir pembelajaran siswa dapat:
1. Aktif dalam kegiatan belajar dan pembelajaran di kelas terkait pembelajaran teks
deskriptif
2. Mengidentifikasi sebuah game tentang mendeskripsikan hewan
3. Mengidentifikasi teks deskriptif tentang mendeskripsikan sebuah kota dengan
memperhatikan beberapa aspek, yakni unsur bahasa dan langkah retorika pada
sebuah teks deskriptif.
C. Materi Pembelajaran
- Model Teks monolog berbentuk deskriptif tentang MY PET.
- Langkah retorika terkait teks: identification, and description.
- Generic Structure of Descriptive Text
a. Identification
77
b. Description
- Language Features
a. Using simple present tense
b. Use adjectives
c. Use linking verbs
d. Use pronouns
- Game: GUESS WHAT ???
- Teks monolog berbentuk descriptive :
I have a cute cat in the house. Her name is Rosa. She is a local cat. He
came from nowhere to my house one month ago.
Like an ordinary local cat, Rosa’s fur is not too thick. her fur is white and
black. There is a heart-shaped pattern on her body that makes her so unique.
Looking her body, I know that her age is not more than five months.
Rosa’s body is not long enough. The length is only about 20 cm.
Although she is short, but she is very cute and adorable. Moreover, she is
very active when plays with me. She can spend a lot of time just to play. She
also can spend many hours to sleep.
Every day, I never forget to feed Rosa. She like eating fish and milk.
Sometimes, I also give she dry cat foods. When I feed her, she will wiggle
her tail that shows she is very happy.
I really like Rosa. She is my first pet. She also has become my best friend.
78
D. Metode
Communicative Language Learning (CLL)
E. Langkah Pembelajaran
Kegiatan Pendahuluan (10m)
4. Guru menyapa siswa
5. Guru mengecek absensi siswa
6. Guru melakukan apersepsi dengan penjelasan pada pertemuan sebelumnya
Kegiatan Inti (40m)
Eksplorasi
Dalam kegiatan ekplorasi, siswa:
Mendiskusikan dan bermain sebuah game GUESS WHAT
Meminta siswa menjadi beberapa kelompok dan mendengarkan siswa yang
presentasi
Meminta siswa untuk mempresentasikan text yang telah di berikan kan di
pertemuan sebelumnya
Meminta siswa lain untuk menentukan generic structure dari teks tersebut
Menggaris bawahi kosakata atau kalimat yang sulit dimengerti
Elaborasi
Dalam kegiatan elaborasi, guru:
Meminta siswa untuk memahami teks deskriptif yang telah presentasikan
Memfasilitasi siswa melalui pemberian tugas berkelompok untuk menemukan
generic structure
Memberi kesempatan siswa untuk mengevaluasi secara bersama lalu
mengumpulkan hasil diskusinya
Konfirmasi
Dalam kegiatan konfirmasi, guru:
Memberikan umpan balik pada siswa yang telah dapat menyelesaikan tugasnya
Memberi konfirmasi pada hasil pekerjaan yang sudah dikerjakan oleh siswa
79
Memfasilitasi siswa melakukan refleksi untuk memperoleh pengalaman belajar
yang sudah dilakukan
Memberikan motivasi kepada siswa yang kurang dan belum bisa mengikuti
materi mengenai cara menemukan generic structure dari teks deskriptif.
Kegiatan Penutup (10m)
Siswa dan guru melakukan refleksi terhadap kegaitan yang sudah dilaksanakan
Guru memberikan PR kepada siswa
Guru menyampaikan rencana pembelajaran pada pertemuan berikutnya
Guru menutup pembelajaran dengan ramah dan disertai salam
F. Media, Alat dan Sumber Pembelajaran
Media : Power Point Presentation.
Alat : Laptop, LCD, kertas karton dan spidol.
Sumber Belajar :
Buku siswa next move
http://learnenglishteens.britishcouncil.org/skills/reading-skills-
practice/my-town
https://learnenglishkids.britishcouncil.org/en/games/identipet
G. PenilaianScoring Rubric of Speaking
No Criteria Rating Scores Descriptions
1 Pronunciation 5 95-100 Has few traces of foreign language
4 85-94 Always intelligible, thought one isconscious of a definite accent.
3 75-84 Pronunciation problem necessitiesconcentrated listening andoccasionally lead to misunderstanding.
2 65-74 Very hard to understand because ofpronunciation problem, mostfrequently be asked to repeat.
1 Below 65 Pronunciation problem to serve as tomake speech virtually unintelligible.
2 Grammar 5 95-100 Make few (if any) noticeable errors ofgrammar and word order.
80
4 85-94 Occasionally makes grammatical andor word orders errors that do not,however obscure meaning.
3 75-84 Make frequent errors of grammar andword order, which occasionallyobscure meaning.
2 65-74 Grammar and word order errors makecomprehension difficult, must oftenrephrases sentence.
1 Below 65 Errors in grammar and word order, so,severe as to make speech virtuallyunintelligible.
3 Vocabulary 5 95-100 Use of vocabulary and idioms isvirtually that of native speaker.
4 85-94 Sometimes uses inappropriate termsand must rephrases ideas because oflexical and equities.
3 75-84 Sometimes uses inappropriate termsand must rephrases ideas because oflexical and equities.
2 65-74 Frequently uses the wrong wordsconversation somewhat limitedbecause of inadequate vocabulary.
1 Below 65 Misuse of words and very limitedvocabulary makes comprehensionquite difficult.
4 Fluency 5 95-100 Vocabulary limitation so extreme as tomake conversation virtuallyimpossible.
4 85-94 Speech as fluent and efforts less asthat of native speaker.
3 75-84 Speed of speech seems to be slightlyaffected by language problem.
2 65-74 Speed and fluency are rather stronglyaffected by language problem.
1 Below 65 Usually hesitant, often farced intosilence by language limitation.
5 Comprehension 5 95-100 Speech is as halting and fragmentaryas to make conversation virtuallyimpossible.
4 85-94 Appears to understand everythingwithout difficulty
3 75-84 Understand nearly everything atnormal speed although occasionallyrepetition may be necessary
81
2 65-74 Understand most of what is said atslower than normal speed withoutrepetition
1 Below 65 Has great difficulty comprehend.social conversation spoken slowly andwith frequent repetition
Ciputat,8 September 2017
Guru Pamong Peneliti
Yuli Ambar Utami, S.Pd. Putra Sudharma
82
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Satuan Pendidikan : MTS YASPINA
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VIII
Jenis Teks : Teks Deskriptif
Alokasi Waktu : 3 x 35 Menit
A. Standar Kompetensi
4. Mengungkapkan makna dalam teks lisan fungsional pendek sangatsederhana untuk berinteraksi dengan lingkungan terdekat.
B. Kompetensi Dasar
4.2 Mengungkapkan makna gagasan dalam teks lisan fungsional pendek sangat
sederhana secara akurat, lancar, dan berterima untuk berinteraksi dengan
lingkungan terdekat berbentuk : descriptive
A. Indikator
12.1.1 Mengidentifikasi teks sederhana bentuk descriptive dalam sebuah game
12.1.2 Mengidentifikasi bentuk teks sederhana dalam bentuk descriptive.
C. Tujuan pembelajaran
Pada akhir pembelajaran siswa dapat:
1. Aktif dalam kegiatan belajar dan pembelajaran di kelas terkait pembelajaran teks
deskriptif
2. Mengidentifikasi teks deskriptif tentang mendeskripsikan sebuah tempat dengan
memperhatikan beberapa aspek, yakni unsur bahasa dan langkah retorika pada
sebuah teks deskriptif.
D. Materi Pembelajaran
- Model Teks monolog berbentuk deskriptif tentang berbagai tempat.
- Langkah retorika terkait teks: identification, and description.
- Generic Structure of Descriptive Text
a. Identification
83
b. Description
- Language Features
a. Using simple present tense
b. Use adjectives
c. Use linking verbs
d. Use pronouns
- Game:
E. Metode
Communicative Language Learning (CLL)
F. Langkah Pembelajaran
Kegiatan Pendahuluan (15m)
7. Guru menyapa siswa
8. Guru mengecek absensi siswa
9. Guru melakukan apersepsi dengan penjelasan pada pertemuan sebelumnya
Kegiatan Inti (80m)
Eksplorasi
Dalam kegiatan ekplorasi, siswa:
Mendengarkan dan memperhatikan sebuah game tentang “favorite place” yang
mengandung tentang teks deskriptif
84
Mendiskusikan dan menyelesaikan secara berkelompok tentang teks deskriptif
yang telah dibagikan oleh guru
Menyelesaikan game mengenai teks deskriptif yang diberikan oleh guru
Elaborasi
Dalam kegiatan elaborasi, guru:
Meminta siswa untuk memahami game tentang teks deskriptif yang telah
dibagikan
Menugaskan siswa secara berkelompok untuk menyelesaikan game yang
berkaitan dengan teks deskriptif
Memfasilitasi siswa melalui pemberian tugas berkelompok
Memberi kesempatan siswa untuk mengevaluasi secara bersama
Konfirmasi
Dalam kegiatan konfirmasi, guru:
Memberikan umpan balik pada siswa yang telah dapat menyelesaikan tugasnya
Memberi konfirmasi pada hasil pekerjaan yang sudah dikerjakan oleh siswa
Memfasilitasi siswa melakukan refleksi untuk memperoleh pengalaman belajar
yang sudah dilakukan
Memberikan motivasi kepada siswa yang kurang dan belum bisa mengikuti
materi mengenai cara menemukan generic structure dari teks deskriptif.
Kegiatan Penutup (10m)
Siswa dan guru melakukan refleksi terhadap kegaitan yang sudah dilaksanakan
Guru memberikan PR kepada siswa
Guru menyampaikan rencana pembelajaran pada pertemuan berikutnya
Guru menutup pembelajaran dengan ramah dan disertai salam
G. Media, Alat dan Sumber Pembelajaran
Media : Power Point Presentation.
Alat : Laptop, LCD, kertas karton dan spidol.
Sumber Belajar : Buku siswa next move
85
H. PenilaianScoring Rubric of Speaking
No Criteria Rating Scores Descriptions
1 Pronunciation 5 95-100 Has few traces of foreign language
4 85-94 Always intelligible, thought one isconscious of a definite accent.
3 75-84 Pronunciation problem necessitiesconcentrated listening andoccasionally lead to misunderstanding.
2 65-74 Very hard to understand because ofpronunciation problem, mostfrequently be asked to repeat.
1 Below 65 Pronunciation problem to serve as tomake speech virtually unintelligible.
2 Grammar 5 95-100 Make few (if any) noticeable errors ofgrammar and word order.
4 85-94 Occasionally makes grammatical andor word orders errors that do not,however obscure meaning.
3 75-84 Make frequent errors of grammar andword order, which occasionallyobscure meaning.
2 65-74 Grammar and word order errors makecomprehension difficult, must oftenrephrases sentence.
1 Below 65 Errors in grammar and word order, so,severe as to make speech virtuallyunintelligible.
3 Vocabulary 5 95-100 Use of vocabulary and idioms isvirtually that of native speaker.
4 85-94 Sometimes uses inappropriate termsand must rephrases ideas because oflexical and equities.
3 75-84 Sometimes uses inappropriate termsand must rephrases ideas because oflexical and equities.
2 65-74 Frequently uses the wrong wordsconversation somewhat limitedbecause of inadequate vocabulary.
1 Below 65 Misuse of words and very limitedvocabulary makes comprehensionquite difficult.
86
4 Fluency 5 95-100 Vocabulary limitation so extreme as tomake conversation virtuallyimpossible.
4 85-94 Speech as fluent and efforts less asthat of native speaker.
3 75-84 Speed of speech seems to be slightlyaffected by language problem.
2 65-74 Speed and fluency are rather stronglyaffected by language problem.
1 Below 65 Usually hesitant, often farced intosilence by language limitation.
5 Comprehension 5 95-100 Speech is as halting and fragmentaryas to make conversation virtuallyimpossible.
4 85-94 Appears to understand everythingwithout difficulty
3 75-84 Understand nearly everything atnormal speed although occasionallyrepetition may be necessary
2 65-74 Understand most of what is said atslower than normal speed withoutrepetition
1 Below 65 Has great difficulty comprehend.social conversation spoken slowly andwith frequent repetition
Ciputat, 11 September 2017
Guru Pamong Peneliti
Yuli Ambar Utami, S.Pd. Putra Sudharma
87
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Satuan Pendidikan : MTS YASPINA
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VIII
Jenis Teks : Teks Deskriptif
Alokasi Waktu : 2 x 35 Menit
A. Standar Kompetensi
4. Mengungkapkan makna dalam teks lisan fungsional pendek sangatsederhana untuk berinteraksi dengan lingkungan terdekat.
B. Kompetensi Dasar
4.2 Mengungkapkan makna gagasan dalam teks lisan fungsional pendek sangat
sederhana secara akurat, lancar, dan berterima untuk berinteraksi dengan
lingkungan terdekat berbentuk : descriptive
C. Indikator
12.1.1 Mengidentifikasi bentuk teks sederhana dalam bentuk descriptive.
12.1.2 Menulis teks pendek dan sederhana dalam bentuk descriptive dengan
langkah retorika yang benar.
D. Tujuan pembelajaran
Pada akhir pembelajaran siswa dapat:
1. Aktif dalam kegiatan belajar dan pembelajaran di kelas terkait pembelajaran teks
deskriptif
2. Mengidentifikasi teks deskriptif tentang mendeskripsikan movie dengan
memperhatikan beberapa aspek, yakni unsur bahasa dan langkah retorika pada
sebuah teks deskriptif.
3. Menulis teks deskriptif sederhana tentang “my favorite movie”.
E. Materi Pembelajaran
- Model Teks monolog berbentuk deskriptif tentang berbagai orang.
- Langkah retorika terkait teks: identification, and description.
88
- Generic Structure of Descriptive Text
a. Identification
b. Description
- Language Features
a. Using simple present tense
b. Use adjectives
c. Use linking verbs
d. Use pronouns
- Teks monolog berbentuk descriptive:
My favorite movie is “Monsters, Inc.” It is my favorite because it’s
funny, the characters are colorful and it has a good story. “Monsters, inc.”
characters are Sully, Mike, Boo, and Randall. Sully is like King Kong or gorilla.
He is fat, blue and has a lot of fur. He has big teeth. Mike is Sully’s friend. They
work together. Mike is small, green and has tiny hands and feet. Most important
he has one big eye. Boo is a human, not a monster. She gets into the Monster
city by accident.
Boo is about two years old. She’s short, cute with black hair in pony tails.Finnaly, theres is Randall. He is the bad guy (villain). He looks just like a lizard.He can also disappear. In the movie Sully and Mike are roommates and worktogether in an energy company. Their job is to scare the kids. Screaming makesenergy to run the city. Sully went into Boo’s room and Boo excaped intoMonsterr City. That was a problem becuas monsters think humans are poison.Sully and Mike try to hide Boo because they don’t want to get in trouble. The twofriends try to protect her and send her back home.
This movie made me feel happy. I was laughing the whole. For example,when baby Boo laughed and giggled, I laughed. Also, when Boo cried, themonster Mike made her laugh by umping and pulling on his eye. Another thingthat happened and that when Sully put her down, she would run away and hide.The thing that made me happiest is after all her troubles she finally got backhome. There were so many things that were funny I laughed all the time.
F. Metode
Communicative Language Learning (CLL)
G. Langkah Pembelajaran
Kegiatan Pendahuluan (10m)
89
10. Guru menyapa siswa
11. Guru mengecek absensi siswa
12. Guru melakukan apersepsi dengan penjelasan pada pertemuan sebelumnya
Kegiatan Inti (40m)
Eksplorasi
Dalam kegiatan ekplorasi, siswa:
Menyimak penjelasan guru tentang teks deskriptif yang diberikan oleh guru
Mendiskusikan dan menyusun struktur teks yang ada untuk membuat satu
paragraph yang utuh pada sebuah teks deskriptif
Membuat teks deskriptif tentang “MY favorite Movie” dan mempresentasikan
secara individu.
Elaborasi
Dalam kegiatan elaborasi, guru:
Meminta siswa untuk memahami penjelasan dari guru
Menugaskan siswa secara berkelompok untuk membahas teks deskriptif
Memfasilitasi siswa melalui pemberian tugas berkelompok
Menugaskan siswa untuk membuat tugas teks deskriptif tentang “MY favorite
movie”
Memberi kesempatan siswa untuk mempresentasikan tugasnya.
Konfirmasi
Dalam kegiatan konfirmasi, guru:
Memberikan umpan balik pada siswa yang telah dapat menyelesaikan tugasnya
Memberi konfirmasi pada hasil pekerjaan yang sudah dikerjakan oleh siswa
Memfasilitasi siswa melakukan refleksi untuk memperoleh pengalaman belajar
yang sudah dilakukan
Memberikan motivasi kepada siswa yang kurang dan belum bisa mengikuti
materi mengenai cara menemukan generic structure dari teks deskriptif.
Kegiatan Penutup (10m)
Siswa dan guru melakukan refleksi terhadap kegaitan yang sudah dilaksanakan
90
Guru menyampaikan rencana pembelajaran pada pertemuan berikutnya
Guru menutup pembelajaran dengan ramah dan disertai salam
H. Media, Alat dan Sumber Pembelajaran
Media : Power Point Presentation.
Alat : Laptop, LCD, kertas karton dan spidol.
Sumber Belajar : Buku siswa next move
I. PenilaianScoring Rubric of Speaking
No Criteria Rating Scores Descriptions
1 Pronunciation 5 95-100 Has few traces of foreign language
4 85-94 Always intelligible, thought one isconscious of a definite accent.
3 75-84 Pronunciation problem necessitiesconcentrated listening andoccasionally lead to misunderstanding.
2 65-74 Very hard to understand because ofpronunciation problem, mostfrequently be asked to repeat.
1 Below 65 Pronunciation problem to serve as tomake speech virtually unintelligible.
2 Grammar 5 95-100 Make few (if any) noticeable errors ofgrammar and word order.
4 85-94 Occasionally makes grammatical andor word orders errors that do not,however obscure meaning.
3 75-84 Make frequent errors of grammar andword order, which occasionallyobscure meaning.
2 65-74 Grammar and word order errors makecomprehension difficult, must oftenrephrases sentence.
1 Below 65 Errors in grammar and word order, so,severe as to make speech virtuallyunintelligible.
3 Vocabulary 5 95-100 Use of vocabulary and idioms isvirtually that of native speaker.
4 85-94 Sometimes uses inappropriate termsand must rephrases ideas because oflexical and equities.
91
3 75-84 Sometimes uses inappropriate termsand must rephrases ideas because oflexical and equities.
2 65-74 Frequently uses the wrong wordsconversation somewhat limitedbecause of inadequate vocabulary.
1 Below 65 Misuse of words and very limitedvocabulary makes comprehensionquite difficult.
4 Fluency 5 95-100 Vocabulary limitation so extreme as tomake conversation virtuallyimpossible.
4 85-94 Speech as fluent and efforts less asthat of native speaker.
3 75-84 Speed of speech seems to be slightlyaffected by language problem.
2 65-74 Speed and fluency are rather stronglyaffected by language problem.
1 Below 65 Usually hesitant, often farced intosilence by language limitation.
5 Comprehension 5 95-100 Speech is as halting and fragmentaryas to make conversation virtuallyimpossible.
4 85-94 Appears to understand everythingwithout difficulty
3 75-84 Understand nearly everything atnormal speed although occasionallyrepetition may be necessary
2 65-74 Understand most of what is said atslower than normal speed withoutrepetition
1 Below 65 Has great difficulty comprehend.social conversation spoken slowly andwith frequent repetition
Ciputat, 13 September 2017
Guru Pamong Peneliti
Yuli Ambar Utami, S.Pd. Putra Sudharma
92
Appendix 4
Instrument of the study for Pre-Test Experimental group
Describing people based on the appearance
You have 2 minutes to present your speech in front of the class
Scoring will be based on pronunciation, grammar, vocabulary, fluency,
and comprehension.
Instrument of the study for Pre-Test Control group
Describing people based on the appearance
You have 2 minutes to present your speech in front of the class
Scoring will be based on pronunciation, grammar, vocabulary, fluency,
and comprehension.
Appendix 5
Instrument of the study for Post-Test Experimental group
Describe your favorite animal based on your knowledge
You have 2 minutes to present your speech in front of the class
Scoring will be based on pronunciation, grammar, vocabulary, fluency,
and comprehension.
Instrument of the study for Post-Test Control group
Describe your favorite animal based on your knowledge
You have 2 minutes to present your speech in front of the class
Scoring will be based on pronunciation, grammar, vocabulary, fluency,
and comprehension.
93
APPENDIX 6
94
95
APPENDIX 7
96
APPENDIX 8
97
98
APPENDIX 9
99
APPENDIX 10
Pre-test Score of Experimental Class
Criteria
Participant
Pron
ounc
iatio
n
Gra
mm
ar
Voc
abul
ary
Flue
ncy
Cop
rehe
ntio
n
Rat
a-ra
ta
Ahmad Dzulfikar 65 55 60 50 50 56Aldi Renaldi 65 60 60 65 60 62
Anis Zahrotun Nisa 58 60 62 60 60 60Anita Wulandari 59 51 55 40 50 51
Azisyah Luthfi Bintang 65 65 70 65 60 65Azmi Ramadhania 60 60 55 55 50 56
Cut Najwa Asiah Putri 60 55 65 60 60 60Daffa Baihaqi 70 65 70 60 65 66
Dimas Abdul Fatah 65 65 60 65 60 63Ferdiansyah 65 55 70 60 60 62
Herliza 60 55 60 50 50 55Iman Saripudin 65 65 65 65 60 64
Kelvin Shane Andras Tjhin 60 55 65 60 50 58Leli Selfiana 70 70 70 75 75 72
Muhammad Dimas Maulana 65 50 55 65 50 57Muhammad Dzaki Fadhlurahman 60 50 60 50 50 54
Nasrulloh Rafiqul Islam 65 60 60 60 60 61Rafi Nurcholis Majid 59 60 64 55 57 59
Rizky Okta Darmawan 58 50 57 55 50 54Sayyida Nafisa 60 50 55 55 60 56
Siti Azzahra 60 60 65 65 60 62Sufyan Dzaki 55 52 54 60 54 55
Sylvy Dwi Juniati 60 65 60 55 55 59Tri Rahayu 60 60 62 55 58 59
Yudha Trihantoro 55 55 55 55 50 54Achmad Raffi Nugraha Dzun Nurain 64 60 50 60 61 59
100
Post-test Score of Experimental Class
Criteria
No Participant
Pron
ounc
iatio
n
Gra
mm
ar
Voc
abul
ary
Flue
ncy
Cop
rehe
ntio
n
Rat
a-ra
ta
1 Ahmad Dzulfikar 68 65 65 62 65 652 Aldi Renaldi 80 75 80 70 70 753 Anis Zahrotun Nisa 70 73 75 73 69 724 Anita Wulandari 74 68 70 68 70 705 Azisyah Luthfi Bintang 72 65 72 68 68 696 Azmi Ramadhania 65 55 63 57 60 607 Cut Najwa Asiah Putri 71 60 68 70 61 668 Daffa Baihaqi 85 78 78 80 79 809 Dimas Abdul Fatah 70 70 74 68 68 7010 Ferdiansyah 78 72 70 73 67 7211 Herliza 73 65 70 67 65 6812 Iman Saripudin 67 63 64 62 64 6413 Kelvin Shane Andras Tjhin 68 67 66 65 69 6714 Leli Selfiana 72 70 75 73 75 7315 Muhammad Dimas Maulana 70 55 65 65 65 6416 Muhammad Dzaki Fadhlurahman 80 78 80 78 74 7817 Nasrulloh Rafiqul Islam 88 72 87 78 75 8018 Rafi Nurcholis Majid 71 60 64 62 63 6419 Rizky Okta Darmawan 70 60 67 63 50 6220 Sayyida Nafisa 74 60 73 63 60 6621 Siti Azzahra 65 60 65 60 60 6222 Sufyan Dzaki 70 50 65 60 55 6023 Sylvy Dwi Juniati 70 70 70 65 65 6824 Tri Rahayu 73 62 70 60 60 6525 Yudha Trihantoro 65 60 65 65 55 6226 Achmad Raffi Nugraha Dzun Nurain 78 60 75 67 65 69
101
APPENDIX 11
Pre-test Score of Control Class
Criteria
No Participant
Pron
ounc
iatio
n
Gra
mm
ar
Voc
abul
ary
Flue
ncy
Cop
rehe
ntio
n
Rat
a-ra
ta
1 Alya Azzahra 60 60 70 60 50 602 ahnan sabil 65 62 60 68 60 633 Ananda Mutiara Sakinah 57 63 60 60 60 604 Annisa Rizky Ramadhania 60 53 65 55 57 585 Apriyadi Indra Kurniawan 65 65 70 65 60 656 Bela Oktarina 70 60 60 60 60 627 Bima Alif Sopandi 50 55 62 58 60 578 Dimas Hidayatullah 70 65 70 60 65 669 Fikri Ben Jamin 70 70 65 65 65 6710 Filda Sholihat Aprilita 65 60 70 60 60 6311 Habrul Ummah 65 55 65 50 50 5712 Hafiz Mahendra 60 65 55 60 60 6013 Ivan Adrian 70 65 75 70 65 6914 Kaisya Adelia Putri 63 57 65 60 60 6115 Malika Nasya Althafia 65 60 55 65 55 6016 Monica Febrianti 70 65 60 60 60 6317 Muhammad Erdin Achlian 65 60 60 60 60 6118 Muhammad Fahmi 60 60 65 60 55 6019 Nisa Sabila 70 72 75 70 68 7120 Oemar Afgan Sasauan 65 60 55 60 60 6021 Putri Aulia Ramdani 63 65 67 65 55 6322 Rian Catur Pamungkas 55 50 50 50 55 5223 Salsabila Valentina 72 73 65 70 70 7024 Syifa Indria Sari 65 63 62 60 60 6225 Wahyu 55 60 55 65 60 5926 Yandi Juliansyah 64 65 66 66 64 65
102
Post-test Score of Control Class
Criteria
No Participant
Pron
ounc
iatio
n
Gra
mm
ar
Voc
abul
ary
Flue
ncy
Cop
rehe
ntio
n
Rat
a-ra
ta
1 Alya Azzahra 70 63 62 60 50 612 ahnan sabil 68 65 67 65 60 653 Ananda Mutiara Sakinah 70 65 60 65 60 644 Annisa Rizky Ramadhania 60 55 65 55 60 595 Apriyadi Indra Kurniawan 78 63 77 70 62 706 Bela Oktarina 70 60 70 60 60 647 Bima Alif Sopandi 65 60 70 60 60 638 Dimas Hidayatullah 69 66 65 55 50 619 Fikri Ben Jamin 70 60 70 65 65 6610 Filda Sholihat Aprilita 75 65 70 67 68 6911 Habrul Ummah 75 66 72 62 60 6712 Hafiz Mahendra 67 50 68 55 60 6013 Ivan Adrian 75 65 70 60 50 6414 Kaisya Adelia Putri 75 65 70 65 65 6815 Malika Nasya Althafia 70 60 70 65 60 6516 Monica Febrianti 70 65 66 64 60 6517 Muhammad Erdin Achlian 70 55 70 60 55 6218 Muhammad Fahmi 65 60 65 60 50 6019 Nisa Sabila 60 63 60 60 62 6120 Oemar Afgan Sasauan 75 70 75 72 73 7321 Putri Aulia Ramdani 63 65 65 62 55 6222 Rian Catur Pamungkas 70 50 70 55 55 6023 Salsabila Valentina 75 73 72 70 70 7224 Syifa Indria Sari 75 65 75 60 65 6825 Wahyu 70 50 70 65 65 6426 Yandi Juliansyah 70 60 70 66 64 66
103
APPENDIX 12
PICTURES
