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THE EFFECT OF STORY COMPLETION TECHNIQUE ON STUDENTS’
SPEAKING SKILL AT THE TENTH GRADE OF MAN 1 KOTA JAMBI
THESIS
AKRAMAH
TE.151535
ENGLISH EDUCATION PROGRAM FACULTY OF EDUCATION AND
TEACHER TRAINING THE STATE ISLAMIC UNIVERSITY OF
SULTHAN THAHA SAIFUDDIN JAMBI
2019
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THE EFFECT OF STORY COMPLETION TECHNIQUE ON STUDENTS’
SPEAKING SKILL AT THE TENTH GRADE OF MAN 1 KOTA JAMBI
THESIS
Submitted as Partial Fulfillment of Requirements to Obtain Undergraduate
(SI) Degree at English Education Program Faculty of Education and Teacher
Training
AKRAMAH
TE.151535
ENGLISH EDUCATION PROGRAM FACULTY OF EDUCATION AND
TEACHER TRAINING THE STATE ISLAMIC UNIVERSITY
SULTHAN THAHA SAIFUDDIN JAMBI
2019
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DEDICATION
Alhamdulillahi Robbil Alamin. The researcher express her highest
gratitude to the almighty Allah swt, who has given her blessing, mercy, health,
and inspiration to complete this thesis. Salam and Shalawat are due to the highly
chosen Prophet Muhammad saw., her families and followers until the end of the
world.
The researcher also considers that in writing this thesis, many people have
also contributed their valuable guidance, assistance, and advices for her
completion of this thesis. They are:
My beloved Parents, my beloved Father Drs.M. Taufik and my beloved
mother Samiah who always give me everlasting love, guidance,
motivation, always praying for me and supporting me to finish this thesis
and to be successful in the future.
My beloved Brothers, Muhammad Ikram is my old brother, the second
brother Nursal and my young brother Dhia Ul Islami who always give me
motivation, always supporting me to finish this thesis.
My first advisor Mahyuzar Rahman, S.Ag, M.Ag and My second Advisor
Netty Zurneli S.Pd, M.Pd who guided me, advised me and supported me to
finish this thesis.
My Close friends Cici Fitriana, Devita Putri, Almi Khotimah, Fitiani, and
Rizka Amanda Special thanks for you all who always guidance, always
besides me when happiness, sadness and all condition.
All of my beloved classmate PBI A, I thank them for the spirit, motivation
and togetherness thanks for your sharing and participant.
All of my lecturer who teach me since i don‟t know anything till i
graduated.
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All of the people around the researcher‟s life whom could not mention one
by one by researcher who has given a big inspiration, motivation, spirit,
do‟a for her.
The researcher realizes that the writing of this thesis is far from
perfect. Remaining errors are the researcher‟s own; therefore, constructive
criticisms and suggestions will be highly appreciated. May all the efforts
are blessed by Allah SWT., Aameen.
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MOTTO
إلا ٱلله وٱلزسخون فى ٱلعلم يقولون ءامنا وما يعلم تأويلهۥ
بهۦ كل من عند ربنا وما يذكز إلا أولوا ٱلألبب
“And no one knows its [true] interpretation except Allah. But, those firm in
knowledge say, "We believe in it. All [of it] is from our Lord." And no one will be
reminded except those of understanding”(Q.S Ali Amran : 7)
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ACKNOWLEDGEMENTS
Alhamdulillah, firstly, the researcher expresses to Allah SWT the
greatest gratefulness for all the blessing and chances given so that I could finally
finish this thesis as one of the requirements to get undergraduate degree (S.1).
secondly, sholawat and salam always be given to my prophet Muhammad SAW.
The researcher realizes that this thesis would have not been completed
without the help, advice and guidance frommany people. Therefore, in this
opportunity the researcher would like to express thanks and gratitude the
following paties and their contribution:
1. Dr. H. Hadri Hasan, MA., as the Rector of the State Islamic University of
Sulthan Thaha Saifuddin Jambi.
2. Dr. Hj. Armida, M. Pd as the Dean of Faculty of Education and Teacher
Training of The State Islamic University of Sulthan Thaha Saifuddin Jambi.
3. Dr. H. Lukman Hakim, M.Pd. as The Vice of Academic Affair Dean Faculty
of Education and Teacher Training, Dr. ZawaqiAfdhal Jamil, M. Pd.Ias The
Vice of General Administration Dean Faculty of Education and Teacher
Training, and Dr. H. Kemas Imron Rosadi, M. Pd.,as The Vice of Students
Affair Dean Faculty of Education and Teacher Training.
4. Amalia Nurhasanah, M. Hum as the Chairwoman of English Education
Program.
5. Mahyuzar Rahman M.Pd my first advisor, thank you for your guidance
6. Netty Zurneli S.Pd, M.Pd my second advisor, thank you for your guidance.
7. All lecturer of the English Department for teaching precious knowledge,
sharing philosophy of live and giving wonderful experience.
8. The headmaster and all of teacher in MAN 1 Kota Jambi, thank you for your
guidance.
It is expected that this thesis will give contribution to the Students of
English Education Program especially in learning process. Then, the
researcher realized that this thesis is still far from being perfect.
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ABSTRAK
Nama : Akramah
Program Studi : Program Pendidikan Bahasa Inggris
Judul : Pengaruh Teknik Penyelesaian Cerita pada Keterampilan
Berbicara Siswa di Kelas X MAN 1 Kota Jambi
Penelitian ini bertujuan untuk mengetahui penggunaan teknik
penyelesaian cerita dalam meningkatkan keterampilan berbicara siswa pada siswa
kelas dua MAN 1 Kota Jambi. Variabel bebas penelitian ini adalah Teknik
Penyelesaian Cerita dan variabel terikatnya adalah keterampilan berbicara siswa.
Penelitian ini menggunakan penelitian kuantitatif, dengan desain quasi
experimental.
Populasi penelitian ini adalah siswa kelas I MAN 1 Kota Jambi yang
terdiri dari 117 siswa. Sampel penelitian terdiri dari 42 siswa diambil dengan
menggunakan teknik purposive sampling, 21 siswa dari X IPA2 sebagai kelas
eksperimen dan 21 siswa dari X IPA 1 sebagai kelas kontrol.
Peneliti telah mengumpulkan data dengan tes. Tes digunakan dalam
pretest dan post-test. Untuk menganalisis data, peneliti menggunakan analisis
statistic. Itu berfungsi untuk menghitung skor, hasil tes. Data menunjukkan
bahwa, ada perbedaan yang signifikan antara pre-test dan post-test siswa di kelas
eksperimen dan pretest dan post-test di kelas kontrol. Nilai rata-rata pre-tes siswa
dari kelompok eksperimen adalah (3,03) dengan standar deviasi (0,55) dan skor
rata-rata pada post-tes adalah (3,61) dengan standar deviasi adalah (0,57) di kelas
eksperimen lebih tinggi dari skor rata-rata pre-test (2,93) dengan standar deviasi
adalah (0,54) dan skor rata-rata post-test adalah (3,16) dengan standar deviasi
adalah (0,30). Dari uji-t, peneliti menemukan bahwa, nilai uji (4,64) lebih tinggi
dari t-tabel (2,093) pada tingkat signifikan 0,05 dengan derajat kebebasan (df) =
19.
Berdasarkan hasil uji-t juga menunjukkan bahwa, adanya significant
dalam penggunaan penyelesaian cerita sebagai teknik dalam pengajaran
kemampuan berbicara pada siswa karena uji-t, 4.64 , lebih tinggi dari t-tabel,
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2,093 (4,64>2,093) . Berdasarkan temuan dan diskusi penelitian, dapat
disimpulkan bahwa, penggunaan penyelesaian cerita efektif untuk meningkatkan
kemampuan berbicara siswa pada siswa tahun kedua di MAN 1 Kota Jambi.
Kata Kunci : Teknik Penyelesaian Cerita, Keterampilan Berbicara
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ABSTRACT
Name : Akramah
Study Program : English Education Program
Title :The Effect of Story Completion Technique on Students Speaking
Skill at the Tenth Grade of MAN 1 Kota Jambi
This research aimed to determine the use of story completion technique in
improving students‟ speaking skill at the second grade students of MAN 1 Kota
Jambi. The independent variable of this research was Story Completion Technique
and the dependent variable was students‟ speaking skill. This research use
quantitative research, with the quasi experimental design.
The population of this research was the tenth grade students of MAN 1 Kota
Jambi which consist of 117 students. The sample of the research consisted of 42
students which were taken by using purposive sampling technique, 21 students
from X IPA 2 as experimental class and 21 students from X IPA 1 as control
class.
The researcher was collect the data by test, the test by used in pre-test and
post-test. To analyze the data, the researcher used statistical analysis. It works to
count scoring, the result of the test. The data indicated that, there was a
significant difference between the students‟ pre-test and post-test in the
experimental class and pretest and post-test in the control class. The mean score of
the students‟ pre-test of experimental group was (3,03) with standard deviation
was (0,55) and the mean score on the post-test was (3,61) with standard deviation
was (0,57) in the experimental class was higher than mean score of pre-test (2,93)
with standard deviation was (0,54) and the mean score of the post-test was (3,16)
with standard deviation was (0,30). From the t-test, the researcher found that, the
value of the t-test (4.64) was higher than the t-table (2.093) at the level of
significant 0.05 with degree of freedom (df) = 19.
Based on the result of the t-test also shown that, there was a significant of the
use Story Completion as technique in teaching speaking skill on students because
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the t-test, 4.64 was higher than t-table, 2.093 (4.64> 2.093). Based on the finding
and discussion of the research, it can be concluded that, the use of story
completion is effective to improve the students‟ speaking skill in the second year
students at MAN 1 Kota Jambi.
Keywords : Story Completion Technique, Speaking Skill
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TABLE OF CONTENTS
TITLE COVER ........................................................................................... i
PAGE TITLE .............................................................................................. ii
OFFICIAL NOTE ....................................................................................... iii
ORIGINAL THESIS STATEMENT ........................................................ iv
DEDICATION ............................................................................................. v
MOTTO ....................................................................................................... vii
ACKNOWLEDGEMENT .......................................................................... viii
ABSTRAK ................................................................................................... x
ABSTRACT ................................................................................................. xii
TABLE OF CONTENTS ............................................................................ xiv
LIST OF TABLE......................................................................................... xvii
LIST OF APPENDICES............................................................................. xviii
CHAPTER I INTRODUCTION
A. Background of the Study .............................................................................. 1
B. Identification of the Problem ....................................................................... 3
C. Limitation of the Study 3
D. Formulation of the Study ............................................................................ 4
E. Objectives of the Research ................................................................... ...... 4
F. The Significance of the Research ......................................................... ...... 4
CHAPTER II REVIEW OF RELATED LITERATURE
A. The Concept of Speaking ............................................................................ 6
1. Definition of Speaking .......................................................................... 6
2. The purpose of Speaking ....................................................................... 8
3. Kinds of Speaking ................................................................................. 8
4. The Element of Speaking ...................................................................... 9
5. Principle of Teaching Speaking .......................................................... 11
6. The Characteristic Successful of Speaking ......................................... 12
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B. The concept of Story Completion Technique ........................................... 12
1. Definition of Story Completion .......................................................... 12
2. Benefits of Story Completion.............................................................. 13
3. Procedures of Story Completion Technique ....................................... 14
4. Steps of Story Completion Technique ................................................ 15
C. Descriptive text ......................................................................................... 15
1. Definition Descriptive text .................................................................. 15
2. Generic of structure descriptive text ................................................... 16
D. Some Previous Related Research Findings ............................................... 18
E. Hypothesis ................................................................................................. 19
CHAPTER III RESEARCH METHODOLOGY
A. Setting of the Research.............................................................................. 20
B. Research Variables .................................................................................... 20
C. Research Design ........................................................................................ 20
D. Population and Sample of the Study ......................................................... 21
E. Research Instrument .................................................................................. 22
F. The Validity and Reliability test ............................................................... 22
G. The Data Collecting Technique ................................................................ 24
H. Technique of Data Analysis ...................................................................... 25
CHAPTER IV FINDING AND DISCUSSION
A. Findings ..................................................................................................... 31
B. Discussion ................................................................................................ 38
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion ................................................................................................ 40
B. Suggestions ................................................................................................ 40
REFERENCES .................................................................................................... 42
APPENDICES
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RATER CERTIFICATE
COLSULTATION CARDLIST OF TABLE
CURRICULUM VITAE
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LIST OF TABLE
Table 1.1 The Research Design .......................................................................... 21
Table 1.2 The number of population of research ................................................ 21
Table 2.1 Specification of Speaking test ............................................................. 26
Table 2.2 Rating scale of students‟ score ............................................................ 27
Table 3.1 Number of Students in Experimental and control class ...................... 31
Table 4.1 The distribution of frequency and percentage score of Experiment class
in pre-test ............................................................................................................. 32
Table 4.2 The distribution of frequency and percentage score of Experiment class
in post-test ........................................................................................................... 32
Table 5.1 The distribution of frequency and percentage score of Control class in
pre-test ................................................................................................................. 33
Table 5.2 The distribution frequency and percentage score of Control class in
post-test ...............................................................................................................34
Table 6.1 Normality Pre-test Experimental and Control Class ...........................34
Table 6.2 Normality Post-test Experimental and Control Class .........................35
Table 7.1 The mean score and standard deviation Experimental and Control class
in pre-test and Post-test ......................................................................................36
Table 7.2 Distribution the value t-test and t-table ...............................................37
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LIST OF APPENDICES
Appendix 1 : Students‟ Score from rater 1 and 2 ........................................... 45
Appendix 2 : Frequency distribution table and normality test ....................... 49
Appendix 3 : Homogenity test ....................................................................... 57
Appendix 4 : The calculating mean score and standard deviation ................ 54
Appendix 5 : Hypothesis T-test...................................................................... 62
Appendix 6 : Lsson Plan in Experimental Class ............................................ 64
Appendix 7 : Lesson Plan in Control Class ................................................... 79
Appendix 8 : Syllabus Curriculum 2013 ........................................................ 92
Appendix 9 : Speaking Test ........................................................................ 112
Appendix 10 : Research Instrument ............................................................... 116
Appendix 11 : Documentation ....................................................................... 117
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CHAPTER I
INTRODUCTION
A. Background of the Research
Speaking is one of the important skill in language because speaking is an
activity used by the people to communicate with other. According to Irawati
(2015, p.45) there are life skills that can be improved through education or
teaching and learning process. One of them is speaking skill, this communication
skill makes human succeed to compete in their social life. Speaking is seen as
the central skill. The desire to communicate with others, often face to face and
real time, drives us to attempt to speak fluently and correctly. In the learning
process speaking is one of the skill that student have to do. Therefore
communication or speaking is the goal of English language teaching is to
develop student ability in using English.
According to Fauziati (2010, p.15) speaking is the single most important
aspect of learning a second or foreign language and success is measure in term of
ability to carry out a conversation in the language” It has been observed that
Learners do not get any chance either in the class room or outside to speak
English.. There is also lack of exposure to authentic English language
environments that allow them to use English for communication and expression.
Learning to speak also demands a lot of practice and attention. They often
stammer when speaking English. Furthermore, learners are not exposed to the
cultures of the native English speakers. As a result second language learners at
higher secondary level are poor in speaking skill
There are two factors that increase students‟ speaking skill, those are internal
and external factors. Internal factors comes from the students‟, such as
motivation, confident as well as background knowledge. In external factors
comes from the teacher, such as method and environment. Up to now, most of
the students still have difficulties in learning speaking. They always think
speaking English is hard work and not enjoyable. So that, when the teachers ask
them for practicing speaking in the class, they did not brave enough to speak up,
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the class, they did not brave enough to speak up especially in front of the class.
Sometimes, they also feel anxious and less confident about their speaking,
pronunciation, or grammar.
Among those skills, speaking is an important skill that should be mastered by
the students in learning a language. Speaking is different from other language
skills, because it requires more power when it is performed publicly. Through
speaking, people can express and deliver feelings and ideas directly. They make
speaking more natural than other forms of communication. However, to speak
fluently is not easy because someone who wants to speak should be able to make
people understand to what he/she talks about.
The research focuses on speaking because it is very crucial for the students.
They must practice hard to be able to speak communicatively. The teacher
should create a good atmosphere in class to motivate the students.
Based on the researchers‟ preliminary observation to the English teacher of
MAN 1 Kota Jambi, she found that there were some difficulties in teaching
speaking. First, the students were still facing the difficulties to speak fluently
and they were afraid of speaking English in front of class. They also worried to
make mistakes in grammar, and they suddenly stopped speaking due to lack of
vocabulary. Second, the teachers used limited number of techniques to teach
students speaking especially in teaching narrative text.
To cope with the problem, the researcher recommends a technique to teach
speaking that is story completion. Story completion technique is an interesting
technique that is introduced firstly by Hayriye Kayi (2006). In this technique, the
students in a group are asked to continue the story which is told by the previous
speaker based on their own creativity and imagination. The teacher begins the
story that must be continued. This tehnique also can make the students do not
feel bored, but they can enjoy the process of teaching and learning.
Story Completion is free-speaking activity for which students sit in a circle
for this activity, a teacher starts to tell story, but after a few sentences he or she
stops narrating. Then, each student starts to narrate from the point where the
previous one stopped. Each student is supposed to add from four to ten
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sentences. Students can add new characters, events, description and so on.
student in the groups has a different idea about the story. They become creative
to produce their own story. The technique can make them able to speak one by
one.
Each technique has advantages and disadvantages. The advantages of using
story completion technique in teaching speaking is the students can make their
own story. From all advantages, there are also disadvantages found in story
completion technique. One of the disadvantages is that students need many
vocabularies to tell story. Another disadvantage is for the teacher. Teacher
should prepare stories which agree with the students‟ age, ability, and
knowledge.
Based on the explanation above, the researcher would like to make a research
that is entitled “The Effect of Story Completion Technique on Students’
Speaking Skill at the Tenth Grade of MAN 1 Kota Jambi”
B. Identification of the Problem
Based on the background of the problem above, the researcher identifies
the problem as follows:
1. The students‟ speaking skill in English is still low.
2. The students are shy and afraid of making mistakes in speaking.
3. Students had low motivation to improve their speaking skill because of
the lack of stimulation.
4. The students were bored to study English because the teacher did not
use an interesting technique and monotonous.
C. Limitation of the Study
In this research, the researcher focuses on the study on story completion
technique in speaking skill at the Tenth Grade of MAN 1 Kota Jambi by
using story completion technique.
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D. Formulation of the Problem
Based on the explanation above, this research is aimed to answer the
following problems:
1. Is there significant effect of the use of story completion technique on
students‟ speaking skill for the Tenth Grade of MAN 1 Kota Jambi?
2. Is there any significant difference the student‟s speaking performance
between experimental group and control group?
E. The Purpose of the Research
Generally, the purpose of this research is to increase the students‟
achievement in speaking skill. The purposes of this research are to get
information about:
1. Identifiying the improvement of students‟ speaking skill for the Tenth
Grade of Islamic Senior High School Jambi.
2. To find whether there is the result of story completion technique on
students‟ speaking skill and those who are not.
F. The Significance of the Research
This research is hoped that will be useful for the teachers, students, and
researchers. It is conducted in order to give theoretical and practical benefits.
1. Theoretically
a. The research‟s finding can be used to enrich the technique in teaching
speaking by using story completion technique.
b. To give information and knowledge in teaching speaking skill by
using story completion technique.
2. Practically
a. For the students
1) The students are motivated to learn English.
2) The students will be able to share their ideas and thought through
story completion technique.
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b. For the teacher
1) The result can become an input to determine the steps and
technique in teaching speaking by using story completion
technique.
2) To give an important technique by using story completion to add
the quality of teaching speaking in the classroom.
c. For the writer
1) The writer can study and get more information to identify the
problem in students‟ speaking ability.
2) The writer will get new experience and knowledge for the future
in his life because of his research.
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CHAPTER II
REVIEW OF RELATED LITERATURE
A. The concept of Speaking
1. Definition of Speaking
Speaking is known as oral skill that plays necessary role in human interaction
and communication. Learning to speaking is considered more difficult by students
than learning to understand the spoken language. Speaking ability is important
process of language leaning. When the people communicate their ideas, minds and
feeling to the other to deal so far with the concept of oral skills.
Speaking is one of the four language skills (reading, writing, listening and
speaking). It is the means through which learners can communicate with others to
achieve certain goals or to express their opinions, intentions, hopes and
viewpoints. In addition, people who know a language are referred to as „speakers‟
of that language. Furthermore, in almost any setting, speaking is the most
frequently used language skill. According to Henry Guntur Tarigan (2008, p.3),
speaking is a language skill that develops in a child‟s life which is only preceded
by listening skills, and at that time is the ability to speak be learned. Speaking has
usually been compared to writing, both being considered "productive skills", as
opposed to the "receptive skills" of reading and listening. Speaking also is closely
related to listening as two interrelated ways of accomplishing communication.
(Haryadi and Zamzani, 2000: 72) stated that generally speaking can be interpreted
as conveying one‟s intentions (ideas, thoughts, contents) to others by using spoken
language so that those intentions can be understood by others. Speaking can also
serve one of two main functions: transactional (transfer of information) and
interactional (maintenance of social relationships).
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There are some definitions given by linguists and in the following :
1) Widdowson (1978:58) “speaking is active or productive and makes use of the
aural medium. If people think of speaking in term of use, however, the situation
was rather different. To begin with an act of communication through speaking
was commonly performed in face to face interaction and occurs as part of
dialogue or other form of verbal exchange”.
2) Byrne in Muhtar (1988:8) says that, oral communication is a process between
speakers and listeners, involving the productive skill of speaking and the
receptive skill of understanding. Both the speakers and the listeners have
positive function to perform. The speakers has encode the message to be
conveyed and appropriate language while the listeners (no less actively has to
decode or interpret) the massage.
3) Brown (2001:267) speaking is an interactive process of constructing that
involves producing and receiving information, its forms and meaning are
dependent on the context in which it occurs, including the participants
themselves, their collective experiences, the physical environment , and the
purposes for speaking, it is often spontaneous, open-ended an involving.
4) Bahar (2013:3) speaking is the act of saying something orally in which the act is
built by a language system containing grammar, vocabulary, pronunciations as
well as cultural awareness in a spoken discourse.
5) Fulcher (2003:23) Speaking is the verbal of language to communicate with
others. Its function is to convey message which lies in structure and meaning of
all languages, whether it is written or spoken.
6) Another definition is from Harmer (1991) who states that, when two people
talked to each other, it means that, speaker makes a define decision to address
someone. Speaking forced on him in some way probably but still can that they
want or intend to speak or he will keep silent. He has some communicative
purposes namely speaker say things because they want something to happen of
what they say. He select from his language store. The teacher has an alternative
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capacity to create new sentence if he is a native speaker. Therefore, in formal
environment between teachers and students have to always interact to make
communication. Because in the fact, most of our daily communication remain
interactional. It can interest in language was essential.
Therefore, language instruction should provide learners with opportunities
for meaningful communicative behavior about relevant topic by using
interaction as the key to teach language for communication because
communication derives essentially from interaction.
2. The Purpose of Speaking
According to Tarigan (2008:16), the main purpose of speaking is to
communicate, Tarigan (2008:8) asserts that humans as social groups are the
first and most important action is social action, an act of exchanging
experiences right. Expressing each other and exchanging experiences,
expressing one another and accepting thoughts, expressing feelings to each
other or expressing each other, and degree on a position or belief.
Communication brings individuals into groups by classifying general concepts.
3. Kinds of Speaking
Speaking is commonly divided into two kinds. Manser in Juniati (2014) points
out kinds of speaking. They are speaking performance and speaking competency.
a. Speaking performance
Performance is the person‟s process or manner of play. Therefore, people
may concluded that, speaking performance is the doing of speaking. It
involves the way where someone communicates the formations,ideas and
opinions to other one.
Brown (2001:271) proposes six types of classroom speaking
performance: imitative, intensive, responsive, transactional dialogue,
interpersonal dialogue, and extensive or monologue. In imitative, instead of
carrying out meaningful conversations, students are drilled to focus on some
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particular elements of language forms in a controlled activity. For example,
they practice intonation patterns, pronounce words correctly, or try to point
out a certain vowel sound accurately. Intensive speaking is more complex
than imitative. It includes any speaking performances that are designated to
practice some phonological or grammatical aspect of language. Responsive
speaking deals with short replies to teacher‟s or students‟ questions and
comments. These replies are usually sufficient and do not extend into
dialogues. The extended responsive speaking is dialogues which are classified
into transactional and interpersonal dialogues. In transactional dialogue,
students convey or exchange specific information. Unlike transactional
dialogues, interpersonal dialogues are carried out to maintain social
relationship among the participants. Meanwhile, monologues usually are in
the form of oral reports, summaries, or short speeches. The registers used in
monologues are more formal and deliberative.
b. Speaking competency
Competency is having the ability, skill, and knowledge to do something.
Then through this basic definition, people may concluded that, speaking
competency is in which someone has capable, adroit and knowledge to speak
skillfully.
4. The Element of Speaking
In speaking, speakers are not only expected that they can speak and
communicate with others but also they must understand the elements involved
in English speaking particularly. There are some elements of speaking:
a. Pronunciation
Many students study English speaking decided that, English is difficult to
learn. Especially pronunciation, most of the student are lazy to learn it. So,
commonly when the students speak, the teacher is difficult to understand
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what they are saying. It means that student have low understanding about
pronunciation.
Pronunciation is ant or result of producing the sound speech including
articulation, vowel formation accent and style. The concept of
“pronunciation or the sound of the language” may be said to include :
1). Pitch
Pitch is a way to show the speakers mood. Most of the people
have a pitch range that normally sign of tension or emotion, for
example, the pitch of the speakers voices may change dramatically.
We often speak at a higher pitch that usual we are frightened or exited.
But, sometimes when we are tired, bored, or down our pitch may be
lower than normal.
2). Intonation
Intonation is really important in communicating in order to know
what the speakers means. Intonation tells the listeners what someone
means and how they fell about it. Indeed, to recognize the difference
between making a statement and asking a question.
3). Sound and spelling
Sound and spelling is two cases which are really needed in
speaking skill. Both of them use to help a listener accept the message
from the speaker easily.
4). Stress
Stress is the term use to describe the point in a word or phrase.
Stress is vitally important in conveying meaning of words, phrase and
sentences.
b. Vocabulary
Edge (1993:27) said that vocabulary is one of important element in
speaking. Without vocabulary, learners cannot say something. The learners
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can make a sentence or communicate effectively what they want to say.
Knowing a lot of words in a foreign English is very important.
c. Grammar
Harmer (2001:12) said that grammar of a language is the description
of the ways in which words can change their forms and combine into
sentence in that language.
d. Comprehensibility
According to Brown (2007,p.226), In learning English, comprehension
is an ability to perceive and process stretches of discourse, to formulate
representations the meaning sentences
e. Fluency
According to Nunan (2003,p.55), Fluency is used to measure capable
or incapable someone in using the language. Fluency is the extent to which
speakers use the language quickly and confidently, with few hesitations, or
natural pauses , false start, word search, etc.
5. Principle of Teaching Speaking
This is the important key to speak English for students. They can express
their ideas freely. In this way, the students will not easy bored and interested
in class. Bailey (2005:7) explained five principles for teaching speaking skill:
a. Recognizing the difference between learning a second language and
language learning of the international context.
b. Focusing on both fluency and accuracy.
c. Support students to have opportunity of using group work or pair work.
d. Task speaking planning by negotiation for meaning
e. Guidance and practice have designed to classroom activities that involved
in both transactional and interaction are speaking.
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Principle of teaching speaking have to notice by teacher in order to make
students comfortable and motivate in learning. Teacher also have to give
students‟ opportunity to imitate and practice more talk.
The important point of speaking was something as message that one
received information from someone and message sent be verbal and non-
verbal language. However, generally people used verbal language to
communicate whether face or not.
6. The Characteristic Successful of Speaking.
Based on Ur (1996:121) said that the speaking activity is the important part
of language course, and there four characteristics for a successful speaking
activity :
a. Learner talks a lot. As much as possible, the period of the time allotted to
the activity is in fact accepted by leaner talk. This way seems obvious
about often must time is taken up by teachers‟ talk.
b. Participant is even. Classroom discussion is not dominated by minority of
talkative participants, they all get a chance to speak, and contribution is
fairly and evenly distributed.
c. Motivation is high. Learners are able to speak, because they are interested
in the topic and have something new to say about it, or because they want
to contribute to achieve task objective.
d. Language is of an acceptable level. Learners expresses themselves in
utterances that are relevant easily comprehensible to each other, and of an
acceptable level of language accuracy.
B. The concept of Story Completion Technique
1. Definition of Story completion
Story completion is one of the techniques that use to improve students
speaking skill. According to Kayi (2006) said Story completion is a very
56
enjoyable, whole-class, free-speaking activities for which students sit in a
circle. For this activity, a teacher starts to tell a story, but after a few sentences
he or she stops narrating. Then, each student starts to narrate from the point
where the previous one stopped. Each student is supposed to add from four to
ten sentences. Students can add new characters, events, descriptions and so
on.
According Ghiabi (2014) this technique helps students‟ speaking skills
improving. In this type of teaching students creativity also improve; in
contrast to story retelling, in this technique students must use vocabulary of
their own. This is an open task and it is students who manage the story and try
to complete it. There are a number of ways in which story completion can
enhance intercultural understanding and communication. Stories can:
a) Allow students to explore their own cultural roots.
b) Allow students to experience diverse cultures.
c) Enable students to empathize with unfamiliar people/ places/
situations.
d) Offer insights into different traditions and values.
e) Help students understand how wisdom is common to all peoples/all
cultures.
f) Offer insights into universal life experiences.
g) Help students consider new ideas.
h) Reveal differences and commonalties of cultures around the world.
2. Benefits of Story Completion.
According to Ghiabi there are benefits of story completion, such as:
a) Stories promote a feeling of well-being and relaxation.
b) Increase children's willingness to communicate thoughts and feelings.
c) Encourage active participation.
d) Increase verbal proficiency.
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e) Encourage use of imagination and creativity.
f) Encourage cooperation between students.
g) And enhance listening skills.
There are some advantages of using story completion technique in
teaching speaking. According to O‟Malley and Pierce in Ghiabi (2014) said
story completion gives students an opportunity to speak at length, if they can,
without teacher interruption in an informal setting. Teacher can ask students
to tell a story as if they were telling it to someone who is not familiar with it.
According to O‟Malley and Pierce in Ghiabi (2014) said that, story/text
completion has many advantages. There is:
a) Students produces oral report
b) Can be scored on content or language components
c) Scored with rubric or rating scale
d) Can determine reading comprehension, and speaking development
Meanwhile, the disadvantages which may occur during using this
method such as;
a) The complexity of collected data may lead to an important degree of
subjectivity in data interpretation.
b) The findings of the study cannot be generalized to all population,.
c) Technique tends to be expensive and time consuming.
3. Procedures of Story Completion Technique
In the context of the study, the procedures of conducting story completion
are arranged as follows:
a. The students in a group are asked to complete the story which is
previously told by the speaker based on the part given by the teacher.
Before that, the teacher should begin the story that must be completed by
58
the students. It is going to be an interesting technique because every
student is motivated to speak, ignoring the error that they will make later
on.
b. Story completion is a very enjoyable, whole-class, free-speaking activity
for which students sit in a circle. For this activity, a teacher
starts to tell a story, but after a few sentences he or she stops narrating.
Then, each student starts to narrate from the point where the previous one
stopped.
c. Each student is supposed to add from four to ten sentences.
d. Students can add new characters, events, descriptions and so on.
4. Steps of Story Completion Technique
The are some steps in Story Completion activity:
a. Introduction: Teacher explains about Story Completion and tells to students
how to do it well.
b. Assessment: Teacher explains to students what aspects that teacher will
assess to students‟ performance. Teacher focus to assess the fluency and
understanding the task.
c. Preparation: Teacher and students sit in a circle.
d. Performance: Teacher starts to tell or narrate an interesting story. After
teacher telling about few sentences then one by one student continue the
story. Students start from the point one that the previous one stopped. Every
student free to tell their idea about the story, so that everybody will be very
enjoying speaking. Students free to think about the part of the story, such as
what conflict of the story, climax until resolution and the last students free to
think about the resolution of the story, so the story will complete as a good
story.
C. Descriptive text
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1. Definition of Descriptive Text
Descriptive text is a kind of text with purpose to give the information.
The context of this kind of text is the description of particular thing, place, and
person.
A descriptive paragraph colorfully describes a person, place, or thing.
It allows you to imagine the way the person felt, heard, or saw the object or
location at a particular time regardless if the writer explains a real or imagined
circumstance. Additionally, a descriptive paragraph gives reader‟s vivid image
of a person, place or thing.
2. Generic Structure of Descriptive Text
Descriptive text has two main parts; they are identification and
description that‟s called generic structure.Dominant generic structure of
descriptive text
a. Identifications
In this part introduces to the subject of the description.
b. Description
In this part give details of the characteristic features of the subject. It may
describe parts of qualities, characteristics, size, appearance, ability, habit,
and daily live, etc.
c. Languge Features of Descriptive Text
1) Focus on specipic participants
(My English teacher, Vina‟s car, My Favorite place)
2) Use a simple Present Tense
3) Vebs of being and having “Relational Processes”
(My Dad is really cool, he has black hair)
4) Use descriptive adjectives
(Strong legs, white fangs)
5) Use of thinking verb and filling verb
6) Use of Simple Past Tense if Extent
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7) Use of detailed Noun Phrase to give information about the subject ( A
very beautiful scenery, a sweeet young lady, very thick fur)
8) Use the action verb „Material Process‟
(It eats grass, it runs fast)
9) Use of adverbial to give additional information about behaviour (Fast,
at tree house)
10) Use of Figurative Language
(Lia is a white as chalk)
d. The Example of Descriptive Text
3. Language features of descriptive text are:
1). Descriptive often uses adjectives, numbering, and, classifying. For
example; is really cool, it has very thick fur, etc.
2). Tense which is often used is simple present tense. However, sometimes it
uses past tense if the thing to be described doesn‟t exist anymore for
example; go, fly, cook, etc.
3). Descriptive text uses thinking verbs (believe, think, etc.) and feeling verbs
(feel).
4). Descriptive text also uses adverbs to give information about character or
adjective that explained. Example; it is extremely high, it runs definitely
past, etc.
4. The purpose of descriptive text
Fink et al said that the purpose of description is to imagine the reader by
using a picture of a person, subject, or setting. It is allowed by using picture,
so that the reader can visualize it. According to Febriani the purpose of the
descriptive text is to get the reader imagine within the story to get pleasure
and Lila Fink, et al, Choices a Text for Writing and Reading, (new York:
Little, Brown and Company Limited, 1983), 41 3information.Generally, the
purpose of descriptive text is to describe something, someone, a place, animal,
or plants specifically.
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D. Some Previous Related Studies
This chapter presents the literature review which deals with the previous
related research findings and pertinent ideas. Many researchers have reported their
research about speaking and story completion. Some of the findings of related
research are presented in the following section:
The first studies conducted by Arisca (2015) Improving Students’ Vocabulary
Mastery Story Completion Technique in Speaking Activity at SMPN 2 Kotagajah.
the researcher concludes that, there was a significant improvement of the students‟
vocabulary mastery from the pretest and posttest after they were taught by using
Story Completion. In this research, the highest improvements of the students‟
vocabulary mastery were in verb achievement.
The Second research was conducted by Sukma (2015) The Effect of Using
Story Completion Toward Eight Grade Student’s Speaking Ability of SMP N 1
Mumbulsari Jember in the 2014/2015 Academic Year. The researcher found that,
there was a significant effect of using story completion toward eight grade
students‟ speaking ability of SMP 1 Mumbulsari in the 2014/2015 academic year,
where the students had a great enthusiasm to learn and can make the students
easily to describing a story well on speaking skill.
Next, the research was conducted by Feri Huda (2017) entitled“ The
Effectiveness of Story Completion Technique with Speaking Notepad Software to
Teach Narrative Speaking for English Department Students”. After doing all the
necessary calculation. It is finally found out that story completion technique with
speaking notepad software produces significantly better result than story telling
technique because the mean score for story completion technique with speaking
notepad software is 74.53, which is greater than 68.22 for story telling technique.
Steps of Story Completion with Speaking Notepad Technique, the students can be
motivated to speak, ignoring the error that they will make later on and enjoy the
speaking class. Because speaking notepad is a text-to-speech program with many
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interesting features, that can be of great help for the students find out the new
vocabularies, grammar, pronunciation and fluency understanding. Those are
believed can influence significantly students understanding about the speaking
comprehension.
The last study was conducted by Waode Hamsia (2018) entitled “Developing
Students’ Speaking Ability Through Story Completion”. The purpose of this
research to describe developing students‟ speaking ability through story
completion. Story Completion is very enjoyable in free-speaking activity where
students sit in a circle. Descriptive qualitative was applied as the method of the
research while the observation was conducted to obtain the data to answer the first
research about how are the implementation of story completion. The result showed
that the technique of story completion was successfully implemented to improve
the students‟ speaking skill. The technique can make students to encourage
themselves to speak up. They have to be brave and have enough self-confident
when they want to talk something.
By considering the previous related findings above, the researcher was
interested in The Effect of Story Completion Technique on Students’ Speaking Skill at
the Tenth Grade of MAN 1 Kota Jambi.
E. Hypothesis
The hypothesis of the research is formulated as follows:
1. Ha : There is a significant Effect of Story Completion technique on students in
speaking skill at the Eleventh Grade in Islamic Senior High School Jambi.
2. Ha : Story Completion technique can enhance the students‟ in speaking skill
at the Eleventh Grade of MAN 1 Kota Jambi.
3. Ho : There is no significant Effect of Story Completion technique on students‟
in speaking skill at the Eleventh Grade in Islamic Senior High School Jambi.
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4. Ho : Story Completion technique cannot enhance the students‟ in speaking
skill at the Eleventh Grade of MAN 1 Kota Jambi.
CHAPTER III
RESEARCH METHODOLOGY
A. Setting of the Research
This research will be conducted in MAN 1 Kota Jambi. Which is located
at Jl. KH. Hasan Anang, Muara Jambi. This research is about The Effect of
Story Completion Technique on Students‟ Speaking Skill at the Tenth Grade
of Islamic Senior High School Jambi. This research was taken X IPA 1 and X
IPA 2.
B. Research Variables
There was two variables of this experiment research. They were
Independent variable and dependent variable:
First, the independent variable was Story completion technique, which is
the by use this technique; it will be help the students to improve their ability
in English especially in speaking.
64
Second, the dependent variable was the students‟ speaking skill.
Dependent variable was affected by independent variable. This research
shows that, Story Completion technique affects the students‟ skill in speaking
or not.
C. Research Design
The research was conducted with Quasi Experimental Design; exactly
Nonequivalent Control Group Design that involving two groups of classes.
One group was treated as the experimental class and other group was treated
as the control class. In experimental class, the Story completion Technique
was conducted as well as post-test and pre-test and the control class was only
get the post-test and pre-test. The research design of this research is designed
by Ary, Jacob, Sorenson, and Razavieh (2010:316) that can be seen below:
Table 1.1 The Research Design
Group Pre-test Independent Variable Post-test
E Y1 X Y2
C YI - Y2
Where : E = experimental group
C = control group
Y1 = pre-test
X = treatment
- = no treatment
Y2 = post-test
D. Population and Sample
1. Population
65
Population was the total member of research respondents, while
sample was a part or representation of population that was researched.
The population of this research was taken from the Tenth Grade Students
of MAN 1 Kota Jambi are X IPA 1, X IPA 2, X PIS 1, X PIS 2, X PIS 3.
The total numbers of population were 117 students, consists of 5 classes.
Table 1.2 The total numbers of population of the research
No Class Number of Students‟
1 X IPA 1 21
2 X IPA 2 21
3 X PIS 1 24
4 X PIS 2 25
5 X PIS 3 26
Total 117
2. Sample
The sample of this research is the Tenth grade students of MAN 1
Kota Jambi. In this research the researcher used purposive sampling
technique as the sampling technique recommended by the English
teacher. There are two variables namely independent variable, and
dependent variable. The dependent variable is speaking skill of students,
while the independent variable is the use of story completion technique.
The use of story completion technique is accepted as the independent
variable because it can develop speaking skill. The researcher was taken
X IPA 1 consist of 21 students as experiment class and X IPA 2 consist of
21 students as the control class.
66
E. Research Instruments
To obtain the data, the researcher was begin the tests that consists of pre-
test and post-test. The purpose of pre test is to know how far the speaking skill
of the students before using Story Completion technique and the Purpose of
post test was to know the improvement of students‟ skill in speaking after
using Story Completion technique.
F. The Validity and Reliability Test
1. Validity of the Test
According to Arikunto, validity is a measurement which shows the
level of validity or the realism of the instrument, a valid instrument has a
high validity. On the other hand, validity is the most important idea to
consider when preparing or selecting an instrument. A test is valid if the test
measured the object to be measured and suitable for the criteria.
2. Reliability of the Test
Creswell (2012, p.159) defines reliability as the scores of the instrument is
stable or consistent. In this research, the researcher uses inter-rater
reliability. There were two raters involved in this study. One of the raters is
an English teacher, while the otherone is an English lecturer. The result of
language skill assessment has high reliability if the result precisely
represents, if the language skill assessment result is too far away different
from the true level of skill being assessed then the assessment result has low
reliability.
3. Homogenity test
In quantitative research, homogeneity test is used to know whether two
groups (experimental and control class) that are taken from population have
homogeneity or not. Homogenity test is done as a requirement in analysis of
67
independent sample t-test. In this research, the researcher used the folowing
formula to test the homogeneity of the population variants:
Ha is accepted if Sig. < α = 0,05
H0 is accepted if Sig. > α = 0,05
Ha = The data are normally distributed
H0 = The data are not normally distributed
4. Normality Test
According to Susetyo (2010:137), Normality test was to determine
whether the data from population normally or not. This test was purpose for
ensuring the distribution of data which were accomplished from the
population had normal distribution or not. Normality test used is the Liliefors
test. The criteria of the testing follow:
1) If the value (p) > significant (α=0,05) it means Ha was accepted and H0
was rejected (normal distribution).
2) If the value (p) < significant (α=0,05) it means Ha was rejected and H0
was accepted (not normal distribution).
5. T-Test
T-test is used to look any significant effect and different between
experimental class and control class. Standart significant of the successful test
is 0.05 between pretest and post-test or experimental class and control class
(AnasSudijono, 2009:346). This reserach used test, with paired sample t-test
and independent sample t-test. Paired sample t-test is used to see whether or
not there is significant effect to students‟ speaking skill before and after the
treatment. The independent sample t-test is used to compare the means of one
variable for two groups of cases.
In analyzing the data If t-test value is higher than t-table at the level of
significance α 0.05, it means that, (H1) was accepted and (H0) was rejected. In
contrary, if the t-table was higher than t-test, it means that (H1) was rejected
68
and (H0) was accepted. While the result of independent sample test showed
that if t-test was higher than t-table. It means that H1 was accepted and H0 was
rejected.
G. The Data Collecting Technique
The researcher was collect the data by test (pre-test and post-test)
1. Pre-test
To collect the data, the researcher was administer a pre-test to both
classes. It was tested to the students. The Pre-test was intended to know the
prior knowledge of the students on speaking skill before giving the treatment.
The pre-test was given to students before giving them treatments. In this part,
the researcher asked the students about the descriptive text story in Appendix
10. After that, one by one of students tells their own story about the
descriptive text. Then, the researcher assessed the skill of the students.
2. Treatment
a. The way the researcher improves the students‟ speaking skill is treatment
by using Story Completion technique. After giving the Pre-test, the
researcher was conducted the treatment by using Story Completion
technique; it was used in experimental class only, while in the control
class was not. The treatment was gave for at least six meetings. The
procedures of treatment in experimental class, as follows: The
researcher introduces herself.
b. The researcher introduces the introduction materials to the class.
c. The researcher explained about the materials
d. The researcher divides the students into 4-5 groups
e. The researcher explained Story Completion technique.
f. The researcher gave explanation how to do Story Completion technique
in learning process.
g. The researcher tell the title of the story
69
h. The researcher ask the every groups to complete the story
i. The researchers tell the first sentence about the story and continue by the
students. Every student‟s in the groups have a chance to speak 2-3
sentences.
j. The researcher never forgets to motivate the students by given positive
feedback and support them to believe that they can do well.
3. Post-test
After the treatment, the post-test was used after giving treatment to the
students. The test was same with the pre-test before. She asked the students
to tell about the descriptive text in Appendix 10. Then, the score of the
students‟ post-test was obtained. In this post-test, the researcher was saw the
effect of the students after giving treatment.
H. Technique of Data Analisis
This research would be analyzed by using statistical analysis, The
following table is the scale of oral testing criteria in assessing the students‟
speaking skill that was applied in this research, the researcher could assess the
students speaking skill by using some criteria and elements aspect which be
standardization on speaking assessment form (Brown, 2004: 172-173) as
follow:
Table 2.1 Tables of Specification of Speaking Test
Aspects score Qualifications
Pronunciation 5 If speech is fluent and effortless as that of native speaker
70
4
3
2
1
Denote that if it is always intelligible though one is conscious
of a definate accent
Refers to pronunciation problem necessitate concentrated
listening and occasionally lead to misunderstanding.
Indicate that it is very hard to understand because of
pronunciation problem most frequently asked to repeat.
Shows that pronunciation problem so serve as to make
conversation unintelligible.
Grammar 5
4
3
2
1
Make few (if any) noticeable errors of grammar or word order.
Occasionally makes grammatical and/or word order errors
which do not, however, obscure meaning.
Make frequent errors of grammar or order, which obscure
meaning.
Grammar and word order make comprehension difficult must
often rephrase sentence and/or restrict him to basic pattern.
Errors in grammar and word order to reserve as to make speech
virtually unintelligible.
Vocabulary 5
4
3
2
1
The use of vocabulary and idiom virtually that is of native
speaker.
Indicates that sometimes a student uses inappropriate terms and
or must rephrase ideas because inadequate vocabulary.
Refers to using frequently the wrong word, conversation
somewhat limited because of inadequate vocabulary.
Denotes that misutilizing of word and very limited vocabulary
make conversation quite difficult.
Means that vocabulary limitation so extreme as to make
conversation virtually impossible.
71
Comprehensibility 5
4
3
2
1
Appear to comprehend everything without difficulty.
Comprehend nearly everything at normal speed although
occasionally repetition may be necessary.
Comprehend most of what is said at lower than normal speed
with repetition.
Has great difficulty following what is said.
Cannot be said comprehend even simple conversation in English.
Fluency
5
4
3
2
1
If that speech is fluent and effortless as that native speaker.
Refers to speech speed rather strongly affected by language
problem.
Refers to that speed and fluency are rather strongly affected by
language problem.
Means that a student usually doubt and often forces into silence
by language problem
Means that speech is so halting and fragmentary as to make
conversation virtually impossible.
(Source : Heaton, J.B 1991)
Table 2.2 Rating scale of students score
Rating Skill to communicate orally
5.01-6.00 Excellent
4.01-5.00 Very good
3.01-4.00 Good
2.01-3.00 Average
1.01-2.00 Poor
0.00-1.00 Very Poor
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(Source: Heaton, J.B.1991).
Scoring the student achievement:
To calculate the mean score of the students‟ answer of pre-test and post-test, the
researcher was used the formula as follow:
X X
x = mean score
Σx = sum of all scores
N = total score
The formula used in calculating the standard deviation is:
√
where∑
(∑ )
Where:
SD = standard deviation
SS = the sum of square
N = total number of the subjects
Σx2 = the sum of all square; each score is squared and all the squares are added
up
(Σx)2 = the square of the sum; all the scores are added up and the sum is square,
total.
73
The formula will be used in finding out the difference between students‟ score in
Pre-Test and in Post-Test is:
√(
) (
)
Where:
t = test of significance
x 1 = mean score of experimental group
x 2= mean score of controlled group
SS1 = sum square of experimental group
SS2 = sum square of controlled group
n1 = number of students of experimental group
n2 = number of students of controlled group
74
I. Schedule of the Research
No Activities
Month
February March April May July August
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
1 Proposal
Arrangement √ √
2 Consultation
of proposal √ √ √ √
3 Acc Seminar √
4 Seminar √
5 Research
Improvement √
6 Collecting
the data √ √ √ √
7 Writing
thesis √ √ √ √
√ √
8 Thesis
Examination
√
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CHAPTER IV
FINDINGS AND DISCUSSIONS
This chapter dealed with the findings of the research and the discussions of
the findings. The findings were in line with the problem statements that stated in the
introduction part. The findings of the research present the description of the result
of data collected through speaking test. In the discussions section, the researcher
described further explanation of the findings given.
Moreover, This chapter, the researcher analyzed the data that obtained from
the students‟ pre-test and post-test. The data consisted of the result of the pre-test and
post-test. The pre-test was intended to know the students‟ speaking skill before giving
treatments, while the post-test was intended to find out whether there was any
improvement or not of the students‟ speaking skill after having several treatments
through story completion technique.
A. Findings
1. The total of number on students in Experimental and Control Class on
English subject.
Table 3.1 Number of students in Expereimental and control class
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NO Variable Students Total
Female Male
1 Experimental 13 8 21
2 Control 16 5 21
Total 42
Based on the table above, show that in the experimental class have 13
female and 8 male . While in the Control class have 16 female students and 7
male students.
2. The Classification of Students’ Pre-Test and Post-Test Scores in
Experimental Class
Based on the findings of the research, dealed with the rate percentage
of the students‟ score obtained through test, mean score, standard deviation,
and test of significance.
Table 4.1
The distribution of frequency and percentage score of
experiment class score in pre-test
No Score Classification Frequency Percentage
1 5.01-6.00 Excellent 0 0%
2 4.01-5.00 Very good 0 0%
3 3.01-4.00 Good 11 52,38%
4 2.01-3.00 Average 8 38,09%
5 1.01-2.00 Poor 2 9,52%
6 0.00-1.00 Very Poor 0 0%
Total 21 100%
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Table 4.1 above showed that, the rate percentage of score of experiment class
in pre-test from 21 students, none of students achieved excellent score, none of
students achieved very good score, 11 (52,38%) students achieved good score, 8
(38,09%) students achieved average score, 2 (9,52%) students achieved poor score,
and none of students achieved very poor score.
Table 4.2
The distribution of frequency and percentage of
Experiment class score in post-test
No Score Classification Frequency Percentage
1 5.01-6.00 Excellent 0 0%
2 4.01-5.00 Very good 3 14,28%
3 3.01-4.00 Good 16 76,19%
4 2.01-3.00 Average 2 9,52%
5 1.01-2.00 Poor 0 0%
6 0.00-1.00 Very Poor 0 0%
Total 21 100%
While, the rate percentage of score of experiment class in post-test from 21
students at table 4.2 showed that, none of the students achieved excellent. 3 (14,28%)
students achieved very good score, 16 (76,16%) students achieved good score, and 2
(9,52%) student achieved average score.
It meant that, the score and percentages of experiment class in the post-test
were better than in pre-test because in the rate percentage in the post-test was higher
than the percentage in pre-test.
3. The Classification of Students’ Pre-Test and Post-Test Scores in Control
Class.
78
The following table showed that, the distribution of frequency and percentage
of final score of teaching speaking skill at the second grade students of
MAN 1 Kota Jambi in pre-test and post-test for control class.
Table 5.1
The distribution of frequency and percentage score of
Control class score in pre-test
No Score Classification Frequency Percentage
1 5.01-6.00 Excellent 0 0%
2 4.01-5.00 Very good 0 0%
3 3.01-4.00 Good 10 47,61%
4 2.01-3.00 Average 7 33,33%
5 1.01-2.00 Poor 4 19,04%
6 0.00-1.00 Very Poor 0 0%
Total 21 100%
Table 5.1 above showed that, the rate percentage and frequency of the
students‟ control class in pre-test, none of the students got excellent score, none of
students got very good score. There was 10 (47,61%) students got good score, 7
(33,33%) students got average score, 4 (19,04%) students got poor score, and there
was none students got very poor score.
Table 5.2
The distribution of frequency and percentage score of
Control class score in Post-test
No Score Classification Frequency Percentage
1 5.01-6.00 Excellent 0 0%
2 4.01-5.00 Very good 0 0%
3 3.01-4.00 Good 10 47,61%
4 2.01-3.00 Average 11 52,38%
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5 1.01-2.00 Poor 0 0%
6 0.00-1.00 Very Poor 0 0%
Total 21 100%
Table 5.2 showed that, in post-test, there were 10 (23,80%) students got good
score. There were 11 (52,38%) students got average scor.
Based on the result above, it can be concluded that, the rate percentage in the
post-test was different in the rate percentage in pre-test.
4. Analysis Data
1. Normality Test of Pre-test
The writer tested normality test after she got score of students‟ Speaking
Skill in experimental and control class (Pre-test and Post-test). The normality
test was employed by using Lilliefors test.
Table 6.1 Normality Pre-test Experimental and Control class
Variable L count L Table
Experimental Class 0.721 0.188
Control Class 0.291 0.188
Based on table above Lcount of pre-test experimental was 0.721 and contol
class was 0.291.Then, Ltable of Pre-test experimental and control class was
0.188. The result in pre-test of experimental and control class Lcount > Ltable. It
can be said that the pre-test data of experimental and control class were
normally distributed.
2. Normality Test of Post-test
80
The writer tested normality test after she got score of students‟ Speaking
Skill in experimental and control class (Pre-test and Post-test). The normality
test was employed by using Lilliefors test.
Table 6.2 Normality Post-test Experimental and Control class
Variable L count L Table
Experimental Class 0.750 0.188
Control Class 0.221 0.188
Based on table above Lcountof pre-test experimental was 0.721 and contol
class was 0.291.Then, Ltable of Pre-test experimental and control class was
0.188. The result in pre-test of experimental and control class Lcount > Ltable. It
can be said that the pre-test data of experimental and control class were
normally distributed.
5. Homogeneity
The writer tested homogeneity test after she got score of students‟ Speaking
Skill in experimental and control class.
1. Homogenetictest (Post-test Experimental and Control class)
From the calculation above obtained F count 1.86 and from the distribution
list graph with the formula df1=K-1=( 2-1)=1, df2= N-K=(21-2)=19. The
denominator dk=19. and α=0.05 and F table= 2.74. it appeared that the F count<
F table : F table in Excel. 1.86<2.74. this means that the X and Y variable data
were homogenous.
2. Homogenetictest (Pre-test Experimental and Control class)
81
From the calculation above obtained F count 1.01 and from the
distribution list graph with the formula df1=K-1=( 2-1)=1, df2= N-K=(21-2)=19.
The denominator dk=19. and α=0.05 and F table= 2.74. it appears that the F
count< F table : F table in Excel. 1.01<2.74. it meant that the X and Y variable
data were homogenous.
6. The Mean Score and Standard Deviation of Experimental Class and
Controlled Class
After calculating the result of the students score, the mean score standard
deviation or both classes be presented the following table:
Table 7.1
The mean score and standard deviation of experimental class
and controlled class in pre-test and post-test
Class Pretest Post test
Mean Score Standard
Deviation
Mean Score Standard
Deviation
Experimental 3,04 0,55 3,61 0,57
Control 2,93 0,55 3,16 0,30
The table above showed that, the mean score of experiment class in pretest
was (3,04) and the standard deviation of experiment class was (0,55), and the mean
score of control class in pre-test was (2,93) and the standard deviation of control was
(0,55). While the mean score of experiment class in post-test was (3,61) and the
standard deviation of experimental class was (0,57), and the mean score of controlled
class in post-test was (3,16) and its standard deviation was (0,30). It can be concluded
82
from both of the tests; the experiment class gained greater mean score in the post test
than the control group.
The significant score between experiment and control class can be known by
using t-test. The result of t-test can be seen in table 7.2 as follows:
Table 7.2
Distribution the value of t-test and t-table
Variable t-test value t-table value
Paired Sampel Test 4,64 2,093
Independent Sample Test 4,5 2,093
Table 7.2 above indicates that, the value of the t-test was higher than the value
of the t-table. It indicated that, there was a significant difference between the result of
the students‟ pre-test and post-test.
The statistical analysis from the result of the students‟ speaking skill test of
this research showed that, the students‟ speaking skill before doing treatment through
applying Story Completion was still low. It was proved by the result of pre-test
before treatments that, there were 11 (52,38%) students achieved good score, 8
(38,09%) students achieved average score, 2 (9,52%) students achieved poor score.
On the contrary to the result of the students‟ pre-test before, there was a
significance improvement on the post-test where there were the students achieved 3
(14,28%) students achieved very good score, 16 (76,16%) students achieved good
score, and 2 (9,52%) student achieved average score.
Based on the table of distribution, the result of paired sample test was value of
t-test and t-table in Experimental class previously, the researcher concluded that, t-
test value was higher than t-table ( 4,64 > 2.093). It can be concluded that, the
students‟ speaking skill achievement has improved successfully. If t-test value is
higher than t-table at the level of significance α 0.05 and df ( n-k) = 21-2=19, it means
that, (H1) was accepted and (H0) was rejected. In contrary, if the t-table was higher
83
than t-test, it means that (H1) was rejected and (H0) was accepted. While the result of
independent sample test showed that t-test was higher than t-table ( 4,5 > 2,093). It
means that H1 was accepted and H0 was rejected.
From the result above, the researcher can show the difference between t-test
and t-table was enough high. It can be concluded that, teaching speaking skill
by using story completion technique was proved to be effective in improving the
students‟ speaking skill.
B. Discussions
As it was stated in second chapter, that story completion is a very enjoyable,
whole-class, free-speaking activities for which students sit in a circle. For this
activity, a teacher starts to tell a story, but after a few sentences he or she stops
narrating. Then, each student starts to narrate from the point where the previous one
stopped. Each student was supposed to add from four to ten sentences. Students can
add new characters, events, descriptions and so on, the researcher concluded that
story completion is a technique which is very helpful in teaching especially in
English, story completion can make the students more open their mind to explain the
story moreover the students also enjoy and fun the learning process and the students
were not bored as long as learning process.
Analysis of the mean score gap in the post-test between the Experimental and
controlled ensured if the technique used was effective. The mean score of the
Experimental class was 3,61 and 3,16 for Controlled class. It means that, the gap of
the students‟ score of the Experimental and Controlled class was 0,45. The
explanation of the gap between the two classes indicates that, the Experimental class
showed high improving than the Controlled class.
To sum up, based on the result of this study, which showed the students‟
scores were much higher after the treatment in Experimental class using Story
Completion, the use of Story completion technique in teaching speaking was surely
beneficial improve students‟ speaking skill.
84
To include chapter two, first studies conducted by Arisca (2015) in her
research, she found there was a significant improvement of the students‟ vocabulary
mastery from the pretest and posttest after they were taught by using Story
Completion. In this research, the highest improvements of the students‟ vocabulary
mastery were in verb achievement. Second, this studies conducting by Sukma (2015)
he found that there was a significant effect of using story completion toward eight
grade students‟ speaking ability of SMP 1 Mumbulsari in the 2014/2015 academic
year, where the students had a great enthusiasm to learn and can make the students
easily to describing a story well on speaking skill. Third, studies was conducting by
Feri Huda (2017) after doing all the necessary calculation, he found that story
completion technique with speaking notepad software produces significantly better
result than story telling technique because the mean score for story completion
technique with speaking notepad software is 74.53, which is greater than 68.22 for
story telling technique. Waode Hamsia (2018) The result showed that the technique
of story completion was successfully implemented to improve the students‟ speaking
skill. The technique can make students to encourage themselves to speak up. They
have to be brave and have enough self-confident when they want to talk something.
The use of Story Completion is the most appropriate technique for learning
because the research can provide an interesting material from the environment. In the
use of Story Completion there were advantages as follows:
1. The learning activities more interesting and did not make the students be bored to
sit for hours, so that, the students' motivation will be higher.
2. The activities of students learning more active because all of the student speak and
make a story according to their own words.
From the comparison of the result of post-test score between experimental and
controlled group, the skill of experimental group was getting higher than control
group. It means that, the treatment of using Story Completion to the experimental
group was successful.
85
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter consists of two sections. The first section dealed with the
conclusion and the second one dealed with suggestion.
A. Conclusion
Based on the previous research problem in the previous chapter, it was clear
that, using story completion technique can increase the students‟ speaking skill. The
data indicated that, there was a significant difference between the students‟ pre-test
and post-test in the experimental class and pretest and post-test in the control class.
The mean score of the students‟ pre-test of experimental group was (3,03) with
standard deviation was (0,55) and the mean score on the post-test was (3,61) with
standard deviation was (0,57) in the experimental class was higher than mean score of
pre-test (2,93) with standard deviation was (0,54) and the mean score of the post-test
was (3,16) with standard deviation was (0,30). In conclusion, the result between
experimental class and control class are different because the treatments were
different.
From the t-test, the researcher found that, the value of the t-test (4.64) was
higher than the t-table (2.093) at the level of significant 0.05 with degree of freedom
(df) = 19. It meant that hypothesis was accepted. In other word, using Story
Completion technique can increase the students‟ skill in speaking English. It can be
concluded that using story completion technique was effective toward the students‟
speaking at the tenth grade students‟ of senior high school at MAN 1 Kota Jambi.
B. Suggestions
86
Based on the conclusion above, the researcher proposed the following
suggestions:
1. For the students
The students‟ need to be more active in the classroom. A further effort needed
to be make by the students‟ to encourage themselves in speaking skill without
worries making mistakes in grammar. It gave advantages for the students‟ if they
can develop their skill in speaking. The students can easily understand what they
listen, tell, read and write.
2. For the teacher
The teacher should make the class be interesting and enjoyable. Here, the use
of Story completion, contributed to motivate and stimulus the students‟ ability of
speaking. Giving the material about make connecting with situation in daily lives,
so they have the background knowledge can reduce the anxiety to tell about
material about make connecting with situation in daily lives, so they have the
background knowledge can reduce the anxiety to tell aboutnice experience because
easy to understand. Teacher should pay attention to the increasing of students‟
activities in the class. Let the students explore their potential and their ability.
3. For the other researchers
It was recommended to the other researcher who were interested in the same
field to continue and develop this action research in order to find out whether story
completion technique was effective in teaching speaking.
Finally, the researcher realized that there were still many shortages in her
thesis, so the researcher really expected the criticism and suggestions for the
improvements. Thus, the researcher also hopeds this thesis can be a meaningful
contribution for the teacher of English as well as students and further research.
87
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Technique in Speaking Activity at SMPN 2 Kotagajah. Undergraduated
Thesis. University of Lampung. Lampung.
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in Education.(8th ed). (E-Journal of English Language Teaching
Society)Australia: Wadsworth Cengage Learning
Bailey, M. K., & Savage, L. (1994). New ways in teaching speaking. London:
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Brown, H. D. (2001). Teaching by Principle, an Interactive Approach to Language
Pedagogy. Second Edition. New York: Longman
Brown, H.D. (2004). Language Asessment Principle and Classroom Practice. New
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Brown, H. D. (2001). Characteristic of successful speaking activities.New York:
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David P. Harris,(2004). Testing English as a Second Language, New York, Rev.
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Ersi E. (2010). Pengaruh Efektifitas Kepemimpinan, Dukungan Organisasi dan
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Sanata Dharma Yogyakarta. P. 41-42
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Fauziati. (2016). Problems in learning English Speaking Skill (International Journal
of Interdisciplinary and Multidisciplinary Studies IJIMS), Vol 3, No.2,59-69.
Fulcher, G.(2003).Testing second language speaking. London: Pearson Education
Feri Huda (2017) The Effectiveness of Story Completion Technique with Speaking
Notepad Software to Teach Narrative Speaking for English Department
Students. Stkip PGRI Blitar.
Gay, L.R.(2003). Education Research: Competencies for Analysis and application. 8th
Edition. United State: Earson Merrill Prenfile Hall.
Ghiabi, Shiami.(2014). Investigating the Effects of Story Retelling Technique as a
Closed Task vs. Story-Completion as an Open Task on EFL Learners’
Speaking. Downloaded 25 July 2016 from.
Harmer, Jeremy.(1991). Speaking English Language Test. New York: Longman.
Harmer, Jeremy. (2007). How to Teach English. Harlow: person Education
Limited.p.87.
Harmer, Jeremy. (2007). The Practice English Language Teaching: Fourth Edition,
Harlow: Person Education Limited. pp.347-348.
Heaton, J.B.(1991).Writing English Language Tests. Edition. IV: London: Longman
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Irawati, E. (2015). The Effects of Teaching Model and Learning Style toward
Students‟ Speaking Skill at Private School in Rangkasbitung. (Journal of
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Juniati, Rahayu, S. Using Socio Drama to Increase The Students Speaking Skill and
Motivation at Eleventh Grades of SMAN 16 Makassar. Undergraduated
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John W.Creswell, (2012). Educational Research: Planning and Conducting
Quantitative and Qualitative Research (Boston: Pearson), p.618
John W Best and James V. Khan,(1995). Research in Education (New Delhi:
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O‟Malley, J. Michael and Lorraine Valdez Pierce,(2014). Authentic Assessment for
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Kayi, Hayriye.(2006). Teaching Speaking: Activities to Promote Speaking in a
Second Language. Downloaded 25 July 2016 from
http://itesjl.org/Articles/Kayi-TeachingSpeaking.pdf. 2013.
Sukma, Putri.(2015). The Effect of Using Story Completion Toward Eight Grade
Student’s Speaking Ability of SMP N 1 Mumbulsari Jember in the 2014/2015
Academic Year. Undergraduated Thesis. University of Muhammadiyah
Jember. Jember.
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Tiro, Muhammad Arif.(2011). Dasar-dasar Statistika; Edisi Ketiga. Makassar:
Andira Publisher.
Waode Hamsia (2018).Developing Students’ Speaking Ability Through Story
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Widdowson, H. G.(1978). Teaching Language as Communication. Oxford University
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90
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93
94
95
96
97
98
APPENDIX 2
a. Frequency distribution table
Nilai (X) F FX - X2 FX
2 Fkb Fka
4 2 8 -2.848 8.109 16.2179 4 2
3.5 2 7 -2.871 8.245 16.4902 3.5 2.3
3.4 3 10.2 -2.876 8.272 24.8174 3.4 2.5
3.3 1 3.3 -2.881 8.300 8.2999 3.3 2.9
3.2 1 3.2 -2.886 8.327 8.3273 3.2 3
3.1 2 6.2 -2.890 8.355 16.7097 3.1 3.1
3 1 3 -2.895 8.382 8.3824 3 3.2
2.9 4 11.6 -2.900 8.410 33.6400 2.9 3.3
2.5 2 5 -2.919 8.521 17.0417 2.5 3.4
2.3 1 2.3 -2.929 8.577 8.5765 2.3 3.5
2 2 4 -2.943 8.660 17.3208 2 4
21 63.8 175.8239
b. To find average or mean (X)
∑
c. Simpangan Baku
S √ ∑
(∑ )
( ) √
( )
( ) √
√
99
d. Table Lilliefors Normality
Experimental Class Pre-test
No Name Xi Fi Zi
F
Kum F(Zi) S(Zi) F(Zi)-S(Zi)
1 Student 1 3.2 1 0.29 1 0.6150 0.04762 0.567
2 student 2 2.9 1 -0.25 2 0.4015 0.09524 0.306
3 Student 3 3.5 1 0.83 3 0.7980 0.14286 0.655
4 Student 4 3.4 1 0.65 4 0.7434 0.19048 0.553
5 Student 5 4 1 1.74 5 0.9589 0.23810 0.721
6 Student 6 2.9 1 -0.25 6 0.4015 0.28571 0.116
7 Student 7 3.1 1 0.11 7 0.5445 0.33333 0.211
8 Student 8 2.5 1 -0.97 8 0.1655 0.38095 -0.215
9 Student 9 2 1 -1.88 9 0.0304 0.42857 -0.398
10 Student 10 2.3 1 -1.33 10 0.0912 0.47619 -0.385
11 Student 11 3 1 -0.07 11 0.4726 0.52381 -0.051
12 Student 12 2.9 1 -0.25 12 0.4015 0.57143 -0.170
13 Student 13 3.5 1 0.83 13 0.7980 0.61905 0.179
14 Student 14 2.5 1 -0.97 14 0.1655 0.66667 -0.501
15 Student 15 2 1 -1.88 15 0.0304 0.71429 -0.684
16 Student 16 3.4 1 0.65 16 0.7434 0.76190 -0.019
17 Student 17 3.4 1 0.65 17 0.7434 0.80952 -0.066
18 Student 18 3.3 1 0.47 18 0.6819 0.85714 -0.175
19 Student 19 4 1 1.74 19 0.9589 0.90476 0.054
20 Student 20 2.9 1 -0.25 20 0.4015 0.95238 -0.551
21 Student 21 3.1 1 0.11 21 0.5445 1.00000 -0.455
MEAN 3.0381 21 0.721
SD 0.5536
L count = 0.721
L table = 0.188
L count> L table= 0.721>0.188
100
a. Frequency distribution table
Nilai (X) F FX - X
2 FX
2 Fkb Fka
4.9 1 4.9 -3.381 11.431 11.4308 4.9 2.4
4.7 1 4.7 -3.390 11.495 11.4953 4.7 2.8
4.1 1 4.1 -3.419 11.690 11.6899 4.1 3.1
4 3 12 -3.424 11.722 35.1674 4 3.2
3.7 3 11.1 -3.438 11.820 35.4615 3.7 3.4
3.6 1 3.6 -3.443 11.853 11.8533 3.6 3.5
3.5 4 14 -3.448 11.886 47.5443 3.5 3.6
3.4 2 6.8 -3.452 11.919 23.8379 3.4 3.7
3.2 2 6.4 -3.462 11.985 23.9696 3.2 4
3.1 1 3.1 -3.467 12.018 12.0178 3.1 4.1
2.8 1 2.8 -3.481 12.117 12.1170 2.8 4.7
2.4 1 2.4 -3.500 12.250 12.2500 2.4 4.9
21 75.9 248.8348
b. To find average or Mean (X)
∑
c. Simpangan baku
√ ∑
(∑ )
( ) √
( )
( ) √
√
101
d. Table Lilliefors Normality
Experimental Class Post-test
No Name Xi Fi Zi
F
Kum F(Zi) S(Zi
F(Zi)-
S(Zi)
1 Student 1 3.7 1 0.15 1 0.5601 0.04762 0.512
2 student 2 3.2 1 -0.73 2 0.2324 0.09524 0.137
3 Student 3 3.4 1 -0.38 3 0.3527 0.14286 0.210
4 Student 4 3.4 1 -0.38 4 0.3527 0.19048 0.162
5 Student 5 4.9 1 2.27 5 0.9883 0.23810 0.750
6 Student 6 3.5 1 -0.20 6 0.4201 0.28571 0.134
7 Student 7 3.7 1 0.15 7 0.5601 0.33333 0.227
8 Student 8 3.5 1 -0.20 8 0.4201 0.38095 0.039
9 Student 9 2.8 1 -1.44 9 0.0754 0.42857 -0.353
10 Student 10 4.7 1 1.92 10 0.9723 0.47619 0.496
11 Student 11 3.7 1 0.15 11 0.5601 0.52381 0.036
12 Student 12 3.5 1 -0.20 12 0.4201 0.57143 -0.151
13 Student 13 4.1 1 0.86 13 0.8043 0.61905 0.185
14 Student 14 3.5 1 -0.20 14 0.4201 0.66667 -0.247
15 Student 15 2.4 1 -2.14 15 0.0161 0.71429 -0.698
16 Student 16 4 1 0.68 16 0.7519 0.76190 -0.010
17 Student 17 3.1 1 -0.91 17 0.1821 0.80952 -0.627
18 Student 18 3.2 1 -0.73 18 0.2324 0.85714 -0.625
19 Student 19 3.6 1 -0.03 19 0.4899 0.90476 -0.415
20 Student 20 4 1 0.68 20 0.7519 0.95238 -0.200
21 Student 21 4 1 0.68 21 0.7519 1.00000 -0.248
MEAN 3.6143 21 0.750
SD 0.5668
L count = 0.750
L table = 0.188
L count> L table= 0.750>0.188
102
a. Frequency distribution table
Nilai (X) F FX - X
2 FX
2 Fkb Fka
3.8 1 3.8 -2.7476 7.5494 7.5494 3.8 2
3.6 1 3.6 -2.7571 7.6018 7.6018 3.6 2.6
3.5 1 3.5 -2.7619 7.6281 7.6281 3.5 2.7
3.4 2 6.8 -2.7667 7.6544 15.3089 3.4 2.8
3.3 1 3.3 -2.7714 7.6808 7.6808 3.3 2.9
3.2 3 9.6 -2.7762 7.7072 23.1217 3.2 3
3.1 1 3.1 -2.7810 7.7337 7.7337 3.1 3.1
3 1 3.0 -2.7857 7.7602 7.7602 3 3.2
2.9 3 8.7 -2.7905 7.7868 23.3603 2.9 3.3
2.8 1 2.8 -2.7952 7.8134 7.8134 2.8 3.4
2.7 1 2.7 -2.8000 7.8400 7.8400 2.7 3.5
2.6 1 2.6 -2.804761905 7.8667 7.8667 2.6 3.6
2 4 8.0 -2.833333333 8.0278 32.1111 2 3.8
21 61.5 163.3761
b. To find average or mean (X)
∑
c. Simpangan baku
√ ∑
(∑ )
( ) √
( )
( ) √
√
103
d. Table Lilliefors Normality
Control Class in Pre-test
No Name Xi Fi Zi F
Kum F(Zi) S(Zi)
F(Zi)-
S(Zi)
1 Student 1 2.7 1 -0.42 1 0.3383 0.04762 0.291
2 student 2 2 1 -1.69 2 0.0450 0.09524 -0.050
3 Student 3 3.6 1 1.23 3 0.8898 0.14286 -0.747
4 Student 4 3.5 1 1.04 4 0.8515 0.19048 -0.661
5 Student 5 2.9 1 -0.05 5 0.4792 0.23810 0.241
6 Student 6 2.8 1 -0.23 6 0.4072 0.28571 0.122
7 Student 7 2 1 -1.69 7 0.0450 0.33333 -0.288
8 Student 8 3 1 0.13 8 0.5519 0.38095 0.171
9 Student 9 2.6 1 -0.60 9 0.2743 0.42857 -0.154
10 Student 10 3.2 1 0.50 10 0.6899 0.47619 0.214
11 Student 11 3.2 1 0.50 11 0.6899 0.52381 0.166
12 Student 12 3.4 1 0.86 12 0.8052 0.57143 0.234
13 Student 13 3.3 1 0.68 13 0.7511 0.61905 0.132
14 Student 14 2 1 -1.69 14 0.0450 0.66667 -0.622
15 Student 15 3.1 1 0.31 15 0.6228 0.71429 -0.091
16 Student 16 2.9 1 -0.05 16 0.4792 0.76190 -0.283
17 Student 17 3.2 1 0.50 17 0.6899 0.80952 -0.120
18 Student 18 2.9 1 -0.05 18 0.4792 0.85714 -0.378
19 Student 19 3.4 1 0.86 19 0.8052 0.90476 -0.100
20 Student 20 3.8 1 1.59 20 0.9442 0.95238 -0.008
21 Student 21 2 1 -1.69 21 0.0450 1.00000 -0.955
MEAN 2.9286 21 0.291
SD 0.5479
L count = 0.291
L table = 0.188
L count > L table= 0.291>0.188
104
a. Frequency distribution table.
Nilai
(X) F FX - X2 FX
2 Fkb Fka
2.7 1 2.7 -3.0286 9.1722 9.1722 3.7 2.7
2.8 2 5.6 -3.0238 9.1434 18.2868 3.6 2.8
2.9 3 8.7 -3.0190 9.1146 27.3439 3.5 2.9
3 5 15.0 -3.0143 9.0859 45.4296 3.4 3
3.1 1 3.1 -3.0048 9.0286 9.0286 3.3 3.1
3.2 1 3.2 -3.0048 9.0286 9.0286 3.2 3.2
3.3 1 3.3 -3.0000 9.0000 9.0000 3.1 3.3
3.4 2 6.8 -2.9952 8.9715 17.9429 3 3.4
3.5 2 7.0 -2.9905 8.9429 17.8859 2.9 3.5
3.6 2 7.2 -2.9857 8.9145 17.8290 2.8 3.6
3.7 1 3.7 -2.9810 8.8861 8.8861 2.7 3.7
21 66.3 189.8337
b. To find average or mean (X)
∑
c. Simpangan baku
√ ∑
(∑ )
( ) √
( )
( ) √
√
105
d. Table Lilliefors Normality
Control Class Post-test
No Name Xi Fi Zi
F
Kum F(Zi) S(Zi)
F(Zi)-
S(Zi)
1 Student 1 2.7 1 -1.50 1 0.0665 0.04762 0.019
2 student 2 2.8 1 -1.50 2 0.0665 0.09524 -0.029
3 Student 3 2.8 1 -1.17 3 0.1202 0.14286 -0.023
4 Student 4 2.9 1 -0.85 4 0.1990 0.19048 0.009
5 Student 5 2.9 1 -0.85 5 0.1990 0.23810 -0.039
6 Student 6 2.9 1 -0.85 6 0.1990 0.28571 -0.087
7 Student 7 3 1 -0.52 7 0.3028 0.33333 -0.031
8 Student 8 3 1 -0.52 8 0.3028 0.38095 -0.078
9 Student 9 3 1 -0.52 9 0.3028 0.42857 -0.126
10 Student 10 3 1 -0.52 10 0.3028 0.47619 -0.173
11 Student 11 3 1 -0.52 11 0.3028 0.52381 0.221
12 Student 12 3.1 1 -0.19 12 0.4255 0.57143 -0.146
13 Student 13 3.2 1 0.14 13 0.5560 0.61905 -0.063
14 Student 14 3.3 1 0.47 14 0.6807 0.66667 0.014
15 Student 15 3.4 1 0.80 15 0.7876 0.71429 0.073
16 Student 16 3.4 1 0.80 16 0.7876 0.76190 0.026
17 Student 17 3.5 1 1.13 17 0.8701 0.80952 0.061
18 Student 18 3.5 1 1.13 18 0.8701 0.85714 0.013
19 Student 19 3.6 1 1.46 19 0.9272 0.90476 0.022
20 Student 20 3.6 1 1.46 20 0.9272 0.95238 -0.025
21 Student 21 3.7 1 11.16 21 1.0000 1.00000 0.000
MEAN 3.1571 21 0.221
SD 0.3043
L count=0.221
L table =0.1881
L count > L table = 0.221 > 0.188
106
107
APPENDIX 3
Homogenity test
Experimental Class Pre-test
√ ∑
(∑ )
( ) √
( )
( ) √
√
Experimental Class Post-test
√ ∑
(∑ )
( ) √
( )
( ) √
√
Control Class Pre-test
√ ∑
(∑ )
( ) √
( )
( ) √
√
Control Class Post-test
√ ∑
(∑ )
( ) √
( )
( ) √
√
Df1= k-1= 2 – 1= 1
Df2= (n – k – 1)= (21- 1 – 1)= 19
F table = 4.35
1. Homogenetictest (Post-test Experimental and Control class)
From the calculation above obtain F count 1.86 and from the distribution
list graph with the formula df1=K-1=( 2-1)=1, df2= N-K=(21-2)=19. The
denominator dk=19. and α=0.05 and F table= 2.74. it appears that the F count< F
table : F table in Excel. 1.86<2.74. this means that the X and Y variable data are
homogenous.
108
2. Homogenetictest (Pre-test Experimental and Control class)
From the calculation above obtain F count 1.01 and from the distribution
list graph with the formula df1=K-1=( 2-1)=1, df2= N-K=(21-2)=19. The
denominator dk=19. and α=0.05 and F table= 2.74. it appears that the F count< F
table : F table in Excel. 1.01<2.74. this means that the X and Y variable data are
homogenous.
109
110
APPENDIX 4
MEAN SCORE
Experimental Control
Pre Test Post Test Pre Test Post Test
∑
∑
∑
∑
111
STANDARD DEVIATION
Experimental Control
Pre Test Post Test Pre Test Post Test
√
√
√
√
∑
(∑ )
( )
∑
(∑ )
( )
∑
(∑ )
( )
,01
∑
(∑ )
( )
112
√
√
√
√
√
√
√
√
√
√
√
√
113
APPENDIX 5
T-TEST
Paired Sample Test
X1 = 3,61 SS1 = 6,43
X2 = 3,03 SS2 = 6,13
T count:
√(
) (
)
√( ) (
)
√( ) (
)
√( )( )
√
114
df= (n – k ) = 21-2= 19
T count= 4.64 >T table=2,093
Independent Sample T-Test
Experimental and Control class in Post-test
√( )
( )
(
)
√( )( ) ( )( )
(
)
=4.5
df= (n-k)= 21-2 = 19
T count = 4,5
T Table = 2.093
T count>T Table = 4,5>2,093
115
116
APPENDIX 6
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Sekolah : MAN 1 Kota Jambi
Mata Pelajaran : Bahasa Inggris
Kelas / Semeste : X/2
Materi Pokok : Descriptive text
Alokasi Waktu : 2x45 menit
Pertemuan : 6 Pertemuan (Experimental Class)
A. Standar Kompetensi
Berbicara
Mengungkapkan makna dalam teks lisan fungsional dan monolog pendek
sederhana berbentuk descriptive, dan narrative untuk berinteraksi dengan
lingkungan sekitar.
B. Kompetensi Dasar
Mengungkap kan makna dalam monolog pendek sederhana dengan
menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk
berinteraksi dengan lingkungan sekitar dalam teks berbentuk descriptive dan
narrative.
C. Indikator Pencapaian Kompetensi
1. Mengungkapkan secara lisan teks monolog berbentuk descriptive.
2. Merespon unsur kebahasaan dalam teks descriptive dalam bentuk simple
present.
117
D. Tujuan Pembelajaran
1. Siswa mampu mengungkapkan secara lisan teks monolog berbentuk
descriptive.
2. Siswa mampu merespon unsur kebahasaan dalam teks descriptive dalam
bentuk simple present.
E. Materi Pembelajaran
Descriptive text yaitu teks yang menjelaskan gambaran seseorang atau benda.
Tujuannya adalah untuk menggambarkan atau mengungkapkan orang, tempat
atau benda tertentu. Bisa dikatakan juga bahwa Descriptive text adalah teks
yang menjelaskan tentang seperti apakah orang atau benda yang
dideskripsikan, baik bentuknya,sifat-sifatnya, jumlahnya dan lain-lain.
Struktur Descriptive Text (generic structure) adalah :
1. Identification (identifikasi) adalah pendahuluan , berupa gambaran umum
tentang suatu topik.
2.Description (deskripsi) adalah berisi ciri-ciri khusus yang dimiliki benda,
tempat, atau orang yang dideskripsikan.
Ciri-ciri Descriptive Text :
- Menggunakan simple present tense
- Menggunakan attribute verb, seperti be (am, is, are)
- Hanya fokus pada satu objek tersebut.
118
Berikut adalah Contoh Descriptive Text :
Prambanan is the largest Hindu temple compound in Central Java in
Indonesia, located approximately 18 km east of Yogyakarta. It is characterised by its
tall and pointed architecture, typical of Hindu temple architecture, and by the 47 m
high central building inside a large complex of individual temples. It was built around
850 CE by either Rakai Pikatan, king of the second Mataram Dynasty, or Balitung
Maha Sambu, during the Sanjaya Dynasty. Not long after its construction, the temple
was abandoned and began to deteriorate. Reconstruction of the compound began in
1918. The main building was completed in around 1953.
F. Metode Pembelajaran
Story Completion Technique
119
G. Langkah-langkah Kegiatan Pembelajaran
Pertemuan 1
Kegiatan Rincian Kegiatan Waktu
Pendahuluan Guru memberikan salam.
Guru menanyakan kabar siswa.
Guru mengecek kehadiran siswa.
Guru memberikan pertanyaan mengenai materi
pelajaran yang telah dipelajari sebelumnya dan
materi yang akan dipelajari.
Guru menjelaskan materi yang akan diajarkan
dengan cara memberi gambaran umum
mengenai materi yang akan diajarkan.
Guru menjelaskan tujuan pembelajaran atau
kompetensi dasar yang akan dicapai tentang
materi yang akan diajarkan.
15
menit
Kegiatan Inti
Guru Menjelaskan materi tentang descriptive
text
Siswa mengidentifikasi fungsi sosial, struktur
teks, dan language feature di dalam teks
descriptive yang diberikan
Guru Memberikan materi tentang descriptive
text
Siswa mengamati materi yang diberikan oleh
guru.
Siswa dipersilahkan memberi beberapa
60
menit
120
pertanyaan mengenai descriptive text yang
telah di pelajari.
Guru memberikan penguatan tentang fungsi
sosial, struktur teks dan unsur kebahasaan yang
dipelajari.
Guru membagikan siswa berkelompok
Guru menjelaskan teknik story completion
Guru menjelaskan cara melakukan teknik story
completion
Guru memberikan topik cerita berjudul candi
Prambanan
Siswa membuat cerita dengan menggunakan
teknik story completion.
Penutup Siswa diberikan kesempatan jika ada hal yang
ingin ditanyakan mengenai pembelajaran hari
ini.
Guru dan siswa bersama-sama menyimpulkan
pembelajaran.
Guru memberikan arahan tentang
pembelajaran yang akan dilaksanakan pada
pertemuan berikutnya.
Guru mengakhiri pembelajaran dan memberi
salam.
15
menit
Pertemuan 2
Kegiatan Rincian Kegiatan Waktu
Pendahuluan Guru memberikan salam.
Guru menanyakan kabar siswa.
15
menit
121
Guru mengecek kehadiran siswa.
Guru memberikan pertanyaan mengenai materi
pelajaran yang telah dipelajari sebelumnya dan
materi yang akan dipelajari.
Guru menjelaskan materi yang akan diajarkan
dengan cara memberi gambaran umum
mengenai materi yang akan diajarkan.
Guru menjelaskan tujuan pembelajaran atau
kompetensi dasar yang akan dicapai tentang
materi yang akan diajarkan.
Kegiatan Inti
Guru Menjelaskan materi tentang descriptive
text
Siswa mengidentifikasi fungsi sosial, struktur
teks, dan language feature di dalam teks
descriptive yang diberikan
Guru Memberikan materi tentang descriptive
text
Siswa mengamati materi yang diberikan oleh
guru.
Siswa dipersilahkan memberi beberapa
pertanyaan mengenai descriptive text yang
telah di pelajari.
Guru memberikan penguatan tentang fungsi
sosial, struktur teks dan unsur kebahasaan yang
dipelajari.
Guru membagikan siswa berkelompok
Guru menjelaskan teknik story completion
Guru menjelaskan cara melakukan teknik story
60
menit
122
completion
Guru memberikan topik berjudul “Mother”
Siswa membuat cerita dengan menggunakan
teknik story completion.
Penutup Siswa diberikan kesempatan jika ada hal yang
ingin ditanyakan mengenai pembelajaran hari
ini.
Guru dan siswa bersama-sama menyimpulkan
pembelajaran.
Guru memberikan arahan tentang
pembelajaran yang akan dilaksanakan pada
pertemuan berikutnya.
Guru mengakhiri pembelajaran dan memberi
salam.
15
menit
Pertemuan 3
Kegiatan Rincian Kegiatan Waktu
Pendahuluan Guru memberikan salam.
Guru menanyakan kabar siswa.
Guru mengecek kehadiran siswa.
Guru memberikan pertanyaan mengenai materi
pelajaran yang telah dipelajari sebelumnya dan
materi yang akan dipelajari.
Guru menjelaskan materi yang akan diajarkan
dengan cara memberi gambaran umum
mengenai materi yang akan diajarkan.
Guru menjelaskan tujuan pembelajaran atau
kompetensi dasar yang akan dicapai tentang
15
menit
123
materi yang akan diajarkan.
Kegiatan Inti
Guru Menjelaskan materi tentang descriptive
text
Siswa mengidentifikasi fungsi sosial, struktur
teks, dan language feature di dalam teks
descriptive yang diberikan
Guru Memberikan materi tentang descriptive
text
Siswa mengamati materi yang diberikan oleh
guru.
Siswa dipersilahkan memberi beberapa
pertanyaan mengenai descriptive text yang
telah di pelajari.
Guru memberikan penguatan tentang fungsi
sosial, struktur teks dan unsur kebahasaan yang
dipelajari.
Guru membagikan siswa berkelompok
Guru menjelaskan teknik story completion
Guru menjelaskan cara melakukan teknik story
completion
Guru memberikan topik cerita berjudul
“Rabbit”
Siswa membuat cerita dengan menggunakan
teknik story completion.
60
menit
Penutup Siswa diberikan kesempatan jika ada hal yang
ingin ditanyakan mengenai pembelajaran hari
ini.
Guru dan siswa bersama-sama menyimpulkan
15
menit
124
pembelajaran.
Guru memberikan arahan tentang
pembelajaran yang akan dilaksanakan pada
pertemuan berikutnya.
Guru mengakhiri pembelajaran dan memberi
salam.
Pertemuan 4
Kegiatan Rincian Kegiatan Waktu
Pendahuluan Guru memberikan salam.
Guru menanyakan kabar siswa.
Guru mengecek kehadiran siswa.
Guru memberikan pertanyaan mengenai materi
pelajaran yang telah dipelajari sebelumnya dan
materi yang akan dipelajari.
Guru menjelaskan materi yang akan diajarkan
dengan cara memberi gambaran umum
mengenai materi yang akan diajarkan.
Guru menjelaskan tujuan pembelajaran atau
kompetensi dasar yang akan dicapai tentang
materi yang akan diajarkan.
15
menit
Kegiatan Inti
Guru Menjelaskan materi tentang descriptive
text
Siswa mengidentifikasi fungsi sosial, struktur
teks, dan language feature di dalam teks
descriptive yang diberikan
Guru Memberikan materi tentang descriptive
text
60
menit
125
Siswa mengamati materi yang diberikan oleh
guru.
Siswa dipersilahkan memberi beberapa
pertanyaan mengenai descriptive text yang
telah di pelajari.
Guru memberikan penguatan tentang fungsi
sosial, struktur teks dan unsur kebahasaan yang
dipelajari.
Guru membagikan siswa berkelompok
Guru menjelaskan teknik story completion
Guru menjelaskan cara melakukan teknik story
completion
Guru memberikan topik cerita berjudul “My
Friend”
Siswa membuat cerita dengan menggunakan
teknik story completion.
Penutup Siswa diberikan kesempatan jika ada hal yang
ingin ditanyakan mengenai pembelajaran hari
ini.
Guru dan siswa bersama-sama menyimpulkan
pembelajaran.
Guru memberikan arahan tentang
pembelajaran yang akan dilaksanakan pada
pertemuan berikutnya.
Guru mengakhiri pembelajaran dan memberi
salam.
15
menit
126
Pertemuan 5
Kegiatan Rincian Kegiatan Waktu
Pendahuluan Guru memberikan salam.
Guru menanyakan kabar siswa.
Guru mengecek kehadiran siswa.
Guru memberikan pertanyaan mengenai materi
pelajaran yang telah dipelajari sebelumnya dan
materi yang akan dipelajari.
Guru menjelaskan materi yang akan diajarkan
dengan cara memberi gambaran umum
mengenai materi yang akan diajarkan.
Guru menjelaskan tujuan pembelajaran atau
kompetensi dasar yang akan dicapai tentang
materi yang akan diajarkan.
15
menit
Kegiatan Inti
Guru Menjelaskan materi tentang descriptive
text
Siswa mengidentifikasi fungsi sosial, struktur
teks, dan language feature di dalam teks
descriptive yang diberikan
Guru Memberikan materi tentang descriptive
text
Siswa mengamati materi yang diberikan oleh
guru.
Siswa dipersilahkan memberi beberapa
pertanyaan mengenai descriptive text yang
telah di pelajari.
Guru memberikan penguatan tentang fungsi
sosial, struktur teks dan unsur kebahasaan yang
60
menit
127
dipelajari.
Guru membagikan siswa berkelompok
Guru menjelaskan teknik story completion
Guru menjelaskan cara melakukan teknik story
completion
Guru memberikan topik cerita berjudul
“Hobby”
Siswa membuat cerita dengan menggunakan
teknik story completion.
Penutup Siswa diberikan kesempatan jika ada hal yang
ingin ditanyakan mengenai pembelajaran hari
ini.
Guru dan siswa bersama-sama menyimpulkan
pembelajaran.
Guru memberikan arahan tentang
pembelajaran yang akan dilaksanakan pada
pertemuan berikutnya.
Guru mengakhiri pembelajaran dan memberi
salam.
15
menit
Pertemuan 6
Kegiatan Rincian Kegiatan Waktu
Pendahuluan Guru memberikan salam.
Guru menanyakan kabar siswa.
Guru mengecek kehadiran siswa.
Guru memberikan pertanyaan mengenai materi
pelajaran yang telah dipelajari sebelumnya dan
15
menit
128
materi yang akan dipelajari.
Guru menjelaskan materi yang akan diajarkan
dengan cara memberi gambaran umum
mengenai materi yang akan diajarkan.
Guru menjelaskan tujuan pembelajaran atau
kompetensi dasar yang akan dicapai tentang
materi yang akan diajarkan.
Kegiatan Inti
Guru Menjelaskan materi tentang descriptive
text
Siswa mengidentifikasi fungsi sosial, struktur
teks, dan language feature di dalam teks
descriptive yang diberikan
Guru Memberikan materi tentang descriptive
text
Siswa mengamati materi yang diberikan oleh
guru.
Siswa dipersilahkan memberi beberapa
pertanyaan mengenai descriptive text yang
telah di pelajari.
Guru memberikan penguatan tentang fungsi
sosial, struktur teks dan unsur kebahasaan yang
dipelajari.
Guru membagikan siswa berkelompok
Guru menjelaskan teknik story completion
Guru menjelaskan cara melakukan teknik story
completion
Guru memberikan topik cerita berjudul “Joko
Widodo”
60
menit
129
Siswa membuat cerita dengan menggunakan
teknik story completion.
Penutup Siswa diberikan kesempatan jika ada hal yang
ingin ditanyakan mengenai pembelajaran hari
ini.
Guru dan siswa bersama-sama menyimpulkan
pembelajaran.
Guru memberikan arahan tentang
pembelajaran yang akan dilaksanakan pada
pertemuan berikutnya.
Guru mengakhiri pembelajaran dan memberi
salam.
15
menit
H. Media dan Sumber Belajar:
Media presentasi : papan tulis
Media latihan: worksheet
Sumber:
- Kamus bahasa inggris
- Internet
I. Penilaian
1. Teknik: performance assessment
2. Bentuk: Tes Lisan
3. Pedoman Penilaian:
NO Score Classification
1. 6 Excellent
2. 5 Very Good
130
3. 4 Good
4. 3 Average
5. 2 Poor
6. 1 Very Poor
131
APPENDIX 7
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Sekolah : MAN 1 Kota Jambi
Mata Pelajaran : Bahasa Inggris
Kelas / Semester : X/2
Materi Pokok : Descriptive text
Alokasi Waktu : 2x45 menit
Pertemuan : 6 Pertemuan (Control Class)
A. Standar Kompetensi
Berbicara
Mengungkapkan makna dalam teks lisan fungsional dan monolog pendek
sederhana berbentuk descriptive, dan narrative untuk berinteraksi dengan
lingkungan sekitar.
B. Kompetensi Dasar
Mengungkap kan makna dalam monolog pendek sederhana dengan
menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk
berinteraksi dengan lingkungan sekitar dalam teks berbentuk descriptive dan
narrative.
C. Indikator Pencapaian Kompetensi
Mengungkapkan secara lisan teks monolog berbentuk descriptive.
Merespon unsur kebahasaan dalam teks descriptive dalam bentuk simple
present.
132
D. Tujuan Pembelajaran
3. Siswa mampu mengungkapkan secara lisan teks monolog berbentuk
descriptive.
4. Siswa mampu merespon unsur kebahasaan dalam teks descriptive dalam
bentuk simple present.
A. Materi Pembelajaran
Descriptive text yaitu teks yang menjelaskan gambaran seseorang atau benda.
Tujuannya adalah untuk menggambarkan atau mengungkapkan orang, tempat
atau benda tertentu. Bisa dikatakan juga bahwa Descriptive text adalah teks yang
menjelaskan tentang seperti apakah orang atau benda yang dideskripsikan, baik
bentuknya,sifat-sifatnya, jumlahnya dan lain-lain.
Struktur Descriptive Text (generic structure) adalah :
1. Identification (identifikasi) adalah pendahuluan , berupa gambaran umum
tentang suatu topik.
2.Description (deskripsi) adalah berisi ciri-ciri khusus yang dimiliki benda,
tempat, atau orang yang dideskripsikan.
Ciri-ciri Descriptive Text :
- Menggunakan simple present tense
- Menggunakan attribute verb, seperti be (am, is, are)
- Hanya fokus pada satu objek tersebut.
B. Metode Pembelajaran
Tanya jawab, ceramah, diskusi, role play dan penugasan.
C. Langkah-langkah Kegiatan Pembelajaran
Pertemuan 1
Kegiatan Rincian Kegiatan Waktu
Pendahuluan Guru memberikan salam.
Guru menanyakan kabar siswa.
15
menit
133
Guru mengecek kehadiran siswa.
Guru memberikan pertanyaan mengenai materi
pelajaran yang telah dipelajari sebelumnya dan
materi yang akan dipelajari.
Guru menjelaskan materi yang akan diajarkan
dengan cara memberi gambaran umum
mengenai materi yang akan diajarkan.
Guru menjelaskan tujuan pembelajaran atau
kompetensi dasar yang akan dicapai tentang
materi yang akan diajarkan.
Kegiatan Inti
Guru Menjelaskan materi tentang descriptive
text
Siswa mengidentifikasi fungsi sosial, struktur
teks, dan language feature di dalam teks
descriptive yang diberikan
Guru Memberikan materi tentang descriptive
text
Siswa mengamati materi yang diberikan oleh
guru.
Siswa dipersilahkan memberi beberapa
pertanyaan mengenai descriptive text yang
telah di pelajari.
Guru memberikan penguatan tentang fungsi
sosial, struktur teks dan unsur kebahasaan yang
dipelajari.
Guru menyuruh siswa untuk menyusun teks
deskriptif sederhana tentang “Borobudur
Temple” secara berkelompok.
60
menit
134
Guru menyuruh salah satu perwakilan dari
setiap kelompok untuk membacakan hasil kerja
siswa.
Penutup Siswa diberikan kesempatan jika ada hal yang
ingin ditanyakan mengenai pembelajaran hari
ini.
Guru dan siswa bersama-sama menyimpulkan
pembelajaran.
Guru memberikan arahan tentang
pembelajaran yang akan dilaksanakan pada
pertemuan berikutnya.
Guru mengakhiri pembelajaran dan memberi
salam.
15
menit
Pertemuan 2
Kegiatan Rincian Kegiatan Waktu
Pendahuluan Guru memberikan salam.
Guru menanyakan kabar siswa.
Guru mengecek kehadiran siswa.
Guru memberikan pertanyaan mengenai materi
pelajaran yang telah dipelajari sebelumnya dan
materi yang akan dipelajari.
Guru menjelaskan materi yang akan diajarkan
dengan cara memberi gambaran umum
mengenai materi yang akan diajarkan.
Guru menjelaskan tujuan pembelajaran atau
kompetensi dasar yang akan dicapai tentang
15
menit
135
materi yang akan diajarkan.
Kegiatan Inti
Guru Menjelaskan materi tentang descriptive
text
Siswa mengidentifikasi fungsi sosial, struktur
teks, dan language feature di dalam teks
descriptive yang diberikan
Guru Memberikan materi tentang descriptive
text
Siswa mengamati materi yang diberikan oleh
guru.
Siswa dipersilahkan memberi beberapa
pertanyaan mengenai descriptive text yang
telah di pelajari.
Guru memberikan penguatan tentang fungsi
sosial, struktur teks dan unsur kebahasaan yang
dipelajari.
Guru menyuruh siswa untuk menyusun teks
deskriptif sederhana tentang “Mother” secara
berkelompok.
Guru menyuruh salah satu perwakilan dari
setiap kelompok untuk membacakan hasil kerja
siswa.
60
menit
Penutup Siswa diberikan kesempatan jika ada hal yang
ingin ditanyakan mengenai pembelajaran hari
ini.
Guru dan siswa bersama-sama menyimpulkan
pembelajaran.
Guru memberikan arahan tentang
15
menit
136
pembelajaran yang akan dilaksanakan pada
pertemuan berikutnya.
Guru mengakhiri pembelajaran dan memberi
salam.
Pertemuan 3
Kegiatan Rincian Kegiatan Waktu
Pendahuluan Guru memberikan salam.
Guru menanyakan kabar siswa.
Guru mengecek kehadiran siswa.
Guru memberikan pertanyaan mengenai materi
pelajaran yang telah dipelajari sebelumnya dan
materi yang akan dipelajari.
Guru menjelaskan materi yang akan diajarkan
dengan cara memberi gambaran umum
mengenai materi yang akan diajarkan.
Guru menjelaskan tujuan pembelajaran atau
kompetensi dasar yang akan dicapai tentang
materi yang akan diajarkan.
15
menit
Kegiatan Inti
Guru Menjelaskan materi tentang descriptive
text
Siswa mengidentifikasi fungsi sosial, struktur
teks, dan language feature di dalam teks
descriptive yang diberikan
Guru Memberikan materi tentang descriptive
text
Siswa mengamati materi yang diberikan oleh
60
menit
137
guru.
Siswa dipersilahkan memberi beberapa
pertanyaan mengenai descriptive text yang
telah di pelajari.
Guru memberikan penguatan tentang fungsi
sosial, struktur teks dan unsur kebahasaan yang
dipelajari.
Guru menyuruh siswa untuk menyusun teks
deskriptif sederhana tentang “Rabbit” secara
berkelompok.
Guru menyuruh salah satu perwakilan dari
setiap kelompok untuk membacakan hasil kerja
siswa.
Penutup Siswa diberikan kesempatan jika ada hal yang
ingin ditanyakan mengenai pembelajaran hari
ini.
Guru dan siswa bersama-sama menyimpulkan
pembelajaran.
Guru memberikan arahan tentang
pembelajaran yang akan dilaksanakan pada
pertemuan berikutnya.
Guru mengakhiri pembelajaran dan memberi
salam.
15
menit
Pertemuan 4
Kegiatan Rincian Kegiatan Waktu
Pendahuluan Guru memberikan salam.
Guru menanyakan kabar siswa.
15
menit
138
Guru mengecek kehadiran siswa.
Guru memberikan pertanyaan mengenai materi
pelajaran yang telah dipelajari sebelumnya dan
materi yang akan dipelajari.
Guru menjelaskan materi yang akan diajarkan
dengan cara memberi gambaran umum
mengenai materi yang akan diajarkan.
Guru menjelaskan tujuan pembelajaran atau
kompetensi dasar yang akan dicapai tentang
materi yang akan diajarkan.
Kegiatan Inti
Guru Menjelaskan materi tentang descriptive
text
Siswa mengidentifikasi fungsi sosial, struktur
teks, dan language feature di dalam teks
descriptive yang diberikan
Guru Memberikan materi tentang descriptive
text
Siswa mengamati materi yang diberikan oleh
guru.
Siswa dipersilahkan memberi beberapa
pertanyaan mengenai descriptive text yang
telah di pelajari.
Guru memberikan penguatan tentang fungsi
sosial, struktur teks dan unsur kebahasaan yang
dipelajari.
Guru menyuruh siswa untuk menyusun teks
deskriptif sederhana tentang “My Friend”
secara berkelompok.
60
menit
139
Guru menyuruh salah satu perwakilan dari
setiap kelompok untuk membacakan hasil kerja
siswa.
Penutup Siswa diberikan kesempatan jika ada hal yang
ingin ditanyakan mengenai pembelajaran hari
ini.
Guru dan siswa bersama-sama menyimpulkan
pembelajaran.
Guru memberikan arahan tentang
pembelajaran yang akan dilaksanakan pada
pertemuan berikutnya.
Guru mengakhiri pembelajaran dan memberi
salam.
15
menit
Pertemuan 5
Kegiatan Rincian Kegiatan Waktu
Pendahuluan Guru memberikan salam.
Guru menanyakan kabar siswa.
Guru mengecek kehadiran siswa.
Guru memberikan pertanyaan mengenai materi
pelajaran yang telah dipelajari sebelumnya dan
materi yang akan dipelajari.
Guru menjelaskan materi yang akan diajarkan
dengan cara memberi gambaran umum
mengenai materi yang akan diajarkan.
Guru menjelaskan tujuan pembelajaran atau
kompetensi dasar yang akan dicapai tentang
15
menit
140
materi yang akan diajarkan.
Kegiatan Inti
Guru Menjelaskan materi tentang descriptive
text
Siswa mengidentifikasi fungsi sosial, struktur
teks, dan language feature di dalam teks
descriptive yang diberikan
Guru Memberikan materi tentang descriptive
text
Siswa mengamati materi yang diberikan oleh
guru.
Siswa dipersilahkan memberi beberapa
pertanyaan mengenai descriptive text yang
telah di pelajari.
Guru memberikan penguatan tentang fungsi
sosial, struktur teks dan unsur kebahasaan yang
dipelajari.
Guru menyuruh siswa untuk menyusun teks
deskriptif sederhana tentang “Hobby” secara
berkelompok.
Guru menyuruh salah satu perwakilan dari
setiap kelompok untuk membacakan hasil kerja
siswa.
60
menit
Penutup Siswa diberikan kesempatan jika ada hal yang
ingin ditanyakan mengenai pembelajaran hari
ini.
Guru dan siswa bersama-sama menyimpulkan
pembelajaran.
Guru memberikan arahan tentang
15
menit
141
pembelajaran yang akan dilaksanakan pada
pertemuan berikutnya.
Guru mengakhiri pembelajaran dan memberi
salam.
Pertemuan 6
Kegiatan Rincian Kegiatan Waktu
Pendahuluan Guru memberikan salam.
Guru menanyakan kabar siswa.
Guru mengecek kehadiran siswa.
Guru memberikan pertanyaan mengenai materi
pelajaran yang telah dipelajari sebelumnya dan
materi yang akan dipelajari.
Guru menjelaskan materi yang akan diajarkan
dengan cara memberi gambaran umum
mengenai materi yang akan diajarkan.
Guru menjelaskan tujuan pembelajaran atau
kompetensi dasar yang akan dicapai tentang
materi yang akan diajarkan.
15
menit
Kegiatan Inti
Guru Menjelaskan materi tentang descriptive
text
Siswa mengidentifikasi fungsi sosial, struktur
teks, dan language feature di dalam teks
descriptive yang diberikan
Guru Memberikan materi tentang descriptive
text
Siswa mengamati materi yang diberikan oleh
guru.
60
menit
142
Siswa dipersilahkan memberi beberapa
pertanyaan mengenai descriptive text yang
telah di pelajari.
Guru memberikan penguatan tentang fungsi
sosial, struktur teks dan unsur kebahasaan yang
dipelajari.
Guru menyuruh siswa untuk menyusun teks
deskriptif sederhana tentang “Joko widodo”
secara berkelompok.
Guru menyuruh salah satu perwakilan dari
setiap kelompok untuk membacakan hasil kerja
siswa.
Penutup Siswa diberikan kesempatan jika ada hal yang
ingin ditanyakan mengenai pembelajaran hari
ini.
Guru dan siswa bersama-sama menyimpulkan
pembelajaran.
Guru memberikan arahan tentang
pembelajaran yang akan dilaksanakan pada
pertemuan berikutnya.
Guru mengakhiri pembelajaran dan memberi
salam.
15
menit
D. Media dan Sumber Belajar:
Media presentasi : papan tulis
Media latihan: worksheet
Sumber:
- Kamus bahasa inggris
143
- Internet
E. Penilaian
1. Teknik: performance assessment
2. Bentuk: Tes Lisan
3. Pedoman Penilaian:
NO Score Classification
1. 6 Excellent
2. 5 Very Good
3. 4 Good
4. 3 Average
5. 2 Poor
6. 1 Very Poor
144
APPENDIX 8
Bahasa Inggris Umum
Satuan Pendidikan : SMA/MA
Kelas : X (Sepuluh)
Kompetensi Inti :
KI-1 dan KI-2:Menghayati dan mengamalkan ajaran agama yang dianutnya.
Menghayati dan mengamalkan perilaku jujur, disiplin, santun, peduli (gotong
royong, kerjasama, toleran, damai), bertanggung jawab, responsif, dan pro-aktif
dalam berinteraksi secara efektif sesuai dengan perkembangan anak di
lingkungan, keluarga, sekolah, masyarakat dan lingkungan alam sekitar, bangsa,
negara, kawasan regional, dan kawasan internasional”.
KI 3: Memahami, menerapkan, dan menganalisis pengetahuan faktual,
konseptual, prosedural, dan metakognitif berdasarkan rasa ingin tahunya tentang
ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan
kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena
dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang
spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah
KI4: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak
terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri,
bertindak secara efektif dan kreatif, serta mampu menggunakan metode sesuai
kaidah keilmuan.
Kompetensi Dasar Materi
Pembelajaran Kegiatan Pembelajaran
3.1 Menerapkan fungsi sosial,
struktur teks, dan unsur
Fungsi Sosial - Menyimak dan
145
Kompetensi Dasar Materi
Pembelajaran Kegiatan Pembelajaran
kebahasaan teks interaksi
transaksional lisan dan tulis
yang melibatkan tindakan
memberi dan meminta
informasi terkait jati diri dan
hubungan keluarga, sesuai
dengan konteks
penggunaannya. (Perhatikan
unsur kebahasaan pronoun:
subjective, objective,
possessive)
Mengenalkan,
menjalin
hubungan
interpersonal
dengan teman
dan guru
Struktur Teks
- Memulai
- Menanggapi
(diharapkan/di
luar dugaan)
Unsur
Kebahasaan
- Sebutan
anggota
keluarga inti
dan yang lebih
luas dan
orang-orang
dekat lainnya;
hobi,
kebiasaan
- Verba: be,
have, go,
work, live
menirukanbeberapa
contoh interaksi terkait
jati diri dan hubungan
keluarga, dengan
ucapan dan tekanan
kata yang benar
- Mengidentifikasi
ungakapan-ungkapan
penting dan perbedaan
antara beberapa cara
yang ada
- Menanyakan hal-hal
yang tidak diketahui
atau yang berbeda.
- Mempelajari contoh
teks interaksi terkait
jati diri dan hubungan
keluarganya yang
dipaparkan figur-figur
terkenal.
- Saling menyimak dan
bertanya jawab tentang
jati diri masing-masing
dengan teman-
4.1 Menyusun teks interaksi
transaksional lisan dan tulis
pendek dan sederhana yang
melibatkan tindakan memberi
dan meminta informasi terkait
jati diri, dengan
memperhatikan fungsi sosial,
struktur teks, dan unsur
kebahasaan yang benar dan
sesuai konteks
146
Kompetensi Dasar Materi
Pembelajaran Kegiatan Pembelajaran
(dalam simple
present tense)
- Subjek
Pronoun: I,
You, We,
They, He, She,
It
- Kata ganti
possessive my,
your, his, dsb.
- Kata tanya
Who? Which?
How? Dst.
- Nomina
singular dan
plural dengan
atau tanpa a,
the, this, those,
my, their, dsb.
- Ucapan,
tekanan kata,
intonasi,
ejaan, tanda
baca, dan
temannya
- Melakukan refleksi
tentang proses dan
hasil belajarnya
147
Kompetensi Dasar Materi
Pembelajaran Kegiatan Pembelajaran
tulisan tangan
Topik
Deskripsi diri
sendiri sebagai
bagian dari
keluarga dan
masyarakat yang
dapat
menumbuhkan
perilaku yang
termuat di KI
3.2 Menerapkan fungsi sosial,
struktur teks, dan unsur
kebahasaan teks interaksi
interpersonal lisan dan tulis
yang melibatkan tindakan
memberikan ucapan selamat
dan memuji bersayap
(extended), serta
menanggapinya, sesuai dengan
konteks penggunaannya
Fungsi Sosial
Menjaga
hubungan
interpersonal
dengan guru,
teman dan orang
lain.
Struktur Teks
- Memulai
- Menanggapi
(diharapkan/di
luar dugaan)
Unsur
- Menyimak dan
menirukan beberapa
contoh percakapan
mengucapkan selamat
dan memuji bersayap
(extended) yang
diperagakan
guru/rekaman, dengan
ucapan dan tekanan
kata yang benar
- Bertanya jawab untuk
mengidentifikasi dan
menyebutkan ungkapan
4.2 Menyusun teks interaksi
interpersonal lisan dan tulis
sederhana yang melibatkan
tindakan memberikan ucapan
148
Kompetensi Dasar Materi
Pembelajaran Kegiatan Pembelajaran
selamat dan memuji bersayap
(extended), dan
menanggapinya dengan
memperhatikan fungsi sosial,
struktur teks, dan unsur
kebahasaan yang benar dan
sesuai konteks
Kebahasaan
- Ungkapan
memberikan
ucapan
selamat dan
memuji
bersayap
(extended),
dan
menanggapiny
a
- Nomina
singular dan
plural dengan
atau tanpa a,
the, this, those,
my, their, dsb.
- Ucapan,
tekanan kata,
intonasi,
ejaan, tanda
baca, dan
tulisan tangan
Topik
Interaksi antara
pemberian selamat dan
pujian serta
tambahannya, n
mengidentifikasi
persamaan dan
perbedaannya
- Menentukan ungkapan
yang tepat secara
lisan/tulis dari berbagai
situasi lain yang serupa
- Membiasakan
menerapkan yang
sedang dipelajari.
dalam interaksi dengan
guru dan teman secara
alami di dalam dan di
luar kelas.
- Melakukan refleksi
tentang proses dan
hasil belajar
149
Kompetensi Dasar Materi
Pembelajaran Kegiatan Pembelajaran
guru dan peserta
didik di dalam
dan di luar kelas
yang melibatkan
ucapan selamat
dan pujian yang
dapat
menumbuhkan
perilaku yang
termuat di KI
3.3 Menerapkan fungsi sosial,
struktur teks, dan unsur
kebahasaan teks interaksi
transaksional lisan dan tulis
yang melibatkan tindakan
memberi dan meminta
informasi terkait niat
melakukan suatu
tindakan/kegiatan, sesuai
dengan konteks
penggunaannya. (Perhatikan
unsur kebahasaan be going to,
would like to)
Fungsi Sosial
Menyatakan
rencana,
menyarankan,
dsb.
Struktur Teks
- Memulai
- Menanggapi
(diharapkan
atau di luar
dugaan)
Unsur
Kebahasaan
- Mencermati beberapa
contoh interaksi terkait
niat melakukan suatu
tindakan/kegiatan
dalam/dengan tampilan
visual(gambar, video)
- Mengidentifikasidenga
n menyebutkan
persamaan dan
perbedaan dan dari
contoh-contoh yang
ada dalam video
tersebut, dilihat dari isi 4.3 Menyusun teks interaksi
150
Kompetensi Dasar Materi
Pembelajaran Kegiatan Pembelajaran
transaksional lisan dan tulis
pendek dan sederhana yang
melibatkan tindakan memberi
dan meminta informasi terkait
niat melakukan suatu
tindakan/kegiatan, dengan
memperhatikan fungsi sosial,
struktur teks, dan unsur
kebahasaan yang benar dan
sesuai konteks
- Ungkapan
pernyataan
niat yang
sesuai, dengan
modalbe going
to, would like
to
- Nomina
singular dan
plural dengan
atau tanpa a,
the, this, those,
my, their, dsb.
- Ucapan,
tekanan kata,
intonasi,
ejaan, tanda
baca, dan
tulisan tangan
Topik
Interaksi antara
guru dan peserta
didik di dalam
dan di luar kelas
yang melibatkan
dan cara
pengungkapannya
- Bertanya jawab tentang
pernyataan beberapa
tokoh tentang rencana
melakukan perbaikan
- Bermain game terkait
dengan niat mengatasi
masalah
- Membiasakan
menerapkan yang
sedang dipelajari.
dalam interaksi dengan
guru dan teman secara
alami di dalam dan di
luar kelas.
- Melakukan refleksi
tentang proses dan
hasil belajar.
151
Kompetensi Dasar Materi
Pembelajaran Kegiatan Pembelajaran
pernyataan
niatyang dapat
menumbuhkan
perilaku yang
termuat di KI
3.4 Membedakan fungsi sosial,
struktur teks, dan unsur
kebahasaan beberapa teks
deskriptif lisan dan tulis
dengan memberi dan meminta
informasi terkait tempat wisata
dan bangunan bersejarah
terkenal, pendek dan
sederhana, sesuai dengan
konteks penggunaannya
Fungsi Sosial
Membanggakan,
menjual,
mengenalkan,
mengidentifikasi
, mengkritik,
dsb.
Struktur Teks
Dapat mencakup
- Identifikasi
(nama
keseluruhan
dan bagian)
- Sifat (ukuran,
warna, jumlah,
bentuk, dsb.)
- Fungsi,
manfaat,
tindakan,
- Menyimak dan
menirukan guru
membacakan teks
deskriptif sederhana
tentang tempat wisata
dan/atau bangunan
bersejarah
terkenaldengan
intonasi, ucapan, dan
tekanan kata yang
benar.
- Mencermati
danbertanya jawab
tentang contoh
menganalisisdeskripsi
dengan alat seperti
tabel, mind map, dan
kemudian
menerapkannya untuk
menganalisis beberapa
4.4 Teks deskriptif
4.4.1 Menangkap makna secara
kontekstual terkait fungsi
sosial, struktur teks, dan unsur
kebahasaan teks deskriptif,
lisan dan tulis, pendek dan
sederhana terkait tempat
wisata dan bangunan
bersejarah terkenal
152
Kompetensi Dasar Materi
Pembelajaran Kegiatan Pembelajaran
4.4.2 Menyusun teks deskriptif lisan
dan tulis, pendek dan
sederhana, terkait tempat
wisata dan bangunan
bersejarah terkenal, dengan
memperhatikan fungsi sosial,
struktur teks, dan unsur
kebahasaan, secara benar dan
sesuai konteks
kebiasaan
Unsur
kebahasaan
- Kosa kata dan
istilah terkait
dengan tempat
wisata dan
bangunan
bersejarah
terkenal
- Adverbia
terkait sifat
seperti quite,
very,
extremely, dst.
- Kalimat
dekalraif dan
interogatif
dalam tense
yang benar
- Nomina
singular dan
plural secara
tepat, dengan
atau tanpa a,
deskripsi tempat wisata
dan bangunan lain
- Mencermati cara
mempresentasikan
hasil analisis secara
lisan, mempraktekkan
di dalam kelompok
masing-masing, dan
kemudian
mempresentasikan di
kelompok lain
- Mengunjungi tempat
wisata atau bangunan
bersejarah untuk
menghasilkan teks
deskriptif tentang
tempat wisata atau
bangunan
bersejarahsetempat.
- Menempelkan teks di
dinding kelas dan
bertanya jawab dengan
pembaca (siswa lain,
guru) yang datang
153
Kompetensi Dasar Materi
Pembelajaran Kegiatan Pembelajaran
the, this,
those, my,
their, dsb.
- Ucapan,
tekanan kata,
intonasi,
ejaan, tanda
baca, dan
tulisan tangan
Topik
Deskripsi
tempat wisata
dan bangunan
bersejarah yang
dapat
menumbuhkan
perilaku yang
termuat di KI
membacanya
- Melakukan refleksi
tentang proses dan
hasil belajar.
3.5 Membedakan fungsi sosial,
struktur teks, dan unsur
kebahasaan beberapa teks
khusus dalam bentuk
pemberitahuan
(announcement), dengan
Fungsi Sosial
Menjalin
hubungan
interpersonal
dan akademik
- Menyimak dan
menirukan guru
membacakan beberapa
teks pemberitahuan
(announcement)
154
Kompetensi Dasar Materi
Pembelajaran Kegiatan Pembelajaran
memberi dan meminta
informasi terkait kegiatan
sekolah, sesuai dengan
konteks penggunaannya
antar peserta
didik, guru, dan
sekolah
Struktur Teks
- Istilah khusus
terkait dengan
jenis
pemberitahuan
nya
- Informasi khas
yang relevan
- Gambar,
hiasan,
komposisi
warna
Unsur
Kebahasaan
- Ungkapan dan
kosa kata yang
lazim
digunakan
dalam
announcement
(pemberitahua
n)
dengan intonasi,
ucapan, dan tekanan
kata yang benar.
- Bertanya dan
mempertanyakan
tentang persamaan dan
perbedaan fungsi
sosial, struktur teks dan
unsur kebahasaannya
- Mencermati
danbertanya jawab
tentang contoh
menganalisisdeskripsi
dengan alat seperti
tabel dan kemudian
menerapkannya untuk
menganalisis beberapa
teks pemberitahuan
lain
- Membuat teks
pemberitahuan
(announcement) untuk
kelas atau teman
- Melakukan refleksi
4.5 Teks pemberitahuan
(announcement)
4.5.1 Menangkap makna secara
kontekstual terkait fungsi
sosial, struktur teks, dan unsur
kebahasaan teks khusus dalam
bentuk pemberitahuan
(announcement)
4.5.2 Menyusun teks khusus dalam
bentuk pemberitahuan
(announcement), lisan dan
tulis, pendek dan sederhana,
dengan memperhatikan fungsi
sosial, struktur teks, dan unsur
kebahasaan, secara benar dan
sesuai konteks
155
Kompetensi Dasar Materi
Pembelajaran Kegiatan Pembelajaran
- Nomina
singular dan
plural secara
tepat, dengan
atau tanpa a,
the, this,
those, my,
their, dsb.
- Ucapan,
tekanan kata,
intonasi,
ejaan, tanda
baca, dan
tulisan tangan
Topik
Pemberitahuan
kegiatan,
kejadian yang
dapat
menumbuhkan
perilaku yang
termuat di KI
Multimedia
Layout dan
dekorasi yang
tentang proses dan
hasil belajar.
156
Kompetensi Dasar Materi
Pembelajaran Kegiatan Pembelajaran
membuat
tampilan teks
pemberitahuan
lebih menarik.
3.6 Menerapkan fungsi sosial,
struktur teks, dan unsur
kebahasaan teks interaksi
transaksional lisan dan tulis
yang melibatkan tindakan
memberi dan meminta
informasi terkait
keadaan/tindakan/ kegiatan/
kejadian yang
dilakukan/terjadi di waktu
lampau yang merujuk waktu
terjadinya dan kesudahannya,
sesuai dengan konteks
penggunaannya. (Perhatikan
unsur kebahasaan simple past
tense vs present perfect tense)
Fungsi Sosial
Menjelaskan,
mendeskripsikan
, menyangkal,
menanyakan,
dsb.
Struktur Teks
- Memulai
- Menanggapi
(diharapkan/di
luar dugaan)
Unsur
Kebahasaan
- Kalimat
deklaratif dan
interogative
dalam simple
past tense,
present perfect
tense.
- Menyimak dan
menirukan beberapa
contoh percakapan
terkait dengan intonasi,
ucapan dan tekanan
kata yang tepat
- Guru mendiktekan
percakapan tersebut
dan peserta didik
menuliskannya dalam
buku catatannya untuk
kemudianbertanya
jawab terkait
perbedaan dan
persamaan makna
kalimat-kalimat yang
menggunakan kedua
tense tersebut
- Membaca beberapa
teks pendek yang
4.6 Menyusun teks interaksi
transaksional, lisan dan tulis,
pendek dan sederhana, yang
melibatkan tindakan memberi
dan meminta informasi terkait
157
Kompetensi Dasar Materi
Pembelajaran Kegiatan Pembelajaran
keadaan/tindakan/ kegiatan/
kejadian yang
dilakukan/terjadi di waktu
lampau yang merujuk waktu
terjadinya dan kesudahannya,
dengan memperhatikan fungsi
sosial, struktur teks, dan unsur
kebahasaan yang benar dan
sesuai konteks
- Adverbial
dengan since,
ago, now;
klause dan
adveribial
penunjuk
waktu
- Nomina
singular dan
plural secara
tepat, dengan
atau tanpa a,
the, this,
those, my,
their, dsb.
- Ucapan,
tekanan kata,
intonasi,
ejaan, tanda
baca, dan
tulisan tangan
Topik
Kegiatan,
tindakan,
kejadian,
menggunakan kedua
tense tersebut, dan
menggunakan beberapa
kalimat-kalimat di
dalamnya untuk
melengkapi teks
rumpang pada
beberapa teks terkait.
- Mencermati beberapa
kalimat rumpang untuk
menentukan tense yang
tepat untuk kata kerja
yang diberikan dalam
kurung
- Diberikan suatu kasus,
peserta didik membuat
satu teks pendek
dengan menerapkan
kedua tense tersebut
- Melakukan refleksi
tentang proses dan
hasil belajar
158
Kompetensi Dasar Materi
Pembelajaran Kegiatan Pembelajaran
peristiwa yang
dapat
menumbuhkanp
erilaku yang
termuat di KI
3.7 Membedakan fungsi sosial,
struktur teks, dan unsur
kebahasaan beberapa teks
recount lisan dan tulis dengan
memberi dan meminta
informasi terkait peristiwa
bersejarah sesuai dengan
konteks penggunaannya
Fungsi Sosial
Melaporkan,
menceritakan,
berbagi
pengalaman,
mengambil
teladan,
membanggakan
Struktur Teks
Dapat
mencakup:
- orientasi
- urutan
kejadian/kegia
tan
- orientasi ulang
Unsur
Kebahasaan
- Kalimat
- Menyimak guru
membacakan peristiwa
bersejarah, menirukan
bagian demi bagian
dengan ucapan dan
temakan kata yang
benar, dan bertanya
jawab tentang isi teks
- Menyalin teks tsb
dalam buku teks
masing-masing
mengikuti seorang
siswa yang menuliskan
di papan tulis, sambil
bertanya jawab terkait
fungsi sosial, struktur
teks, dan unsur
kebahasaan dalam teks
- Mencermati analisis
4.7 Teks recount – peristiwa
bersejarah
4.7.1 Menangkap makna secara
kontekstual terkait fungsi
sosial, struktur teks, dan unsur
kebahasaan teks recount lisan
dan tulis terkait peristiwa
bersejarah
4.7.2 Menyusun teks recount lisan
dan tulis, pendek dan
sederhana, terkait peristiwa
159
Kompetensi Dasar Materi
Pembelajaran Kegiatan Pembelajaran
bersejarah, dengan
memperhatikan fungsi sosial,
struktur teks, dan unsur
kebahasaan, secara benar dan
sesuai konteks
deklaratif dan
interogatif
dalam simple
past, past
continuous,
present
perfect, dan
lainnya yang
diperlukan
- Adverbia
penghubung
waktu: first,
then, after
that, before,
when, at last,
finally, dsb.
- Adverbia dan
frasa
preposisional
penujuk waktu
- Nomina
singular dan
plural dengan
atau tanpa a,
the, this, those,
my, their, dsb.
terhadap fungsi sosial,
rangkaian tindakan dan
kejadian dengan
menggunakan alat
seperti tabel, bagan,
dan kemudian
mengerjakan hal sama
dengan teks tentang
peristiwa bersejarah
lainnya
- Mengumpulkan
informasi untuk
menguraikan peristiwa
bersejarah di Indonesia
- Menempelkan
karyanya di dinding
kelas dan bertanya
jawab dengan pembaca
(siswa lain, guru) yang
datang membacanya
- Melakukan refleksi
tentang proses dan hasil
belajar.
160
Kompetensi Dasar Materi
Pembelajaran Kegiatan Pembelajaran
- Ucapan,
tekanan kata,
intonasi,
ejaan, tanda
baca, dan
tulisan tangan
Topik
Peristiwa
bersejarah yang
dapat
menumbuhkan
perilaku yang
termuat di KI
3.8 Membedakan fungsi sosial,
struktur teks, dan unsur
kebahasaan beberapa teks
naratif lisan dan tulis dengan
memberi dan meminta
informasi terkait legenda
rakyat, sederhana, sesuai
dengan konteks
penggunaannya
Fungsi Sosial
Mendapat
hiburan,
menghibur,
mengajarkan
nilai-nilai luhur,
mengambil
teladan
Struktur Teks
Dapat
mencakup:
- Menyimak guru
membacakan legenda,
sambil dilibatkan
dalam tanya jawab
tentang isinya
- Didiktekan guru
menuliskan legenda
tersebut dalam buku
catatan masing-masing,
sambil bertanya jawab
terkait fungsi sosial,
4.8 Menangkap makna secara
kontekstual terkait fungsi
sosial, struktur teks, dan unsur
161
Kompetensi Dasar Materi
Pembelajaran Kegiatan Pembelajaran
kebahasaan teks naratif, lisan
dan tulis sederhana terkait
legenda rakyat
- Orientasi
- Komplikasi
- Resolusi
- Orientasi
ulang
Unsur
Kebahasaan
- Kalimat-
kalimat
dalamsimple
past tense,
past
continuous,
dan lainnya
yang relevan
- Kosa kata:
terkait
karakter,
watak, dan
setting dalam
legenda
- Adverbia
penghubung
dan penujuk
waktu
struktur teks, dan unsur
kebahasaan yang ada
- Dalam kelompok
masing-masing berlatih
membacakan legenda
tsb dengan intonasi,
ucapan dan tekanan
kata yang benar,
dengan saling
mengoreksi
- Membaca satu legenda
lain, bertanya jawab
tentang isinya, dan
kemudian
mengidentifikasi
kalimat-kalimat yang
memuat bagian-bagian
legenda yang
ditanyakan
- Melakukan refleksi
tentang proses dan
hasil belajar.
162
Kompetensi Dasar Materi
Pembelajaran Kegiatan Pembelajaran
- Ucapan,
tekanan kata,
intonasi,
ejaan, tanda
baca, dan
tulisan tangan
Topik
Cerita legenda
yang dapat
menumbuhkan
perilaku yang
termuat di KI
3.9 Menafsirkan fungsi sosial dan
unsur kebahasaan lirik lagu
terkait kehidupan remaja
SMA/MA/SMK/MAK
Fungsi sosial
Mengembangka
n nilai-nilai
kehidupan dan
karakter yang
positif
Unsur
kebahasaan
- Kosa kata dan
tata bahasa
dalam lirik
lagu
- Membaca, menyimak,
dan menirukan lirik
lagu secara lisan
- Menanyakan hal-hal
yang tidak diketahui
atau berbeda
- Mengambil teladan
dari pesan-pesan dalam
lagu
- Menyebutkan pesan
yang terkait dengan
4.9 Menangkap makna terkait
fungsi sosial dan unsur
kebahasaan secara kontekstual
lirik lagu terkait kehidupan
remaja SMA/MA/SMK/MAK
163
Kompetensi Dasar Materi
Pembelajaran Kegiatan Pembelajaran
- Ucapan,
tekanan kata,
intonasi,
ejaan, tanda
baca, dan
tulisan tangan
Topik
Hal-hal yang
dapat
memberikan
keteladanan dan
menumbuhkan
perilaku yang
termuat di KI
bagian-bagian tertentu
- Melakukan refleksi
tentang proses dan
hasil belajarnya
164
APPENDIX 9
SPEAKING TEST
Meeting 1
Borobudur temple
Borobudur temple is one of the most beautiful tourist resorts in Indonesia. It is
situated in central Java. Borobudur temple is one of the seven wonders of the world
which needs to be preserved its circumstances. The people all over the world know
that Borobudur is one of the greatest art works that ever known since long time ago
world.
Borobudur is visited by more and more tourists, both domestic and foreign
tourists. Most of them admire Borobudur temple because of its beauty, its elegance
and the story of the relief on its walls. Domestic tourists usually go there by bus or
private cars, while foreign tourists like to join travel bureau because they don‟t need
to think of the transportation, accommodation, and itinerary.
Meeting 2
Mother
My mother was a very beautiful woman, my mother had white skin, a sharp
nose, round black eyes, long hair and a tall body. Besides being pretty my mother is
also good at cooking. My mother is the person I love the most because she is the most
patient person to educate me.
My mother is a hard worker, every day she gives the best for her children. My
mother is always strict when I make mistakes. My mother is the greatest person in my
life, she always gives me motivation and enthusiasm to live life.
165
Meeting 3
Rabbit
Rabbits are cute animals and have a thick hair. They have two eyes, four legs,
two ears, and a tail. Their hair has become the main attraction so many people buy
rabbits because of their hair color which is really fascinating. You can see a rabbit
with a variety of different hair colors such as white, black, brown, gray, and others.
One of the most preferred color is white, because of white, rabbit symbolized as a
clean animal and absolutely adorable. Rabbit eye is very funny and most of them are
back. Some types even have a red color of eye.
They have two long ears and even theirs can grow up to 10 cm. With their
long ears, they could hear better and know the voices of their predators when
approaching. Rabbit ears look so funny and sometimes moving up. Four feet they
have are very strong, especially the hind feet because those are used as a point for
jump.
Meeting 4
My Friend
I have a very good friend. His name is Rani Saputri but I often call him Uti.
She is a very beautiful and kind friend. My friend Uti has a tall body for a woman,
about 167 cm. He has white skin with long black hair that reaches down to reach the
shoulders. The sharp nose and dimples on both cheeks make Uti very charming when
she smiles.
His red lips will look very sweet when he shows rows of teeth - white teeth
that sparkle. In addition, he also has a mole located under his chin.
166
In addition to her beautiful face, my friend Uti is very kind and friendly to everyone.
He was very unable to see other people, especially his friends were sad. If his friend
is sad, he will cheer him up with all his strength until his friend smiles again.
Meeting 5
Hobby
I'll tell you about my hobbies are reading, I was the one who loves to read
books, all the books I like to read. such as religious books, lessons, general
knowledge, technology, internet, electronic, and others. but here I will focus on
describing my hobbies are reading this with an example that I brought this book. This
book entitled "The life of the Prophet Muhammad (Peace be upon him)". tell in this
book about the life of the prophet Muhammad. I like to read this book because in
addition I find out about the life and journey of the Prophet, I was also able to
improve my english language skills, because this book in English. in it there are also
some difficult vocabulary in the story.
My second hobby is hunting food, I was a young boy full of curiosity. I want
to try all the food in Indonesia, and if I get to the whole world. and I take pictures of
food and region of origin. There Timpan cuisine Aceh, there are "Porridge kampiun"
of Sulawesi, there tempoyak of jambi, betutu of Bali, and papede of Maluku.
Meeting 6
Joko Widodo
Joko Widodo or people can call him by Jokowi was born on June 21st 1961 in
Surakarta. He has 3 children. They are Kaesang Pangarep, Kahiyang Ayu, and Gibran
Rakabuming Raka.
Jokowi is thin. He has brown skin, short hair and tall body. He looks friendly
because he often keeps smile to everybody near him. Jokowi is an Indonesian
politician. He is the governor of capital city of Indonesia, Jakarta 2012-2017. His
politician career begins since he joined PDIP.
167
He was elected as governor of jakarta on 20 September 2012 after a second
round runoff of voting in which he defeated incumbent governor Fauzi Bowo. And
his job was to fix the flooding problems, traffic jumps, etc
168
APPENDIX 10
RESEARCH INSTRUMENT
Pre-test
Choose one of the title that you want and explain according to your own words.
You have two until three minutes to speak.
1. Tiger
2. Idol
3. Jambi Paradise
Post-test
Choose one of the title that you want and explain according to your own words.
You have two until three minutes to speak.
1. Cat
2. Idol
3. Hobby
169
APPENDIX 11
DOCUMENTATION
Control Class
170
Experimental Class
171
172
173
174
175
176
