THE EFFECTIVENESS OF DISCUSSION … PDF/F. Keguruan dan Ilmu Pendidikan...beserta perangkat yang diperlukan. Dengan demikian saya memberikan kepada ... dan mempublikasikannya di Internet

THE EFFECTIVENESS OF DISCUSSION TECHNIQUE

IN THE STUDENTS’ MASTERY OF SPEAKING

AMONG THIRD YEAR STUDENTS OF SMK N 2 DEPOK

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Sebastianus Bay Dhae

Student Number: 081214131

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2013

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

i




A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

By



ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2013


ii

A Sarjana Pendidikan Thesis on




By



Approved by

Advisor

Agustinus Hardi Prasetyo, S.Pd., M.A. Date : 29 July, 2013


http://www.usd.ac.id/profile_detail.php?id=00060

iii

A Sarjana Pendidikan Thesis on




By



Defended before the Board of Examiners

on August 15, 2013

and Declared Acceptable

Board of Examiners

Chairperson : C. Tutyandari, S.Pd., M.Pd. ______________

Secretary : Drs. Barli Bram, M.Ed., Ph.D. ` ______________

Member : Agustinus Hardi Prasetyo, S.Pd., M.A. ______________

Member : Christina Kristiyani, S.Pd., M.Pd. ______________

Member : Drs. Y.B. Gunawan, M.A. ______________

Yogyakarta, 15 August, 2013

Faculty of Teachers Training Education

Sanata Dharma University

Dean

Rohandi, Ph.D.



iv


v

STATEMENT OF WORK’S ORIGINALITY

I honestly declare that this thesis, which I have written, does not contain the work or

parts of the work of other people, except those cited in the quotations and the

references, as a scientific paper should.

Yogyakarta, August 5, 2013

The Writer


081214131


vi

LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan

Universitas Sanata Dharma karya ilmiah saya yang berjudul:




beserta perangkat yang diperlukan. Dengan demikian saya memberikan kepada

Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam

bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan

secara terbatas, dan mempublikasikannya di Internet atau media lain untuk

kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalti

kepada saya selama tetap mencantumkan nama saya sebagai penulis.

Demikian pernyataan ini yang saya buat dengan sebenarnya.

Dibuat di Yogyakarta

Pada tanggal: 15 Agustus 2013

Yang menyatakan


Nama : Sebastianus Bay Dhae

Nomor Mahasiswa : 081214131


vii

ABSTRACT

Dhae, Sebastianus bay. 2013. The Effectiveness of Discussion Technique in the

Students’ Mastery of Speaking among Third Year Students of SMK N 2 Depok.

Yogyakarta: Sanata Dharma University.

One important concern in learning English as a foreign language is the

communicative competence of learners. However, based on my teaching practice

experience, it was found that most of EFL learners were still unable to

communicate well although they had been learning English for years. One of the

factors that usually cause this problem is students have no chance to express their

own ideas or they have no challenge to create new situations in speaking English.

Therefore, it is necessary for the teachers to have a technique which provides the

opportunities or challenges for students to speak English.

The objective of the research is to investigate whether the use of

discussion technique is effective or not in improving students’ mastery of

speaking. This study is categorized as a quasi-experimental research. The total

population of participants was divided into two groups of sample: the control

group, and the experimental group. The experimental group is XII KA (Kimia

Analisis) and the control group is XII TPA (Teknik Permesinan A) from SMK N 2

Depok Yogyakarta. The data were collected using the same test for both groups.

The data were in the form of pre-test and post-test. The pre-test was conducted

before the treatment and post test was conducted after the treatment. The

discussion technique was only applied in XII KA or experimental group. The data

of both pre-test and post-test scores from experimental and control groups were

analyzed by using inferential statistics. To test the hypothesis, the researcher used

t-test.

From the analysis, the result of post test indicates that 𝑡𝑜 is higher than the

t value at the significant level of 5%, which is. 4.219 > 1.697. The level of

significant is 0.00. It is lower than 0.05. It also was found that the mean between

pre-test and post-test scores of experimental group was higher than the mean

between pre-test and post test scores of the control group (Experimental group=

Pre-test 58.87, Post-test 80.64),(Control group= Pre-test 59.60, Post-test 70.6).

Furthermore, the standard deviation of the experimental group decreases from

7.63 to 7.43 or the scores of the experimental group from pre-test to post-test are

more homogenous. Whereas, the standard deviation of control group from control

group increases from 7.51 to 8.64 or the scores of control group from pre-test to

post test are more heterogeneous. Based on those statistical results, it can be

concluded that discussion technique is effective in improving English speaking

skill among students of SMK N 2 Depok Yogyakarta. Moreover, the hypothesis,

which states that there is a significant deference in the student’s mastery of

speaking between the students who are taught using discussion technique and

those who are taught without using discussion technique is accepted.

Keywords: discussion technique, speaking mastery, SMK N 2 Depok Yogyakarta


viii

ABSTRAK

Dhae, Sebastianus bay. 2013. The Effectiveness of Discussion Technique in the

Students’ Mastery of Speaking among Third Year Students of SMK N 2 Depok.

Yogyakarta: Sanata Dharma University.

Salah satu element penting yang harus diperhatikan di dalam belajar

bahasa Inggris adalah kemampuan dalam berkomunikasi dengan menggunakan

bahasa Inggris. Namun, belakangan ini banyak siswa yang tidak mampu

berkomunikasi menggunakan Bahasa Inggris dengan baik meskipun mereka

sudah mempelajarinya bertahun tahun. Salah satu faktor yang menyebabkan

masalah ini adalah tidak adanya tantangan bagi siswa untuk menciptakan

suasana baru dalam berbicara bahasa Inggris. Oleh karena itu, penting bagi

guru untuk menerapkan suatu teknik yang dapat memberikan kesempatan atau

tantangan kepada siswa untuk berbicara dalam bahasa inggris.

Tujuan penelitian ini adalah untuk meneliti apakah pengunaan discussion

technique efektif dalam meningkatakn kemampuan berbicara siswa. Studi ini

dikategorikan sebagai penelitian quasi-experimental. Jumblah total populasi dari

peserta penelitian dibagi menjadi dua kelompok yaitu kelompok eksperimental

dan kelompok control. Kelompok eksperimental adalah siswa kelas XII KA (kimia

analisis) dan kelompok kontrol adalah siswa kelas XII TPA (teknik permesinan A)

dari SMK N 2 Depok Yogyakarta. Data dikumpulkan menggunakan tes yang sama

untuk kedua kelomplok tersebut dan dalam bentuk nilai pre-test dan post-test. Pre-

test dilakukan sebelum pengaplikasian teknik dan pos-test dilakukan setelahnya

pengaplikasian teknik. Discussion technique hanya diaplikasikan ada kelompok

eksperimental. Data nilai pre-test dan post-test kedua kelompok dianalisa

menggunakan statisik inferensial. Guna menguji hipotesis, peneliti menggunakan

t-test.

Berdasarkan analisis hasil dari post test, diidentifikasikan bahawa 𝑡𝑜

lebih besar dari nilai t pada significant level 5%, yaitu 4.219 > 1.697. level

significant-nya adalah 0.00 dimana lebih kecil dari 0.05. Ditemukan juga bahawa

perbandingn nilai rata-rata kelompok experimental lebih tinggi dari pada

kelompok kontrol post-test (kelompok eksperimental= Pre-test 58.87, Post-test

80.64), (Kelompok kontrol= Pre-test 59.60, Post-test 70.6). Standar deviasi dari

kelompok experimental juga turun dari 7.63 ke 7.43. Hal ini menunjukan bahwa

nilai kelompok experimental lebih homogen. Semantara itu, standar deviasi pada

kelompok kontrol naik dari 7.51 menjadi 8.64 sehinga nilai pada kelompok ini

menjadi lebih heterogen. Dengan kata lain, peningkatan rata-rata dari standar

deviasi pada kelompok experimental lebih besar daripada kelompok kontrol.

Berdasarkan hasil penemuan di atas dapat disimpulkan bahwa teknik diskusi

efektif untuk meningkatakan speaking masteri siswa dan hipotesis yang

mengatakan bahwa ada perbedaan yang signifikan pada Penguasaan kemampuan

berbicara siswa yang diajar mengunakan teknik diskusi dan siswa yang diajarkan

tanpa mengunakan teknik diskusi dapat diteriama.

Kata kunci: discussion technique, speaking mastery, SMK N 2 Depok Yogyakarta


ix

ACKNOWLEDGEMENTS

First of all, I would like to give my deepest gratitude to Jesus Christ for the

great blessing, spirit, and motivation during my thesis writing. I thank Him for

giving me this beautiful life. Nothing can replace those graces.

I sincerely thank and appreciate my sponsor, Agustinus Hardi Prasetyo,

S.Pd., M.A., for his guidance and support so that I could finally finish my thesis. I

am so thankful for his patience, suggestions during my thesis writing and

willingness to provide his valuable time.

I would like to thank all PBI’s lecturers who are very patient and caring in

guiding me during my period of learning in PBI. I learn so many things from

them. I would like to thank them for the greatest contribution in my learning

process.

My sincerely thanks go to my lovely parents, Agustinus Dhae and Paulina

Seko, for their care since the first time I saw this world until I started to build my

own life. Nothing can change their true love. They are the best figures who always

motivate me to finish this thesis. I am very grateful to have such wonderful

parents like them. I also want to thank my lovely sister, Maria Delvina Dhae, for

being a good sister to me. I thank her for her motivations and suggestions during

my thesis writing as my language consultant. She is the best sister that I have ever

had in this world who always stands by me in any situations.





x

My heartfelt thanks are also addressed to Vrizcha Magha Reginna for her

love, support and presence during my thesis writing. I thank her for being patient

with me whenever I felt upset. Lots of thanks go to her for encouraging me in

writing my thesis.

My special thanks also go to my lovely friends Purwo, Leksi, Andreo,

Apin, Akun, Egar, Leo, Hendri, Jojon, Dendy, Andre, Agus, and Umbu for the

joke, laughter and happiness. I thank them for being nice friends who always help

me when I am in trouble. I am very grateful for our friendship.

I would also like to thank Toro, Father Richard, Rengga, Bhe, Kojek, Rob,

Bella, Mike, my friend at KKN, my Friends at Sastra Basketball Team, and all of

my friends at PBI who cannot mentioned here. I am very thankful for the greatest

moments that we have been gone through.

Last but not least, I thank all people whom I cannot mention here who

always give their support and help to me.



xi

TABLE OF CONTENTS

Page

TITLE PAGE ………………………………………………………….. i

PAGE OF APPROVAL ………………………………………………. ii

PAGE OF ACCEPTANCE………………………………………………. iii

DEDICATION PAGES……………………………………………….. iv

STATEMENT OF WORK’S ORIGINALITY ……………………….. v

PERNYATAAN PERSETUJUAN PUBLIKASI ………………………... vi

ABSTRACT …………………………………………………………… vii

ABSTRAK ................................................................................................ viii

ACKNOWLEDGEMENTS …………………………………………... ix

TABLE OF CONTENTS ……………………………………………… xi

LIST OF TABLES …………………………………………………….. xi

LIST OF APPENDICES………………………………………………. xv

CHAPTER I. INTRODUCTION 1

1.1 Research Background …………………………… 1

1.2 Research Problem ……………………………….. 2

1.3 Problem Limitation ………………………………. 3

1.4 Research Objectives …………………………….... 3

1.5 Research Benefits ………………………………… 3

1.6 Definition of Terms ………………………………. 5

CHAPTER II. REVIEW OF RELATED LITERATURE 8

2.1 Theoretical Description..……..…………………… 8


xii

2.1.1 Teaching and Learning English as a Foreign

Language……………………………………. 8

2.1.2 Communicative Language Teaching ……… 9

2.1.2.1 Discussion Technique …………….. 15

2.1.3 Teaching Speaking ………………………... 20

2.1.4 Speaking Mastery…………………………. 23

2.2 Theoretical Framework ……………………………. 25

2.2.1 Hypothesis ……………………………… .... 27

CHAPTER III. RESEARCH METHODOLOGY 29

3.1 Research Design ……………………………….... 29

3.1.1. Quasi Experimental Design…………….. 29

3.2 Research Setting ………………………………… 31

3.3 Research Participant …………………………….. 31

3.4 Instrument and Data Collecting Technique …….. 32

3.4.1 Pre-test and Post-test ………………… 32

3.4.2 The Validity and Reliability of the Instrument... 32

3.5 Data Analysis Technique ………………………… 35

3.6 Research Procedure ……………………………...... 36

CHAPTER IV. RESEARCH RESULTS AND DISCUSSION 38

4.1 Data Description ………………………………... 38

4.1.1 Categorization of the Students’ Speaking Mastery 38

4.1.2 Data of the Experimental Group ……… . 40

4.1.3 Data of the Control Group ………………… 42


xiii

4.1.4 Statistical Data of Experimental Group and

Control Group …………………………….. 44

4.2 Data Analysis …………………………………. 46

4.2.1 Test of Normality ……………………….. 46

4.2.2 Test of Homogeneity ………………………….. 48

4.2.3 Inferential Statistic/Hypothesis Test ………….. 49

4.3 Interpretation of the Findings …………………... . 51

CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS 54

5.1 Conclusions ……………………………………… 54

5.2 Recommendations ………………………………... 56

REFERENCES …………………………………………………….. 58

APPENDICES…………………………………………………………. 61


xiv

LIST OF TABLES

Table

1. Comparison between Traditional and Communicative Approach…… 10

2. Distribution of the Treatment …………………………………….. 31

3. Blue Print of the Instrument …………………………………….... 33

4. The Category of Students’ Learning Achievement ………………. 34

5. Categorization of the Students’ Speaking Mastery ……………… 39

6. Descriptive Analysis on the Pre-test Score of the Experimental

Group ……………………………………………………………… 40

7. Descriptive Analysis on the Post-test Score of the Experimental

Group ………………………………………………………………... 41

8. Statistical Data of the Pre-test and Post-test Score of the

Experimental Group………………………………………………… 42

9. Descriptive Analysis on the Pre-test Result of the Control Group 43

10. Descriptive Analysis of the Result of the Post-test in the Control

Group ……………………………………………………………… 43

11. The Statistical Data of the Pre-test and Post-test Scores of the

Control Group …………………………………………………….. 44

12. Statistical data of the Effectiveness of discussion technique ....... 45

13. Result of the Test of Normality …………………………………... 47

14. Descriptive Analysis of the Homogeneity Test Result …………... 48

15. The Gain Scores of the Student Speaking Mastery………………. 49

16. T-test Result of the Pre-test …………………................................ 50

17. T-test Result of the Post-test ……………………………………… 50

18. T-test Result of the Gain ………………………………………….. 51


xv

LIST OF APPENDICES

Appendix 1: Lesson Plan and Resource Book………………………..... 62

Appendix 2: Try-Out Test, Pre-Test, Post-test and Rubric…………….. 139

Appendix 3: SPSS Computations………………………………………. 156

Appendix 4: Research Permit…………………………………………… 177


1

CHAPTER I

INTRODUCTION

In this part of study, the researcher presents the introduction of the study.

There are six things included in the introduction. They are the Research

Background, Research Problem, Problem Formulation, Research Objective,

Research Benefits, and Definition of Terms.

1.1 Research Background

The development of English as an international language has brought it to

be a major language being learned in almost every school institution in Indonesia.

In this country, English is considered as a foreign language, and it is a language

which is not that simple to be learned. This view leads Indonesian Education

Department (Depdikbud) to put English language as a required subject in the

school institution, such as in senior high school or vocational school.

Based on the results of the research conducted by Ghozali (1999), high

school students are still unable to communicate in English although they have

been learning English for more than eleven years. The research concludes that

within this period, students learn speaking only within the texts available in the

student‟s book. This model makes the students have no chance to express their

own ideas, and they have no challenge to create new situations.

The discussion above shows that students must be given opportunities to

practice the language they are learning. In other words, teacher‟s talk time should


2

be minimized and students‟ talk time must be maximized. In the learning process,

discussion is used as a stimulus to develop students‟ interest, enthusiasm,

motivation on what is being presented in a particular lesson. Thus, in the study,

the writer intends to propose discussion technique, which is a part of

Communicative Language Teaching Approach. It is believed that discussion

technique can reduce the student‟s feeling of being burdened with the English

learning process in the classroom through its activities such as communicating,

asking, interpreting, making summary and debating. These activities then can also

encourage better speaking skill in communicative contexts.

Nowadays, the successful language class is determined by the situation

when the learner can communicate effectively with others. Harmer (1991: 76)

states that discussion can help students to practice their speaking well. It can make

the students use their language by building sense of community in the classroom,

then encourage students to speak because when they are asked to express

themselves in a foreign language, they may find some difficulties expressing their

intentions.

1.2 Research Problem

The problem in this research can be formulated as follows.

a. Is discussion technique effective to improve student‟s mastery of speaking

among the third year students of SMK N 2 Depok, Yogyakarta?


3

1.3 Problem Limitation

There are two limitations that the writer has for this research. First, this

research is quasi-experimental research; this kind of research is used to know

whether discussion technique is effective to improve the speaking mastery.

Second, this research focuses on two classes of the third grade of SMA N 2

Depok, Yogyakarta.

1.4 Research Objective

Based on the research problem, the objective of this research is to

investigate whether the use of discussion technique is effective in improving

students‟ mastery of speaking. It is hoped that this research can give good

contribution in teaching learning process, especially on the improvement of

speaking mastery. This research hopefully can also help teachers to rethink their

decisions in choosing the effective technique in order to help students obtain the

best achievement.

1.5 Research Benefits

The writer hopes that this thesis can give advantages to all readers. It is

expected that this research will be able to contribute theoretically and practically

on how discussion technique can be used in the learning process of English. Three

significances are expected in this present study.


4

1.5.1 Theoretically

The result of this study is on academic speaking that serves as a technique

for students to improve their competence in speaking. It is believed that the

discussion technique which is suggested in this research can encourage students to

develop their ability in asking, communicating, interpreting, and making

summary. In other words, the result can provide a technique that gives a lot of

chance for learners to speak.

1.5.2 Practically

a. For the English teachers

The English teacher knows the effective strategy to build a sense of

communication in the classroom. In this case, the discussion technique could be

the answer because this technique facilitates the students to communicate they are

working in. Moreover, teachers can also use some activities in the discussion

technique to encourage student to communicate such as problem based discussion

or sharing based discussion

b. For the Students

This research can broaden students‟ knowledge by learning through

discussion, so that it can motivate students to learn and improve their speaking

ability. It can also encourage students to master the other skills: listening, reading,

and writing. It is expected that the technique can increase the students‟ interest

and help them to learn better, so they will not become marginalized, but

empowered, autonomous and emancipated.


5

1.5.3 To the Readers, Course Developers and the Next Researchers

Hopefully, this research can give helpful information to the readers, course

developers and the next researchers who conduct the same study. It is also

expected that this preliminary study can activate other people to do related studies

in this field. It is because this research proposes great suggestions for teaching and

learning process. The future researchers can also conduct another analysis through

this research point of views.

1.6 Definition of Terms

1.6.1 Communicative Language Teaching

Communication is a continuous process of expression, interpretation, and

negotiation (Savignon, 1983: 8). According to rivers, Communicative Language

Teaching is

a move from the consideration of language as an accumulation of

discrete elements in associative chains to the study of human

conceptual and perceptual and perceptual system and a growing

interest in the pragmatics of language in situations of use ( as quoted

by Ekomunajat (2004: 16).

The teacher sets up a situation that students are likely to encounter in real life

(Galloway, 1993: 29). In Communicative Approach or Communicative Language

Teaching Approach, learners not only try to understand the grammar but also

develop the ability to use language. The aim is not only producing correct

sentences but also developing ability to communicate with the language. In this

study, Communicative Language Teaching is the approach, which becomes the


6

basic foundation to develop the innovative way of using language in real life

situations.

1.6.2. Speaking Mastery

There are many definitions of speaking that have been proposed by some

experts in language learning. “Speaking is using the stated language” (Woodford,

2003: 121). Speaking is also a product of a creative construction of linguistic

strings. Speakers make choice of lexicon, structures, and discourse (Brown, 2000:

140). The aspect of spoken English is that it is usually accomplished via

interaction with at least one other speaker. In this study, speaking is a creative

construction of oral skill of English language that must be mastered well by the

students after the discussion technique is applied.

1.6.3. Discussion

“Discuss comes from a Latin word that means „to scatter‟. “Discussion

refers to one or more meetings of a small group of people who thereby

communicate, face to face, in order to fulfill a common and achieve a group goal.

The key concepts in the definition are small group and communication.”

(Bormann, 1975: 3). Discussion is an extended communication (often interactive)

dealing with some particular topic or an exchange of views on some topics

(Lewis, 2008: 32). Discussion technique is also a technique concerning talking

about a problem involving two persons or more, in which these persons are

concerning the same problem. According to Murcia, “discussions are probably the

most commonly used activity in the oral skill class” (Celce-Murcia, 2000: 106), so

discussion is one of the activities that encourage students to speak. In this study,


7

discussion is a technique, which represents extended communication established

in pair or group regarding to a particular topic in order to obtain the goal.


8

CHAPTER II

REVIEW OF RELATED LITERATURE

The purpose of this chapter is to discuss the theories, which are used to

answer the research questions. This chapter is divided into two major discussions:

Theoretical Description and Theoretical Framework. The Theoretical Description

includes the important theories, which are related to the topic. Meanwhile, the

Theoretical Framework gives the clear explanation about all major relevant

theories.

2.1 Theoretical Description

The theoretical description in this study covers theory of teaching and

learning English as a foreign language, Communicative Language Teaching,

Discussion Technique and Teaching Speaking.

2.1.1 Teaching and Learning English as a Foreign Language

According to Woodford and Jackson (2003: 56), learning is the activity of

attaining knowledge. The understanding of how the learner learns determines

one‟s philosophy of education. Moreover, according to Brown (2000: 7), learning

is acquiring or getting of knowledge of a subject or a skill by experience or

instruction. Language learning is a long and complex way, where the learners

explore all their competence to think, feel, and act. From the theories above, we

can conclude that „learning‟ is the process of behavior‟s change by practice and

experience. It is an act to add the individuals‟ repertory.


9

Furthermore, according to Brown (2000: 7), teaching is guiding,

facilitating learning, enabling the learner to learn, and setting the condition for

learning. He also proposes that teaching can be defined as showing or helping

someone to learn how to do something, giving instruction, guiding the study of

something, providing knowledge, causing to know or understand. Thus, the

teacher in teaching EFL has the responsibility of equipping the learners with the

skills that they need to pursue in their studies. It is obvious that English teachers

are concerned to give the learners detailed guidance of study and help to achieve

the goal.

2.1.2 Communicative Language Teaching

Nowadays, Communicative Language Teaching (CLT) has been thought

as a new way to teach English as a second or foreign language. In a useful survey

of communicative language teaching, Quinn as quoted by Nunan, (1988: 26-28)

States that there are some differences items between Communicative Approach

and Traditional Approach. They are set out in Table 1.


10

Table 1: Comparison between Traditional and Communicative Approach

No Traditional approach Communicative approach

1. Focus in learning:

Focus is on the language as a structured

system of grammatical patterns.

Focus is on communication

2. How language items are selected:

This is done on linguistic criteria alone.

This is done on the basis of what

language items the learner needs to

know in order to get things done.

3. How language items are sequenced:

This is determined on linguistic

grounds.

This is determined on other ground,

with the emphasis on content,

meaning and interest.

4. Degree of coverage:

The aim is to cover the „whole picture‟

of language structure by systematic

linear progression.

The aim is to cover; in any

particular phase, only what the

learner needs and sees as important.

5. View of language:

A language is seen as a unified entity

with fixed grammatical patterns and a

core of basic words.

The variety of language is accepted,

and seen as determined by the

character of particular

communicative contexts.

6. Type of language used:

Tends to be formal and bookish.

Genuine everyday language is

emphasized.

7. What is regarded as a criterion of

success:

Aim is to have students produce

formally correct sentences.

Aim is to have students

communicate they are working in.

8. Which language skills are emphasized:

Reading and writing

Spoken interactions are regarded as

at least as important as reading and

writing.

9. Teacher/Student roles:

Tends to be teacher-centered.

Is student-centered.

10. Attitude to errors:

Incorrect utterances are seen as

deviations from the norms of standard

grammar.

Partially correct and incomplete

utterances are seen as such rather

than just „wrong‟.

11. Similarity/dissimilarity to natural

language learning:

Reverses the natural language learning

process by concentrating on the form of

utterances rather than on the content.

Resembles the natural language

learning process in that the content

of the utterances is emphasized

rather than the form.

(Nunan, 1988: 26-28)


11

It can be summarized that with the traditional approach, students are not

learning in whole language. They do not know how to communicate with

appropriate social language, gestures, or expressions. In brief, they only focus on

learning the language as a structured system of grammatical patterns rather than

communicating in the culture of the language that has been studied.

In Communicative Approach or Communicative Language Teaching

Approach, learners not only try to understand the grammar but also develop the

ability to use language. While the learners have to be able to construct

grammatically correct structures and concern with linguistic grounds, they also

have to do other competences. It is emphasized in Communicative Language

Teaching. They must concern in content, meaning, and interest in particular

situations. The aim is not only producing correct sentences but also developing

ability to communicate with the language. The teacher is not the center of the

learning but the students take the main part of the learning process.

“Teachers of foreign language have long known that mastery of the

mechanics of a language do not ensure the ability to use language for

communication” (Savignon, 1983: 67). This circumstance needs an effective

concept, method or technique to make the learner capable to master the language

for communication. The development of communicative approach in the

classroom can be a good solution.

The basic concept in the Communicative Approach or Communicative

Language Teaching is learners-centered. The teacher should not dominate the

process of the language teaching learning. It is aimed that learners can


12

communicate effectively and appropriately based on the context given. Brown

(2001: 43) describes the characteristics of Communicative Language Teaching as

follows.

a. The goal of classroom is focused on grammatical, discourse, functional

linguistic, and strategy of communicative competence.

b. The aspect of language, which is the language technique, is used to engage

learners in the functional use of language for meaningful purposes.

c. Communicative technique underlies the fluency and accuracy, in which

fluency is more important than accuracy in order to engage learners in the

language use.

d. The students who are in communicative class must use language

productively and perceptively.

e. Students focus on understanding their style of learning and the autonomous

learning.

f. Teachers act as a facilitator or guide, so the students will learn through

genuine linguistic interaction with others.

Teachers in communicative classrooms will find themselves talking less

and listening more or becoming active facilitators of their students' learning. A

teacher needs to set up the exercise, but because the students' performance is the

goal, the teacher must step back and observe, sometimes act as referee or monitor.

A classroom during a communicative activity is far from quiet, however. The

students do most of the speaking, and frequently the scene of a classroom during a

communicative exercise is active, with students leaving their seats to complete a


13

task. Because of the increased responsibility to participate, students may find they

gain confidence in using the target language in general. Students are more

responsible managers of their own learning.

Communicative Language Teaching can be interpreted to many aspects.

Adapted from the familiar “inverted pyramid” classroom model proposed by

Celce-Murcia, it shows how, through practice and experience in an increasingly

wide range of communicative contexts and events, learners gradually expand their

communicative competence, consisting of grammatical competence, discourse

competence, sociocultural competence, and strategic competence. Moreover, all

components are interrelated (Celce Murcia, 2000: 17). She further explains the

importance of the overall level of communicative competence; rather, an increase

in one aspect interacts with other aspects to produce a corresponding increase in

an overall communicative competence.

Figure 1.Components of Communicative Competence

(Adopted from Celce-Murcia, 2000: 17)

CONTEXTS

So

cio

cult

ura

l

Gra

mm

ati

cal

Dis

cou

rse

Str

ate

gic

Co

mm

un

ica

tiv

e C

om

pet

ence


14

It can be explained in four aspects of communicative competence as

follows.

a. Grammatical competence

It is a concept place that includes increasing expertise in grammar like

morphology, syntax, and vocabulary. In order to convey meanings, EFL learners

must understand how words are segmented into various sounds and how sentences

are stressed in particular ways. It enables learners to use and understand English

language accurately and fluently.

b. Discourse Competence

It has the aim to hold the communication together in a meaningful way. It

applies cohesion and coherence in communicative competence. In

communication, production of language requires ability to perceive and process

stretches of discourse. Therefore, the learner should acquire a large structure and

discourse markers to express ideas, show relationship of time, indicate cause,

contrast and emphasize.

c. Sociocultural competence

Knowledge of language alone does not adequately prepare learner for

effective and appropriate use of the target language. So, learners must have the

competence to know what is expected socially and culturally by users of target

language. Although we have yet to provide satisfactory description of grammar,

we are even further from an adequate description of sociocultural rules of

appropriateness. And yet we use them to communicate successfully in many


15

different contexts of situation cultural awareness rather than cultural knowledge

thus becomes increasingly important.

d. Strategic competence

It is the way learners manipulate the language in order to meet the

communicative goal. It also refers to ability to know when and how to take the

floor, how to keep a conversation going, and how to terminate conversation.

It can be summarized that Communicative Language Teaching is generally

an accepted norm in the field of foreign language teaching and learning.

Communicative Language Teaching makes use of real-life situations that

necessitate communication. Using this approach, the teacher can set up a situation

that students are likely to encounter in real life. Additionally, applying these

aspects means that teaching and learning become far more than a series of

grammar lessons and vocabulary lists.

2.1.2.1 Discussion Technique

Communicative Language Teaching implies that learning a language takes

place during the communication among members of the society. Learning a

language means learning to communicate with others. People can communicate

when they have discourse competence. The development of the concept of

communication competence as it relates to language teaching can be traced to

sources, one theoretical, the other practical (Savignon, 1983: 10). In other words,

learning to communicate is learning a language discourse. This is in line with

what people and students usually think of language learning; to be able to use the

language for communication. Unfortunately, many students do not feel that


16

English language learning is important. For them, language learning is something

they have to do because it is a part of the school curriculum. Because of this, there

needs to be a way of teaching that will make them interested and make them

master the language. There are many ways to promote oral skill in the EFL

classroom that can be implemented: discussion, speeches, role plays,

conversations, audio taped oral dialogue journals, and other accuracy based

activities.

“There are some communicative activities which aim to encourage

students to speak. One of these activities is discussion,” (Harmer, 1991: 122).

According to Murcia, “discussions are probably the most commonly used activity

in the oral skill class” (Celce-Murcia, 2000: 106), so discussion is one of the

activities that encourage students to speak. In the class, students are usually

invited to have the discussion with the teachers and other students in which the

concern is on the particular topic or problem. The kind of discussions which is

usually used is group discussion. Group discussion refers to one or more

meetings of a small group of people who thereby communicate, face to face, in

order to fulfill a common and achieve a group goal. The key concepts in the

definition are small group and communication (Bormann, 1975: 3). The main

purpose of using discussion is to develop critical thinking, democratic attitude,

cognitive ability, and socio-emotional attitude (Celce-Murcia, 2000: 115).

Furthermore, those are formulated as follows.

a. To develop students‟ ability in asking, communicating, interpreting, and

making summary.


17

b. To develop students‟ attitude towards the school, the teacher, and the subject

they are learning.

c. To develop students‟ ability in overcoming the problems and developing their

self-concept more positively.

d. To increase students‟ ability in giving opinion, and

e. To develop students‟ attitude towards controversial.

According to Bormann, “discussion is considered to be serious and

systematic talk about a clearly particular topic. Discussion is task-oriented. It has

a common purpose and is striving for common goals” (Bormann, 1975: 3). Based

on that condition, the purpose of the talk in a group discussion is to communicate.

Furthermore, through the discussions, students are also creating positive

peer relationship. According to Jones (1998: 93), peer relationships influence

students‟ achievement in several ways. First, peer attitudes toward achievement

affects students‟ academic aspirations and school behavior. Second, the quality of

peer relationships and personal support in classroom affects the degree to which

students‟ personal needs are met and, subsequently, their ability to be productively

involved in the learning process. Third, peer relationship can directly affect

achievement through cooperative learning activities.

There are some criteria for good discussions. The discussions will run well

and reach the aim if they fulfill some requirements. The supporting and interesting

situation must be created in order to achieve good discussion. Students will be

more involved with and motivated to participate in the discussion if they are

allowed to select discussion topics and evaluate their peers‟ performance; this idea


18

is in line with the principle of students taking responsibility for their own learning

(Celce-Murcia, 2000: 106).

Moreover, Harmer (1991: 124) states that there are three types of

discussion activity. They are buzz group, controversial topic, and debate. First,

buzz group is discussion where the students are in groups of three or four (the

number is unimportant). Frequently the teacher may ask them to think all possible

things that they are discussing. The example might be the students are going to

read a text about hobbies. The teacher puts them into groups for a session about

two minutes. They should think about kinds of hobby that they can figure out.

They could be put into buzz discussion to think of as many activities as possible.

It can form the prelude to a larger discussion session.

Second, controversial statements are good discussion provokers. The

students are given the following statements about a particular topic and told that

they have to circle the number which best reflects their agreement or disagreement

with the statement (0 = totally disagree, 5 = totally agree). When they have done

the activity, they compare their answers in pairs and then groups. They have to

agree with a score. It is for consensus activity. This technique is a good example

of using a small task to provoke discussion.

Third, debate is also suitable. Students are given a controversial

preposition such as Yogyakarta must be free from beggars. They are then put into

two groups, which have to prepare arguments either in favor the preposition or

against the preposition. When the arguments are ready, the teams elect a first and

second person who makes formal speeches to argue their case. All the other


19

students can then take part with short interventions. At the end of the discussion,

the teacher can organize a free vote to see whether the proposition wins or not.

According to Arends, there are also other types of discussion and the

approach chosen that are included in the effective classroom discussion.

a. Recitation exchange

b. Problem-based discussion

c. Sharing-based discussion (Arends, 1997: 211)

The first approach is recitation exchange. It uses direct instruction. It has a brief

question and answer session about assigning task. The teacher gives specific

instruction first to the students. The second approach is problem-based discussion.

It is about memorizing and understanding some materials. The next step is the

teacher provides a question and answer session about assigning task. It engages

students in higher and order thinking. It motivates their intellectual investigation.

The last approach is sharing-based discussion. It is about sharing the student‟s

common experiences. They must have different opinions based on their

experiences.

It can be summarized that discussion is a technique, which is used by

teacher to achieve some goals in the teaching learning process. Discussion

improves student‟s thinking and helps them construct their own understanding of

academic context. It also promotes involvement and engagement of the students.

They take responsibility for their own learning and do not depend on the teacher.

In addition, discussion is used by teacher to help students learn important


20

communication skills and thinking processes. They can learn to state ideas clearly,

to listen to others, to speak or to respond to others, and to ask good questions.

2.1.3 Teaching Speaking

The technique used in teaching learning of speaking should be based on

the students‟ need and the objective of the language learning. The process of

learning and teaching of English speaking is influenced by the time allocations

and the activities available in the class. In addition, the teacher should choose the

appropriate activity done in the classroom. The activity in the learning and

teaching process are absolutely needed. Harmer (1991: 46) says that there are

three stages in teaching speaking. There are introducing the new language,

practice, and communicative activity. “In terms of oral communication, one needs

to learn when it is appropriate to speak, in which circumstance, how to gain the

right to speak, how and when to invite someone else to speak and so on”. (Nunan,

1989: 44).

Furthermore, teaching a foreign language for the students who are already

accustomed to use their first language or mother tongue is not an easy work.

Speaking a foreign language will be well-developed if the students have to have

much practice. The students in a foreign language class will not learn to speak

fluently merely by hearing speech. The teacher needs to give the students more

opportunities throughout their years of study and to develop greater in encoding

their thoughts. The core of good thinking is the ability to solve the problems. It is

in line with Celce-Murcia (2000).


21

What academic English second language students need most is

extensive authentic practice in class participation, such as taking part

in discussions, interacting with peers and professor, and asking and

answering question. ….With academic adults, practice in activities

such as leading and taking part in discussions and giving oral report is

needed to be done (Celce-Murcia, 2000: 105).

A final feature, which characterizes the current English Language

classroom, is that students are encouraged to take responsibility for their own

learning. No longer is learning seen as a one-way transfer of knowledge from

teacher to student but today we understand that students learn from teachers, from

classmates, and from the world outside the classroom. In addition, the more

learners seek opportunities, the more likely he or she will learn to use the

language. In the oral skill classroom, students should be allowed and encouraged

to initiate communication when possible, to determine the content of their

responses or contributions, and evaluate their own production and learning

progress. If the teacher wants the learners to be able to converse in English, they

need to make the classroom become a conversational place. If the learners do not

talk naturally during the course of each lesson, it is hardly surprising when they

can still hardly speak at all after several years of English classes. Davies and

Pearse (2002: 82) say that there are some clear implications here for teaching.

a. Try to create a relaxed atmosphere in your classes so that most

learners are not frightened of speaking in front of the rest of the

class. And do so many speaking activities as possible in pairs and

groups, so that the learners can speak English without the rest of

the class listening.

b. Expose the learners as much as possible to naturally pronounced

speech, and also integrate some pronunciation work into your

lessons. They will not learn to pronounce intelligibly, or to develop

speaking skills in general, if they do not hear enough natural

speech.


22

c. Accustom the learners to combining listening and speaking in real

time, in natural interaction. Perhaps the most important opportunity

for this is in the general use of English in the classroom.

For most students in Indonesia, learning speaking is a difficult skill that they have

to master. It might happen because the students in Indonesia do not have sufficient

time to practice their English. They learn speaking only in their school. In

Indonesia English is one of the compulsory lessons. In line with Harmer and

Clark‟s theories, the students in Indonesia have to be helped with that way in

order to have good speaking ability. They really need teachers to help them in

learning speaking. Teachers have a big role for them to build an environment

which is suitable to the process of learning English.

In conclusion, speaking is one of the central elements of communication.

The teacher should provide learners with opportunities for meaningful

communicative behavior about relevant topics. This requires the teacher to give

guidance for the learner‟s needs. The teacher also has to create a relax atmosphere

in the classroom and encourage the students to speak naturally using the language,

in order to make the students accustomed to the language.

2.1.4 Speaking Mastery

For most people, the ability to speak a language is synonymous with

knowing that language since speech is the most basic means of human

communication. Nevertheless, “speaking in a second or foreign language has

often been viewed as the most demanding of the four skills” (Bailey and Savage

as quoted by Celce Murcia, 2000: 103). The most difficult aspect of spoken

English is that it is usually accomplished via interaction with at least one other


23

speaker. This means that a variety of demands are accumulated: monitoring and

understanding the other speaker(s), thinking about one‟s own contribution,

producing that contribution, monitoring its effect, and so on. This is one reason

why many of us are shocked and disappointed when we use our second or foreign

language for the first time in real interaction: “We had not been prepared for

spontaneous communication and could not cope with all of its simultaneous

demands” (Celce-Murcia, 2000: 103). To solve it, we need to master the speaking

skill well.

Galloway (1993: 12) says that successful oral communication involves

describing

a. The ability to articulate phonological features of the language

apprehensively.

b. Mastery of stress, rhythm, and intonation patterns.

c. An acceptable degree of fluency.

d. Skills in negotiation meaning.

e. Conversational listening skills (successful conversation requires a

good listener as well as good speaker).

f. Skills in knowing about and negotiation purpose for conversation,

using appropriate conversational formulae and filters.

g. Skills in the management of interaction.

h. Skills in taking short and long speaking turns.

i. Transactional and interpersonal skill.

In other words, these are the measurements for a person who have

mastered speaking skill. In line with this concept, Common European Framework

of Reference (CEF) has also formulated functional competence that must be

mastered regarding to speaking or communication function. They divided into two

categories, which are macrofunction and microfunction. Macrofunction is chunk

of spoken or written language serving the same functional purpose such as


24

description, narration, commentary, explanation and demonstration. Whereas,

microfunction is related to the individual action in the interaction such as inviting

and apologizing. There are six man categories included in microfunction.

a. Giving and asking for factual information, e.g. describing,

reporting, asking;

b. Expressing and asking about attitude, e.g. agreement/disagreement,

knowledge/ignorance, ability, permission;

c. Suasion, e.g. suggesting, requesting, and warning;

d. Socializing, e.g. attracting attention, addressing, greeting;

e. Structuring discourse, e.g. opening, summarizing, changing the

theme, closing;

f. Communication repair, e.g. signaling non-understanding, appealing

for assistance, paraphrasing; (Council of Europe as quotated by

Louma, 2004: 33-34).

When the students have good functional competence, it can help them to

communicate well. Furthermore, there are some criteria that can be measured

based on the students‟ performance. They are presented as follows.

a. Structural criteria. They are accuracy, fluency and appropriateness

b. Communicative criteria. How communication and utterances take place

effectively (Littlewood, 1981: 90)

Before students start their performances, the teachers should tell what criteria

being used to measure the performances. It is used to make the students focus on

what criteria that should be mastered at that time.

In EFL teaching, all aspects above need special attention and instruction.

In order to provide the effective speaking, it is necessary for teachers of EFL to

carefully examine the factors that underlie speaking effectiveness. It will

gradually help learners speak fluently and appropriately.


25

2.2 Theoretical Framework

To answer the research questions, there are some theories, which are

considered as a helpful foundation. It appropriately provides good understanding

about the required technique, which would be observed and investigated in the

study and gives clear view about its influence on the required skills.

Since the scope of the research is in the field of teaching and learning

English as a foreign language, it is important to understand the concept and theory

of it, so the researcher can figure out the innovative way in equipping the learners

with the require technique. It helps researcher to conduct the appropriate plan in

doing the research in which it can also develop learners to get and acquire the

knowledge, so they will improve better.

Furthermore, the theory of Communicative Language Teaching is used as

the foundation to understand the appropriate concept in developing language

teaching especially to use a language as means of communication. In this concept,

students not only learn to construct grammaticality correct structures and concern

with linguistic ground but also concern on the content, meaning, and interest in

particular situations.

Discussion technique is a technique that would be investigated in the

research, which is a part of Communicative Language Teaching. Since it is the

core point of this research, so the theory of discussion technique must be used.

Discussion technique is a technique concerning talking about a topic or a problem

involving two persons or more, in which these persons are concerning the same

topic or problem. The exercises are in written and oral work but the emphasis is


26

on oral work. As a consequence, they can get some alternative answers to the

problem they are discussing through this talking. Some students find it easier to

speak if there is some framework for conservation. Discussion is aimed to actively

create students‟ own utterances, using their own understanding and imagination.

Therefore, through discussion the language classroom can create a relaxing

atmosphere, accustom learners to speaking in natural interaction, organize oral

work and avoid any obsession with accuracy. It also encourages incidental

classroom speaking, gives learners‟ expression that they need, and exploit every

opportunity for speaking. If there is an opportunity to speak more, the learner can

develop their self confidence, mental, and ability to speak. There is also mutual

feedback from their classmates and their teacher so the speaking error can be

corrected. In conclusion, through discussion in the context of Communicative

Language Teaching, the problems that occur in speaking can be solved. The

learners can also develop their speaking ability through discussion.

Since in this research, the aims is to know whether the discussion

technique can improve speaking skill or not, so it is needed to acquire the concept

of speaking itself. Learning to speak a foreign language requires more than

knowing its grammatical and semantic rules. Learners must also acquire the

knowledge of how native speakers use the language in the context of structured

interpersonal exchange. It has many factors that interact with one another.

Therefore, it is difficult for English as foreign language (EFL) learners to speak

the target language fluently and appropriately. In order to provide effective

guidance in developing competent speakers of English, it is necessary to examine


27

the factors affecting learners‟ oral communication, components underlying

speaking proficiency, and strategies used in communication.

Speaking a language is especially difficult for foreign language learners

because effective oral communication requires the ability to use the language

appropriately in social interactions. The problems involve not only verbal

communication, but also pitch, stress, and intonation. In addition, non linguistic

elements such as gestures and facial expression may affect understanding of the

communication. In this study, speaking is a creative construction of oral skill of

English language that must be mastered well by the students after the discussion

technique is applied.

EFL learners need explicit instruction in speaking like in any language

skill that generally has to be learned and practiced. Evidently, in practice, the

factors that facilitate the production of spoken language are not supported with

practices. However, it can be developed by assigning students general topics to

discuss or by getting them to talk on certain subjects. The problems in speaking

can be solved by discussion activity.

In a conclusion, it is believed that each theory above can help the

researcher in identifying whether the chosen technique, which is discussion

technique, can improve students‟ speaking mastery or not.

2.2.1 Hypothesis

On the basis of what is discussed in the theoretical description and the

theoretical framework, the writer proposes a research hypothesis: “There is a

significant difference in the student‟s mastery of speaking between the students


28

who are taught using discussion technique and those who are taught without using

discussion technique.”


29

CHAPTER III

RESEARCH METHODOLOGY

In this chapter, the researcher discusses the methodology of this study in

order to answer the research question, which is mentioned in Chapter I. This

chapter is divided into six parts. They are the Research Design, Research Setting,

Research Participant, Instruments and Data Gathering Technique, Data Analysis

Technique, and Research Procedure.

3.1 Research Design

3.1.1 Quasi Experimental Design

Bluman (2012: 45) states that quasi experimental design is a research

design which is quite often applied in education where the groups have already

been formed. This type of research does not include the use of random

assignment. There are two groups being compared in this type of research.

a. Control Group. Control group is a group in experiment research design, which

is not manipulated by the treatment.

b. Experimental Group. Experimental group is a group in experiment research

design, which is manipulated by the treatment.

This study is categorized as a quasi-experimental research design, in which

classical pretest- posttest were used. There are two variables in this study, which

are dependent and independent variables. The independent variable is discussion

technique. The dependent variable is the students’ speaking mastery. The total


30

population of participants was randomly divided into two groups of sample: the

control group, and the experimental group. The experimental group was taught

using the discussion technique and the control group was taught without using the

discussion technique.

In the experimental group, the students were asked to form a group and

discussed the particular topics. The chosen topics were interesting and

controversial, so the students are encouraged to develop their critical thinking,

cognitive ability, and socio emotional attitude. The activities were focused on

encouraging students to speak. The students were also invited to give opinion,

make summary, and interpret the topic. Moreover, each group also presented the

result of the discussion and the rest of a group had a chance to ask questions and

give comments or feedbacks.

The researcher compared the pretest results with the posttest results from

both groups. Any difference between the two samples is assumed to be the results

of the experiment.

3.2 Research Setting

The study was conducted in SMK N 2 Depok, Yogyakarta. It is located in

Mrican, Depok, Sleman, Daerah Istimewa Yogyakarta. It was done in the months

October to December 2012.

3.3 Research Participants


31

This study involved students of the third grade of SMK N 2 Depok. There

are 272 students divided into eight classes. Every class has 30-37 students. They

are in the 2012/2013 academic year.

The researcher chose two classes of the third grade of SMK N 2 Depok

based on their characteristics as participants of the research. They had fulfilled the

same requirements to be the students of SMK N 2 Depok in 2012/2013 academic

year. Besides, they were of the same age and school environment. The classes

were XII KA (Kimia Analisis) and XII TPA (Teknik Permesinan A).. Class XII KA

has 31 students and XII TPA has 32 students. Therefore, the number of the sample

is 63. Meanwhile, class XII TAV (Teknik Audio Video) is a sample class of the

try-out before the research was applied. Table 2 below presents the distribution of

the treatment.

Table 2. Distribution of the Treatment

No. Class Group Treatment Number of the

students

1. XII KA Experimental Classroom

discussion method

31

2. XII

TPA

Control Non-classroom

discussion method

32

Total of the students 63

3.4 Instrument and Data Gathering Technique

The research instruments used in this study were pre-test and post- tests.

3.4.1 Pre-test and Post-test

a. Pre-test


32

The pre-test was the speaking test, which was based on what the students

had gotten from the school. The speaking items tested were taken from the

School-based Curriculum (Kurikulum Tingkat Satuan Pendidikan) for the third

grade students of vocational schools. The topic was taken from competence

standard and basic competence of the third grade of vocational schools. The topic

was determined by the researcher.

b. Post-test

The post-test was the second speaking test, which was rewritten based on

the first test. It was done when the treatment had been given. The topic was also

taken from competence standard and basic competence of third grade of

vocational schools. The test was given after the treatment. The number of items of

the both test, pre-test and post-test are the same.

3.4.2 The Validity and Reliability of the Instrument

a. The Validity of the Instrument

A test is valid if it measures what it is supposed to measure. Before the

instrument was used, the validity of the instruments was determined .The test

instrument employes content validity. “To measure the effectiveness, content

validity can be applied by comparing the instruments with the materials plan”

(Sugyono, 2010:353). Table 2 shows the blue-print of the instrument based on the

School-based Curriculum (Kurikulum Tingkat Satuan Pendidikan) for the third

grade students of vocational schools.

Table 3. Blue Print of the Instrument

No Standard

competence

Basic

Competence

Indicator Item

Number


33

b. The Reliability of the Instruments

Considering the validity of the instruments, the reliability of the

instruments should be found before it is applied. Reliability means that the extent

of the test provides consistent results when it is used in similar circumstances. A

reliable test should measure the instrument consistently. A test is reliable if it

provides consistent and stable indication of the characteristics being investigated.

To know the reliability of the test, the Test-retest formula is applied. The formula

is:

𝑟𝑖 =n X i Y i− X i ( Y i )

[n X i2− ( X i )2 I n Y i

2 − Y1)2]

𝑟𝑖 = reliability coefficient

𝑥𝑖 = total scores of TAV test 1

𝑦𝑖 = total scores of TAV test 2

(Sugiyono, 2010: 356)

The researcher employed SPSS 16.0 program 2007 edition to analyze the

reliability of the test. The computation showed that the reliability coefficient for

try out 1 is 0.0892 (see Appendix II), the reliability coefficient for tryout II is

1 3.

Communicate in

English on

intermediate level

3. 3

Presenting the

report

3. 4

Recognizing

the use of user

manual

1. Recognizing the

elements of the

report

2. Creating a report

1. Recognizing the

elements of user

manual.

2. Creating a user

manual

1,2,3,4,5

6,7,8,9,10


34

0.890 (see Appendix II), if the instrument test refers to the value of reliability

coefficient (α > r table), the research instrument can be regarded as reliable.

3.5 Data Analysis Technique

To find out the category of learning achievement for the pre- and the post-

test results, the researcher used the ideal mean and the ideal standard deviation.

Nurgiyantoro (1988: 395) states that for the achievement test, the ideal mean is

60% from the highest score and the ideal standard deviation is 25% from the ideal

mean.

There were 10 items of the oral test in the form of questions. It was a test,

which has the value 10 for the correct answer or based on the rubric of the

speaking performance. So, in this research the highest score for the test is 100.

The ideal mean is 60% x 100 = 60. The ideal standard deviation is 25% of 60

equal to 15. Thus the category of students’ speaking mastery can be put according

to:

Table 4. The Category of Students’ Learning Achievement

Score class Category

90 < Excellent

75 – 89 very good

60 – 74 Good

45 – 59 Poor

30 – 44 very poor

> 29 extremely poor

The data from the procedure of data collecting show the score of test

before the treatment and after the treatment. The score of test, which is made after

the treatment, indicates whether there is an improvement in speaking skill or not.


35

The statistics used in the data analysis in the quantitative research are descriptive

and inferential analysis.

a. The Descriptive Analysis

The descriptive analysis of the variables under this study is based on their

computation of the mean, standard deviation, and the lowest and highest scores.

The formula for the computation of the mean is

𝑀𝑒 = 𝑋¡

𝑛

Me = mean

𝑋¡ = total scores

N = the number of students

(Sugiyono, 2010: 49)

The formula of standard deviation is:

𝑠𝑑 = (𝑋¡ −𝑋 )²

𝑛 − 1

𝑠𝑑 = Standard deviation

𝑋 = mean

𝑛 − 1 = degree of freedom

(Sugiyono, 2010: 49)

b. Test of Normality

Test of normality is used to determine whether the distribution of scores is

normal or not. It indicates the discrepancy between the obtained frequencies and

the expected frequencies. In this case, chi square statistic formula can be used.

х 2 =

𝑂−𝐸 2

𝐸

х 2

= Chi square

O = Obtained frequency

E = Expected frequency


36

(Weinbergh and Schumaker, 1969: 212)

c. Test of Homogeneity

The test of homogeneity aims at knowing or not the sample variance is

homogeneous, that is whether the scores of one group have homogeneous

variance with the scores of the other groups or not. For this, the F-test is applied.

The F-test formula is as follows.

F = 𝑀𝑆𝑇

𝑀𝑆𝐸

MST = Mean square treatment/Between groups

MSe = Mean Square error/Within groups

(Santosa and Ashari, 2005:68)

d. Inferential Statistics/Hypothesis Test

In the inferential statistics, the researcher utilized the statistical t-test. The

test was utilized to uncover the difference between the scores of the speaking skill

test obtained in the pre-test and those in the post-test.

T-test formula:

t0 = 𝑋₁−𝑋₂

𝑋 ²₁+ 𝑋 ²₂

𝑛₁+𝑛₂−2

1

𝑛₁+

1

𝑛₂

𝑋₁ = mean of X1

𝑋₂ = mean of X2

n₁ = the number of students in control group

n₂ = the number of students in treatment group

(Suharto, 2002:70)

3.6 Research Procedure


37

The sources were two classes in the third year of SMK 2 Depok,

Yogyakarta. There were two tests given, pre-test and post-test. First was pre-test.

It was conducted to know the speaking mastery of the students before they got the

treatment. The second was post-test. It was conducted to know the speaking skill

of the students after they got the treatment. The treatment was conducted in eight

meetings for the experimental group and control group. The treatment had two

meetings per week. The duration of each meeting was ninety minutes. The

researcher discussed the time with Mrs. Yohana, the English teacher of SMK N 2

Depok. The experimental group was on Monday and Tuesday while the control

group was on Tuesday and Saturday. The researcher followed the school schedule

in conducting the treatment.

The Pre-Test was conducted on Tuesday, 16th

October 2012 for the

experimental group and on Saturday, 20th

October 2012 for the control group. The

implementation of the treatment to the experimental group was done in the

months October to November 2012. Meanwhile, the Post-Test was conducted on

Tuesday, 27th

November 2012 for the experimental group and on Saturday, 8th

December 2012 for the control group. Both classes had different time schedules

for the English subject.


38

CHAPTER IV

RESEARCH RESULTS AND DISCUSSION

This chapter is organized into three sections. The sections are the Data

Description, Data Analysis, and Interpretation of the Research Findings. The data

were obtained from the pre- test and post- test scores of the experimental group

and the pre- test and post- test scores of the control group

4.1 Data Description

The data description discusses the result of the test. It describes the test

scores of the students of the experimental group and control group. The researcher

conducted the pre-test and then posttest. Before the post-test is conducted, there is

different treatment which is applied in the experimental group and control group.

In the experimental group the students were accepted discussion technique which

encourage them to speak with the activity such as critical thinking, cognitive

ability, and so on (see the lesson plan in the appendix 1). The data mainly involve

the mean and the standard deviation of the students’ scores. The data are

computed by using the SPSS 16.0 2007 edition. As mention before, there are pre-

test and post-test in this research.

4.1.1 Categorization of the Students’ Speaking Mastery

The researcher used the ideal mean and the ideal standard deviation to

determine the category of the students’ speaking mastery for the pre-test and the

post-test results. The ideal mean can be determined by 60% of the possibly


39

highest score, while the ideal standard deviation is 25% of the ideal mean

(Nurgiyantoro, 1988: 365). For example, there are 10 performance criteria on the

speaking test checklist. Every performance has maximum score of 10, so the total

performances has 100 maximum scores. For example, student X does 80 of them

during his or her performances. The writer determines that student X’s

performance is translated into a score of 80 percent: (80 x 10): 10 = 80%. In other

words, student X demonstrates 80 percent of the desired performance criteria.

The students were given 10 items of the speaking achievement test. It was

an objective test, which involved oral questions. So, in this research, the highest

score for the test is 100. The ideal mean is 60% x 100= 60. The ideal standard

deviation is 25% of 60 equals to 15. Thus, the category of students’ speaking

mastery can be put according to the table below.

Table 5. Categorization of the Students’ Speaking Mastery

Score class Category

90 Excellent

75 – 89.9 very good

60 – 74.9 Good

45 – 59.9 Poor

30 – 44.9 very poor

29.9 extremely poor

(Nurgyantoro, 1988:365)

The researcher also considers some categorization such as functional competence,

performance, speak act, criteria, and object to formulate the speaking rubric in

order to measure student’s mastery of speaking.


40

4.1.2 Data of the Experimental Group

a. Data of the Pre-test Scores of the Experimental Group

There were 10 items of speaking test in the pre-test. The possibly of

highest score is 100. The data of pre-test scores showing the highest score is 70

while the lowest score is 31. The mean of the score is 58.87. The following table

illustrates the descriptive analysis on the pre-test scores of the experimental group.

Table 6. Descriptive Analysis on the Pre-test Score of the

Experimental Group

Mean SD Median Mode Max

Scores

Min

Scores

Numbers

of items

58.87 7.63 60 61 70 31 31

Based on the table above, the mean of the pre-test of the experimental group is

58.87. According to the table of the category of students’ speaking mastery, it is

in the poor category because it lies between the numbers of 45 – 59.9. Thus, the

students’ speaking mastery of the experimental group before using the discussions

technique can be categorized as poor.

b. Data on the Post-test Scores of the Experimental Group

The experimental group is the group, which received the treatment

(discussion technique) in the English teaching learning process. The use of the

discussion technique was conducted in the eight meeting with different topics in

each meeting. After the technique was applied, the post test is later held. There

were 10 items of oral skill in the post-test. The possibly of the highest score is

100. The data of the post-test scores show that the highest score is 93.00 while the

lowest score is 58.00. The mean of the score is 80.64. The following table


41

illustrates the descriptive analysis on the post-test scores of the experimental

group.

Table 7. Descriptive Analysis on the Post-test of the

Experimental Group


scores

Min

scores

Items

80.64 7.43 80.00 80.00 93.00 58.00 31

Based on the table above, the mean of the post-test of the experimental group is

80.64. According to the table of the category of students’ speaking mastery, it is

in the very good category because it lies between the numbers of 75 – 89.9. Thus,

the students’ speaking mastery of the experimental group after using discussions

technique can be categorized as very good. Based on the number of the students of

experimental group that have high speaking score, the pre-test gets 64.5% and the

post-test get 96.8 %. It can be concluded that the number of the students of the

experimental group that have high speaking scores increase 32.3%.

c. Comparison between the Pre-test and Post-test Scores of Students of the

Experimental Group

The table below describes the statistical data of the pre-test and post-test

scores of the students speaking mastery of the experimental group. The statistical

data consist of the information about the number of cases, the sum of scores,

mean, and standard deviation.


42

Table 8. Statistical data of the Pre-test and Post-test Scores of the Experimental

Group

The mean of pre-test and post-test increases from 58.87 to 80.64, if it is consulted

to the table of categorization, then it is clear that the students’ speaking mastery

improves from the poor to the very good category, because after applying the

discussion technique, the mean of the post-test scores lies between the numbers of

75-89.9.

Furthermore, the standard deviation of pre-test in the experimental group

is 7.63 and the standard deviation of post-test in the experimental group is 7.43. It

decreases from 7.63 to 7.43. It can be concluded that the scores of the

experimental group from pre-test to post-test are more homogenous.

4.1.3 Data of the Control Group

a. Data on the Pre-test Scores of the Control Group

The data of the pre-test and post-test of the control group were obtained by

using the same test as the experimental group. There were 10 items of oral skill in

the pre-test. The possibly of the highest score is 100. The data of the pre-test

scores show the highest score is 72 while the lowest score is 37. The mean of the

score is 59.40. The following table illustrates the descriptive analysis on the pre-

test scores of the control group.

Data Pre-test Post-test

Number of cases 31 31

Sum of scores 1825 2500

Mean 58.87 80.64

SD 7.63 7.43


43

Table 9. Descriptive Analysis on the Pre-test Result of the Control Group

Based on the table, the mean of the pre-test scores of the control group is 59.40.

According to the table of the category of students’ speaking mastery, it is in the

poor category because it lies between the numbers of 45 – 59.5. So, it can be

concluded that the students’ speaking mastery of the control group is poor.

b. Data of the post-test result of the control group

There were 10 items of oral skill in the post-test. The possibly of the

highest score is 100. The data of the post-test scores show the highest score is 89

while the lowest score is 52. The mean of the score is 71.09. The following table

illustrates the descriptive analysis on the post-test scores of the control group.

Table 10. Descriptive Analysis of the Result of the Post-test in the

Control Group

The table above shows that the mean of the score is 70.65. If it is checked with the

table of the categorization of the students speaking mastery, it is in the good

category because it lies in the number of 60 – 74.9. In other words, the students’

speaking mastery of the control group is good. Based on the number of the

students of control group that have high speaking score, the pre-test gets 59.4%

and the post-test gets 87.5%. It can be concluded that the number of the students

that have high speaking score increases 28.1%.


scores

Min

scores

Items

59.40 7.51 60 59 72 37 32


scores

Min

scores

Items

70.65 8.46 72.50 73 89 52 32


44

c. Comparison between the Pre-test Scores and the Post-test Scores of the Control

Group

The table below illustrates the statistical data in the pre-test and post-test

scores of the students’ speaking mastery on the control group. The statistical data

consist of the information about the number of cases, sum of scores, mean, and

standard deviation.

Table 11. The Statistical Data of the Pre-test and Post-test Scores

of the Control Group

Data Pre-test Post-test


Sum of scores 1901 2261

Mean 59.60 70.65

SD 7.51 8.46

The mean of pre-test and post-test increases from 59.60 to 70.65. If it is consulted

to the table of categorization, then it is clear that the students’ speaking mastery

increases from poor category to good category because the means of the post-test

scores lies between the numbers of 60 – 74.9.

Moreover, the standard deviation of pre-test in the control group is 7.51

and the standard deviation of post-test in the control group is 8.46. It increases

from 7.51 to 8.46. It can be concluded that the scores of the control group from

pre-test to post-test are more heterogeneous.

4.1.4 Statistical Data of the Experimental Group and the Control Group

This research involves two groups (experimental group and control group).

Both of them received the pre-test and the post-test. The table below describes the

statistical data of the Experimental Group and the Control Group.


45

Table 12. Statistical Data of the Effectiveness of

Discussion Technique

Data Experimental Group Control Group


Sum of score 2500 2261

Mean 80.64 70.65

SD 7.43 8.46

The table above shows that there is a difference between the scores of the

experimental and the control group. The mean of the students who were taught by

using the discussion technique (experimental group) is 80.64, while the mean of

the students who were not taught by using discussion technique (control group) is

70.65. It confirms that the mean of the experimental group is higher than the

control group. In other words, it can be concluded that the improvement of

speaking mastery in the experimental group in which the discussion technique is

applied is higher than in the control group in which the discussion technique is not

applied. It also shows that a discussion technique is effective to improve the

effectiveness of students’ speaking mastery.

The number of the students of the experimental group who have high

speaking scores increases 32.2%, while the number of the students of the control

group who have high scores increases 28.1%. It confirms that the increasing

number of the students who have high speaking scores in the experimental group

is higher than the control group.

The standard deviation of the experimental group decreases from 7.63 to

7.43 or the scores of the experimental group from pre-test to post-test are more

homogenous. While, the standard deviation of the control group increases from


46

7.51 to 8.46 or the scores of the control group from pre-test to post-test are more

heterogeneous. It can be concluded that the scores of the experimental group

become homogenous while the scores of the control group become heterogeneous.

4.2 Data Analysis

To find out there is a significance different or not which happens to the

student’s mastery of speaking between the students’ who were taught using

discussions technique and those who were not taught using discussion technique ,

the t-test was applied. Before the t-test was operated, the pre analysis testing was

applied in this research. The pre analysis testing included test of normality and

test of homogeneity. The discussion of the pre analysis testing is as follows.

4.2.1 Test of Normality

The normality test is used to know whether the distribution of scores is

normal or not. In this case, the chi – square technique is employed. The

distribution is said to be normal if obtained Chi-square value (x o2) is lower than

the critical value (x t 2) with the significance level of 5% and (dƒ) equals with n –1.

The following table confirms the summary of the normality test result.


47

Table 13. Result of the Test of Normality

Variable

x o2 x t 5%

Dƒ P Statement Test

Experimental

Group (KA)

8.839 28.863 18 0.963 Normal Pre-test

Experimental

Group (KA)

13.742 28.863 18 0.746 Normal Post-test

Control

Group (TPA)

12.625 26.296 16 0.700 Normal Pre-test

Control

Group (TPA)

14.000 33.924 22 0.901 Normal Post-test

x o2 = The Chi-square of the observation.

x t 5% = The Chi-square of the table in the significance level of 5%.

Dƒ = Degree of freedom.

p = Degree of significance (p > 0.05 = normal).

In the pre-test, table 14 above shows that x o2

value of the pre-test of two groups

(the experimental and control groups) is lower than x t 5% value, which are 8.839

< 28.863 and 12.625 < 26.269. Thus, it can be stated that the data tend to be

normal. The level of significance of the groups is also higher than 0.05, which are

0.963 > 0.05 and 0.700 > 0.05. Therefore, the pre-test data of the groups is once

again, proved to be normal.

In the post-test, the table 14 above shows that x o2 value of the post-test of

two groups (the experimental and control groups) is lower than x t 5% value,

which are 13.742< 28.863 and 14.000 < 33.924 so, it is clear that the data is

normal. The level of significance of the groups is also higher than 0.05, which are

0.746 > 0.05 and 0.901 > 0.05 .Once again, the post-test data of the groups are

proved to be normal. The print out of the analysis is in Appendix.


48

4.2.2 Test of Homogeneity

The homogeneity test is applied to know whether the two groups are in the

same condition or whether the sample variance is homogeneous or not. The

analysis technique employed to analyze whether the sample variance is

homogeneous or not is the F-test. The table below describes the descriptive

analysis of the homogeneity test result.

Table 14. Descriptive Analysis of the Homogeneity Test Result

ANOVA

Sum of

Squares Dƒ

Mean

Square Fo

𝑭𝒕 5% p

Between

Groups 780.567 16 48.785

.

0.706

2.46

0.750

Within

Groups 966.917 14 69.065

Total 1747.484 30

F𝑜 = F value on the observation.

F𝑡 5% = F value of the table in the significance level of 5%.

df = Degree of freedom

MST = Mean Square Treatment/Between Group

MSE = Mean Square Treatment/Within Group

p = Degree of significance (p > 0.05 = normal).

It can be seen from the table that the value of Fo is less than Ft, which is 0.706 <

2.46 (the complete computation is enclosed in Appendix. So, it can be declared

that the sample of variance is homogeneous. The level of significance is more

than 0.05, which is. 0.750 > 0.05. Therefore, the sample of variance is, once

again confirmed to be homogeneous.


49

4.2.3 Inferential statistic/Hypothesis Testing

` The test of hypothesis aims at revealing whether there is a significant

difference between the two groups in their mean scores of the English speaking

mastery test or not. The hypothesis of this research is “There is a significant

difference in the English speaking skill mastery between the students who are

taught using discussion technique and those who are taught without using

discussion technique”.

Table 15. Gain Score of the Students’ Speaking Mastery

Variable N Pre-Test Post-Test Gain

Mean SD Mean2 SD2 Mean3 SD3

KA 31 58.87 7.63 80.64 7.43 21.77 6.60

TPA 32 59.60 7.51 70.65 8.46 11.05 5.28

N = the number of the students

SD = standard deviation

The table above shows that the mean of the post-test scores of the experimental

group is higher than that of the control group, which is 80.64 > 70.65. Then, the

mean score of the gain scores of the experimental group is also higher than that of

the control group, which is 21.77>11.05. It confirms that the use of discussion

technique is effective to improve students’ speaking mastery.

Moreover, the standard deviation of the experimental group decreases

from 7.63 to 7.51 or it is more homogenous. While, the standard deviation of the

control group increases from 7.51 to 8.46 or it is more heterogeneous. It can be

concluded that the scores of the experimental group become homogenous while

the scores of the control group become heterogeneous.


50

Table 21 illustrates the summary of the t- test analysis result of the

students’ speaking mastery.

Table 16. T-test Result of the Pre-Test

Variable 𝒕𝒐 𝒕𝒕 5% Dƒ Р Conclusion

KA-TPA -0.24 1.697 30 0.811 𝑡𝑜 > 𝑡𝑡

KA = The experimental group

TPA = The control group

𝑡𝑜 = t value on the observation

dƒ = Degree of freedom (n – 2)

𝑡𝑡 5% = t value of the table in the significance level of 5%.

p = Degree of significance (p < 0.05 = normal).

The table indicates that 𝑡𝑜 is lower than the t value at the significance level of 5%,

which is. -0.24 < 1.697. The significance level is 0.811. It is higher than 0.05.

Therefore, it can be stated that the pre-test scores of the experimental group is not

significantly different from that of the control group. It means that in the

beginning, the student’s mastery of the pre-test between students who are taught

with discussion technique in the English teaching and learning process and those

who are not taught with discussion technique in the English teaching and learning

process is not significantly different.

Table 17. T-test Result of the Post-Test


KA-TPA 4.219 1.697 30 0.00 𝑡𝑜 > 𝑡𝑡

The table indicates that 𝑡𝑜 is higher than the t value at the significance level of

5%, which is. 4.219 > 1.697. The significance level is 0.00. It is lower than 0.05.

Therefore, it can be stated that the post-test scores of the experimental group is

significantly different from that of the control group. It means that in the end, the


51

students’ speaking ability of the post-test between students who are taught with

discussion technique in the English teaching and learning process and those who

are not taught with discussion technique in the English teaching and learning

process is significantly different.

Table 18. T-test Result of the Gain


KA- TPA 6.103 1.697 30 0.00 𝑡𝑜 > 𝑡𝑡

The table indicates that 𝑡𝑜 is higher than the t value at the significance level of

5%, which is. 6.103 > 1.697. The significance level is 0.00 It is lower than 0.05.

Thus, the null hypothesis of no treatment effect is rejected and the proposed

hypothesis which states “There is a significant difference in the student’s mastery

of speaking between the students who are taught using discussions technique and

those who are taught without using discussion technique” is accepted.

4.3 Interpretation of the Findings

Based on the analysis, it shows that there is a significant difference in the

speaking skill mastery between the students who are taught using discussion

technique in the English teaching and learning process and those students who are

not taught using discussions technique. In general, the students’ scores of

experimental group are higher than the students’ scores of control group after the

implementation of the discussion technique.

Moreover, the parameters, which are counted statistically, determine that

experimental group experiences much improvement in score than the control


52

group. The result of post-test indicates that 𝑡𝑜 is higher than the t value at the

significance level of 5%, which is. 4.219 > 1.697. The significance level is 0.00. It

is lower than 0.05. Furthermore, the gain that shows the mean score of the

experimental group is 21.77 while the control group is 11.05. The standard

deviation of the experimental group decreases from 7.63 to 7.43 or the scores of

the experimental group from pre-test to post-test are more homogenous. While,

the standard deviation of the control group increases from 7.51 to 8.46 or the

scores of the control group from pre-test to post-test are more heterogeneous.

Thus, it can be concluded that the mean and the t-test in experimental group are

higher than the control group. Besides, the scores of the experimental group

become homogenous while the scores of the control group become heterogeneous.

As a group, then it can be concluded that the experimental group performed better.

With discussion technique, students are helped to improve their performance.

There are also some results based on the observation. Discussion

technique provides opportunities, motivations and challenges for the students. In

terms of opportunity, the students are encouraged to express their feelings and

ideas and also to exchange experiences. Related to motivation, the discussion

technique can raise the students’ interest and enthusiasm in learning English. The

pleasure offered by this method can also reduce the students’ boredom.

Meanwhile, the challenge implies an element of competition and cooperation for

the individual or for the members of group. The students can work together to

gain the goals or to solve the problems through discussions technique. The use of

discussion technique as a good technique also invites the students to be more


53

actively involved and become more enthusiastic and more willing to do their

tasks. Furthermore, the use of discussion technique can provide the new

atmosphere for students in the classroom.

Therefore, it is clear that the discussion technique is an effective technique

in improving students’ speaking skill mastery of English as shown in the

experimental group. Thus, the null hypothesis of no treatment effect is rejected

and the proposed hypothesis which states that “There is a significant difference in

the student’s mastery of speaking between the students who are taught using

discussion technique and those who are not taught without using discussion

technique” is accepted.

Furthermore, it is also indicated that the activities of the discussion

technique such as peer relationship, buzz group, controversial topic, and debate,

which propose by the researchers such as Jones (1998) and Harmer (1991) have

been proved to increase student’s mastery of speaking. The successful of speaking

mastery is showed based on statistically counts on the students’ score. The scores

categorization is determined by the rubric, which is considered based on the

specific items in categorization of speaking mastery, and criteria of students’

performances that can be measured such as structural and communicative criteria

proposed by Littlewood (1981) and CEF as quoted by Luoma (2004)


54

CHAPTER V

CONCLUSIONS AND RECOMMENDATIONS

There are mainly two parts that will be presented in this chapter. They are

Conclusions and Recommendations based on the study that has been

implemented. The further explanations are explained as follows.

5.1 Conclusions

Based on the research results and discussion in the previous chapter, the

conclusions can be drawn as follows.

a. In the experimental group

1. The mean of pre-test and post-test increases from 58.87 to 80.64. Thus, the

students’ speaking mastery improves from the poor to the very good category

2. The standard deviation decreases from 7.63 to 7.43 or the scores of the

experimental group from pre-test to post-test are more homogenous.

b. In the control group

1. The mean of pre-test and post-test increases from 59.60 to 70.65. Thus, the

students’ speaking mastery stays in the good category.

2. The standard deviation increases from 7.51 to 8.46 or the scores of the control

group from pre-test to post-test are more heterogeneous.


55

c. From the comparison of experimental and control group, it can be found that

1. The result of post-test indicates that t o is higher than the t value at the

significance level of 5%, which is. 4.219 > 1.697. The level significance is

00.00. It is lower than 0.05.

2. The standard deviation of the experimental group decreases from 7.63 to 7.43

or the scores of the experimental group from pre-test to post-test are more

homogenous. While, the standard deviation of the control group increases from

7.51 to 8.46 or the scores of the control group from pre-test to post-test are

more heterogeneous.

Based on these findings, it can be concluded that the proposed hypothesis

that states, “There is a significant difference in the student’s mastery of speaking

between the students who are taught by using discussion technique and those who

are taught without using discussion technique is accepted. In other words, the

discussion technique is effective in improving student’s mastery of speaking

among third year students of SMK N 2 Depok, Yogyakarta.

The results of the research show that there is a significant improvement on

speaking skill which happens in the students who are thought using discussion

technique and those who are not taught using discussion technique. However, it is

obtained based on the assumption that there is no any larger variable, which

appears beside the independent variable during the test. Since this research is

quasi-experimental research in which both groups have already been formed, it is


56

very hard to minimize or avoid other variables that might be appeared during the

test. Moreover, the random assignment is almost impossible.

5.1.1 Implication

The research findings shows that the students’ speaking mastery of those

who are taught using discussion technique improves much than those who are not

taught without using discussion technique. Therefore, using discussion technique

in the English teaching learning process is suggested to apply in the learning

activities. In line with the effectiveness, it is clear that using discussion technique

in the English teaching learning process is more effective than without using

discussion technique. By using discussion technique, the students will find it

easier to comprehend the material given. Moreover, they also achieve better in

speaking.

5.2 Recommendations

Concerning the results, the interpretations, and the conclusions of the

study, the researcher proposes some suggestions to obtain better achievement,

specifically in speaking skill. The suggestions are stated as follows.

a. To the teachers

From the results of the research, it shows that the discussion technique can

create creativity in presenting and conducting the teaching learning process. Thus,

the teachers, through the discussion technique, can improve the use of various

interactive activities in order to make the students interested in learning materials.

It can decrease boredom when the English-learning process is going on. It can

also create fun and interesting activities that provide students to compete and


57

discuss the material among them. Discussion is a teaching technique in the

English teaching-learning process that the teacher can imply to support the

teaching-learning process.

b. To the students

From the results of the research, the discussion technique can improve

students’ English achievement especially in speaking. It is because the discussion

technique can make the students speak actively in the classroom. It even provides

chances for students to speak in the class, so the students become confident in

speaking English. Through discussion technique, students are also competed each

other in doing the task. In this way, they eliminate their reluctance and stimulate

their enthusiasm. As a result, students will be motivated to join and involve

themselves actively in any activities in the teaching and learning process.

Students’ interest and motivation in learning has an important role in increasing

their ability to understand English lesson and reach their successful much easier.

Moreover, the students do not also become afraid of making mistakes because

they realize that the mistakes will be corrected by the others or by the teacher and

mistakes commonly happen in learning.

c. To other researchers

The future researchers can conduct another analysis through different point

of views. Discussions technique has some advantages in the teaching and learning

process. It can improve not only students’ speaking mastery but also other aspects

or skills of the English language. It can be an effective way to improve the


58

students’ motivation, students’ involvement, and so on. Thus, it is worthwhile to

be explored further by other researchers.


58

REFERENCES

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McGraw-Hill companies, Inc.

Bluman, A. (2012). Elementary statistics: A step by step approach. Boston: Mc

Grow Hill

Bormann, E. G. (1975). Discussion and group method: Theory and practice. New

York: Harper and Row Publisher

Brown, H.D. (2000). Principles of language teaching and learning (4th

ed.). New

York: Longman.

Brown, H.D. (2001). Teaching by principles: An interactive approach to language

pedagogy (2nd

ed.). New York: Longman.

Celce-Murcia, M. (Ed.). (2000). Teaching English as a second or foreign

language (3nd

ed.). Boston: Heinle & Heinle Publishers.

Davies, P., & Pearse, E. (2002). Success in English teaching. Oxford: Oxford

University Press.

Ekomunajat, H. (2004). A case study on the effectiveness of classroom discussion

to improve accuracy and fluency in grade XI SMK N 2 Yogyakarta.

Undergraduate Thesis. Yogyakarta: Universitas Negeri Yogyakarta.

Galloway, A. (1993). Communicative language teaching: An introduction and

sample activities. Retrieved March, 20th

2013 at 08.20 PM, from http:

//www.cal.org/resources/dig est/gall ow 01.html.

Harmer, J. (1991). The practice of language of English language teaching.

London: Longman.


59

Jones, V. F., & Jones, L. S. (1998). Comprehensive classroom management:

Creating communities of support and solving problems. Boston: Allyn and

Bacon.

Kurniawan, E., & Kurniawan, A. (2008). Communication builder English for

vocational school: For intermediate level (Grade XII). Jakarta: Pusat

Perbukuan Departemen Pendidikan

Lewis, A. (2008). Wordweb 5.52. Retrieved March, 23th

2013 at 08.05 PM, from

http://www. thefreedictionary.com

Littlewood, W. (1981). Communicative language teaching. Cambridge:

Cambridge Unity Press.

Luoma, S. (2004). Assessing speaking. Cambridge: Cambridge Unity Press.

Nunan, D. (1988). The learner centered curriculum. Cambridge: Cambridge

University Press.

Nunan, D. (1989). Designing task for the communicative classroom. Cambridge:

Cambridge University Press.

Nurgyantoro, B. (2004). Statistik terapan untuk penelitian ilmu-ilmu sosial.

Yogyakarta: UGM Press.

Richards, J. C., & Renandya, W. A., (2002). Methodology in language teaching.

Cambridge: Cambridge University Press.

Savignon, S. J. (1983). Communicative competence: Theory and classroom

practice. New York: The McGraw-Hill companies, Inc.

Santosa P. B., & Ashari, M. S. (2005). Analisis statistik dengan microsoft excel

dan SPSS. Yogyakartaa; Andi Ofset.

Sugiyono. (2010). Statistik untuk penelitian. Bandung: Alfabeta, cv.

Suharto, G. (2002). Statistika deskriptif. Yogyakarta: Universitas Negeri

Yogyakarta.

Weinbergh, G. H., & Schumaker, J. A. (1969). Statistics: An intuitive approach

(2nd

ed.). Belmont, CA: Wadsworth Publishing Company.


60

Woodford, K., & Jackson, G. (2003). Cambridge advanced learner’s dictionary.

Cambridge: Cambridge University Press.


Appendices


62

APPENDIX 1 Lesson Plan and Source book


63

Control Group’s Lesson Plan


64

SEKOLAH MENENGAH KEJURUAN NEGERI 2 DEPOK

Jl. Mrican – Catur Tunggal, Depok, Sleman, Yogyakarta

Telp (0274) 513 515 Fax : (0274) 513 4538

LESSON PLAN

NAME OF SCHOOL : SMKN 2 DEPOK

SUBJECT : ENGLISH

GRADE /SEMESTER : XII TPA/Ganjil

TOPIC : How’s the Progress? (Unit 3)

TIME ALLOCATION (DURATION) : 2 x 45 minutes

MINIMUM STANDARD CRITERIA :

A. COMPENTENCY STANDARD

3. Communicating in English in the level intermediate (A)

B. BASIC COMPETENCY

3.3 Presenting the report

C. INDICATORS

Recognizing the elements of report

Creating the report

D. LEARNING OBJECTIVES

Recognize the elements of report

Create the report

E. LEARNING STEPS

Exploration: a) A teacher introduces the topic of the learning to the students by

asking question about their basic knowledge of report.

b) A teacher ask students to arrange the jumble sentences into a good

order individually

Elaboration : a) Students answer some questions about how to deliver a good

speech

b) Students observe and learn about the elements of report.

c). Students do exercises about some expressions which is commonly

used in presenting a report.

Confirmation : Teacher ensures that students have understood the materials given

during the exploration and elaboration process through;

a) Reviewing or asking some questions to the students.

b) Asking some students to present their report in front of the class

F. LEARNING METHOD : Lecture 15 %, Individual task 60%, presentation 25%,

G. LEARNING RESOURCES : Communication Builder, English for Vocational School

for Intermediate Level SMK, page 40-56.

H. LEARNING ACTIVITY :


65

Meeting 1 (2x45 minutes) (Listening)

Section Learning

Material Teacher’s Activity Student’s Activity Time

Pre-activity

T greets Ss.

T asks Ss to pray together

T checks Ss’ attendance list

T asks Ss what they have

learned last week.

Ss pay attention to T

Ss pray together.

Ss answer T’s

questions.

5’

Wh

ist-

Act

ivit

y

Exploration

Communica

tion Builder

3, English

for

Vocational

School

Grade XII)

T asks Ss to answer the

questions :

- What do you see in the

report cover?

- What do you know about

a report?

- Have you ever made a

report?

- Have you ever presented a

report?

- Have you ever listened to

someone presenting a

report?

Ss answers the

questions individually,

for example:

- The cover is about

annual report

- Report is a textual

work which contains

information about

data that is related

with relevant

information.

35’

Exploration,

Elaboration

Communica

tion Builder

3, English

for

Vocational

School

Grade XII)


questions in activity 6

individually.

(Communication Builder 3,

page 42)

Ss answer the

questions in activity 6.

T asks Ss to practice the

dialogue in Activity 7

Individually.


page 42)

Ss practice the


individually .They are

expected to pronounce

it correctly.


dialogue in Activity 7 In

pairs. (Communication

Builder 3, page 42)

Ss practice the


in pairs. .They are

expected to pronounce

it correctly.

T pronounces the words in

Activity 8 and then followed

by Ss. (Communication

Builder 3, page 43)

Ss listen carefully and

pronounce the words

in Activity 8 correctly.


66

T asks some Ss to read the

speech of a report about

restaurant in activity 9.


page 43)

Ss read the speech of a

report about

restaurant.

T asks Ss to work

individually to do the

exercise in answering the



page 44)

Ss do the questions in

Activity 10.They are

expected to find some

expressions in:

- Opening the speech

- Introducing the

topic/subject

- Presenting ideas

- Elaborating ideas

- Making general

statements

- Drawing conclusions

- Closing the speech

T asks Ss to prepare for

short report speech and

points some students to

present it in front of the

class (about 1-2 minutes)


page 44)

Ss deliver their speech

in front of the class.

The target is to make

them able to present

the report and feel

confident talking in

front of their friends.

40

Confirmation

Communica

tion Builder

3, English

for

Vocational

School

Grade XII)

REVIEW on report

presentations: Ss are given

feedback from the teacher

T asks Ss:

- What should be included

in the reports?

- What kind of expressions

that could be used in

presenting a report?

REVIEW on report

presentations:

Ss answers:

- What should be

included in the

reports?

- What kind of

expressions that

could be used in


Post

-

Act

ivit

y

T asks Ss to revise their

report at home and prepare

short speech for that report.

Closing: Prayer

Ss revise their report.

Closing: Prayer

10’


67

Meeting 2 (2 x 45 minutes) (Speaking)

I. SCORING ASPECTS POINTS

- Content + display of the presentation 40 points

- Fluency (grammar and pronunciation) 25 points

- Opening and closing 15 points

- Gesture and tone 10 points

- Students’ activeness + punctuality 10 points

Meeting 3 (2 x 45 minutes) (Reading)

Section Learning Material Teacher’s

Activity

Student’s

Activity Time

Pre- Activity

T greets Ss.

T asks Ss to pray

together.

T checks Ss’

attendance list.

T asks Ss what

they have learned

last week.

Ss pay attention

to T.

Ss pray together.

Ss answer T’s

questions.

5’

Section Learning


Pre-Activity

T greets Ss.

T asks Ss to pray together.

T checks Ss’ attendance list


learned last week.

Ss pay attention to T.

Ss pray together.

Ss answer T’s

questions.

5’

Wh

ilst

-Act

ivit

y

Exploration,

Elaboration,

Confirmation

Communicati

on Builder 3,

English for

Vocational

School Grade

XII)

T points several students to

present their reports in front

the class.

Some student presents

their report in front of

the class.

75’

Post

-Acti

vit

y

T does a review and gives

comments to the whole

presentations.

Ss listen to the

reviews and

comments carefully

so they can do the

presentation better.

10

T reminds the students to do

assignment at home.

Closing: Prayer

Closing: Prayer


68

Wh

ilst

Act

ivit

y

Exploration

jumbled-

sentences game

T asks students to

arrange the

jumbled sentences

into a good order

individually.

Ss arrange the

jumbled

sentences into a

good order

individually.

40’

(Communication

Builder 3,

English for

Vocational

School Grade

XII)

T and Ss check the

sentences together.

Ss check the

sentences.

T asks Ss to read

the text aloud.

(Presenting

Reports,

Communication

Builder 3, p.45).

Ss read the text

aloud.

(Presenting

Reports,

Communication

Builder 3, p.45)

Elaboration

(Communication

Builder 3,

English for

Vocational

School Grade

XII)

T asks the Ss to do

activity 13

individually.

(Presenting

Reports,

Communication

Builder 3, p.45)

Ss do activity 13

individually.

(Presenting

Reports,

Communication

Builder 3, p.45)

40’ T asks the Ss to

take turns in

reading the text on

activity 14.

(Practicing Your

Presentation,

Communication

Builder 3, p.46)

Ss take turns in

reading the text

on activity 14.

(Practicing Your

Presentation,

Communication

Builder 3, p.46)

T asks the Ss to do

exercises on

activity 15.

(Communication

Builder 3, p.47)

Ss do exercises

on activity 15.

(Communication

Builder 3, p.47)

Confirmation (Communication

Builder 3,

English for

Vocational

School Grade

XII)

T gives

explanation about

Grammar (activity

19.

Communication

Builder 3)

Ss pay attention

to the T’s

explanation.

(activity 19,

Communication

Builder 3)


69

T reviews the

grammar

explanation.

T asks the Ss to do

activity 20

individually.

(Communication

Builder 3, p.52)

Ss do the

activity 20

individually.

(Communication

Builder 3, p.52)

Post

-act

ivit

y

T asks the Ss to do

activity 21 as their

homework.

(Communication

Builder 3, p.52)

Closing: prayer

Ss listen to the

T’s explanation

about the

homework on

activity 21.

(Communication

Builder 3, p.52)

Closing: Prayer

5

Atachments:

Jumbled Sentence

Arrange the sentences below into a good order!

PRESENTING REPORTS

1) Practice turning transparencies, writing on the blackboard, or using whatever visual aids

you choose. - -2) An oral report is a presentation of the material covered in your final written

report. - - 3) Be ready to go as soon as you stand up, don’t waste time with preparatory

goofing around. Rehearse your talk ahead of time.- - 4) You will know in advance precisely

when , day and time, to the minute, you will be expected to give your report. - - 5) You may

use less time, but you may not exceed the limit. - - 6) In the industry, oral reports are often

given before consultants, who charge extravagantly for their time; therefore, you must learn

to budget the time allotted you and not exceeded it.

(Answer)

PRESENTING REPORTS

a) An oral report is a presentation of the material covered in your final written report.

b) You will have seven minutes to present your report.

c) You may use less time, but you may not exceed the limit.

d) In the industry, oral reports are often given before consultants, who charge extravagantly

for their time; therefore, you must learn to budget the time allotted you and not exceeded

it.

e) You will know in advance precisely when, day and time, to the minute, you will be

expected to give your report.

f) Be ready to go as soon as you stand up, don’t waste time with preparatory goofing around.

Rehearse your talk ahead of time.

g) Practice turning transparences, writing on the blackboard, or using whatever visual aids

you choose.


70

Meeting 4 (2x45 minutes) (Writing)

Section Learning

Material Teacher’s Activity

Student’s

Activity Time

Pre- Activity

T greets Ss.

T asks Ss to pray

together.

T checks Ss’

attendance list

T asks Ss what they

have learned last

week.

Ss pay attention to

T.

Ss pray together.

Ss respond to the

T.

Ss answer T’s

questions.

10’

Wh

ilst

Act

ivit

y

Exploration

(Communication

Builder 3,

English for

Vocational

School Grade

XII)

T discusses the

homework on

activity 21 with the

Ss.

(Communication

Builder 3, p.52)

Ss discuss the

homework

together with the

T.

(Communication

Builder 3, p.52)

40’ T asks the Ss to do

activity 23

individually.

(Communication

Builder 3, p.53)

Ss do activity 23

individually.

(Communication

Builder 3, p.53)

T asks the Ss to do

activity 25

individually.

(Communication

Builder 3, p.55)

Ss do activity 25

individually.

(Communication

Builder 3, p.55)

Elaboration,

Confirmation

(Communication

Builder 3,

English for

Vocational

School Grade

XII)

T asks some

students to write a

rough draft about

report.

(Communication

Builder 3, p.55)

Ss write a rough

draft about report.

(Communication

Builder 3, p.55)

35’

T gives comments

and reviews on

students’ rough

drafts.

Ss listen carefully

to the comments

and reviews and

make the revises.


71

Post

-act

ivit

y

T asks the Ss to

read page 56 and 57

as their homework.

(Communication

Builder 3)

Closing: Prayer

Closing: Prayer

5’

Depok, October 6th

, 2012

Supervisor Instructor

Mrs. Yohana, S.Pd SebastianusBay Dhae

NUPTK 197712312006042009 NIM: 081214131


72



Telp (0274) 513 515 Fax : (0274) 513 4538

LESSON PLAN


SUBJECT : ENGLISH

GRADE /SEMESTER : XII TPA/Ganjil

TOPIC : How Do You Operate This

Machine? (Unit 4)





B. BASIC COMPETENCY

3.4 Understanding the use of user manual

C. INDICATORS


Creating the report


At the end of learning activities, students are able to:


Create the report

E. LEARNING STEPS

Exploration : a) Teacher shows the students an example of user manual.

b) Teacher uses pictures and gives instruction on how to operate

something.

Elaboration : a) Students listen to the audio recording.

b) Students do exercises on how to operate power adapter (instruction).

c) Teacher asks the students to do some vocabulary exercises.



a) Review or asking some questions to the students.

b) Draw-out the value in from the lesson.

F. LEARNING METHOD : Lecture, Individual tasks, presentation

G. LEARNING RESOURCES : Communication Builder, English for Vocational

School for Intermediate Level SMK, page 60-73.

H. LEARNING ACTIVITY :


73


Section Learning


Pre- Activity

T greets Ss.

T asks Ss to pray

together.

T checks Ss’

attendance list.

T asks Ss what they

have learned last

week.


Ss pray together.

Ss answer T’s

questions.

10’

Wh

ist-

Act

ivit

y

Exploration

(Communication

Builder 3,

English for

Vocational

School Grade

XII)

T introduces the

topic by showing an

example of user

manual to the Ss in

activity 1.

(Communication

Builder 3 page 60)

Ss pay attention to

the teacher.

T asks the Ss to do

activity 1 on page

60 individually.

(Communication

Builder 3)

Ss do the activity 1

on page 60

individually.

(Communication

Builder 3)

T gives instructions

and asks the Ss to

match the

instruction with the

correct pictures on

activity 2 page 60.

(Communication

Builder 3)

Ss listen to the

instructions and

match the instruction

with the correct

pictures on activity2

page 60.

(Communication

Builder 3)

T plays the audio

recording talking

about how to

connect the power

adapter in activity

3. (audio recording)

Ss listen to the audio

recording and fill in

the blanks based on

the information that

they get from the

audio.

T asks the Ss to

choose the correct

answer after they

hear the clue from

Ss listen to the clue

from the audio

recording.

Ss answer the

35’


74

Elaboration,

Confirmation

(Communication

Builder 3,

English for

Vocational

School Grade

XII)

the audio recording.

(Communication

Builder 3)

questions on activity.

4 (Communication

Builder 3).

T asks the Ss to

give orders on how

to operate certain

things in pair.

(based on the

picture, attachment)

Ss give the orders on

how to operate

certain things in pair.

(based on the


T asks the Ss to do

activity 6.

(Communication

Builder 3, page 61)

T gives comments

and reviews on the

activity

Ss do the activity 6.

(Communication

Builder 3, page 61)

Post

-act

ivit

y

T asks the Ss to

continue doing their

task on activity 6 at

home as homework.

Closing: Prayer

Ss continue doing

the task on activity

6for homework.

Closing: Prayer

5’

I. Attachment:

Diving Orders on How to Operate Machine.

Work in pairs to give your friend instuction on hoe to operatet hese picture below!


75

Meeting 2 (2x45 minutes) (Speaking)

Section Learning


Pre- Activity

T greets Ss.

T asks Ss to pray

together.

T checks Ss’

attendance list.

T asks Ss what they

have learned last

week.

Ss pay attention to

T.

Ss pray together

Ss answer T’s

questions.

5’

Wh

ilst

Act

ivit

y

Exploration

(Communication

Builder 3,

English for

Vocational

School Grade

XII)

T asks the Ss to do

activity 7 on page

62. (Communication

Builder 3)

Ss do activity 7 on

page 62.

(Communication

Builder 3)

40’

T teaches the

pronunciation of the

expressions on

activity 8 and asks

the Ss to repeat to

the T.

(Communication

Builder 3, page 62)

Ss pay attention to

the teacher then

repeat the

pronunciation of

expressions that the

teacher has said.

(Communication

Builder 3, page 62)

T asks the Ss to

practice the dialogue

on activity 8

together.

(Communication

Builder 3, page 62)

Ss practice the

dialogue on activity

8. (Communication

Builder 3, page 62)

Elaboration,

(Communication

Builder 3,

English for

Vocational

School Grade

XII)

T gives the Ss

vocabulary exercises

based on activity 9.

(Communication

Builder 3, page 63)

Ss do the

vocabulary

exercises based on

activity 9.

(Communication

Builder 3, page 63)

40’ T asks the Ss to

choose a procedure

that they know well

and then

demonstrate the

procedure in front of

Ss demonstrate the

procedures in front

of the class.


76

Confirmation

the class.

T gives the review

and comments.

Ss listen to the

teacher coments.

Post

-act

ivit

y

T asks the Ss to do

activity 14 & 16 on

page 64 in home.

(Communication

Builder 3)

Closing: prayer

Ss listen to the T’s

explanation about

the homework on

activity 14 & 16.

(Communication

Builder 3, p.64)

Closing: prayer

5’

Attachment:

Vocabulary Exercise: Give arrows to match the English vocabulary to its

Indonesian meaning.

a. Mencabut

b. Menyesuaikan

c. Memulai kembali

d. Mengoprasika

e. Menyambungkan/memasukan

f. Melindungi

g. Memilih

h. Sakelar

i. Mempertahankan

j. Merekam

Answer key:

1. d 6. f

2. h 7. G

3. e 8. b

4. i 9.c

5. j 10. a

1. Operate

2. Switch

3. Plug in

4. Maintain

5. Record

6. Protect

7. Select

8. Adjust

9. Restart

10. Unplug


77

Meeting 3 (2x45 minutes) (Reading)

Section Learning


Pre- Activity

T greets Ss.

T asks Ss to pray

together.

T checks Ss’

attendance list.

T asks Ss what they

have learned last

week.


Ss pray together.

Ss answer T’s

questions.

10’

Wh

ilst

Act

ivit

y

Exploration

(Communic

ation

Builder 3,

English for

Vocational

School

Grade XII)

T asks the Ss share

their homework in

front of the class.

(Activity 14, page 64

Communication

Builder 3)

Ss share their answer

on activity 14 in

front of the class.


Communication

Builder 3)

10’

T asks the Ss to read

the text on How the

microwave oven

works. (Activity 15,

page 64

Communication

Builder 3)

Ss read the text on

microwave oven


page 64

Communication

Builder 3)

65’

Elaboration,

Confirmation

(Communic

ation

Builder 3,

English for

Vocational

School

Grade XII)

T discusses the

homework on activity

16, page 64 with the

Ss. (Communication

Builder 3)

Ss pay attention to

the T in discussing

the homework

together. (Activity

16, page 64.

Communication

Builder 3)


activity 18 and do

activity 19

individually.

(Communication

Builder 3, page 66-69)

T gives comments and

reviews on activities.

Ss read activity18

and do activity 19

individually.

(Communication

Builder 3, page 66-

69)


78

Post

-act

ivit

y

T asks the students to

read the Grammar

Review and do

activity 20.

(Communication

Builder 3, page -69)

Ss read the grammar

and do activity 20.

5’

Closing: Prayer Closing: Prayer

Meeting 4 (2x45 minutes)(Writing)

Section Learning


Pre- Activity

T greets Ss.

T asks Ss to pray

together.

T checks Ss’

attendance list.

T asks Ss what they

have learned last

week.

Ss pay attention to

T.

Ss pray together.

Ss answer T’s

questions.

10’

Wh

ilst

Act

ivit

y

Exploration

(Communication

Builder 3, English

for Vocational

School Grade XII)

T asks the Ss to do

activity 22 on page

70.

(Communication

Builder 3)

Ss do activity 22 on

page 70.

(Communication

Builder 3)

40’

T guides the Ss to

play vocabulary

games taken from

Communication

Builder 3, page 70.

Ss play the

vocabulary games

taken from activity

23 (Communication

Builder 3, page 70)

Elaboration,

Confirmation

(Communication

Builder 3, English

for Vocational

School Grade XII)

T asks the Ss to

arrange the order of

‘How to record on a

cassette.’ (Activity

25, page 72)

(Communication

Builder 3)

Ss arrange the list

on activity 25 into a

good order of ‘How

to record on a

cassette.’

(Communication

Builder 3)

35’


79

T asks the Ss to

write a procedure

text on how to

operate something.

(Activity 27, page

72, Communication

Builder 3)

T gives comments

and reviews

Ss write a

procedure text on

how to operate

something.

(Activity 27, page

72, Communication

Builder 3)

Post

-act

ivit

y

T asks the Ss to do

activity 24 in home.

(Communication

Builder 3, page 71)

Ss pay attention to

the T’s explanation.

5’


Attachment:

Instruction:

Fill in the blanks to write a correct word for its meaning!

1. _ n _ t r _ c t _ o _ = A message describing how something is to be done.

2. P _ o c _ _ u r _ = A particular course of action intended to achieve a result

3. _ _ e _ _ t _ = Direct or control

4. _ n _ _ e d _ _ n _ s = any of the foods or substances that are combined to make a

particular dish

5. _ r _ s _ = the act of pressing; the exertion of pressure

6. R _ p _ _ c _ = put in the place of another; switch seemingly equivalent

items

7. _ s _ _ m _l _ = create by putting components or members together

8. _ o _ n _ _ t = connect, fasten, or put together two or more pieces

9. D _ _ c _ _ _ e _ t = pull the plug of (electrical appliances) and render inoperable

10. _ n _ _ r t = put or introduce into something

Depok, October 9th

, 2012


Mrs. Yohana, S.Pd Sebastianus Bay Dhae

NUPTK 197712312006042009 NIM: 081214131


80

Experimental Group’s Lesson Plan


81



Telp (0274) 513 515 Fax : (0274) 513 4538

LESSON PLAN


SUBJECT : ENGLISH

GRADE /SEMESTER : XII KA/Ganjil (Unit 3)

TOPIC : How’s the Progress?





B. BASIC COMPETENCY 3. 3 Presenting the report

C. INDICATOR


Creating the report



Recognize the elements of report

Create the report

E. LEARNING STEPS

Exploration: a) A teacher introduces the topic of the learning to the students by

asking question about their basic knowledge of report.

b) A teacher ask students to arrange the jumble sentences into a good

order in Group

Elaboration : a) Students answer some questions about how to deliver a good

speech.

b) Students observe and learn about the elements of report together in

group

c). Students do exercises about some expressions which is commonly

used in presenting a report in group

.



a) Reviewing or asking some questions to the students.

b) Asking some students to present their report in front of the class

G. LEARNING METHOD : Lecture 15 %, discussion 60%, presentation 25%,


82

H. LEARNING RESOURCES : Communication Builder, English for Vocational

School for Intermediate Level SMK page 40-56.

I. LEARNING ACTIVITY :


Section Learning


Pre-activity

T greets Ss.


T checks Ss’ attendance list.


learned last week.


Ss pray together.

Ss answer T’s

questions.

5’

Wh

ist-

Act

ivit

y

Exploration

(Communic

ation

Builder 3,

English for

Vocational

School

Grade XII)


questions :

- What do you see in the

report cover?

- What do you know about

a report?

- Have you ever made a

report?

- Have you ever presented a

report?

- Have you ever listened to

someone presenting a

report?

Ss answers the

questions for example:

- The cover is about

annual report

- Report is a te.xtual

work which contains

information about

data that related with

relevant information.

35’

T asks Ss to listen to the

audio recording and discuss

in group of three students to

fill the blank about the

expressions of report.

Group work:

T asks Ss to listen to

the audio recording

and discuss in group

of three students to fill

the blank about the

expressions of report.

Elaboration


questions in activity 6 in

pair. (Communication

Builder 3, page 42)

Pair work:

Ss discuss the answer

with their pair and

answer orally the



83

(Communic

ation

Builder 3,

English for

Vocational

School

Grade XII)


dialogue in activity 7 in pair.


page 42)

Pair work:

Ss practice the


in pair.

T asks Ss to find the correct

pronunciation for some

words in activity 8 based on

dictionary in group.


page 43)

Group work:

Ss discuss with the

group in order to find

the correct

pronunciation for

some words in activity

8.

T asks Ss to work in group

to do exercises in answering

the questions in activity 10.


page 44)

Group work:

Ss do the questions in

Activity 10 in group.

They are expected to

find some expressions

in:

- Opening the speech

- Introducing the

topic/subject

- Presenting ideas

- Elaborating ideas

- Making general

statements

- Drawing conclusions

- Closing the speech

T asks the group to prepare a

short speech and point some

students to present it in front

of the class as the group’s

representative. (about 1-2

minutes) (Communication

Builder 3, page 44)

Group opinion:

Other students who are

not presenting give

comments to the

group’s representative

who are presenting.

Group work:

Make a summary of

the presentations.

40


84

Meeting 2 (2 x 45 minutes) (Speaking)

Confirmation

(Communic

ation

Builder 3,

English for

Vocational

School

Grade XII)

Review on group

presentation :

T asks Ss:

- What should be included

in the reports?

What kind of expressions

that could be used in


Group presentation:

Ss answers:

- What should be

included in the

reports?

- What kind of

expressions that

could be used in


Post

-

Act

ivit

y

T asks Ss to revise their

report at home and prepare

short speech for that report.

Ss listen to the teacher

and remember to do

assignment at home.

10’

Section Learning


Pre-Activity

T greets Ss.


T checks Ss’ attendance list.


learned last week.


Ss pray together.

Ss answer T’s

questions.

10

Wh

ilst

-Act

ivit

y

Exploration,

Elaboration,

T asks Ss to choose a

controversial topic and make

a report of it.

Group Work:

Ss choose a

controversial topic and

a particular topic and

make a report of it.

T asks Ss to present a report.

Group Presentation:

Each group presents the

report.


85

I. SCORING ASPECTS POINTS

- Content + display of the presentation 40 points

- Fluency (grammar and pronunciation) 25 points

- Opening and closing 15 points

- Gesture and tone 10 points

- Students’ activeness + punctuality 10 points

Meeting 3 (2 x 45 minutes) (Reading)

Section Learning Material Teacher’s Activity Student’s Activity Time

Pre- Activity

T greets Ss.

T asks Ss to pray

together.

T checks Ss’

attendance list.

T asks Ss what they

have learned last week.

Ss pay attention to

T.

Ss pray together.

Ss answer T’s

questions.

10

Wh

ilst

Act

ivit

y

Exploration

(Communication

Builder 3,

English for

Vocational

School Grade

XII)

T asks the students to

arrange the jumbled

sentences into a good

order in group.

Group work:

Ss arrange the

jumbled sentences

into a good order.

40

T asks the Ss to check

their sentences with

their friends in group.

Pair work:

Ss check the

sentences that they

have made with

their other friends.

Confirmation

T asks some groups to be

participated as the contra

group when the presenter

group presents their report.

T reviews and comments the

whole presentations and

debate.

Debate:

Contra group does not

agree with the

presentation and share

the opinion.


comments for the

whole presentations

and debate.

70

Post

-Acti

vit

y

T reminds the students to do

assignment at home.

Closing: Prayer

Remember to do

assignment at home.

Closing: Prayer

10


86

T asks the Ss to read the

text loudly. (Presenting

Reports,

Communication Builder

3, p.45)

Ss read the text

aloud.

(Presenting

Reports,

Communication

Builder 3, p.45)

Elaboration

(Communication

Builder 3,

English for

Vocational

School Grade

XII)

T asks the Ss to do

activity 13 in group.

(Presenting Reports,


3, p.45)

Group work: Ss do activity 13 in

groups.

(Presenting

Reports,

Communication

Builder 3, p.45)

40

T asks the Ss to take

turns in reading the text

on activity 14.

(Practicing Your

Presentation,


3, p.46)

Ss take turns in

reading the text on

activity 14.

(Practicing Your

Presentation,

Communication

Builder 3, p.46)

T asks the Ss to do the

exercise on activity 15

in group.

(Communication

Builder 3, p.47)

Group work:

Ss do the exercise

on activity 15 in

groups.

(Communication

Builder 3, p.47)

Confirmation

(Communication

Builder 3,

English for

Vocational

School Grade

XII)

T gives explanation in

Grammar Review.

Ss pay attention to

the T’s

explanation.

T asks the Ss to do


(Communication

Builder 3, p.52)

Group work: Ss do the activity

20 in groups.

(Communication

Builder 3, p.52)


87

Post

-act

ivit

y

T asks the Ss to do

activity 21 as their

homework.

(Communication

Builder 3, p.52)

Closing: Prayer


explanation about

the homework on

activity 21.

(Communication

Builder 3, p.52)

Closing: Prayer

5

Atachments:

Jumbled Sentence

Arrange the sentences below into a good order!

PRESENTING REPORTS

1) Practice turning transparencies, writing on the blackboard, or using whatever visual aids

you choose. - -2) An oral report is a presentation of the material covered in your final written

report. - - 3) Be ready to go as soon as you stand up, don’t waste time with preparatory

goofing around. Rehearse your talk ahead of time. - - 4) You will know in advance precisely

when , day and time, to the minute, you will be expected to give your report. - - 5) You may

use less time, but you may not exceed the limit. - - 6) In the industry, oral reports are often

given before consultants, who charge extravagantly for their time; therefore, you must learn

to budget the time allotted you and not exceeded it.

(Answer)

PRESENTING REPORTS

a) An oral report is a presentation of the material covered in your final written report.

b) You will have seven minutes to present your report.

c) You may use less time, but you may not exceed the limit.

d) In the industry, oral reports are often given before consultants, who charge extravagantly

for their time; therefore, you must learn to budget the time allotted you and not exceeded

it.

e) You will know in advance precisely when, day and time, to the minute, you will be

expected to give your report.

f) Be ready to go as soon as you stand up, don’t waste time with preparatory goofing around.

Rehearse your talk ahead of time.

g) Practice turning transparencies, writing on the blackboard, or using whatever visual aids

you choose.


Section Learning


Pre- Activity

T greets Ss.

T asks Ss to pray

together.

T checks Ss’ attendance

Ss pay attention to

T.

Ss pray together.

10


88

list.

T asks Ss they have

learned last week.

Ss answer the T’s

questions.

Wh

ilst

Act

ivit

y

Exploration,

Elaboration

Confirmation

(Communicati

on Builder 3,

English for

Vocational

School Grade

XII)

T discuss the homework

on activity 21 with the

Ss. (Communication

Builder 3, p.52)

Group work: Ss discuss the

homework together

with the T.

(Communication

Builder 3, p.52)

40 T asks the Ss to do


(Communication Builder

3, p.53)

Games: Team

building Ss do activity 23 in

groups.

(Communication

Builder 3, p.53)

T asks the Ss to write a

rough draft.


3, p.55)

Ss write a rough

draft and ask

friends to check.

(Communication

Builder 3, p.55)


page 56 and 57 and

write a report as their

homework.


3)

T gives comments and

reviews about the

activities.

Ss read page 56

and 57 and write

report as their

homework.

(Communication

Builder 3)

Post

-

act

ivit

y

T reminds the students

to do assignment at

home.

Closing: Prayer

Remember to do

assignment at

home.

Closing: Prayer

5

Depok, October 6th

, 2012



NUPTK 197712312006042009 NIM: 081214131



89


Telp (0274) 513 515 Fax : (0274) 513 4538

LESSON PLAN


SUBJECT : ENGLISH

GRADE /SEMESTER : XII KA/Ganjil

TOPIC : How Do You Operate This

Machine? (Unit 4)

TIME ALLOCATION

(DURATION) : 2 x 45 minutes




B. BASIC COMPETENCY

3.4 Understanding the user manual

C. INDICATORS

Recognizing the elements of user manual

Creating the user manual

D. LEARNING OBJECTIVE


Recognize the elements of user manual

Create the user manual

E. LEARNING STEPS

Exploration: a) Teacher introduces the topic of the learning to the students by

asking question on how to operate certain machine.

b) Teacher uses pictures and gives instruction on how to operate

something.

Elaboration : a) Students listen to audio recording and do the task in group

b) Students do exercise on instruction how to operate power adapter in

group.

c) Teacher asks the students to to give intructions to their friends on

how to operate something based on the picture.



a) Review or ask some questions to the students.

b) Draw-out the value in from the lesson.

F. LEARNING METHOD : Lecture10% , Group discussion 60%, Presentation

20%

G. LEARNING RESOURCES : Communication Builder, English for Vocational

School for Intermediate Level SMK, page 60-73.


90

H. LEARNING ACTIVITY


Section Learning


Pre- Activity

T greets Ss.

T asks Ss to pray

together.

T checks Ss’

attendance list

T asks Ss what they

have learned last

week.


Ss pray together.

Ss answer T’s

questions.

10

Wh

ilst

Act

ivit

y

Exploration

(Communication

Builder 3,

English for

Vocational

School Grade

XII)

T asks the Ss

whether they have

ever operated a

machine before,

what it is and how

to operate it.

Ss respond the T by

answering some

kinds of machine

that they have

operated and how to

operate it orally

40

T asks the Ss to do

activity 1 on page

60.

(Communication

Builder 3)

Group Work:

Ss do the activity 1

on page 60 in

groups.

(Communication

Builder 3)

T gives instruction

and asks the Ss to

match the

instruction with the

correct pictures on

activity 2 page 60

in a group.

(Communication

Builder 3)

Group Work:

Team Building

Activity

Ss listen to the

instructions and

match the

instructions with the

correct picture on

activity2 page 60 in

a group.

(Communication

Builder 3)


91

T plays the audio

recording taking

about how to

connect the power

adapter, activity 3.

(audio recording)

Ss listen to the audio

recording and fill in

the blanks based on

the information that

they get from the

audio.

Elaboration,

Confirmation

(Communication

Builder 3,

English for

Vocational

School Grade

XII)

T asks the Ss to

choose the correct

answer after they

hear the clue from

the T in a pair.

(Communication

Builder 3)

Ss listen to the clue

that the T gives

them.

Pair work: Ss answer the

questions on activity

4. (Communication

Builder 3)

35

T asks the Ss to

give orders on how

to operate certain

things in pair.

(based on the


Pair work: Ss give orders on

how to operate

certain things in pair.

(based on the


T asks the Ss to do


(Communication

Builder 3, page 61)

T gives some

reviews and

comments about

students’ tasks.

Group work: Ss do the activity 6

in groups.

(Communication

Builder 3, page 61)

Post

-act

ivit

y

T asks the Ss to

continue their task

on activity 6 at

home as homework.

Closing: prayer

Ss continue the task

on activity 6 for

homework.

Closing: prayer

5

I. Attachment:


92

Diving Orders on How to Operate Machine. Work in group to give your friend instuction on hoe to operatet hese picture below!

Meeting 2 (2x45 minutes) (Speaking)

Section Learning


Pre- Activity

T greets Ss.

T asks Ss to pray

together.

T checks Ss’

attendance list.

T asks Ss what they

have learned last

week.

Ss pay attention to

T.

Ss pray together.

Ss answer T’s

questions.

5

Wh

ilst

Act

ivit

y

T asks the Ss to do

activity 7 on page 62

in group.

(Communication

Builder 3)

Group Work: Ss do activity 7 on

page 62 in group.

(Communication

Builder 3)

Group Work:

Each group need to

40


93

Exploration (Communication

Builder 3,

English for

Vocational

School Grade

XII)

think about a

particular topic

(operating a

machine), and

prepare the role play

to tell about the

instruction in front

of the class.

T teaches pronounce

the expressions of

the dialogue on

activity 8 and asks

the Ss to repeat to

the T.

(Communication

Builder 3, page 62)

Ss pay attention to

the teacher then

pronounce the

expressions that the

teacher said.

(Communication

Builder 3, page 62)

T asks the Ss to

practice the dialogue

on activity 8 in

pairs.

(Communication

Builder 3, page 62)

Role play with

acting Ss practice the

dialogue on activity

8 in groups.

(Communication

Builder 3, page 62)

Elaboration,

Confirmation

(Communication

Builder 3,

English for

Vocational

School Grade

XII)

T gives the Ss

vocabulary exercises

based on activity 9.

(Communication

Builder 3, page 63)

Ss do the

vocabulary

exercises based on

activity 9 in groups.

(Communication

Builder 3, page 63)

40 T asks the Ss to

choose a procedure

that they know well

and then

demonstrate the

procedure in front of

class.

T gives reviews and

comments on group

presentation and

debate .

Group

presentation Ss demonstrate the

that they know well

in front of class.

Debate: Each group, who

are not doing the

presentation, give

comments (pro or

contra).


94

Post

-act

ivit

y

T asks the Ss to do

activity 14 & 16 on

page 64 as their

homework.

(Communication

Builder 3)

Closing: prayer


explanation about

the homework on

activity 14 & 16.

(Communication

Builder 3, p.64)

Closing: prayer

5

Attachment:

Vocabulary exercise: Give arrows to match the English vocabulary to its Indonesian

meaning

a.Mencabut

b. Menyesuaikan

c. Memulai kembali

d. Mengoprasikan

e. Menyambungkan/memasukan

f. Melindungi

g. Memilih

h. Sakelar

i. Mempertahankan

j. Merekam

Answer key:

1. d 6. f

2. h 7. g

3. e 8. b

4. i 9. c

5. j 10. a

Meeting 3 (2x45 minutes) (Reading)

Section Learning


Pre- Activity

T greets Ss

T asks Ss to pray

together

T checks Ss’

attendance list

T asks Ss what they

have learned last

week.


Ss pray together.

Ss answer T’s

questions.

10

1. Operate

2. Switch

3. Plug in

4. Maintain

5. Record

6. Protect

7. Select

8. Adjust

9. Restart

10. Unplug


95

Wh

ilst

Act

ivit

y

Exploration

(Communic

ation

Builder 3,

English for

Vocational

School

Grade XII

T asks the Ss share

their homework in

front of the class.


Communication

Builder 3)

Ss share their answer on

activity 14 in front of

the class. (Activity 14,

page 64


3)

Students’ opinion:

Other students give the

comments and

feedback.

10

Elaboration,

Confirmation

(Communic

ation

Builder 3,

English for

Vocational

School

Grade XII)

T discuss the

homework on

activity 16, page 64

with the Ss.

(Communication

Builder 3)

Ss pay attention to the

T in discussing the

homework together.

(Activity 16, page 64.


3)

65 T asks the Ss to read

the text on How the

microwave oven


page 64

Communication

Builder 3)

Ss read the text on

microwave oven works.



3)

T asks the Ss to

work in groups to

read activity 18 and

do activity 19 and

make a role play in

order to practise the

instruction in front

of class.

(Communication

Builder 3, page 66-

69)

T gives reviews and

comments on

students’ role play.

Role Play: Ss read activity18 and

do activity 19 in

groups, and also

demonstrate in front of

class. (Communication

Builder 3, page 66-69)


96

Post

-act

ivit

y

T asks the students

to read the Grammar

Review and do

activity 20.

(Communication


Pair Work: T asks the students to

read the Grammar

Review and do activity

20 in a pair.

(Communication


5

Closing: prayer Closing: prayer


Section Learning


Pre- Activity

T greets Ss.

T asks Ss to pray

together.

T checks Ss’

attendance list.

T asks Ss what they

have learned last

week.

Ss pay attention to

T

Ss pray together.

Ss answer T’s

questions.

10

Wh

ilst

Act

ivit

y

Exploration

Communication

Builder 3,

English for

Vocational

School Grade

XII)

T asks the Ss to do

the activity 22 on

page 70

.(Communication

Builder 3)

Ss do the activity

22 on page 70.

(Communication

Builder 3)

40

T guides the Ss to

play vocabulary

games taken from

Communication

Builder 3, page 70.

Group Work: Vocabulary game,

Team Building

Ss play the

vocabulary games

taken from activity

23 in group.

(Communication

Builder 3, page 70)

T asks the Ss to

arrange the order of

‘How to record on a

cassette’ (activity

Group Work: Ss arrange the list

on activity 25 into a

good order of ‘How


97

Elaboration,

Confirmation

(Communication

Builder 3,

English for

Vocational

School Grade

XII)

25, page 72 in a

group.

(Communication

Builder 3)

to record on a

cassette’

.(Communication

Builder 3)

35

T asks the Ss to

write a procedure

text on how to

operate something,

complete with its

pictures. (Activity

27, page 72,

Communication

Builder 3)

T gives comments

and reviews about

students’ activities.

Group Work: Ss write a

procedure text on

how to operate

something,

complete with its

picture in groups.

(Activity 27, page

72, Communication

Builder 3)

Post

-act

ivit

y

T asks the Ss to do

activity 24 at home.

(Communication

Builder 3, page 71)

Ss pay attention to

the T explanation.

5


Attachment:

Instruction:

Fill in the blanks to write a correct word for its meaning!

1. _ n _ t r _ c t _ o _ = A message describing how something is to be done.

2. P _ o c _ _ u r _ = A particular course of action intended to achieve a result

3. _ _ e _ _ t _ = Direct or control

4. _ n _ _ e d _ _ n _ s = any of the foods or substances that are combined to make a

particular dish

5. _ r _ s _ = the act of pressing; the exertion of pressure

6. R _ p _ _ c _ = put in the place of another; switch seemingly equivalent

items

7. _ s _ _ m _l _ = create by putting components or members together

8. _ o _ n _ _ t = connect, fasten, or put together two or more pieces

9. D _ _ c _ _ _ e _ t = pull the plug of (electrical appliances) and render inoperable

10. _ n _ _ r t = put or introduce into something

Depok, October 9th

, 2012



NUPTK 197712312006042009 NIM: 081214131


9798


99

Unit 3

How's the Progress?

In This Unit

Listening Identifying and noting down expressions used in a presentation

Speaking Presenting a report using functional expressions in front of the class

Reading Reading and comprehending texts about reports

Writing Making a rough draft of a report based on an outline

39


97 Communication Builder for Intermediate Level (Grade XII)

100

ou see in the report cover?

Listening

Activity 1 Look at the report cover and answer the questions.

Annual Report

January–December

2007

by:

Mr. Oliver Smith

Chief Executive

1. What do y see in the report cover?

Activity 2

Activity 3

2. What do you know about a report?

3. Have you ever made a report?

4. Have you ever presented a report?

5. Have you ever listened to someone presenting a report?

Listen to the following expressions and repeat them.

When and where would you hear these expressions?

1. "Good morning, Ladies and Gentlemen…."

2. "Good morning, everybody. Today I'd like to talk about …."

3. "On this occasion, I'd like to present my report."

4. "Next, I'd like to tell you something about...."

5. "Thank you very much for your kind attention, Ladies and

Gentlemen."

6. "My beloved teacher, friends, and audiences. Thank you

very much for this opportunity."

Read and study the following expressions for presenting

a report.

Introducing the subject

• I'd like to start by....

• First of all, I'll....

Finishing one subject

• Well, I've told you about....

• That's all I have to say about....


101

Know Your Stuff

It is important to

remember that English

and Americans speak

straight to the point. They

do not like someone who

speaks with circular style.

This must be remembered

if we are going to present

something to an English

and American.

Taken from Reader's Digest

Starting another subject

• Next....

• Now I'd like to discuss....

Analyzing a point and giving recommendations

• Let's consider this in more detail ....

• What does this mean for ABC?

Giving an example

• For example, ....

• As an illustration, ....

Dealing with questions

• We'll be examining this point in more detail later on....

• I'd like to deal with this question later, if I may....

Summarizing and concluding

• In conclusion, ....

• Finally, let me remind you of some of the issues we've

covered....

Activity 4 Listen to the following short speech of someone

opening a presentation. Arrange the topic sentences

according to the speech.

Topics Number

Opportunities for further expansion in Africa

Some of the achievements made in Asia

Some recommendations

Description of the current position in Europe

Activity 5 Work in groups and listen to another speech. Then

identify the words, phrases and expressions you are

not familiar with. Finally, discuss their meanings with

your friends.

Words/Phrases Expressions

How’s the Progress? 41


102

Communication Builder for Intermediate Level (Grade XII)

102

Speaking

Activity 6 Answer the following questions orally based on your

experience.

Source: www.masternewmedia.org

1. Have you ever delivered a speech?

2. What was the speech about?

3. Has your speech successfully delivered?

4. How do you feel when you speak in front of an audience?

5. Have you ever presented a report? Share your experience.

Activity 7 In pairs, practice the following dialog. Melita : Well, how do we start?

Olivia : Well, ¿rst of all, the report has to have a heading.

Melita : Hm. How about Report on Purchase of New Printers.

Olivia : Yes, that's good. Report on Purchase of New Printers. Fine. What next?

Melita : The date?

Olivia : Yes, the report has to be dated, but ¿rst of all it has to be adressed to someone.

Melita : Well, that's easy. To Mr. Sutresman.

Olivia : Yes. To: Mr. Sutresman, Managing Director, Firedome Ltd, Kendari. And the date ....

Now ... Terms ... of ... reference.

Melita : What does that mean?

Olivia : That means what we were asked to do.


http://www.masternewmedia.org/

103

Melita : Right. We've got that down. And then what?

Olivia : Well, a new side-heading, I think:Procedure.

Melita : Procedure?

Olivia : How we did the investigation.

Melita : So now can we recommend the machine we really want?

Olivia : I'll put a side-heading: Recommendation.

Pronunciation Practice

Activity 8 Read the following words. Pay attention to your

pronunciation. Find their meanings.

1. present /prɪˈzent/

2. audience /ˈɔ:diəns/

3. attention /əˈtenʃn/

4. presentation /ˌpreznˈteɪʃn/

5. report /rɪˈpɔ:t/

6. propose /prəˈpəʊz/

7. speech /spi:tʃ/

8. elaborate /ɪˈlæbərət/

9. comment /ˈkɒment/

10. recommendation /ˌrekəmenˈdeɪʃn/

Activity 9 Read and practice the following speech presenting

a report. This is an excerpt of the introduction of a

speech about restaurants.

Can anyone guess what I have in common with celebrities

like Jennifer Lopez, Michael Jordan, and Sean "Diddy"

Combs? We're all involved in the restaurant industry.

You don't have to be a movie star to work in the

restaurant industry, but it does take guts, determination,

hard work and a strong desire to have fun on the job.

Today, I want to give you an idea of what it's like to work

in one of the most exciting, dynamic and ever-changing

businesses in America—the restaurant industry.

How’s the Progress? 43


104

How’s the Progress?

104

My name is Toni Raharjo and I am the manager at

Smart Taste Restaurant in Bandung, Indonesia. I have

been dealing with restaurants for many years and now I

want to share my experiences and insights on how to enjoy

working in this ¿eld.

My story is just one example of how the dream of

working in the growing and vibrant restaurant industry can

be anyone's reality.

It takes many jobs to run a successful restaurant—and not

just jobs that involve chopping lettuce or waiting tables. In

fact, the restaurant industry has many different positions

and job titles—from management to public relations to

fund raising—and yes, cooking!

Let's look at a snapshot of who's who in the restaurant

industry.

• Who prepares salads, dessert plates and sandwiches?

The pantry cook.

• Who publicizes the restaurant's fund raising events,

parties and tasting? The public relations manager.

• Who selects the wines and coaches the wait staff on

serving and describing the wines? The wine steward.

• Who keeps the computers running and designs the

web site? The computer technician.

Know Your Stuff

Chances are your report

contains lots of detailed

data. Be on the alert to

include only the most

essential data in your

visuals. As you create

your visuals, keep in mind

the fundamental rules.

Use only at-a-glance

visuals that support your

key messages. As much

as possible, avoid visuals

crowded with lots of data,

charts, and graphs that add

nothing of real value.

Taken from www.speech4reprint.

edu

Activity 10 Work in groups and find other expressions commonly

used in presenting a report.

1. Expressions for opening the speech

2. Expressions for introducing the topic/subject

3. Expressions for presenting ideas

4. Expressions for elaborating ideas

5. Expressions for making general statements

6. Expressions for drawing conclusions

7. Expressions for closing the speech

Activity 11 Make a simple report by using the expressions you

have learned. Present your report in front of the class

and pay attention to your pronunciation.


http://www.speech4reprint/

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105

Reading

Activity 12 Read aloud and study the following text about presenting

reports.

Source: www.images.google.co.id

Presenting Reports

An oral report is a presentation of the material covered

in your ¿nal written report. You will have seven minutes to

present your report. You may use less time, but you may not

exceed the limit. In industry, oral reports are often given

before consultants, who charge extravagantly for their

time; therefore, you must learn to budget the time allotted

you and not exceed it. You will know in advance precisely

when, day and time, to the minute, you will be expected to

give your report. Be ready to go as soon as you stand up,

don't waste time with preparatory goo¿ng around. Rehearse

your talk ahead of time. Practice turning transparencies,

writing on the blackboard, or using whatever visual aids

you choose.

Taken from www.rpt4.com

Activity 13 Read and study the following statements. Then answer

the questions.

1. Building a great presentation is about doing great

preparation. It involves doing research, homework, and

asking the right questions. Unfortunately, the reality of

public speaking is that preparation is the most important

facet of any great presentation. Do you agree with the

statement? Why or why not?

2. Presenters are like architects. They craft blueprints and

then share masterpieces with those in the audience. Every

word, every slide, and every handout needs to be closely

inspected to match the laws of simplicity. What is meant

by blueprint and masterpiece?

3. Aristotle taught about three presentation components: pathos,

logos, and ethos. Pathos refers to the ability of the speaker

to win over an audience with emotions. Logos refers to

winning the audience with evidence and letting them know

that you are an expert, and most important - ethos refers to

the credibility. What is meant by credibility?


http://www.images.google.co.id/

http://www.rpt4.com/

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106

Activity 14

Source: www.kamase.org

Read the following text. Pay attention to the

information.

Practicing Your Presentation Practice presenting your report at least once before presenting

it in class. Time your talk so you know exactly how much

material you can ¿t in, and how to set the material. Don't just

read your notes to yourself - stand up and give the talk the

way you will to the class. You will ¿nd it very dif¿cult to

speak clearly at your normal silent reading speed.

You will probably ¿nd, if you are like most people,

that you have too much material. If possible, practice

presenting your report in the room where you are going to

present it formally. Learn to ¿ll the room with your voice,

as described in lecture. Concentrating on the sound of your

voice will also help you not to be nervous when you are

presenting the report. Nervousness may make you speak

faster or slower than in your rehearsal. Be prepared with a

little extra material, in case you speak too fast.

If English is not your native language, and you ¿nd

speaking without a prepared text dif¿cult, or if you are

overwhelmingly nervous about speaking publicly, it is all

right to write your presentation out verbatim and memorize

it. However, you must treat memorizing a report in the same

way you would treat memorizing a play script. This means

that you must memorize it with normal pauses, emphasis,

and intonation, and take special care not to speak faster than

the normal speech rate. If humanly possible, don't do your

presentation by memorizing a speech it is not the best way. If

you are a non-native speakers, it is good for you to have more

pronunciation and intonation practice. Con¿dence in your

understanding of your material, and taking your time will

make up for a lot of awkward English and hyper-nervousness.

So will substantial practice presenting your report.

Get enough sleep the night before. I have seen

someone present a paper at a professional conference

after running on adrenalin for a few days, then pass out

and fall off the platform when he was asked a question.

Above all, remember that in an oral presentation, you must

make each major point in several ways. The old saying

about this is, "First you tell 'em what you're going to tell


http://www.kamase.org/

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'em, then you tell 'em, and then you tell 'em what you told

'em." Of course, using exactly the same words each time

does not help comprehension; what you are trying to do

is to ¿nd the explanation that works for each member of

the audience, and different people in the audience will

understand different explanations.

Activity 15

Surf the Net!

How to turn a written

report into a ¿rst-class

presentation? Find the

answer at

http://totalcommunicator.

com/vol3_4/presentation.

html

Answer these questions based on the text above. Discuss

your answer with your friends'.

1. What should you do before presenting your report?

2 What should you do if you have a chance to do the rehearsal

in the room you are going to present your report formally?

3. What should you do to overcome nervousness during the

presentation?

4. If English is not your native language, what should you

do to avoid awkward English and hyper-nervousness?

5. Why should you memorize presentation like a play script?

6. Why should you have enough sleep before presenting

your report?

7. Why should you make major points in several ways for in

the presentation?

Activity 16 Read and study the following words. Then find their

synonyms and their meanings. Consult a dictionary if

necessary. Pay attention to your pronunciation.

1. comprehension /ˌkɒmprɪˈhenʃn/

2. overwhelmingly /ˌəʊvəˈwelmɪŋli/

3. material /məˈtɪəriəl/

4. lecture /ˈlektʃə/

5. concentrate /ˈkɒnsntreɪt/

6. nervous /ˈnɜ:vəs/

7. rehearsal /rɪˈhɜ:sl/

8. memorize /ˈmeməraɪs/

9. emphasis /ˈemfəsɪs/

10. awkward /ˈɔ:kwəd/


http://totalcommunicator/

http://totalcommunicator/

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Activity 17 Read the following carefully. Take notes on words or

phrases you are unfamiliar with. Find their meanings

in a dictionary.

Presentation Skills: Turning a Report

into a Presentation

Know Your Stuff

It is very important to

keep a presentation on

'track'. An outline may

help the presenter to

succeed.

Taken from Retorika Modern by

Jalaluddin Rakhmat

Structure your talk

Source: www.images.google.co.id

When you are dealing with a lengthy report that will later

become an oral presentation, it helps to break the material

into several distinct parts, based on the structure you have

de¿ned in your road map. That way, you can address

each main idea as an entity, before moving on to the next

idea. That will help your listeners better comprehend and

remember each key idea. Pay attention here to transitions;

these should provide a natural link from one idea or

section to another. Your transitions can also serve both as a

summary of each section and a glimpse of what is coming

next. With a well-thought-out outline, building the body of

your presentation should not pose a great challenge. You

should now be able to move on logically, step-by-step, to

your conclusion.

Create a strong opener

It is essential that you begin any presentation with a strong

opener. It is even more essential when your audience thinks

it is about to sit through what could be a long, tedious

exposition. You can quickly dispel any such notion with

an opener that immediately grabs everyone's attention. So

plan your opening comments carefully. Find something


http://www.images.google.co.id/

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109

likely to have a particular impact on this audience. That

may require no more than going straight to the report's

key conclusion, and stating it as concisely as you can. You

may want to think of an elevator speech. Imagine you have

got 10 seconds to make your pitch. What would you say?

Once you have got the opener down cold, you can move

on smoothly to the body of your presentation.

Some more tips

• Be clear about the time allotted for your presentation.

• At the end of your presentation, summarize clearly and

emphatically the key conclusions and recommendations

of your report.

• Be prepared for questions. Will you be addressing

questions as they come up or will questions be held

for a Q&A period at the end?

• Have back-up material in reserve in case you are

questioned or challenged about parts of the report you

did not include in your presentation.

• Have handouts ready to pass around after your

presentation. You may decide to hand out the entire

report or just portions of it, as appropriate.

• Rehearse in the room and with the equipment you will

be using.

Taken from www.speech4reprint.edu

in the report—a statement, a claim, a conclusion—that is

Activity 18 Read the text in the Activity 17 once more and decide

whether each of these statements is True or False.

1. When you are dealing with a lengthy report, it

helps to break the material into several distinct

parts.

2. By structuring you talk, it is easy for your listeners

to comprehend and remember each idea.

3. It is not important that you begin any presentation

with a strong opener.

4. A good presentation opener will grab everyone's

attention.

5. You do not have to ¿nd a statement, a claim, or

a conclusion that is likely to have a particular

impact on this audience.


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110

6. You do not have to summarize the conclusion

clearly and be prepared for questions at the end

of your presentation.

7. The back-up material is not about the parts of the

report you did not include in your presentation.

8. Maintaining eye focus and using your voice

and gestures to good effect are non-verbal

communication skills.

Activity 19

Know Your Stuff

Remember, your report

was compiled as a report.

Your job now is to create

a successful presentation.

That means you will be

needing everything in

the presenter's toolkit,

including practicing

your non-verbal

communication skills as

well—like maintaining

eye focus and using your

voice and gestures to good

effect.

Taken from www.

content4reprint.com

Read the following speech. In groups of three, conclude

this speech in your own words.

Employment in the restaurant industry has reached

record-breaking levels in recent years. The restaurant industry

employs millions of people and serves billions of meals,

racking up billions of dollars in annual sales. More than 70

billion meals are eaten in restaurants, and schools, and work

cafeterias each year. This year, restaurant industry sales are

expected to reach $537 billion. In this booming industry, career

prospects are strong because opportunities are increasing.

Restaurants also help neighborhoods and communities

thrive. Restaurants play an essential role in creating healthy

communities by providing jobs, entertainment, convenience

and a comfortable place for neighbors to meet, talk and

relax. More than nine out of 10 restaurants are active in their

communities. Restaurant owners themselves are often very

involved in local charities and fund raising activities.

I encourage each of you to strongly consider the restaurant

industry when you think about your future—both immediate

and long term. The restaurant industry is the industry of

choice for enterprising, dedicated and adventuresome young

people like yourselves.

Every day, those of us in the restaurant industry face

new challenges and have fresh opportunities to make a

difference in our customers'.


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Grammar Review

Study the following sentences.

Reported Speech

1. Direct "We will present the paper tomorrow," said the committee. reported words reported verb

Reported The committee said that they would present the paper the following

day.

2. Direct Write your full name, please," said the clerk. reported words reported verb

Reported The clerk asked me to write my full name.

Reported speech refers to reproducing another person's exact words. When we use reported

speech, we are usually talking about the past. If the "reporting verb" is in form of the simple

past tense or the past perfect tense, the tense, pronoun, and adverb of place the "reported

words" will change.

Verb Tense Changes

Direct Speech Reported Speech

Present Simple

He said,"I present my paper." Past Simple

He said he presented his paper.

Present Continuous

He said,"I am presenting my paper." Past Continuous

He said he was presenting his paper.

Present Perfect

He said,"I have presented my paper."

Past Simple

He said,"I presented my paper."

Past Perfect

He said he had presented his paper.

Past Perfect

He said he had presented his paper.

Past Continuous

He was presenting his paper

Past Perfect Continuous

He said he had been presenting his paper.

Future Simple

He said,"I will present my paper."

Future Simple in the Past

He said he would present his paper.


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Activity 20 Put the following statements into reported speech.

Examples: Bobi said, "I have my own apartment."

Bobi said that he had his own apartment.

1. Rendi said, "I will submit my report immediately."

2. Shanti said, "I don't like working under pressure."

3. My boss said, "Our company has successfully achieved

its target."

4. The manager said, "The presentation is really good."

5. Ivan said, "I think I should look for a better job."

6. The secretary said, "You have to make an appoinment to

meet the director."

7. Tuti said, "I have no draft on my desk."

8. Leo said, "I've taken a full time job."

9. Edi said, "I'll make a call tomorrow."

10. Tita said, "I saw a presentation yesterday."

Activity 21 Change the following reported speech into direct

speech.

Examples: Rian asked me if I had ever gone skydiving.

Rian said, "Have you ever gone skydiving?"

1. Jaka wanted to know if I would be at the meeting.

2. Intan wondered whether I was going to quit my job.

3. My boss wanted to know why I wasn't working at my

desk.

4. The secretary told me that I might use the telephone.

5. My friend said that I should take a long vacation.

6. The operator said that I didn't have enough credit to make

a call.

7. Ivan asked me whether I really loved my job.

8. Adi asked me whether I was sick.

9. Ari told Ira to wait for him after lunch.

10. Rini asked Denny what time it was.

Activity 22 Work in pairs. Make a presentation about an activity

held in your school. Report it in front of the class.


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Terms Meanings

1. Methodology a. This is the most important part of

many reports and may well be the

only section that some readers read in

detail. It should be carefully written

and should contain a complete

overview of the message in the

report, with a clear summary of your

recommendations.

2. Content page b. This section sets the scene for your

report. It should de¿ne the scope

and limitations of the investigation

and the purpose of the report. It

should say who the report is for, any

constraints, the overall purpose of

your report, and more speci¿cally

what you want to achieve.

3. Acknowledgement c. This will include the title of the

report, who has written it and the

date it was written or submitted.

4. Introduction d. This is the main body of the report,

where you develop your ideas.

Make sure that it is well structured,

with clear headings, and that

your readers can ¿nd information

easily. The nature of this section

will depend on the brief and scope

of the report. It should contain

suf¿cient information to justify the

conclusions and recommendations

which follow.

contact with a few people

Writing

Activity 23 Match the following terms for writing a report with their

meanings.

Know Your Stuff

Acknowledge Your

Audience

Let your audience know

that you care about the

fact that they're given

up their precious time to

listen your speech. Many

speakers try to block

out the people present in

the room, sometimes to

try to help control their

fear of public speaking

or because they want to

concentrate on their notes.

You have to remember

that your audience are the

reason you are there in

the ¿rst place! You will

win over yours listeners

a whole lot quicker if

you acknowledge their

presence, interact with

them by asking and

answering the questions;

even just by making eye

can make a big difference

in your public speaking

performance.

Taken from www.

content4reprint.com


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114

No. Terms

1. Methodology

2. Content page

3. Acknowledgement

4. Introduction

5. Executive summary

6. Title

7. Glossary

8. Conclusions

9. Findings/Analysis

10. Recommendations

11. Appendix

audiovisual aids or

5. Terms of Reference e. Thanks to the people or

organizations who have helped.

6. Executive Summary f. This section outlines how you

investigated the area. How you

gathered information, where from

and how much e.g. if you used

a survey, how the survey was

carried out, how did you decide on

the target group, how many were

surveyed, how were they surveyed

by interviews or questionnaire?

7. Title g. As in a book, this lists the headings

in the report, together with the

page numbers showing where the

particular section, illustration etc.

can be located.

Activity 24 Arrange the following parts of elements in writing a

report into a good order.

Know Your Stuff

Body language is

important. Standing,

walking or moving

about with appropriate

hand gesture or facial

expression is preferred

to sitting down or

standing still with head

down and reading from

a prepared speech. Use

props for enhancement if

appropriate and necessary.

Taken from www.aresearchguide.

com


http://www.aresearchguide/

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115

No. Outline Meanings

1. Title the name of a report

2. Content page list of the contents of the

report

3. Acknowledgement statement of an author's

thanks to other people

4. Abstract a short summary of a book

5. Introduction setting out the aims and

objectives, terms and

de¿nitions

6. Background all your background

research

7. Methodology set of the chosen

methodology and research

methods

8. Findings/Analysis set of your main ¿ndings

9. Conclusions sum up your ¿ndings

10. Recommendations list of recommendation from

funder

11. Executive summary brief statement of the main

points

12. References/Bibliography reference section

13. Glossary a list of technical or special

words

14. Appendix a section giving extra

information

Activity 25 Pair up and write a rough draft of an on-the-job training

report based on the following outline. Consult your

teacher if necessary.

Solve It!

Mr. Robert : What did they say

about your last presentation?

Ms. Duval : They said ....

a. it gave them clear ideas about the product

b. it is nice of you to give presentation

c. you will be invited to come

d. they are free to ask questions

Taken from Ujian Nasional

2006/2007

Activity 26 You now have a rough draft ready with you. Swap your

draft with your friend's draft and read. Make some

comments on your friend's draft.


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Know How to

Writing a Report

If you are asked to write a report, for example,

analyzing the results of some research,

summarizing articles, or interpreting statistics,

your aim should be to present facts clearly so

that the reader will understand the main points

quickly.

• Look at the report below and notice

how the information is divided up using

headings.

• The style of report is impersonal: it is not

important who the writer is or what his or

her opinion is.

• Notice whether you are told who the reader

is. This will help you decide how much you

need to explain.

• In many reports, the important

information involves numbers. Read

the report again and ¿nd out what these

expression refer to:

50+50 two thirds eight out of ten four 75% the majority 5% a half a large majority twice three

Your style of writing will not be personal, but

it need not be boring. Vary your language so

that you do not overuse the same expressions.

Think of other ways of saying the words and

phrases that are written in dark type in the

report below.

Aim

The objective of the survey was to ¿nd out

whether shopping habits have changed since

the building of the new suburban mall at Lake

water, and to identify trends for the future.

Method

The survey targeted four groups of people: (A)

downtown residents, (B) suburban residents

up to three miles from the center of town, (C)

business owners in the central area of town,

and (D) merchants in the new mall.

Shoppers received one questionnaire, while

merchants received another. Researches visited

50 homes in the center of town and 50 in the

suburbs as well as a cross section of stores in

both locations.

Results

SHOPPERS

75% of all residents said that they had been to the

new mall at least twice during the last month. Of

these, the majority were from group B. Among

the most popular reasons cited for shopping at

Lake water instead of downtown were the

ample free parking there compared with the

dif¿culties of parking there compared with the

dif¿cults of parking in the center of town and

the convenience of having a large number of

stores in one location in the mall. Families in

particular mentioned the Lake water children's

play area as an important advantage.

In contrast, two thirds of those questioned in

group A reported that they valued the

convenience of being able to walk to the stores.

Eight out of ten of the order shoppers surveyed

said that their daily shopping trip was their

only contact with other people. Moreover,

they preferred the personal attention of the

smaller stores compared with the anonymous

atmosphere of the larger outlets. They

were, however, concerned that prices were

increasing.

MERCHANTS

The merchants in town have seen business drop

off by up to a half, whereas Lake water business

have recorded a steady increase in sales over


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the year. When asked whether they viewed the

future with optimism, a large majority of group

D replied positively, while only 5% of group C

said that they expected to see a growth in their

business in the coming year.

Conclusions

The opening of Lake water mall has clearly

had a devastating effect on downtown

shopping, and this trend seems set to continue.

Parking problems down ton have been a

signi¿cant factor in changing people's habits.

Mobile, better-off consumers are deserting

the main street for the new mall, leaving

downtown merchants to rely on the business

of local residents, particularly the elderly

and those without cars. As a result, many

long-established businesses now face grave

dif¿culties.

Taken From Oxford ESL Dictionary, 2004

Summary: Revisit This Unit

Presenting report

• Introducing the subject

- I'd like to start the subject

- First of all, I'll....

• Finishing one subject

- Well, I've told you about ...

- That's all I have to say about ...

• Starting another subject

- Next....

- Now I'd like to discuss....

• Analyzing a point and giving recommendations

- Let's consider this in more detail ...

- What does this mean for ABC?

• Giving an example

- For example, ...

- As an illustration, ....

• Dealing with questions

- We'll be examining this point in more detail later on ...

- I'd like to deal with this question later, if I may ...

• Summarizing and concluding

- In conclusion, ...

- Finally, let me remind you of some of the issues we've covered....

Grammar review: Reported speech

- He said he presented his paper

- He said he was presenting his paper.


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Reflection on Your Learning

After doing all activities, you may answer the following questions to check

whether you have comprehended the learning materials in this unit.

1. What have you learned in this unit?

2. Can you mention the steps you take in presenting a report?

3. Are you able to present a report?

If you ¿nd some dif¿culties while answering the questions, you can discuss them

with your friends and consult your teacher.


119

How Do You Operate This Machine?

Unit 4

How Do You Operate

This Machine?

In This Unit

Listening Responding to spoken manuals

Speaking Giving instructions based on a user manual

Reading Comprehending a user manual

Writing Writing down the instruction on how to operate something

59


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117

Listening

Activity 1 Look at the following user manual for a scanner and

answer the questions.

Getting to Know Your Scanner

UMAX Astra 2000 U/P Owner's Guide

To gain a complete understanding of the information contained in this manual, it is

important that you become familiar with your scanner. The graphics below identify

the key scanner components.

Document Cover

The plastic cover that protecs the object glass

4 Pin USB Connector

Power Adapter Receptade

Astra 2000U Backpanel

Object Glass

The glass surface on which

documents or images are placed

Power Indicator

Iluminates to indicate that the scanner is powered on

Astra 2000U and Astra 2000P Scanner Elements

Activity 2

Source: UMAX Astra 2000U/P Owner's Guide

1. What is shown in the picture?

2. What do you know about a user manual?

3. Where can you usually ¿nd a user manual?

4. What is it for?

Look at the pictures and listen to the following

instructions. Then match each instruction to the correct

picture. Compare your answer with your friends.

1 2 3

4 5 6

Source: UMAX Astra 2000U/P Owner's Guide


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Activity 3

Activity 4

Listen to the instruction. Fill in the blanks while

listening.

Connecting the Power Adapter

1. 1 the scanner's power adapter into an electrical outlet.

2. Insert the other end of this 2 into the power adapter

receptacle on the rear 3 of the scanner. The power

indicator on the front panel of the scanner should now be 4 .

3. Plug your computer's power cable into an electrical 5 .

4. Turn your computer on.

Listen to the meaning of words and choose the correct

word.

Example:

You will hear : ''To work or to make something work''

Choice : a. operate

b. cooperate

The correct word for the meaning is (a) operate.

1. a.

b. sequence

step 6. a.

b. demonstrate

demonstration

2. a. procedure 7. a. sequence

b. prosecute b. sequel

3. a.

b. manual

automatic 8. a.

b. instrument

instrumental

4. a.

b. instrument

instructions 9. a.

b. guide

guidance

5. a.

b. manual

annual 10. a.

b. install

installation

Activity 5 Your teacher will read some instructions. Listen to

him/her and do the instructions.

Activity 6 Work in groups and find a set of instructions. Read the

instructions to your classmates. Listen to your friends.

instructions. Take notes on the instructions. Are the

instructions clear?


119


119

Speaking

Activity 7

Answer the following questions based on your

experiences.

1. Have you ever been instructed to do something?

2. What kind of task instruction was it?

3. What expressions were used to give the instructions?

4. Did you ¿nd any dif¿culties in doing the task? If yes,

why? What made it dif¿cult?

Activity 8 Read the following dialog and practice it with your friends.

Pay attention to your intonation and expressions.

Know Your Stuff

It is very important to read

the manual before using

an electronic instrument as

we may damage the

instrument if we misuse it.

Taken from Housekeeping Tips

in Nova Tabloid

Source: www.parish-supply.com

Customer : Excuse me. Could you show me how this vacuum

cleaner works?

Shopkeeper : Yes, of course

Customer : What's those things for?

Shopkeeper : Oh, that's for picking up heavy dirt.

Customer : Why is it bent?

Shopkeeper : That's so you can clean under furniture more

easily. Let me show you.

Customer : Oh I see. And does it have a dust bag?

Shopkeeper : Yes, of course.

Customer : How do you change it?

Shopkeeper : It's very easy. First, you make sure the power

turned off. Then, this clip is pressed down. The

sack is lifted off, and then the dust bag is taken

out like this.

Customer : Oh that is easy. OK, ¿ne. I think I'll take this

one. Can it be delivered?

Shopkeeper : Sure. We can deliver it right away to your home.

Customer : Fine.


http://www.parish-supply.com/

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120

Pronunciation Practice

Activity 9 Read these words and find their meanings. These

words are commonly used for instructions.

1. operate /ˈɒpəreɪt/ 2. switch off /swɪtʃ ɒf/ 3. plug in /plʌg ɪn/ 4. maintain /meɪnˈteɪn/ 5. record /rɪˈkɔ:d/ 6. protect /prəˈtekt/ 7. select /sɪˈlekt/ 8. adjust /əˈdʒʌst/ 9. restart /ˌrɪˈsta:t/

10. unplug /ˌʌnˈplʌg/

Activity 10

Source: www.naturespiritproduct.com

Read aloud the following expressions. Pay attention

to the structure. Say them correctly.

1. Wash the rice repeatedly in cold water.

2. Put in with some water in a pan.

3. Boil it.

4. Cook it for about 15 minutes.

5. Then it gets dry, put it into the steamer.

6. Steam the rice for about 45 minutes.

7. The rice is ready to serve.

Activity 11 Work in groups of four and find a set of one of the

following instructions and read it aloud to the class.

a. How to use a copy machine

b. How to use an automatic teller machine

c. How to print a document

d. How to make a phone call

Activity 12 Now retell using the points or instructions above how

to cook rice orally in front of your classmates.


http://www.naturespiritproduct.com/

121


121

Activity 13 Choose a procedure or an instruction that you know

well and demonstrate the procedure to your class.

Bring everything you need to make your demonstration

clear.

a. Preparing a special dish

b. Explaining a math problem

c. Tips for accomplishing something

d. Using a special piece of equipment

Reading

Activity 14 Answer these questions.

1. Do you like cooking?

2. What do you usually cook?

3. Have you ever used a microwave to cook something?

4. Did you know how to use it?

5. Do you often read the instructions if you don't know how

to use or operate an appliances?

Activity 15 Read the text.

How the Microwave Oven Works

Source: www.pricescan.com

Microwaves are a form of energy similar to radio,

television waves and ordinary daylight. Normally,

microwaves spread outwards as they travel through the

atmosphere and disappear without effect. Microwave


http://www.pricescan.com/

122


122

ovens, however, have a magnetron which is designed

to make use of the energy in microwaves. Electricity,

supplied to the magnetron tube, is used to create microwave

energy.

These microwaves enter the cooking area through

openings inside the oven. A turntable or tray is located at

the bottom of the oven. Microwaves cannot pass through

metal walls of the oven, but they can penetrate such materials

as glass, porcelain and paper, the materials out of which

microwave-safe cooking dishes are constructed. Microwaves

do not heat cookware, though cooking vessels will eventually

get hot from the heat generated by the food.

Source: www.mcwcc.com

Activity 16

Activity 17

Answer the questions based on the text in Activity 15.

Compare your answer with your friends'.

1. What are microwaves?

2. What is a magnetron designed for?

3. What is the function of electricity supplied to the magnetron

tube?

4. Where do microwaves enter the cooking area?

5. Can microwaves pass through the wall of the oven?

6. What kinds of materials can microwaves penetrate?

7. How does cook ware used for cooking in microwaves

oven get hot?

Pronounce the following words and find their synonyms.

Pay attention to your pronunciation.

1. instruction /ɪnˈstrʌkʃn/

2. procedure /prəˈsi:dʒə(r)/

3. operate /ˈɒpəreɪt/

4. ingredients /ɪnˈgri:diənts/

5. press /pres/

6. replace /rɪˈpleɪs/

7. assemble /əˈsembl/

8. connect /kəˈnekt/

9. disconnect /ˌdɪskəˈnekt/

10. insert /ɪnˈsɜ:t/


http://www.mcwcc.com/

123


123

Activity 18 Read the steps to set up an iMac carefully and pay

attention to the text structure. In groups of four, discuss

the text structure. What's in the Box

Your iMac comes with an Apple Keyboard, a Mighty Mouse,

an Apple Remote, and an AC power cord.

Surf the Net!

Writing an instruction

manual is easier than you

think! Find the steps at

http://www.lousywriter.

com/how_to_write_a_

Keyboard

AC power cord Apple Remote

Mighty Mouse

better_instruction_

manual.php

Setting Up Your iMac

Source: iMac User's Guide

Follow these steps to set up your iMac.

Step 1: Pass the power cord through the hole in the stand and

plug it into the power port on the back of your iMac.



http://www.lousywriter/

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124

Step 2: To access the Internet or a network, connect one end

of an Ethernet cable to the iMac and the other end to

a cable modem, DSL modem, or network.

Solve It! Source: iMac User's Guide

1. Print the document from

the application.

2. Ensure your printer is

selected, then click the

main tab.

3. Specify the required

settings and click ok.

4. To start printing, click ok.

What could be the title of the

text?

a. How to select a printer.

b. How to write an application.

c. How to buy a good printer.

d. How to print a document.

Taken from Ujian Nasional

2006/2007

Note:

Your iMac also comes with AirPort Extreme technology for

wireless networking.For information about setting up a wireless

connection, choose Help > Mac Help, and then choose Library >

AirPort Help. See "Getting Answers" on page 28.

Step 3: Connect the keyboard and mouse cables.


Using a Wireless Keyboard and Mouse

If you purchased an Apple Wireless Keyboard and wireless

Mighty Mouse with your iMac, follow the instructions that came

with the keyboard and mouse to set them up.


125


125

Step 4: Press the power ( ) button to turn on your iMac.

Step 5: Use Setup Assistant.


The ¿rst time you turn on your iMac, Setup Assistant starts. Setup

Assistant helps you enter your Internet and email information

and set up a user account on your iMac. If you already have a

Mac, Setup Assistant can also help you automatically transfer

¿les, applications, and other information from your previous

Mac to your new iMac.

Step 6: Customize your desktop and set your preferences.

You can quickly make your desktop look the way you want using

System Preferences. Choose Apple ( ) > System Preferences

from the menu bar. As you get to know your computer, explore

System Preferences, your command center for most settings on

your iMac. For more information, open Mac Help and search for

"System Preferences" or for the speci¿c preference you want to

change.

Activity 19 Answer the question based on the text in previous

activity. Compare your answer with your friends.

1. What's the text about?

2. What is there in the box of an iMac?

3. How many steps do you have to follow to set up your

iMac?

4. Where do you ¿nd the power port?

5. What do you have to do if you have wireless networking?

6. What do you have to do to turn on your iMac?


126


126

7. What is the function of setup Assistant?

8. What can Setup Assistant do if you already have a Mac?

9. What are System Preferences used for?

10. What do you have to choose if you want to open System

Preferences?

Grammar Review

Study the following sentences:

Causative Verb Have

1. I have the secretary type the letters.

2. I had my brother carry my bag.

To say that we arrange someone to do something for us, we use the structure of

causative. In sentences 1 and 2 above, the verb 'have/had' is followed by indirect object

(the secretary and my brother). In this causative sentence construction, we put the simple

form of a verb after the indirect object.

3. I have my shoes cleaned.

4. I had my watch repaired.

On the other hand, in sentences 3 and 4 the verb 'have/had' is followed by direct

object (my shoes and my watch). Here, we use the structure 'have something done'.

Those are the past participle's construction.

Activity 20 Answer the questions using causative have as shown

in the example.

Example: "Did you make that dress yourself?'' "No, I had it

made.''

1. "Did Rina cut her hair herself?''

2. "Did they paint their house themselves?"

3. "Did your father repair his car himself?"

4. "Did he cut the tree himself?"

5. "Did she install her computer herself?"

6. "Did you take the photograph yourself?"

7. "Did Mrs. Irma wash the car herself?"

8. "Did Antonio do his homework himself?"

9. "Did your grandmother post the letter herself?"

10. "Did you iron your shirt yourself?"


127


127

Activity 21 Complete the following sentences using the words in

the brackets.

Example : We are having the house painted (the house/paint)

at the moment.

1. Her hair is too long. I think she should (it/cut)

2. How often (he/his motor/service)?

3. Is it true that many years ago he (his portrait/

paint) by a famous artist?

4. Mother has (an interior decorator/design)

the living room.

5. I'll have (these books/arrange) on the shelves

tomorrow.

Writing

Activity 22 Answer the following questions based on your

experiences.

1. Have you ever written an instruction manual?

2. What should you write in an instruction manual?

3. Are an instruction manual important in our lives? Why?

Activity 23 Look in your dictionary to find the meaning of these

words.

1. instruction /ɪnˈstrʌkʃn/

2. procedure /prəˈsi:dɜə(r)/ 3. operate /ˈɒpəreɪt/ 4. ingredients /ɪnˈgri:diənts/ 5. press /pres/ 6. replace /rɪˈpleɪs/ 7. assemble /əˈsembl/ 8. connect /kəˈnekt/ 9. disconnect /ˌdɪskəˈnekt/

10. insert /ɪnˈsɜ:t/


128


128

Activity 24 Complete the following text using the words in the

box. One word may be used more than once.

• unpack

• close

• open

• place • press • ¿ll • unplug • plug • refer to

• start

Source: www.dvorsons.com

By following the basic steps on these two pages you will be able

to quickly check that your oven is operating correctly. Please

pay particular attention to the guidance on where to install

your oven. When unpacking your oven make sure you remove

all accessories and packing. Check to make sure that your oven

has not been damaged during delivery.

1. 1 your oven and 2 it on a Àat level surface.

2. 3 the oven in the level location of your choice

with more than 85 cm height but make sure there is at

least 30 cm of space on the top and 10 cm at the rear

for proper ventilation. The front of the oven should be at

least 8 cm from the edge of the surface to prevent tipping.

An exhaust outlet is located on top or side of the oven.

Blocking the outlet can damage the oven.

3. 4 your oven into a standard household socket.

Make sure your oven is the only appliance connected to the

socket. If your oven does not operate properly, 5 it

from the electrical socket and then plug it back in.

4. 6 your oven door by pulling the door handle. 7 the roller rest inside the oven and 8

the glass tray on top.

5. 9 a microwave safe container with 300 ml (1/2

pint) of water. 10 on the glass tray and 11

the oven door. If you have any doubts about what type of

container to use please 12 page 14.

6. 13 the start button six times to set 3 minutes of

cooking time. You will hear a BEEP each time you press

the button. Your oven will 14 before you have

¿nished the sixth press; don't worry this is normal.

7. The display will count down from 3 minutes. When it

reaches 0 it will sound three beeps. 15 the oven

door and test the temperature of the water. If your oven

is operating the water should be warm. Be careful when

removing the container it may be hot.


http://www.dvorsons.com/

129


129

Activity 25

Source: www.nuworld.co.za

Activity 26

Arrange the following sentences into the correct

order.

How to record on a cassette player/How to use a recorder

1. Then you put in the tape.

2. After that you connect the microphone to the tape player.

3. Finally pressed down the record and play button.

4. And then tested the voice level.

5. Well, ¿rst you have to plug in the cord.

6. Then you can begin to record.

Rewrite the instructions in Activity 25 using your

own words.

Activity 27 Write a procedure on how to operate something.

Complete it with pictures. Then compare your work

with your friends.

Example:

How to Operate MP3 Players

+ Up volume button

Press to increase the volume or move to

an upper item/menu.

Left ¿le browser button

Press to move to the previous track/

menu or play the current track from

beginning.

Press and brieÀy hold to quickly scan

tracks.

- Down volume button

Press to reduce the volume or move to a

lower item/menu.

Right ¿le browser button

Press to move to next track/menu. Press

and brieÀy hold to scan tracks.

Back button

Press to return to the previous screen.

Press and brieÀy hold to move to the

main menu.

Source: Samsung MP3 Player Quick Start Guide


http://www.nuworld.co.za/

130


130

Know How to

How to Write a User Manual

A user manual is an important document

to help a user understand any system in

general. It can be a mobile phone or a

software application to a full Àedged IT

system. It is a general convention that any

person well versed in English and having

a good store of vocabulary can write a

user manual but the assumption is entirely

wrong. Proper research is needed before

writing any article. Here is how to write a

user manual.

Modularity or use common words and

avoid using incomplete phrases because

your target readers can be diversed in their

knowledge levels. Always identify the

target audience ¿rst and then document

the manual as per them. If we are writing

a user manual for accounting software,

our target audience will be bankers who

are not that technically sound. So if we are

using dif¿cult technical terms, then they

will not be able to follow it very easily.

The next job is to identify what we

need to write. De¿ne the terms, processes

and techniques with a full description.

Troubleshooting techniques is one of

the most important reasons, why people

refer to the user manual. So the user

manual must cover in the minutest

detail the troubleshooting tricks of every

conceivable problem. Installation and

maintenance are also important reasons

for referring a user manual so the chapters

should also be covered in full details with

related "frequently asked questions".

The task of breaking bigger contents

into smaller sub contents makes the user

manual a light and easy to follow. Also, try

numbering each and every step so that it is

easy to redirect the user to other step at any

moment. For example "in the installation

section, there is a need to go to the product

overview chapter at a particular step say

7th ", we can very well redirect the user to

that step.

The format of the user manual should

also be made such that it appeals to the

consumer so that they ¿nd it easily to

refer. Every user manual is comprised of

certain essentials.

The user manual must be indexed, clear

where to ¿nd the exact page for reference.

Like any standard book, a preface should

be added in the front of the manual which

clearly outlines the scopes and goals of the

user manual. The front page, disclaimer

and copyright (if any) should also be

mentioned in detail at the start of the manual.

In a nutshell, writing a user manual is not

a dif¿cult task if we identify our subject

matter, our target audiences and present it in

a modular and easy-to-follow manner.

www.wikihow.com


http://www.wikihow.com/

131


131

Summary: Revisit This Unit

Understanding manuals

1. Plug the scanner's power adapter into an electrical outlet.

2. Insert the other end of this cable into the power adapter receptacle on the

rear panel of the scanner. The power indicator on the front panel of the

scanner should now be illuminated.

3. Plug your computer's power cable into an electrical outlet.

4. Turn your computer on.

Grammar review: Causative verb have

• I have a secretary type the letters.

• I had my watch repaired.

Reflection on Your Learning

After doing all activities, you may answer the following questions to check

whether you have comprehended the learning materials in this unit.

1. What have you learned in this unit?

2. Do you have a gadget? What is it? Is it accompanied by a manual?

3. Can you mention a tool or a machine you can operate by reading its manual?

If you ¿nd some dif¿culties while answering the questions, you can discuss them

with your friends and consult your teacher.



132

Review 1

For questions 1-10, listen to the expressions and choose a, b, c, or d for the correct response.

1. a. I am not doing anything.

b. I am ¿ne, thank you.

c. Nice to meet you too, Deni.

d. I'm a personnel manager now,

2. a. I have worked for two years.

b. I have working for two years.

c. I have been work for two years.

d. I have been working for two years.

3. a. I am a secretary.

b. I am my employee.

c. He is the president of them.

d. I'm the secretary.

4. a. I'd like my job very much.

b. I'd like to go to my work.

c. Yes. I work as a waiter.

d. No. I am not what you like.

5. a. I'd like to book two tickets.

b. I'd like to reserve a single room

tomorrow.

c. I'd like to book two large living rooms.

d. I'd like to reserve a single ticket.

6 a. Yes, sure. Ticket to Bali, please.

b. Certainly. Wait a minute. I have to go

now.

c. Certainly, Sir. Let me check it ¿rst for

you.

d. Yes, sure I want to reserve the ticket to

Bali for tomorrow.

7. a. Yes, sure. Mr Rudi is going to Bali.

b. Certainly, Sir. Let me tell it ¿rst to

you.

c. Yes, sure. You can meet him tomorrow

morning.

d. Yes, I want to have an arrangement

right now.

8. a. Yes, sure. Thank you manager.

b. OK, then. Thank you very much.

c. OK, sure. I can meet him afternoon.


right now.

9. a. I will stay for two nights.

b. I will Ày tonight.

c. I am Àying tonight

d. I will reserve for tonight.

10. a. I'm sorry he is busy right now.

b. OK, that's all right.

c. OK, sure. I can meet him afternoon.


right now.

75



133

For numbers 11-25 choose a, b, c, or d for the correct answer the following questions.

11. A : We need a Master of Ceremonies

to present the best officer at our

company’s annual party. Will you do

it?

B : .

a. Yes, will we

b. Yes, will I

c. I would be glad to do it

d. Will I do it if you pay me well

12. The following expressions are correct,

except .

a. I've told him to turn off the lights a

hundred times, but he just won't listen

b. Will you wait just a minute please? I'm

almost done

c. We'll never get to the station on time

d. The doctor says you will drink lots of

Àuids and get plenty of rest

13. Which one is not correct?

a. Our son lives in a large Capital city?

Ah! That will be Jakarta.

b. If you like spicy food, you will try a

Mexican restaurant.

c. My daughter is two years old, and

whatever you ask she will always

answer "no".

d. My old car will barely go eighty

kilometers per hour.

14. Customer : Hello. I’m interested in booking

a room for the September long

weekend.

Receptionist : .

a. I'm not afraid we’re totally booked for

that weekend

b. I'm afraid we’re totally booking for

that weekend

c. I'm not afraid we're totally booking for

that weekend

d. I'm afraid we’re totally booked for that

weekend

15. X : I have to meet the director next week.

Can I make an arrangement?

Y : .

a. Yes, sure. The director is going to have

arrangement

b. Certainly, Sir. Let me tell it ¿rst to

you

c. Yes, sure. You can meet him tomorrow

morning


right now

16. A : Could you come on Sunday at 1.00

pm for the meeting?

B : .

a. Yes, sure. Thank you manager

b. OK, then. Thank you very much

c. OK, sure. I can meet him afternoon

d. Yes, I want to have a meeting right

now

17. A : OK, Sir. You are confirmed. You

have reserved a single ticket for next

weekend. Your flight is tomorrow

afternoon, Sir?

B : .

a. Thank you for the Ày, Sir

b. OK, then. Thank you very much

c. OK, sure. I can Ày afternoon

d. Yes, I want to have a ticket right now

18. The expression for opening the presentations

is .

a. "Good luck, Ladies and Gentlemen

…"

b. "Good morning everybody. It's been

very nice to be here…"

c. "My beloved teachers and friends.

Today I would like to present my

report"

d. "First of all, I would like to thank to

everybody for helping me to ¿nish my

report"


134

Review 1

134

19. The expressions for introducing subject of

the presentations is .

a. "Good luck, Ladies and Gentlemen

…"

b. "Good morning everybody. It’s been

very nice to be here…"

c. "My beloved teachers and friends.

Today I would like to present my

report"

d. "First of all, I would like to thank to

everybody for helping me to ¿nish my

report"

20. The following are the expressions used for

presenting presentations, except .

a. "Ladies and Gentlemen, today we are

going to talk about my report"

b. "Everybody, please allow me to say

that"

c. "On this event, I’m happy to inform

you that my report…"

d. "Next, we will discuss about my

family"

21. What is the mistake in this expressions?

A : Could your company salesman comes

a little earlier?

B : Ten o'clock would be good.

a. Could

b. your company salesman

c. come a little earlier?

d. Ten o'clock

22. A : ?

B : Okay, I promise.

a. Will you pass me the salt, please

b. You will be tired after working all

day

c. You will be home by midnight and no

later. Do you understand

d. Can you speak Spanish

23. Which is not correct?

a. Can you give me that black book,

please?

b. Please make yourself at home. You

can watch TV, use the telephone or do

anything you like.

c. You can take your stupid ideas and get

out!

d. You can hang your coat in that closet.

24. The following expressions are correct,

except .

a. Can I book a bus seat for next

Sunday?

b. What kinds of rooms do you need?

c. Could I have a reservation to Australia

for two days ago?

d. Shinta Hotel, good morning. May I

help you?

25. Which is not correct?

a. Can you hold my coat for a second

while I put on my sweater?

b. She can sail very well, but she can’t

swim.

c. If you don’t understand you can ask a

question.

d. The doctor says you can stay warm

and drink lots of Àuids.


135

Review 1

135

Questions 26-30 are based on Text 1.

Text 1

Hotel Receptionist

When guests arrive at a hotel or call to make

bookings, the hotel receptionist is usually the

¿rst person they speak to. It is up to the recep-

tionist to make guests feel welcome and to deal

ef¿ciently with enquiries. Their tasks are like-

ly to include: allocating rooms to guests, tak-

ing and passing on messages, putting together

bills and taking payment, and handling foreign

exchange, helping guests with requests, e.g.

asking housekeeping for extra bedding or stor-

ing valuables in the hotel safe.

In a large hotel, receptionists use a com-

puter to handle reservations, and may also use a

telephone switchboard. They may employ sales

skills to encourage guests to upgrade to a better

room or eat in the restaurant, for example.

In larger hotels, there might be a small

team of receptionists, each with speci¿c du-

ties. In a small hotel, they might do non-re-

ception tasks too-like serving drinks.

Reception desks in larger hotels often stay

open all night, but in smaller hotels night-time

duties might be taken over by the porter. Work-

ing hours can include days, nights, weekends

and public holidays. Receptionists might work

shifts. There are opportunities for working part

time or only in the holiday seasons.

Source: www.hrd.2 42.com

26. What is the main job described in the text?

a. Hotel manager.

b. Hotel porter.

c. Hotel receptionist.

d. Hotel room boy.

27. The following are the main tasks of hotel

receptionist, EXCEPT .

a. allocating rooms to guests

b. taking and passing on messages

c. putting together bills and taking

payment, and handling foreign exchange

d. enjoying dealing with guests

28. Where does a receptionist usually use a

computer to handle reservations?

a. Small hotel.

b. Smaller hotel.

c. Large hotel.

d. Larger hotel.

29. A hotel receptionist may also .

a. handle reservation

b. talk to the customer

c. serve drinks

d. encourage guests to order foods and

drinks

30. Which statement is NOT CORRECT based

on the text?

a. Receptionists might work shifts.

b. There are opportunities for hotel

receptionist working part time.

c. In smaller hotels, there might be a

small team of receptionists.

d. Reception desks in larger hotels often

stay open all night.


http://www.hrd.2/

136

Review 1

136

Questions 30-35 are based on Text 2.

Text 2

Although receptionists do not need a high level

of 31 , employers might ask for

GCSEs/S grades or equivalent quali¿cations, 32 in English and Math. There

are quali¿cations speci¿cally 33

at this kind of work, which can be studied full

or part time at college. Some employers prefer

mature people with experience of dealing with

the public.

Many 34 hotels and chains

have in-house training schemes that mean

receptionists can combine work with study

at college, usually working towards an NVQ/

SVQ.

Larger hotels and chains may offer more 35

prospects than small hotels. With

experience and quali¿cations, receptionists could

be promoted to jobs such as supervisor, head

receptionist or reception manager. Receptionists

could also move to different areas of hotel

work.

Source: www.rcpt/hotels.edu

31. a. qualify

b. quali¿ed

c. quali¿cations

d. quality

32. a. particular

b. particularly

c. participant

d. partial

33. a. aim

b. aims

c. aimed

d. have aim

34. a. large

b. largely

c. larger

d. big

35. a. promote

b. promotion

c. promoted

d. promotes

Questions 36-40 are based on Texts 3 and 4.

Text 3

From : Irene Sukandar [[email protected]]

To : Kirtya Hotel [[email protected]]

Subject : Room Reservation

I need a single room with a queen-sized bed for four nights, from April 14 until April 17. Do you have

a room available then? I will be attending a conference at the Convention Center and I understand that

your hotel is just two blocks from there. Please con¿rm this for me as I don’t want to have to walk

far or deal with cabs. Also, do you have a pool and a weight room? Is there a restaurant located in or

near the hotel?

Thank you for your help.


http://www.rcpt/hotels.edu

mailto:[email protected]


137

Review 1

137

Text 4

From : Kirtya Hotel [[email protected]]

To : Irene Sukandar [[email protected]]

Subject: Re: Reservation for a Bussines Trip

We do have the type of room that you want. It costs Rp 1,100,000 per night. However, for the ¿rst

night of your stay only, I will have to give you a king-sized bed as there are no queens available that

night. It costs an extra Rp 250,000. I hope this will suit you. Starting on April 15, you can have the type

you requested. I can con¿rm that we are located very close to the Convention Center, just one block

further than you thought. It is a very pleasant walk through a park to the center, and I’m sure you will

enjoy it. We do have a pool, but unfortunately it is currently closed for repairs. There is a full-service

restaurant, poppies, located in the hotel. Hotel guests are entitled to a free breakfast there. Lunch and

dinner are also served and can be charged to your room for your convenience. If you would like to go

ahead with your reservation, please send me your credit card information as soon as possible.

36. When does Irene Sukandar want to begin

her stay at Kitya Hotel?

a. April 14 c. April 16

b. April 15 d. April 17

37. What kind of room does she request?

a. A room for one person.

b. A room with two queen-sized bed.

c. A room near the pool.

d. A room with a view of the park.

38. If Irene Sukandar makes the reservation

suggested in the hotel e-mail, how much

will she pay?

a. Rp 1,100,000 c. Rp 4,650,000

b. Rp 1,350,000 d. Rp 5,000,000

39. How far is the hotel from the Conversation

Center?

a. One block c. Three blocks

b. Two blocks d. Four blocks

40. What is included in the price of the hotel

room?

a. Breakfast

b. Room Service

c. Use of the pool

d. Use of the weight room

41. Ipreferworkingattheof¿ce

working at the factory.

a. than c. better than

b. to than d. rather than

42. A : Will you go to the of¿ce with me?

B : .

a. I would rather stay here than go

b. I would rather stay here than going

c. I would rather stay here from go

d. I would rather stay here to go

43. Which of the sentence indicates preference?

a. Deni doesn't like to apply for the job

as a salesman.

b. Rendi prefers become a programmer

rather than an operator.

c. I like to stay all night to work.

d. My manager asks me to write a reference

letter.

44. All his friends believe that he can do his job very

well. It means he do his job well.

a. may c. will

b. could d. is able to




138

Review 1

138

a. wait c. waited b. waits d. waiting

45. "I could have asked somebody else to ¿nish

this report," means .

a. I ¿nished the report

b. Somebody else ¿nished the report

c. I asked somebody to ¿nish the report

d. I don't want to ¿nish the report

46. The human resource manager made the

applicant two hours.

47. Mr. Gusman can’t have the package

until Saturday.

a. deliver c. delivering

b. will deliver d. delivered

48. I’ll have my assistant for an

appointment.

a. call c. called

b. calling d. will call

49. If Mrs. Sudarmo this report

before 2.00, her secretary will type it.

a. will ¿nish c. has ¿nished

b. ¿nished d. ¿nishes

Read the text and choose the word that best completes each sentence.

CLASS REGISTRATION

REMINDER

Class registration begins July 11. and classes

begin July 18. If you 50 for a class after

July 17 you will have to pay a Rp 250,000 late

registration fee. You will have to have a signed

permission letter from the course instructor if

you sign up for an advanced level class.

If a class 51 due to low enrollment.

the university will contact you. We recommend

that you provide your phone number and

e-mail address on your course selections is no

longer available. We cannot 52 you

if we don’t have this information. Our staff

is not responsible for searching for you in a

directory.

50. a. register

b. to register

c. will register

d. is going to register


139

APPENDIX 2 Try-Out Test, Pre-Test, Post-Test and Rubric


140

DAFTAR NILAI PENGUJIAN BUTIR SOAL I

Program Diklat : Bahasa Inggris

Program Keahlian : Teknik Audio Video

Tingkat/Semester/Tahun : XII/ Gasal/ 2012

Jenis Ulangan/Bentuk : Speakingt Test

Jumlah Soal : 10 Jumlah Peserta Test : 31

No. Subject

Butir Soal

Jumlah 1 2 3 4 5 6 7 8 9 10

1 TAV1 6 5 4 5 6 5 6 6 5 6 54

2 TAV2 6 6 7 6 7 7 8 8 6 7 68

3 TAV3 7 5 5 5 7 4 5 7 8 7 60

4 TAV4 7 6 5 6 8 7 8 7 8 7 69

5 TAV5 7 6 7 8 6 6 7 8 8 7 70

6 TAV6 7 6 5 4 5 5 6 6 7 8 59

7 TAV7 6 5 4 6 5 5 6 5 7 7 56

8 TAV8 8 7 7 7 8 7 7 7 8 8 74

9 TAV9 6 7 7 6 7 7 7 6 9 8 70

10 TAV10 7 7 8 8 8 8 9 8 8 8 79

11 TAV11 8 6 6 8 7 8 7 8 9 8 75

12 TAV12 8 7 7 7 6 7 7 8 8 7 72

13 TAV13 7 8 7 6 6 7 8 7 8 7 71

14 TAV14 6 7 6 8 7 6 6 7 6 7 66

15 TAV15 6 7 7 7 7 7 8 6 7 8 70

16 TAV16 7 7 6 6 7 8 8 7 6 7 69

17 TAV17 7 8 7 7 6 8 7 8 9 8 75

18 TAV18 6 7 8 6 7 7 8 6 8 7 70

19 TAV19 7 7 6 6 8 6 6 7 8 7 68

20 TAV20 7 6 5 6 6 7 5 7 7 6 62

21 TAV21 6 6 7 7 6 7 9 9 8 6 71

22 TAV22 8 7 7 7 6 7 8 8 8 8 74

23 TAV23 6 7 8 8 9 8 8 7 8 9 78

24 TAV24 6 5 4 5 5 5 5 6 6 5 52

25 TAV25 8 6 7 7 8 6 7 8 7 9 73

26 TAV26 7 7 8 6 7 8 7 7 8 7 72

27 TAV27 7 5 6 7 6 7 7 6 7 6 64

28 TAV28 8 8 8 9 7 7 9 8 8 9 81

29 TAV29 7 8 6 6 7 8 7 7 7 7 70

30 TAV30 8 6 8 7 7 7 8 8 8 8 75

31 TAV31 4 7 4 3 3 6 7 6 6 6 52


141

DAFTAR NILAI PENGUJIAN BUTIR SOAL II


Program Keahlian : Teknik Audio Video




No. Subject

Butir Soal

Jumlah 1 2 3 4 5 6 7 8 9 10

1 TAV1 6 5 4 5 7 5 6 6 7 8 59

2 TAV2 8 6 7 6 7 7 8 8 8 9 74

3 TAV3 8 5 5 5 7 4 5 7 8 7 61

4 TAV4 7 6 5 6 8 7 8 7 8 7 69

5 TAV5 9 6 7 7 8 8 7 8 9 9 78

6 TAV6 7 6 5 4 5 5 7 6 7 8 60

7 TAV7 6 5 4 6 5 5 3 5 7 7 53

8 TAV8 8 7 7 7 8 7 7 7 8 8 74

9 TAV9 8 7 8 6 7 8 8 6 9 8 75

10 TAV10 9 7 8 8 8 8 9 8 9 8 82

11 TAV11 8 7 6 8 6 8 7 8 7 8 73

12 TAV12 8 7 7 7 6 7 6 8 7 7 70

13 TAV13 7 8 7 6 6 7 8 7 8 7 71

14 TAV14 8 7 5 8 7 6 6 7 8 8 70

15 TAV15 8 7 7 7 8 7 8 6 7 8 73

16 TAV16 8 8 6 7 7 8 8 7 8 7 74

17 TAV17 9 8 8 7 6 9 8 8 9 8 80

18 TAV18 7 7 8 9 8 7 8 8 8 9 79

19 TAV19 8 7 6 6 8 6 6 7 8 8 70

20 TAV20 7 6 6 6 7 7 5 7 7 7 65

21 TAV21 6 6 7 7 6 7 9 9 8 6 71

22 TAV22 7 7 7 7 6 7 8 8 8 8 73

23 TAV23 9 7 8 8 9 7 8 7 8 9 80

24 TAV24 6 5 4 5 6 5 6 6 6 6 55

25 TAV25 7 6 7 7 8 6 7 8 7 9 72

26 TAV26 7 8 9 6 7 8 7 7 8 7 74

27 TAV27 8 5 6 7 6 7 8 6 7 8 68

28 TAV28 8 8 8 9 6 7 9 8 8 9 80

29 TAV29 7 8 6 6 7 8 7 7 9 8 73

30 TAV30 9 6 8 8 7 7 8 8 8 8 77

31 TAV31 4 7 4 3 3 6 7 6 6 6 52


142

DAFTAR NILAI PRE-TEST


Program Keahlian : Kimia Analisis




No. Subject

Butir Soal

Jumlah 1 2 3 4 5 6 7 8 9 10

1 KA1 7 6 7 6 6 7 5 8 7 7 66

2 KA2 5 5 3 4 5 4 4 5 6 8 49

3 KA3 4 4 3 4 3 5 4 3 6 6 42

4 KA4 7 4 5 8 6 4 7 5 7 8 61

5 KA5 6 4 5 6 5 4 5 5 7 7 54

6 KA6 5 7 6 7 5 5 6 7 6 8 62

7 KA7 7 4 7 5 6 6 7 5 7 8 62

8 KA8 5 5 6 6 4 5 5 6 6 8 56

9 KA9 6 7 6 4 3 7 5 6 7 8 59

10 KA10 6 6 4 6 7 7 7 8 7 7 65

11 KA11 7 7 6 6 7 6 7 7 8 8 69

12 KA12 7 5 5 6 6 5 6 6 7 8 61

13 KA13 7 7 5 5 6 7 5 6 7 8 63

14 KA14 7 4 5 3 6 5 5 6 8 8 57

15 KA15 8 5 4 5 6 4 6 7 7 8 60

16 KA16 4 3 3 2 3 2 3 3 3 5 31

17 KA17 7 9 5 6 5 4 7 6 7 8 64

18 KA18 7 5 5 4 5 5 6 4 6 8 55

19 KA19 7 5 5 5 5 7 8 6 6 7 61

20 KA20 7 6 5 5 5 6 6 5 7 8 60

21 KA21 6 8 8 8 6 6 7 6 7 8 70

22 KA22 6 5 4 6 5 6 4 6 8 8 58

23 KA23 6 5 5 4 6 4 7 3 7 7 54

24 KA24 8 6 5 6 6 7 7 7 7 8 67

25 KA25 6 7 6 4 5 5 4 7 8 7 59

26 KA26 7 5 6 5 8 4 5 6 7 7 60

27 KA27 6 6 6 6 6 7 5 5 7 8 62

28 KA28 5 7 5 7 5 6 7 6 6 7 61

29 KA29 7 7 5 4 4 6 4 6 7 7 57

30 KA30 7 6 7 4 6 7 5 7 7 8 64

31 KA31 6 6 5 6 5 5 4 6 6 7 56


143

DAFTAR NILAI PRE-TEST

Program Diklat : Bahasa Inggris Program Keahlian : Teknik Permesinan A

Tingkat/Semester/Tahun : XII/ Gasal/ 2012 Jenis Ulangan/Bentuk : Speakingt Test Jumlah Soal : 10

Jumlah Peserta Test : 32

No. Subject

Butir Soal

Jumlah 1 2 3 4 5 6 7 8 9 10

1 TPA1 7 5 5 5 6 5 5 5 7 7 57

2 TPA2 6 4 6 5 6 7 6 4 8 6 58

3 TPA3 7 6 5 5 5 7 4 5 7 8 59

4 TPA4 7 7 6 6 6 5 6 6 7 7 63

5 TPA5 6 6 7 6 7 6 7 7 8 8 68

6 TPA6 6 4 6 5 4 5 5 4 6 8 53

7 TPA7 3 3 3 3 3 5 4 3 5 5 37

8 TPA8 6 5 6 5 7 7 4 6 7 7 60

9 TPA9 7 6 6 5 6 6 5 7 7 8 63

10 TPA10 6 7 6 5 6 5 6 5 8 6 60

11 TPA11 7 6 5 5 4 6 5 5 8 8 59

12 TPA12 7 7 6 5 5 6 6 5 7 7 61

13 TPA13 8 7 7 6 5 7 7 7 7 8 69

14 TPA14 8 6 7 5 7 7 6 4 7 7 64

15 TPA15 5 6 6 5 4 5 5 5 8 7 56

16 TPA16 7 4 6 6 6 5 6 5 7 7 59

17 TPA17 7 8 7 7 8 7 6 6 8 8 72

18 TPA18 8 5 6 6 7 5 7 5 8 7 64

19 TPA19 6 6 5 4 6 6 5 5 7 6 56

20 TPA20 7 5 5 5 6 7 7 6 7 7 62

21 TPA21 6 6 5 4 7 6 5 4 6 7 56

22 TPA22 8 7 7 5 6 6 7 5 8 6 65

23 TPA23 6 7 7 6 5 7 6 6 7 8 65

24 TPA24 6 3 4 4 3 5 4 4 7 6 46

25 TPA25 8 7 6 5 7 5 6 7 7 7 65

26 TPA26 7 6 5 5 4 6 6 7 8 6 60

27 TPA27 5 6 5 6 7 6 5 6 6 8 60

28 TPA28 8 6 7 6 5 6 6 5 8 6 63

29 TPA29 6 4 7 5 6 5 6 5 7 8 59

30 TPA30 7 7 7 6 5 5 6 5 8 7 63

31 TPA31 5 3 3 4 3 3 3 3 6 5 38

32 TPA32 7 6 6 5 4 6 7 5 7 8 61


144

DAFTAR NILAI POST-TEST


Program Keahlian : Kimia Analisis




No Subject L/P Nilai

1 KA1 P 93

2 KA2 P 78

3 KA3 P 84

4 KA4 P 70

5 KA5 P 74

6 KA6 P 89

7 KA7 P 90

8 KA8 P 73

9 KA9 P 80

10 KA10 P 81

11 KA11 P 92

12 KA12 P 78

13 KA13 P 83

14 KA14 P 86

15 KA15 L 77

16 KA16 P 58

17 KA17 P 78

18 KA18 P 69

19 KA19 P 86

20 KA20 P 80

21 KA21 P 89

22 KA22 P 80

23 KA23 P 84

24 KA24 P 80

25 KA25 P 78

26 KA26 P 82

27 KA27 P 92

28 KA28 L 81

29 KA29 P 79

30 KA30 P 80

31 KA31 P 76


145

DAFTAR NILAI POST-TEST

Program Diklat : Bahasa Inggris Program Keahlian : Teknik Permesinan A

Tingkat/Semester/Tahun : XII/ Gasal/ 2012 Jenis Ulangan/Bentuk : Speaking test Jumlah Soal : 10

Jumlah Peserta Test : 32

No Subject L/P Nilai

1 TPA1 L 59

2 TPA2 L 74

3 TPA3 L 61

4 TPA4 L 69

5 TPA5 L 78

6 TPA6 L 60

7 TPA7 L 53

8 TPA8 L 74

9 TPA9 L 75

10 TPA10 L 82

11 TPA11 L 73

12 TPA12 L 70

13 TPA13 L 71

14 TPA14 L 70

15 TPA15 L 73

16 TPA16 L 74

17 TPA17 L 89

18 TPA18 L 79

19 TPA19 L 70

20 TPA20 L 65

21 TPA21 L 71

22 TPA22 L 73

23 TPA23 P 81

24 TPA24 L 55

25 TPA25 L 72

26 TPA26 L 74

27 TPA27 L 68

28 TPA28 L 80

29 TPA29 L 73

30 TPA30 L 77

31 TPA31 L 52

32 TPA32 L 66


146

GAIN SCORE KELAS XII KA DAN XII TPA

KA TPA

Post Pre Gain Post Pre Gain

93 66 27 59 57 2

78 49 29 74 58 16

84 42 42 61 59 2

70 61 9 69 63 6

74 54 20 78 68 10

89 62 27 60 53 7

90 62 28 53 37 16

73 56 17 74 60 14

80 59 21 75 63 12

81 65 16 82 60 22

92 69 23 73 59 14

78 61 17 70 61 9

83 63 20 71 69 2

86 57 29 70 64 6

77 60 17 73 56 17

58 31 27 74 59 15

78 64 14 89 72 17

69 55 14 79 64 15

86 61 25 70 56 14

80 60 20 65 62 3

89 70 19 71 56 15

80 58 22 73 65 8

84 54 30 81 65 16

80 67 13 55 46 9

78 59 19 72 65 7

82 60 22 74 60 14

92 62 30 68 60 8

81 61 20 80 63 17

79 57 22 73 59 14

80 64 16 77 63 14

76 56 20 52 38 14

66 61 5

Pre-Test

Post-Test Gain

Variabel N Mean SD1 Mean2 SD2 mean3 SD3

KA 31 58.87 7.63 80.64 7.43 21.77 6.6

TPA 32 59.4 7.51 70.65 8.46 11.25 5.28


147

Post test

Please answer these questions orally!

1. Could you mention the steps you take in presenting a report?

(The questions for number 2 to 5 would be based on students’ report assignments.

It was done by individual for control group and by group for experimental group).

2. Could you please introduce the topic of your group report?

3. Could you please present the background of your report?

4. Could you please present the findings/results of your report?

5. Could you please state the conclusions of your report?

6. Look at the picture below, what is this user manual about?’(HP)


148

7. Make a good user manual based on the pictures below!

1.

2.

3.

4.


149

5.

.

8. Could you explain how to operate this machine?

9. Could you explain how to take cash using ATM machine?

10. Could you explain how to use a copy machine?


150

Pre-Test

Please answer these questions orally!

1. Could you mention the steps you take in presenting a report?

(The questions for number 2 to 5 would be based on the report which is

provided by the researcher)

2. Could you please introduce the topic of this report?

3. Could you please present the method of this report?

4. Could you please present the findings/results of this report?

5. Could you please state the conclusions of this report?

6. Look at the picture below, what is this user manual about? (Mp4)


151

7. Make a good user manual based on the pictures below!

1.

2.

3.

4.


152

.

5.

8. Could you explain how to operate this machine?

9. Could you explain how to use a motorcycle?

10. Could you explain how to use a printer?


153

Sample research report

Executive Summary (Summary or Abstract)

The aim of this report was to investigate UniLab staff attitudes to

personal mobile phone use in staff and team meetings. A staff survey on

attitudes towards the use of mobile phones in the staff / team meetings

was conducted. The results indicate that the majority of staff find mobile

phone use a major issue in staff meetings. The report concludes that

personal mobile phones are disruptive and should be turned off in

meetings. It is recommended that UniLab develops a company policy

banning the use of mobile phones except in exceptional circumstances.

Introduction

There has been a massive increase in the use of personal mobile phones

over the past five years and there is every indication that this will

continue. According to Black (2002) by 2008 almost 100% of working

people in Australia will carry personal mobile phones. Black describes

this phenomenon as ‘serious in the extreme, potentially undermining the

foundations of communication in our society’ (2002, p 167). Currently at

UniLab 89% of staff have personal mobile phones.

Recently a number of staff have complained about the use of personal

mobile phones in meetings and asked what the official company policy

is. At present there is no official company policy regarding phone use.

This report examines the issue of mobile phone usage in staff meetings

and small team meetings. It does not seek to examine the use of mobile

phones in the workplace at other times, although some concerns were

raised.

For the purposes of this report a personal mobile phone is a personally

funded phone for private calls as opposed to an employer funded

phone that directly relates to carrying out a particular job.

Methods

This research was conducted by questionnaire and investigated UniLab

staff members’ attitudes to the use of mobile phones in staff / team

meetings. A total of 412 questionnaires were distributed with

employees' fortnightly pay slips (see Appendix 1). The questionnaire

used Lekert scales to assess social attitudes (see Smith 2002) to mobile

phone usage and provided open ended responses for additional

comments. Survey collection boxes were located in every branch for a

four week period. No personal information was collected; the survey

was voluntary and anonymous.

Results

There was an 85% response rate to the questionnaire. A breakdown of

the responses is listed below in Table 1. It can be clearly seen from

the results that mobile phones are considered to be disruptive and

should be turned off in meetings.


156

APPENDIX 3 SPSS Computations


157

1. Pos-Test and Pre-Test TPA (Control Group)

FREQUENCIES VARIABLES=PostTestTPA

/STATISTICS=STDDEV MINIMUM MAXIMUM MEAN MEDIAN MODE SUM

/ORDER=ANALYSIS.

Frequencies

[DataSet0]

Statistics

PostTestTPA

N Valid 32

Missing 0

Mean 70.6562

Median 72.5000

Mode 73.00a

Std. Deviation 8.46857

Minimum 52.00

Maximum 89.00

Sum 2261.00

a. Multiple modes exist. The smallest value is shown

PostTestTPA

Frequency Percent Valid Percent

Cumulative

Percent

Valid 52 1 3.1 3.1 3.1

53 1 3.1 3.1 6.2

55 1 3.1 3.1 9.4

59 1 3.1 3.1 12.5

60 1 3.1 3.1 15.6

61 1 3.1 3.1 18.8

65 1 3.1 3.1 21.9

66 1 3.1 3.1 25.0

68 1 3.1 3.1 28.1

69 1 3.1 3.1 31.2


158

70 3 9.4 9.4 40.6

71 2 6.2 6.2 46.9

72 1 3.1 3.1 50.0

73 4 12.5 12.5 62.5

74 4 12.5 12.5 75.0

75 1 3.1 3.1 78.1

77 1 3.1 3.1 81.2

78 1 3.1 3.1 84.4

79 1 3.1 3.1 87.5

80 1 3.1 3.1 90.6

81 1 3.1 3.1 93.8

82 1 3.1 3.1 96.9

89 1 3.1 3.1 100.0

Total 32 100.0 100.0

FREQUENCIES VARIABLES=PreTestTPA


/ORDER=ANALYSIS.

Frequencies

[DataSet0]

Statistics

PreTestTPA

N Valid 32

Missing 0

Mean 59.4062

Median 60.0000

Mode 59.00a


Minimum 37.00

Maximum 72.00

Sum 1901.00


159

Statistics

PreTestTPA

N Valid 32

Missing 0

Mean 59.4062

Median 60.0000

Mode 59.00a


Minimum 37.00

Maximum 72.00

Sum 1901.00

a. Multiple modes exist. The smallest value

is shown

PreTestTPA


Cumulative

Percent

Valid 37 1 3.1 3.1 3.1

38 1 3.1 3.1 6.2

46 1 3.1 3.1 9.4

53 1 3.1 3.1 12.5

56 3 9.4 9.4 21.9

57 1 3.1 3.1 25.0

58 1 3.1 3.1 28.1

59 4 12.5 12.5 40.6

60 4 12.5 12.5 53.1

61 2 6.2 6.2 59.4

62 1 3.1 3.1 62.5

63 4 12.5 12.5 75.0

64 2 6.2 6.2 81.2

65 3 9.4 9.4 90.6

68 1 3.1 3.1 93.8

69 1 3.1 3.1 96.9

72 1 3.1 3.1 100.0


160

PreTestTPA


Cumulative

Percent

Valid 37 1 3.1 3.1 3.1

38 1 3.1 3.1 6.2

46 1 3.1 3.1 9.4

53 1 3.1 3.1 12.5

56 3 9.4 9.4 21.9

57 1 3.1 3.1 25.0

58 1 3.1 3.1 28.1

59 4 12.5 12.5 40.6

60 4 12.5 12.5 53.1

61 2 6.2 6.2 59.4

62 1 3.1 3.1 62.5

63 4 12.5 12.5 75.0

64 2 6.2 6.2 81.2

65 3 9.4 9.4 90.6

68 1 3.1 3.1 93.8

69 1 3.1 3.1 96.9

72 1 3.1 3.1 100.0

Total 32 100.0 100.0

2. Pos-Test and Pre-Test KA (Experimental

Group)

FREQUENCIES VARIABLES=PostTestKA


/ORDER=ANALYSIS.

Frequencies

[DataSet0]


161

Statistics

PostTestKA

N Valid 31

Missing 0

Mean 80.6452

Median 80.0000

Mode 80.00


Minimum 58.00

Maximum 93.00

Sum 2500.00

PostTestKA


Cumulative

Percent

Valid 58 1 3.2 3.2 3.2

69 1 3.2 3.2 6.5

70 1 3.2 3.2 9.7

73 1 3.2 3.2 12.9

74 1 3.2 3.2 16.1

76 1 3.2 3.2 19.4

77 1 3.2 3.2 22.6

78 4 12.9 12.9 35.5

79 1 3.2 3.2 38.7

80 5 16.1 16.1 54.8

81 2 6.5 6.5 61.3

82 1 3.2 3.2 64.5

83 1 3.2 3.2 67.7

84 2 6.5 6.5 74.2

86 2 6.5 6.5 80.6

89 2 6.5 6.5 87.1

90 1 3.2 3.2 90.3

92 2 6.5 6.5 96.8

93 1 3.2 3.2 100.0


162

PostTestKA


Cumulative

Percent

Valid 58 1 3.2 3.2 3.2

69 1 3.2 3.2 6.5

70 1 3.2 3.2 9.7

73 1 3.2 3.2 12.9

74 1 3.2 3.2 16.1

76 1 3.2 3.2 19.4

77 1 3.2 3.2 22.6

78 4 12.9 12.9 35.5

79 1 3.2 3.2 38.7

80 5 16.1 16.1 54.8

81 2 6.5 6.5 61.3

82 1 3.2 3.2 64.5

83 1 3.2 3.2 67.7

84 2 6.5 6.5 74.2

86 2 6.5 6.5 80.6

89 2 6.5 6.5 87.1

90 1 3.2 3.2 90.3

92 2 6.5 6.5 96.8

93 1 3.2 3.2 100.0

Total 31 100.0 100.0

FREQUENCIES VARIABLES=PreTestKA


/ORDER=ANALYSIS.

Frequencies

[DataSet0]

Statistics

PreTestKA


163

N Valid 31

Missing 0

Mean 58.8710

Median 60.0000

Mode 61.00


Minimum 31.00

Maximum 70.00

Sum 1825.00

PreTestKA


Cumulative

Percent

Valid 31 1 3.2 3.2 3.2

42 1 3.2 3.2 6.5

49 1 3.2 3.2 9.7

54 2 6.5 6.5 16.1

55 1 3.2 3.2 19.4

56 2 6.5 6.5 25.8

57 2 6.5 6.5 32.3

58 1 3.2 3.2 35.5

59 2 6.5 6.5 41.9

60 3 9.7 9.7 51.6

61 4 12.9 12.9 64.5

62 3 9.7 9.7 74.2

63 1 3.2 3.2 77.4

64 2 6.5 6.5 83.9

65 1 3.2 3.2 87.1

66 1 3.2 3.2 90.3

67 1 3.2 3.2 93.5

69 1 3.2 3.2 96.8

70 1 3.2 3.2 100.0

Total 31 100.0 100.0


164

3. Test Reliability

Reliability Test

Try-Out 1 TAV

/VARIABLES=VAR00001 VAR00002 VAR00003 VAR00004 VAR00005 VAR0

0006 VAR00007 VAR00008 VAR00009 VAR00010

/SCALE('ALL VARIABLES') ALL

/MODEL=ALPHA

/STATISTICS=SCALE

/SUMMARY=TOTAL.

Reliability

[DataSet0]

Scale: ALL VARIABLES

Case Processing Summary

N %

Cases Valid 31 100.0

Excludeda 0 .0

Total 31 100.0

a. Listwise deletion based on all variables in the

procedure.

Reliability Statistics

Cronbach's Alpha N of Items

.892 10

Item-Total Statistics

Scale Mean if

Item Deleted

Scale Variance if

Item Deleted

Corrected Item-

Total Correlation

Cronbach's

Alpha if Item

Deleted

VAR00001 61.5484 51.123 .504 .889

VAR00002 61.8387 50.806 .518 .889

VAR00003 62.0000 42.333 .852 .864

VAR00004 61.9032 44.757 .721 .875


165

VAR00005 61.7419 47.598 .588 .885

VAR00006 61.6452 47.503 .668 .879

VAR00007 61.2258 47.647 .623 .882

VAR00008 61.2903 49.746 .603 .884

VAR00009 60.9032 49.357 .584 .885

VAR00010 61.0968 48.690 .660 .880

Scale Statistics

Mean Variance Std. Deviation N of Items

68.3548 58.503 7.64874 10

Reliability Test

Try-Out 2 TAV

/VARIABLES=VAR00001 VAR00002 VAR00003 VAR00004 VAR00005 VAR0

0006 VAR00007 VAR00008 VAR00009 VAR00010

/SCALE('ALL VARIABLES') ALL

/MODEL=ALPHA

/STATISTICS=SCALE

/SUMMARY=TOTAL.

Reliability

[DataSet0]

Scale: ALL VARIABLES

Case Processing Summary

N %

Cases Valid 31 100.0

Excludeda 0 .0

Total 31 100.0

a. Listwise deletion based on all variables in the

procedure.

Reliability Statistics


166

Cronbach's

Alpha N of Items

.890 10

Item-Total Statistics

Scale Mean if

Item Deleted

Scale Variance if

Item Deleted

Corrected Item-

Total Correlation

Cronbach's

Alpha if Item

Deleted

VAR00001 63.0000 52.000 .688 .875

VAR00002 63.8710 56.049 .497 .888

VAR00003 64.0323 46.432 .831 .863

VAR00004 63.9032 49.224 .714 .873

VAR00005 63.7097 54.146 .497 .889

VAR00006 63.6774 51.626 .702 .874

VAR00007 63.3226 51.559 .586 .884

VAR00008 63.3548 55.237 .606 .882

VAR00009 62.7419 55.398 .686 .878

VAR00010 62.7419 56.265 .547 .885

Scale Statistics

Mean Variance Std. Deviation N of Items

70.4839 64.391 8.02443 10

4. Test Homogeneity

Test of Homogeneity

HDESCRIPTIVES VARIABLES=PreTestKA PreTestTPA

/STATISTICS=VARIANCE MIN MAX.


167

Descriptives

[DataSet0]

Descriptive Statistics

N Minimum Maximum Variance

PreTestKA 31 31.00 70.00 58.249

PreTestTPA 32 37.00 72.00 56.443

Valid N (listwise) 31

ONEWAY PreTestKA BY PreTestTPA

/MISSING ANALYSIS.

Oneway

[DataSet0]

ANOVA

PreTestKA

Sum of Squares df Mean Square F Sig.

Between Groups 780.567 16 48.785 .706 .750

Within Groups 966.917 14 69.065

Total 1747.484 30

5. Test Normality

Test Of Normality

Control Group (TPA)

NPAR TEST

/CHISQUARE=PreTestTPA PostTestTPA

/EXPECTED=EQUAL

/MISSING ANALYSIS.

NPar Tests [DataSet0]


168

Chi-Square Test

Frequencies

Pre Test Control

Observed N Expected N Residual

37 1 1.9 -.9

38 1 1.9 -.9

46 1 1.9 -.9

53 1 1.9 -.9

56 3 1.9 1.1

57 1 1.9 -.9

58 1 1.9 -.9

59 4 1.9 2.1

60 4 1.9 2.1

61 2 1.9 .1

62 1 1.9 -.9

63 4 1.9 2.1

64 2 1.9 .1

65 3 1.9 1.1

68 1 1.9 -.9

69 1 1.9 -.9

72 1 1.9 -.9

Total 32

Post Test Control


52 1 1.4 -.4

53 1 1.4 -.4

55 1 1.4 -.4

59 1 1.4 -.4

60 1 1.4 -.4

61 1 1.4 -.4

65 1 1.4 -.4

66 1 1.4 -.4


169

68 1 1.4 -.4

69 1 1.4 -.4

70 3 1.4 1.6

71 2 1.4 .6

72 1 1.4 -.4

73 4 1.4 2.6

74 4 1.4 2.6

75 1 1.4 -.4

77 1 1.4 -.4

78 1 1.4 -.4

79 1 1.4 -.4

80 1 1.4 -.4

81 1 1.4 -.4

82 1 1.4 -.4

89 1 1.4 -.4

Total 32

Test Statistics

Pre Test Control

Post Test

Control

Chi-Square 12.625a 14.000

b

df 16 22

Asymp. Sig. .700 .901

a. 17 cells (100.0%) have expected frequencies

less than 5. The minimum expected cell frequency

is 1.9.

b. 23 cells (100.0%) have expected frequencies


is 1.4.

Test of Normality

Experimental Group (KA)

NPAR TEST

/CHISQUARE=PreTestKA PostTestKA

/EXPECTED=EQUAL

/MISSING ANALYSIS.


170

NPar Tests

[DataSet0]

Chi-Square Test

Frequency

Pre Test Experimental


31 1 1.6 -.6

42 1 1.6 -.6

49 1 1.6 -.6

54 2 1.6 .4

55 1 1.6 -.6

56 2 1.6 .4

57 2 1.6 .4

58 1 1.6 -.6

59 2 1.6 .4

60 3 1.6 1.4

61 4 1.6 2.4

62 3 1.6 1.4

63 1 1.6 -.6

64 2 1.6 .4

65 1 1.6 -.6

66 1 1.6 -.6

67 1 1.6 -.6

69 1 1.6 -.6

70 1 1.6 -.6

Total 31

Post Test Experimental


58 1 1.6 -.6

69 1 1.6 -.6

70 1 1.6 -.6

73 1 1.6 -.6

74 1 1.6 -.6

76 1 1.6 -.6

77 1 1.6 -.6


171

78 4 1.6 2.4

79 1 1.6 -.6

80 5 1.6 3.4

81 2 1.6 .4

82 1 1.6 -.6

83 1 1.6 -.6

84 2 1.6 .4

86 2 1.6 .4

89 2 1.6 .4

90 1 1.6 -.6

92 2 1.6 .4

93 1 1.6 -.6

Total 31

Test Statistics

Pre Test

Experimental

Post Test

Experimental

Chi-Square 8.839a 13.742

a

df 18 18

Asymp. Sig. .963 .746

a. 19 cells (100.0%) have expected frequencies


is 1.6.


172

6. Hypothesis Test

Hypotheses Test

T-TEST PAIRS=GainKA WITH GainTPA (PAIRED)

/CRITERIA=CI(.9500)

/MISSING=ANALYSIS.

T-Test

[DataSet0]

Paired Samples Statistics

Mean N Std. Deviation Std. Error Mean

Pair 1 GainKA 21.7742 31 6.60661 1.18658

GainTPA 11.4516 31 5.24620 .94224

Paired Samples Correlations

N Correlation Sig.

Pair 1 GainKA & GainTPA 31 -.253 .170


173

Paired Samples Test

Paired Differences

t df Sig. (2-tailed)

Mean Std. Deviation Std. Error Mean

95% Confidence Interval of the

Difference

Lower Upper

Pair 1 GainKA -

GainTPA 1.03226E1 9.41767 1.69146 6.86815 13.77701 6.103 30 .000

Hypotheses Test

T-TEST PAIRS=PostTestKA WITH PostTestTPA (PAIRED)

/CRITERIA=CI(.9500)

/MISSING=ANALYSIS.

T-Test

[DataSet1]



Pair 1 PostTestKA 80.6452 31 7.43213 1.33485


174



Pair 1 PostTestKA 80.6452 31 7.43213 1.33485

PostTestTPA 70.8065 31 8.56512 1.53834


N Correlation Sig.

Pair 1 PostTestKA & PostTestTPA 31 -.314 .085

Paired Samples Test

Paired Differences




Difference

Lower Upper

Pair 1 PostTestKA - PostTestTPA 9.83871 12.98485 2.33215 5.07583 14.60159 4.219 30 .000


175

Hypotheses Test

T-TEST PAIRS=PreTestKA WITH PreTestTPA (PAIRED)

/CRITERIA=CI(.9500)

/MISSING=ANALYSIS.

T-Test

[DataSet0]



Pair 1 PreTestKA 58.8710 31 7.63213 1.37077

PreTestTPA 59.3548 31 7.63129 1.37062


N Correlation Sig.

Pair 1 PreTestKA & PreTestTPA 31 -.072 .701


176

Paired Samples Test

Paired Differences




Difference

Lower Upper

Pair 1 PreTestKA - PreTestTPA -.48387 11.17399 2.00691 -4.58252 3.61478 -.241 30 .811


177

APPENDIX 4 Permission Letter


178


179


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