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THE EFFECTIVENESS OF “FIND SOMEONE WHO”
GAME TOWARD STUDENTS’ SPEAKING SKILL
(A Pre-experimental Study of First Grade Students of Culinary
Department at SMK Negeri 3 Tangerang)
By:
Dian Novita Sari
109014000175
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHER’S TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC
UNIVERSITY
JAKARTA
2014
ii
THE EFFECTIVENESS OF “FIND SOMEONE WHO” GAME
TOWARD STUDENTS’ SPEAKING SKILL
(A Pre-experimental Study of First Grade Students of Culinary Department
at SMK Negeri 3 Tangerang)
A Skripsi
Presented to the Faculty of Tarbiyah and Teacher’s Training in a Partial
Fulfillment of the Requirements for the Degree of Starta 1 (Bachelor of Art) in
English Language Education
By:
Dian Novita Sari
109014000175
Approved by:
Advisor I Advisor II
Dr. Fahriany, M.Pd Zaharil Anasy, M.Hum
NIP. 19700 611 1991 2 001 NIP. 1976 1007 200710 1 002
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHER’S TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC
UNIVERSITY
JAKARTA
2014
iii
ENDORSEMENT SHEET
The Examination Committee of the Faculty of Tarbiyah and Teachers’
Training certifies that the “Skripsi” (Scientific Paper) entitled “THE
EFFECTIVENESS OF „FIND SOMEONE WHO‟ GAME TOWARD
STUDENTS’ SPEAKING SKILL” (A Pre-experimental Study of First Grade
Students of Culinary Department at SMK Negeri 3 Tangerang), written by Dian
Novita Sari student’s registration number 109014000175 was examined by the
Committee on January, 29th
2014. The “Skripsi” has been accepted and declared
to have fulfilled one of the requirements for the degree of “S.Pd” (Bachelor of
Arts) in English language Education at the English Department.
Jakarta, January 30th
2014
EXAMINATION COMMETTEE
CHAIRMAN : Drs. SYAUKI, M.Pd ________ ( )
NIP. 19641212 199103 1 002
SECRETARY : ZAHARIL ANASY, M.Hum ( )
NIP. 1976 1007 200710 1 002
EXAMINER I : Drs. Nasrun Mahmud, M.Pd ( )
NIP. 150 041 070
EXAMINER II: Drs. SYAUKI, M.Pd _______ ( )
NIP. 19641212 199103 1 002
Acknowledge By
Dean of Tarbiyah and Teachers’ Training
NURLENA RIFA’I, MA, Ph.D
NIP. 19591020 198603 2 001
iv
SURAT PERNYATAAN KARYA ILMIAH
Yang bertanda tangan di bawah ini:
Nama : Dian Novita Sari
NIM : 109014000175
Jurusan : Pendidikan Bahasa Inggris
Alamat : Griya Merpati Mas Blok C43 No.7 RT 04/RW 05 Gembor,
Periuk, Tangerang, Banten, 15133.
MENYATAKAN DENGAN SESUNGGUHNYA
Bahwa skripsi yang berjudul The Effectiveness of “Find Someone Who”
Game toward Students’ Speaking Skill adalah benar hasil karya sendiri di
bawah bimbingan dosen:
1. Nama Pembimbing I : Dr. Fahriany, M.Pd
NIP : 19700 611 1991 2 001
Jurusan/Program Studi : Pendidikan Bahasa Inggris
2. Nama Pembimbing II : Zahari Anasy, M.Hum
NIP : 1976 1007 200710 1 002
Jurusan/Program Studi : Pendidikan Bahasa Inggris
Demikian surat pernyataan ini saya buat dengan sesungguhnya dan saya siap
menerima segala konsekuensi apabila terbukti bahwa skripsi ini bukan hasil karya
sendiri.
Jakarta, 22 Desember 2013
Yang Menyatakan
Dian Novita Sari
109014000175
v
ACKNOWLEDGEMENT
All praises be to Allah, the lord of the worlds, the one Who has bestowed
upon the writer in finishing this ‘Skripsi’ paper. Peace and blessing may always
be upon our prophet Muhammad saw, his family, relatives and all of his followers
until the day after.
First of all, the writer would like to express her greatest thanks to her Advisors
Dr. Fahriany, M.Pd and Zaharil Anasy, M.Hum for their guidance and suggestion
in completing this ‘Skripsi’. Without their help this ‘Skripsi’ will mean nothing.
Moreover, the writer also would like to give her gratitude to all people who
have helped her completing this ‘Skripsi’, particularly to:
1. Drs. Syauki, M.Pd and Zaharil Anasy, M.Hum, the Head and Secretary of
English Education Department, also to all of their staffs, for their
assistance and help which have given lots of contributions for the process
of writing this ‘Skripsi’.
2. Drs. Syauki, M.Pd, the Academic Advisor of class E of English Education
Department academic year 2009.
3. All the lectures in English Education Department for their encouragement,
guidance, and knowledge for the writer during her study in this university.
4. Nurlena Rifa’i, MA, Ph.D, the Dean of the Faculty of Tarbiyah and
Teachers Training.
5. Drs. H. Surya Mulyana, the Head Master of SMK Negeri 3 Tangerang for
giving the writer permission and authority for doing the research in his
school.
6. Misbahul Munir, S.Ag, M.M, the Responsible of Students Organization of
Intern School (OSIS) in SMK Negeri 3 Tangerang for his help, guidance,
and encouragement for the writer during the research.
vi
7. Hj. Murtinah, S.Pd, English Teacher of X grade students of academic year
2013- 2014 in SMK Negeri 3 Tangerang for her help, guidance and
suggestion for the writer during the research.
8. Writer’s lovely parents Mr. Gunawan, Mrs. Sugiyatmi and writer’s dearest
brother Adhika Dwi Prastya for all of their help, support and prayer.
9. Writer’s classmates especially: Maret, Nisa, Nervi, Dita, Ma’dah, Hayin,
Neng, for their help, support and accompany for finishing this ‘Skripsi’.
Finally, the writer realized that this ‘Skripsi’ is far from being perfect;
therefore the writer hoped that there are many constructive critiques and
suggestion for the writer to make this ‘Skripsi’ better. Hopefully, this ‘Skripsi’
can give some contribution to the development of English Teaching and
Learning and there will be further research of it.
The Writer
vii
ABSTRACT
THE EFFECTIVENESS OF “FIND SOMEONE WHO” GAME TOWARD
STUDENTS’ SPEAKING SKILL A Pre-experimental study of First Grade
Students of Culinary Department at SMK Negeri 3 Tangerang. Skripsi of English
Education Department of Faculty of Tarbiyah and Teachers’ Training of State
Islamic University Syarif Hidayatullah Jakarta, 2014.
Key words: Speaking skill, find someone who game, effectiveness.
This study was aimed to improve students’ speaking skill through the use of
“Find Someone Who” game in the first grade students of SMK Negeri 3
Tangerang academic year 2013/2014. The subject of this study was a class of X
(ten) grade students which consisted of 25 students.
The research design of this study was a pre-experimental research design. In
this research the writer used only a class of student as experimental class. The
writer used one group pre-test and post-test for collecting the data. The data of
pre-test were taken for measuring students speaking skill before the treatment was
given and the data were taken from the post-test used for measuring students
speaking skill after receiving the treatment using “Find Someone Who” game.
The result of the study showed that there was improvement of students
speaking skill after being taught using “Find Someone Who” game. Most of
students speaking score in post-test were better than their score in the pre-test. The
students’ mean score from pre-test was 47.36 whereas their mean score in post-
test was 59.32. After the data from pre-test and post-test were calculated the result
show that t0 (t-observation)= 6.53 and based on degree of freedom (df/dk)=24 at
significant level 1% and 5% ttable5% = 2.064 and 1%= 2.797 can be concluded
that t0>ttableor 6.53 > 2.797 > 2.064 or Ha was accepted and H0 was rejected. Thus
the result of the study showed that “Find Someone Who” game is effective to
improve students’ speaking skill and communication practice.
viii
ABSTRAK
EFEKTIVITAS “FIND SOMEONE WHO” GAME UNTUK
MENINGKATKAN KEMAMPUAN SPEAKING SISWA Penelitian Pre-
eksperimen Terhadap Siswa Kelas Satu Jurusan Tata Boga di SMK Negeri 3
Tangerang. Skripsi Pendidikan Bahasa Inggris Fakultas Ilmu Tarbiyah dan
Keguruan Universitas Islam Negri Syarif Hidayatullah Jakarta, 2014.
Kata kunci: Speaking skill, find someone who game, effectiveness.
Penelitian ini bertujuan untuk meningkatkan kemampuan berbicara siswa
melalui pengaplikasian “Find Someone Who” game sebagai sebuah teknik
pembelajaran speaking di kelas satu SMK Negeri 3 Tangerang tahun ajaran 2013/
2014. Subjek penelitian dalam studi ini diperoleh dari siswa kelas X yang terdiri
dari 25 siswa.
Design penelitian yang digunakan dalam penelitian ini adalah pre-experimen
design dimana peneliti hanya menggunakan satu kelas sebagai kelas eksperimen.
Pengambilan data penelitian dilakukan melalui pre-test dan post-test yang
berbentuk tes lisan. Data yang didapatkan peneliti melalui pre-test akan digunakan
untuk mengukur kemampuan berbicara siswa sebelum perlakuan diberikan,
sedangkan data yang didapatkanpeneliti melalui post-test akan digunakan untuk
mengukur kemampuan berbicara siswa setelah mendapat perlakuan berupa
pembelajaran speaking melalui “Find Someone Who” game.
Hasil penelitian menunjukkan bahwa adanya peningkatan secara signifikan
terhadap kemampuan berbicara siswa setelah menerima pembelajaran
menggunakan “Find Someone Who” game. Sebagian besar nilai speaking siswa
yang di dapatkan melalui post-test menunjukkan peningkatan yang cukup
signifikan dibandingkan dengan nilai speaking siswa yang didapatkan melalui
pre-test. Nilai rata-rata siswa yang didapatkan melalui pre-test sebesar 47.36 lebih
kecil dibandingkan nilai rata-rata siswa yang didapatkan melalui post-test yaitu
sebesar 59.32. Setelah proses penghitungan data yang diperoleh selesai
didapatkanlah hasil t0 (t-observation)= 6.53 dan berdasarkan derajat kebebasan=
24 dengan tingkat kesalahan/ tingkat signifikansi sebesa 1% dan 5% maka
didapatkan ttable5% = 2.064 dan 1%= 2.797 sehingga dapat disimpulkan bahwa
t0>ttableor 6.53 > 2.797 > 2.064 atau Ha diterima dan H0 ditolak. Dengan demikian
dapat disimpulkan melalui hasil penelitian ini bahwa penggunaan“Find Someone
Who” game sebagai teknik pembelajaran bahasa efektif untuk meningkatkan
kemampuan speaking siswa.
ix
TABLE OF CONTENT
COVER ................................................................................................................ i
PAGE OF APPROVAL ...................................................................................... ii
THE ENDORSEMENT SHEET ........................................................................ iii
CERTIFICATE OF ORIGINALITY ................................................................ iv
ACKNOWLEDGEMENT .................................................................................. v
ABSTRACT ......................................................................................................... vii
TABLE OF CONTENT ...................................................................................... ix
LIST OF THE TABLE ....................................................................................... xi
LIST OF THE APPENDICES ........................................................................... xii
CHAPTER I INTRODUCTION .................................................................. 1
A. Background of the Study ...................................................... 1
B. Identification of the Problem ................................................ 3
C. Limitation of the Problem .................................................... 4
D. Formulation of the Problem ................................................. 4
E. Objectives of the Study ......................................................... 4
F. Significance of the Study ...................................................... 4
CHAPTER II THEORETICAL FRAMEWORK ........................................ 5
A. Speaking ............................................................................... 5
1. The Nature of Speaking .................................................. 5
2. Types of Spoken Discourse .............................................. 8
3. Techniques for Teaching Speaking .................................. 10
a. Discussion .................................................................... 12
b. Problem Solving .......................................................... 13
c. Role Play/Simulation ................................................... 14
4. The Objective of Teaching Speaking in Vocational High
School .............................................................................. 15
5. Teacher Roles in Teaching Speaking .............................. 19
6. The Characteristics of Successful Speaking Activity ...... 21
x
B. Game ................................................................................... 22
1. The Definition of Game .................................................. 22
2. Kind of Speaking Games ................................................ 24
a. Information-gap .......................................................... 24
b. Describing Pictures ..................................................... 26
c. Find Someone Who Game .......................................... 27
3. Benefits of Using Find Someone Who Game ................... 29
C. Previous Studies ................................................................... 29
E. Theoretical Thinking ........................................................... 31
F. Hypothesis ............................................................................ 32
CHAPTER III RESEARCH METHODOLOGY .......................................... 33
A. Place and Time of Study ...................................................... 33
B. Research Method and Design ............................................... 33
C. Variable of the Research ...................................................... 34
D. Data of the Research ............................................................ 34
E. Instrument of the Research ................................................... 35
F. Technique of Collecting Data ............................................... 35
G. Technique of Analyzing Data .............................................. 36
H. Scoring ................................................................................. 37
G. Hypothesis Statistic ............................................................. 41
CHAPTER IV RESULT FINDING AND DISCUSSION ............................ 43
A. Data Description ................................................................... 43
B. Data Analysis ....................................................................... 45
C. Hypotheses ........................................................................... 48
D. Data Interpretation ............................................................... 49
CHAPTER V CONCLUSION AND SUGGESTION ................................. 51
A. Conclusion ........................................................................... 51
B. Suggestion ............................................................................ 51
REFERENCES .................................................................................................... 53
APPENDICES ................................................................................................ 56
xi
LIST OF TABLE
page
Table 3.1 : Speaking Rating Scale .................................................................. 38
Table 3.2 : Conversion Table ......................................................................... 40
Table 3.3 : Description of Conversion Table .................................................. 41
Table 4.1 : Students’ Pre-test Speaking Score ............................................... 43
Table 4.2 : Students’ Post-test Speaking Score ............................................... 44
Table 4.3 : Gained Score of Students’ Pre-test and Post-test ......................... 45
xii
LIST OF APPENDICES
page
Appendix 1 : Instrument of the Research ....................................................... 57
Appendix 2 : Guidance for Oral-test .............................................................. 57
Appendix 3 : The Score Aspect of Students Pre-test .................................... 58
Appendix 4 : The Score Aspects of Students Post-test .................................. 60
Appendix 5 : Transcript of Students Pre-test ................................................. 62
Appendix 6 : Transcript of Students Post-test................................................ 63
Appendix 7 : Scoring System ......................................................................... 64
Appendix 8 : Lesson Plan of Experiment Class ............................................. 70
Appendix 9 : Treatments ................................................................................ 98
Appendix 10 : The Value of t-table................................................................. 103
Appendix 11 : The Evidence Letter of the Research ...................................... 104
Appendix 12 : The License Letter of the Research .......................................... 105
1
CHAPTER I
INTRODUCTION
A. Background of the Study
Language is one of the means of communication that plays an important role
in human interaction. People around the world use language to convey their
messages, communicate their feelings and needs whether in spoken form or in
written form. Nobody can avoid the interaction through language
(communication) with people around them. Because of the necessity of
communication in humans’ life, speaking skill considers as one of important
language aspects that have to be acquired in order to convey their verbal messages
precisely and communicate their purpose successfully.
Lately, as the development of modern world the necessity of mastering
English language especially the ability to communicate in English language has
encouraged the Ministry of Education in Indonesia to develop some curriculum
that emphasis on developing communicative skill in the term of transactional and
interpersonal interactions. Turning back to the past even there are some previous
curriculum that already emphasized on communicative activities in the class such
as Kurikulum Berbasis Kompetensi (KBK) and Kurikulum Tingkat Satuan
Pendidikan (KTSP). Nowadays, the Ministry of Education develops the newest
curriculum which is known as Kurikulum 2013. This curriculum hopefully can
refine the latest curriculum for integrating some important aspects of education
that has not been existed in its predecessor.
Based on core competency (Kompetensi Inti) and basic competency in
Kurikulum 2013, there are some differences between Kurikulum 2013 and its
predecessor KTSP. In KTSP competencies that should be mastered by students
were separated in specific lesson but in Kurikulum 2013 every lesson being taught
in school supports each competency including affective competency, aptitude
competency, and knowledge competency. Furthermore, in Kurikulum 2013
2
scientific approach uses as teaching approach that requires students’ active
participation in offering critical question about the lesson and theirs participation
in analyzing and in summarizing learning points. Another differences come from
the integration of some learning aspects such as moral value, religious value,
social value, culture, science, and technology.
Even though the aim of teaching English in Vocational High School had been
well established in Indonesian National Curriculum but most of learners in SMK
Negeri 3 Tangerang still find speaking as a difficult skill to be mastered. This
situation happened because English language is not used as communication
language in their society. Another problem which causes consideration that
speaking is a difficult skill to be mastered comes from the implementation of
grammatical competence that should be transformed into communicative
competence. Speaking, as productive skill, is considered as the most difficult skill
to be mastered by most of language learners around the world because speaking is
transient and dynamic thus speeches exchange between the speakers occur in very
limited time.
Fortunately the process of teaching English in SMKN 3 Tangerang has been
conducted by using communicative approach before the implementation of
Kurikulum 2013. This condition caused students’ communicative skill in SMKN 3
Tangerang are well established. Furthermore, based on writer’s observation on X
grade students can be found that there are some problems which caused students’
speaking performance less than good. First of all, students’ previous knowledge
about English language; this problems comes from how English language has
been taught in students’ previous school thus indirectly influence their capability
in constructing well-forms spoken utterances and in implementing language
function. Another problem comes from teacher routine on using dialogue practice
for teaching speaking. Even though it is not a serious problem but dialogue
practice which is known as pre-communicative activity had caused students’
misconception on practicing the target language in real-life communication
activity. Most of students performed dialogue memorization while being assessed
3
for making simple daily interpersonal communication. The other problem comes
from students’ vocabulary mastery. Students’ incapacity in using English
vocabulary actively makes them need a great amount of effort for selecting the
vocabulary in order to convey the desired meaning.
In consequence, after observing these phenomena, the writer saw the
necessity of providing a learning technique which can facilitate students with real-
life alike communicative activity and can bring the needs for communicating to
the students during learning process. Based on that reason therefore the writer
chose a kind of communication game named “Find Someone Who” (FSW) for
teaching speaking and improving students speaking skill in X grade students of
Vocational High School. Other than that, most of experts agree that learning a
language is a hard process; therefore facilitating students’ with kind of activity
which can bring some joyful feeling such as game is very important. Another
reason for using FSW as a teaching technique is the interesting and playfulness
feeling that was brought by game. Moreover, there is no doubt that most of
teenagers love game; therefore the writer tries to engage students’ attention,
involvement, and cooperativeness during learning process in order to provide a
great amount of communicative practice and target language exposure into
learning activity for improving students’ speaking skill.
B. Identification of the Problems
According to writer’s observation of X year students of SMK Negeri 3
Tangerang there are some identification of problems:
1. Students’ incapability to speak English caused by their previous
knowledge about the language and the way English being taught in their
previous school.
2. Students need more communicative activity for improving their speaking
skill and practicing English language in real-life communication.
3. Students’ lack vocabulary mastery causes their incapability on conveying
their message successfully.
4
C. Limitation of the Study
In order to be more specific, the writer will limit this study on investigating
the effectiveness of a kind of game “Find Someone Who” to increase students’
speaking skill at grade X of Vocational High School.
D. Formulation of the Problems
Based on limitation of the problems stated above, this study will focus on
answering the following question: “Does teaching speaking through „Find
Someone Who‟ game effective in increasing students‟ speaking skill?”
E. Objectives of the Study
According to the formulation of problems mentioned above, the aim of this
study is to observe whether “Find Someone Who” is effective for increasing
students’ speaking skill in speaking class.
F. Significances of the Study
Depends on the objective of study has been mentioned above, this study will
give several significant not only for students but also for teachers.
First of all, for teachers his study will give some benefits such as improving
their teaching technique and creating more interesting and more joyful learning
process in their speaking class.
Moreover, this study also gives some benefits for the students such as
reducing their stress and burden that caused by their obligation to catch all of
learning points being taught by their teacher during learning process. Since
language learning considers as one of difficult subjects to be learned a joyful
learning process through game can make them capable of catching more learning
points and giving more contribution during learning process.
5
CHAPTER II
THEORETICAL FRAMEWORK
A. Speaking
1. The Nature of Speaking
Speaking refers to the communication activity that requires the interaction
between at least two people. In this situation, someone who involve in
speaking activity can give simultaneous contribution to the communication
discourse that occurs in particular situation and they also can change and
develop the topic of discussion being discussed as the communication takes
place.
According to Carter and Nunan speaking defines as reciprocal and
physically situated face-to-face interaction. Reciprocal means that speakers
can give simultaneous contribution to the discourse and respond to each
contribution as soon as possible. Whereas, physically situated face-to-face
interaction means that speakers can see each other thus they can understand
some physical context and physical signal to show their attention to the
interaction and their intention for responding the utterances.1
The definition above explains that speaking is a reciprocal action which
means that the speaker and the interlocutor can make direct contribution to the
discourse or to the information exchange. This situation will bring the
speakers to the topic development or exchange because in oral communication
people usually make less predictable interactions such as making initiation for
developing topic, making clarification about some information, or closing the
interaction. Moreover, beside of its unpredictable activity speaking is known
also as dynamic and transient activity because in speaking activity
conversations occur immediately and these utterances/conversations are
impermanent which can change as soon as the speaker produces the other
1 Ronald Carter, David Nunan. The Cambridge Guide to Teaching English to Speakers of
Other Language. (Cambridge: Cambridge University Press, 2001), p. 16.
6
utterances. Furthermore, speaking also defines as physically situated face-to-
face interaction which means that both of speaker and interlocutor can see
each other. They can use physical context and physical signal for indicating
their attention or intention to the interaction and for making some contribution
or for responding the topic being discussed.
On the other hand, McDonough and Shaw see that speaking is not an oral
form of written language because it requires learners‟ ability to use its sub-
skills to form a complete competency of spoken language.2 With this
argumentation can be concluded that speaking differs from oral form of
written language because to achieve speaking competency learners are not
only required to be able to speak but they also need to be able to master
speaking sub-skill such as pronunciation, stress, intonation, turn-taking ability,
and so on. When the speakers involve in speaking activity, speaking sub-skills
will give some important contributions for maintaining or managing speakers‟
relation with the other speakers in speaking activity. This relation is useful for
delivering their message clearly and for communicating successfully.
Furthermore, spoken language differs from written language not only
because of the involvement its sub-skill but also because of its different
characteristics. Spoken language is considered as more dynamic and transient
activity than written language; therefore as the spoken discourse has been said
it will disappear as soon as possible and it cannot be exactly repeated in the
same way. Meanwhile, written language is permanent that the readers can read
it anytime they want or they can reread it many times without worrying about
missing any essential information in the text. This argumentation derives from
Hughes explanation that the nature of speaking is different from the nature of
writing in the aspects of production and in the social aspects. In aspect of
production spoken language is context dependent, unplanned, transient,
2 Jo McDonough, Christopher Shaw. Materials and Methods in ELT. Second Edition,
(Oxford: Blackwell Publishing Ltd, 2003), p. 133.
7
oral/aural, and dynamic; whereas in the social aspect spoken language is locus
of change, inter-personal, informal, stigmatised, rhetorical, and primary.3
From that statement can be elaborated that the characteristic of spoken
language in the aspect of production can be changed depends on its context.
Spoken language is unpredictable that speakers can easily move from one
topic to the different topic. Moreover, spoken discourse is temporal which
means that the utterances being spoken can‟t be repeated in the same way
because they disappear as soon as the speakers said them and it delivers
through oral/ aural communication which makes spoken language dynamic
and actively change for its spontaneous material. This condition makes the
materials being discussed in speaking activity can be changed easily based on
speakers‟ willingness. On the other hand, in the social aspects the
characteristics of spoken language not only require topic exchange between
speakers but also topic exchange between discourse and the things around it.
Moreover, the interaction in speaking activity always occurs between more
than one people and commonly using informal language; therefore, the
speakers not only need the ability to adapt themselves with other speakers or
the ability to repairs misunderstanding that occur between them but they also
need to understand communication style which used by the speakers in order
to communicate in effective way.
Furthermore, in “A Communicative Grammar of English” Leech and
Svartvik remark that a conversation is not limited on giving and receiving
information only but also including social interaction and participant
cooperation as the basic characteristic of conversation.4 This statement
explains that communication between the speakers aimed not only for
exchanging information but also for maintaining social interaction and
speakers‟ cooperation during the conversation thus demand the speakers to
master the ability for managing turn-taking technique in communication.
3 Rebecca Hughes. Teaching and Researching Speaking. (Harlow: Pearson Education
Limited, 2002), pp. 9- 11. 4 Geoffrey Leech, Jan Svartvik, A Communicative Grammar of English, Third Eddition,
(Essex: Pearson Education Limited, 2002), p. 13.
8
Therefore, founded on the three definitions of speaking above can be
concluded that the characteristics of spoken language is different from the
characteristics of writing language in the aspect of production and in the social
aspects. Speaking is known as a communicative activity that requires
reciprocal and physical face-to-face interaction between at least two speakers
and in order to master speaking competency learners not only have to be able
to master speaking skill but also to be able to master its sub-skills for
maintaining social interaction between the speakers and for achieving a
successful communication.
2. Types of Spoken Discourse
There are two kinds of discourse that commonly used in Indonesian
English National Syllabus; transactional discourse and interactional discourse.
Based on basic competition of Kurikulum 2013 especially in the term of social
competition the objective of teaching English in Vocational High School is
achieving ability to use English language for transactional and interactional
function.5 Therefore, based on that statement students of Vocational High
School in Indonesia are required to be able to produce and to understand both
of transactional and interpersonal discourse.
The classification of English language discourse in Kurikulum 2013 is
similar with Richard‟s statements about the classification of spoken discourse.
According to Richard, spoken discourse are classified into two: interactional
and transactional. Interactional discourse gives more attention on maintaining
good interaction between the participants than on giving the information to the
participants. On the contrary, transactional discourse focuses on using
language to communicate the information to other participant.6
Based on the explanation above can be summed up that interactional
discourse is social interaction oriented. It means that the purpose of
communication is to build a good interaction among the participant and less
5 Kementerian Pendidikan dan Kebudayaan Republik Indonesia, Peraturan Menteri
Pendidikan dan Kebudayaan Republik Indonesia No. 70 Tahun 2013, p. 86. 6 Penny Ur, A Course in Language Teaching Practice and Theory, (Cambridge:
University Press, 1996), p. 130.
9
concern on communicating the information itself. On the other hand,
transactional discourse is message oriented, it means that the purpose of
communication among the speakers is communicating the information in
effective, accurate and coherence way.
On the other hand, as stated by Nation and Newton speaking interactions
classify into transactional speaking and interactional speaking. Transactional
speaking is known also as formal speaking; whereas interactional speaking is
known as informal speaking.7 This argumentation shows the classification of
speaking based on the degree of formality of the language being used in
speaking and the purpose of speaking itself. In interactional speaking,
speakers commonly use informal language. In this interaction building
relationship among the speakers seems more important than conveying
speakers‟ message. On the contrary, in transactional speaking, speakers
commonly use formal language and give more focus on using language items
for conveying their message to the other speakers than maintaining social
relationship among the speakers.
Furthermore, Nation and Newton explanation about transactional and
interactional speaking which has been mentioned before is similar with Farrell
statements in his book “Succeeding with English Language Learners”. He
said that there are two reasons why people engage in communication: first is
interpersonal reason and second is transactional reason.8 Through that
statement can be concluded that there are some reason why people keep
communicating: the first reason is they want to socialize with people around
them (interpersonal reason) and the second reason is they want to exchange
the information about something specific with people around them
(transactional reason).
Furthermore, there are other spoken discourse which is known as long-
turn and short-turn spoken discourse. Brown and Yule in their book
7 I. S. P Nation, J. Newton, Teaching ESL/EFL Listening and Speaking, (New York:
Routledge, 2009), pp. 120- 121. 8 Thomas S. C. Farrell, Succeeding with English Language Learners: A Guide for
Beginning Teachers, (California: Corwin Press, 2006), p. 74.
10
“Teaching the Spoken Language” explain that a long-turn discourse consists
of a long utterance that may end as long as hour‟s lecture; meanwhile a short-
turn discourse consists of only one or two utterances. A short-turn speaking
discourse commonly unburden the speakers while producing its structure;
whereas a long-turn speaking discourse commonly demanding the speakers
while producing its structure because they have to be responsible to produce a
sequence of well-structured utterance for helping their listeners to draw a
coherent representation of their messages.9
The explanation above shows that spoken discourses are classified into
two: short-turn and long-turn spoken discourse. Short-turn spoken discourse
consists of short utterances and because of its simple form the speakers
commonly do not find any serious difficulties while creating its discourse. On
the contrary, long-turn spoken discourse consists of longer utterances than its
predecessor and because of its complicated form the speakers can feel a
burdensome feeling for producing long and complicated structure. Speakers‟
burden when producing long-turn spoken discourse not only comes from
speakers‟ responsibility for achieving cohesion and coherence of the discourse
but also comes from speakers‟ responsibility for assuring that their listeners
achieve their messages clearly.
In consequence, from the explanations of experts above can be concluded
that there are many kinds of speaking discourse based on its function, they are:
transactional discourse which concerns on information exchange,
interactional discourse which concerns on maintaining social relationship
among the speakers, long-turn discourse and short-turn discourse which
concern on the length and the complexity production of conversational
structures.
3. Techniques for Teaching Speaking
Before discussing about the techniques of teaching speaking skill, it is
essential to know that based on linguistic study human are born with the
9 Gillian Brown, George Yule, Teaching the Spoken Language, (Cambridge: Cambridge
University Press, 1991), pp. 16- 17.
11
ability for acquiring the language. This basic ability is given by God through
the existence of human brain. In the early age of human development, the
process of acquiring first language begin by receiving language input through
the interaction of the language users around them. Furthermore, by the
development of their speech organ human begin to produce utterances from
the language input which is known as language output.
Based on input and output theory Harmer suggests the three stages of
language teaching and learning to teach productive skill such as speaking that
aimed for increasing communicative competence: first, Introducing new
language; second, practice; third, communicative activities.10
From that
classification can be elaborated that in the first stage teachers should explain
clearly the information about the target language including: its meaning, the
way to use the language, the grammatical form of the language, then the
pronunciation and the written form of the target language. Moreover, in the
second stage, teachers should provide a chance for learners to practice the
language. In this stage learners will practice to communicate using the target
language in more controlled way. Finally, in the third stage teachers should
stimulate the communication between learners and learners or between
learners and teachers through learning activities. In this activity learners will
practice to use the target language in less controlled way or they are allowed
to modify the target language based on their own creativity.
In addition, Woods reports that according to Cajkler and Addelman there
is a current model of language teaching which consists of presentation,
practice, and communicative activity. They point out that teachers‟ oral input,
learners‟ practice, and oral‟s model repetition are essential for acquiring the
target language. On the other hand, Woods adds that without a sufficient target
language input teachers‟ cannot expect target language output from their
learners.11
This argumentation shows about the importance of input and output
10
Jeremy Harmer, The Practice of English Language Teaching, Third Edition, (New
York: Longman Publishing, 1991), pp. 50-51. 11
Caroline Woods, Teaching and Assessing Skill in Foreign Language, (Cambridge:
Cambridge University Press, 2005), p. 41.
12
language exposure for learners‟ successful achievement of the target language
acquisition. This argumentation upholds the previous opinion about the three
stages of language learning based on input and output theory.
Moreover, there are also some useful and joyful techniques for teaching
speaking according to some experts:
a. Discussion
Discussion is one of language teaching technique that emphasizes on
giving language learners opportunity to practice communicating through the
target language. According to Ur, discussion considers as “the most natural
and effective way for learners to practise talking freely in English is by
thinking some problem or situation together through verbal interchange of
idea”.12
This statement shows that discussion is the most natural and effective
learning activity for the language learners practicing their speaking skill. In
this activity they can share their idea orally and freely through communication
activity which is at the same time learners also can get the opportunity for
practicing the target language.
In Getting Students to Talk Galebiowska defines discussion as “a
communicative activity in which learners retain their own personalities and
views. Their task is to come to an agreement regarding an issue which is
introduced by the teacher.”13
From that definition can be summed up that
discussion is a kind of communicative activity that requires learners‟ effort on
upholding their views and argumentations. In this activity learners usually will
be asked to reach an agreement through communication activity depends on
the issue which is given by their teacher.
Furthermore, based on Harmer‟s argumentation discussion is a useful
activity to promote the fluent use of language. He adds that teacher should
consider some important things before beginning the discussion such as giving
thinking time for each participant and giving each group enough time for
12
Penny Ur, Discussion that Work, (Cambridge: Cambridge University Press, 2007), p. 2. 13
Aleksandra Colebiowska, Getting Students to Talk. (Cambridge: The University Press,
1990), p. 5.
13
preparing their argumentation.14
From that statement can be concluded that
discussion can be used as a language learning technique which promotes
language practice for learners. Before beginning the discussion teachers
should prepare and encourage their learners to speak by giving them enough
time for thinking about the topic that will be discussed.
In consequence, the three argumentations of the experts above show that
discussion is a kind of activity which prompts the language practice for the
learners. In this activity learners will be asked to reach an agreement through
verbal communication and they also will be asked to share their opinion about
the topic that will be discussed. Moreover, before using this technique for
communication practice in the class teachers should consider some necessary
things to do such as giving some thinking time for learners before beginning
the discussion.
b. Problem Solving
Problem solving is one of teaching speaking technique that brings the
communicative purpose into learning. According to McDonough and Shaw
problem solving technique provides the opportunity for the learners to discuss
in small group or pairs. In this activity learners can decide and discuss some
reasons for each case which is provided by their teacher.15
From this statement
can be concluded that problem solving activity is a kind of activity that
provides the opportunity for practicing the use of target language in
communicative way and for increasing learners‟ involvement and
cooperativeness during learning process.
Moreover, problem solving is also known as a kind of activity which
insists on using the target language for solving the task and for finding the
solution for each problem which is given by their teacher. This explanation is
taken from Harmer‟s statement in his book “The Practice of English
14
Jeremy Harmer, How to Teach English, (Essex: Pearson Education Limited, 2007), p.
128. 15
McDonough, Shaw, Op.cit., p. 145.
14
Language Teaching”, he said “problem solving activities encourage students
to talk together to find a solution to (a set of) problems or tasks.”16
In consequence, from the explanation above can be concluded that
problem solving activity can provide language learners with the opportunity
for practicing the target language. Moreover, it also can provide the learners
with the opportunity for solving and finding the solution of problem which is
given by their teacher through small group or pair discussion.
c. Role Play/Simulation
Role play or simulation is one of language teaching technique that gives
learners opportunity for practicing the language in similar condition of real-
life situation. Harmer states that “simulation and role-play can be used to
encourage general oral fluency or to train students for specific situation,
especially when they are studying English for specific purposes (ESP)”.17
Based on the statement mentioned before role-play and simulation is one of
language teaching technique that emphasizes on giving learners opportunity
for doing communication practice in specific situation. In this activity, firstly
teacher will set up the condition of classroom based on learning topic then
learners will be asked to play different roles or character such as act as a
secretary, director, officer, or so on in order to accomplish learning task.
According to Ur, role-play likely to be a small group discussion that each
member of group will be given situation and roles to act and will be asked to
explore their roles. Role-play also can increase the learners‟ opportunity for
doing communication practice based on real-life situation.18
From that
statement can be concluded that in role-play learners will work in small group
or pairs and will be given a situation then they will be asked to play and to
explore their role creatively. Furthermore, role-play not only can give learners
16
Jeremy Harmer, The Practice of English Language Teaching, Third Edition, (New
York: Longman Publishing, 1991), p. 129. 17
Jeremy Harmer, The Practice of English Language Teaching, Fourth Edition, (Essex:
Pearson Education Limited, 2007), p. 352. 18
Ur, Op.cit., p. 9.
15
an experience of practicing communication in real-life situation but also can
improve learners‟ opportunity for using the target language.
In “Materials and Methods in ELT” McDonough and Shaw informs that
role-play is one way to make learners speak in different social context and to
experience some variations of social role. Role-play is considered as a „social
interaction activity‟ that requires learners‟ ability for maintaining and
establishing social relationship among the participant.19
This statement shows
that role-play is useful not only for giving learners opportunity to speak in
different social context and to play different roles in society but also for giving
learners the opportunity to use the target language for maintaining and
establishing social relationship.
Therefore based on the explanation from the experts above can be
concluded that role-play can provide learners with communication practice of
the target language and give them the opportunity to use that language not
only in real-life situation but also in social context thus they can learn useful
technique for maintaining social relationship among the participants.
4. The Objective of Teaching Speaking in Vocational High School
Since the development of modern world and competitiveness among
global countries, the need for developing educational quality in Indonesia
seems to be important. The intention for developing Indonesian educational
quality can be seen from Educational Ministry serious action on developing
Indonesian educational curriculum in simultaneous way.
The newest curriculum which is used in Indonesia is Kurikulum 2013 that
using PP No. 70 Tahun 2013 as its basic foundation for developing its
syllabus and its learning materials. Based on PP No. 70 Tahun 2013 the
objectives of teaching speaking in Vocational High School are stated in
Kompetensi Dasar (KD): students are required not only being competent on
explaining, questioning, and responding the information about themselves
19
Jo McDonough, Christopher Shaw. Materials and Methods in ELT. Second Edition,
(Oxford: Blackwell Publishing Ltd, 2003), pp. 145- 147.
16
through the target language in order to achieve social functions but also
required being communicative competence for greeting, praising, questioning
about someone‟s purpose, responding to someone‟s regard, and
communicating about past and future event.20
From that regulation can be
summed up that the objective of teaching speaking in Vocational High School
is achieving transactional and interpersonal function.
Moreover, based on PP No. 32 Tahun 2013 pasal 77K, teaching English in
Vocational High School is considered as a general content subject that must be
taught to the learners.21
The elaboration of this regulation appears in PP No.70
Tahun 2013 that in order to assimilate the learning contents in both of Senior
High School and Vocational High School; therefore the Ministry of Education
in Indonesia develops a structural curriculum which is known as „Struktur
Kurikulum Pendidikan Menengah‟.22
Based on that curriculum the allocation
for teaching English subject in Vocational High School is once a week and as
the result of the generalization of learning objective which is stated in
Kurikulum 2013 most of English Teachers in Vocational High School
especially in SMKN 3 Tangerang decided to support their learners competency
in mastering English language by initiating the enrichment of learners‟
vocabulary mastery based on their majority.
Furthermore, there are some experts‟ argumentations about the objective
of teaching speaking. Most of them agree that the objective of teaching
speaking should be speaking competency or on the other word capability to
communicate through the target language. In Fluency and its Teaching,
Guillot instructs that fluency on the foreign language point of view is known
as a degree in communication proficiency that consists of: (1) capability in
producing both of spoken and written form of language easily; (2) capability
in speaking with a good intonation, vocabulary, and grammar; (3) capability in
20
Menteri Pendidikan dan Kebudayaan Republik Indonesia, Op.cit., pp. 86- 92. 21
Presiden Republik Indonesia, Peraturan Pemerintah Republik Indonesia No. 32 Tahun
2013, p. 26. 22
Menteri Pendidikan dan Kebudayaan Republik Indonesia, Peraturan Menteri
Pendidikan dan Kebudayaan Republik Indonesia No. 70 , p. 11.
17
communicating idea in an effective way; and (4) capability in continuing
speech without obstructing the comprehensible of information or breaking the
communication.23
The statement above elaborates that fluency in speaking considers as a
skill or an ability to communicate easily with a good but not necessary perfect
intonation, vocabulary and grammar. It also requires both of the ability to
deliver an idea in an effective way and the ability to control the conversation
flow as good as possible. Therefore, in order to achieve the objective of
learning speaking (speaking fluency) learners are required to be able to
communicate easily and effectively in the target language.
Furthermore, in Getting Students to Talk, Colebiowska states that the aim
of teaching English should encourage the learners to be able to communicate
in English language therefore preparing the learners with a task which
concerns with a real-life communication considers as a very important aspect
for achieving a successful communication.24
From that explanation can be
concluded that providing learners with real-life communication task can help
them developing their communicative skill. This condition occurs as the effect
of their familiarity with the communication in the target language which also
can improve the successful of communication practice among the learners in
the class.
On the other hand, Byrne declares that the main goal of teaching speaking
is oral fluency which defines as the ability to express someone or some idea
clearly, wisely, accurately without so much confusion.25
The argumentation
about oral fluency as the objective of teaching speaking derives from the fact
that in communication process sometimes people experience a communication
breakdown. Communication breakdown can occur because the listeners
uninterested with the topic had been discussed or get impatient to wait the
other speakers' responds. Therefore, in order to avoid communication
23
Marie-Noelle Guillot, Fluency and its Teaching, (Clevedon: Multilingual Matters Ltd,
1999), p. 26. 24
Colebiowska, Op.cit., p. 1. 25
Hughes, Op.cit., p. 67.
18
breakdown and to possess the ability to speak fluently, bringing the learners
from model imitation stage or drilling practice to the communicative stage or
communication practice in less controlled way is very useful for giving the
learners an opportunity to do communication practice in the target language
and for expressing their idea freely.
In addition, Hammerly reports that most of second-language advocates do
not care about students‟ mispronunciation because it can be reduced through
communicative classroom interaction. In contrast with Hammerly‟s
argumentation, Ur asserted that the aim of improving pronunciation is not for
achieving native alike accent but for achieving accurate pronunciation in order
to be understandable and comprehensible enough for other speakers.26
The argumentation above up holds the argumentation of communicative
approach advocates. They state that in the beginning of learning stage
developing learners‟ vocabulary is considered very important and focusing on
the accuracy of language structure production is considered less important
because students‟ mistake in pronouncing words, in using inappropriate
affixes, and in making incorrect grammatical sentences will disappear
gradually through communicative activity in the class. This condition appears
as the result of students‟ familiarity of the target language structure. On the
contrary, another expert argued that improving students‟ pronunciation
considered very important. Even though the aim of improving students‟
pronunciation not to achieve native alike pronunciation but improving
students‟ pronunciation is important to achieve a successful communication
activity among the speakers and to avoid misunderstanding between them as
the result of mispronouncing words.
In consequence, some of experts‟ argumentations about the objective of
teaching speaking which have been mentioned above lead to the conclusion
that most of experts agree that the objective of teaching speaking is
developing communication competency or fluency in speaking. On the other
hand, cannot be neglected that some of speaking sub-skills also give some
26
Ibid., p. 68.
19
contributions to the successfulness of communication even though these sub-
skills are not the main objective of teaching speaking. The argumentations
about the objective of teaching speaking according to the experts actually in
line with the objective of teaching speaking in Indonesia that aimed to achieve
transactional and interpersonal function.
5. Teacher Roles in Teaching Speaking
According to some experts, teachers need to play some roles during
speaking activity for making their learners speak fluently and for achieving a
successful learning process. The following explanation will focused on
describing teachers‟ role in speaking class based on some educational experts‟
argumentation:
a) Prompter
When acting as prompter teachers are responsible on helping the learners
come over their problem when they get stuck on the idea they are going
to say in the middle of the activity. Teachers also have to make sure that
their help shouldn‟t break up the activity or make it out of the role in
order to prevent students‟ frustration feeling.
b) Participant
Sometimes teachers also can take a role as participant, they can
participate in learners‟ activity by informing them about new information
in order to keep the activity running on its track. Teachers also have to
maintain learners‟ engagement on the activity by setting up an interesting
and clear task. They also should provide a creative learning environment
by giving their learners some suggestion in the middle of activity without
making themselves as a dominant participant during learning process.
c) Feedback provider
Teachers as feedback providers need to be aware of different effect from
different feedback approach, for instance, teachers over correction on
learners‟ performance can cause the absence of communicativeness from
learning activity because students especially who is over corrected by
teacher can feel frightened, embarrassed, or even down then decided to be
20
quite instead of speaking up and making another mistake. On the
contrary, teachers should make gentle correction which can help their
students overcome from difficult situation such as misunderstanding or
hesitation during learning process.27
d) Controller
When teachers acting as controller they have to walk around the class to
ensure that their students are performing their tasks well and doing their
task on the right track. Teachers also have to check out students‟
performance in the small group or pairs and see whether their students
need their help or not. Moreover, they also have to make sure that their
students share the same opportunity for making contribution during
learning process.
e) Observer/ analyzer
Teachers‟ role as observer or analyzer is observing or analyzing students‟
problem during learning process. Teachers should make some observation
on students‟ performance in order to ensure that their students are capable
of expressing themselves in the target language and in order to provide
sufficient opportunities for the students for practicing the target language
in the class and outside the class.28
f) Assessor
Teachers‟ obligation as assessor is assessing students‟ performance thus
with this action teachers will know how well students understanding
about the materials which have been taught and how well students
perform their task. Another obligation that should be done by teachers as
the assessor are correcting students mistakes during learning activity and
organizing feedback for their students in order to point out students
successful or failure in performing their task and then when students find
some problems in the middle of learning process, teachers can help
students to solve their problem.
27
Jeremy Harmer, Op.cit., pp. 347-348. 28
Hayriye Kayi, Teaching Speaking: Activities to Promote Speaking in a Second
Language, The Internet TESL Journal, Vol. XII, No. 11, November 2006, (http://iteslj.org/).
21
g) Organizer
Teachers‟ role as organizer considers as a difficult role to play because
teacher skill in organizing the class will determine both of successful and
failure of a learning process. Teachers are expected to be a good
organizer in setting up learning materials and students‟ activity in the
class. Teachers also have to make sure that students get clear information
about the task that will be performed by them during the activity in order
to achieve a successful learning process.
h) Tutor
Teachers‟ role as a tutor is acting as a coach and students‟ resource; then
while students find any difficulties or problems in their project they can
ask their teachers to give some advice or guidance to help them solving
their problems. Teachers‟ role as a tutor considers as a broader role than
others because as a tutor teacher required to be able to integrate the other
roles such as organizer, prompter, and students‟ resource.29
In conclusion, from the explanation above can be concluded that teachers‟
ability for doing their roles in the class are very important to establish and to
determine a successful of language teaching process in the class.
6. The Characteristics of Successful Speaking Activity
Every teacher expects to accomplish a successful learning process and in
order to know whether their learning process success or fail, teachers need to
know the characteristics of a successful learning process. In “A Course in
Language Teaching” Ur reports that a successful speaking activity has some
characteristic such as: (1) learners talk a lot; (2) participation is even; (3)
motivation is high; and (4) language is of an acceptable level.30
Therefore, from the explanation above can be elaborated that in a
successful speaking activity learners will talk a lot during the learning process
29
Jeremy Harmer, The Practice of English Language Teaching, Third Edition, (New
York: Longman Publishing, 1991), pp. 236- 242. 30
Penny Ur, A Course in Language Teaching Practice and Theory, (Cambridge:
University Press, 1996), p. 120.
22
and there is no domination of minority students in speaking activity and every
learner participate actively during learning process or on the other words
learners will equally share the opportunity to talk and to make contribution
during learning process. Moreover, learners‟ motivation to speak during
speaking activity is high because they are interested in the topic being
discussed then they want to give an active contribution in order to accomplish
learning objective. The last characteristic is learners‟ mastery of acceptable
language level which means that learners‟ language are easy to understand
with the other participants and they level of language accuracy are good
enough.
In addition, McDonough and Shaw stated: “successful completion of this
type of activity (communication game activity) clearly depends on the
effective communicative use of the language and of the sharing of information
amongst the participants”.31
From that statement can be elaborated that in
communication game activity the objective of speaking activity only can be
accomplished successfully if learners can communicate effectively through the
target language thus with this ability they also can share the information
successfully.
In conclusion, based on the elaboration of the experts above a successful
speaking activity can be indicated by some characteristic such as the amount
of communication that occurs between the learners, learners‟ active
contribution during learning process, learners‟ motivation to accomplish the
learning objective, and learners‟ ability to communicate effectively through
the target language.
B. Game
1. The Definition of Game
Most of people love to play games because of the joyful and the
interesting feeling which provided by games. In Games for Language
31
McDonough, Shaw, Op.cit., p. 144.
23
Learning, game defines as an exciting and joyful activity which sometimes
challenges its players to play and to interact with others players.32
Points out the definition of game stated above can be summed up that in
spite of exciting and joyful sensation provided by game, it also more
emphasizes on the challenging aspect rather than competitive aspect in its
activity because in competition students against each other and the strongest
party considers as a winner and the weakest party considers as a looser thus
the gap between the winner and the looser can decries the looser participation
during this activity. In contrast, a challenging activity will inspire the
participants to do their best without worrying too much of being not good
(looser) in doing this activity.
Moreover, the idea of game as an interesting and joyful activity also
supported by the other expert such as Ur; in “Five Minutes Activities” Ur and
Wright define game as “amusing item to round off the lesson with a smile.”33
From that statement can be concluded that game is an entertaining activity
which can make learning process full of happiness. When teaching a new
language in the class teachers need to include some points such as a new
grammatical point, grammatical exercise, or text reading and when those
learning points being taught in monotonous technique learners will feel bored;
therefore to avoid this problem teachers can initiate to use game as their
teaching technique.
Furthermore, Harmer‟s explanation about game in “The Practice of
English Language Teaching” also similar with the explanation that has been
mentioned above; Harmer defines games as an important equipment for
teachers because of their usefulness for language practice and their relaxing
effect for learners. Moreover, he adds that game can provide a challenging and
interesting activity and also capable of cheering up students‟ English class
even in the end of a long day.34
From that statement be summed up that games
32
Wright et al, Op.cit., p.1. 33
Penny Ur, Andrew Wright, Five-Minutes Activity, (Cambridge: Cambridge University
Press, 2007), p. x. 34
Harmer, Op.cit., p. 101.
24
consider as teachers‟ important tools in language teaching. This argumentation
comes from the usefulness that provided by game such as: the opportunity for
learners to practice the target language, game brings joyful feeling while
learning a language, game also can make learning activity more challenging
and interesting which making learning process more cheerful even at the end
of session.
Moreover, game considers also as highly motivated activity because of its
amusing and challenging characteristic. Game not only gives students break
time from a hard and frustrating learning process but also give them a chance
for practicing language skill.35
From that statement can be concluded that
game is very useful because it can motivate students through its challenging
and interesting activity, it can give students a break from a hard learning
process and an obligation for catching lots of learning points, and it also can
give students opportunity for practicing the target language.
In consequence, under pinned the definitions mentioned by some experts
above game considers as an interesting and joyful activity which gives a lot of
advantages for language learners such as cooperative work among the
students, challenging feeling for every learner which can prompt their effort
for doing the best to complete their task, and moreover can make learning
process becomes an interesting activity which makes their English class more
entertaining and provides more opportunity for practicing the target language.
2. Kind of Speaking Games
Some of educational practitioners and experts such as Harmer, Ur,
McDonough, Shaw, and so on agree that there are many kind of games which
can be used as speaking activity such as information-gap game, describing
pictures, and find someone who game.
a. Information-gap
One of purpose of communication is interchanging information between
the speakers or on the other word there is a gap of information between one
35
Aydan Ersoz, Six Game for the EFL/ESL Classroom, The Internet TESL Journal, Vol.
VI, No. 6, June 2000. (http://iteslj.org/).
25
speaker and the other speaker. Therefore in order to provide communication
practice activity to the learners information gap is adopted as one of teaching
technique in speaking. According to Harmer information gap is “where two
speakers have different bits of information, and they can only complete the
whole picture by sharing that information because they have different
information, there is a „gap‟ between them”.36
Based on that statement can be
elaborated that information-gap is a kind of activity which requires the act of
sharing information among the learners in order to accomplish their learning
task. In this activity each learner will be given a different piece of information.
In Teaching and Assessing Skill in Foreign Languages Scrivener reports
that the aim of information-gap activity is to make the students using the
language which is taught in the class to interact in real and meaningful
situation by exchanging the information.37
From that statement can be
summed up that information-gap activity is a kind of activity which provides
the learners with an opportunity for doing communication practice in real and
meaningful situation. In this activity learners are required to exchange the
information with their friends in order to complete their task.
Moreover, Harmer in his book The Practice of English Language
Teaching explains that information-gap activity is a kind of communication
game which urges one learner to talk to a partner in order to solve a puzzle, to
describe and to draw a picture, and so on.38
This statement explains that
information-gap activity prompts learners‟ willingness to talk to their friends
in order to seek for useful information which is used for completing their task.
Consequently, by the statements‟ of the experts above can be summarized
that information-gap activity is an activity that prompts learners to use the
target language in real and meaningful situation for completing the gap of
information that occurs between them.
36
Jeremy Harmer, How to Teach English, (Essex: Pearson Education Limited, 2007), p.
129. 37
Woods, Op.cit., p. 47. 38
Jeremy Harmer, The Practice of English Language Teaching, Fourth Edition, (Essex:
Pearson Education Limited, 2007), p. 349.
26
b. Describing Pictures
In this activity learners will be divided into small group and ach group will
be given a picture which can be seen by all of members of the group. Each
member will be asked to describe the activities in the picture in a sentence as
much as possible and one of their members should write down each sentence.
Learners will be repeated the same procedure when was given a new picture
but they have to make more sentences in each session.
According to Ur, describing picture activity is a productive activity for
beginner classes. In this activity the learners will be tended to break their
previous record for describing the activities in the picture in each session.39
Based on this statement can be concluded that even though describing picture
is a simple activity but it can increase students contribution during the activity
and their opportunity for practicing to speak in the target language.
Another variation of describing picture is known as „Describe and Draw‟
game. This variation has a different concept with the previous variation in
which in this variation learner will be divided into small group or pairs each
student will be given a different kind of picture and they are not allow to see
another picture. Each student in pair will exchange their role first one student
will describe the picture and another one should draw the picture based on the
instruction. Finally, after finishing their task each student can show their
picture and match it with their friends‟ drawing.40
In consequence, from the information above can be summed up that
describing picture game is one of interactive activities for language classes.
This advantage comes for the communicative activity which occurs during this
activity. In this activity learners should use the target language to complete
their task and they also should work cooperatively with their partners in order
to complete their task successfully.
39
Penny Ur, Op.cit., p. 128. 40
Jeremy Harmer, The Practice of English Language Teaching, Third Edition, (New
York: Longman Publishing, 1991), p. 126.
27
c. Find Someone Who Game
Find Someone Who is a kind of game that emphasizes on providing
learners with opportunity for oral interaction practice. According to Wright et
al “Find Someone Who” is kind of game which makes language learners
asking and answering questions to get information about their peers. In this
activity learners should be asked to find out and to report on what some
learners have in common with other learner.41
From that statement can be
conclude that “Find Someone Who” game (FSW) is a kind of activity that
provides the learners with opportunity to use the target language in functional
way in order to seek for personal information from their friends.
Some of experts naming FSW game with different name but actually with
the same concept. One of expert that gives different name to FSW game is Ur.
In her book “Discussion That Work” Ur explains about a kind of activity
named “finding things in common”. In this activity students are divided into
pairs and asked to find many things in common as much as they can and retell
all the point they got from that activity. She suggests that this activity
shouldn‟t be done on a very long time and to avoid boredom while explaining
the points. She suggests each group to make a simple statement about how
many points they have already found during the activity.42
From that statement
can be concluded that FSW can provide communication practice opportunity
for each learner. In this activity learners are demanded to use the target
language in more natural and communicative way which at the same times this
activity also provides an interactive drilling activity because in this activity
learners have to repeat the use of some language points. Meanwhile, the expert
suggests that this kind of activity is not suitable for long-lasting activity in
order to avoid learners‟ boredom during the activity.
41
Andrew Wright, David Betteridge, and Michael Buckby, Games for Language
Learning, Third Edition, (New York: Cambridge University Press, 2006), pp. 16. 42
Penny Ur, Discussion that Work, (Cambridge: Cambridge University Press, 2007), p.
35.
28
Furthermore, Harmer explains that FSW game is an activity which is
designed to provide a specific language practice in joyful and active way. In
this activity students are given a number of different questions and asked for
questioning each other in order to know their partner well especially if the
students in the class are new friends.43
From that statement can be summed up
that FSW game is recommended for new class activity because it provides the
opportunity for sharing personal information and for knowing each other in
more comfortable interaction. On the other hand FSW game also provides the
opportunity for doing some repetition practice of specific language points in
more communicative way.
Moreover, “Find Someone Who” is also considered as a kind of search
game that includes two-way of information gap activity in which every learner
has special information. In this game learners are given an empty table with
some simple instructions that should be filled by the name of friends or sort of
information based on the instruction. They can circle around the class and
seek for the information to complete their task and at the same time to help
their friends completing their own task too.44
The statement mentioned before shows that FSW game is an interesting
activity which provides the opportunity to use the target language in more
interactive way. In this activity students have to circle around the class in
order to find special information from their classmate; moreover, in this
activity learners are being taught to work cooperatively with their classmate in
order to complete their task.
Even though some educational experts gave different name to “Find
Someone Who” game, the basic concept of this activity is similar. This kind of
game concerns on finding some similar or common information from their
friends and at the end of the activity they will be asked to tell and or to sum up
43
Jeremy Harmer, The Practice of English Language Teaching, Third Edition, (New
York: Longman Publishing, 1991), pp. 105- 106. 44
Luu Trong Tuan, Nguyen Thi Minh Doan, Teaching English Grammar Through
Games. Studies in Literature and Language Vol. I No. 7, 2010, (www.cscanada.org), p. 68.
29
the point of information they already found during the activity to the class.
Moreover, most of experts agree that this kind of game shouldn‟t be over used
during learning process because it can cause learners‟ boredom.
3. Benefits of Using “Find Someone Who” Game
According to the experts ,”Find Someone Who” game is a kind of game
which being used as icebreaker or warmer activity; therefore as a warmer
activity FSW known also as an activity that gives more focus on inviting
students to participate actively and to do the best for completing their task
rather than challenging them with competitiveness activity.
Moreover, based on experts argumentations there are some benefits of
using “Find Someone Who” game as a technique for teaching speaking:
a) Making learners feel comfortable to share their personal information with
others and making them feel confident with themselves.
b) Increasing learners‟ focus on language lesson and making learners more
communicative during learning process.
c) Making learners enjoy working with others or on the other words
increasing learners‟ cooperation during learning process.45
d) Encouraging the practice of specific language points in joyful and active
way.46
e) Providing students with precious language practice which emphasizes on
practicing oral strategy such as describing, predicting, simplifying, and
asking for feedback trough game-base activity.47
C. Previous Study
There are previous researches which related to this study:
First of all, a research conducted by Tuhfa Noviana Harun by the title: “Using
English Language Games in Teaching Speaking”. This research was conducted at
the first grade students of SMP Islamiyah Ciputat. The research used Quasi-
45
Andrew Wright, David Betteridge, and Michael Buckby, Games for Language
Learning, Third Edition, (New York: Cambridge University Press, 2006), p. 11. 46
Harmer, Op.cit., p. 105. 47
Jo McDonough, Christopher Shaw. loc.cit.
30
Experimental design as its research design. The result showed that teaching
speaking through English language games can improve students speaking skill.48
Moreover, the second research conducted by Eka Nurul Hayat under the title:
“Teaching The Present Perfect Tense by Using The Game (Find Someone Who)”.
This research was conducted at third grade students of Junior High School in MTs
Soebono Mantofani Jombang, Ciputat. The research design of this study is
Classroom Action Research based on Kurt Lewins‟ design and the result of this
study showed that Find Someone Who game is successful for improving students‟
comprehension and motivation in learning present perfect tense.49
Furthermore, the third research conducted by BayuWahyu Suandi under the
title: “Teaching Speaking Using Simulation Technique”. This research was
conducted at third year students of Islamic Junior High School Arrasyid 2
Warungmenteng, Cijeruk, Bogor. The research design being used in this study is
Pre-Experimental research and the result of this study showed that teaching
speaking trough simulation is effective to improve students‟ speaking score.50
All of the previous researches mentioned above are mainly concerned on
researching and improving speaking skill. In this occasion the writer tries to
conduct a study that aimed to improve students‟ speaking skill in first grade of
Vocational High School in SMKN 3 Tangerang by using a kind of game named
“Find Someone Who” (FSW). The writer choose this kind of game because it
provides repetition drilling activity of specific language items in more interactive
way and at the same time this game also can increase students‟ opportunity for
practicing the target language in speaking class through interesting and joyful
activity. This study aims to observe whether or not FSW game effective to
improve students speaking skill in the first grade of SMKN 3 Tangerang. This
study conducted using pre-experimental design as its research design.
48
Tuhfa Noviana Harun, “Using english laguage games in teaching speaking ”, UIN
Syarif Hidayatullah Jakarta: 2010. Unpublished skripsi. 49
Eka Nurul Hayat, “Teaching the Present Perfect Tense by Using the Game Find
Someone Who”, UIN Syarif Hidayatullah Jakarta: 2011. Unpublished skripsi. 50
Bayu Wahyu Suandi, “Teaching Speaking Using Simulation Technique”, UIN Syarif
Hidayatullah Jakarta: 2010. Unpublished skripsi.
31
D. Theoretical Thinking
Some experts agree to use the three stages of language teaching for teaching
speaking: (1) introducing new language; (2) practice; (3) communication activity.
Therefore, the teaching activity in the class will be conducted in three stages; in
the first stage the writer will introduce the new language points which include its
pronunciation, its writing form, and its function. In the second stage, the writer
will bring the students to practice the target language utterances in controlled way,
this activity commonly known as drilling activity. Finally, in the third stage, the
writer will give some instructions or the rules to play “Find Someone Who” game
to the students before they begin practicing the communication activity. The
writer firstly will make sure that each student understands the rule then the writer
will distribute a piece of paper that consists of some task that should be completed
by each student and the writer will give a brief demonstration about the way for
completing their task. Finally, all of students should circle around the class to ask
their friends in the target language in order to seek for useful information for
completing their task.
Furthermore, since learning a language considers also as a hard work thus
learners should catch lots of learning points while a new language being
introduced; therefore giving learners a break from a hard learning process trough
game alike activity seems to be important. Teachers can use a kind of game Find
Someone Who as speaking activity in communication activity stage, this decision
being made after considering the benefits of game for language learning according
to some experts. They report that “Find Someone Who” game not only can
provide intense and meaningful practice of language but also increase learners‟
cooperation and communication during learning process.
Based on experts‟ statement above the writer assumed that after giving the
treatment- learning speaking using kind of game “Find Someone Who”- to a class
of X (ten) grade students in SMKN 3 Tangerang, the students in this group will
show willingness to speak and better speaking skill than before they was given the
treatment. When the condition appears such as writer‟s assumption that there is a
significant effect of FSW game to improve students‟ speaking skill, it means that
32
the writer‟s assumption is accepted. On the contrary, when the result shows no
significant effect of FSW game for improving students‟ speaking skill after the
treatment being given to the group it means the writer‟s assumption that FSW
game is effective to improve students‟ speaking skill is rejected.
E. Hypotheses
There are two types of research hypotheses: alternative hypothesis (Ha) and
statistic hypothesis or null hypothesis (Ho).51
When alternative hypothesis is
accepted, it shows that there is significant effect on using FSW game to improve
students‟ speaking skill and writer‟s assumption is accepted. On the contrary
when null hypothesis is accepted, it shows that there is no significant effect on
using FSW game to improve students‟ speaking skill and writer‟s assumption is
rejected. Furthermore, in the end of this study, both of these hypotheses will be
proven syntactically after the data have been collected.
In order to make the statement of research hypothesis simpler the writer writes
them in the following statement:
Ha : There is significant effect on using “Find Someone Who” (FSW)
game in teaching speaking to improve students‟ speaking skill at X
grade of SMKN 3 Tangerang.
Ho : There is no significant effect on using FSW game in teaching
speaking to improve students‟ speaking skill at X grade of SMKN 3
Tangerang.
51
Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik, (Jakarta: PT.
Rineka Cipta, 2010), p. 112.
33
CHAPTER III
RESEARCH METHODOLOGY
A. Place and Time of Study
The study conducted at SMK Negeri 3 Tangerang Jl. Moh. Yamin SH Kota
Tangerang. This research conducted for about one and half month which started
on 21st of October 2013 and ended on 25
th of November 2013.
B. Research Method and Design
The research method being used by the writer in this study is quantitative
method. In qualitative method the researcher intends to investigate why something
happened. The occurrence of this changing only can be well described by doing
the study over the object of research. Moreover, some quantitative research
intends to explain the effect of particular variable toward another variable which
only can be done by explaining the relation between each variable.1
Meanwhile, the research design being used in this study is pre-experimental
design or one group pre-test and post-test design which uses only a class or a
group of students for gaining the data without the existence of comparison group.2
Moreover, according to Arikunto an experimental research design is aimed to
investigate whether or not there is a significant influence of particular treatment
over something or on the other hand it tries to investigate the cause and the effect
of particular treatment by comparing one or more than one experiment group that
received a treatment with another group that did not receive a treatment.3
Therefore, based on that statement, in this study the writer conducted the
observation twice: the observation which is done before the treatment called as
pre-test and the observation which is done after the treatment called post-test. The
1 Jhon W Creswell, Educational Research, Planning, Conducting, and Evaluating
Quantitative and Qualitative Research, Fourth Edition, (Boston: Pearson Education Inc, 2012), p.
13. 2 Suharsimi Arikunto, Manajemen Penelitian, (Jakarta: PT.Rineka Cipta, 2005), p. 212.
3 Ibid., p. 207.
34
kind of treatment which has been given to the students in this study is teaching
speaking using “Find Someone Who” game.
C. Variables of the Research
This study uses two kind of variable named dependent variable and
independent variable:
1. Dependent Variable
Dependent variable is a variable which is influenced by independent variable
and this variable was observed by the writer in order to see the effect of
independent variable toward dependent variable. According to Sugiyono
dependent variable is a variable which affected by independent variable or on the
other words a result from independent variable.4 Dependent variable of this study
is students’ oral test scores using two-side information gap activity that will
indicate students’ speaking skill.
2. Independent Variable
Independent variable is a variable which affects dependent variable. Sugiyono
states that independent variable is a variable that influences dependent variable or
on the other words the variable that causes the changing of dependent variable.5
The independent variable of this study is the use of “Find Someone Who” game
for teaching speaking.
D. Data of the Research
In order to find out the result of this research the writer has to collect the
essential information from the object of research. According to Arikunto data is
known as the result which is collected by the researcher that consists of fact or
numbers.6
In this study the data of the research were collected from a class of X.1
students of Culinary Department in SMK Negeri 3 Tangerang which consists of
25 (twenty five) students
4 Sugiyono, Statistika Untuk Penelitian, (Bandung: Alfabeta, 2010), p. 4.
5 Ibid.
6 Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik, (Jakarta: PT.
Rineka Cipta, 2010), p. 161.
35
E. Instrument of the Research
The writer used test as the instrument of this study, then the test will be used
to collect the data from the object of the research. According to Arikunto test is a
series of exercise or tools that used for measuring the competency, intelligence,
and skill which possessed by an individual or group.7
Kind of test being used in this study is oral-test in which students are divided
into pairs and given the list of topics that should be performed in front of the test
takers. Before performing the task each pair will be asked to take the number of
topic that should be performed and will be given preparation time about 2 up to 5
minutes and performance time about 5 minutes. The type of oral test that will be
used in this study is two-side information gap activity in which every learner has
special information that will be used for completing their task.
F. Technique of Collecting Data
The writer decides to use an oral test as the technique of data collection in this
study. The form of oral test being used in this study is two-side information gap
activity. The writer decides to use this kind of oral test after considering Hadfield
statement in his book that an activity which is based on information-gap activity
can be done reciprocally. This situation occurs when both of learners in the pair
have some information that should be used for completing their task.8 That
statement actually up holds the other statement which explains that “Find
Someone Who” game considers as a variation of two-side of information-gap
activity in which every learner should involve in giving and searching for
information from their classmate in order to complete their task and to help their
classmate completing their own task too.9 Therefore, since all of students have
been familiar with this kind of activity and because this activity has been used for
7 Ibid., p. 193.
8 Jill Hadfield, Beginners’ Communication Games, (Harlow: Longman, 1999), p. 8.
9 Luu Trong Tuan, Nguyen Thi Minh Doan, Teaching English Grammar Through Games.
Studies in Literature and Language Vol. I No. 7, 2010, (www.cscanada.org), p. 68.
36
speaking practice thus an oral-test using this design will provide useful feed-back
for both the writer and the students.
The oral-test will be given to all of students in class X.1 of Culinary
Department and then the data which has been collected by the writer calculated by
using t-test. The data from oral-test which conducted in pre-test will be used for
knowing students’ ability to speak before the treatment is given. In the second
meeting up to the fifth meeting students in this class will be taught using the
treatment: “Find Someone Who” game to teach speaking. Finally, after the
treatment is given for about four meetings the students in this class attend oral
post-test in order to observe students’ ability to speak and to collect students’ data
after the treatment and finally the writer calculates the collection of data from both
of pre-test and post-test.
G. Technique of Analyzing Data
The writer decides to use comparative technique in order to find out whether
the use of “Find Someone Who” game for teaching speaking can influence
students’ speaking skill or not. Moreover, the writer compares the data gained
from pre-test and post-test by calculating the mean of pre-test and post-test data.
After the data have been collected from pre-test and post-test, they will be
calculated trough T-test analysis provided by Susetyo in order to get the result of
the research.10
t
D : The difference of each pre-test and post test score
: mean from D
: Standard deviation from mean D
: Pre-test score
10
Budi Susetyo, Statistika Untuk Analisis Data Penelitian, (Bandung: PT Refika
Aditama, 2010), p. 108
37
: Post-test score
The procedure of calculation of the data will be elaborated in the following
steps:
1. Inputting the data gained from pre-test in the table and the data gained from
post-test in based on the number of sample.
2. Calculating the differences between each data in . This kind of data
will be considered as the data of D.
3. Calculating the mean from D or by the formulation ∑
.
4. After finding the result of then the result will be calculated by subtracting
each data in D with the result of .
5. Then after that the calculation for finding the standard deviation of sample
will be done by the formulation √∑
6. After finding the result of the result will be used for finding the standard
deviation from by formulation =
√ .
7. Finally the result from the calculation which has been mentioned above will
be calculated using the formulation t
.
8. Then the result from T-test will be verified trough T-table using dk (derajat
kebebasan) at significant level 1% and 5% in order to observe whether the t-
score located in accepted or rejected hypothesis area.
H. Scoring
The writer use speaking scale which was taken from Hughes book “Testing
for Language Teachers,” this scale provided by Adams and Frith and was adapted
by the writer.11
The speaking scale was specified into 5 criteria such as: accent
(pronunciation), grammar, vocabulary, fluency, and comprehension and the writer
11
Arthur Hughes, Testing for Language Teachers, Second Edition, (Cambridge:
Cambridge University Press, 2003), pp. 131- 132.
38
adapted the description of speaking scale by combining it with Harris’ speaking
scale.12
The detail of rating scale will be elaborated in the following table:
Table 3.1
Speaking Rating Scale
Adapted from Adam, Frith and Harris Speaking Scale Rating Scores
No Criteria Scale Description
1. Accent 5
(3)
Have few traces of native speaker with less
noticeable pronunciation error.
4
(2)
Speech is clear enough nearly native
speaker alike even though there is few
traces of mother tongue accent,
pronunciation error don’t interfere
understanding.
3
(2)
Pronunciation problem occasionally cause
misunderstanding and require careful
listening.
2
(1)
Very hard to understand because often
making pronunciation problem, frequently
require repetition.
1
(0)
Very serious pronunciation problem thus
making speech almost hard to be
understood.
2. Grammar 5
(30)
Make few noticeable grammatical and word
order errors.
4
(24)
Occasionally makes grammatical and or
word orders errors that do not obscure
meaning/cause misunderstanding.
12
David P. Harris, Testing English as a Second Language, (Bombay: Tata McGraw-Hill
Publishing Company, 1977), p. 84.
39
3
(18)
Frequently makes grammatical and word
orders errors which occasionally obscure
meaning and cause occasional
misunderstanding.
2
(12)
Making constant errors which showing low
control of important grammatical pattern
thus causes comprehension difficult and
frequently preventing communication.
1
(6)
Very serious grammatical inaccuracy
except in stock phrase thus makes speech
hard to be understood.
3. Vocabulary 5
(20)
Use of vocabulary and idiom almost like
native speaker (unlimited vocabulary).
4
(16)
Sometimes use inappropriate vocabulary
but don’t prevent the communication.
3
(12)
Frequently choosing wrong words,
conversation somewhat limited because of
inadequate vocabulary.
2
(8)
Very limited vocabulary makes
comprehension quite difficult.
1
(4)
Vocabulary limitation so extreme as to
make simple conversation almost
impossible
4. Fluency 5
(10)
Speech as fluent and effortless almost likes
native-speaker.
4
(8)
Speed of speech seems to be slightly
affected by language problem but some
speech good enough.
3
(6)
Speed and fluency are rather strongly
affected by language problem, sentence
40
frequently left uncompleted.
2
(4)
Usually hesitant or very slow, often make
some pause that caused by language
limitation except for short and simple
sentence.
1
(2)
Speech is so halting and fragmentary as to
make conversation almost impossible
5. Comprehension 5
(19)
Appears to understand everything in normal
without difficulty.
4
(15)
Understand nearly everything at normal
speed although occasionally repetition may
be necessary
3
(12)
Understand most of what is said at slower
than normal speed without repetition
2
(8)
Has great difficulty following what is said,
can comprehend only “social conversation”
spoken slowly and with frequent repetition
1
(4)
Cannot be said understand even simple
conversational English
Maximum Score: 82
Furthermore, students’ score will be interpreted using conversion table
provided by Adams and Frith which will be mentioned below.13
Table 3.2
Conversion Table
Taken from Adams and Frith Conversion Table
Score Rating
16 – 25 0+
13
Op.cit., pp. 132- 133.
41
26 – 32 1
33 – 42 1+
43 – 52 2
53 – 62 2+
63 – 72 3
73 – 82 3+
The conversion of score to the rating scale will show students’ level of
speaking competency and in order to make it clearer the writer decided to adapt
the rating scale which used for showing students’ level of speaking skill using the
following description:
Table 3.3
Description of Conversion Table
Adapted from Adams and Frith Conversion Table
Rating Description
0+ Very poor
1 Poor
1+ Enough
2 Good
2+ Good enough
3 Very good
3+ Excellent
I. Hypotheses Statistic
This study is aimed to find out whether teaching speaking using kind of game
named “Find Someone Who” can give positive effect on improving students’
speaking skill. In order to get the answer from that hypothesis the writer will use
42
two kinds of hypotheses; alternative hypothesis (Ha) and null hypothesis (Ho) in
the following statement:
Ha: there is significance effect toward students’ speaking skill after being taught
by using “Find Someone Who” game.
Ho: there is no significance effect toward students’ speaking skill after being
taught by using “Find Someone Who” game.
Therefore, in order to prove those hypotheses, the data which is gained from
the students’ test are calculated by using t-test formula using the following
assumption:
1. If to > ttable: the alternative hypothesis (Ha) is accepted and the null hypothesis
(Ho) is rejected. It means that there is significant effect on students’ speaking
skill after teaching speaking using “Find Someone Who” game.
2. If to < ttable: the alternative hypothesis (Ha) is rejected and the null hypothesis
(Ho) is accepted. It means that there is no significant effect on students’
speaking skill after teaching speaking using “Find Someone Who” game.
43
CHAPTER IV
RESEARCH FINDING AND DISCUSSION
A. Data Description
In order to know the result of the test, the writer provided the score of students
which was gained from the test conducted in pre-test and pos-test in a table and in
order to make the result of the test clearer the writer also provided the comparison
table to show the differences between students score in pre-test table and post-test
table.
The following table is the table of students score in pre-test which known also
as the result of students’ speaking score before being taught using “Find Someone
Who” game.
Table 4.1
Students Speaking Score
The Score of Students Pre-test (X1)
No Pre-test (X1) No Pre-test (X1)
1 56 14 34
2 33 15 44
3 50 16 53
4 49 17 71
5 44 18 37
6 43 19 46
7 37 20 50
8 50 21 33
9 48 22 56
10 33 23 55
11 50 24 53
44
12 61 25 33
13 65
From the table above can be seen that the lowest score of pre-test was 33;
meanwhile the highest score of pre-test was 71 and the mean score of pre-test was
47.36. In pre-test there are two highest frequencies of score which occurs four
times: 33 and 50 and nine lowest frequencies of score which only occur once there
are: 34, 43, 46, 48, 49, 55, 61, 65, and 71. Furthermore, in order to find out the
differences between students score, the writer showed the result of students’ pos-
test or the test which conducted after the students being taught using “Find
Someone Who” game in the following table:
Table 4.2
Students Speaking Score
The Score of Students Post-test (X2)
No Pre-test (X1) No Pre-test (X1)
1 67 14 65
2 52 15 65
3 59 16 69
4 65 17 76
5 63 18 50
6 63 19 46
7 52 20 55
8 57 21 59
9 65 22 69
10 33 23 61
11 55 24 61
12 50 25 53
13 73
45
From the table of post-test above can be seen that the lowest score of post-test
was 33; whereas the highest score of post-test was 76 which indicates that there
are some improvement in the score of post-test. The mean score of pre-test was
59.32. In post-test the highest frequency of score which occurs four times is 65
and the lowest frequencies of score which only occur once there are: 33, 46, 53,
57, 67, 73 and 76.
B. Data Analysis
The data which gained from pre-test and post-test will be calculated in order to
find out the mean differences between the score from pre-test which taken before
the students were given the treatment using “Find Someone Who” game and the
score from post-test which taken after students were given the treatment using
“Find Someone Who” game. The following table will show the average score that
occur between pre-test and post-test:
Table 4.3
Gained Score of Students’ Pre-test and Post-test
The Comparison between the Score of Pre-test (X1) and the Score of Post-
test (X2)
Student X1 X2
D D (D– )2
X1 – X2
1 56 67 11 -0.96 0.92
2 33 52 19 7.04 49.56
3 50 59 9 -2.96 8.76
4 49 65 16 4.04 16.32
5 44 63 19 7.04 49.56
6 43 63 20 8.04 64.64
7 37 52 15 3.04 9.24
8 50 57 7 -4.96 24.60
46
9 48 65 17 5.04 25.40
10 33 33 0 -11.96 143.04
11 50 55 5 -6.96 48.44
12 61 50 -11 -22.96 527.16
13 65 73 8 -3.96 15.68
14 34 65 31 19.04 362.52
15 44 65 21 9.04 81.72
16 53 69 16 4.04 16.32
17 71 76 5 -6.96 48.44
18 37 50 13 1.04 1.08
19 46 46 0 -11.96 143.04
20 50 55 5 -6.96 48.44
21 33 59 26 14.04 197.12
22 56 69 13 1.04 1.08
23 55 61 6 -5.96 35.52
24 53 61 8 -3.96 15.68
25 33 53 20 8.04 64.64
N = 25 Ʃ X1 = 1184 Ʃ X2 =
1483 Ʃ D = 299
Ʃ D =
0.00
Ʃ (D– )2 =
1998.96
After finding out the differences between X1 (pre-test) and X2 (post-test)
which will considers as data D, the next step is finding out the average score from
data D and in order to find out the mean of D ( ) the writer used the following
formula:
= ∑
=
=
47
Furthermore, after the writer found the differences between score D and by
subtracting them; finally, the result of calculation process between D and will
be squared (see Table 4.3) in order to find out the standard deviation of sample
using the following formula:
√∑
√
√
=
= 9.14
Moreover, after gaining the result of standard deviation from sample, the
writer calculated the standard deviation from in order to gain the t-score from
this study (t0) which calculated using the following formula:
t0
√
√ =
1.83
t0 =
=
6.53
Furthermore, the result of calculation process which has been elaborated
above will show the degree of differences which is occur between X1 and X2 and
the degree of differences between X1 and X2 is 6.53.
Finally, in order to complete the result of this study the writer made a
comparison from the score of t0 based on dk (derajat kebebasan) or known also as
degree of freedom (df) using the following formula:
dk = N – 1
dk = 25 – 1
48
dk = 24
In consequence, based on ttable dk = 24 at level significant 1% and 5% are:
ttable at significant level 1% = 2.797
ttable at significant level 5% = 2.064
In consequence, the result was 2.064 < 6.53 > 2.797 and it showed that t0
(t-observation) was higher than ttable.
C. Hypotheses
Before concluding the final result from data calculation process, the writer
will interpret t0 (t-observation) using the following formulation:
1) Formulating alternative hypothesis (Ha): there is significant difference
between X1 and X2.
2) Formulating null hypothesis (H0): there is no significant deference
between X1 and X2.
The formulations that will be mentioned bellow are the formulation of t0
hypothesis:
1) If t-observation result is higher than t-table (to > ttable) the alternative
hypothesis (Ha) is accepted and the null hypothesis (Ho) is rejected. It
means that there is significant difference between X1 and X2.
2) If t-observation result is lower than t-table (to < ttable) the alternative
hypothesis (Ha) is rejected and the null hypothesis (Ho) is accepted. It
means that there is no significant difference between X1 and X2.
After completing the calculation process the writer found that the value of t0 is
6.53 and dk = 24. In order to know whether the result is significant or not it is
necessary to take a glance to ttable in appendix 10.
49
Based on ttable dk = 24 at significant level 1% = 2.797 and 5% = 2.064. In
consequence, the significant value indicate that t0 > ttable or 6.53 > 2.797 > 2.064
thus it means that Ha (alternative hypothesis) is accepted and H0 (null hypothesis)
is rejected or there is significant deference between the result of pre-test and post-
test.
From the process of data analysis and discussion above can be seen that the
result showed t0 is higher than ttable it means that there is a significant change in
students’ speaking score after receiving the treatment using “Find Someone Who”
game therefore the writer interpreted that the use of “Find Someone Who” game
is effective for improving students’ speaking skill.
D. Data Interpretation
After calculating and analyzing the data, the writer found that the result
showed that the use of “Find Someone Who” game can improve students
speaking skill. The result was proven by the improvement of students’ willingness
to speak in the target language in order to complete their task. Moreover, students
seemed enjoying the activity and felt excited for doing the task and for circling
around the class to seek for information from their friends. In addition, students
felt more comfortable and unburden while communicating in the target language.
This condition contradicts students’ condition and response in the pre-test or
before the treatment was given to the students. Moreover, in pre-test, most of
students showed difficulties in communicating and expressing themselves in the
target language; most of them doing the conversation with their friend like reading
conversation dialogue and some of them was very halting and can’t be said
knowing what to say and how to say something in the target language.
On the contrary, in the post-test most of students felt more comfortable to
communicate and more creative for developing the topic which is discussed with
their pairs. The evidence of students speaking skill improvement can be seen from
the differences between students’ pre-test score and post-test score. In pre-test
students lower score is 33 and students higher score is 71 and in the post-test
50
students lower score is 33 and students higher score is 76. Even though, some
students’ score still remained the same but most of students speaking score and
performance in post-test were better than their score and performance in the pre-
test.
In consequence, the analysis above explains that “Find Someone Who” game
effective to improve students speaking skill in the first grade of SMKN 3
Tangerang. Thus in fact, this study proved the theory of game which stated that
using game as a teaching technique can provide the opportunity for practicing the
target language and bring joyful feeling for the learners during learning proces.
Moreover, this study also proved that “Find Someone Who” game has a lot of
advantages over language learning process especially for teaching speaking such
as making students comfortable to communicate in the target language, increasing
students cooperativeness and contribution during learning process, and making
language learning process more communicative. The research finding has proved
Wright et al explanation about the advantage of “Find Someone Who” game. The
result also uphold their argumentation that FSW game is focused on inviting
students with challenging activity rather than inviting them through competitive
activity that brought negative back-wash effect on students performance. Based
on the interpretation above the writer concluded that “Find Someone Who” game
is effective to improve students’ speaking skill.
51
CHAPTER V
CONCLUSION AND SUGESTION
A. Conclusion
After conducting the study and calculating the data which were taken from
students’ oral pre-test and oral post-test, the result showed that teaching speaking
through “Find Someone Who” game can improve students’ speaking skill. The
conclusion was taken from data calculation process which is gained from the
score of students’ pre-test and post-test. Based on the result of calculation process
the writer gained that the value of t0 is 6.57 and the degree of freedom (df/ dk) is
24. The result of ttable according to 5% significant level= 2.064 and 1% significant
level = 2.797. The result indicated that t0 > ttable (t-observation is higher than ttable)
or 6.57 > 2.797 > 2.064 or 2.064 < 2.797 < 6.57 thus it means that H0 (null
hypothesis) was rejected and Ha (alternative hypothesis) was accepted.
The result showed that Ha (alternative hypothesis) is accepted and it proved
that teaching speaking through “Find Someone Who” game is effective to
improve students’ speaking skill.
B. Suggestion
The writer would like to give some useful suggestion for the reader which is
interested in adapting the use of “Find Someone Who” (FSW) game as teaching
technique or conducting further research about this study. The writer’s
suggestions will be elaborated below:
1. Teachers have to make sure that their students capable to use the target
language for asking and answering the questions orally based on the selected
topic.
2. Teachers also have to make sure that their students understand well about the
role to play the game; a brief demonstration is preferred before starting the
activity.
52
3. Teachers can help their students to communicate by writing some useful clues
(incomplete sentences) for asking question or for answering the question in
order to avoid communication break-down.
4. The most important point, teachers should move around the class in order to
control the flow of activity, help the students overcome their difficulties and
make sure that their students communicate using the target language instead of
using their native language.
5. In order to save the time teachers are preferred to give each student a piece of
paper that consists of their task including the space for the answers.
6. “Find Someone Who” game should not be done too long in order to avoid
students’ boredom. This kind of game is better conducted in limited time in
order to increase the effectiveness of communication process.
53
REFERENCES
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Rineka Cipta, 2010.
-----------------------. Menejemen Penelitian. Jakarta: PT. Rineka Cipta, 2005.
Brown, Gillian., and Yule, George. Teaching the Spoken Language. Cambridge:
Cambridge University Press, 1991.
Carter, Ronald., and Nunan, David. The Cambridge Guide to Teaching English to
Speakers of Other Language. Cambridge: Cambridge University Press,
2001.
Colebiowska, Aleksandra. Getting Students to Talk. Cambridge: The University
Press, 1990.
Ersoz, Aydan. Six Game for the EFL/ESL Classroom, The Internet TESL Journal,
Vol. VI, No. 6, June 2000. (http://iteslj.org/).
Guillot, Marie-Noelle. Fluency and its Teaching. Clevedon: Multilingual Matters
Ltd, 1999.
Hadfield, Jill. Beginners’ Communication Games. Harlow: Longman, 1999.
Harmer, Jeremy. The Practice of English Language Teaching, Third Edition. New
York: Longman Publishing, 1996.
--------------------. How to Teach English. Essex: Pearson Education Limited, 2007.
-------------------. The Practice of English Language Teaching, Fourth Edition.
Essex: Pearson Education Limited, 2007.
Harris, David P. Testing English as a Second Language. Bombay: Tata McGraw-
Hill Publishing Company, 1977.
Hughes, Arthur. Testing for Language Teachers, Second Edition. Cambridge:
Cambridge University Press, 2003.
Hughes, Rebecca. Teaching and Researching Speaking. Harlow: Pearson
Education Limited, 2002.
54
Kayi, Hayriye. Teaching Speaking: Activities to Promote Speaking in a Second
Language. The Internet TESL Journal, Vol. XII, No. 11, November 2006,
(http://iteslj.org/).
Kementerian Pendidikan dan Kebudayaan Republik Indonesia. Peraturan Menteri
Pendidikan dan Kebudayaan Republik Indonesia No. 70 Tahun 2013.
Leech, Geoffrey., and Svartvik, Jan. A Communicative Grammar of English.
Third Eddition. Essex: Pearson Education Limited, 2002.
McDonough, Jo. and Shaw, Christopher. Materials and Methods in ELT. Second
Edition. Oxford: Blackwell Publishing Ltd, 2003.
Nation, I. S. P and Newton, J. Teaching ESL/EFL Listening and Speaking. New
York: Routledge, 2009.
Presiden Republik Indonesia. Peraturan Pemerintah Republik Indonesia No. 32
Tahun 2013.
Richards, Jack C. and S. Rodgers, Theodore. Approaches and Methods in
Language Teaching, Second Edition. Cambridge: Cambridge University
Press, 1992.
S. C. Farrell, Thomas. Succeeding with English Language Learners. California:
Corwin Press, 2006.
Susetyo, Budi. Statistika Untuk Analisis Data Penelitian. Bandung: PT Refika
Aditama, 2010.
Tuan, Luu Trong., and Doan, Nguyen Thi Minh. Teaching English Grammar
Through Games. Studies in Literature and Language Vol. I No. 7, 2010,
(www.cscanada.org).
Ur, Penny. A Course in Language Teaching Practice and Theory. Cambridge:
University Press, 1996.
Ur, Penny. Discussion that Work. Cambridge: Cambridge University Press, 2007.
Ur, Penny., and Wright, Andrew. Five-Minutes Activity. Cambridge: Cambridge
University Press, 2007.
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W Creswell, John. Educational Research, Planning, Conducting, and Evaluating
Quantitative and Qualitative Research. Boston: Pearson Education Inc,
2012.
Woods, Caroline. Teaching and Assessing Skill in Foreign Language. Cambridge:
Cambridge University Press, 2005.
Wright, Andrew., et al., Games for Language Learning, Third Edition. New York:
Cambridge University Press, 2006.
57
INSTRUMENT OF THE RESEARCH
The Topics of Students Oral Test
1. You are new students. You want to make friend with someone sitting next
to you, and then you introduce yourself and you share personal
information with her/ him.
2. After a long time, you meet your old friend in a public transportation. You
don’t know where he/she lives now and you share some information with
her/ him.
3. At the first day of school, you meet your best friend. You ask her/ him
what she/ he did during holiday.
4. You meet your friend in a book store. You want to know what her/ his
favorite book and what she/ he want to buy in a book store.
5. You meet your new classmate in a supermarket. You want to know what
she/ he wants to buy in supermarket.
GUIDANCE FOR ORAL-TEST
Kisi-Kisi Soal Ujian
Indikator Pertanyaan No. Soal
Menyusun teks lisan dan tulis
untuk memaparkan, menanyakan,
dan merespon pemaparan jati diri,
dengan memperhatikan fungsi
sosial, struktur teks, dan unsur
kebahasaa yang benar dan sesuai
konteks.
Sharing personal information:
a. Greeting
b. Asking, responding and
explaining personal information
c. Closing the conversation
1, 2, 3
Menyusun teks lisan dan tulis
untuk menyatakan dan
menanyakan tentang niat
melakukan suatu tindakan/
kegiatan, dengan memperhatikan
fungsi sosial, struktr teks, dan
unsur kebahasaan yang benar dan
sesuai konteks.
Asking for the purpose of doing
something:
a. Greeting
b. Asking and explaining the
purpose of doing something
c. Closing the conversation
4, 5
58
PRE-TEST SCORING
Name : …………………………….. Score: ………
No Criteria Scale Description
1. Accent 5
Have few traces of native speaker with less noticeable
pronunciation error.
4
Speech is clear enough nearly native speaker alike even though
there is few traces of mother tongue accent, pronunciation error
don’t interfere understanding.
3
Pronunciation problem occasionally cause misunderstanding and
require careful listening.
2
Very hard to understand because often making pronunciation
problem, frequently require repetition.
1
Very serious pronunciation problem thus making speech almost
hard to be understood.
2. Grammar 5 Make few noticeable grammatical and word order errors.
4
Occasionally makes grammatical and or word orders errors that do
not obscure meaning/cause misunderstanding.
3
Frequently makes grammatical and word orders errors which
occasionally obscure meaning and cause occasional
misunderstanding.
2
Making constant errors which showing low control of important
grammatical pattern thus causes comprehension difficult and
frequently preventing communication.
1
Very serious grammatical inaccuracy except in stock phrase thus
makes speech hard to be understood.
3. Vocabulary 5
Use of vocabulary and idiom almost like native speaker (unlimited
vocabulary).
4
Sometimes use inappropriate vocabulary but don’t prevent the
communication.
3
Frequently choosing wrong words, conversation somewhat limited
because of inadequate vocabulary.
2 Very limited vocabulary makes comprehension quite difficult.
1
Vocabulary limitation so extreme as to make simple conversation
almost impossible
4. Fluency 5 Speech as fluent and effortless almost likes native-speaker.
4
Speed of speech seems to be slightly affected by language
problem but some speech good enough.
3
Speed and fluency are rather strongly affected by language
problem, sentence frequently left uncompleted.
2
Usually hesitant or very slow, often make some pause that caused
by language limitation except for short and simple sentence.
1
Speech is so halting and fragmentary as to make conversation
almost impossible
5. Comprehension 5 Appears to understand everything in normal without difficulty.
4
Understand nearly everything at normal speed although
occasionally repetition may be necessary
3
Understand most of what is said at slower than normal speed
without repetition
2
Has great difficulty following what is said, can comprehend only
“social conversation” spoken slowly and with frequent repetition
1 Cannot be said understand even simple conversational English
59
PRE-TEST SCORING
Name : …………………………….. Score: ………
No Criteria Scale Description
1. Accent 5
Have few traces of native speaker with less noticeable
pronunciation error.
4
Speech is clear enough nearly native speaker alike even though
there is few traces of mother tongue accent, pronunciation error
don’t interfere understanding.
3
Pronunciation problem occasionally cause misunderstanding and
require careful listening.
2
Very hard to understand because often making pronunciation
problem, frequently require repetition.
1
Very serious pronunciation problem thus making speech almost
hard to be understood.
2. Grammar 5 Make few noticeable grammatical and word order errors.
4
Occasionally makes grammatical and or word orders errors that do
not obscure meaning/cause misunderstanding.
3
Frequently makes grammatical and word orders errors which
occasionally obscure meaning and cause occasional
misunderstanding.
2
Making constant errors which showing low control of important
grammatical pattern thus causes comprehension difficult and
frequently preventing communication.
1
Very serious grammatical inaccuracy except in stock phrase thus
makes speech hard to be understood.
3. Vocabulary 5
Use of vocabulary and idiom almost like native speaker (unlimited
vocabulary).
4
Sometimes use inappropriate vocabulary but don’t prevent the
communication.
3
Frequently choosing wrong words, conversation somewhat limited
because of inadequate vocabulary.
2 Very limited vocabulary makes comprehension quite difficult.
1
Vocabulary limitation so extreme as to make simple conversation
almost impossible
4. Fluency 5 Speech as fluent and effortless almost likes native-speaker.
4
Speed of speech seems to be slightly affected by language
problem but some speech good enough.
3
Speed and fluency are rather strongly affected by language
problem, sentence frequently left uncompleted.
2
Usually hesitant or very slow, often make some pause that caused
by language limitation except for short and simple sentence.
1
Speech is so halting and fragmentary as to make conversation
almost impossible
5. Comprehension 5 Appears to understand everything in normal without difficulty.
4
Understand nearly everything at normal speed although
occasionally repetition may be necessary
3
Understand most of what is said at slower than normal speed
without repetition
2
Has great difficulty following what is said, can comprehend only
“social conversation” spoken slowly and with frequent repetition
1 Cannot be said understand even simple conversational English
60
POST-TEST SCORING
Name : …………………………….. Score: ………
No Criteria Scale Description
1. Accent 5
Have few traces of native speaker with less noticeable
pronunciation error.
4
Speech is clear enough nearly native speaker alike even though
there is few traces of mother tongue accent, pronunciation error
don’t interfere understanding.
3
Pronunciation problem occasionally cause misunderstanding and
require careful listening.
2
Very hard to understand because often making pronunciation
problem, frequently require repetition.
1
Very serious pronunciation problem thus making speech almost
hard to be understood.
2. Grammar 5 Make few noticeable grammatical and word order errors.
4
Occasionally makes grammatical and or word orders errors that do
not obscure meaning/cause misunderstanding.
3
Frequently makes grammatical and word orders errors which
occasionally obscure meaning and cause occasional
misunderstanding.
2
Making constant errors which showing low control of important
grammatical pattern thus causes comprehension difficult and
frequently preventing communication.
1
Very serious grammatical inaccuracy except in stock phrase thus
makes speech hard to be understood.
3. Vocabulary 5
Use of vocabulary and idiom almost like native speaker (unlimited
vocabulary).
4
Sometimes use inappropriate vocabulary but don’t prevent the
communication.
3
Frequently choosing wrong words, conversation somewhat limited
because of inadequate vocabulary.
2 Very limited vocabulary makes comprehension quite difficult.
1
Vocabulary limitation so extreme as to make simple conversation
almost impossible
4. Fluency 5 Speech as fluent and effortless almost likes native-speaker.
4
Speed of speech seems to be slightly affected by language
problem but some speech good enough.
3
Speed and fluency are rather strongly affected by language
problem, sentence frequently left uncompleted.
2
Usually hesitant or very slow, often make some pause that caused
by language limitation except for short and simple sentence.
1
Speech is so halting and fragmentary as to make conversation
almost impossible
5. Comprehension 5 Appears to understand everything in normal without difficulty.
4
Understand nearly everything at normal speed although
occasionally repetition may be necessary
3
Understand most of what is said at slower than normal speed
without repetition
2
Has great difficulty following what is said, can comprehend only
“social conversation” spoken slowly and with frequent repetition
1 Cannot be said understand even simple conversational English
61
POST-TEST SCORING
Name : …………………………….. Score: ………
No Criteria Scale Description
1. Accent 5
Have few traces of native speaker with less noticeable
pronunciation error.
4
Speech is clear enough nearly native speaker alike even though
there is few traces of mother tongue accent, pronunciation error
don’t interfere understanding.
3
Pronunciation problem occasionally cause misunderstanding and
require careful listening.
2
Very hard to understand because often making pronunciation
problem, frequently require repetition.
1
Very serious pronunciation problem thus making speech almost
hard to be understood.
2. Grammar 5 Make few noticeable grammatical and word order errors.
4
Occasionally makes grammatical and or word orders errors that do
not obscure meaning/cause misunderstanding.
3
Frequently makes grammatical and word orders errors which
occasionally obscure meaning and cause occasional
misunderstanding.
2
Making constant errors which showing low control of important
grammatical pattern thus causes comprehension difficult and
frequently preventing communication.
1
Very serious grammatical inaccuracy except in stock phrase thus
makes speech hard to be understood.
3. Vocabulary 5
Use of vocabulary and idiom almost like native speaker (unlimited
vocabulary).
4
Sometimes use inappropriate vocabulary but don’t prevent the
communication.
3
Frequently choosing wrong words, conversation somewhat limited
because of inadequate vocabulary.
2 Very limited vocabulary makes comprehension quite difficult.
1
Vocabulary limitation so extreme as to make simple conversation
almost impossible
4. Fluency 5 Speech as fluent and effortless almost likes native-speaker.
4
Speed of speech seems to be slightly affected by language
problem but some speech good enough.
3
Speed and fluency are rather strongly affected by language
problem, sentence frequently left uncompleted.
2
Usually hesitant or very slow, often make some pause that caused
by language limitation except for short and simple sentence.
1
Speech is so halting and fragmentary as to make conversation
almost impossible
5. Comprehension 5 Appears to understand everything in normal without difficulty.
4
Understand nearly everything at normal speed although
occasionally repetition may be necessary
3
Understand most of what is said at slower than normal speed
without repetition
2
Has great difficulty following what is said, can comprehend only
“social conversation” spoken slowly and with frequent repetition
1 Cannot be said understand even simple conversational English
62
TRANSCRIPT OF PRE-TEST
3. At the first day of school, you meet your best friend. You ask her/ him what
she/ he did during holiday.
Ambar : Good morning.
Nadia : Good morning.
Ambar : How are you Nadia?
Nadia : I’m fine thank you. And you?
Ambar : I’m fine thanks. How do you do?
Nadia : ………………. (silent)
Ambar : How do you do Nadia?
Emh…. How are your holiday Nadia?
Nadia : I want….. I …. I was great. I went the week end in beach, and you?
Ambar : ehhh…. Ntar dulu….. I went to the Parang Teritis beach and it was great!
Nadia : Luck you!
Ambar : Luck you!
63
TRANSCRIPT OF POST-TEST
1. You are new students. You want to make friend with someone sitting next to
you, and then you introduce yourself and you share personal information with
her/ him.
Ambar : Good morning.
Nadia : Good morning.
Ambar : May I seat here?
Nadia : Sure! Are you…. are you is student?
Ambar : Yes, I’am. My name is Ambarjuli Damayanti, you can call me Ambar.
And what is your name?
Nadia : My name is Nadia. Emmmh….. my name is Nadia.
Emm….. where were you live?
Ambar : I live….. I live at Poris Jogor Baru , Batu Ceper, Tangerang. And Nadia
where do you live?
Nadia : I live at in Jl. KH. Taymiyah, Batu Ceper, Tangerang.
Ambar : Where… ehh… when were you born?
Nadia : I was born 8 July 1996, and you?
Ambar : I was born on 26 July 1997.
Nadia : Nice to meet you.
Ambar : Nice to meet you too.
Nadia : Thank you.
Ambar : You are welcome.
64
SCORING SYSTEM
Pre-test Scoring
Students
Accent Grammar Vocabulary Fluency Comprehension
Test-
taker 1
Test-
taker 2
Test-
taker 1
Test-
taker 2
Test-
taker 1
Test-
taker 2
Test-
taker 1
Test-
taker 2
Test-
taker 1
Test-
taker 2
1 4 3 4 4 3 4 3 3 3 4
2 2 3 2 3 2 3 2 3 2 3
3 3 3 4 3 3 4 3 3 3 3
4 3 3 3 3 3 4 2 2 3 3
5 4 3 4 3 3 2 3 2 4 3
6 2 3 3 3 3 3 2 3 2 3
7 2 2 2 3 2 4 2 2 2 2
8 3 3 3 3 3 3 3 3 3 3
9 3 3 4 2 3 3 3 2 3 3
10 2 3 3 2 2 3 2 2 2 2
11 3 3 3 3 3 3 3 4 3 4
12 3 4 4 4 4 4 4 4 4 5
13 4 4 4 4 4 4 4 4 4 5
14 3 4 3 2 2 3 2 3 3 2
15 3 3 3 3 3 3 2 2 3 2
16 4 4 4 3 3 4 3 4 4 5
17 5 4 4 5 4 4 5 5 5 5
18 2 3 2 3 2 3 2 3 3 3
19 3 3 3 3 2 3 3 3 3 3
20 2 4 2 4 2 4 2 4 2 4
21 2 2 2 3 2 2 2 2 2 2
22 3 4 4 4 3 4 3 3 4 3
23 4 4 3 3 3 3 4 4 5 3
24 4 4 3 3 3 3 4 3 5 3
25 3 2 2 3 2 3 2 3 2 3
65
Students’ Pre-test Score in Scale
Students Accent Grammar Vocabulary Fluency Comprehension
1 3.5 4 3.5 3 3.5
2 2.5 2.5 2.5 2.5 2.5
3 3 3.5 3.5 3 3
4 3 3 3.5 2 3
5 3.5 3.5 2.5 2.5 3.5
6 2.5 3 3 2.5 2.5
7 2 2.5 3 2 2
8 3 3 3 3 3
9 3 3 3 2.5 3
10 2.5 2.5 2.5 2 2
11 3 3 3 3.5 3.5
12 3.5 4 4 4 4.5
13 4 4 4 4 4.5
14 3.5 2.5 2.5 2.5 2.5
15 3 3 3 2 2.5
16 4 3.5 3.5 3.5 4.5
17 4.5 4.5 4 5 5
18 2.5 2.5 2.5 2.5 3
19 3 3 2.5 3 3
20 3 3 3 3 3
21 2 2.5 2 2 2
22 3.5 4 3.5 3 3.5
23 4 3 3 4 4
24 4 3 3 3.5 4
25 2.5 2.5 2.5 2.5 2.5
66
Students’ Pre-test Score
Students Accent Grammar Vocabulary Fluency Comprehension Score Level
1 2 24 12 6 12 56 2+
2 1 12 8 4 8 33 1+
3 2 18 12 6 12 50 2
4 3 18 12 4 12 49 2
5 2 18 8 4 12 44 2
6 1 18 12 4 8 43 2
7 1 12 12 4 8 37 1+
8 2 18 12 6 12 50 2
9 2 18 12 4 12 48 2
10 1 12 8 4 8 33 1+
11 2 18 12 6 12 50 2
12 2 24 12 8 15 61 2+
13 2 24 16 8 15 65 3
14 2 12 8 4 8 34 1+
15 2 18 12 4 8 44 2
16 2 18 12 6 15 53 2+
17 2 24 16 10 19 71 3
18 1 12 8 4 12 37 1+
19 2 18 8 6 12 46 2
20 2 18 12 6 12 50 2
21 1 12 8 4 8 33 1+
22 2 24 12 6 12 56 2+
23 2 18 12 8 15 55 2+
24 2 18 12 6 15 53 2+
25 1 12 8 4 8 33 1+
67
Post-test Scoring
Students
Accent Grammar Vocabulary Fluency Comprehension
Test-
taker 1
Test-
taker 2
Test-
taker 1
Test-
taker 2
Test-
taker 1
Test-
taker 2
Test-
taker 1
Test-
taker 2
Test-
taker 1
Test-
taker 2
1 4 4 4 4 4 5 5 5 4 5
2 3 4 3 4 3 4 3 5 3 4
3 4 4 4 4 3 4 3 4 4 4
4 4 4 4 5 4 5 4 4 4 5
5 3 3 4 4 4 5 3 4 4 4
6 4 4 4 5 4 4 3 4 4 5
7 4 3 4 3 4 3 4 4 3 3
8 4 5 3 4 3 5 3 4 4 4
9 3 4 4 4 4 4 4 4 4 4
10 2 3 2 3 2 3 2 3 2 3
11 3 4 3 4 3 4 3 5 4 5
12 3 3 3 3 3 4 3 4 3 4
13 4 4 4 4 5 5 4 5 5 5
14 4 4 4 4 4 4 4 4 4 4
15 4 4 4 4 4 4 4 4 4 4
16 4 5 4 5 4 5 4 5 5 5
17 5 5 4 5 5 5 5 5 5 5
18 3 4 3 3 3 4 3 4 3 3
19 4 4 4 4 4 4 4 4 4 4
20 3 4 3 4 3 4 4 4 4 4
21 3 4 3 4 4 4 4 4 4 4
22 4 4 4 4 4 4 4 4 5 5
23 4 4 4 4 3 4 4 4 4 4
24 4 4 4 4 3 4 4 4 4 4
25 3 4 3 4 3 4 3 4 4 4
68
Students’ Post-test Score in Scale
Students Accent Grammar Vocabulary Fluency Comprehension
1 4 4 4.5 5 4.5
2 3.5 3.5 3.5 4 3.5
3 4 4 3.5 3.5 4
4 4 4.5 4.5 4 4.5
5 3 4 4.5 3.5 4
6 4 4.5 4 3.5 4.5
7 3.5 3.5 3.5 4 3
8 4.5 3.5 4 3.5 4
9 3.5 4 4 4 4
10 2.5 2.5 2.5 2.5 2.5
11 3.5 3.5 3.5 4 4.5
12 3 3 3.5 3.5 3.5
13 4 4 5 4.5 5
14 4 4 4 4 4
15 4 4 4 4 4
16 4.5 4.5 4.5 4.5 5
17 5 4.5 5 5 5
18 3.5 3 3.5 3.5 3
19 3 3 2.5 3 3
20 3.5 3.5 3.5 4 4
21 3.5 3.5 4 4 4
22 4 4 4 4 5
23 4 4 3.5 4 4
24 4 4 3.5 4 4
25 3.5 3.5 3.5 3.5 4
69
Students’ Post-test Score
Students Accent Grammar Vocabulary Fluency Comprehension Score Level
1 2 24 16 10 15 67 3
2 2 18 12 8 12 52 2
3 2 24 12 6 15 59 2+
4 2 24 16 8 15 65 3
5 2 24 16 6 15 63 3
6 2 24 16 6 15 63 3
7 2 18 12 8 12 52 2
8 2 18 16 6 15 57 2+
9 2 24 16 8 15 65 3
10 1 12 8 4 8 33 1+
11 2 18 12 8 15 55 2+
12 2 18 12 6 12 50 2
13 2 24 20 8 19 73 3+
14 2 24 16 8 15 65 3
15 2 24 16 8 15 65 3
16 2 24 16 8 19 69 3
17 3 24 20 10 19 76 3+
18 2 18 12 6 12 50 2
19 2 18 8 6 12 46 2
20 2 18 12 8 15 55 2+
21 2 18 16 8 15 59 2+
22 2 24 16 8 19 69 3
23 2 24 12 8 15 61 2+
24 2 24 12 8 15 61 2+
25 2 18 12 6 15 53 2+
70
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Sekolah : SMK Negeri 3 Tangerang
Mata Pelajaran : Bahasa Inggris (Berbicara)
Kelas/ Semester : X (Sepuluh)/I (Satu)
Alokasi Waktu : 2 x 45 (2 x pertemuan )
I. Kompetensi Inti:
4. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak
terkait pengembangan dari yang dipelajarinya disekolah secara mandiri,
dan mampu menggunakan metoda sesuai kaidah keilmuan.
II. Kompetensi Dasar:
4.2 Menyusun teks lisan dan tulis untuk memaparkan, menanyakan, dan
merespon pemaparan jati diri, dengan memperhatikan fungsi sosial,
struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.
III. Indikator:
1. Kognisi
1.1. Proses
1.1.1 Mengidentifikasi kegunaan cardinal number, ordinal number,
dan adjectives dengan baik dan benar dengan memperhatikan
fungsi sosial, struktur, dan unsur kebahasaan yang benar sesuai
dengan konteks.
1.1.2 Menyusun struktur kebahasaan yang baik dan benar
menggunakan cardinal number, ordinal number, dan adjective
untuk memaparkan, menanyakan, dan merespon pemaparan jati
diri sesuai dengan fungsi sosial dan konteks.
1.2 Produk
1.2.1 Mereproduksi ujaran yang telah dicontohkan guru dengan
pelafalan dan struktur kebahasaan yang baik dan benar untuk
71
memaparkan, menanyakan, dan merespon pemaparan jati diri
sesuai dengan fungsi sosial dan konteks.
2. Afektif
2.1 Karakter
2.1.1 Jujur, disiplin, dan bertanggung jawab dalam melaksanakan
tugas yang diberikan.
2.2. Kemampuan Sosial
2.2.1 Siswa menunjukkan kemampuan bekerjasama yang baik dalam
menyelesaikan dan melaporkan tugas yang telah diberikan.
3. Psikomotor
3.1 Siswa mampu menggunakan struktur kebahasaan yang baik dan benar
untuk memaparkan, menanyakan, dan merespon pemaparan jati diri
dengan memperhatikan kesesuaian fungsi sosial dan konteks.
IV. Tujuan Pembelajaran:
1. Kognisi
1.1. Proses
1.1.1 Berdasarkan penjelasan dari guru siswa diharapkan dapat
mengidentifikasi kegunaan dari cardinal number, ordinal
number, dan adjective sesuai dengan fungsi sosial, struktur
kebahasaan, dan konteks.
1.1.2 Berdasarkan contoh percakapan yang didemostrasikan guru
dihadapan kelas siswa diharapkan dapat menyusun struktur
kebahasaan yang baik dan benar menggunakan cardinal
number, ordinal number, dan adjective untuk memaparkan,
menanyakan, dan merespon pemaparan jati diri sesuai dengan
fungsi sosial dan konteks.
1.2. Produk
1.2.1 Dengan latihan ujaran-ujaran yang telah dicontohkan guru
siswa diharapkan dapat mereproduksi ujaran dengan pelafalan
dan struktur kebahasaan yang baik dan benar untuk
72
memaparkan, menanyakan, dan merespon pemaparan jati diri
sesuai dengan fungsi sosial dan konteks.
2. Afektif
2.1 Karakter
2.1.1 Selama proses belajar berlangsung siswa diharapkan untuk
bersikap jujur, disiplin, dan bertanggung jawab dalam
melaksanakan tugas yang diberikan.
2.2 Keterampilan Sosial
2.2.1. Selama proses belajar berlangsung siswa diharapkan untuk
menunjukkan kemampuan bekerjasama yang baik dalam
menyelesaikan dan melaporkan tugas yang telah diberikan.
3. Psikomotor
3.1 Melalui latihan yang intensif siswa diharapkan dapat menggunakan
struktur kebahasaan yang baik dan benar untuk memaparkan,
menanyakan, dan merespon pemaparan jati diri dengan memperhatikan
kesesuaian fungsi sosial dan konteks.
V. Materi Pembelajaran:
1. Cardinal Number (students’ book p. 24)
Cardinal number (counting numbers) gives information about “how
many” to show quantities of something.
The use of cardinal numbers:
a. To tell the time; (e.g. Twelve fifteen/ quarter past twelve/ twelve
o’clock and fifteen minutes), date; (January five/ January the fifth
i.e. ordinal number), and phone number (e.g. 0857xxxx oh, eight,
five, seven xxxx).
b. To show the speed; (e.g. a hundred kilometers), price; (e.g. five
million rupiahs), and physical appearance such as weight; (e.g. two
hundred and fifty kilos) and height; (e.g. one hundred and eighty five
tall).
73
*Note:
Hundreds and tens are usually separated by ‘and’; e.g. ten
hundred and twenty.
Numbers are usually written in singular; e.g. five million rupiahs.
The plural number is usually used with dozen, hundreds,
thousands, millions, billions when they are not modified by
another number of expressions; e.g. several/ few; e.g. hundreds
of people visit Bali each year; which mean a large number of
people come to Bali every year.
1.1 Calculation
2 + 2 = 4 Two and two is/are four. (informal)
Two plus two equals/is four. (formal)
7 – 2 = 5
Two from seven is/leaves five. (informal)
Seven take away two is/leaves five.
(informal)
Seven minus two equals/is five (formal)
3 x 4 = 12
Three four are twelve. (informal)
Three times four is twelve. (informal)
Three multiplied by four equals/is twelve.
(formal)
12 : 3 = 4
Three(s) into twelve goes four (times).
(informal)
Twelve divided by three equals/is four.
(formal)
1.2 Room Numbers
For room number, we can read it like the following:
R 406 = Room four oh six
74
R 348 = Room three forty eight
But we can’t read room numbers using hundreds
e.g. R 348 = Room three hundred and forty eight.
1.3 Flight Numbers
Flight numbers mostly consist of letters and numbers:
GA-876 from Hongkong has arrived.
(The Garuda Indonesia Airways, flight number G.A eight seven six
from Hongkong has arrived).
2. Ordinal Number (students’ book p. 25)
Ordinal numbers (order number) explain the order of things in a set; first,
second, third, etc. they show rank or position of something instead of
quantity of something; e.g. the first winner, forty-fifth in the line, etc.
*Note:
The name of kings and queens are written in Roman numbers; e.g.
Elizabeth II
In spoken English the definite article ‘the’ is used before the
ordinal number; e.g Elizabeth the Second.
Date can be said using both of cardinal and ordinal number; e.g.
January five (i.e. cardinal number) or January the fifth (i.e. ordinal
number).
VI. Strategi, Model and Metode Pembelajaran :
1. Strategi Pembelajaran: Menggunakan “Find Someone Who” game
2. Model Pembelajaran : Pendekatan komunikatif
3. Metoda Pembelajaran: Communicative Language Teaching
VII. Alat dan bahan :
Dialog percakapan dalam bahasa inggris.
Gambar.
Lembar kegiatan siswa
75
VII. Kegiatan Pembelajaran :
Kegiatan Pembuka ( 10 menit)
1. Mengkondisikan dan mempersiapkan kelas dengan meminta siswa duduk
dengan rapih, berdoa bersama, dan mengecek kehadiran siswa.
2. Guru menuliskan beberapa angka dan meminta siswa untuk memberikan
mengucapkannya dalam bahasa inggris. Selanjutnya guru mengarahkan
siswa kepada penjelasan mengenai tujuan pembelajaran dan jenis-jenis
kemampuan yang hendak dikuasai siswa setelah mempelajari materi
yang diberikan di kelas.
Kegiatan Inti (
1. Siswa mendengarkan penjelasan guru mengenai tatacara penggunaan
ordinal number dan cardinal number dalam kehidupan sehari-hari.
2. Guru memberikan contoh dialog yang digunakan untuk menanyakan
informasi pribadi: menanyakan alamat rumah, menanyakan tempat dan
tanggal lahir seseorang, menanyakan nomer telephon seseorang,
menanyakan tinggi badan dan berat badan seseorang.
3. Guru meminta siswa menirukan ujaran demi ujaran kalimat yang
digunakan untuk bertanya dan merespon pertanyaan.
4. Guru mengamati kemampuan siswa dalam memproduksi ujaran dengan
baik dan benar.
5. Guru meminta siswa yang melakukan kesalahan dalam pengujaran untuk
melakukan pengulangan hingga siswa dapat memperbaiki kesalahannya.
6. Guru memberikan tugas kepada siswa untuk mempraktekan ujaran yang
telah dipelajarinya dengan teman sebangkunya sebagai persiapan
memainkan “Find Someone Who” game.
7. Siswa dikelompokkan menjadi beberapa kelompok kecil yang terdiri dari
dua orang.
8. Siswa diminta berkeliling kelas untuk saling bertukar informasi pribadi
dan menyelesaikan tugas yang telah diberikan oleh guru.
76
9. Siswa diberikan tugas untuk mencari kesamaan dirinya dengan 2 orang
teman sekelasnya.
Kegiatan Penutup ( 10 menit)
1. Guru membantu siswa untuk menyimpulkan hasil dari tugas yang telah
diberikan.
2. Guru bersama-sama siswa membuat kesimpulan mengenai poin-poin
pembelajaran yang telah disampaikan.
3. Guru memberikan umpan balik berupa tugas untuk mengecek
pemahaman siswa mengenai materi yang telah diajarkan.
Tangerang, Oktober 2013
Mengetahui,
Guru Pamong Praktikan
(Hj. Murtinah, S.Pd) (Dian Novita Sari)
77
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Sekolah : SMK Negeri 3 Tangerang
Mata Pelajaran : Bahasa Inggris (Berbicara)
Kelas/ Semester : X (Sepuluh)/I (Satu)
Alokasi Waktu : 2 x 45 (2 x pertemuan )
I. Kompetensi Inti:
4. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak
terkait pengembangan dari yang dipelajarinya disekolah secara mandiri,
dan mampu menggunakan metoda sesuai kaidah keilmuan.
II. Kompetensi Dasar:
4.2 Menyusun teks lisan dan tulis untuk memaparkan, menanyakan, dan
merespon pemaparan jati diri, dengan memperhatikan fungsi sosial,
struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.
III. Indikator:
1. Kognisi
1.1. Proses
1.1.1 Mengidentifikasi kegunaan cardinal number, ordinal number,
dan adjectives dengan baik dan benar dengan memperhatikan
fungsi sosial, struktur, dan unsur kebahasaan yang benar
sesuai dengan konteks.
1.1.2 Menyusun struktur kebahasaan yang baik dan benar
menggunakan cardinal number, ordinal number, dan adjective
untuk memaparkan, menanyakan, dan merespon pemaparan jati
diri sesuai dengan fungsi sosial dan konteks.
1.2 Produk
1.2.1 Mereproduksi ujaran yang telah dicontohkan guru dengan
pelafalan dan struktur kebahasaan yang baik dan benar untuk
78
memaparkan, menanyakan, dan merespon pemaparan jati diri
sesuai dengan fungsi sosial dan konteks.
2. Afektif
2.1 Karakter
2.1.1 Jujur, disiplin, dan bertanggung jawab dalam melaksanakan
tugas yang diberikan.
2.2. Kemampuan Sosial
2.2.1 Siswa menunjukkan kemampuan bekerjasama yang baik dalam
menyelesaikan dan melaporkan tugas yang telah diberikan.
3. Psikomotor
3.1 Siswa mampu menggunakan struktur kebahasaan yang baik dan benar
untuk memaparkan, menanyakan, dan merespon pemaparan jati diri
dengan memperhatikan kesesuaian fungsi sosial dan konteks.
IV. Tujuan Pembelajaran:
1. Kognisi
1.1. Proses
1.1.3 Berdasarkan penjelasan dari guru siswa diharapkan dapat
mengidentifikasi kegunaan dari cardinal number, ordinal
number, dan adjective sesuai dengan fungsi sosial, struktur
kebahasaan, dan konteks.
1.1.4 Berdasarkan contoh percakapan yang didemostrasikan guru
dihadapan kelas siswa diharapkan dapat menyusun struktur
kebahasaan yang baik dan benar menggunakan cardinal
number, ordinal number, dan adjective untuk memaparkan,
menanyakan, dan merespon pemaparan jati diri sesuai dengan
fungsi sosial dan konteks.
1.2. Produk
1.2.1 Dengan latihan ujaran-ujaran yang telah dicontohkan guru
siswa diharapkan dapat mereproduksi ujaran dengan pelafalan
dan struktur kebahasaan yang baik dan benar untuk
79
memaparkan, menanyakan, dan merespon pemaparan jati diri
sesuai dengan fungsi sosial dan konteks.
2. Afektif
2.1 Karakter
2.1.1 Selama proses belajar berlangsung siswa diharapkan untuk
bersikap jujur, disiplin, dan bertanggung jawab dalam
melaksanakan tugas yang diberikan.
2.2 Keterampilan Sosial
2.2.1. Selama proses belajar berlangsung siswa diharapkan untuk
menunjukkan kemampuan bekerjasama yang baik dalam
menyelesaikan dan melaporkan tugas yang telah diberikan.
3. Psikomotor
3.2 Melalui latihan yang intensif siswa diharapkan dapat menggunakan
struktur kebahasaan yang baik dan benar untuk memaparkan,
menanyakan, dan merespon pemaparan jati diri dengan memperhatikan
kesesuaian fungsi sosial dan konteks.
V. Materi Pembelajaran:
1. Cardinal Number (students’ book p. 24)
Cardinal number (counting numbers) gives information about “how
many” to show quantities of something.
The use of cardinal numbers:
a. To tell the time; (e.g. Twelve fifteen/ quarter past twelve/ twelve
o’clock and fifteen minutes), date; (January five/ January the fifth
i.e. ordinal number), and phone number (e.g. 0857xxxx oh, eight,
five, seven xxxx).
b. To show the speed; (e.g. a hundred kilometers), price; (e.g. five
million rupiahs), and physical appearance such as weight; (e.g. two
hundred and fifty kilos) and height; (e.g. one hundred and eighty five
tall).
80
*Note:
Hundreds and tens are usually separated by ‘and’; e.g. ten
hundred and twenty.
Numbers are usually written in singular; e.g. five million rupiahs.
The plural number is usually used with dozen, hundreds,
thousands, millions, billions when they are not modified by
another number of expressions; e.g. several/ few; e.g. hundreds
of people visit Bali each year; which mean a large number of
people come to Bali every year.
1.1 Calculation
2 + 2 = 4 Two and two is/are four. (informal)
Two plus two equals/is four. (formal)
7 – 2 = 5
Two from seven is/leaves five. (informal)
Seven take away two is/leaves five.
(informal)
Seven minus two equals/is five (formal)
3 x 4 = 12
Three four are twelve. (informal)
Three times four is twelve. (informal)
Three multiplied by four equals/is twelve.
(formal)
12 : 3 = 4
Three(s) into twelve goes four (times).
(informal)
Twelve divided by three equals/is four.
(formal)
1.2 Room Numbers
For room number, we can read it like the following:
R 406 = Room four oh six
81
R 348 = Room three forty eight
But we can’t read room numbers using hundreds
e.g. R 348 = Room three hundred and forty eight.
1.3 Flight Numbers
Flight numbers mostly consist of letters and numbers:
GA-876 from Hongkong has arrived.
(The Garuda Indonesia Airways, flight number G.A eight seven six
from Hongkong has arrived).
2. Ordinal Number (students’ book p. 25)
Ordinal numbers (order number) explain the order of things in a set; first,
second, third, etc. they show rank or position of something instead of
quantity of something; e.g. the first winner, forty-fifth in the line, etc.
*Note:
The name of kings and queens are written in Roman numbers; e.g.
Elizabeth II
In spoken English the definite article ‘the’ is used before the
ordinal number; e.g Elizabeth the Second.
Date can be said using both of cardinal and ordinal number; e.g.
January five (i.e. cardinal number) or January the fifth (i.e. ordinal
number).
VIII. Strategi, Model and Metode Pembelajaran :
4. Strategi Pembelajaran: Menggunakan “Find Someone Who” game
5. Model Pembelajaran : Pendekatan komunikatif
6. Metoda Pembelajaran: Communicative Language Teaching
IX. Alat dan bahan :
Dialog percakapan dalam bahasa inggris.
Gambar.
Lembar kegiatan siswa
82
VIII. Kegiatan Pembelajaran :
Kegiatan Pembuka ( 10 menit)
1. Mengkondisikan dan mempersiapkan kelas dengan meminta siswa duduk
dengan rapih, berdoa bersama, dan mengecek kehadiran siswa.
2. Guru menuliskan beberapa angka dan meminta siswa untuk memberikan
mengucapkannya dalam bahasa inggris. Selanjutnya guru mengarahkan
siswa kepada penjelasan mengenai tujuan pembelajaran dan jenis-jenis
kemampuan yang hendak dikuasai siswa setelah mempelajari materi
yang diberikan di kelas.
Kegiatan Inti (
1. Siswa mendengarkan penjelasan guru mengenai tatacara penggunaan
ordinal number dan cardinal number dalam kehidupan sehari-hari.
2. Guru memberikan contoh dialog yang digunakan untuk menanyakan
informasi pribadi: menanyakan alamat rumah, menanyakan tempat dan
tanggal lahir seseorang, menanyakan nomer telephon seseorang,
menanyakan tinggi badan dan berat badan seseorang.
3. Guru meminta siswa menirukan ujaran demi ujaran kalimat yang
digunakan untuk bertanya dan merespon pertanyaan.
4. Guru mengamati kemampuan siswa dalam memproduksi ujaran dengan
baik dan benar.
5. Guru meminta siswa yang melakukan kesalahan dalam pengujaran untuk
melakukan pengulangan hingga siswa dapat memperbaiki kesalahannya.
6. Guru memberikan tugas kepada siswa untuk mempraktekan ujaran yang
telah dipelajarinya dengan teman sebangkunya sebagai persiapan
memainkan “Find Someone Who” game.
7. Siswa dikelompokkan menjadi beberapa kelompok kecil yang terdiri dari
dua orang.
8. Siswa diminta berkeliling kelas untuk saling bertukar informasi pribadi
dan menyelesaikan tugas yang telah diberikan oleh guru.
83
9. Siswa diberikan tugas untuk mencari kesamaan dirinya dengan 2 orang
teman sekelasnya.
Kegiatan Penutup ( 10 menit)
1. Guru membantu siswa untuk menyimpulkan hasil dari tugas yang telah
diberikan.
2. Guru bersama-sama siswa membuat kesimpulan mengenai poin-poin
pembelajaran yang telah disampaikan.
3. Guru memberikan umpan balik berupa tugas untuk mengecek
pemahaman siswa mengenai materi yang telah diajarkan.
Tangerang, November 2013
Mengetahui,
Guru Pamong Praktikan
(Hj. Murtinah, S.Pd) (Dian Novita Sari)
84
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Sekolah : SMK Negeri 3 Tangerang
Mata Pelajaran : Bahasa Inggris (Berbicara)
Kelas/ Semester : X (Sepuluh)/I (Satu)
Alokasi Waktu : 2 x 45 (2 x pertemuan )
I. Kompetensi Inti:
4. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak
terkait pengembangan dari yang dipelajarinya disekolah secara mandiri,
dan mampu menggunakan metoda sesuai kaidah keilmuan.
II. Kompetensi Dasar:
4.2 Menyusun teks lisan dan tulis untuk memaparkan, menanyakan, dan
merespon pemaparan jati diri, dengan memperhatikan fungsi sosial,
struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.
III. Indikator:
1. Kognisi
1.1. Proses
1.1.1 Mengidentifikasi kegunaan cardinal number, ordinal number,
dan adjectives dengan baik dan benar dengan memperhatikan
fungsi sosial, struktur, dan unsur kebahasaan yang benar
sesuai dengan konteks.
1.1.2 Menyusun struktur kebahasaan yang baik dan benar
menggunakan cardinal number, ordinal number, dan adjective
untuk memaparkan, menanyakan, dan merespon pemaparan jati
diri sesuai dengan fungsi sosial dan konteks.
1.2 Produk
1.2.1 Mereproduksi ujaran yang telah dicontohkan guru dengan
pelafalan dan struktur kebahasaan yang baik dan benar untuk
85
memaparkan, menanyakan, dan merespon pemaparan jati diri
sesuai dengan fungsi sosial dan konteks.
2. Afektif
2.1 Karakter
2.1.1 Jujur, disiplin, dan bertanggung jawab dalam melaksanakan
tugas yang diberikan.
2.2. Kemampuan Sosial
2.2.1 Siswa menunjukkan kemampuan bekerjasama yang baik dalam
menyelesaikan dan melaporkan tugas yang telah diberikan.
3. Psikomotor
3.1 Siswa mampu menggunakan struktur kebahasaan yang baik dan benar
untuk memaparkan, menanyakan, dan merespon pemaparan jati diri
dengan memperhatikan kesesuaian fungsi sosial dan konteks.
IV. Tujuan Pembelajaran:
1. Kognisi
1.1. Proses
1.1.1 Berdasarkan penjelasan dari guru siswa diharapkan dapat
mengidentifikasi kegunaan dari cardinal number, ordinal
number, dan adjective sesuai dengan fungsi sosial, struktur
kebahasaan, dan konteks.
1.1.2 Berdasarkan contoh percakapan yang didemostrasikan guru
dihadapan kelas siswa diharapkan dapat menyusun struktur
kebahasaan yang baik dan benar menggunakan cardinal
number, ordinal number, dan adjective untuk memaparkan,
menanyakan, dan merespon pemaparan jati diri sesuai dengan
fungsi sosial dan konteks.
1.2. Produk
1.2.1 Dengan latihan ujaran-ujaran yang telah dicontohkan guru
siswa diharapkan dapat mereproduksi ujaran dengan pelafalan
dan struktur kebahasaan yang baik dan benar untuk
86
memaparkan, menanyakan, dan merespon pemaparan jati diri
sesuai dengan fungsi sosial dan konteks.
2. Afektif
2.1 Karakter
2.1.1 Selama proses belajar berlangsung siswa diharapkan untuk
bersikap jujur, disiplin, dan bertanggung jawab dalam
melaksanakan tugas yang diberikan.
2.2 Keterampilan Sosial
2.2.1. Selama proses belajar berlangsung siswa diharapkan untuk
menunjukkan kemampuan bekerjasama yang baik dalam
menyelesaikan dan melaporkan tugas yang telah diberikan.
3. Psikomotor
3.1 Melalui latihan yang intensif siswa diharapkan dapat menggunakan
struktur kebahasaan yang baik dan benar untuk memaparkan,
menanyakan, dan merespon pemaparan jati diri dengan memperhatikan
kesesuaian fungsi sosial dan konteks.
V. Materi Pembelajaran:
1. Adjective
Adjective is a word that used for describing a noun or pronoun; e.g.
beautiful girl (i.g. describing a noun) or e.g. he is gorgeous (i.g.
describing pronoun).
The Order of Adjective
When using more than one adjective to describe a noun, they
should be placed in the following order before the noun.
Determiner Opinion Physical Description Origin Material Qualifier Noun
Size Age Shape Color
An expensive square brown Italian suede traveling bag
A charming Tall young Brazilian football player
87
a. Determiners: are articles (a, an, or the) and other limiters
(possessive pronoun; my, your, her, his, their, our; quantity of
something; five, ten, etc).
Example: a boy, an umbrella, the house, her pencil, ten
bicycles.
b. Opinions: are used to describe the idea about a noun (smart,
expensive, tasty, etc); e.g. a smart student, an expensive car,
the tasty ice cream.
c. Sizes: are used to describe how big or small a noun is (big,
short, wide, large, etc); e.g. a big house, the short pencil, a
wide box, the large class, etc.
d. Age: are used to describe how young or old a noun is (young,
old, new, etc); e.g. a young woman, an old man, the new
dress, etc.
e. Shapes: are used to describe the form of noun (round,
square, oval, flat, etc); e.g. the round table, a square box, an
oval bag, the flat shoes, etc.
f. Color: it used to describe the color of a noun; e.g. a brown
bag, the blue house, an orange t-shirt, etc.
g. Origin: it used to describe where the noun comes from
(Mexican, Spain, Australian, etc); a Mexican song, the Spain
cap, an Australian girl.
h. Material: it used to describe what a noun is made of
(wooden, metal, gold, bronze, etc); e.g. a wooden chair, the
metal plate, a gold watch, the bronze pan, etc.
i. Qualifier: it used to describe what a noun is used for/ what is
does; e.g. a swimming suit, my sleeping bag, the cooking pan,
etc.
j. Noun: is the word being described; e.g. a new book, the
wonderful garden, etc.
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*Note:
Noun is divided into two: singular and plural. e.g. one
book- two books, one plate- two plates, etc.
The transformation of plural nouns is divided into two:
regular and irregular.
REGULAR IRREGULAR
Singular Plural Singular Plural
Chair Chairs Woman Women
Box Boxes Man Men
Wife Wives Child Children
Cloth Clothes Mouse Mice
City Cities Goose Geese
VI. Strategi, Model and Metode Pembelajaran :
1. Strategi Pembelajaran: Menggunakan “Find Someone Who” game
2. Model Pembelajaran : Pendekatan komunikatif
3. Metoda Pembelajaran: Communicative Language Teaching
VII. Alat dan bahan :
Dialog percakapan dalam bahasa inggris.
Gambar.
Lembar kegiatan siswa
IX. Kegiatan Pembelajaran :
Kegiatan Pembuka ( 10 menit)
1. Mengkondisikan dan mempersiapkan kelas dengan meminta siswa duduk
dengan rapih, berdoa bersama, dan mengecek kehadiran siswa.
2. Guru menunjukkan sebuah gambar kepada siswa dan menanyakan
pendapat siswa mengenai cirri-ciri fisik yang ditemukan pada gambar
yang diperlihatkan guru. Selanjutnya guru mengarahkan siswa kepada
penjelasan mengenai tujuan pembelajaran dan jenis-jenis kemampuan
89
yang hendak dikuasai siswa setelah mempelajari materi yang diberikan
di kelas.
Kegiatan Inti (
1. Siswa mendengarkan penjelasan guru mengenai tatacara penggunaan
ordinal number dan cardinal number dalam kehidupan sehari-hari.
2. Guru memberikan contoh dialog yang digunakan untuk menanyakan
informasi pribadi: mendeskripsikan ciri-ciri seseorang, mendeskripsikan
asal dan kewarganegaraan seseorang, mendeskripsikan profesi seseorang,
dan mendeskripsikan tempat.
3. Guru meminta siswa menirukan ujaran demi ujaran kalimat yang
digunakan untuk bertanya dan merespon pertanyaan.
4. Guru mengamati kemampuan siswa dalam memproduksi ujaran dengan
baik dan benar.
5. Guru meminta siswa yang melakukan kesalahan dalam pengujaran untuk
melakukan pengulangan hingga siswa dapat memperbaiki kesalahannya.
6. Guru memberikan tugas kepada siswa untuk mempraktekan ujaran yang
telah dipelajarinya dengan teman sebangkunya sebagai persiapan
memainkan “Find Someone Who” game.
7. Siswa dikelompokkan menjadi beberapa kelompok kecil yang terdiri dari
dua orang.
8. Siswa diminta berkeliling kelas untuk saling bertukar informasi pribadi
dan menyelesaikan tugas yang telah diberikan oleh guru.
9. Siswa diberikan tugas untuk mencari kesamaan dirinya dengan 2 orang
teman sekelasnya.
Kegiatan Penutup ( 10 menit)
1. Guru membantu siswa untuk menyimpulkan hasil dari tugas yang telah
diberikan.
2. Guru bersama-sama siswa membuat kesimpulan mengenai poin-poin
pembelajaran yang telah disampaikan.
90
3. Guru memberikan umpan balik berupa tugas untuk mengecek
pemahaman siswa mengenai materi yang telah diajarkan.
Tangerang, November 2013
Mengetahui,
Guru Pamong Praktikan
(Hj. Murtinah, S.Pd) (Dian Novita Sari)
91
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Sekolah : SMK Negeri 3 Tangerang
Mata Pelajaran : Bahasa Inggris (Berbicara)
Kelas/ Semester : X (Sepuluh)/I (Satu)
Alokasi Waktu : 2 x 45 (2 x pertemuan )
I. Kompetensi Inti:
4. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak
terkait pengembangan dari yang dipelajarinya disekolah secara mandiri,
dan mampu menggunakan metoda sesuai kaidah keilmuan.
II. Kompetensi Dasar:
4.2 Menyusun teks lisan dan tulis untuk memaparkan, menanyakan, dan
merespon pemaparan jati diri, dengan memperhatikan fungsi sosial,
struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.
III. Indikator:
1. Kognisi
1.1. Proses
1.1.1 Mengidentifikasi kegunaan cardinal number, ordinal number,
dan adjectives dengan baik dan benar dengan memperhatikan
fungsi sosial, struktur, dan unsur kebahasaan yang benar
sesuai dengan konteks.
1.1.2 Menyusun struktur kebahasaan yang baik dan benar
menggunakan cardinal number, ordinal number, dan adjective
untuk memaparkan, menanyakan, dan merespon pemaparan jati
diri sesuai dengan fungsi sosial dan konteks.
1.2 Produk
1.2.1 Mereproduksi ujaran yang telah dicontohkan guru dengan
pelafalan dan struktur kebahasaan yang baik dan benar untuk
92
memaparkan, menanyakan, dan merespon pemaparan jati diri
sesuai dengan fungsi sosial dan konteks.
2. Afektif
2.1 Karakter
2.1.1 Jujur, disiplin, dan bertanggung jawab dalam melaksanakan
tugas yang diberikan.
2.2. Kemampuan Sosial
2.2.1 Siswa menunjukkan kemampuan bekerjasama yang baik dalam
menyelesaikan dan melaporkan tugas yang telah diberikan.
3. Psikomotor
3.1 Siswa mampu menggunakan struktur kebahasaan yang baik dan benar
untuk memaparkan, menanyakan, dan merespon pemaparan jati diri
dengan memperhatikan kesesuaian fungsi sosial dan konteks.
IV. Tujuan Pembelajaran:
1. Kognisi
1.1. Proses
1.1.1 Berdasarkan penjelasan dari guru siswa diharapkan dapat
mengidentifikasi kegunaan dari cardinal number, ordinal
number, dan adjective sesuai dengan fungsi sosial, struktur
kebahasaan, dan konteks.
1.1.2 Berdasarkan contoh percakapan yang didemostrasikan guru
dihadapan kelas siswa diharapkan dapat menyusun struktur
kebahasaan yang baik dan benar menggunakan cardinal
number, ordinal number, dan adjective untuk memaparkan,
menanyakan, dan merespon pemaparan jati diri sesuai dengan
fungsi sosial dan konteks.
1.2. Produk
1.2.1 Dengan latihan ujaran-ujaran yang telah dicontohkan guru
siswa diharapkan dapat mereproduksi ujaran dengan pelafalan
dan struktur kebahasaan yang baik dan benar untuk
93
memaparkan, menanyakan, dan merespon pemaparan jati diri
sesuai dengan fungsi sosial dan konteks.
2. Afektif
2.1 Karakter
2.1.1 Selama proses belajar berlangsung siswa diharapkan untuk
bersikap jujur, disiplin, dan bertanggung jawab dalam
melaksanakan tugas yang diberikan.
2.2 Keterampilan Sosial
2.2.1. Selama proses belajar berlangsung siswa diharapkan untuk
menunjukkan kemampuan bekerjasama yang baik dalam
menyelesaikan dan melaporkan tugas yang telah diberikan.
3. Psikomotor
3.1 Melalui latihan yang intensif siswa diharapkan dapat menggunakan
struktur kebahasaan yang baik dan benar untuk memaparkan,
menanyakan, dan merespon pemaparan jati diri dengan memperhatikan
kesesuaian fungsi sosial dan konteks.
V. Materi Pembelajaran:
1. Adjective
Adjective is a word that used for describing a noun or pronoun; e.g.
beautiful girl (i.g. describing a noun) or e.g. he is gorgeous (i.g.
describing pronoun).
The Order of Adjective
When using more than one adjective to describe a noun, they
should be placed in the following order before the noun.
Determiner Opinion Physical Description Origin Material Qualifier Noun
Size Age Shape Color
An expensive square brown Italian suede traveling bag
A charming Tall young Brazilian football player
94
k. Determiners: are articles (a, an, or the) and other limiters
(possessive pronoun; my, your, her, his, their, our; quantity of
something; five, ten, etc).
Example: a boy, an umbrella, the house, her pencil, ten
bicycles.
l. Opinions: are used to describe the idea about a noun (smart,
expensive, tasty, etc); e.g. a smart student, an expensive car,
the tasty ice cream.
m. Sizes: are used to describe how big or small a noun is (big,
short, wide, large, etc); e.g. a big house, the short pencil, a
wide box, the large class, etc.
n. Age: are used to describe how young or old a noun is (young,
old, new, etc); e.g. a young woman, an old man, the new
dress, etc.
o. Shapes: are used to describe the form of noun (round,
square, oval, flat, etc); e.g. the round table, a square box, an
oval bag, the flat shoes, etc.
p. Color: it used to describe the color of a noun; e.g. a brown
bag, the blue house, an orange t-shirt, etc.
q. Origin: it used to describe where the noun comes from
(Mexican, Spain, Australian, etc); a Mexican song, the Spain
cap, an Australian girl.
r. Material: it used to describe what a noun is made of
(wooden, metal, gold, bronze, etc); e.g. a wooden chair, the
metal plate, a gold watch, the bronze pan, etc.
s. Qualifier: it used to describe what a noun is used for/ what is
does; e.g. a swimming suit, my sleeping bag, the cooking pan,
etc.
t. Noun: is the word being described; e.g. a new book, the
wonderful garden, etc.
95
*Note:
Noun is divided into two: singular and plural. e.g. one
book- two books, one plate- two plates, etc.
The transformation of plural nouns is divided into two:
regular and irregular.
REGULAR IRREGULAR
Singular Plural Singular Plural
Chair Chairs Woman Women
Box Boxes Man Men
Wife Wives Child Children
Cloth Clothes Mouse Mice
City Cities Goose Geese
VI. Strategi, Model and Metode Pembelajaran :
1. Strategi Pembelajaran: Menggunakan “Find Someone Who” game
2. Model Pembelajaran : Pendekatan komunikatif
3. Metoda Pembelajaran: Communicative Language Teaching
VII. Alat dan bahan :
Dialog percakapan dalam bahasa inggris.
Gambar.
Lembar kegiatan siswa
X. Kegiatan Pembelajaran :
Kegiatan Pembuka ( 10 menit)
1. Mengkondisikan dan mempersiapkan kelas dengan meminta siswa duduk
dengan rapih, berdoa bersama, dan mengecek kehadiran siswa.
2. Guru menunjukkan sebuah gambar kepada siswa dan menanyakan
pendapat siswa mengenai cirri-ciri fisik yang ditemukan pada gambar
yang diperlihatkan guru. Selanjutnya guru mengarahkan siswa kepada
penjelasan mengenai tujuan pembelajaran dan jenis-jenis kemampuan
96
yang hendak dikuasai siswa setelah mempelajari materi yang diberikan
di kelas.
Kegiatan Inti (
1. Siswa mendengarkan penjelasan guru mengenai tatacara penggunaan
ordinal number dan cardinal number dalam kehidupan sehari-hari.
2. Guru memberikan contoh dialog yang digunakan untuk menanyakan
informasi pribadi: mendeskripsikan ciri-ciri seseorang, mendeskripsikan
asal dan kewarganegaraan seseorang, mendeskripsikan profesi seseorang,
dan mendeskripsikan tempat.
3. Guru meminta siswa menirukan ujaran demi ujaran kalimat yang
digunakan untuk bertanya dan merespon pertanyaan.
4. Guru mengamati kemampuan siswa dalam memproduksi ujaran dengan
baik dan benar.
5. Guru meminta siswa yang melakukan kesalahan dalam pengujaran untuk
melakukan pengulangan hingga siswa dapat memperbaiki kesalahannya.
6. Guru memberikan tugas kepada siswa untuk mempraktekan ujaran yang
telah dipelajarinya dengan teman sebangkunya sebagai persiapan
memainkan “Find Someone Who” game.
7. Siswa dikelompokkan menjadi beberapa kelompok kecil yang terdiri dari
dua orang.
8. Siswa diminta berkeliling kelas untuk saling bertukar informasi pribadi
dan menyelesaikan tugas yang telah diberikan oleh guru.
9. Siswa diberikan tugas untuk mencari kesamaan dirinya dengan 2 orang
teman sekelasnya.
Kegiatan Penutup ( 10 menit)
1. Guru membantu siswa untuk menyimpulkan hasil dari tugas yang telah
diberikan.
2. Guru bersama-sama siswa membuat kesimpulan mengenai poin-poin
pembelajaran yang telah disampaikan.
97
3. Guru memberikan umpan balik berupa tugas untuk mengecek
pemahaman siswa mengenai materi yang telah diajarkan.
Tangerang, November 2013
Mengetahui,
Guru Pamong Praktikan
(Hj. Murtinah, S.Pd) (Dian Novita Sari)
98
ACTIVITY 1
Find Someone Who (Similar Height and Weight)
Student’s Name : ………………………………………..
Phone number : ………………………………………..
Height : ……………………… Weight: …………………
Student’s Name : ……………………………………….
Phone number : ………………………………………..
Height : …………………… Weight: ……………..
Sample Question:
What is your name?
What is your phone number?
How tall are you?
How much do you weight?
99
ACTIVITY 2
Self-Introduction
Your name : ……………………………………………..
Place & Birth date : ……………………………………………..
Phone Number : ……………………………………………..
Origin : ……………………………………………..
Address : ……………………………………………..
Find someone who:
Instruction Student’s Name Student’s Name
1. Was born in the same
month
2. Was born in the same city
3. Was born in the same year
4. Has the same origin
5. Live in the same district
Sample Question:
When were you born?
Where were you born?
Where are you from? or where do you come from?
Where do you live?
100
ACTIVITY 3
Find Someone Who (like or dislike the same thing)
Sample Question:
Do you like …………. ?
Why do you like ……….. ?
Do you like her/ his …………….. hair?
Do you like her/ his ……………….. lips?
101
1. Friend’s Name: ………………………………………
Like Dislike
2. Friend’s Name: ………………………………………
Like Dislike
102
ACTIVITY 4
FIND SOMEONE WHO (Similar Favorite Idol)
Your Name : …………………………………………………..
Favorite Idol : ……………………………………………………………
Profession : ……………………………………………….
Nationality : ……………………………………………….
Native Language : ……………………………………………….
1. Friend’s Name: ………………………………………
Similarities Differences
2. Friend’s Name: ………………………………………
Similarities Differences
Sample Question:
Who is your favorite idol?
What is his/ her occupation/ profession?
Where does she/ he come from?
What is her/his native language?
Why do you like her/ him?
* Each student already brought a photograph of her/his favorite idol.
57
