THE IMPROVEMENT STUDENTS’ SPEAKING SKILL THROUGH GUESSING GAMES TECHNIQUE

( A Classroom Action Research at SDN Kelapa Dua -Tangerang )

THESIS Submitted As the Fulfillment of the Degree of Sarjana Pandidikan

Written --------------------------------------

ENGLISH DEPARTEMENT SCHOOL OF TEACHER TRAINING AND EDUCATION KUSUMA NEGARA JAKARTA 2009

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CHAPTER I INTRODUCTION

A. Background of the Study As a professional teachers in the language teaching, especially the teaching of English a foreign language, teachers mostly spend much of time on appropriate teaching methodologist for greater effectiveness in students acquisitions on English, designing and implementing materials, test, and practice Teacher are responsible to educate the students from little or no knowledge to sufficient English speaking environment. Mostly of the teaching method before the past few decades, found the teacher tend to carry out the teaching process in the classroom by applying traditional and monolingual principle ways of teaching with unsatisfactory. This shows that teachers need enrichments with appropriate ways of teaching atmosphere, that why in teaching English as the second language by applying new and modified fashions in order that the result of the teaching learning process would contribute more input to reach satisfied learning outcome. Whole around the world recently, where the people encourage that English as their target or second language used based on whole interactions and communication holding the dominant role of very aspects of their life. English is most widely used in teaching learning process of broader Educational occasions either formal or informal environment.

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It is reasonable that English is progemmed as the first foreign or second language in many countries on this earth, furthermore in present global era. That is why experts on language and language teaching range must invent today English teaching and learning environment. According to the 2006 English Curriculum and its supplement, the emphasis of the curriculum is that the students are able to communicate in English by mastering the whole skills.1 However, it is not easy to master all the skills; there must be one important skill that covers the whole skills. Based on the statement above speaking is the most important skill that should be mastered by students in order to communicate in English fluently. In this case, the students must study hard to master it and the teacher should create a good atmosphere in class. However, it is contrary to the real situation in class. Speaking activities do not work in class because many factors prevent students from speaking English with their friends. They are afraid of making mistakes, of being laughed at by his or her friends and of having lack of confidence in their ability. Considering problem, relating to speaking activities in class and helping students to improve their speaking skill is part of the teacher’s job. He or she is expected to have right teaching techniques to provide students with appropriate teaching materials and to create a positive classroom environment. Therefore, the students will have opportunity to use English among themselves. The teaching –
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Curriculum

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learning process should not only happen between teacher and students but also between students and students. Speaking is an activity used by someone to communicate with other. It takes place very where and has become part of our daily activities. When someone speaks, he or she interacts and uses the language to express his or her ideas, feeling and thought. He or she also shares information to other trough communication. In the classroom, the teacher must create the situation that can encourage real communication, many activities can be designed to make majors’ element lively. Games is one of the techniques that can be applied in teaching speaking because games in one of potential activity that gives students feeling of freedom to express themselves. Games are also potentially useful to encourage students of interact with each other orally. In this research, the researcher focuses on the guessing games. The reason for using guessing games is you give more opportunities to students to make turns in speaking during the times allocated. The researcher assumes that guessing games are combination between language practice and fun. They can express their ideas freely because they do activities with their friends. This game is also easy to admiser and flexible in terms of subject matter and design. B. The Identification of the Problem

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Based on the background of the study mentioned above, the identification of the problem of the research are: 1. How far the effectiveness of speaking through games

technique? 2. How The English by games more interested to teach speaking

trough games technique 3. How the teachers more interested to teach speaking trough

games technique 4. 5. English. 6. Why games suitable to teach speaking at fourth grade? How to make students confident to talk in learning speaking? How English play game more interesting for student to learn

C. The Limitation of the Problem The researcher limits the discussing of the study about, “The Improvement Student’s Speaking Skill through Guessing Games Technique”.Because the researcher find, the effective method to teach using this games. Especially for elementary students for fourth grade.

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The Formulation of the Problem

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Based on limitation of problem mentioned above, the problem of the research can be formulated as follows; How to improvement student is speaking skill through guessing games to the fourth grade of SDN Kelapa Dua II? E. Benefit of Research The researcher hopes that this thesis can develop education institution to perform a language laboratory, teacher to use the approach and method properly in teaching speaking to their students; it can be refer for English teacher in studying which pursuant and guide liner of the better ways to achieve the successful English Study. The benefit of this research for elementary in SDN Kelapa Dua II that the headmaster of the school knows actually teaching and teaching speaking are really acceded by the teacher. The students of course the headmaster tries provide the equipment of speaking so that, the students speaking can be improved by practicing actively. The students of STKIP Kusuma Negara can have a good reference for their knowledge and someday they will make tries connected with learning speaking. Then they may make some references of this thesis because this thesis can be put in the library of STKIP Kusuma Negara and every body can read it. By using guessing games in teaching speaking skill to the fourth grade students of SDN Kelapa Dua II Tangerang. It motivates and encourages students of SDN Kelapa Dua II; it motivates and encourages students to practice

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speaking English. It makes them enjoy expressing their feeling, ideas, opinion and even in messages and suggestions. Since it is fun activity, it helps students to take port in practice.

CHAPTER II THEORETICAL FRAMEWORK

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Definition of Teaching Teaching is a process to give guidance the students to reach the goals. Teaching known as “Instruction” it means process that makes someone do learning. Teaching is a media for learning process includes behavior individual changes through pre- planned. Teaching is an exiting job. Today, many references help teachers to get some solutions of problems in teaching learning process. The teachers can use some references to find out some techniques of teaching in their classroom. On the other hand, teaching is not easy to do. The teacher should do much of his work before entering the classroom. According to Brown, Teaching is a superior job, is the demanding job. Among the demanding tasks are modifying the approaches, Syllabus, technique, and exercises to adopt and maximize the learning of a class as well as of most of its individual members.2 It can be stated from the definition above that teaching is not just presenting information or knowledge to students, but it needs strategies and

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James Dean Brown, The Elements of Language Curriculum: A Systematic Approach to Program Development, ( Boston : Heinle & Heinle Publisher, 1995 )

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tactics. The teacher must decide what goals it would be best to teach and what strategies and tactics are best suited for teaching these goals. According to Patricia, “It is important for teacher to include as many techniques as possible to enhance student learning”3.The knowledge gives the intelligence concerning to import, as a knowledge before unknown, or rules for practice to inculcate as true or important to exhibits impressively as, to teach arithmetic, dancing, music, or the like to teach morals. The objective of language is to encourage effective communication in daily life, by practicing effective expression, increasing vocabulary, give sample opportunities that use language to describe, to compare and relate experiences, thoughts and felling, creating stories dramas, song, poems, etc. Language should be embedded throughout all activities. Moreover, young learner can learn easily many languages. Young learner are equipped by language acquisition device, therefore, they will not have any difficulty to learn two or three different language at the same time. B. Definition of Speaking Speaking is one of the skills that have to be mastered by students in learning English. It is important for students to known definition first. Many experts define speaking in different ways. Brown and Yule stated in their book.
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Patricia J. Wentz, The Student Teaching Experience, ( T.tp.: Merrill Prentice Hall, t.t )

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“Speaking is to express the needs–request, information, service, etc.”4 The speakers say words to the listener not only to express what in her mind but also to express what he needs whether information service. Most people might spend of their everyday life in communicating with other. Revell defines communication as follow: “Communication, of ideas, of opinions, of feeling.”5 Therefore, communication involves at least two people where both sender and receiver need to communicate to exchange information, ideas, opinions, views, or feelings. Meanwhile, Jones stated, “Speaking is a form of communication.”6 We can say that the speaker must consider the person they are talking to as listeners. The activity that the person does primary based on particular goal. So, it is important that everything we wants to say is conveyed in an effective way, because speaking is not only producing sounds but also a process of achieving goals that involves transferring messages across. Jone said, “How you say something can be important as what you say in getting your meaning across.”7 Therefore, speaking process should pay attention to want and how to say as well as to whom appropriately.

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Gillian Brown and George Yule, Teaching the Spoken Language : Approach Based on the Analysis of Conversational English (Australia : Cambridge University Press, 1989), p. 14 Jane Revell, Teaching Technique for Commutative English (London Macmillan : Pres Ltd). P. 27 Rhodi Jones, Speaking and Listening (London : The Bath Press, 1989), p. 14 ibid. Rhodi Jones

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In expression one’s need-request, information, service, we must consider some points about speaking. Jones stated, “Some point should be considered about speaking, they are clarity, variety, audience and tone.”8 Albert Valdman said, “The ability to speak a foreign language is without doubt the most highly prized language skills, and rightly. So, because he was can speak the language well can also understand it and can learn to read it with relative case an also the ability to speak a language will greatly expedite and facilitate learning to write it.”9 According to M. Solahudin in his book speaking is, “Kemampuan berbicara dengan bahasa Inggris dan pembicaraan kita dipahami oleh orang lain.”10 In order to express his or her needs, ideas, feeling and thought in real communication, one must be able to ask as well as answer questions. Yusnaini Lubis says, “Question and answer, major elements in natural conversation sessions.”11 Beside on that statement we conclude that one of important aspects in speaking is there is a communication or interacting between the speaker and listener. So it will make the good attraction / understanding about the object of topic. a.
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Clarity

ibid. Rhodi Jones Albert Valdman, Trend in Language Teaching, Mc Graw : Hill Book Co, 1996. P. 194 M. Solahudin, Kiat-Kiat Praktis Belajar Speaking. Diva Press, 2008, p. 16 Yusnaini Lubis, Developing Communicate Proficiency in the English As A Foreign Language (EFL) Class. (Jakarta. DepDikBud. 1988). P. 25

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It means that the words that the speakers use, must be clear, so that listeners can understand what the speaker says. Here, the speaker must consider speed and volume. The speed at which you speak is relevant her. If you speak quickly, listeners may have difficulty. The volume with which you speak can also have a bearing. Speak out and do not mumble. Your words have to be loud enough to reach all your listeners. b. Variety Here the speakers must try to vary way of speaking such as pitch (rise and fall of voice), emphasis, speed, variation, volume and pause. The speaker is expected to fine variation in saying words do not speak monotonously. c. Audience and Tone The way you speak and the tone you use will be affected by audience to whom you are speaking. If you are discussing something with your friends. You are likely to use informal conversational tone. If you are giving a talk to a group of thirty people. It likely that you would speak more formally and would raise the pitch and the volume of your voice in order to make sure that what you say reaches all of your listeners. If you were telling

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a comic story, you would speak differently from way you would if you were putting a point of view about which you felt strongly. C. Definition of Guessing Games According to Klippel, “The basic rule of guessing games is eminently simple; one person knows something that another one wants to find out.”12 Wright and Buck say, “Essentially, in guessing and speculating games, some one knows something and the others must find out what it is.”13 In addition, according to Merriem Webster, “Guessing games is game in which the participates compete individually or team in the identification of something indicate obscurely (as in riddles or charades).”14 Based on the definition, it can be conclude that guessing games is a game in which a person or participant knows something and competes individually or in a team to identify or to find out it. There are many concepts of guessing games, which can be applied in teaching speaking. According to Lee: Among them are numbers guessing games that can be played at various levels: 1. Guess what is it? Is it…? 2. Guess Who I am? What is my name?
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Friederike Klippel, Keep Talking (USA : Cambridge University Press, 1994). P. 13 David Betteridge and Michael Buckby, Games for Language Learning, New Edition (Sidney Cambridge University Press, 1990), p. 169 Merriem Webster, Webster’s Third New International Dictionary (USA : Merriem Webster inc, 1986), p. 1008

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3. Guess what is there in my bag today? 4. Guess where is it? Then the description ofc each concept is a s follow: a. Guess What is it? Is it……….? The students’ things of an object or a person the class knoes the name of, and the other ask question, putting up their hand waiting to be called on : 1. Is a green” Is it Marty’s desk. 2. Is it my face? 3. Is it the pond? 4. Is it Billy and Peter? 5. Is it the cinema? 6. Is it my mother who came this evening? 7. It is your book. Etc The first guess correctly takes the thinker’s place. After such a game has been successfully played by the class as a whole, it can be played in groups or even in pairs. The learner who has thought of something may be questioned by member of another, to keep the whole class active.

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b. Guess Who I am? What is my name? Everybody imagines him self to be some body else – a living well known locally, nationally or internationally or an historical figures such as Napoleon, Ghandy, Julius Caesar, Galileo, Etc. Each makes up sentences about him self, e.g. 1. I lived…..about…..years ago. 2. I was a king / poet / general / scientist, Etc. There is not much difficulty in guessing, but it should not to be made too easy (e.g. one should not say, if one is Shakespeare. I lived in Stratford-onAvon and wrote Hamlet). c. Guess what is there in my bag today? Alternatively: 1. What is in my bag today? 2. What have I got in my bag today? (This can be teachers or anybody’ bag, not doubt specially prepared). The students guess, for instance, there’s an apple / photograph / a mirror / a handkerchief / a ticket / a doll, etc. And the owner of the bag says, No, there’s no a…… or Yes, there’s a…….and brings it out and perhaps ask what colors is it? Or is it a bag… or small….? At an appropriate level plurals come in naturally here, e.g. There some…..in my bag.

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d. Guess Where is it? Students turn round the close their eyes while a small object or several object suh as coin, a ring, a sweet, a doll, is hidden. Question: 1. Is it behind the cupboard 2. Is it in Mr. Claus’s bag 3. Is it mam’s desk 4. 5. In your shoe Under those books / etc.

Each student makes at least one guess. Statements can be made instead of question: it is behind the cupboard / in Mr. Claus’s pocket, etc. D. Guessing Games in Teaching Speaking There is common perception that all learning should be serious and solemn in nature and that if ones is having fun and there is hilarity and laughter, then it is not learning. This is a misconception. It is possible to learn a language as well as enjoy oneself the some time. One best way of doing this trough games. Games can be applied in teaching – learning English. This idea is supported by Andrew Wright, Betteridge and Buckby. “Games can be found to give practice in all skills (Reading, speaking, listening, and speaking) in all

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stages on teaching – learning sequences…..”15 Beside on the statements above, it is clear that all skill can be applied in teaching, one of them is speaking. There are many reasons a teacher uses games in teaching speaking. Games give students chance to use English orally, it means that students can practice and develop their ability to speak English. Games provide fun and relax while remaining very much within the framework of language learning. It is expected for shy or slow learners can be active participants to show their ability and find their confidence in communicating in the foreign language. Among many techniques of guessing in teaching speaking, guessing games can be applied in the teaching of speaking. This assumption is beside on some experts’ comments. In fact, there are many categories of guessing games. Patricia and Amato say: Although the categories can overlap, the games here offered her are dividend into the following types depending on their emphasis: non-verbal games, board-advancing games, treasure hunt and guessing games.16 According to Richard – Amato, “Guessing games can be used to develop or reinforce concept, to add diversion to regular activities, or just to break the ice. However, their must important function is to give practice in communication.”17 It says that guessing games give students do mot feel bored
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Andrew Wright, David Betteridge and Michael Buckby, Games for Language Learning (Sidney : Cambridge University Press, 1989), p. 2 Patricia , Richard – Amato, Making it Happened : Interaction in The Second Language Classroom, (New York and London : Longman, 1988), p. 156 Patricia A. Richard – Amato, Making in Happen : Interaction; the Second Language Classroom (New York and London : Longman, 1988), p. 155

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during learning process. Nevertheless, the most important thing is to give the students in practicing their English. They also add that: Guessing games can be painless to develop or reinforce any number concepts. “Guessing what I am,” Guess who I am” for example, can be used teach about animals profession or people in different age groups (baby, child, teenager, young adult, elderly person).18 Those statements say that by given some concepts of guessing games like “Guess What I am” or “Guess Who I am”. The teacher can teach many kinds of topics such as about animals, profession or people. Silver says, “Real guessing games provide the students with much needed practice in formulating questions, an essential skill that does not always receive sufficient attention.”19 Based on the statement above, we can conclude that guessing games give students more chance in formulating question. But we know that language classes are spent answering questions puts forth by the teacher or text book. This idea is also supported by Silver : “Language classes are often inadvertently structured so that most of the students speaking time is spent answering questions put forth by teacher or text book: as a result the students often have difficultly in forming own question.”20

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Ibid. Patricia A. Richard - Amato Stephen M. Silver, Guessing for the Classroom and The English Speaking Club. Selected Articles from the English Teaching Forum. 1980 – 1983, p. 244 Ibid. Stephen M. Silver

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So, by using this game students are asked to practice in formulating questions. Here the students can apply their ability in using question – word (W H) question. Lee says, “Among them are number of guessing games which can be applied at various age level in general, the challenge to guess arouses considerable interest and encourages the learners to communicate….”21 That statement says that guessing games can be applied at various age levels. It has the same idea Klippel, he says, “Every body knows guessing games it is not only children that like guessing games; adults like guessing too, as shown by many popular TV programmer.”22 In addition, he adds, “Guessing are true communicative situation and such are very important for foreign language practice with fun and excitement.”23 From the three theories, it is enough clear that guessing games are liked by students all of ages from children until adult, it arouses considerable interest and encourages the learners to communicate because it is combination between language practice with fun and excitement.

E.

The Technique of English Teaching Teaching of English for young learner using many ways for example though reading, picture, plays or games etc. Many parents and administrators

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W. R. Language Teaching Games and Contest (Toronto: Oxford University Press, 1994), p. 13 Klippel. Loc. Cit. Ibid. Klippel, p. 32

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are familiar with statement that “Play is Children’ work”, but they still make distinction between work and play. The work is defined as structure task such as work sheets that children complete in order to learn the alphabet and numbers. During their playtime children often and spontaneously begin, object play, fantasy play, and sociodramatic play. Object play is reality based and involves manipulation of and reference to the object them. Speaking by using games method English learning for young learner is fun and enjoyable. Speaking pleasure by using combining word and picture cards students are ready and interested in seeing the written forms of the language. M. Solahudin said, “Speaking berkaitan dengan listening. Artinya apa yang kita bicarakan adalah pengulangan dari apa yang pernah kita dengar sebelumnya.”24 From the theories above, it is clear enough that guessing games are liked. Learning by games is suitable for young learner, games are easily adaptable to English language classrooms, give the student opportunity to expand their language experience through fun and play. This probably the most challenging time in teaching preparation that the teacher experienced. It is completely different kind of technique, which

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M. Solahudin, Kiat-kiat Praktis Belajar Speaking. Diva Press. PT. Gramedia Pustaka Utama, 2008, p. 18

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requires a new approach to teaching. The teacher has to make more conducive in the classroom. Eventually that the changes on the technique of English teaching will be baneful for the students and for the teacher. There is the technique of English teaching: 1. Begin with a positive message If you put a new message in the same place every time-on an overhead or on the board-students will learn to look for it when they come into the room. Music serves the same purpose it set a positive mood for the session. 2. Write three important goals for the class so that students can see them. Three goals are manageable for one class session. When they are visible, they keep us all on track. At the end of the class, referring to the goals gives everyone a sense of progress and closure for the day. 3. Arrange for model test to be taken in a lab or at home on the honor system. Your time with the students is too valuable for you to spend four hours proctoring each model test. That would add up to twelve hour of class time for all the model tests.

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4. Ask students to write their question a note card and bring them to class. 5. Use class time to teach and practice academic skill 6. Focus on speaking and writing in class 7. Provide counseling and encouragement as part of the class routine A habit is pattern of behavior that is acquired through repetition. Researches indicate that following study habits are characteristic of successful students. The teacher must make motivation to the students not only by technique of the teaching but we can improvement by positive habits from students. F. Definition Action Research Action research has different meaning and thing when used by different another. For example, Hopkin treats action research and classroom research by teachers as synonymous.25 Brown and Robinson suggest that any action undertaken by teachers to collect data and evaluate their own teaching can be termed action research, and some highlights the participatory insider nature of action research.26

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Hopkins, D. (1985) A Teacher’s Guide to Classroom Research. Milton Keynes : Open University Press Brown, H.D. (1994) Teaching by Principles : An Interactive Approach to Language Pedagogy. Englewood Cliffs, NJ: Prentice Hall

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Hodgkinson has definition of action research as follows: “Action research is a direct and logical out come of the progressive position. “After showing children how to work together to solve their problems, the next step was for teachers to adopt the methods they had been teaching their children, and learn to solve their own problems co-operatively”.27 Put simply, action research is “learning by doing “it is conducted by the teacher as classroom participant. As teacher, he/she needs to know what is actually happening in classroom, collecting data and evaluating her/his own teaching, do something to solve it, see how successful his/her effort were, and if not satisfied, try again until showing the increasing of changing. Nunan sees the important defining aspect of action research as the controlling role of the teacher: “For me the salient distinction between AR and other form of research process is initiated and carried out by practitioner.”28 Stephen Kemmis has developed a simple model of cyclical of the typical action research process (figure I) each cycle has four steps; they are, planning, acting, observing and reflecting.29 a) Planning is we prepare the material that we will teach, making lesson plan, syllabus and making evaluation that the will examine.
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Burns, Anne. 2007. Collaborative Action Research for English Language Teachers. Cambridge. Cambridge University Press, p.5 28 Nunan, D. (1993) Action Research in Language Education. In Edge, J. and Richards, K. (eds) Teacher Developed Teacher Research: Paper on Classroom Research and Teacher Development. Oxford: Heinemann. Pp. 44 29 Resouce : http://www.web.net/~robrien/Papers/arfinal. 3. html/ 25/11/2008

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b)

Acting is we teach the students based on our plan, the material and the method we are going to teach and give the evaluation as the result.

c)

Observing are we observing the result of the acting is it satisfied or not?

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Reflecting is we analyze the weaknesses of the students.

Strickland outlines the following steps in an AR cycle: 1. 2. 3. 4. 5. 6. identify an issue, interest or problem seek knowledge plan an action implement the action reflect on your observations revise the plan

Based on the steps of Action Research above, it can be concluded that teacher as researcher has to prepare teaching process as good as possible. Every step has to be followed in continuous and integrated. There are cycles within cycles. Some extend across an entire study. Others occupy only minutes or less. The result can be a very flexible and responsive process. When each cycle includes a vigorous seeking out of disconfirming evidence the flexibility is also accompanied by research rig our.

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The people affected by the change are involved in the action and the critical reflection. Understanding is widely shared, and so is commitment to any planned change. Action research certainly is not the only research process for researching change. However, it is process well suited to situations where you wish to achieve change (the “action”) and understanding (the “research “ ) at some time. Action research for development, teacher can become more autonomous, responsible, and answerable through action research, teachers themselves can take a so decisions concerning change.30

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Teaching Speaking at Elementary School Every student who studies English will study about all components, which in that subject. Those components are reading, listening, writing and speaking. All components have great correlation and support each other; one of those items will be discussed by researcher is teaching speaking. As one of the language skills, speaking can be complex process. The first speaking has some points to show speaking and productions are related in the

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Day, C. (1987) Professional Learning Through Collaborative in Service Activity. In Smyth, J. (ed.) Educating Teacher: Changing the Nature of Pedagogical Knowledge. London: The Falmer Press. Pp. 207-222

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mind of individual for the learners. The learners also need production to get interaction in receiving messages, result according to Hymes, “Communication competence”31. Penny Ur says, “Of all four skills (listening, speaking, reading and writing) speaking seem intuitively the most important.”32 Based on the statement above speaking is the most important skill that should be mastered by students in order to communicate in English fluently. Speaking is essential to all interaction and his is an ability to understand and master about what an active process of constructing a message, especially for student elementary school. It is true that they need to concentrate to what listening for every question. It is suggested that learning of a new language which is not associated with visual, action or some intellectual exercises to help identification of meaning because if it is done it become boring and will not necessary lead to advantageous. Sami Alrabaa says: “Why speaking activities do not work: the classes are too big for speaking activities; the students have too little time to speak. Speaking

section of textbooks gives very few students the chance to talk, while the rest of

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Hymes, Communication Competence, (Cambridge Press, 1976), p. 16 Penny Ur, A Course in Language Teaching : Practice an Theory (Great Britain : Cambridge University Press, 1966), p. 120

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classes remain listeners, often inattentive ones.”33 Brown and Yule say, “Speaking is to express the needs – request information, services, etc.”34 H. The Curriculum of Teaching Curriculum must build new experiences on existing knowledge and gradually extend that knowledge since children naturally integrate new information into their previous experiences. The education experiences must integrate to all components of children development are physical, social emotional, and intellectual. Complex activities with many dimension naturally lend themselves to the multiple out comes that are characteristic of learning this age. Finally, program must anticipate that there is wide variation in the rate development of individual children, especially during the transition stages of Elementary School. According to the 2006 English Curriculum: Pengembangan kemampuan siswa dalam berbahasa Inggris yaitu dengan memiliki empat ketrampilan dalam berbahasa Inggris (speaking, listening, reading, writing). Yang bertujuan untuk mengembangkan kompetensi berkomunikasi secara lisan secara terbatas untuk mengiringi tindakan (language accompanying action).35 SDN Kelapa Dua II by using Curriculum of 2006.

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Sami Alrabaa, Games in Speaking “ English Teaching Forum, Vol XXXIX, No. 3 (July, 1991), p. 39 34 Gillian Brown and George Yule, Teaching the Spoken Language : An Approach Based on the Analysis of Conversational English (Australia : Cambridge University Press, 1983, p. 27 35 Curriculum Bahasa Inngris 2006

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Competency Based Curriculum constitutes a set of planning and arrangement about competency and learning outcomes that must be achieved by student. It also constitutes a set of evaluation activity, teaching learning process, and using education resource efficiently in developing school curriculum.

CHAPTER III RESEARCH METODOLOGY

A. Purpose of the Study The purpose of research is to get the new theory, especially to know teaching speaking by using games effective at fourth grade of elementary school SDN Kelapa Dua II Tangerang. Teacher hopes them to active in practicing English speaking in class. It is expected that the students can enjoy to expressing their ideas opinion and feeling and can match dialogue with situation and condition. Besides that, they can also get fun in learning English in school especially for learning English speaking. B. The Place and Time of Study The place to research teaching speaking by using games for fourth grade students of elementary school in SDN Kelapa Dua II Tangerang. This research takes place during one semester about four months from June - November 2008. C. Method of the Research In this research, the researcher uses the qualitative research with classroom action research. The qualitative method is the kinds of the data are the descriptive data. From getting the data, the research wants to describe and explain

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the problem that chosen in this researching. In the research, it does not used questioner but using the work sheet to evaluate the result and using picture as a material, because the research focused on classroom action research. Classroom action research method tends to rules of speaking or how to improve the speaking English trough games. It is true, that uses the three cycles, and every cycle consists of four steps. On the other hands, of course, it uses the collaboration method too, for example the role play and the answer question; the answer question method and guessing games; or collaboration of three methods. D. Subject of the Research The subject of the research is the students from forth grade elementary school SDN Kelapa Dua II, Kecamatan Kelapa Dua, Tangerang City. There are 20 (twenty) students on the class. The researches use the method and the technique teaching speaking through guessing games. E. Technique of Collecting Data The collecting data that is the researcher get the data from the students especially for 4th grade of elementary school. The researcher attends to the data, which are the result of applying teaching speaking though guessing games. In the following section, the researcher explains about procedure of teaching, speaking using guessing games. The procedure is dividing into four

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stages. They are socializing guessing games, individually or grouping, distributing cards, and asking Question and asking giving answer. The researcher gave speaking skill test before did the presentation of lessons material (pre-test). After giving the treatment, give the some test (post-test) then made calculation of result from both test. Trough the cycle I, cycle II, and cycle III. Each cycle consist of: 1. Planning 2. Acting 3. Observing 4. Reflecting This research can discuss or collaborate with English Teacher and the others. The design is as follow: 1. Socializing Guessing Games a. Teacher introduces guessing games b. Teacher states the aims of guessing games c. Teacher explains the definition of guessing games d. Teacher explains the concept of guessing games e. Teacher has the rules of guessing games f. Teacher checks students’ understanding

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2. Individually or Grouping a. Teacher asks students to apply this games individually or b. Teacher asks students to apply this games in a group 3. Distributing Cards a. Teacher distributes cards as teaching material b. Teacher explains the use of cards 4. Asking Questions and Giving Answer a. Teacher asks to practice the games by asking question and giving answer to each group b. Teacher asks each group to perform once. F. Analysis of the Research There, the analysis of the research uses the descriptive analysis. Based on this method there has some advantages and weaknesses. Some of the advantages of using teaching speaking using guessing games are as follows: 1. Using guessing games make students more pleasure from

regular activities in class. It creates a relaxed atmosphere in the classroom. 2. Using guessing games can encourage the students to

communicate in English because the games are combinations between language practice with fun and excitement.

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3.

Guessing games can practice the students’ ability in

forming many kind of dialogues. While the weaknesses are: 1. In applying guessing games, the teacher needs the students who are skillful formulating question from dialogue. 2. In applying guessing games, the teacher needs the students more carefully to make communication. 3. In applying guessing games, the teacher needs the students’ more controlling how to make right pronunciation.

CHAPTER IV THE RESEARCH RESULT AND DISCUSSION

A. Description of SDN Kelapa Dua II - Tangerang SDN Kelapa Dua II is located Jalan Cibogo Kulon, Kav. Kelapa Dua, Kec. Kelapa Dua Tangerang Banten it has been since 1975. The headmaster is Mr. H. Miftahudin, S. Pd. I. It consists 12 classes’ pararel and amount of 366 students, 16 Teacher and one English Teacher for all class. SDN Kelapa Dua II has Visi : Membentuk siswa yang menguasai IPTEK dan IMTAQ di lingkungan lembaga pendidikan formal berkualitas, and Misi: Pembenahan system pendidikan pengajaran, pelatihan, bimbingan menuju system yang

berkompetensi. Mostly the students were from the medium down family. The school doesn’t give students the handbook, but only give the LKS (student work sheet). They can borrow the books from library or school lends them but not to bring home. So, for the English book. They were just doing home LKS at home and lent textbook. May be it become a problem for them to study at home. With limited facilities, they can’t improve their lessons. They had low ability in English.

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35

Especially in fourth grade. There for, I did research at this school to find out how they learn English. B. Teaching Speaking Through the Guessing Games The researcher choose teaching speaking through Guessing Games for fourth grade at SDN Kelapa Dua II, it is suitable for them they have just learned English from Fourth grade, because they have little vocabulary knowledge and little English Study knowledge. The lesson plan was guidance for the researcher to teach. In planning speaking process, teacher should find out potential to make simple question, decide what aspect of speaking to focus on. The teacher has responsibility to create classroom activities in such away that the instructional objectives that have been formulated before can be achieved successfully. Motivating students, managing classroom using good method and techniques, and transferring knowledge or teaching material and evaluating to the students are roles of the teacher. In teaching speaking through Guessing Games, a teacher had to know purpose of using this method, the procedures of teaching, the techniques will be applied, and the evaluation accomplished. The learning processes using Guessing Games give students chance to use English orally, it means that students can practice and develop their ability to

36

speak English. Games provide fun and relax while remaining very much within framework of language learning. It expected for shy or slow learners can be active participants to show their ability and find their confidence in communicating in the foreign language. The speaking teaching that given at fourth grade according the curriculum KTSP. That to purpose how to improve competent limited communicates to follow by action (language accompanying action). Such as focus on specific and usually individualized participants, time words used to connect events, action words predominate in complication and resolution, noun groups are very important in describing characters and setting. 1. Activities at Classroom Cycle 1 at fourth grade class, June 1st day 2008 Reconnaisance At the first time the reseacher entered the class. The students had low motivation. And the situation was not condusive. Planning : The researcher prepared the material a recount by picture from the text book. Then introduce about the picture. The researcher condition of student, took the absence of student and say greeting. Then the researcher gave

explanation about greeting before giving the main of lesson

37

and make pre-test (invite student for reciprocating greeting) by simple dialogue about greeting. It supposed to know and measure the student’s achievement comprehending lesson of English speaking. When done by is simple dialogue concerning greeting, seen reaction of student not yet give enthusiastic response. Out of twenty student only five people that seem is active. Acting : The researcher put the picture on the blackboard and read loudly.The student were asked to answer the question aloud about the picture one by one that called randomly , the researcher define kinds of greetings utterances. Researcher and student repeat articulate greeting utterance and reciprocation from the greeting. Then gives explanation concerning greeting utterance function. After that the students make partner to demonstrate simple dialogue concerning greeting if they had wrong pronuciation the researcher corrected and then students were asked to translate the dialogue into Indonesian language, if they couldn’t the reseacher called the other to translate and if he

38

or she couldn’t too, the researcher translated by herself . Indecisive flavor and fear to do mistake when replying question which in rising seen. Of students seen still be covered by unconvinced and indecisive flavor of themselves when replying question. Even they are not daring to say by ear that firms [oppositely; also] heard by approximant whisper. Researcher gives reinforcement and concludes, Advice Lessons that will come and give homework to make simple dialogue with their partner about greeting. Then the students were asked to answer the work sheet (Execute evaluation). Researcher say greeting before class exit. Observing : In this part the researcher observed that they had problem in their pronounciation. From observation which got, almost

all student unable to answer and say truly. Even arise is each other laughing. This thing result student is less

enthusiastically even class atmosphere become clamor. And their equip the answer showed that they had a few self confidence.

39

The result of average from the students in the first cycle, the competention from the methode is not work properly well. Its can see in appendix 10. Reflecting : They had problems in bad pronounciation and have not

enough encourages to speak loudly. Even in intonation even also of students, many doing mistake. Condition of class rather less in control, probably because new situation and they deal with instructor which less familiar, so that of front students still for expression their selves in the form of communications. The material would be equiped that had simple thing that contents the easy dialogue. After the researcher did the research, she finds that: 1. The students were afraid to speak aloud because

they didn’t know how to pronounce the words. 2. They were motivated by the researcher that they correctly because

had to pronounce and intonation

if they were wrong in pronunciation they will get the wrong meaning of the conversation 3. The students had not fun felling because the

class condition is not condusive.

40

4.

They couldn’t equip in the correct sentence.

So how with teaching process hereinafter? What have to be altered and added in process of teaching so that student can increase the ability in conversing English? Is that some weakness on technique of teaching, teaching matter that too difficult to be received or linguistic in submitting not accurate matter? This thing will be evaluated at cycle of two Cycle 2 at fourth grade class, June 2nd of day 2008 Reconaisance At second time the researher entered the class. The students motivater was rather higher. And the student more condusive. But they were still not confidence in their pronunciation and dialogue. Planning : Firsth the researcher ask 4-students tide for advance and demonstrate their homework concerning greetings then researchers introduce matter concerning introduction and say how to introduce herself and invite student to repeat the articulate give explanation concerning procedures introduce. Student with him/her partner demonstrate simple dialogue.

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Acting

: The researcher choose the material about hobby same as clycle 1 and about introduction. Then the researcher giving pretest before the main of lesson gave. It supposed to know and measure the student’s courages to speak. (Lesson from cycle 1 to reminded). The researcher puts some pictures on the blackboard and the students ask question of that person as if they have just meet him. The students reconstruct the conversation they have created. The students were asked to choice a partner and make simple dialogue about introduction and try to make dialogue in front of the class. They create a new dialod using words they have learned how to say during their conversation. The researcher wacth the students and make sure that the conversiation between students is rigth. The next was same with cycle 1 and then they were asked to answer the work sheet in oral and give statement about the dialogue. Activities of End give reinforcement and conclude. Advise Lesson which will come. Execute evaluation

Observing

: In this part the researcher observed that they had over come their problems, it prooves that they could speak in simple

42

dialogue even a lot of mistake about the pronounciation but at least they almost show their courages and ability to speak English. The students are invited to talk about how they felt during the conversation. There was increasing from the student’s ability speaking skill and answer the question in cycle 2. Reflecting : The researcher must make savety felling for the students. And make the atmosphere of the class being fun.There was a little increasing in their pronounciation from the dialogue. As far the tasks were given individually. In the cycle two the researcher find there is a will to the students to overcome their problems in pronunciation and speaking skill. Few students showed increasing their speaking and they could make simple dialogue with their partner .How is if they do in group? Cycle 3 at fourth grade class, June 3rd of day 2008 Reconaisance At the third time the researcher entered the class. The students’ motivation was still high the student had worked cooperatively with their teacher. The

43

problem was have they hard ability to speak? Because not all students have good pronouciation and self confidence to speak. Planning : The researcher choosed the material that contained three themes about greeting, introduction and hobby and they had to make dialogue . The researcher took the sample material from the text book. The reseacher divided them into five groups. Then make observation of the students activities and make sure the students feel more comfortable with their groups. Acting : The researcher read loudly dialogue about hobby. The students had to listen carefully to see if what the teacher say. And then students folowing what the researcher say. Students work together in groups of four. Each of groups were asked to speak in front of the class. After that they were asked to make more dialogue using three of themes. The researcher corrects by repeating correctly the sentence the students have created. And then the researcher gave them to prepare make dialogue in front of the class. The researcher was being observer and conselor in the class activities. and

44

Observing

: From these activities the reseacher observed that they could improve they ability. Although they didn’t know all the meaning of the words, they would do that best. In groups, students can begin to feel sense of community and learn from each other as well as the teacher. This was cooperation, not only competition, and was encourage. The researcher’s initial role is that of conselor. It means that the researcher recognized how threatening a new learning situation can be for fourth grade elementary school, so the researcher can support the students in their struggle to master the target language.There were a lot of different activities that could occur with students working in a groups. Researcher who use the groups activities believe students can learn from each other and can get more practice. This could lead to development of community among class members.

Reflecting

: There was increasing in their speaking ability and the responses showed that they had motivation in learning speaking. Their anthussiasme were high when that reseacher choosed simple conversation from the dialogue that they make. The students again invited to talk in front of the class.

45

Developing a community among the class members builds trust and can help to reduce treat of the speakig skill. And to know the whole result from this research, the researcher gave the students the evaluation. Building relationship with among students was very important. In trusting releationship, the threat that students feel is reduced and therefore nondefensive learning in promoted. Students can learn from their interaction with each other as well as their interaction the teacher. A spirit of cooperation, not competition, can prevail. In cylcle 3 there the competition was held among the groups, then the students were more interested when did the conversation with their group. They were still to improve their speaking ability to be more succesful and more confident. 2. Result of Collaboration In this research, the researcher was found one from twenty students has a trouble to learn English study. There some factor that the researcher find, they are the student from descendant of Chinese, the student

46

hard to comprehend Lesson. She from inability family, and nobody want to close and work with her because her inability. From that finding, the result of the finding that researcher make some approach to the students by using discuss with the group. And the ability students can be improvement with their group. 3. Analysis In activities in the class, the researcher could see the progrees of speaking ability from the students. The improvement process in teaching speaking through Guessing Games is figured in this graphic design:
Graphic of Score 7.25 6.85 6.35

7.5 7 6.5 6 5.5 Cycle 1

Cycle 2

Cycle 3

There was increasing the average score from cycle 1, cycle 2 and cycle 3- the researcher took their score from exercises that they have done. It was indicated that teaching speaking through guessing games the students reached better and better in speaking.

47

And as the result of the research, the researcher took the students’ score from the evaluation that held at the end of the research. It is figured in this graphic design:
Ga i ho E au to S oe r pc f v l ai n c r
Soe9 cr 2% 3

S oe7 cr 4% 1

So 7 c re So 8 c re So 9 c re

Soe8 cr 3% 6

From graphic shows the result score evaluation are: 9 students got score 7 (63%), 7 students got score 8 (38%), 4 students got score 9 (23%). The average score is 7.75 , it means that the method by games is make improvement for Speaking English for the students
Grapich of Score's Each Group

9.0 8.0 7.0 6.0 5.0 4.0 3.0 2.0 1.0 0.0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
6.7 6.3 6.0 6.3 7.7 6.7 7.3 7.7 7.0 7.0 6.3 6.7 7.0 6.3 7.7

8.3

8.0 6.7 6.0

8.3

16

17

18

19

20

From grapich above show the result score evaluation from each group. The studendts more encourage and more confident to speak and cooperative with their group.

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From the facts and data that I accepted there are many factors why do they have low ability and low motivation in speaking learning . The factors are : 1. 2. The Students are afraid to make mistake in pronounciation The Students have little self confidence, and low motivation to

speak extensively 3. speak 4. The Students didn’ t get message , feelings and experience The Students are reasons why they can’t understand what they

from the author, and the students have not 5. The students have not enough encourage to speak.

The problems above often arise in speaking learning, especially in the first at fourth grade, these are some solutions to overcome: 1. They have to practice speaking aloud to develop their

pronounciation 2. Choose the suitable games to work on depending their

knowledge level 3. Choose effective guessing to make involve and participant

from students 4. Help the students to do extensive spaking practice

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5.

And make a group to improve they ability to speaking .

CHAPTER V CONCLUSION AND SUGGESTIONS

A.

Conclusions and Suggestions After analyzing some experts’ theories about improvement student’s speaking skill through Guessing Games, now the researcher tries to make conclusions from cycle 1 to cycle 3. 1. From the cycle 1, the researcher which got, almost all student unable to answer and say truly. Even arise is each other laughing. This thing result student is less enthusiastically even class atmosphere become clamor. And their equip the answer showed that they had a few self confidence. 2. From the cycle 2, the researcher must make savety felling for the students. And make the atmosphere of the class being fun. There was little increasing in their pronounciation from the dialogue. As far the tasks were given individually. In the cycle two the researcher find there was a will to the students to overcome their problems in pronunciation and speaking skill. Few students showed increasing their speaking and they could make simple dialogue with their partner.

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51

3. There was increasing in their speaking ability and the responses showed that they had motivation in learning speaking. Their anthussiasme were high when that reseacher choosed simple conversation from the dialogue that they make. In cylcle 3 there the competition was held among the groups, then the students were more interested when did the conversation with their group. They were still to improve their speaking ability to be more succesful and more confident. Make some group on the class can improve the ability to speak. The conclusion from three cycles that the process of the improvement student’s speaking skill through guessing games, first that the researcher must make situation of the classroom more conducive so that the students can fell more safely. The researcher has to choose effective guessing to make involve and participant from students. The students more encourages and more active when the researcher gives the materials by group, they more confidence to improve their ability speaking skill and to make conversation by their group. Nevertheless, many factors hamper students to speak English, sometimes it comes from lack of teacher’s technique teaching. The students need to learn more speaking of the target language. Guessing games is one of

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the techniques that have a positive effect on students speaking knowledge to make confidence and encourage. B. Suggestion After did the research the researcher has some suggestions for the students, English teacher and the institution as follow : a. The recommendation as follow for teacher : 1. The teacher should make condusive and make comfortable in

the class. 2. It is good for teacher to use technique to introduce guessing

games to students 3. Before teaching, teacher should stucture and plan this

technique carefully 4. Teacher must be able to manage the class and the time in order

to make students be more active and involved to the activity and make it runs well. 5. The teacher should keep monitoring during the stages

b. For the students : 1. If student find difficulties in understanding the games, they

should ask the teacher for clearer explanation.

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2. 3.

The students should be active in participating during the lesson The students should remind their friends to keep speaking

English c. For the institution: 1. Provide facilities that support the students activities in learning English 2. Maximize the function of the library as a medium for learning 3. Provide the teachers that qualified based on their background education. 4. Create the good relationship among the students, teachers, staffs, and the headmaster.

BIBLIOGRAPHY

Alrabaa Sami, Games in Speaking “ English Teaching Forum, Vol XXXIX, No. 3 (July, 1991). Arifin Zaenal, Dasar-dasar Penulisan Karya Ilmiah. (Jakarta : P.T Grasindo, 2003) Betteridge David and Michael Buckby, Games for Language Learning, New Edition Brown, H.D. (1994) Teaching by Principles: An Interactive Approach to Language Pedagogy. Englewood Cliffs, NJ: Prentice Hall Brown Gillian and George Yule, Teaching the Spoken Language : Approach Based on the Analysis of Conversational English (Australia : Cambridge University Press, 1989), p. 14 Burns, Anne. 2007. Collaborative Action Research for English Language Teachers. Cambridge. Cambridge University Press. Day, C. (1987) Professional Learning Through Collaborative in Service Activity. In Smyth, J. (ed.) Educating Teacher: Changing the Nature of Pedagogical Knowledge. London: The Falmer Press. Dean Brown James, The Elements of Language Curriculum: A Systematic Approach to Program Development, (Boston : Heinle & Heinle Publisher, 1995 ) Hopkins, D. (1985) A Teacher’s Guide to Classroom Research. Milton Keynes : Open University Press Hymes, Communication Competence, (Cambridge Press, 1976). J.Patricia ,Wentz, The Student Teaching Experience, ( T.tp.: Merrill Prentice Hall, t.t ) JhonRhodi, Speaking and Listening (London:: The Bath Press, 1989) Klippel Friederike, Keep Talking (USA : Cambridge University Press, 1994).

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Kountur Ronny, Metode Penelitian Untuk Penulisan Skripsi dan Tesis.(Jakarta: Buana Printing, 2007) Lubis, Yusnaini, Developing Communicate Profiency In The English as A foreign Languange. (EFL) Class, (Jakarta Depdikbud. 1988) M. Silver Stephen, Guessing for the Classroom and the English-Speaking Club. Selected Articles from the English Teaching Forum. 1980 – 1983. Nunan, D. (1993) Action Research in Language Education. In Edge, J. and Richards, K. (eds) Teacher Developed Teacher Reseach : Paper on Classroom Research and Teacher Development. Oxford: Heinemann. Patricia, Richard – Amato, Making it Happened: Interaction in The Second Language Classroom, (New York and London : Longman, 1988). Resources: http://www.web.net/~robrien/Papers/arfinal. 3. html/ 25/11/2008 Revell Jane, Teaching Technique for Commutative English (London Macmillan : Pres Ltd). Solahudin M., Kiat-kiat Praktis Belajar Speking. Diva Press. PT. Gramedia Pustaka Utama, 2008. Ur Penny, A Course in Language Teaching : Practice an Theory (Great Britain : Cambridge University Press, 1966). Valdman Albert, Trend in Language Teaching, Mc Graw : Hill Book Co, 1996. Webster Merriem, Webster’s Third New International Dictionary (USA : Merriem Webster inc, 1986). Wright Andrew, David Betteridge and Michael Buckby, games for Language Learning (Sidney : Cambridge University Press, 1989).

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Apendix 1 Silabus 1 Sekolah Mata Pelajaran Kelas / Semester Alokasi Standar Kompetensi

: SDN Kelapa Dua II : Bahasa Inggris : IV / I : 2 x pertemuan (4 x 35 menit) : Siswa dapat melakukan fungsi bahasa secara lisan dengan hafalan yang benar dalam konteks tentang greeting Materi Pokok/Pembelajaran 3
Greeting

No 1
1.

Kompetensi Dasar 2
Bercakap-cakap untuk menyertai tindakan secara berterima yang melibatkan tindak tutur: Mengenalkan diri, memberi salam atau sapaan, memberi salam perpisahan dan memberi aba-aba.

Kegiatan Pembelajaran 4
Kegiatan Awal • Guru mengkondisikan siswa • Guru mengabsen siswa • Menanyakan kabar • Melakukan tanya jawab tentang salam • Pre-test Kegiatan Inti • Guru mengenalkan macam-macam ucapan salam • Guru dan siswa mengulang-ulang melafalkan ucapan salam serta balasan •

Penilaian Indikator Tehnik 5 6 Bentuk Contoh Instrumen Instrumen 7 8

Alokasi Sumber Waktu Belajar 9 10
Buku Paket dan Gamb ar

Mengucapkan 2x 35 Siswa dengan keras Menit dapat Menghapalkan mengulang/m enirukan percakapan dalam konteks dialog sederhana • Siswa Lisan Mengucapdapat Tulisan kan dengan mencocokan nyaring kalimat suatu percakapan sederhana dengan gambar

57

58

• •

dari salam tersebut Guru memberikan penjelasan tentang fungsi ucapan salam. Siswa secara berpasangan mendemonstrasikan dialog sederhana tentang salam

Kegiatan Akhir

Knowing, The Head Master

Researcher

(H. Miftahudin, S. Pd. I)

(Jubaedah)

Apendix 2 Silabus 2 Sekolah Mata Pelajaran Kelas / Semester Alokasi Standar Kompetensi

: SDN Kelapa Dua II : Bahasa Inggris : IV / I : 2 x pertemuan (4 x 35 menit) Kedua : Siswa dapat melakukan fungsi bahasa secara lisan dengan hafalan yang benar dalam konteks Memperkenalkan diri Materi Pokok/Pembelajaran 3
Introduction

No 1
1.

Kompetensi Dasar 2
Bercakap-cakap untuk menyertai tindakan secara berterima yang melibatkan tindak tutur: Mengenalkan diri, memberi salam atau sapaan, memberi salam perpisahan dan memberi aba-aba.

Kegiatan Pembelajaran 4
Kegiatan Awal • Guru mengkondisikan siswa • Guru mengabsen siswa • Menanyakan kabar • Melakukan tanya jawab tentang pelajaran sebelumnya • Pre-test Kegiatan Inti • Guru mengucapkan bagai cara memperkenalkan diri • Guru dan siswa

Penilaian Indikator Tehnik 5 6 Bentuk Contoh Instrumen Instrumen 7 8

Alokasi Sumber Waktu Belajar 9 10
Buku Paket dan Gambar

Mengucapkan 2x 35 1. Siswa dengan keras Menit dapat Menghapalkan memperken alkan dirinya 2. Siswa dapat melengkapi percakapan sederhana Mengucaptentang tata kan dengan cara nyaring memperken Lisan alkan diri Tulisan 3. Siswa dapat mencocokan

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60

mengulang-ulang melafalkan • Guru memberikan penjelasan tentang tata cara memperkenalkan diri • Siswa secara berpasangan mendemonstrasikan dialog sederhana Kegiatan Akhir

kalimat percakapan bahasa Inggris sederhana ke bahasa Indonesia

Knowing, The Head Master

Researcher

61

(H. Miftahudin, S. Pd. I) Apendix 3 Silabus 3 Sekolah Mata Pelajaran Kelas / Semester Alokasi Standar Kompetensi

(Jubaedah)

: SDN Kelapa Dua II : Bahasa Inggris : IV / I : 2 x pertemuan (4 x 35 menit) Ketiga : Siswa dapat melakukan fungsi bahasa secara lisan dengan hafalan yang benar dalam konteks Tentang greeting, introduction, dan hobby

62 Kompetensi Dasar No 1 2 Materi Pokok/Pembelajaran 3 Kegiatan Pembelajaran 4
Kegiatan Awal • Guru mengkondisikan siswa • Guru mengabsen siswa • Menanyakan kabar • Melakukan tanya jawab tentang benda yang diketahui • Pre-test Kegiatan Inti • Guru menyebutkan macam-macam hobi • Guru dan siswa mengulang-ulang melafalkan macammacam hobby • Siswa secara berkelompok mendemonstrasikan percakapan sederhana tentang tema yang mereka kerjakan (greeting, intoduction, hobby) Kegiatan Akhir • Guru memberikan penguatan serta menyimpulkan • Memberitahukan pelajaran yang akan datang • Melaksanakan evaluasi • Guru mengucapkan salam sebelum keluar kelas 1. Siswa menyebutkan macamLisan macam hobby Tulisa 2. Siswa n dapat menuliskan percakapan sederhana tentang hobbi 3. Siswa dapat melakukan percakan sederhana secara berkelompok

Penilaian Indikator Tehnik 5 6 Bentuk Contoh Instrumen Instrumen 7 8

Alokasi Sumber Waktu Belajar 9 10

1.

Bercakap-cakap untuk menyertai tindakan secara berterima yang melibatkan tindak tutur: Mengenalkan diri, memberi salam atau sapaan, memberi salam perpisahan dan memberi aba-aba.

My Hobby

Mengucapkan 2x 35 dengan keras Menit Menghapalkan Mengucapkan dengan nyaring

Buku Paket dan Gambar

63

Knowing, The Head Master

Researcher

(H. Miftahudin, S. Pd. I)

(Jubaedah)

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Appendix 7 RENCANA PELAKSANAAN PEMBELAJARAN
Mata Pelajaran Kelas / Semester Pertemuan Ke Alokasi Waktu : Bahasa Inggris : IV / 1 : 1 (satu) : 2 x 35 Menit

Standar Kompetensi Speaking : Mengungkapkan intruksi dan informasi sangat sederhana dalam konteks kelas Kompetensi Dasar Bercakap-cakap untuk menyertai tindakan secara berterima yang melibatkan tindak tutur: Mengenalkan diri, memberi salam atau sapaan, memberi salam perpisahan dan memberi aba-aba. Indikator 1. Siswa dapat mengulang/menirukan percakapan dalam konteks dialog sederhana 2. Siswa dapat mencocokan kalimat suatu percakapan sederhana dengan gambar I. 1. 2. II. Tujuan Pembelajaran Mengulang atau menirukan percakapan sederhana Mencocokan kalimat suatu percakapan sederhana dengan gambar Materi Pokok Greeting

III. Metode Pembelajaran Speaking, Tanya jawab IV. Langkah-kangkah Pembelajaran No. Kegiatan Pembelajaran Kegiatan Awal • Guru mengkondisikan siswa • Guru mengabsen siswa • Mengucapkan salam Menanyakan kabar • Pre-test (mengajak siswa untuk membalas salam) Pengorganisasian Siswa Waktu Klasikal Individu Klasikal Klasikal Individual

1.

15 menit

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No.

Kegiatan Pembelajaran Kegiatan Inti • Guru memperlihatkan gambar tentang waktu saat melakukan salam • Guru menjelaskan tentang waktu melakukan salam • Guru memperlihatkan gambar kedua tentang mengekpresikan saat mengucapkan salam • Guru memberikan penjelasan tentang fungsi serta cara mengekspresikan salam • Guru mengucapakan dialog sederhana • Siswa menirukan/mengulang dialog yang diucapkan guru Contoh dialog: Mother : Good morning, Andy! Andy : Good morning, Mom! Mother : Good afternoon, Andy! Andy : Good afternoon, Mom! • Guru mengajak siswa untuk menebak gambar tentang waktu saat melakukan salam • Guru mengajak siswa melengkapi dialog dalam gambar • Siswa secara berpasangan mendemonstrasikan percakapan sederhana • Latihan, mencocokan percakapan dengan gambar (terlampir) Kegiatan Akhir • Guru memberikan penguatan serta menyimpulkan • Memberitahukan pelajaran yang akan datang • Melaksanakan evaluasi (post-test) • Guru mengucapkan salam sebelum keluar kelas

Pengorganisasian Siswa Waktu Klasikal Klasikal Klasikal Individu 60 menit

2.

3.

Klasikal Individu

15 menit

V.

Alat / Bahan / Sumber • Buku Speed Up English 4 dan Picture Card, Karangan Dra. Rita Kurniawan. Dra. Naning Pratini (Yudisthira)

VI. Penilaian

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Prosedur Penilaian a. Tes proses b. Tes akhir

Jenis Penilaian a. Tes proses : Guru mengamati siswa melakukan percakapan b. Tes akhir : Secara tertulis Bentuk Penilaian Pengamatan kegiatan siswa Lisan (Pre-test)

Knowing, The Head Master

Researcher

(H. Miftahudin, S. Pd. I)

(Jubaedah)

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Appendix 8 Kisi-kisi soal Mata Pelajaran Kelas Kompetensi Dasar

: Bahasa Inngris : IV : Bercakap-cakap untuk menyertai tindakan secara berterima yang melibatkan tindak tutur: Mengenalkan diri, memberi salam atau sapaan, memberi salam perpisahan dan memberi abaaba.
Sub. Material Indicators 1. Mengucapkan salam yang tepat 2. Tanya jawab fungsi serta waktu di saat mengucapkan salam 3. Memahami makna serta mengekspresikan ucapan salam yang benar 1. 2. 3. 4. 5. 6. 7. 8. Questioning Good morning Good afternoon Good evening Good night Good bye See you later How are you? I’m fine, thank you 9. Nice to meet you Type of Question

No.

Material

1.

Greeting

Daily activities

Practice

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Appendix 9 Teaching-Learning Activities I. Look at the pictures and repeat the dialogue! Mother: Good morning, Andy! Andy : Good morning, Mom!

Mother: Good afternoon, Andy! Andy : Good afternoon, Mom!

Any : Good evening, Andy! Andy : Good evening, Any!

Father: Good night, Andy! Andy : Good night, Pa!

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II. The dialogue! Good bye, Doni ! Good-bye, Sir! See you tomorrow!

Hello, how are you today Maya?

I am very well, thanks. And you?

I am fine, too. Thank you. Okay, I must go now. Good-bye, Maya! Nice to see you

Bye-bye, Budi! See you later!

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Appendix 10 Exercise Match the picture with the correct greetings!

A. Good bye, see you later! B. Good afternoon! Appendix 11

C. Good morning, students! D. Nice to meet you! E. Good night.

71

RENCANA PELAKSANAAN PEMBELAJARAN
Mata Pelajaran Kelas / Semester Pertemuan Ke Alokasi Waktu : Bahasa Inggris : IV / 1 : 2 (dua) : 2 x 35 Menit

Standar Kompetensi Speaking : Mengungkapkan intruksi dan informasi sangat sederhana dalam konteks kelas Kompetensi Dasar Bercakap-cakap untuk menyertai tindakan secara berterima yang melibatkan tindak tutur: Mengenalkan diri, memberi salam atau sapaan, memberi salam perpisahan dan memberi aba-aba. Indikator 1. Siswa dapat memperkenalkan dirinya 2. Siswa dapat melengkapi percakapan sederhana tentang tata cara memperkenalkan diri 3. Siswa dapat mencocokan kalimat percakapan bahasa Inggris sederhana ke bahasa Indonesia I. 1. 2. 3. II. Tujuan Pembelajaran Memperkenalkan dirinya Melengkapi percakapan sederhana tentang tata cara memperkenalkan diri Mencocokan kalimat percakapan bahasa Inggris sederhana ke bahasa Indonesia Materi Pokok Introduction

III. Metode Pembelajaran Speaking, Tanya jawab IV. Langkah-kangkah Pembelajaran No. 1. Kegiatan Pembelajaran Kegiatan Awal • Guru mengkondisikan siswa Pengorganisasian Siswa Waktu Klasikal

72

No.

Kegiatan Pembelajaran • Guru mengabsen siswa • Menanyakan kabar Pre-test (Melakukan tanya jawab tentang pelajaran lalu) Kegiatan Inti •Guru memperlihatkan gambar tentang dialog sederhana mengenai salam dan cara memperkenalkan diri •Guru mengucapkan percakapan sederhana diikuti seluruh siswa •Guru dan siswa mengulang-ulang melafalkan percakapan •Guru memberikan kesempatan bagi siswa yang siap untuk memperkenalkan diri •Siswa secara berpasangan membuat percakapan sederhana kemudian mendemonstrasikannya di depan kelas. •Latihan Contoh soal: Lengkapilah percakapan dibawah ini! 1. A : Good…………………… B : …………………………. 2. A : How……….you? B : I………fine. Thank you Kegiatan Akhir • Guru memberikan penguatan serta menyimpulkan • Memberitahukan pelajaran yang akan datang • Melaksanakan evaluasi (post-test) • Guru mengucapkan salam sebelum keluar kelas

Pengorganisasian Siswa Waktu Klasikal 15 menit Individu

Klasikal Klasikal Klasikal Klasikal Individu

60 menit

2.

3.

Klasikal Individu

15 menit

V.

Alat / Bahan / Sumber • Speed Up English 4 Kelas 4 dan Picture Card, Karangan Dra. Rita Kurniawan. Dra. Naning Pratini (Yudisthira)

73

VI. Penilaian Prosedur Penilaian c. Tes proses d. Tes akhir Jenis Penilaian a. Tes proses : Guru mengamati siswa dalam melakukan percakapan b. Tes akhir : Secara tertulis Bentuk Penilaian Praktek pengamatan kegiatan siswa Lisan (Pre-test)

Knowing, The Head Master

Researcher

(H. Miftahudin, S. Pd. I)

(Jubaedah)

74

Appendix 12 Kisi-kisi soal Mata Pelajaran Kelas Kompetensi Dasar

: Bahasa Inngris : IV : Bercakap-cakap untuk menyertai tindakan secara berterima yang melibatkan tindak tutur: Mengenalkan diri, memberi salam atau sapaan, memberi salam perpisahan dan memberi abaaba.
Sub. Material Indicators Questioning 1. Go od morning 2. Go od afternoon 3. Wh at is yor name? 4. See you later 5. Ho w are you? 6. I’m fine, thank you 7. Nic e to meet you 8. Wh ere do you live? 9. See you tommorow Type of Question

No.

Material

1.

Introduction

Daily activities

1. Siswa dapat memperkenalkan dirinya. 2. Siswa dapat mengucapkan percakapan sederhana tentang tata cara memperkenalkan diri

Practice

75

76

Appendix 13 The dialogue! Hello, good morning! Hi, good morning! My name is Andre. What is your name? Where do you live?

I am Ronny

I live in Jl. Dago

Nice to meet you, Ronny.

Nice to meet you too.

Good bye Ronny, see you tomorrow.

See you later.

77

Appendix 14 Exercise Name :……………………………. Complete the dialog!

Hello, good ………….! Hi, good morning! My name is Andre. What is …………? Where do you ……...……?

I am Ronny

I live in Jl. Dago

…………….. you, Ronny.

Nice to meet you too.

Good bye Ronny, see you tomorrow.

………. later.

RENCANA PELAKSANAAN PEMBELAJARAN
Mata Pelajaran Kelas / Semester Pertemuan Ke Alokasi Waktu : Bahasa Inggris : IV / 1 : 3 (tiga) : 2 x 35 Menit

Standar Kompetensi Speaking : Mengungkapkan intruksi dan informasi sangat sederhana dalam konteks kelas Kompetensi Dasar Bercakap-cakap untuk menyertai tindakan secara berterima yang melibatkan tindak tutur: Mengenalkan diri, memberi salam atau sapaan, memberi salam perpisahan dan memberi aba-aba. I. 1. 2. 3. II. 1. 2. 3. Indikator Siswa menyebutkan macam-macam hobby Siswa dapat menuliskan percakapan sederhana tentang hobbi Siswa dapat melakukan percakan sederhana secara berkelompok Tujuan Pembelajaran Menyebutkan macam-macam hobby Menuliskan percakapan sederhana Melakukan percakan sederhna secara berkelompok

III. Materi Pokok Hobby IV. Metode Pembelajaran Speaking, Tanya jawab

V. No.

Langkah-kangkah Pembelajaran Kegiatan Pembelajaran Kegiatan Awal • Guru mengkondisikan siswa • Guru mengabsen siswa • Menanyakan kabar • Pre-test (Melakukan 79anya jawab tentang pelajaran sebelumnya ) Pengorganisasian Siswa Waktu Klasikal Klasikal Individu Klasikal 15 menit

1

Kegiatan Inti • Guru memperlihatkan model dialog sederhana tentang hobby • Guru bertanya tentang macam-macam hobby • Siswa menyebutkan macam-macam hobby • Guru mengucapkan percakapan sederhana • Siswa menirukan percakapan tentang hobbi yang diucapan guru • Guru menjelaskan tentang hobby 2. • Guru menjelaskan masing-masing siswa untuk membuat percakapan sederhana • Guru membagi siswa menjadi 5 kelompok • Siswa secara berkelompok berdiskusi tentang percakapan sederhana yang akan dibuat • Siswa secara berkelompok mendemonstrasikan percakapan sederhana • Latihan Buatlah dialog sederhana tentang hobbi Kegiatan Akhir • Guru memberikan penguatan serta menyimpulkan • Melaksanakan evaluasi • Guru mengucapkan salam sebelum keluar kelas

Klasikal Klasikal 60 menit Klasikal Klasikal Klasikal Klasikal Klasikal

Individu

3.

Individu

15 menit

VI. Alat / Bahan / Sumber • Speed Up English 4 Kelas 4 dan Picture Card, Karangan Dra. Rita Kurniawan. Dra. Naning Pratini (Yudisthira)

VII. Penilaian Prosedur Penilaian e. Tes proses f. Tes akhir Jenis Penilaian a. Tes proses : Guru Mengamati siswa dalam melakukan percakapan b. Tes akhir : Secara tertulis

Bentuk Penilaian Lisan (Pre-test)

Knowing, The Head Master

Researcher

(H. Miftahudin, S. Pd. I)

(Jubaedah)

Appendix 15 A Model Dialogue Rahmat Susan Rahmat Susan Rahmat Susan Rahmat Your hobby 1. Playing football 2. Painting 3. Fishing 4. Playing tennis 5. Singing 6. Swimming 7. Dancing 8. Cooking 9. Reading 10. Writing : Hallo, Susan. What are you doing? : I make a painting. : Is that your hobby? : Yes, I am. My hobby is painting : No wonder your painting is beautiful : Thank you and what are you hobby, Rahmat? : Oh, my hobby is playing football.

Appendix 16 Practice For the group Make the dialogue with your friends about greeting theme!

Make the dialogue with your friends about introduction theme! Make the dialogue with your friends about hobby theme! EVALUATION For individual Make the dialogue from three themes Greeting, Introduction, and Hobby!

Apendix 17

The result of data collection The post-test and evaluation after research Daily Test No. Nama Cycle 1 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 N AHMAD SURAJI AMDIKA SARYANTI DESI PRATIWI HENDRA SANJAYA RIDWAN HAKIKI SITI MASITOH BAROKAH ABDUL AZIZ DEDE SHOLEHA DEVI SUPRIYATI ERI NUROKTAWIJAYA FAJAR BAHARI FIKRI ALAMSYAH FIKRI HERMAWAN HENDI SEPTIYANA HERIYANTO IBNU YUSUF IMAM MULKHOIR IMAM MUSTAQIM ISMAWATI MONICA AYU LESTARI AVERAGE 6 5 5 6 7 6 6 6 7 6 8 6 7 5 7 8 7 6 5 8 6.35 Daily Test Cycle 2 7 6 6 6 8 6 7 7 7 6 7 6 7 7 8 8 7 7 6 8 6.85 Daily Test Cycle 3 7 7 7 7 7 7 7 7 7 6 8 6 8 7 8 8 8 7 7 9 7.25

Evaluation 8 7 7 7 8 8 8 8 7 7 8 7 7 7 9 9 9 8 7 9 7.75

Apendix 18 The result of data collection from each group

Kelompok Nama No. Siswa Kelompok 1 AHMAD SURAJI AMDIKA SARYANTI DESI PRATIWI HENDRA SANJAYA Kelompok 2 RIDWAN HAKIKI SITI MASITOH BAROKAH ABDUL AZIZ DEDE SHOLEHA Kelompok 3 DEVI SUPRIYATI ERI NUROKTAWIJAYA FAJAR BAHARI FIKRI ALAMSYAH Kelompok 4 FIKRI HERMAWAN HENDI SEPTIYANA HERIYANTO IBNU YUSUF Kelompok 5 IMAM MULKHOIR IMAM MUSTAQIM ISMAWATI MONICA AYU LESTARI

Aspek yang dinilai Kerjasam a Inisiatif Keaktifan Jumlah 7 7 6 6 7 7 8 7 7 6 7 6 7 7 7 8 8 6 7 9 7 6 6 6 8 6 7 7 7 6 8 7 7 6 8 9 8 6 6 8 6 6 6 7 8 7 7 7 7 7 8 7 7 6 8 8 8 6 7 8 20 19 18 19 23 20 22 21 21 19 23 20 21 19 23 25 24 18 20 25

Nilai 6.7 6.3 6.0 6.3 7.7 6.7 7.3 7.0 7.0 6.3 7.7 6.7 7.0 6.3 7.7 8.3 8.0 6.0 6.7 8.3

1. 2. 3. 4. 1. 2. 3. 4. 1. 2. 3. 4. 1. 2. 3. 4. 1. 2. 3. 4.

Appendix 20 Kunci jawaban Practice (Appendix 10) I. Complete the sentence! 1. A :Good morning. B : Good morning

B : Not so good. 2. A : How are you? B : I am fine. Thank you 4. A : Nice to meet you. B : Nice to meet you too.

3. A : How are you today? 5. A : Are you all right? B : Yes, I am fine II. Match the picture C Good morning, students! Good night! B Good afternoon! Good bye, see you later!

D

A

Kunci Jawaban Practice (Appendix 14) 1. D 6. B 2. F 7. H 3. E 8. C 4. G 9. A 5. J 10. I

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