IMPROVING STUDENTS’ SPEAKING ABILITY USING

INFORMATION GAP ACTIVITIES

(A Classroom Action Research at XI.IPA4 grade of SMA Negeri 8 Kotaku)

Oleh :
MUHAMAD FUAS, M.Pd
NIP. 196810122007011015

SMA NEGERI 8 KOTAKU

KOTA KOTAKU
 PENGESAHAN

Judul Penelitian : IMPROVING STUDENTS’ SPEAKING ABILITY

USING INFORMATION GAP ACTIVITIES (A
Classroom Action Research at XI.IPA4 grade of SMA
Negeri 8 Kotaku)
Nama Peneliti : GURUKU, M.Pd
NIP : ..........................
Tahun Penelitian : 2016/2017

Kotaku, April 2017

Mengetahui
Kepala Sekolah Pustakawan

.................... ..................
NIP. ..................... NIP. ........................

ii
 ABSTRAK

This research is conducted in order to improve students’ speaking ability

through information gap activities at XI.IPA4 grade of SMAN 8 Kotaku and also
to help the English teacher of XI.IPA4 grade of SMAN 8 Kotaku Kota Kotaku in
managing classroom activities communicatively, so that it will encourage the
students to speak English.
In conducting this research, the researcher used Classroom Action
Research (CAR) as the method of research. She taught English speaking using
information gap activities at XI.IPA4 grade of SMAN 8 Kotaku This research
consisted of three cycles and each cycle consisted of four elements, they were:
planning, action, observation and reflection. Each cycle was conducted in three
meetings, so the researcher conducted this research in nine meetings for one
month and three weeks. To collect and analyze the data, the researcher used the
information from interview, observation, questioner, and the students’
achievements in pre-test and post-test in order to support the data collected.
The result of this research shows that using information gap activities in
teaching speaking at XI.IPA4 grade of SMAN 8 Kotaku can motivate the students
to speak English and improve their speaking ability. The students’ responses
showed that they were interested to learn English speaking because they thought
that the activities were interesting. Moreover, the students’ achievements in pre-
test and post-test which are analyzed by using the method of speaking assessment
stated by Arthur Hughos showed a significant improvement. The students’
average score in pre-test was 62.6 and the average score in post-test was 70.9,
while the improvement of students’ average score in pre-test and post-test was 8.
2. From this result, the researcher concluded that teaching speaking using
information activities at XI.IPA4 grade of SMAN 8 Kotaku can improve students’
speaking ability.
Key Words: Speaking Ability, Information Gap Activities

iii
 ABSTRAK

Penelitian ini dilaksanakan untuk meningkatkan kemampuan berbicara

siswa melalui metode information gap activities di kelas XI SMAN 8 Kotaku
Kota Kotaku dan juga untuk membantu guru bahasa Inggris kelas XI SMAN 8
Kotaku Kota Kotaku dalam mengelola kegiatan kelas yang komunikatif agar
dapat mendorong siswa untuk berbicara bahasa Inggris.
Dalam melaksanakan penelitian ini, peneliti menggunakan Penelitian
Tindakan Kelas (PTK) sebagai metode penelitian. Peneliti dan guru bahasa
Inggris berkolaborasi dalam mengajar berbicara bahasa Inggris dengan
menggunakan metode information gap activities di kelas XI SMAN 8 Kotaku
Penelitian ini terdiri dari tiga siklus dan tiap siklus terdiri dari empat unsur, yaitu:
perencanaan, pelaksanaan, observasi dan refleksi. Setiap siklus terdiri dari tiga
tatap muka. Peneliti melaksanakan penelitian ini dalam sembilan tatap muka
selama satu bulan tiga minggu. Untuk mengumpulkan dan menganalisa data,
peneliti menggunakan informasi dari wawancara, observasi, angket dan untuk
mendukung data peneliti juga melaksanakan pre-test dan post-test.
Hasil penelitian ini menunjukkan bahwa penggunaan information gap
activities dalam mengajar berbicara bahasa Inggris di kelas XI SMAN 8 Kotaku
dapat memotivasi siswa untuk berbicara bahasa Inggris dan meningkatkan
kemampuan mereka dalam berbicara bahasa Inggris. Respon dari siswa
menunjukkan bahwa mereka tertarik untuk belajar berbicara bahasa Inggris karena
menurut mereka kegiatan yang digunakan menarik. Di samping itu, pencapaian
siswa dalam pre-test dan post-test yang dianalisa dengan menggunakan metode
penilaian kemampuan berbicara menurut Arthur Hughes menunjukkan
peningkatan yang signifikan. Nilai rata-rata siswa pada pre-test adalah 62, 6 dan
nilai rata-rata pada post-test adalah 70, 9, sementara peningkatan nilai rata-rata
pada pre-test dan post-test adalah 8,2. Dari hasil ini, peneliti menyimpulkan
bahwa pengajaran speaking dengan menggunakan information gap activities di
kelas XI SMAN 8 Kotaku dapat meningkatkan kemampuan berbicara siswa.
Kata Kunci: Kemampuan Berbicara, Information Gap Activities

iv
 KATA PENGANTAR

Puji syukur senantiasa penulis panjatkan kehadirat Tuhan Yang Maha

Agung, yang telah mengasihi hamba-Nya, sehingga penulis dapat menyelesaikan
penulisan karya tulis ini.
Pengalaman penelitian menjadi hal yang berharga bagi penulis. Banyak
hambatan yang dialami baik dalam perencanaan, pelaksanaan maupun laporan.
Namun semangat, dorongan dan bimbingan dari berbagai pihak, maka semua itu
dapat terealisasi. Penulis menghaturkan rasa terima kasih yang sebesar-besarnya
atas segala bantuan, saran dan bimbingan kepada :
1. Kepala Dinas Pendidikan Kota Kotaku
2. Kepala UPTD Pendidikan Kecamatan Cibodas
3. Kepala SMAN 8 Kotaku
4. Semua pihak yang telah memberikan bantuan baik secara moril
maupun material dalam penyelesaian penelitian Tindakan Kelas ini.
Penulis menyadari bahwa karya tulis ini masih jauh dari sempurna. Oleh
karena itu saran dan kritik senantiasa penulis harapkan.
Akhirnya penulis berharap semoga karya tulis ini bermanfaat.

Penulis

v
 TABLE OF CONTENT

The Approval Sheet of Advisor

The Endorsement Sheet of Examination Committee
Pengesahan ....................................................................................................ii
Abstract........................................................................................................ iii
Acknowledgement......................................................................................... v
Table of Content............................................................................................vi
CHAPTER I INTRODUCTION
A. Background of Study................................................................................ 1
B. Limitation and Formulation of Study........................................................ 4
C. The Objective of Study............................................................................. 4
D. The Significance of Study......................................................................... 4
CHAPTER II THEORETICAL FRAMEWORK
A. Teaching Speaking.................................................................................... 6
1. The Nature of Speaking ............................................................................6
2. Element of Speaking ................................................................................ 6
3. The Aim of Teaching Speaking ............................................................... 7
4. Classroom Speaking Activities................................................................. 8
B. Information Gap Activities .................................................................... 10
1. The Nature of Information Gap Activities ..............................................10
2. Speaking Activities Based on Information Gap Principle.......................12
CHAPTER III RESEARCH METHODOLOGY
A. The Aim of Study.................................................................................... 14
B. Research Location................................................................................... 14
C. Subject of Study...................................................................................... 14
D. Research Instrument............................................................................... 14
E Technique of Data Collecting..................................................................14
F. Technique of Data Analysis.................................................................... 17
G. Action Procedure......................................................................................18

vi
CHAPTER IV RESEARCH FINDINGS
A. Description of Data ................................................................................ 23
1. Data of Observation................................................................................ 23
2. Data of Interview.................................................................................... 24
a. Data of Interview with English Teacher of XI.IPA4 grade of SMA.......24
b. Data of Interviews with Students of XI.IPA4 grade of SMA .................25
3. The Implementation of Information Gap Activities in
Teaching Speaking......................................................................................25
4. The Improvement of Students’ Speaking Achievements...........................26
5. Students’ Responses on the Implementation of Teaching
Speaking by Using Information Gap Activities .......................................... 44
B. Interpretation of Data.............................................................................. 47
1. Data of Observation................................................................................ 47
2. Data of Interview.................................................................................... 47
3. The Implementation of Information Gap Activities to Improve
Students’ Speaking Ability.......................................................................... 48
4. Students’ Achievements in the Tests...................................................... 49
5. Students’ Responses on the Implementation of Information
Gap Activities.............................................................................................. 49

CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion...............................................................................................51
B. Suggestion................................................................................................52

BIBILOGRAPHY ……………………………………………………….. 53
APPENDICES

vii
 CHAPTER I
INTRODUCTION

A. Background of Study
The emergence of globalization era which has caused no distance between
countries in this world, force people to decide an international language to
overcome the communication problems when people from different countries with
different languages meet in some occasions. Today, the first international
language is English. Therefore, almost all people in this world try to master
English in order to be accepted in this globalization era.
The ever-growing need for good communication skills in English has
created a huge demand for English teaching around the world. Millions of people
today want to improve their command of English or to ensure that their children
achieve a good command of English. The opportunities to learn English are
provided in many different ways such as through formal instruction, travel, study
abroad, as well as through the media and the Internet. The worldwide demand for
English has created an enormous demand for quality language teaching and
language teaching materials and resources.
Communication is an essential need for human being. Language as a
means of communication has an important role to reveal an intention to someone
else. Since language is a means of communication, it is not enough for students to
learn words, phrases and grammatical features if they want to produce language in
their daily communication or to interact with others in English. Therefore, we
should consider the goal of English teaching today, that is to develop what Hymes
in Jack C. Richard’s referred to as “communicative competence”. Communicative
competence is a definition of what a speaker needs to know in order to be
communicatively competent in a speech community.
One of the ways in communication is through speaking. Therefore, the
most important thing that should be noticed in teaching speaking is how to
activate all of language elements, such as vocabulary, grammar, and
pronunciation, which students have possessed to communicate, since the main
function of language is a means of communication. It means that the goal for
students learning English speaking is that they are able to use language to
communicate effectively and appropriately for all life’s requirements, both social
and academic. The students have to be able to express their thoughts, ideas, and
feelings orally in English without thinking for a long time before saying what they
wish to say.
Speaking in a second or foreign language has often been viewed as the
most demanding of the four skills. Many people today realize that their aims to
study English is to be able to communicate in English, it is suitable with the
theory of language according to communicative approach that is “language as a
means of communication”.
Students often think that the ability to speak a language is the product of
language learning, but speaking is also a crucial part of the language learning
process. Effective teachers teach students speaking strategies that they can use to
help themselves expand their knowledge of the language and their confidence in
using it.
The frequency in using the language will determine the success in
speaking ability. Therefore, teacher should create a teaching strategy that
stimulates and motivates student to talk in English. Since English in Indonesia is a
foreign language, so the most comfortable place for the students to speak English
is in the classroom. There are three main reasons for getting students to speak in
the classroom. Firstly, speaking activities provide rehearsal opportunities –
chances to practice real-life speaking in the safety of the classroom. Secondly,
speaking tasks in which students try to use any or all of the language elements
they know to provide feedback for both teacher and students. Finally, this is also
the opportunities for the students to activate the various elements of language they
have stored in their brains. Unfortunately, this condition rarely occurs to the
students of XI.IPA4 grade of SMAN 8 Kotaku Kota Kotaku.
In teaching speaking at XI.IPA4 grade of SMAN 8 Kotaku, the teacher
teaches the students traditionally. The teacher asks the students to read a dialogue
in the textbook together. Then, the teacher asks the students to perform that
dialogue in front of the class without asking them to develop a more
communicative dialogue using their own way. So, they only memorize the
dialogue and most of the students do not know how to use some expressions
taught by their teacher in a real communication. This teaching strategy can not
help the students to use language as a means of communication.
This strategy influences the teaching of speaking which cause many
problems. First, it relates to the condition of students who are lack of vocabulary
which will make them unable to say words or sentences in a real communication.
Second, the students get used to speak Indonesian language while the most
comfortable place for the students to speak English is in the classroom, since
English in Indonesia is a foreign language. Fourth, most of the students are not
confident to use English in speaking class. For instance, when the teacher asks
them to come forward to have a conversation with their friends, they refuse it.
They are shy to perform English conversation in front of their friends.
Consequently it makes them uninterested in learning English.
The teacher also has difficulties to teach in large class. The main problem
is the way to manage it. During the teaching hours the teacher should make the
students pay attention to the materials given to them and also to their friends’
performances in front of the class. It needs hard work for getting students
attention without giving them an interesting activity for more than one hour.
Based on the problems above, the writer tries to give a solution for the
teacher to implement an English teaching strategy which can motivate and give
more opportunities for the learner to speak English in the class, that is information
gap activities. This strategy is designed to create students’ interests to learn with
pleasant. In an information gap activity 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. Using information gap activities in teaching speaking will encourage the
students to speak and it will activate the various elements of language they have
stored in their brains. Another advantage of information gap activities is that
students are forced to negotiate meaning because they must make what they are
saying comprehensible to others in order to accomplish the task. These types of
activities are extremely effective in the foreign language classroom. They give
every student opportunity to speak in the target language for an extended period
of time and students naturally produce more speech than they would otherwise. In
addition, speaking with peers is less intimidating than presenting in front of the
entire class and being evaluated.
Based on the problems above, it encourages us to think how to manage a
classroom activities to be a communicative class so that the students can
participate actively in the teaching and learning process and then we can achieve
the objective of English learning as stated above, that is “communicative
competence”. So, in presenting this paper the writer will try to study how to
improve student’s speaking ability by using information gap activities at XI.IPA4
grade of SMAN 8 Kotaku Kota Kotaku.
B. Limitation and Formulation of Problem
1. Limitation of the Problem
The writer limits the study to the implementation of information gap activities
to improve the students’ speaking ability at XI.IPA4 grade students of SMAN 8
Kotaku
2. Formulation of the Problem
The formulation of this study is : How significant is the students’ speaking
ability better after they are taught using information gap activities?
C. The Objective of the Study
This Classroom Action Research (CAR) is conducted in order to improve
students’ speaking ability at the XI.IPA4 grade of SMAN 8 Kotaku Kota Kotaku
through information gap activities.
D. The Significance of Study
The results of this research is expected to be useful for the English teacher
of SMAN 8 Kotaku Kota Kotaku especially in teaching speaking, so that the
teacher can manage classroom activities communicatively by using information
gap activities in order to encourage their students to speak or to state their ideas
orally in English. For students themselves, it can motivate them to try to speak
English as often as possible, so that they can improve their ability in speaking
skill.
 CHAPTER II
THEORETICAL FRAMEWORK

A. Speaking
1. The Nature of Speaking
Speaking is an important instrument of communication. People use it
almost constantly. As human beings, especially as social creature we have a need
to make meaning of our surroundings. We have a need to express our thoughts,
opinions, or feelings in order to be accepted in social life. “Speaking does not only
make sound by the speech organs but ideas and emotions. Speaking is the active
use of language to express meaning so that other people can make sense of them,
therefore, the label of productive use of language can be applied to speaking”.
While another expert said that speaking is “the process of building and sharing
meaning through the use of verbal and non-verbal symbols, in a variety of
contexts”. To express their ideas in foreign language, the learners will use their
existing language resources, built up from previous experience of language use.
The word speaking has many different meanings or definitions on
linguistics’ views. Another definition of speaking is making use of words in an
ordinary voice, offering words, knowing and being able to use a language
expressing one-self in words, acquired through listening and reading. While the
definition of speaking ability is “the ability to produce sentences, to express, to
state, or to deliver thoughts, ideas and feelings. Speaking is human behaviors
which use physics: psychological, neurological, semantic, and linguistic and in
general it can be considered as a tool of social control”.
Referring to the definitions above, we may conclude that speaking is
giving oral expression to thoughts, opinions, or feelings in a variety of contexts by
using speech organs that is built up from previous experience of language use.
2. Elements of Speaking
In speaking, it is very important for student to acquire the ability to
express their ideas and opinions. Consequently, this competency should be
mastered by the learners of language. According to Jeremy Harmer, there are two
elements of speaking. First, language features, consists of:
1. Connected speech is the modifying in sounds production or utterances such as
assimilation, omission, addition, weakened (through contraction and stress
patterning)
2. Expressive devices are the alteration of the speed, volume, and stress of
utterances to show the feeling. The use of this device contributes the ability to
convey meaning.
3. Lexis and grammar related to the ability to use a number of common lexical
phrases, especially in the performance of certain language functions.
4. Negotiation language is the ability to get benefits from the negotiatory
language we use to seek clarification and to show the structure of what we are
saying.
The second element of speaking is mental or social processing, consists of:
1. Language processing: the ability to process language in their own heads and
put it into coherent order so that it comes out in forms that are not only
comprehensible, but also convey the meanings that are intended.
2. Interacting with others. This means that speaking also involves a good deal of
listening, and understanding of how the other participants are feeling.
3. Information processing: the ability to process the information the moment we
get it.
Therefore, the English teacher should consider these elements of speaking
in teaching speaking to their students, so that they will have a good ability in
speaking. Furthermore, as explained by Arthur Hughos that for assessing spoken
English production, teachers have to asses students’ pronunciation, grammar,
vocabulary, fluency, and comprehension. Although his theory does not mention
explicitly about the element of speaking, however the implementation to assess
the spoken English production is dealing with the elements of speaking itself. Of
course grammar and vocabulary here should be based on the curriculum and
students’ expectations.
3. The Aim of Teaching Speaking
Speaking is a crucial part of second language learning and teaching.
Despite its importance, for many years, teaching speaking has been undervalued
and English language teachers have continued to teach speaking just as a
repetition of drills or memorization of dialogues. However, today's world requires
that the goal of teaching speaking should improve students' communicative skills,
because, only in that way, students can express themselves and learn how to
follow the social and cultural rules appropriate in each communicative
circumstance.
One of the characteristics of speech in everyday life is that speech is
spontaneous. That is, in most situations, people do not plan ahead of time what
they are going to say. Only in more formal situations, such as when a person has
been asked to give a speech, do people plan and organize their speech. 15 The fact
that speech is spontaneous means that it is full of false starts, repetitions,
incomplete sentences, and short phrases. Therefore, teachers may require their
students to do more forward-thinking and planning than native speakers do in real
life. Another aspect of producing spoken language is the time-constraint. The
students must be able to produce unplanned utterances in real time, otherwise
people will not have the patience to listen to them.
Based on the facts explained above, we should consider the goal of
English teaching today, that is to develop “communicative competence” rather
than a mere mastery of structures, vocabulary items, or pronunciation.
Communicative competence is the aspect of our competence that enables us to
convey and interpret messages and to negotiate meanings interpersonally within
specific contexts.
4. Classroom Speaking Activities
Most English teachers face the problem of having passive students who
show no willingness to speak in class, or students who seem interested enough to
speak but find it difficult to express themselves.
Traditional classroom speaking practice often takes the form of drills in
which one person asks a question and another gives an answer. The question and
the answer are structured and predictable, and often there is only one correct,
predetermined answer. The purpose of asking and answering the question is to
demonstrate the ability to ask and answer the question.
In contrast, the purpose of real communication is to accomplish a task,
such as conveying a telephone message, obtaining information, or expressing an
opinion. In real communication, participants must manage uncertainty about what
the other person will say. Authentic communication involves an information gap;
each participant has information that the other does not have. In addition, to
achieve their purpose, participants may have to clarify their meaning or ask for
confirmation of their own understanding.
To create classroom speaking activities that will develop communicative
competence, which is the aim of teaching speaking as explained above, instructors
need to incorporate a purpose and an information gap and allow for multiple
forms of expression. Therefore, the teacher should provide students with
communicative activities in which the student can engage actively in teaching and
learning process.
They must use the target language to share some information. For
instance, one student has the direction to a party and must give them to a
classmate. One type of speaking activity involves the so-called ‘information gap’-
where two speakers have different parts of information making up a whole.
Because they have different information, there is a ‘gap’ between them.
Speaking activities which can improve students’ speaking competence as
suggested by Richards are:
1. Information-gap activities: this refers to the fact that in real communication,
people normally communicate in order to get information they do not possess.
In this activity, each student has different information and they need to obtain
information from each other in order to finish a task. They must use target
language to accomplish it.
2. Jigsaw activities: these are also based on the information-gap principle.
Typically, the class is divided into groups and each group has part of the
information needed to complete an activity. The class must fit the pieces
together to complete the whole. In so doing, they must use their language
resources to communicate meaningfully and so take part in meaningful
 communication practice.
3. Task-completion activities: puzzles, games, map-reading, and other kinds of
classroom tasks in which the focus is on using one’s language resources to
complete a task.
4. Information-gathering activities: student-conducted surveys, interviews, and
searches in which students are required to use their linguistic resources to
collect information.
5. Opinion-sharing activities: activities in which students compare values,
opinions, or beliefs, such as a ranking task in which students list six qualities in
order of importance that they might consider in choosing a date or spouse.
6. Information-transfer activities: These require learners to take information that
is presented in one form, and represent it in a different form. For example, they
may read instructions on how to get from A to B, and then draw a map
showing the sequence, or they may read information about a subject and then
represent it as a graph.
7. Reasoning-gap activities: These involve deriving some new information from
given information through the process of inference, practical reasoning, etc.
8. Role plays: activities in which students are assigned roles and improvise a
scene or exchange based on given information or clues.
B. Information Gap Activities
1. The Nature of Information Gap Activities
Information gap activity is an activity which is based on information-gap
principle that in real communication people normally communicate in order to get
information they do not possess. Real communication is likely to occur in the
classroom if students practice language forms on their own way and use their
linguistic and communicative resources in order to express their ideas. In so
doing, they will get available vocabulary, grammar, and communication strategies
to complete a task.
Another definition of information gap activity is an activity 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. In an information gap activity one person has
information that the other lacks. They must use the target language to share that
information. For instance, one student has the directions to a party and must give
them to a classmate.
Information gap exists when one person in an exchange knows something
to other person does not. Therefore, if we create an activity based on this
statement, the activity is in the form that the students work in pair or in group and
each student has different information and they have to share each other’s
information in order to complete a task.
Referring to the definition above, we can conclude that the principles of
information gap activities are that each student has different information and they
need to obtain information from each other in order to finish a task. They must use
target language to accomplish it.
For information gap activities to work, it is vitally important that students
understand the details of the task (for example, that they should not show each
other pictures). It is often a good idea for teachers to demonstrate how an activity
works by asking a student to come to front of the class and performing the activity
with the teacher, so that everyone can see exactly how to do the activity.
Many English learners cannot say what they wish to say in English, even
though they had years of English learning. Therefore, we need to actively engage
students in speaking activities that are enjoyable and that are based on a more
communicative competence as the goal of teaching speaking. One of the
challenges faced by many second language-teachers is motivating their students to
speak in the target language, confident students always participate and students
who are less confident are reluctant to speak. Even when students speak in the
target language, they are usually answering a question and this approach greatly
limits students output. Oral presentations provide opportunities for students to
speak in the target language for an extended period of time and these activities are
useful, but they should not be the only opportunities, students have to speak at
length. Because students prepare for this presentation by writing a script and then
rehearsing it, they have difficulty to speak in the target language spontaneously
because they only have a little opportunity to do so. When students choose to
learn a language, they are interested in learning to speak that language as fluently
as possible. One solution is by using information gap activities.
These types of activities are extremely effective in the L2 classroom. They
give every student the opportunity to speak in the target language for an extended
period of time and students naturally produce more speech than they would
otherwise. In addition, They can help to reduce such fears by maintaining a
friendly atmosphere in the class and providing opportunities for students to
practice alone or with another student and then increasingly with a larger group of
students. Thus, students can practice speaking in front of their peers who face the
same situation. Speaking with peers is less intimidating than presenting in front of
the entire class and being evaluated. Another advantage of information gap
activities is that students are forced to negotiate meaning because they must make
what they are saying comprehensible to others in order to accomplish the task.
2. Speaking Activities Based on Information Gap Activities
The teacher should design the speaking activity so as to provide an
opportunity for learners to produce language that they had recently learnt (e.g.
through open or cued dialogues) in order to prepare the learner for later
communicative activity by providing them with the necessary linguistic forms and
the necessary links between forms and meanings.
The principle underlying communicative activities is that the teacher
structures the situation so that learners have to overcome an information gap or
solve a problem. Speaking activities based on information gap principle can be
divided in to some categories, those are:
1. Identifying pictures: learner A has a set of four, five or six pictures which are
very similar in content, but contain a number of distinguishing features.
Learner B has a copy of these pictures. Learner A must find out which of the
pictures learner B is holding, by asking him questions about it.
2. Discovering Identical pairs: in this activity the students work in group, for
instance one group consists of five students. Four pictures are given among
four students and the fifth learner in the group holds a duplicate of one of
 these pictures. He must ask the others to discover which learner has the
picture identical to his own.
3. Discovering sequences or locations : learner A has a set of six patterns. These
are arranged into a sequence from one to six. Learner B has the same set of
patterns, but these are not in sequence. Learner B must discover the sequence
of A’s pictures and arrange his pictures in the same way.
4. Discovering missing information or features : learner A has information
represented in tabular or picture form. However, some items of information
have been deleted from the table or picture. Learner B has an identical table
or picture, but different items of information have been deleted. Each learner
can complete his own table or picture by asking his partner for the
information that he lacks.
5. Communicating patterns and pictures: learner A has an assortment of shapes
which he arranges into a pattern. Learner B has the same shapes. They must
communicate each other so that B can reproduce as exactly as possible the
same pattern as A.
6. Discovering diferences: learner A and B each have a picture (or map, patter,
etc). The pictures are identical except for a number of details. The learner
must discuss the pictures in order to discover what the differences are.
7. Following directions: learner A and B have identical maps. Only A knows the
exact location of some building or other features. He must direct B to the
correct spot.
8. Pooling information to solve a problem: learners have to pool information in
order to solve a problem. For instance, learner A has a town plan showing the
location of interesting places. Learner B has a list of a bus timetable. Together
they must devise an itinerary which would enable them to visit, say, five
places during one ay, spending at least half an hour at each.
9. Reconstructing story-sequences: a picture-script story (without dialogue) is cut
up into its separate pictures. One picture is handed to each member of a
group. Without seeing each other’s pictures, the learners in the group must
decide on the original sequence and reconstruct the story.
 BIBLIOGRAPHY

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 Bloomington: Pantagraph, 1994.
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Prentice Hall, 1995.
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Cambridge University Press, 1998.
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International Bureau of Education, 2004.
Walter, Teresa. Teaching English Language Learners, New York: Pearson
Education, 2004.
 RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

A. Nama Sekolah : SMA

B. Mata Pelajaran : Bahasa Inggris/Peminatan
C. Kelas/Semester : XI / 1
D. Materi Pokok : Teks lisan dan tulis untuk mengucapkan dan merespons ungkapan
untuk menyatakan pendapat dengan penjelasan.
E. Alokasi Waktu : 4 JP (180 menit)
F. Kompetensi Inti :
 KI 1 : Menghayati dan mengamalkan ajaran agama yang dianutnya
 KI 2 : Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab,
peduli (gotong royong, kerjasama, toleran, damai), santun, responsif dan
pro-aktif dan menunjukkan sikap sebagai bagian dari solusi atas berbagai
permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial
dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam
pergaulan dunia
 KI 3 : Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual,
prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,
teknologi,seni, budaya, dan humaniora dengan wawasan kemanusiaan,
kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan
kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian
yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan
masalah.
 KI 4 : Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak
terkait dengan pengembangan dari yang dipelajarinya di sekolah secara
mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan

G. Kompetensi Dasar:
1.1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa
pengantar Komunikasi internasional yang diwujudkan dalam semangat belajar
2.1. Menunjukkan perilaku santun dan peduli dalam melaksanakan komunikasi antar
pribadi dengan guru dan teman
3.1. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari ungkapan
untuk menyatakan pendapat dengan penjelasan, serta responsnya, sesuai dengan
konteks penggunaannya.
4.1. Menyusun teks lisan dan tulis untuk menyatakan, menanyakan, dan merespons
ungkapan untuk menyatakan pendapat dengan penjelasan, dengan
memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan
sesuai konteks.

H. Indikator :
(Sikap Spiritual)
1.1.1. Menunjukkan semangat mengikuti pembelajaran (A5)
1.1.2. Menunjukkan keseriusan mengikuti pembelajaran (A5)

(Sikap Sosial)
2.1.1. Menunjukan perilaku santun dalam berkomunikasi interpersonal dengan guru dan
teman (A5)
2.1.2. Menunjukkan perilaku peduli dalam berkomunikasi interpersonal dengan guru
dan teman (A5)
 (Pengetahuan)
3.3.1. Mengidentifikasi ungkapan untuk menyatakan pendapat dengan penjelasan. (K1)
3.3.2. Mengidentifikasi fungsi sosial, struktur teks, dan bentuk kebahasaan serta format
penyampaian atau penulisannya (K1)
3.3.3. Menirukan pengucapannya ungkapan untuk menyatakan pendapat dengan
penjelasan. (K1)
3.3.4. Membandingkan perbedaan antara berbagai ungkapan untuk menyatakan pendapat
dengan penjelasan dalam bahasa Inggris, perbedaannya dengan yang ada dalam
bahasa Indonesia. (K2)
3.3.5. Mengidentifikasi pengucapan ungkapan untuk menyatakan pendapat dengan
penjelasan. (K2)
3.3.6. Menemukan berbagai macam ungkapan untuk menyatakan pendapat dengan
penjelasan. dari berbagai sumber dalam konteks yang berbeda-beda (K3)
3.3.7. Menganalisis ungkapan ungkapan untuk menyatakan pendapat dengan penjelasan.
dengan mengelompokannya berdasarkan penggunaan. (K4)

(Penerapan)
4.4.1. Menyusun teks ungkapan untuk menyatakan pendapat dengan penjelasan. secara
lisan dan tertulis berdasarkan konteks/situasi (simulasi, role play, dan kegiatan lain
yang terstruktur.(P3)
4.4.2. Melakukan percakapan dan menulis teks pemaparan jati diri secara lisan dan
tertulis dengan meniru model/contoh yang telah diberikan /dipelajari. (P4)

I. Tujuan Pembelajaran :
(Sikap Spiritual)
1.1.3. Siswa dapat menunjukkan semangat mengikuti pembelajaran.
1.1.4. Siswa dapat menunjukkan rasa antusias mengikuti pembelajaran.

(Sikap Sosial)
2.1.1. Siswa dapat menunjukan perilaku santun dalam berkomunikasi interpersonal
dengan guru dan teman.
2.1.2. Siswa dapat menunjukkan perilaku peduli dalam berkomunikasi interpersonal
dengan guru dan teman.

(Pengetahuan)
3.3.1. Siswa dapat mengidentifikasi ungkapan pemaparan jati diri.
3.3.2. Siswa dapat mengidentifikasi fungsi sosial, struktur teks, dan bentuk kebahasaan
serta format penyampaian atau penulisannya
3.3.3. Siswa dapat menirukan pengucapannya dan menuliskan pemaparan jati diri yang
digunakan.
3.3.4. Siswa dapat membandingkan perbedaan antara berbagai pemaparan jati diri dalam
bahasa Inggris, perbedaannya dengan yang ada dalam bahasa Indonesia.
3.3.5. Siswa dapat mengidentifikasi pengucapan dan isi teks yang memaparkan jati
3.3.6. Siswa dapat menemukan berbagai macam teks pemaparan jati diri dari berbagai
sumber dalam konteks yang berbeda-beda.
 3.3.7. Siswa dapat menganalisis ungkapan memaparkan jati diri dengan
mengelompokannya berdasarkan penggunaan.

(Penerapan)
4.4.1. Siswa dapat menyusun teks pemaparan jati diri secara lisan dan tertulis berdasarkan
konteks/situasi (simulasi, role play, dan kegiatan lain yang terstruktur.(P3)
4.4.2. Siswa dapat melakukan percakapan dan menulis teks pemaparan jati diri secara
lisan dan tertulis dengan meniru model/contoh yang telah diberikan /dipelajari.
(P4)

J. Materi :
 Materi : Teks lisan dan tulis sederhana, untuk mengucapkan dan merespons ungkapan
untuk menyatakan pendapat dengan penjelasannya
 Fungsi sosial : Menjaga hubungan interpersonal dengan guru, teman, dan orang lain
 Struktur teks : Pernyataan pendapat disertai penjelasan yang logis dan relevan.
Contohnya; I think it is a very bad action
 Unsur Kebahasaan : (1)Ungkapan: I believe ..., I think ..., I suppose ..., In my opinion
(2)Tense: Tense Simple, Continuous, Perfect, dalam bentuk Present dan Past, dengan
atau tanpa kata kerja bantu modal, secara terintegrasi(3) Penggunaan nominal
singular dan plural secara tepat, dengan atau tanpa a, the, this, those, my, their, dsb
secara tepat dalam frasa nominal (4)Ucapan, tekanan kata, intonasi(5)Ejaan dan tanda
baca(6)Tulisan tangan
K. Metode :
Menyimak, diskusi kelompok, studi pustaka, role- play, penugasan individu dan
kelompok.

L. Media :
Laptop, Computer, LCD, Rekaman untuk Listening, Loud Speaker, Film/gambar, Power
Point Presentation

M. Sumber :
 Buku Pathway to English for Senior High School Grade XI (PROGRAM
PEMINATAN)
 Audio CD/VCD/DVD
 Suara guru
 Koran/majalah berbahasa Inggris
 www. dailyenglish.com

N. Langkah-langkah Pembelajaran :
Pertemuan 1
1) Kegiatan Pendahuluan

Guru Siswa Waktu

- memberi salam kepada siswa
- mengajak siswa berdoa
- mengecek kehadiran siswa
- Meminta siswa membaca extract -
tentang “anti-deforestation” dan
memberikan pendapat dengan
- membalas salam guru 15’
- berdoa bersama dengan guru
- menyatakan kehadirannya
dengan berkata, “I am here.”
Membaca extract tentang
“anti deforestration” dan
menyampaikan pendapat
 menjawab pertanyaan yang
diberikan
2) Kegiatan Inti
Guru
a. Mengamati (Observing)
- Memperdengarkan percakapan
menyatakan pendapat dan
melengkapinya
- Meminta siswa mengidentifikasi
informasi percakapan tersebut
- Memperdengarkan percakapan
menyatakan pendapat kembali
dan meminta siswa
mengidentifikasi pernyataan
yang berupa fakta atau pendapat
- Memperdengarkan monolog
pendek dan meminta siswa
melengkap kembali
- meminta siswa untuk menirukan - menirukan pengucapan
pengucapan pernyataan yang
berupa fakta atau pendapat yang
diucapkan oleh guru
- Memperdengarkan questions
dan statements dan meminta
siswa meresponnya dengan tepat
b. Mempertanyakan (Questioning)
- memberikan kesempatan untuk
siswa berdiskusi tentang
ungkapan memberi pendapat
yang sertai penjelasan yang logis
dan relevant dalam bahasa
Inggris, perbedaannya dengan
yang ada dalam bahasa
Indonesia.
- memberikan kesempatan untuk
siswa memberitahukan hasil
perbedaan diskusi yang
dilakukan
- Meminta siswa membaca dialog -
ungkapan menyatakan pendapat
dan mempraktekkannya dengan
temannya
- Meminta siswa membaca dan
menirukan pengucapan guru
tentang ungkapan yang
Siswa Waktu
- Menderngarkan percakapan
menyatakan pendapat dan
melengkapinya
- Mengidentifikasi informasi
percakapan tersebut
- Mendengarkan
Mendengarkan percakapan
menyatakan pendapat
kembali mengidentifikasi
pernyataan yang berupa fakta
atau pendapat 30’
- monolog pendek dan meminta
siswa melengkap kembali
pernyataan yang berupa fakta
atau pendapat yang diucapkan
oleh guru
- questions dan statements dan
meminta siswa meresponnya
dengan tepat
- Berdiskusi tentang ungkapan 30’
memberi pendapat yang sertai
penjelasan yang logis dan
relevant dalam bahasa
Inggris, perbedaannya dengan
yang ada dalam bahasa
Indonesia.
- berdiskusi dengan teman
kelompok dan
memberitahukan hasil diskusi
membaca dialog ungkapan
menyatakan pendapat dan
mempraktekkannya dengan
temannya
- membaca dan menirukan
pengucapan guru tentang
ungkapan yang digunakan
 digunakan untuk menyatakan
pendapat dan responnya
c. Mengeksplorasi (Exploring)
- Memberi kesempatan pada
siswa untuk berinteraksi
menggunakan ungkapan
menyatakan pendapat dengan
berkelompok membaca teks dan
menjawab pertanyaannya dan
memberikan beberapa kasus
topik dan meminta mereka
memberikan pendapatnya
d. Mengasosiasi (Associating)
- Meminta siswa menganalisa
ungkapan menyatakan pendapat
dengan melengkap tabel yang
tersedia
- Meminta siswa berkelompok
untuk mencari kolom pembaca
pada koran dan menemukan
ungkpan menyatakan pendapat
- Meminta siswa membandingkan
ungkapan menyarankan untuk
melakukan atau tidak
melakukan sesuatu dengan
penjelasan serta responnya dari
yang sudah dipelajari
- Meminta siswa membaca
struktur kalimat untuk
menyatakan pendapat dan
menjelaskannya
e. Mengkomunikasikan (Communicating)
- meminta siswa membaca
beberapa penggalan artikel dan
menuliskan ungkapan
menyarankan untuk
melakukan atau tidak
melakukan sesuatu
- memberi masukan baik dari
aspek struktur teks, kebahasaan
maupun ucapan, tekanan kata
dan intonasi
- meminta siswa menuliskan
permasalahan dalam
menggunakan bahasa Inggris
untuk memaparkan jati diri
dalam lembar refleksi diri.
untuk menyatakan pendapat
dan responnya
- berinteraksi menggunakan
ungkapan menyatakan
pendapat dengan
berkelompok membaca teks
dan menjawab pertanyaannya 30’
dan memberikan beberapa
kasus topik dan meminta
mereka memberikan
pendapatnya
- menganalisa ungkapan
menyatakan pendapat dengan
melengkap tabel yang tersedia
- berkelompok untuk mencari
kolom pembaca pada koran
dan menemukan ungkpan
menyatakan pendapat
- membandingkan ungkapan 30’
menyarankan untuk
melakukan atau tidak
melakukan sesuatu dengan
penjelasan serta responnya
dari yang sudah dipelajari
- membaca struktur kalimat
untuk menyatakan pendapat
dan menjelaskannya
- membaca beberapa penggalan
artikel dan menuliskan
ungkapan menyarankan
untuk melakukan atau tidak
melakukan sesuatu
- mencatat semua masukan
guru baik dari aspek struktur
teks, kebahasaan maupun 40’
ucapan, tekanan kata dan
intonasi
- menuliskan permasalahan
dalam menggunakan bahasa
Inggris untuk memaparkan
jati diri dalam lembar refleksi
diri.
3) Kegiatan Penutup

Guru Siswa Waktu

- memberi panduan
menyimpulkan hasil
pembelajaran
- meminta siswa menyampaikan
pendapat atau perasaan atas
pembelajaran yang dilakukan
- memberikan penugasan
terstruktur individu dengan
menuliskan ungkapan
menyarankan untuk
melakukan atau tidak
melakukan sesuatu dari topik
yang siswa sukai
- dengan panduan guru
menyimpulkan hasil
pembelajaran
- menyampaikan pendapat atau
perasaan atas pembelajaran
yang dilakukan
- penugasan terstruktur
individu dengan menuliskan
ungkapan menyarankan
untuk melakukan atau tidak 40’
melakukan sesuatu dari
topik yang siswa sukai

- menyampaikan rencana kegiatan - mendengarkan penjelasan

pertemuan berikutnya; akan guru tentang rencana kegiatan
mempelajari ungkapan pertemuan berikutnya
menyatakan pendapat dalam
bentuk tertulis

O. Penilaian :
1) Penilaian sikap spiritual dan sosial
a. Instrumen penilaian sikap spiritual (lembar pengamatan terlampir)
b. Instrumen penilaian sikap sosial (lembar pengamatan terlampir)
2) Penilaian pengetahuan dilakukan dengan : Tes Tertulis (soal terlampir)
3) Penilaian penerapan dilakukan dengan penilaian rubrik (lembar rubrik terlampir)
 Lembar pengamatan penilaian sikap spiritual

Nomor daftar hadir siswa kelas XI IPA 4

No Indikator 1 2 3 4 5 6 7 8 9 10 1 12 … 32
1
1 Siswa menunjukan semangat
dalam mengikuti
pembelajaran
2 Siswa menunjukan
keseriusan
dalam mengikuti
pembelajaran

Kriteria penilaian semangat :

3 = telah menunjukan semangat (tidak mudah menyerah menghadapi kesulitan, menghargai
waktu, belajar dengan sepenuh hati/ikhlas, rajin belajar) dalam mengikuti pembelajaran
2 = mulai menampakan semangat( tidak mudah menyerah menghadapi kesulitan, menghargai
waktu, belajar dengan sepenuh hati/ikhlas, rajin belajar )dalam mengikuti pembelajaran,
namun belum sepenuhnya.
1= belum menampakan semangat( tidak mudah menyerah menghadapi kesulitan,
menghargai
waktu, belajar dengan sepenuh hati/ikhlas, rajin belajar )sama sekali dalam mengikuti
pembelajaran

Kriteria penilaian serius :

3 = telah menunjukan serius(berkomitmen tinggi, sedia bekerja keras, bersungguh-sungguh)
dalam mengikuti pembelajaran
2 = mulai menampakan serius tidak mudah menyerah menghadapi kesulitan, menghargai
waktu, belajar dengan sepenuh hati/ikhlas, rajin belajar dalam mengikuti pembelajaran,
namun belum sepenuhnya.
1= belum menampakan serius tidak mudah menyerah menghadapi kesulitan, menghargai
waktu, belajar dengan sepenuh hati/ikhlas, rajin belajar sama sekali dalam mengikuti
pembelajaran
 Lembar pengamatan penilaian sikap sosial

Nomor daftar hadir siswa kelas XI

No Indikator 1 2 3 4 5 6 7 8 9 10 1 12 … 32
1
1 Siswa menunjukan perilaku
santun dalam melaksanakan
Komunikasi interpersonal
dengan guru dan teman.
2 Siswa menunjukan perilaku
santun dalam melaksanakan
Komunikasi interpersonal
dengan guru dan teman.

Kriteria penilaian perilaku santun :

3 = telah menunjukan perilaku santun (mengatakan ” tolong” dan ” terima kasih” ,
menghargai
dan menghormati orang lain tanpa membeda-bedakan golongan, memandang orang yang
diajak bicara, menggunakan bahasa yang tidak menyinggung perasaan orang lain)dalam
dalam melaksanakan Komunikasi interpersonal dengan guru dan teman.
2 = mulai menampakan perilaku santun mengatakan ” tolong” dan ” terima kasih” ,
menghargai
dan menghormati orang lain tanpa membeda-bedakan golongan, memandang orang yang
diajak bicara, menggunakan bahasa yang tidak menyinggung perasaan orang lain)dalam
dalam melaksanakan Komunikasi interpersonal dengan guru dan teman, namun belum
memakai kaidah-kaidah kesantunan (misalnya, please, thank you, Can I…?.)
1= belum menampakan perilaku santun mengatakan ” tolong” dan ” terima kasih” ,
menghargai
dan menghormati orang lain tanpa membeda-bedakan golongan, memandang orang yang
diajak bicara, menggunakan bahasa yang tidak menyinggung perasaan orang lain)sama
sekali dalam dalam melaksanakan Komunikasi interpersonal dengan guru dan teman.

Kriteria penilaian perilaku peduli :

3 = telah menunjukan perilaku peduli (menawarkan bantuan pada teman dan tidak egois)
dalam
dalam melaksanakan Komunikasi interpersonal dengan guru dan teman.
2 = mulai menampakan perilaku peduli(menawarkan bantuan pada teman dan tidak egois)
dalam
dalam melaksanakan Komunikasi interpersonal dengan guru dan teman.
1= belum menampakan perilaku peduli(menawarkan bantuan pada teman dan tidak egois)
sama
sekali dalam dalam melaksanakan Komunikasi interpersonal dengan guru dan teman.
 Kisi-kisi soal pengetahuan dan penerapan

Kelas/
Materi Nomor
No Kompetensi Inti Kompetensi Dasar semester Indikator soal
Pokok soal
1 KI. 3. XI/1 teks lisan dan Diperdengarka 1-10
3.1 Menganalisis
Memahami, tulis untuk n sebuah teks (PG)
fungsi sosial,
menyatakan,
menerapkan, struktur teks,
menanyakan,
percakapan
menganalisis dan unsur menyatakan,
dan
pengetahuan kebahasaan menanyakan,
merespons
dari ungkapan dan merespons
faktual, untuk
ungkapan
ungkapan
konseptual,prosed untuk
menyatakan untuk
ural berdasarkan menyatakan
pendapat menyatakan
pendapat
rasa ingin tahunya dengan
dengan
pendapat
tentang ilmu penjelasan, dengan
penjelasan
pengetahuan, serta penjelasan
responsnya, siswa dapat
teknologi,seni, sesuai dengan
budaya, dan memilih
konteks
humaniora dengan penggunaanny
jawaban yang
wawasan a. tepat dengan
kemanusiaan, menentukan :
kebangsaan, - Informasi
kenegaraan, dan tertentu
peradaban terkait - Informasi
penyebab rinci
fenomena dan - Informasi
kejadian, serta tersurat 10-15
menerapkan (Uraian)
pengetahuan Diberikan lima
prosedural pada pernyataan
bidang kajian untuk
menyatakan,
yang spesifik menanyakan,
sesuai dan merespons
dengan bakat dan ungkapan
minatnya untuk untuk
memecahkan menyatakan
masalah. pendapat
dengan
penjelasan
secara lisan dan
meminta siswa
untuk
meresponnya
dengan baik
(respon positif
dan
negative(setuju
tidak setuju)).
2 KI.4 XI/1 teks lisan dan Diberikan 16
4.1. Menyusun
Mengolah, tulis untuk sebuah konteks, (uraian)
teks lisan dan
menyatakan,
menalar, dan tulis untuk
menanyakan,
siswa dapat
menyaji dalam menyatakan, membuat
dan
ranah konkret dan menanyakan, rancangan
merespons
dan
ranah abstrak merespons
ungkapan dialog berisi
terkait dengan untuk ungkapan
ungkapan
pengembangan menyatakan menyatakan,
untuk
pendapat menanyakan,
dari yang menyatakan
dengan
pendapat dan merespons
dipelajarinya di penjelasan ungkapan
17
sekolah secara dengan (lisan)
penjelasan, untuk
mandiri, dan dengan menyatakan
mampu memperhatika pendapat
menggunakan n fungsi dengan
metoda sesuai sosial, penjelasan
kaidah keilmuan struktur teks,
dan unsur
kebahasaan
yang benar
dan sesuai
konteks.
 SPEAKING RUBRIC ASSESSMENT

Name : ………………………………………… Class/Number : ……../ ……..

Name : ………………………………………… Class/Number : ……../ ……..
KKM : 75

No Criteria to be Low Good Very Good Score

assessed performance Performance Performance
7 8 9
1. Pronunciation too many with 2 until 5 perfect
mistakes mistakes pronunciation
2. Intonation monotonous begins to Accurate
vary the intonation
intonation
3. Grammar too many with 2 until 5 no mistakes
mistakes mistakes in grammar
4. Content plain/simple begins to add add more
some personal
information information
Total score
Final Score = Total
score : 4
 WRITING RUBRIC ASSESSMENT

Name : ………………………………………… Class/Number : ……../ ……..

No Criteria to be Low Good Very Good Score

assessed performanc Performance Performance
e 8 9
7
1. Text Organization Doesn’t use Use the Use the
the correct correct text correct text
text organization organization
organization but has not and with
elaborated elaborated
the idea idea
2. Sentence formation Use simple begins to Use simple
sentences vary simple sentences,
sentences and compound
compound sentences and
sentences complex
sentences
correctly
3. Grammar Too many 6 until 10 Under 5
mistakes mistakes mistakes
4. Vocabulary Basic Developed Purposefully
Vocabulary, vocabulary chosen
less precise vocabulary
5. Mechanic Some errors Mostly Effective use
with spelling effective use of
and of capitalization,
punctuation mechanics; punctuation,
errors do not and spelling
detract from
meaning
6. Tidiness and deadline Write Write quite Write neatly,
awkwardly, neatly, quite clear font,
Unreadable, clear font, submit the
submit late submit late work in/on
more than 3 three days time
days from from the
the deadline deadline
Total score
Final Score = Total
score : 6