Professional Documents
Culture Documents
A Thesis
LASMI RUMINGGI
10535 4551 10
APPROVAL SIIEET
Title : The Implementation of Shadowing
Teaching Technique to
Improve Students' Speaking
Ability (A euasi Experimental
study at the Eighth Grade
Students of SMpN I Bontonompo in
the Academic year of
20l4l20ll
Name Lasmi Ruminggi
Apprnved by:
Cnnsultant I
Head of English
Education Department
P
rwin .ttri n"S.pO..M.pO
NBM: 860 934
/-.:\
\-Yz) Terakreditosi I nstitusi
L]NI\TRSITAS MUHAMMADIYAH MAKASSAR
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
PROGR4IVI qUDI PENDIDIKAN BAHASA
INGGRIS
LEMBAR PENGESAHAI{
12 Februari 2015 M
Makassar,
22 Rabiul Akhir
PA]YITIA UJIA}T
Pengawas Umumr Dr. H. lrwan Akih, M.pd
Penguji
ka
tffi
\Hf.t
/_\
\-!a) Te rakre dita si I n i
sti tus
Bn04t
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
UNIVERSITAS MUHAMMADIYAH MAKASSAR
Jln. Sultan Alauddin (0411) 860132 Makassar 90221
SURAT PERNYATAAN
Lasmi Ruminggi
iv
ACKNOWLEDGMENT
the almighty God, Allah S.W. T, who has given guidance, mercy, and good
health, so the writer had the opportunity to finish her thesis. Salam and Shalawat
are addressed to the final, chosen, religious messenger, the prophet Muhammad
S.A.W.
The writer realizes that in carrying out the research and writing this
proposal, the writer has received a lot of help, motivation and support from many
people, therefore, the writer would like to express her great thanks and
apperception to:
Makassar.
2. Dr. Andi Syukri Syamsuri, M. Hum., the Dean of FKIP Unismuh Makassar.
3. Erwin Akib, S. Pd., M. Pd., the Head of English Education Department and
Department.
4. My high appreciation and greater thankfulness are due to the major supervisor,
Dr. H. M. Arif Paturusi, M.Pd, for her warm personality and my co-supervisor
Nurdevi Bte Abdul, S.Pd., M.Pd., for their invaluable assistance continual and
viii
unwavering encouragements, support, tutelage, patience, and perseverance in
guiding me.
5. The lecturers and the staff of University Muhammadiyah Makassar for their
IPI Chapter Unismuh and my brother Mahmud S.Pd for his kindness in
guiding me to finish my proposal. And also my best cousin Esra Sulastri S.Pd
8. All of people who had always motivated and helped that cannot be mentioned
one by one.
Finally, the writer offer thanks and apperception to everybody who had
The Writer
LASMI RUMINGGI
ix
TABLE OF CONTENT
CHAPTER I. INTRODUCTION
A. Background ........................................................................... 1
x
C. Concept of Speaking ............................................................. 12
E. Hypothesis ............................................................................. 27
A. Findings ................................................................................. 37
B. Discussion ............................................................................. 48
A. Conclusion ............................................................................ 52
B. Suggestion ............................................................................. 53
BIBLIOGRAPHY ..................................................................................... 55
xi
MOTTO
Vii
LIST OF TABLES
xi
LIST OF APPENDICES
Appendix 6 F TABLE
xiii
LIST OF GRAPHICS
Chart 4.3: Mean Score of Experimental and Control Class of Post-Test and Pre-
Test on Speaking Accuracy ........................................................ 46
xii
1
CHAPTER I
INTRODUCTION
A. Background
In learning English, there are some skills that have to be mastered. Those
are Listening, Speaking, Reading and Writing. The first is Listening skill.
Speaking skill. In this step, they try to practice what they listen. The third is
mastering Reading skill. Usually, they start learning this skill when they study
Elementary School. The fourth skill is mastering Writing skill. Those are the four
language skills which should be started by the people when they study language.
But, the most difficult is speaking skills. Learning to speak is obviously more
language, in this case English is still a problem for student at junior up to senior
high school.
essential skill since it is the basic for communication and it is the most difficult
skill. English is the most difficult for learners. In particular, EFL learners often
speaking ability. They learn for a long time but they cannot communicate with
other people. It is due to the lack of ability of the teacher to design an interactive
teaching speaking process in the classroom. The success of the students to speak
Teacher should know how to encourage the students to speak English. So, the
teacher should have a good skill, method or technique that they will apply in
learning process. The students will obtain good speaking ability if they have a
confidence.
Based on the problems dealing with low speaking ability of the students
of SMPN 1 Bontonompo the writer tries to carry out a research with the title “The
However, the writer tries to conduct the research at SMPN I Bontonompo because
the students have problem when they want to speak English. The writer wants to
prove whether shadowing technique could improve the students’ speaking ability.
The writer decides to conduct this research at SMPN 1 Botonompo because the
writer thinks that she should find technique to nurture the students’ speaking
ability. From the long contemplation, the writer decides to provide shadowing
makes the students become active in learning process and motivate the students to
skills, and studies report that shadowing has recently become popular as a
activity in which learners track the heard speech and vocalize it as clearly as
possible while simultaneously listening. Shadowing is one of the ways which has
The writer hopes that by using shadowing teaching technique can improve
the students’ speaking ability is dealing with accuracy. The students can improve
B. Problem Statement
Based on the issue in the background above, the writer formulates the
following question:
Bontonompo?
SMPN I Bontonompo?
The result of this study was expected to have practical contribution. The
dealing with the pronunciation and grammatical sentence. The writer implemented
CHAPTER II
used widely for many years and has led to much better listening comprehension
Shadowing is one of the ways which has been used to enhance listening
comprehension and oral performance. But in this research, the writer wants to try
B. Concept of Shadowing
1. Definition of Shadowing
decade that shadowing has captured language instructors’ attention and been
and studies report that shadowing has recently become popular as a teaching
method.
in which learners track the heard speech and vocalize it as clearly as possible
monitoring the shadowed material engages many areas of the learners’ brains,
Shadowing is one of the ways which has been used to enhance listening
comprehension and oral performance recently. It was not until the current decade
that shadowing captured language instructors’ attention and was incorporated into
teaching foreign languages. Tateuchi reports that early research into shadowing
was done in the field of psychology in the 60s (cited in Mochizuki, 2006). The
main purpose was to train interpreters and it continues to be used for that goal.
Tanaka (2002) lists shadowing as one of technique used for interpreter training,
listening ability.
7
including complete, selective and interactive shadowing .In the complete form the
students repeat all the sentences uttered by their teacher. In selective shadowing,
they choose to repeat the important, message-carrying parts. And finally regarding
the interactive type, the learner adds comments or other words while still
repeating some parts of what was stated by the teacher. This can also be called
conversational shadowing.
training to interpreters or process of repeating the word after listen the recording.
By using shadowing teaching technique, the learners will hear the record from
native speaker after that try to produce or interpret what the native speaker say as
reasons:
and vary levels and topics. It is easy to find materials appropriate to the
students’ levels.
equipment.
2. Types of Shadowing
contexts. Kurata (2007) shows how she used shadowing techniques in JFL
contexts (Table). How shadowing is used varies from researcher to researcher and
Types Procedure
vocalization.
methods which can be divided into three kinds of shadowing (shadowing, delayed
9
shadowing, and phrase shadowing) and two kinds of peripheral tasks (parallel
text
3. Effectiveness of Shadowing
effective teaching method to improve the listening skills of high school and
university-level learners.
which tends to make students passive, more active. She indicates that in a
especially structure words which normally do not even register when heard”. Ota
(2007), states that the advantage of shadowing are as follows: First, students can
listening and help them feel a sense of achievement by being able to produce the
original sounds.
Based on the explanation above, the writer concludes that the effectiveness
of shadowing are to develop good ear for language, especially in accent and
intonation and to make the students become passive or more active. Shadowing
will make the students familiar with English phonological because the students
In Stevic (1989:77) Dora states that learning took a place in the classroom,
speaking at every opportunity and listening very attentively to the way the teacher
native speaker and reproduce the way the teacher spoke, and ‘here’ them in the
head. We can imagine ourselves speaking with that same accent. The more we
b. Try doing the same thing in a language that is foreign to you. Don’t let
your mind stop to figure out or remember anything that you don’t
understand.
Ware (2012) states that there are some steps to building shadowing skill.
During the first class using the graded readers, students should read their selected
book for a few minutes in class to verify that it is both interesting and good level.
They should then finish reading the book without using a dictionary as homework.
The teacher should stress that the students should understand 95% of the words,
otherwise they should choose a lower level book. During class the next day, and
Step1. Students should read and listen to what they had previously read for
about 7 minutes.
12
Step 2. Ideally, students should listen the record a second time without
reading. However, because of time constraints, we skipped this step during the
class.
Step 3. Students should listen again (while their book are closed) and shadow
graded readers.
Based on the explanations above, the writer concludes that there are some
steps to building shadowing. The first, read the script while listening. The second
listen the record without reading the script and tries to shadow or interpret what
C. Concept of Speaking
1. Definition of Speaking
There are some definitions from expert about speaking. The first, Brown
and Yule (1983) made a useful distinction between the interactional functions of
speaking, in which it serves to establish and maintain social relations, and the
distinct in terms of form and function and requires different teaching approaches.
said or done. The message and making oneself understood clearly and
accurately is the central focus, rather than the participants and how
c. Talk as performance refers to public talk, that is, talk that transmits
tend to be getting something done, exploring ideas, working out some aspect of
b. Participation is event
c. Motivation is high
The third is Thornbury (2007: 13), there are two main purposes for
2. Types of speaking
Brown (2000: 329-330) states that there are two types of oral language that
a. Monolog, in monolog, when one speaker uses spoken language for any
information.
3. Component of Speaking
into three parts. They are accuracy, fluency, and comprehensibility. The highest
15
the mother tongue. There are two or three grammatical errors. The highest rating
scale of fluency is speaking without too great an effort with fairly wide range of
expression. Searches for words occasionally but one or two unnatural pauses.
Moreover, the highest rating scale of comprehensibility is easy for the listener to
understand the speaker’s intention and general meaning. Very view interruption or
clarification required.
a. Accuracy
Attending early to structure results is in greater accuracy in the long run than
exact and without error, especially as a result of careful effort. Marcel (1978: 15)
states that accuracy is a manner of people in using appropriate word and the
pattern of sentences. In this case accurate divided into three elements, namely
1) Pronunciation
students aware of different sounds and what sound features (what these mean), but
can also improve their speaking immeasurably. Some pronunciation features are
more important than the others. Some sound and stressing words and phrase
words are to be understood correctly. Intonation, the ability to vary the pitch and
is not much getting students to produce correct sounds or intonation tunes, but
rather to have them listen and notice how English is spoken either on audio or
videotape or from the teacher themselves. The more aware they are the greater the
a) Sound
phonemes) which, on their own may not carry meaning, but which, in
combination make words and phrase. Competent speakers of the language make
these sounds by using various parts of the mouth such as the lip, the tongue, the
teeth, and the alveolar ridge (the ridge behind the upper teeth), the plate, the
velum (the flap soft tissue hanging at the back of the plate often called soft plate),
particular sound. This allows us to demonstrate how it is made and show how it
can be spelt. If the students seem to be having trouble with either of the sound.
Gilbert (2008:8), the focus of English instruction where sounds are organized.
b) Stress
Harmer (1990: 32), stress in the term we use to describe the point in a
word or phrase where pitch changes, vowels lengthen, and volume increases.
Stress in one syllable there is no problem; we know which one it is. A word with
more than one syllable is more complex, however. We might stress the word
export on the second syllable (exPORT) if we are using at as verb. But if, on the
contrary, we stress the first syllable (EXport) the verb is noun. In multisyllable
words there is often more than one stressed syllable. In such case we call the
strongest force the primary stress and the weaker force the secondary stress.
want to say.
clear which syllable is stressed; these are loudness, contrastive vowel length,
c) Intonation
Kenworthy (in Harmer 1990: 28), shows how intonation is used to put
words and information in the foreground (by using high or wavering pitch), in the
background (by using a lower pitch than normal), to signal ends and beginnings of
conversations (we often know when someone has finished speaking because their
voice drops in pitch. Just as their voice may start at a higher pitch than usual at
‘closed’ (when we finish what we are saying at higher pitch than normal we leave
other possibilities in the air whereas a falling pitch closes off what we have said
or intention of what we are saying and show how certain we are about what we
communicating meaning. Indeed, listeners frequently get the wrong message from
intonation tells us what someone means and how they feel about it. We recognize
the way we use changes in pitch to convey meaning, to reflect the thematic
19
structure of what we are saying, and to convey mood. The simple way of doing
this is to show how many different meanings can be squeezed out of just one word
such us yes.
2) Grammar
phrases and sentences in such a way that we account for all the grammatical
ways in which words can change their forms and can be combined into sentences
in that language. Competent speakers know how to use these smallest units of
meaning or grammar of a word) and syntax (the order that words can be arranged
sentence needs at least a subject and a verb, which can then be followed by an
There are two rules of grammars are descriptive and pedagogic grammars.
Descriptive grammar may attempt to describe everything there is, the latter are
need, as far as possible, clear and easily digestible summaries of what is and what
is not correct. Pedagogic grammar rules inform much language teaching but if
20
they are carelessly applied, they can sometimes lead to considerable over
implication.
b. Fluency
run, i.e. the number of syllables between pauses. The longer the runs, the more
fluent the speaker sounds. The kinds of features of fluency are: the first, pauses
may be long but not frequent. The second is pauses are usually filled. The third,
pauses occur at meaningful transition points. The last is there are long runs of
filling them. The most common is pause fillers and some vagueness expression
c. Comprehensibility
understand the speaker’s intention and general meaning. Very view interruption or
clarification word.
4. Teaching Speaking
commutative approach proposes that task should provide the opportunity for
accuracy. This would encourage fluency and lead learners to explore creatively
Willis (1996) proposed the use of a cycle of activities around central task,
learners first hear a recording of the native speaker undertaking a similar task to
the one they are to do, providing them with a rough model; the then perform the
task in small group, during which students express themselves without worry
about errors; the teacher observes and provides feedback; finally students perform
the task before the class, with the focus on all- round performance.
Richards (1990) states that the types of criteria we use to asses a speaker’s
oral performance during a classroom activity will depend on what kind of talk we
are talking about and the kind of classroom activity we are using. Green,
b. Responding supportively
c. Responding aggressively
Richards (2008: 39) states that a speaking activity that requires talk as
include:
points and to make the lecture structure more salient to the listeners.
Brown (2000: 271), there are six similar categories apply to the kinds of
oral production that students are expected to carry out in the classroom.
certain vowel sound. Imitation of this kind is carried out not for the
comments.
23
information.
in a group discussion, the task may hardly justify the time spent setting
them up.
making sure that the speaking activity has a clear outcome, especially
purpose.
24
effect they are having on their audience. If not, they can hardly be said
d. Challenge: the task should stretch the learners so that they are forced to
outcome.
Thornbury (2007: 125), the most commonly used spoken test types are
these:
pre-selected topic.
public performance and, for informal testing, they are also more
e. Collaborative task and discussion: these are similar to role plays expect
themselves.
26
D. Conceptual Framework
following diagram:
Speaking Material
Shadowing Technique
Accuracy
Pronunciation Grammar
given the students material before giving a treatment. In the treatment, the writer
had given the treatment by using shadowing technique to know the students’
27
speaking accuracy dealing with pronunciation and grammar. After doing the
treatment, the writer had given post-test to know the improvement of the students
in speaking ability.
E. Hypothesis
CHAPTE III
RESEARCH METHOD
This chapter deals with the research design, variables of the research,
A. Research Design
This design used a treatment group and it has a nonequivalent control group
design that had been given pre-test, treatment, and post test. One group was
assigned to experimental group and the other group had been assigned to the
control group. The researcher formulated it in the following figure. The design of
EG O1 XI O2
CG O1 X2 02
Note:
O1= Pretest
29
O2= Post-test
1. Pre-test
The writer conducted pre-test for one meeting before giving treatment. The
students were given an oral interview by the writer. It ran 90 minutes. The writer
gave the students free topic. The writer provided three topics but each student was
free to choose one topic. Each student was given 3-5 minutes to speak English
based on the topic. The students’ speaking ability was recorded by using recorder.
After doing recording, the writer gave transcript and gave score dealing with
The writer taught the students by using shadowing technique. It had some
Each meeting ran 90 minutes. Each meeting was given a topic relate to shadowing
a. The teacher gave the students some questions relating to the topic.
shadowing technique.
e. The first turn and the second turn, the whole students and the teacher
script.
f. The third turn, the students were asked to shadow one by one by
g. Every student was asked to speak in 2-3 minutes about the content of
a. The teacher introduced the teaching material for the students (about
Daily Activity).
b. The teacher asked the students to tell about their daily activity.
4. Post-test
The writer gave the post-test like in the pre-test. The students were given
an oral interview by the writer. Each student was given three topic and each
31
students was free to choose one topic. The each student was given 3-5 minutes to
speak English. The speaking test was recorded. After that, the writer gave
transcript and gave score to the students’ speaking ability it terms accuracy
1. Dependent variables
The dependent variable of the research was speaking ability. The writer
wanted to find out how the students speaking ability will be affected by
independent variable.
2. Independent variable
speaking ability. The writer tried to find out whether shadowing technique
1. Population
The population of this research will all of the Eighth grade of the students
2. Sample
The writer used purposive sampling technique in which the group were
chosen or selected to represent the population. The writer chose the sample
heterogeneous class.
D. Research Instrument
The research used the instrument namely speaking test. The speaking test
consisted of pretest before the students were given treatment and there was post
test after the students had been given treatment dealing with the shadowing
The writer collected the data from 3 procedures namely pretest, treatment,
1. Giving pre-test to the students to know the basic knowledge about English
Speaking ability.
speaking ability.
33
the data took from pre test and post test were analyzed by using three criteria in
The students’ score on accuracy was classified based on the criteria in the
following tables:
Then the obtain scores were analyzed by using some steps as follow:
a. The writer calculated the mean score use the following formula:
∑
͞x=
Where:
(Gay, 1981:298)
∑( 1)² ∑( − )²
F=
²
²
where S12= , S22 =
(Arifin,2011: 286)
c. The writer also calculated the t- test value (at the probability value 0.00
and the significant level α= 0.05). the writer calculates the t-test use
t=
(∑ )²
∑
( )
∑
ℎ D=
X2 – X1
%= x 100
X1
Where:
BAB IV
by the writer related to the actions that have been applied. The findings of the
accuracy dealing with pronunciation and grammar and the discussion of the
A. Findings
Teaching Technique can improve the student’s speaking ability in term accuracy
administrating the test, the tests were done twice namely pre-test and post-post
test., the pre test was given before the treatment and the post was given after
treatment.
Technique.
grammar of both classes at the eighth grade students of SMPN I Bontonompo can
Pretest Posttest
Classification Score
F % F %
Excellent 9.6 – 10 - - 1 5
excellent, in the pretest none of them classified as ‘Excellent’ and in the posttest 1
(5%) student classified as ‘Excellent’. The second is very good, in the pretest none
‘Very Good’. The third is good; in the pretest 8 (40%) students classified as
‘Good’ and posttest 5 (25%) students classified as ‘Good’. The fourth is Fairly
Good; in the pretest 5 (25%) students classified as ‘Fairly Good’ and posttest 6
(30%) students classified as ‘Fairly Good’. The fifth is fair; in the pretest 7 (35%)
students classified as ‘Fair’ and posttest 1 (5%) student classified as ‘Fair’. The
39
sixth is poor; none of them were classified as ‘Poor’. Based on the explanation
above, it can be concluded that the percentage of the students score in pretest in
experimental group was ‘Good’ (40%) classification and in the posttest was ‘Very
Pretest Posttest
Classification Score
Frequency % Frequency %
Excellent 9.6 – 10 - - - -
Poor <5.5 - - - -
The second is very good, in the pretest none of them classified as ‘Very Good’
and posttest 2 (10%) students classified as ‘Very Good’. The third is good; in the
classified as ‘Good’. The fourth is fairly good; in the pretest 9 (45%) students
Good’. The fifth is fair; in the pretest 6 (30%) students classified as ‘Fair’ and
posttest none of them were classified as ‘Fair’. The sixth is Poor; none classified
as ‘Poor’. Based on the explanation above, it can be concluded that the percentage
Good’ (45%) classification and in the posttest was ‘Good’ (55%) classification.
pre-test the students’ mean score in speaking accuracy dealing with pronunciation
was 72.1 and after giving treatment or in post-test were 80.04. The improvement
between pre-test and post test were 12%. While speaking accuracy dealing with
grammar before giving treatment or in pre test were 71.15 and after giving
90
80
70
60
50
40 Pronunciation
30 Grammar
20
10
0
Experimental Class Percentage
The chart above shows that the students’ mean score in experimental class
and post-test. Where the mean score of the students’ pronunciation in pre-test was
72.1 and posttest was 80.04. While the students mean score of grammar in pretest
was 71.15 and posttest was 78. It can be conclude that there is the improvement of
Pretest Posttest
Classification Score
Frequency % Frequency %
Excellent 9.6 – 10 - - - -
control group between pretest and posttest. The first classification is excellent,
both pretest and posttest none of them were classified as ‘Excellent’. The second
is very good, in the pretest 1 (5%) of students classified as ‘Very Good’ and
posttest 1 (5%) students classified as ‘Very Good’. The third is good; in the
classified as ‘Good’. The fourth is fairly good; in the pretest 7 (35%) students
Good’. The fifth is fair; in the pretest 6 (30%) students classified as ‘Fair’ and
posttest 2 (10%) student classified as ‘Fair’. The sixth is Poor; in pretest 1 (5%)
student classified as ‘Poor’ and none for posttest. Based on the explanation above,
it can be concluded that the percentage of the students score in pretest in control
class was ‘Average’ (40%) classification and in the posttest was ‘Average’ (60%)
classification.
43
Pretest Posttest
Classification Score
Frequency % Frequency %
Excellent 9.6 – 10
Poor <5.5 - - - -
control group between pretest and posttest. The first classification is excellent,
none of them classified as ‘Excellent’ whether in pretest and posttest. The second
is very good, in the pretest none of them classified as ‘Very Good’ and posttest 1
(5%) student classified as ‘Very Good’. The third is good; in the pretest 2 (10%)
The fourth is fairly good; in the pretest 8 (40%) students classified as ‘Fairly
Good’ and posttest 14 (70%) students classified as ‘Fairly Good’. The fifth is fair;
in the pretest 10 (50%) students classified as ‘Fair’ and posttest 2 (10%) and none
for ‘Poor’. Based on the explanation above, it can be concluded that the
44
‘Fairly Good’ (50%) classification and in the posttest was ‘Good’ (70%)
classification.
The data above shows the mean score of the students in the control class.
accuracy dealing with pronunciation was 70.35 and after giving treatment or in
post-test were 74.1. The improvement between pre-test and post test were 5%.
While speaking accuracy dealing with grammar before giving treatment or in pre
test were 68.1 and after giving treatment or in post-test were 72.4. The
Based on the table above, the condition of both classes can be seen on the
chart below:
80
70
60
50
40
Pronunciation
30
Grammar
20
10
0
Control Class Percentage
class shows the mean score of experimental and control class on speaking
accuracy in speaking ability. Based on the table indicates that the implementation
was 71.63 and post-test was 79.2 with the improvement was 11%. The students’
mean score of control class in speaking accuracy in pre-test was 69.23 and post-
test was 73.2 with the improvement 6%. Based on these result, the improvement
of experimental class is higher than control class, it can be conclude that the
Based on the table above, the condition of both classes can be seen on the
chart below:
46
Chart 4.3. Mean Score of Experimental and Control Class of Post-Test and
90
79,2
80 73,2
71,63
69,23
70
60
50
40
30
20
10
11% 6%
0
Pre-test Post-test Improvement
Experimental Control
To know the level of significance of the pre-test and post-test, the writer
used t-test analysis on the level of significance (p) = 0.05 with the degree of
freedom (df =N-1) = 19 then the value of t-table is 2.09. The result of the
test
The table above shows that, the t-test value of post test (4.4) is higher than
t-table value (2.09). It means that the result statically significant. From the
analysis above, the writer concludes that there is a significant difference of the
pronunciation and grammar before and after teaching using shadowing technique.
B. DISCUSSION
In this part discuss about the result of findings of the students’ speaking
ability in term accuracy dealing with pronunciation and grammar. Before giving
improve the student’s speaking accuracy in term pronunciation. Based on the table
4.1 and 4.2 indicates that there is the improvement of student’s speaking accuracy
The rate percentage of the students’ score was in pretest and posttest of
was ‘good’ (40%) and the classification in posttest was ‘Very Good’ (35%).
48
While in the control class the classification in pretest was ‘Average’ (40%) and
posttest was ‘Average’ (60%). It indicates that the rate of percentage of the
is 72.1 and post test is 80.04 with the improvement was 12% (see table 4.1).
While the students’ mean score of control class on pronunciation in pre test is
70.35 and post test is 74.1 with the improvement was 5% (see table 4.2). The
Based on the result above, the writer concludes that there is the
activity in which learners track the heard speech and vocalize it as clearly as
speaking accuracy in term grammar. Based on the table 4.1 and 4.2 indicates that
The rate percentage of the students’ score was in pretest and posttest of
was ‘Fair Good’ (40%) and the classification in posttest was ‘Good’ (35%). While
in the control class the classification in pretest was ‘Fair Good’ (50%) and posttest
71.15 and post test is 78 with the improvement was 9% (see table 4.1). While the
students’ mean score of control class on grammar in pre test is 68.1 and post test
is 72.4 with the improvement was 6% (see table 4.2). It means that the students’
Based on the explanation above the research concludes that there is the
The result of data analysis through speaking test showed that the students
improved significantly. Based on the table 4.3 indicates that the students’ mean
score of speaking accuracy in experimental class on pretest was 71.63 and posttest
was 79.2 with the improvement was 11%. While the students’ mean score in
control class on pretest was 69.23 and posttest was 73.2 with the improvement
was 6%. That means the students’ mean score in experimental class is higher than
control class.
and grammar in post test. In post test the t-test value was 4.4 is higher than t-table
value (2.09) means that statically significant. In addition, t-test is greater than t-
table that is 4.4>2.09. Therefore, the null hypothesis (H0) is rejected. And the
Based on the analysis above, the writer concludes that the implementation
before and after teaching by using shadowing teaching technique. In the other
word, shadowing is the effective in teaching and learning English. The advantages
of shadowing are as follows: First, students can familiarize themselves with the
students will be able to develop speed by repeating sounds. And third, shadowing
may help students concentrate on listening and help them feel a sense of
CHAPTER V
This chapter consists of two parts. The first part is conclusion based on
the research findings and conclusion. The second part is suggestion based on the
conclusion.
A. Conclusion
Based on the result of data analysis and the discussion of the result in the
technique. Where the mean score in experimental class was higher than in
control class. The mean score in experimental class in post test was 80.04
and in the control class was 74.1 means that the use of shadowing teaching
Where the mean score in experimental class was higher than in control
class. The mean score in experimental class in post test was 78 and in the
control class was 72 means that the use of shadowing teaching technique
in term accuracy.
B. Suggestion
English skill because this method can be applied in all of the skill
Bibliography
Brown, Gillian and George Yule. 1983. Teaching the Spoken Language.
Cambridge: Cambridge University Press.
Brown, H. Douglas. 2000. Teaching by Principles: An Interactive Approach to
Language Pedagogy. Third Edition. United States of America: Pears
Bygte. 1987. Speaking. Cambridge: Cambridge University Press.
Husna. 2002. The Use of Visual Aids in Teaching English Speaking. Unpublished.
Makassar: State Institute for Islamic Study.
Jones, Pauline. 1996. Planning an Oral Language Program. In Pauline Jones
(ed.), Talking to Learn.Melbourne: PETA, pp. 12–26.
Kadota, S. 2007. Shadowing To Ondoku No Kagaku [Science of shadowing and
Oral Reading]. Tokyo: Cosmopier.
55
Torikai, K. 1997. Eigo Kyoiku no Ikkan to Shite no Tsuyaku Kunren [The Position
of Interpretation Training in English Education]. Gengo, 26(9), 60-66.
Ur, Penny. 1996. Teaching Speaking Comprehension. Cambridge: Cambridge
University Press.
Willis, J. 1996. Challenge and Change in Language Teaching. Cambridge:
Cambridge University Press.
Yule, George. 2006. The Study of Language (Third Edition). Cambridge:
Cambridge University Press.
Zakeri, Elham. The Effect of Shadowing on EFL Learners’ Oral Performance in
Terms of Fluency. International Journal of English Language Teaching Vol.2,
No.1, pp.21-26, March 2014.
Apendix 1.b
RENCANA PELAKSANAAN PEMBELAJARAN
A. Kompetensi Inti
1. Menghargai dan menghayati ajaran agama yang dianutnya.
2. Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab,
peduli (toleransi, gotongroyong), santun, percaya diri, dalam berinteraksi
secara efektif dengan lingkungan sosial dan alam dalam jangkauan
pergaulan dan keberadaannya.
3. Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan
rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya
terkait fenomena dan kejadian tampak mata.
4. Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan,
mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak
(menulis, membaca, menghitung, menggambar, dan mengarang) sesuai
dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut
pandang/teori.
1
sebagai bahasa pengantar sebagai kesempurnaan
komunikasi Internasional yang makhluk ciptaan tuhan.
diwujudkan dalam semangat
belajar.
2. 2.1. Menunjukkan perilaku santun 2.1.1 Menunjukkan sikap sopan,
dan peduli dalam melaksanakan dalam bertutur kata baik
2
3.2.3 Menyebutkan cara
menanyakan kemauan
melakuan suatu tindakan
dalam bahasa Inggris
sesuai dengan konteks.
3.2.4 Menyebutkan cara
menyatakan kemauan
melakuan suatu tindakan
dalam bahasa Inggris
sesuai dengan konteks.
4. 4.2 Menyusun teks lisan dan tulis 4.2.1 Membuat pertanyaan
denganmemperhatikanfungsisosi temannya.
C. Tujuan Pembelajaran
Pertemuan 1
3
3) Dengan bimbingan guru, peserta didik mampu menjawab soal pada
halaman 23 dibuku When English Rings a Bell.
4) Melalui tanya jawab antara guru dan peserta didik, peserta didik
memahami cara menanyakan dan menyatakan tentang kemampuan
melakukan suatu tindakan dalam bahasa Inggris.
5) Secara berkelompok, peserta didik dengan percaya diri maju kedepan kelas
menanyakan kemampuan dari peserta didik lainnya dalam bahasa Inggris
dan mencatat jawabannya.
6) Setelah melakukan tanya jawab, secara bergantian peserta didik dengan
percaya diri memberi tahu apa yang bisa dan tidak bisa dilakukan oleh
temannya dalam bahasa Inggris.
Pertemuan 2
1) Guru Mereview kembali pelajaran yang telah di pelajari pada pertemuan
pertama.
2) Guru Meminta siswa untuk mengerjakan latihan soal pada halaman 23-26
di buku When English Ring a Bell.
3) Guru meminta kepada siswa untuk menanyakan tentang latihan atau soal
yang belum dipahami atau di mengerti.
4) Guru meminta kepada siswa untuk mebuat kelompok dan meminta kepada
siswa untuk mebacakan hasil jawaban dari latihan kepada temannya yang
didengarkan oleh guru.
5) Guru mengoreksi hasil jawaban yang dibacakan oleh siswa. Dan
mendiskusikannya bersama.
6) Guru memberikan penilaian kepada siswa yang dapat menyelesaikan
pekerjaannya dengan baik.
7) Guru memberikan kesempatan kepada siswa untuk menanyakan hal yang
belum dimengerti.
Pertemuan 3
4
1) Melalui gambar pada halaman 27 - 29 dibuku When English Rings a Bell,
peserta didik mengamati percakapan di gambar tersebut.
2) Secara bergantian peserta didik mampu memainkan peran yang ada dibuku
tersebut.
3) Dengan bimbingan guru, peserta didik mampu menjawab soal pada
halaman 30 dibuku When English Rings a Bell.
4) Melalui tanya jawab antara guru dan peserta didik, peserta didik
memahami cara menanyakan dan menyatakan tentang kemauan
melakukan suatu tindakan dalam bahasa Inggris.
5) Secara bergiliran, peserta didik dengan percaya diri maju kedepan
menanyakan dan menyatakan kemauan melakukan suatu tindakan dalam
bahasa Inggris dan mempraktekkan apa yang mau mereka lakukan.
Pertemuan 4
1) Melalui bimbingan dari guru, peserta didik mampu mengingat pelajaran
sebelumnya tentang menanyakan dan menyatakan kemampuan dan
kemauan melakukan suatu tindakan dalam bahasa Inggris.
2) Peserta didik mampu melakukan suatu kegiatan yaitu menempel 3 gambar
aktivitas yang bisa atau tidak bisa mereka lakukan dalam bahasa Inggris
(contoh soal halaman 31 dibuku When English Rings a Bell).
3) Dengan mengamati gambar yang telah ditempel dibuku, peserta didik
menuliskan pernyataan kemampuan atau ketidakmampuan melakukan
aktivitas sesuai dengan gambar tersebut dalam bahasa Inggris.
4) Peserta didik menanyakan teman sebangkunya tentang kemampuan
melakukan aktivitas sesuai dengan gambar tersebut dalam bahasa Inggris,
dan mencatat jawabannya.
5) Peserta didik mempresentasikan hasil kerjanya dengan membacakan hasil
jawabannya dan menunjukkan gambarnya didepan kelas dalam bahasa
Inggris.
5
Pertemuan 5
1) Mereview kembali semua pelajaran yang telah di berikan
2) Memberikan kuis kepada siswa tentang pleajaran yang telah
dipelajarinnya.
3) Memberikan penilaian kepada siswa yang bisa menjawab soal kuis
dengan baik
4) Memberikan penguatan kepada siswa yang belum bias menguasai
pelajarannya.
Pertemuan 6
Mid semester
D. Materi Pembelajaran
1. Pertemuan 1
Can you read the noble Qur’an?
Pengertian kata can dalam menanyakan dan menyatakan kemampuan
melakukan suatu tindakan dalam bahasa Inggris.
Cara menanyakan dan menyatakan kemampuan melakukan suatu
tindakan dalam bahasa Inggris.
Penggunaan kata can dalam menanyakan dan menyatakan
kemampuan melakukan suatu tindakan dalam kehidupan sehari – hari.
2. Pertemuan 2
Observing and Questioning
Menjawab soal latihan
Mendiskusikan bersama soal latihan di buku When English Ring a
Bell
3. Pertemuan 3
Will you come to mosque with me?
Pengertian kata will dalam menanyakan dan menyatakan kemauan
melakukan suatu tindakan dalam bahasa Inggris.
6
Cara menanyakan dan menyatakan kemauan melakukan suatu
tindakan dalam bahasa Inggris.
Penggunaankata will dalam menanyakan dan menyatakan kemauan
melakukan suatu tindakan dalam kehidupan sehari – hari.
4. Pertemuan 4
Can and will.
Reviewing, mengingat pembelajaran sebelumnya tentang can dan will
dalam menanyakan dan menyatakan kemampuan dan kemauan dalam
bahasa Inggris.
Membuat kegiatan dan latihan soal – soal tentang menayakan dan
menyatakan kemampuan dan kemauan dalam bahasa Inggris.
5. Pertemuan 5
Review and kuis
6. Pertemuan 6
Mid Semester.
E. Metode Pembelajaran
1. Scientific Approach
2. Teacher Based Teaching Method
1) Media
Pictures (dari peserta didik)
2) Sumber belajar
Buku teks When English Rings a Bell
7
G. Langkah-langkah Kegiatan Pembelajaran
1. Pertemuan 1 (2 JP)
8
Mengasosiasi:
6) Dengan bimbingan guru, peserta didikdapat menyelesaikan
latihan pada halaman 23.
Mengkomunikasikan:
7) Secara berkelompok, peserta didik maju kedepan dan
menanyakan kemampuan dalam melakukan suatu tindakan dalam
bahasa Inggris kepada kelompok lainnya. (kelompok 1 yaitu
semua peserta didik yang duduk paling depan akan menanyakan
kelompok 2 yang duduk di baris ke 2, kemudian kelompok 2 akan
menanyakan kelompok 3 yang duduk dibaris ke 3, kelompok
terakhir akan menanyakan kelompok 1)
8) Peserta didik mencatat hasil jawaban dari temannya dan memberi
tahu apa yang bisa dan tidak bisa dilakukan oleh temannya
tersebut.
2. Pertemuan 2 (2 JP)
9
2) Salah satu peserta didik memimpin doa dengan bahasa Inggris
sebelum membaca surah “Al-Fatihah” (bergantian setiap
pertemuan).
3) Brainstorming, Guru menyakan kemauan peserta didik untuk
tenang dalalm bahasa Inggris.
4) Guru menyampaikan tujuan pembelajaran hari ini.
10
3) Guru menutup dengan salam dan mengucapkan ungkapan
berpisah dalam bahasa Inggris.
3. Pertemuan 3 (2 JP)
11
Mengkomunikasi:
6) Guru meminta kepada siswa untuk membacakan contoh kalimat
menyatakan kemauan melakukan sesuatu.
4. Pertemuan 4 (2 JP)
1) Reviewing, mengingat pembelajaran sebelumnya tentang can dan
will dalam menanyakan dan menyatakan kemampuan dan
kemauan dalam bahasa Inggris.
2) Membuat kegiatan dan latihan soal – soal tentang menayakan dan
menyatakan kemampuan dan kemauan dalam bahasa Inggris.
5. Pertemuan 5 (2 JP)
1) Guru memberikan kuis kepada siswa.
2) Guru meminta kepada siswa untuk menanyakan materi pelajaran
yang belum dimengertinya.
Pembahasan/Refleksi (20 menit)
3) Membahas soal/melakukan refleksi terhadap indikator pencapaian
kompetensi
6. Pertemuan 6 (2 JP)
Melaksanakan Mid Semester.
12
H. Penilaian
1. Sikap Spiritual
a. Teknik Penilaian : Observasi
b. Bentuk instrument : Lembar observasi
c. Kisi – kisi :
2. Sikap Sosial
a. Teknik Penilaian : Penilaian diri
b. Bentuk instrument : Lembar penilaian diri
c. Kisi – kisi :
3. Pengetahuan
a. Teknik Penilaian : Tes tulis
b. Bentuk instrument : uraian
c. Kisi – kisi :
13
No. Indikator Butir Instrumen
1. Menyebutkan cara menanyakan
kemampuan melakuan suatu tindakan Soal Uraian No
dalam bahasa Inggris sesuai dengan 1
konteks.
2. Menyebutkan cara menyatakan
Soal UraianNo
kemampuan melakukan sesuatu dalam
2
bahasa Inggris sesuai dengan konteks.
3. Menyebutkan cara menanyakan kemauan
Soal UraianNo
melakuan suatu tindakan dalam bahasa
3
Inggris sesuai dengan konteks.
4. Menyebutkan cara menyatakan kemauan
Soal Uraian No
melakukan sesuatu dalam bahasa Inggris
4
sesuai dengan konteks.
Lampiran 3
4. Keterampilan
a. Teknik Penilaian : Tes praktik dan penilaian kegiatan
b. Bentuk instrument : check list
c. Kisi – kisi :
Lampiran 4
14
Lampiran 1: Penilaian Sikap Spiritual (Observasi)
Skor
No. Sikap yang dinilai
1 2 3
1. Mengagumi suara temannya saat berbicara dalam
bahasa Inggris.
15
No Sikap yang dinilai Rubrik
1 Mengagumi suara 1. Tidak menunjukkan ekspresi kekaguman
temannya saat terhadapsuara teman dan tidak mengungkapkan
berbicara dalam secara verbal yang menunjukkan rasa syukur
bahasa Inggris. terhadap Tuhan.
2. Tidak menunjukkan ekspresi kekaguman
terhadapsuara teman tetapi mengungkapkan
secara verbal yang menunjukkan rasa syukur
terhadap Tuhan.
3. Menunjukkan ekspresi kekaguman terhadap
suara teman dan/atau ungkapan verbal yang
menunjukkan rasa syukur terhadap Tuhan.
2. Mengagumi 1. Tidak menunjukkan ekspresi kekaguman
perbedaan dialek terhadapdialek teman dan tidak
temannya. mengungkapkan secara verbal yang
menunjukkan rasa syukur terhadap Tuhan.
2. Tidak menunjukkan ekspresi kekaguman
terhadapdialek teman tetapi mengungkapkan
secara verbal yang menunjukkan rasa syukur
terhadap Tuhan.
3. Menunjukkan ekspresi kekaguman
terhadapdialek teman dan/atau ungkapan verbal
yang menunjukkan rasa syukur terhadap Tuhan.
3. Mengagumi gesture 1. Tidak menunjukkan ekspresi kekaguman
temannya terhadapgesture teman dan tidak
mengungkapkan secara verbal yang
menunjukkan rasa syukur terhadap Tuhan.
2. Tidak menunjukkan ekspresi kekaguman
terhadapgesture teman tetapi mengungkapkan
16
No Sikap yang dinilai Rubrik
secara verbal menunjukkan rasa syukur
terhadap Tuhan.
3. Menunjukkan ekspresi kekaguman
terhadapgesture teman dan/atau ungkapan
verbal menunjukkan rasa syukur terhadap
Tuhan.
Kriteria Penilaian:
17
Petunjuk:
Lakukan penilaian terhadap dirimu sendiri dalam hal kesopanan, tanggung jawab,
dan percaya diri saat mengikuti kegiatan pembelajaran menggunakan Lembar
Penilaian Diri berikut.
Skor
No. Sikap
1 2 3
1. Kesopanan
2. Tanggungjawab
3. Percaya diri
Jumlah Skor yang Diperoleh
18
Kriteria Penilaian:
Jumlah Skor yang
Nilai = Diperoleh X4
Skor Maksimum
Konversi Penilaian:
Sangat Baik (SB), apabila 3 < Skor ≤ 4
Baik (B), apabila 2 < Skor ≤ 3
Cukup (C) apabila 1< Skor ≤ 3
Kurang (K) apabila Skor < 1
Lampiran 3: Penilaian Pengetahuan (Tes Tulis)
Tes Praktik 1: Digunakan untuk menilai keterampilan peserta didik dalam hal:
1) Membuat pertanyaan mengenai kemampuan untuk melakukan
suatu tindakan dalam bahasa Inggris.
2) Menanyakan kepada teman didepan kelas dari pertanyaan
yang telah dibuat dan mencatat jawabannya.
3) Gesture yang sesuai.
Petunjuk Kerja:
a. Bentuklah kelompok (seluruh barisan yang duduk paling depan adalah
kelompok 1, yang duduk dibarisan ke 2 adalah kelompok 2 dst.)!
19
b. Buatlah 2 pertanyaan dalam bahasa Inggris tentang kemampuan untuk
melakukan suatu tindakan kepada temanmu dari kelompok lain!
c. Majulah kedepan kelas dan tanyakan sesuai dengan pertanyaan yang telah
dibuat dalam bahasa Inggris (Kelompok 1 bertanya kepada kelompok 2,
kelompok 2 bertanya kepada kelompok 3, kelompok terakhir bertanya kepada
kelompok 1)!
d. Catatlah jawaban dari teman yang kalian tanyai!
e. Bacakan hasil jawaban yang kalian dapatkan dalam bahasa Inggris!
Skor
No. Indikator
1 2 3
1. Kosa kata (vocabulary)
2. Ejaan tulisan (spelling)
3. Pengucapan (Pronunciation)
4. Kelancaran (fluency)
5. Gesture
Jumlah Skor yang Diperoleh
No Indikator Rubrik
1 Kosa kata 1. Banyak kesalahan baik secara tertulis maupun lisan sehingga sulit dipahami.
(Vocabulary) 2. Ada beberapa kesalahan baik secara tertulis maupun secara lisan namun
masih bisa dipahami.
3. Tidak ada kesalahan baik secara tertulis maupun secara lisan sehingga
sangat mudah dipahami.
2 Ejaan tulisan 1. Banyak kesalahan ejaan tulisan (spelling) dalam bahasa Inggris sehingga
(Spelling) bacaan sulit dipahami.
2. Ada beberapa kesalahan ejaan tulisan (spelling) dalam bahasa Inggris
namun bacaan masih bisa dipahami.
3. Tidak ada kesalahan ejaan tulisan (spelling) dalam bahasa Inggris sehingga
20
tulisan mudah dipahami.
2 Kelancaran 1. Sangat tidak lancar dan berhenti terlalu lama saat berbicara dalam bahasa
(Fluency) Inggris.
2. Cukup lancar, hanya berhenti sejenak saat berbicara dalam bahasa Inggris.
3. Sangat lancar saat berbicara dalam bahasa Inggris.
4 Pengucapan 1. Banyak kesalahan saat mengucapkan kata – kata maupun kalimat dalam
Pronunciation bahasa Inggris sehingga sulit dimengerti.
2. Ada beberapa kesalahan saat mengucapkan kata – kata maupun kalimat
dalam bahasa Inggris namun masih bisa dimengerti.
3. Tidak ada kesalahan saat mengucapkan kata – kata maupun kalimat dalam
bahasa Inggris sehingga mudah dimengerti.
8 Gesture 1. Tidak menggunakan gesture yang sesuai dan sangat nervous.
2. Menggunakan gesture yang sesuai tapi masih menjukkan nervous.
3. Menggunakan gesture yang sesuai dan tidak menunjukkan nervous.
Kriteria Penilaian:
21
22
CURRICULUM VITAE
Then, she continued her study at SMPN 1 Makale, Tana Toraja and graduated in
2007. After that, she continued her Senior High School at SMAN 3 Makale, Tana
Toraja and graduated in 2010. At the same year she was accepted as English
Muhammadiyah University. At the end of her study, she could finish her thesis in
SPEAKING TEST
In the pre-test the researcher will give three topics. And each student will choose free
topic that easy for them. Both pre-test and post test have the same format and the topics cover
weekends, internet, and music. The format question can be seen in the following:
PRE-TEST
3. Do you enjoy your weekend now more than you did when you were child?
2. What kind of the music does you like changes over this year?
2. What are the advantages and disadvantages for you in using internet?
One day, he is reading the newspaper and he finds out that the San Francisco Giants need new
baseball players. The pig immediately flies to San Francisco. He tries out for the Giants. The
Giants are very impressed with the pig. The manager says, "Wow, you are the best hitter I have
ever seen". The Giants hire the pig and pay him 2 dollars. In his first game, the pig hits 5home
runs! Everyone in San Francisco loves the pig! The Giants give him a big raise. They pay him
540 million dollars! The pig is rich, famous, and happy.
Appendix 6
T-TABLE
The value of t-table :
α = 0,05
df = N – 1
= 20 – 1
= 19
Pronunciation Grammar
S–1 76 71 147 73.5 5402.25 69.82 4874.83
Pronunciation Grammar
S–1 77 75 152 76 5776 72.2 5212.84
Pronunciation Grammar
S–1 78 76 154 77 5929 73.15 5350.92
Pronunciation Grammar
S–1 86 80 166 83 6889 78.85 6217.32
²
F= ²
∑( 1)² ∑( − )²
S12= S22 =
, ,
= =
= 4658,68 = 4364,31
₁²
F=
₂²
,
= = 1,08
,
α = 0,05
2. Deviation Standard
a. Experimental Class
₁
SD= ₁
,
=
= 245,193 = 15,66
b. Control Class
₂
SD= ₂
,
=
= √229,70 = 15,15
∑
D= = = 2,4
t=
(∑ )²
∑
( )
,
t=
( )²
( )
,
t= ,
,
t= ,
,
t=
√ ,
,
t= ,
t= 1,69
α= 0,05;
df= N- 1
= 20-1=19
t-table= 2,09
Apendix 5.b
²
F= ²
∑( 1)² ∑( − )²
S12= S22 =
. .
= =
= 5690,405 = 4854,861
₁²
F=
₂²
,
= = 1.17
,
α = 0,05
2. Deviation Standard
a. Experimental Class
₁
SD= ₁
,
=
= 299,495 = 17,30
b. Control Class
₂
SD= ₂
,
=
= 255,519 = 15,98
∑
D= = =6
t=
(∑ )²
∑
( )
t=
( )²
,
( )
t= ,
t= ,
t=
√ ,
t= ,
t= 4,4
α= 0,05;
df= N- 1
= 20-1=19
t-table= 2,09
Appendix 1.a
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP 1)
A. Standar Kompetensi
Berbicara
Mengungkapkan makna dalam percakapan transaksional dan interpersonal
B. Kompetensi Dasar
Merespon makna dalam percakapan transaksional (to get things done) dan
interpersonal (bersosialisasi) resmi dan berlanjut (sustained) secara akurat,
lancar dan berterima dalam konteks kehidupan sehari-hari
D. Tujuan Pembelajaran
(Terlampir)
F. Metode Pembelajaran/Teknik:
Elaborasi
Dalam kegiatan elaborasi guru:
Guru menginstruksikan kepada siswa untuk memparktekan
shadowing teaching technique.
1. Guru memerintahkan kepada siswa untuk mendengarkan dan
mengulang secara bersama-sama apa yang speaker katakan
dalam audio dengan meliahat script.
2. Guru memerintahkan kepada siswa untuk membaca script
kemudian memahami dan mencari 5-10 kosa kata baru dalam
text.
3. Guru meminta kepada siswa untuk membayangkan apa yang
didengarkan melalui audio dengan melihat atau tanpa melihat
text. Setiap siswa wajib men_shadow (menceritakan ulang
dengan menggunakan bahasa sendiri) 2-5 baris dari text.
4. Guru memberikan kesempatan kepada siswa untuk
menceritakan ulang isi dari text 2-3 menit dan memberikan
pendapat tentang materi tersebut.
5. Guru memberikan pertanyaan tambahan kepada siswa tentang
materi tambahan.
Konfirmasi
Dalam kegiatan konfirmasi guru:
H. Sumber/Bahan/Alat
Audio
I. Penilaian
A. Standar Kompetensi
Berbicara
Mengungkapkan makna dalam percakapan transaksional dan interpersonal
B. Kompetensi Dasar
Merespon makna dalam percakapan transaksional (to get things done) dan
interpersonal (bersosialisasi) resmi dan berlanjut (sustained) secara akurat,
lancar dan berterima dalam konteks kehidupan sehari-hari
D. Tujuan Pembelajaran
(Terlampir)
F. Metode Pembelajaran/Teknik:
Elaborasi
Dalam kegiatan elaborasi guru:
Guru menginstruksikan kepada siswa untuk memparktekan
shadowing teaching technique.
1. Guru memerintahkan kepada siswa untuk mendengarkan dan
mengulang secara bersama-sama apa yang speaker katakan
dalam audio dengan meliahat script.
2. Guru memerintahkan kepada siswa untuk membaca script
kemudian memahami dan mencari 5-10 kosa kata baru dalam
text.
3. Guru meminta kepada siswa untuk membayangkan apa yang
didengarkan melalui audio dengan melihat atau tanpa melihat
text. Setiap siswa wajib men_shadow (menceritakan ulang
dengan menggunakan bahasa sendiri) 2-5 baris dari text.
4. Guru memberikan kesempatan kepada siswa untuk
menceritakan ulang isi dari text 2-3 menit dan memberikan
pendapat tentang materi tersebut.
5. Guru memberikan pertanyaan tambahan kepada siswa tentang
materi tambahan.
Konfirmasi
Dalam kegiatan konfirmasi guru:
H. Sumber/Bahan/Alat
Audio
I. Penilaian
A. Standar Kompetensi
Berbicara
Mengungkapkan makna dalam percakapan transaksional dan interpersonal
B. Kompetensi Dasar
Merespon makna dalam percakapan transaksional (to get things done) dan
interpersonal (bersosialisasi) resmi dan berlanjut (sustained) secara akurat,
lancar dan berterima dalam konteks kehidupan sehari-hari
D. Tujuan Pembelajaran
(Terlampir)
F. Metode Pembelajaran/Teknik:
Elaborasi
Dalam kegiatan elaborasi guru:
Guru menginstruksikan kepada siswa untuk memparktekan
shadowing teaching technique.
1. Guru memerintahkan kepada siswa untuk mendengarkan dan
mengulang secara bersama-sama apa yang speaker katakan
dalam audio dengan meliahat script.
2. Guru memerintahkan kepada siswa untuk membaca script
kemudian memahami dan mencari 5-10 kosa kata baru dalam
text.
3. Guru meminta kepada siswa untuk membayangkan apa yang
didengarkan melalui audio dengan melihat atau tanpa melihat
text. Setiap siswa wajib men_shadow (menceritakan ulang
dengan menggunakan bahasa sendiri) 2-5 baris dari text.
4. Guru memberikan kesempatan kepada siswa untuk
menceritakan ulang isi dari text 2-3 menit dan memberikan
pendapat tentang materi tersebut.
5. Guru memberikan pertanyaan tambahan kepada siswa tentang
materi tambahan.
Konfirmasi
Dalam kegiatan konfirmasi guru:
H. Sumber/Bahan/Alat
Audio
I. Penilaian
B. Standar Kompetensi
Berbicara
Mengungkapkan makna dalam percakapan transaksional dan interpersonal
B. Kompetensi Dasar
Merespon makna dalam percakapan transaksional (to get things done) dan
interpersonal (bersosialisasi) resmi dan berlanjut (sustained) secara akurat,
lancar dan berterima dalam konteks kehidupan sehari-hari
C. Indikator Pencapaian Kompetensi
D. Tujuan Pembelajaran
(Terlampir)
F. Metode Pembelajaran/Teknik:
Elaborasi
Dalam kegiatan elaborasi guru:
Guru menginstruksikan kepada siswa untuk memparktekan
shadowing teaching technique.
1. Guru memerintahkan kepada siswa untuk mendengarkan dan
mengulang secara bersama-sama apa yang speaker katakan
dalam audio dengan meliahat script.
2. Guru memerintahkan kepada siswa untuk membaca script
kemudian memahami dan mencari 5-10 kosa kata baru dalam
text.
3. Guru meminta kepada siswa untuk membayangkan apa yang
didengarkan melalui audio dengan melihat atau tanpa melihat
text. Setiap siswa wajib men_shadow (menceritakan ulang
dengan menggunakan bahasa sendiri) 2-5 baris dari text.
4. Guru memberikan kesempatan kepada siswa untuk
menceritakan ulang isi dari text 2-3 menit dan memberikan
pendapat tentang materi tersebut.
5. Guru memberikan pertanyaan tambahan kepada siswa tentang
materi tambahan.
Konfirmasi
Dalam kegiatan konfirmasi guru:
H. Sumber/Bahan/Alat
Audio
I. Penilaian
1. The students listened and repeated directly what speaker saying by looking the script.
2. the students were asked to shadow one by one by looking at or without looking the script
3. The student was asked to speak in 2-3 minutes about the content of the given material and
their opinion on it.
CONTROL CLASS
1. The teacher introduced the teaching material for the students (about Daily Activity).
2. The teacher asked the students to tell about their daily activity.
One day, she is talking to her best friend and she says, "I can't go on like this. I want to
relax. I want to just hang out and do nothing all day." Her friend says, "You need a vacation".
So, the roach goes on vacation. She calls a travel agent and books a flight to Kansas. When she
arrives in Kansas she goes to a roach motel. But there is a problem. The clerk says, "I'm sorry,
we are booked solid. We have no rooms." The roach is very tired, so she grabs a cab and goes to
another motel. Unfortunately, it is also booked solid!
Now the roach is worried. She wants to hang out and relax on her vacation, but instead
she is very worried and nervous. She goes to another motel, and then another... but they are all
full! The roach spends all day looking for a hotel with a room. She travels all over Kansas. She is
exhausted!
Finally, at midnight, she finds a hotel with a room. She pays for the room and goes to bed. The
next day she doesn't get up early. She sleeps in till (until) 3 pm. At last, she's able to relax! Her
vacation finally works out!
Vocab
Ends up: finally (do something), (shows the last event At last: finally
Sleeps in: to sleep late (to sleep a long time), to sleep later than normal
Movie Star
One day you are walking on the street. You bump into Brad Pitt. He looks at you and
says, "Wow, you are amazing. Come with me to Los Angeles. I will make you a movie star."
You go to LA and become a famous movie star. You are rich. Everybody loves you. But you
have a problem. You are lonely in LA. You miss your friends. So you decide to fly home and
visit your friends and family.
You get a first class ticket, because you are rich. However, when you get to the airport,
your flight is delayed. The ticket agent says, "Im sorry, your flight is delayed 7 and half hours."
You wait. After 7 and a half hours, an agent says, "Im sorry, but the flight has been cancelled".
You are angry. You yell at the agent, "I've been waiting 7 and a half hours. Im tired and I'm
pissed off. I want another flight."
The agent recognizes you, because you are a famous movie star. She says, "I'm so sorry...
we'll get you on another flight." She looks on her computer and finds another flight in 4 hours.
She says, "I have booked you on the next flight in 4 hours. Here is your new boarding pass."You
take the ticket and wait in a bar. You drink 62 beers and get very drunk. 4 hours later, you go to
the gate to catch your flight. But you're drunk, so you walk very slowly. Because you walk so
slowly, you're late and miss your flight! When you get to the gate, the plane is already leaving.
You yell, "Dammit, I missed my flight". You're drunk and angry. The agent is afraid. She
calls airport security. 26 security officers run to the gate. They grab you and take you away.
However, one officer recognizes you. He says, "Wow. You are a famous movie star". The
officers are all very happy to meet you. They say, "We will help you. We have a police airplane
and we can fly you home". You are very happy. All of you have a big party inside the police
airplane. 6 hours later, you finally arrive home. You are very drunk, and very happy.
Vocab
Bump into: meet (accidentally, unexpectedly) Catch (your) flight: get (your) flight
Recognizes: knows
Then the teacher opens his textbook. He says, "Today we we'll learn the Past Perfect Progressive
verb tense, as well as the Future Conditional." He points to a girl and says, "What's the Past
Perfect Progressive?" The girl's very nervous, she says, "I don't know"
As soon as she finishes speaking, the evil teacher jumps across the room with a large stick- and
hits her on the head. The girl cries. The other students are very scared. The teacher points to a
boy and says, "What is the Future Conditional". The boy says nothing. The teachers says, "Go
ahead-- answer! Now!"The boy says, "But, but.. we haven't learned it yet"
The evil teacher says, "In other words, you don't know it!" He jumps across the room and hits
the boy hard on the head. The boy cries. All the students are scared and miserable. They hate the
evil teacher. But they're lucky. One student has a cell phone. She secretly dials the number of her
friend, AJ. AJ answers the phone, "Hello" The student whispers, "This is Kaori. Help us AJ,
please help us. An evil English teacher is beating us" AJ says, "Don't worry, I'll be right
there."AJ jumps on his motorcycle and speeds to the school. He runs through the front door,
down the hall, and bursts into the class.
He says to the evil teacher, "Stop hitting these students, you bastard!" Then he runs across the
room. He picks up a desk and hits the evil teacher with it. The evil teacher falls to the floor. He
is beaten. AJ looks at Kaori and says, "What do you want me to do with him?"Kaori says, "Its up
to you. You decide". AJ throws the evil teacher out the window and says, "No more evil
grammar study. You are free!"The students cheer "Yeah"! Everyone is very happy.
Vocab
Go ahead: begin, start to do something Its up to you: you decide, it is your decision
I'll be right there: I'll arrive soon, I will be there soon Speeds: goes fast, drives very fast
Bastard: bad person, (used to insult a man) Bursts: enters (a room) very fast
Female seeks Male
Julia was 12 years old. Her best friend Betsy was 13. Summer was almost over. School
was about to start. Julia and Betsy were about to eat lunch at TacoBell. Betsy decided that Julia
needed a boyfriend. “But why?” asked Julia. “I’m okay without one. What good is a 12-year-old
boy? All they’re interested in is playing baseball or riding their skateboards. Where does a girl fit
into that picture?”
“Don’t be silly,” replied Betsy. “As to 12-year olds, forget about them. They’re
immature. You should have someone more experienced you’ll be better off with someone at least
13 years old. Someone who will carry your books and walk you to your classes. You need
someone who’ll give you a Valentine’s Day card and remember your birthday.
“I’ve got a backpack to carry my books, and I know where all my classes are. I don’t
want a Valentine’s Day card from someone I don’t love. I’m too young. Besides, you don’t have
a boyfriend. Why should I?” “Because you're my first client. I've decided that I'm going to be a
matchmakerwhen I grow up.”
“Well, if I'm your first client, that means I'll probably be your first mistake. No, thank
you.”
Vocabulary
Client: customer
Probably: likely
SURAT PERJANJIAN
Lasmi Ruminggi