IMPROVING STUDENTS' LISTENING SKILL BY

USING ENGLISH LISTENING TEST APP

( A Quasi - Experimental Study Of the 10th Grade Students of SMK GELORA

BEKASI )

Thesis

Submitted as Partical Fulfillment of the Requirements for the Degree of

Sarjana Pendidikan (S,Pd.)

By

Name : Alit Eka Handayani

NIM : 2013857003

ENGLISH EDUCATION STUDY PROGRAM

FACULTY OF EDUCATIONAL SCIENCES

MUHAMMADIYAH UNIVERSITY OF JAKARTA

 ENGLISH EDUCATION STUDY PROGRAM
FACULTY OF EDUCATIONAL SCIENCES
MUHAMMADIYAH UNIVERSITY OF JAKARTA

Thesis, January 2019

Alit Eka Handayani (2013857003)

IMPROVING STUDENTS 'LISTENING SKILL BY USING ENGLISH
LISTENING TEST APP

ABSTRACT
The aim of this study was to find out whether the use English Listening can
improving the students' listening skill. The approach of this study was
quantitative. This research used a quasi-experimental study by applying pretest
and post-test. In collecting the data, the writer used tests by as the instruments.
The subjects of the study were the 10th grade students of SMK Gelora Bekasi.
The result showed that the mean of students' post-test scores in experimental
class which were higher (15,871). Than those in control class (2,028). Based
on t-test calculation above, 15,871 was obtained at the level of freedom (df) of
36 (36 - 1 = 35). at a 5% significance level. 2,028 obtained. when compared to
each score in the level of significance then the result is 15,871> 2,028. Since t0
is higher than the tt score obtained from the calculation results, the positive
hypothesis (H1) can be accepted.

Keywords: Improving, English Listening Test App, Listening Skill

...... References (2000 – 2019)

i
 PROGRAM STUDI PENDIDIKAN BAHASA INGGRIS
FAKULTAS ILMU PENDIDIKAN
UNIVERSITAS MUHAMMADIYAH JAKARTA

Skripsi,...................2019

Alit Eka Handayani (2013857003)

IMPROVING STUDENTS 'LISTENING SKILL BY USING ENGLISH
LISTENING TEST APP

ABSTRAK
Tujuan dari penelitian ini adalah untuk mengetahui apakah penggunaan
Bahasa Inggris Mendengarkan dapat meningkatkan keterampilan
mendengarkan siswa. Pendekatan penelitian ini adalah kuantitatif. Penelitian ini
menggunakan penelitian quasi eksperimen dengan menerapkan pretest dan
post-test. Dalam mengumpulkan data, penulis menggunakan tes sebagai
instrumen. Subjek penelitian adalah siswa kelas 10 SMK Gelora Bekasi. Hasil
penelitian menunjukkan bahwa rata-rata skor post-tes siswa di kelas
eksperimen yang lebih tinggi (15.871). Dari mereka yang ada di kelas kontrol
(2,028). Berdasarkan perhitungan uji-t di atas, 15.871 diperoleh pada tingkat
kebebasan (df) 36 (36 - 1 = 35). pada tingkat signifikansi 5%. 2.028 diperoleh.
bila dibandingkan dengan masing-masing skor pada tingkat signifikansi maka
hasilnya adalah 15.871> 2.028. Karena t0 lebih tinggi dari skor tt yang diperoleh
dari hasil perhitungan, hipotesis positif (H1) dapat diterima.

Keywords: Meningkatkan kemampuan siswa dalam mendengarkan bahasa

inggris menggunakan aplikasi English Listening Test.

...... Daftar Pustaka (2013 – 2019)

ii
 THESIS APPROVAL
Thesis Advisor,

Lidiyatul Izzah,M.Pd

Date : ...............................................................

Acknowledged by,

Head of English Education Study Program

Dr. Muhammad Sofian Hadi,M.Pd

Date : ...............................................................

Name : Alit Eka Handayani

Students’ Registration Number : 2013857003
Thesis Tittle : IMPROVING STUDENTS'
LISTENING SKILL BY USING
ENGLISH LISTENING TEST
APP

Academic Year : 2013/2019

iii
 BOARD OF EXAMINERS APPROVAL

Board of examiners of faculty of education sciences certifies that thesis entitled

“IMPROVING STUDENTS 'LISTENING SKILL BY USING ENGLISH LISTENING TEST

APP”, written by Alit Eka Handayani, students’ registration number 2013857003 was

examined by the Commite on January,2019. The thesis has been accepted and declared

to have fulfilled one of the requirements for the degree of “S,Pd” (S1) in English Education

at Faculty of Educational Sciences, Muhammadiyah University of Jakarta.

Acknowledged by,
FACULTY OF EDUCATIONAL SCIENCES
The Dean,

(Dr. Iswan,M.Si)

Board of Examiners Signature Date

Ismah,M.Si ............................. ..................

Chairperson

Dr. Muhammad Sofian Hadi,M.Pd ............................. ..................

Secretary

Lidiyatul Izzah, M.Pd ............................. ..................

Advisor

Aswir,M.Pd ............................. ..................

Examiner 1

Zaitun, M. Pd ............................. ..................

Examiner 2
iv
 ENDORSEMENT SHEET

This is to certify that board of examiners has approved the undergraduate thesis as follow

Name : Alit Eka Handayani

Student’s Regritation Number : 2013857003

Thesis Title : IMPROVING STUDENTS’

LISTENING SKILL BY USING

ENGLISH LISTENING TEST APP

Academic Years : 2019/2020

Day : Thurday

Date : February 13Th 2020

………………………………………….. Ismah,M.Si
Chairperson

………………………………………….. Dr.M. Sofian Hadi,M,Pd

Secretary

………………………………………….. Aswir,M.Pd
Examiner – 1

………………………………………….. Zaitun,M.Pd
Examiner – 2

v
 PAKTA INTEGRITAS

Yang bertanda tangan di bawah ini :

a. Nama : Alit Eka Handayani

b. Tempat/Tanggal Lahir : Jakarta, 21 Juni 1989
c. Fakultas/Prodi : Ilmu Pendidikan / Pendidikan Bahasa Inggris
d. Nomor Pokok : 2013857003
e. Alamat Rumah : Kp. Ujung Harapan Gang Mushola Assalam 1 Rt
001 Rw 042 No. 46. Kec. Babelan – Bekasi 17612
f. No. Telp/HP : (021) 89130841 / 081315731161
g. Judul Skripsi :IMPROVING STUDENTS' LISTENING SKILL BY
USING ENGLISH LISTENING TEST APP

Menyatakan dengan sebenar – benarnya bahwa skripsi saya yang

berjudul “Improving Students’ Listening Skill By Using English Listening Test
App” adalah murni hasil karya saya sendiri dan saya bertanggung jawab
akademi atas apa yang telah saya buat dalam penulisan skripsi ini.

Demikian fakta integritas ini saya buat dengan sesungguhnya tanpa ada
paksaan dari siapapun juga, untuk dipergunakan sebagai semestinya.

Jakarta, February 2020

Mahasiswa Yang Bersangkutan

Materai 6000

Alit Eka Handayani.

vi
 PERNYATAAN PERSETUJUAN
PUBLIKASI TUGAS AKHIR UNTUK PENINGKATAN AKADEMIK

Sebagai sivitas Fakultas Ilmu Pendidikan Universitas Muhammadiyah

Jakarta, saya yang bertanda tangan di bawah ini:
Nama : Alit Eka Handayani
NIM : 2013857003
Prodi Studi : Pendidikan Bahasa Inggris
Fakultas : Ilmu Pendidikan
Jenis Karya : Skripsi

Demi pengembangan ilmu pengetahuan, menyetujui untuk memberikan

kepada Fakultas Ilmu Pendidikan Universitas Muhammadiyah Jakarta Hak
Bebas Royalti Non Eksklusif (Non-Exlusive Royalti/Free Right) atas karya ilmiah
saya yang berjudul:

IMPROVING STUDENTS' LISTENING SKILL BY USING ENGLISH

LISTENING TEST APP

Dengan ini hak bebas royalti non-eklusif ini Fakultas Ilmu Pendidikan
berhakmenyimpan, mengalih media/formatkan, mengelola dalam bentuk
pangkalan data (database), merawat dan mempublikasikan skripsi saya selama
saya tetap mencantumkan nama saya sebagai penulis dan sebagai pemilik hak
cipta.
Demikian pernyataan ini saya buat dengan sebenar – benarnya agar bisa
dipergunakan sebagaimana mestinya.
Jakarta, Februari 2020
Mahasiswa yang bersangkutan

Materai 6000

vii
Alit Eka Handayani
 DEDICATION

“This thesis is dedicated my beloved parents who always pray and

support, the family that always give me spirit and last for myself”

{ Thank You }

viii
 MOTTO

“Dreaming and fighting because success is your right.”

- Alit Eka Handayani –

ix
 ACKNOWLEDGEMENTS

In the name of Allah, the Beneficant and Merciful

Praise Allah SWT, for abundance of grace and the gift of his, so I can

complete the thesis with the title: Improving Students' Listening Skill By Using

English Listening Test App. This in to comply with one of completing the study

and in order to obtain a Bachelor’s degree in Education S1 Study Program of

English Education University of Muhammadiyah Jakarta. Appreciation and

thanks are sincere to his beloved father Mulyani and mother who I love Ida

Kusnidar who have devoted all my love and affection and attention morally and

materially. I wish Allah SWT always bestow Grace, Healt, gift and blessing in

the world and in the hereafter on the favor which had been given to the writer.

Appreciation and thank the writer gave to Mrs. Lidiyatul Izzah,M.Pd. in the

writing of this thesis. As well as a thank you to:

1. Thanks to my parents, Mulyani and Ida Kusnidar. They always pray the

best for me so I can finish this thesis until the end

2. Dr. Iswan, M. Si as the Dean of Faculty of Educational Sciences

Muhammadiyah University of Jakarta.

3. Dr. Muhammad Sofian Hadi, M.Pd as the Head of English Education

Study Program.

4. Mr. Aswir, M.Pd and Mrs. Zaitun, M.Pd. as examiner of English

Education Study Program

x
 5. Thanks to my big family who helped in the completion of this thesis.

6. Thanks to the teacher and studesnt SMK Gelora Bekasi.

7. All my friends. Thank you for your prayer and concerc for the writer.

8. All of my friends, especially English Study Program A Class Academic

Year of 2013. Thank you all

9. To all parties whose named cannot be mentioned on by one, for their

contribution to the writer in finishing her thesis.

End the writer realize that in writing this essay is far from perfection.

Therefore, the writee request suggestions and contructive criticism for the sake

of perfection and may be useful for all of us. Aamiin

Jakarta, February 2020

The writer

Alit Eka Handayani

xi
 TABLE OF CONTENTS

ABSTRACT............................................................................................ i

ABSTRAK .............................................................................................ii

THESIS APPROVAL.............................................................................iii

BOARD OF EXAMINERS APPROVAL.................................................iv

ENDORSMENT SHEET.........................................................................v

FAKTA INTEGRITAS............................................................................vi

PERNYATAAN TUJUAN PUBLIKASI..................................................vii

DEDICATION........................................................................................viii

MOTTO ................................................................................................. ix

ACKNOWLEDGEMENTS......................................................................x

TABLE OF CONTENTS........................................................................xii

LIST OF TABLES.................................................................................xvi

LIST OF FIGURES...............................................................................xvii

LIST OF APPENDICES.......................................................................xviii

CHAPTER I INTRODUCTION................................................................1

A. Background of the Study ......................................................1

B. Indentification of the Problem...............................................6

C. Limitation of the Problem.......................................................7

D. Problem of Study....................................................................7

E. The Object of the Study .........................................................7

F. Significance of the Study.......................................................8

xii
 1.Theoretically....................................................................8

2. Practically........................................................................8

CHAPTER II LITERATURE REVIEW.....................................................9

A. The description of the Theories ............................................9

1. Listening Skill .....................................................................9

a. Definition of Listening....................................................9

b. Types of Listening Skill................................................11

c. Process of Listening.....................................................15

d. Kinds of the listeners Difficulties.................................22

e. Characteristics of a Good Listener..............................24

f. The importance of Teaching English Listening .........25

g. Principles of Teaching Listening Skill.........................30

h. Considering the Material in Teaching Listening ........31

i. Applying the Listening Assessment............................33

2. English Listening Apps......................................................37

a. Understanding of English Listening Test App............37

b. The Features of English Listening Test App...............39

1) Picture / Symbol .................................................39

2) Toeich Testing P1 – P4 ......................................39

xiii
 3) Lesson ................................................................40

4) Listen ..................................................................41

5) Answer ................................................................41

6) Review ................................................................42

c. Procedures of Implementing English Listening Test App

........................................................................................ 43

d. Advantages and Disadvantages of Using English

Listening Test App .......................................................44

1) Advantage................................................................44

2) Disadvantaged.........................................................45

B. Theoretical Framework...........................................................45

C. The Study Hypothesis.............................................................47

CHAPTER III LITERATURE REVIEW.......................................................48

A. Place and Time.........................................................................48

B. Methode Of The Study.............................................................48

C. Operational Definition of Variables........................................50

D. Population and Sample...........................................................50

xiv
 1. Population............................................................................50

2. Sample..................................................................................51

E. Technique of Collecting the Data...........................................51

1. Pre-test................................................................................. 52

2. Treatment..............................................................................52

3. Post-test................................................................................52

F. Technique of Analyzing the Data...........................................53

CHAPTER IV FINDING AND INTERPRETATIONS..................................56

A. The Description of the Data....................................................56

1. The Results of Students’ Pre-test......................................56

2. The Result of Students’ Post – Test Score........................59

B. The Analysis of the Data.........................................................62

C. Hypothesis Testing..................................................................66

D. The Interprentation of the Data...............................................67

xv
CHAPTER V CONCLUSIONS AND SUGGESTIONS...............................69

A. Conclusions..............................................................................69

B. Suggestions..............................................................................69

REFERENCES............................................................................................73

APPENDICES...............................................................................................

xvi
 LIST OF TABLES

Table 3.1 Rubric of Assesing Students Pre-test and Post-test............53

Table 4.1 Students’ pre-test score of listening skill..............................56

Table 4.2 The Frequency Distribution of Pre – Test...............................58

Table 4.3 Students’ Post – Test Score....................................................59

Table 4.4 The Frequency Distribution of Post – Test.............................61

Table 4.5 Statistical Table of Students’ Pre and Post Test...................62

xvii
 LIST OF FIGURES

Figure 2.2.1 Picture / symbol.................................................................39

Figure 2.2.2 TOEIC Testing P1 - P 4......................................................40

Figure 2.2.3 Lesson.................................................................................40

Figure 2.2.4 Listen....................................................................................41

Figure 2.2.5 Answer.................................................................................42

Figure 2.2.6 Review..................................................................................42

xviii
 LIST OF APPENDICES

Appendix 1 The Lesson Plan

Appendix 2 The Students’ Data

Appendix 3 Pretest Instrument

Appendix 4 Posttest Instrument

Appendix 5 Surat Ijin Penelitian

Appendix 6 Surat Keterangan Dari SMK GELORA BEKASI

Appendix 7 Kartu Konsultasi Bimbingan Skripsi

Appendix 8 Kartu Menyaksikan Ujian Skripsi

Appendix 9 T-table

Appendix 10 Documentasi

Appendix 11 Surat Bimbingan Pasca Sidang Skripsi

Appendix 12 Curriculum Vitae

xix
xx
 CHAPTER I

INTRODUCTION

A. Background of Study

Learning the English language is very complex since it involves various

skills and strategies to achieve it. Basically, there are four skills that often

related to these language learning, namely writing, reading, listening, and

speaking. Among these four skills, listening is part of English as a foreign

language that is a very important skill because it is widely used in daily life.

People need to hear various types of English repeatedly and continuously if

they want to communicate properly, meaningful and naturally. It means that

without hearing people cannot acquire language because listening provides

language input.

Wallace (639-657) argued that listening is a very important skill because

it makes people gaining insight, understanding knowledge or information, and

achieving success in communicating with others. The importance of listening

21
 22

skills also explained in the Islamic version. Listening is defined as gift or

sense that given by Allah SWT to gain knowledge;

“So Allah SWT to breathed into it to strengthen and encourage Him and

Allah SWT was made for you to hear and see and heart; (But) you are a little

grateful.” (Q.S. As-Sajda: 9)

Field (14-28) expressed his opinion about listening in several statements.

Listening is regarded as a very individual activity. To be a good speaker,

someone must first be able to be a good listener. Thus if a speaker does

embed a message in the minds of listeners, the listener must remake the

message and try to measure what the speaker's intentions are and take

away from any age disorder that seems relevant to the goals of the audience

itself. Therefore, listening skills can be mastered if the students optimally

understand the information that was expressed by the English speaker.

From the explanation above we can conclude that listening is one of the

abilities that students should be mastered so that the information can be

acceptable. In other words, learning to listen to English becomes an

 23

important way so that listeners can easily understand the essence of what

the other person is saying. Realize that listening skills can only be done on

one occasion or without repetition, the skill is certainly not easy to learn.

Listening is still considered as the most difficult skill to master. This is mainly

due to the various limitations of students’ listening skills so that their

performance tends to be low when learning the language.

Difficulties in learning listening skills are certainly influenced by many

factors. Based on the facts found, there are so many people who have not

been able to understand the English-language information expressed by the

speaker as a whole.Most of them are still confused about the speed

utterances. In addition, listening is not a simple process. A person who

listens must distinguish between sounds, capturing, and understanding

grammatical structures, interpreting pressure and intentions, remembering

and interpreting them all at the same time.

Consequently, Stark (2005: 1) suggest thatthe need of listening strategy

used to improve the quality of listening that is carried out the dynamically and

continuously process. It is related the goal of achieving substantive national

education, which is manifested in complete competence in the participants,

given academic competence or social capital competency or social capital.

 24

Miles (2000: 1) said that learning system as an integral part of the system of

educational activities, is a phenomenon that must be corrected and

developed by the parties concerned and interested parties. This concerns the

curriculum, methods, teaching media, teaching materials, instructor quality,

learning evaluation, and so on so as to create a good teaching system and

oriented towards the future.

In this case, the teaching listening in the class is concerning about how to

give the listener or the teaching material that was prepared first. There are

many ways in which listening can be personalized. For example, students

create additional assignments by practicing them in their daily lives both at

home and outside the home. Then students can ask questions about

sentences or utterances that are difficult for them to listen to, in other words,

students tend to have difficulty understanding vocabulary which they find

difficult to practice. Therefore, teachers must prepare everything about

teaching materials that they understand to be understood in learning to listen

to English.

Based on the above problems, the researcher thinks that media can be

the right solution to solve students' listening skills problem. Basically, there

are various considerations to the reasons why researchers choose the

 25

application media. Listening skills are learning that are not easily understood

with only one media because listening skills are learning that must be

practiced through various media. If students don't practice it, it will be very

difficult to learn. In addition, students must actively ask the teacher when they

do not understand what the teacher said in the class.

Accordingly, the teacher have to create situations or learning

environments that are sufficient for students to find real and direct

experiences with tools and media. To improve students' listening skills, the

teacher must use appropriate and interesting media. Thus, the researcher

tries to imply a media that is felt to be appropriate, namely "English Listening

Test App". The English listening test app is an online application that allows

users to learn English independently. It consists of several features that

make listening fun and interactive.so that English language learning in the

classroom is more meaningful and enjoyable for students.

In addition, this application can be accomplished by adjusting student-

centered strategies at the level of activity in the classroom and equipping

students with broader effective learning strategies. Through this, students will

not only become better listeners, but they will also become more effective

language students because they will be given the opportunity to focus and
 26

reflect on learning.This is important because if students are aware of what

they are doing, if they are aware of the learning process that they are

involved in, then learning will be more effective.

Therefore, this strategy should not be separated from teaching materials

but included in learning so students can see the application of effective

learning development strategies.Through various considerations that have

been explained, the researcher is interested in conducting the study with the

title "Improving Students' Listening Skill by Using English Listening Test

App", at the tenth-grade students of SMK AK Gelora Bekasi.

A. Identification of the Problem

In this study, the authors identify problems that arise in the

implementation of research including:

a. The ability of students in listening tend to be still low.

b. Students do not understand the concept of listening.

c. Some students have difficulty in short functional listening.

 27

d. Some students do not pass the Minimum Passing Grade (KKM).

C. Limitation of the Problem

In this study, it is very important for researchers to limit problems.

Therefore, researchers offer a listening skill strategy through the application

"English Listening Test App" to improve the listening skills of students in the

Bekasi Gelora Vocational School, especially the Class X Accounting

Department (AK).

B. Problem of Study

Research problems in the following questions:

Does the use of the English Listening Test App give a significant

improvement in students' listening skills?

 28

C. The Object of the Study

In connection with the above problems, the purpose of this study is:

To find out whether the use of English Listening Test App gives a

significant improvement in students' listening skills

B. Significance of the Study

The result of the research has both theoretical and practical significance.

1. Theoretically

The researcher hopes that the result can be used as information or

recourses for teachers about one of the various ways of teaching listening

skills, in specific about the use of English Listening Test App.

 29

2. Practically

a. Teachers

Using the English Listening Test App is an alternative application that the

teacher can implement it to improve students’ listening skills. Besides, this

application hopefully can be very useful particularly in learning listening

skills whether used online or offline.

a. Students

The researcher hopes that students’ can improve their listening skills

through the use of English Listening Test App.

b. Researchers

The researcher hopes that this finding result can be a great experience

and as the writer’s knowledge when becoming a real teacher in the future.
 CHAPTER II

LITERATURE REVIEW

A. The Description of the Theories

1.Listening Skill

a. Definition of Listening

Listening are one of the main language skills. According to

Demouy, V & Kukulska-Hulme, A (217-232), listening is a language

process that is interpreted in the mind. In other words, listening is a type

of hearing skill which requires mental awareness efforts.Listening is one

of the subjects studied in the field of language study and in the

discipline of conversation analysis. Dr. Henry, E, Asemota (22-33)

defined listening as the skill to understand native speakers at normal

speed. Morley (2001 : 3-7) said listening involves auditory

30
 31

discrimination, aural grammar, selecting necessary information,

remembering it, and connecting it to the process between sound and

form of meaning.

Postovsky (2004: 13) argues that listening differs in meaning from

sound discrimination to aural comprehension. Goss (1982 : 11-15)

defined listening as a process of understanding what is heard and

organizing it into lexical elements to which meaning can be allocated.

Purdy (2001 : 34) defines listeningas the process of receiving, making

meaning from, and answering to spoken or nonverbal messages. Rost

(2002 : 96) describes listening as a complex process of interpretation in

which listeners match what they hear with what they already know.

According to Rost (2009 : 34), listening helps us to understand the

world around us and is one of the necessary elements in creating

successful communication.

According to Mclntoshas cited in Monica (20017:11), listening skill

is one of the most important and fundamental of the students’

information from which to complete to learners' knowledge in using

English. The message in listening will determine how the students

achieve the objectives. It is assumed that the student who uses good
 32

strategies will be able to answer the listening test item and the received

message well. In another word, using an appropriate learning strategy

might result in the success of study particularly in listening.

Bowen, Madsen, and Hilferty (2000 : 13) demonstrated that

listening is understanding oral language. Students hear oral speech,

divide sounds, classify them into lexical and syntactic units, and

comprehend the message. Listening is a process of receiving what the

speaker says, making and showing meaning, negotiating meaning with

the speaker and answering, and creating meaning by participation,

creativity, and empathy. Jafari and Hashim (2015 : 7)emphasized that

listening is a channel for comprehensible input and more than 50

percent of the time learners spend in learning a foreign language is

devoted to listening.

In sum, it can be explained that listening is one of the most

important skill in language learning. Students’ should have good

strategies in listening, because the strategies can success in listening to

learning.

b. Types of Listening Skill

 33

Bacon (2000 :70) classifies are six types of listening. Some of

them are:

1) Discriminative listening

Discriminative listening is the most basic type of listening,

wherein the difference between sounds is identified. If the listeners

cannot hear differences, then they cannot make sense of the

meaning that is expressed by such differences. We learn to

discriminate between sounds within our own language early, and

later are unable to discriminate between the phonemes of other

languages. This is one reason why a person from one country

finds it difficult to speak another language perfectly, as they are

unable to distinguish the subtle sounds that are required in that

language.

Likewise, a person who cannot hear the subtleties of

emotional variation in another person's voice will be less likely to

be able to discern the emotions the other person is experiencing.

Listening is a visual as well as auditory act, as we communicate

 34

much through body language. We thus also need to be able to

discriminate between muscle and skeletal movements that signify

different meanings.

2) Evaluative listening

In evaluative listening or critical listening, we make

judgments about what the other person is saying. We seek to

assess the truth of what is being said. We also judge what they say

against our values, assessing them as good or bad, worthy or

unworthy.

Evaluative listening is particularly pertinent when the other

person is trying to persuade us, perhaps to change our behavior

and maybe even to change our beliefs. Within this, we also

discriminate between subtleties of language and comprehend the

inner meaning of what is said. Typically also we weigh up the pros

and cons of an argument, determining whether it makes sense

logically as well as whether it is helpful to us. Evaluative listening is

also called critical, judgmental or interpretive listening.

 35

3) Appreciative listening

In appreciative listening, we seek certain information which

will appreciate, for example, that which helps meet our needs and

goals. We use appreciative listening when we are listening to good

music, poetry or maybe even the stirring words of a great leader.

4) Sympathetic listening

In sympathetic listening, we care about the other person and

show this concern in the way we pay close attention and express

our sorrow for their ills and happiness at their joys.

5) Relationship listening

Sometimes the most important factor in listening is in order to

develop or sustain a relationship. This is why lovers talk for hours

 36

and attend closely to what each other has to say when the same

words from someone else would seem to be rather boring.

Relationship listening is also important in areas such as

negotiation and sales, where it is helpful if the other person likes

you and trusts you.

6) Selective listening

Selective listening involves listening for particular things and

ignoring others. We thus hear what we want to hear and pay little

attention to 'extraneous' detail. Partial listening is what most of us

do most of the time. We listen to the other person with the best of

intentions and then become distracted, either by stray thoughts or

by something that the other person has said.

We consequently dip inside our own heads for a short while

as we figure out what they really mean or formulate a question for

them, before coming back into the room and starting to listen

again. This can be problematic when the other person has moved

on and we are unable to pick up the threads of what is being said.

 37

We thus easily can fall into false listening, at least for a short while.

This can be embarrassing, of course, if they suddenly ask your

opinion. A tip here: own up, admitting that you had lost the thread

of the conversation and asking them to repeat what was said.

c. Process of Listening

A listening activity is a demonstration of an understanding that has

been understood after experiencing a complete listening activity or an

activity that asks for a recall of information that has been received

previously.

The process of listening activities according to Brown (1995 : 10)

there are eight processes in listening activities, namely:

1) The listener processes raw speech and stores the image from it in

short term memory. This image contains phrases, clauses of signs,

intonation, and word pressure patterns from a series of talks he

heard.

2) The listener determines the type in each talk event that is being

processed.
 38

3) The listener seeks the intent and purpose of the speaker by

considering the form and type of conversation, context, and content.

4) The listener recall background information (through the scheme he

has) in accordance with the context of the subject matter.

5) Listeners look for the literal meaning of the message to be heard.

This involves semantic interpretation activities.

6) The listener determines the intended meaning.

7) the listener considers whether the information he received should be

stored in his memory or delayed,

8) Listeners erase the form of messages that they have received.

Basically, 99% of words and phrases, and sentences received will

disappear and be forgotten.

According to Macceca (2007 : 33), to develop the right approach in

the ability to teach the first language is important and needs to

understand the basis of listening. Two types of listening can be

identified: the bottom-up process and the up-down process. The

bottom-up process assumes that listening is a linear data processing

process. the listener tries to understand the spoken word starting from

the phoneme which is then strung together, then becomes a sentence

 39

and then processed and connected with sentences to form a complete

understanding of the text. The top-down listening model, on the other

hand, is an active listener reconstructing the meaning of the speaker

based on the sound instructions that come in and using the situation,

place, and context to form guesses, draw conclusions, goals, and other

relevant knowledge. Language data is presented as signals to activate

this top-down process. The understanding of bottom-up and up-down

as follows:

1) Bottom-up Listening Process

Bottom-up processing involves segmentation of the sound stream

into meaningful units to interpret the message. It is a rather

mechanical process in which listeners segment the sound stream

and construct meaning by accretion, based on their knowledge of

the segmental (individual sounds or phonemes) and

suprasegmental (patterns of language intonation, such as stress,

tone, and rhythm) of the target language.

Listeners gradually build meaning from phonemes to words to

increasingly larger units of meaning. This component of listening,

 40

seen as a decoding process, assumes that the skill process begins

with pieces of information in the sound stream, with the minimal

contributor to the world.

Listeners draw primarily on linguistic knowledge, which includes

phonological knowledge, lexical knowledge, and syntactic

knowledge (grammar) of the target language.

Bottom-up processing means using the information we have about

sounds, word meanings, and discourse markers. In addition, to

assemble our understanding of what we read or hear one step at a

time.

1) Top-down Listening Processes

Top-down processing, on any order, mainly involves applying

context and prior knowledge to interpret messages. Listeners who

approach a comprehension task in a top-down manner use their

knowledge of the context of the listening event or the topic of a

listening text to activate a conceptual framework for

understanding the message. Listeners can apply different types of

 41

knowledge to the task, including prior (world or experimental)

knowledge, pragmatic knowledge, cultural knowledge.

Top-down processing is whole to the part approach where

considerable stress is given to context. The following strategies

for top-down listening:

a) Listeners will work out the purpose of the message by

considering contextual clues, the content, and the setting.

b) Listeners will activate schematic knowledge and bring

knowledge of scripts into play in order to make sense of

content.

c) Listeners will try to match their perception of meaning with the

speaker’s intended meaning, and this will depend on the many

different factors involved in listening skill, both top-down and

bottom-up Bacon (2000).

The two terms of information processing have dominated

language pedagogy. The bottom-up model assumes that listening is the

process of understanding the words that are heard, from understanding

 42

phonemes to the text as a whole. According to this view, phoneme units

are read and linked together to form words, words are linked together to

form phrases, phrases form expressions, and expressions are formed

into complete texts. In the introduction to listening, Anderson and Lynch

(1988:10) mention 'listening as a tape recorder' because listening is

considered to enter and store messages continuously, just like a tape

recorder - one voice, one phrase, and one phrase at a time.

This top-down listening component, which is seen as a process of

interpretation, assumes that understanding begins with the listener's

expectations about information in the text and follows the flow of sound.

Alternatively, the top-down states that the listener is actively

constructing (or, more precisely, reconstructing) the speaker's true

intentions. In this reconstruction process, the listener understands the

main idea of a context and situation and makes what he listens to clear.

Context and situation including an important part in understanding a

topic, the listener and its relationship with the situation, are equally

important to each other in understanding an activity.

Lately, it has been realized that both bottom-up and top-down

strategies are important. In developing a place for learning, material,

 43

and learning, it is important to not only teach the bottom-up process,

such as the ability to distinguish between two things but also to help

students use what they already know to understand what they are

listening to. If teachers suspect difficulties with their students, listening

to learning can be preceded by schema-building activities to prepare

students for the listening task to be given. Another form of listening

characteristic is a reciprocal listening in which listeners engage in

language interactions such as in a conversation. And when listening to

a monologue either directly or through the media that has been

prepared by the teacher or the school, it is called non-reciprocal.

In reality, top-down and bottom-up processes rarely operate

independently. Research in directing or providing information that is

used in the form of the English Listening Test App is one way to

improve or develop teaching material towards students and provide

some perception in pronunciation and provide evidence of how

information from top-down and bottom-up processing.

Based on the definition above, listening skill has two processes to

receive what the message is about: there is a Bottom-up process and

Top-down process. Bottom-up process in the process of understanding

 44

the meaning of the message from individual linguistic such as

intonation, pronunciation, stress, rhythm, etc. Whereas, Top-down

process is processed to understanding the meaning of the meaning

message from background knowledge.

d. Kinds of the listeners Difficulties

Bacon (2000 : 13), said that there are some difficulties students

have in learning to listen: difficulties with sound, must understand every

word, cannot understand mother tongue quickly and naturally, need to

hear something more than once, find it difficult to follow, and are

tired.Hale (2003 : 13) difficulties in listening are students know the

words, but get the wrong understanding. Phonetic variations of a word

mislead them. (reduction, assimilation, elision, utilization, resinification).

Students know words in written form but not oral versions. Learners

have difficulty capturing words from those connected like dialogue.

Rixon (2000: 37), mentions several other types of difficulties that

are directly related to students themselves. One problem that students

have formed is learning habits in the sense that they can understand

everything by listening carefully to the teacher who might speak slowly

 45

and clearly. Therefore, when they fail to understand every word while

listening, they stop listening and lose their string, which seems to be the

reason for the panic and worry they usually show before and during

listening.

In relation to those problems, we cannot deny that students’

motivation plays an important role in learning listening. As mentioned in

Vandergrift (2006: 6), another theme will be motivation. Because

listening is so challenging, teachers need to think carefully about

making the activities successful and the content interesting. We can

create interestingactivities in learning to listen such as by listening to

English songs. By creating high students’ motivation, it hoped can

reduce the listening difficulties. Furthermore, the students will be

stimulated and not be panic or worry when they are learning to listen.

As mentioned in the background, the students of SMK Gelora are

very difficult to understand English through listening skills. The students

could not understand the meaning of the material after playing the tape

three times in class. Furthermore, students might gradually lose their

self-confidence. They are afraid to go to the lab to listen to English

again. When they are face to face with listening material, they have little
 46

confidence in their listening skill abilities. Therefore, they may not

understand them because they have to battle the psychological

suggestion that they could not understand spoken English.

e. Characteristics of a Good Listener

The students can be said that they are good at listening if they are

active in the learning listening process. The characteristics of active

listeners as below:

a) Make eye contact/follow the listening.

b) Summarize the listening material that has heard.

c) Make a connection what is hearing to what already knows.

d) Ask and answer the question during the learning listening process.

On the other hand, Flowerdew & Miller (2005; 19) say that a good

listener is one who has the enabling skills. The enabling skill

characterizes the listener can follow the material by well. The skills are:
 47

a) Predicting what people are going to talk about

b) Guessing at unknown words or phrases without panic

c) Using one’s own knowledge of the subject to help one understand

d) Identifying relevant points; rejecting irrelevant information. Retaining

relevant points (note-taking, summarizing)

e) Recognizing discourse marker, cohesive devices, including linking

words, pronouns, references, etc

f) Understanding different intonation patterns and uses of stress

g) Understanding inferred information.

In summary, the students are said well in listening skills if they are

active when learning to listen. The activeness can be seen from the

students’ motivation and enthusiasm during learning listening. The

students who act in listening are characterized they always focus on

what they hear, they ask and answer the questions, and they can make

a summary from the materials given in the post-listening.

f. The importance of Teaching English Listening

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According to Graham (2006 : 34), teaching means to help someone

to learn how to do something, to guide someone in the study of

something, and also to provide someone with knowledge. Teaching

listening needs more on the part of the teacher than that of listeners.

One of the main principles of teaching listening is “language material

should never be presented visually first”.Listening is one of the most

important skills. As we know, listening is the skill of understanding

spoken language. The skill of listening is an essential part of

communication and a basis for second language learning.

Teaching listening is means things that can be used for the

teaching-learning processes of listening. Wilson (2008:40) states that

there are several sources ofteaching listening. They include teacher

talk, student talk, guest speakers, textbook recordings ie. talking books,

tape recordings, television, video, DVD, radio and the internet. Porter

and Roberts (1987: 179) warn us that teachers cannot handle types of

language that they have never heard or used before, they should only

use authentic teaching of listening in the classroom to teach their

students.
 49

Vandergrift (2002 : 80)also considers the teaching of listening skills

as foundational to the development of other language skills. We should,

however, be aware that any kind of listening skill activity needs to be

well guided with clear aims.In this case,teaching listening is student-

centered which can be done in two ways. First, assignments can be

planned where a class action is centered on students, not on the

teacher. In the task of exploiting this idea, students actively engage in

structuring and restructuring their understanding of language and

building their skills in using language. Second, teaching materials can

be given teaching materials that are centered on students by involving

in the process of underlining their teaching materials and making an

active contribution to learning.

This can be achieved in the following ways:

a) Convey the learning objectives to students

b) Give students the opportunity to choose

c) It gives students the opportunity to bring their own basic

knowledge and experience in the classroom.

 50

d) Encourage students to develop positive attitudes towards

learning and to develop self-monitoring and self-assessing

abilities

Many researchers have tried to simulate natural listening

interactions and involve students personally in listening tothe material,

they are listening to a conversation and giving written responses. Of

course, this is not the same as involving students in a conversation

activity. But researchers have found that student involvement is quite

good, and this can then be the basis for assigning tasks to

communication skills.

The task of listening to non-reciprocally can add a variety of

information to the listener. In the task of listening to non-reciprocals, you

can use the following sources: telephone answering messages,

announcements in stores, on public transportation, light lectures, and

narrative story. A theme that often appears in recent language teaching

methodology books emphasizes developing students' awareness of

paying attention to their learning so that eventually they will be able to

 51

take greater responsibility for learning. Key strategies that can be taught

in listening class involve selectively listening, listening for specific

purposes, predicting, inferring, and personalizing. Graham (2006 : 15)

believes that many practitioners have understood intensive and

extensive differences. On the same principle between intensive and

extensive, for example on international exams, it usually stipulates that

the recording is played twice. Some theories argue that this is not

natural because in real life heard only once. But the situation when

listening to audio in a language class is artificial. Furthermore, listening

to a foreign voice, especially one speaking in a foreign language

demands a process of normalization - determining the pattern, speed,

and quality of the sound. An early period of extensive listening is

allowed for this.

Activities for this type of response might be given to listening

experiences in real life. The method can also be relied upon to check

student understanding. The biggest difficulty in listening to learning is

that it is difficult to determine how many students have understood

without involving other language skills. For example, if students give

incorrect answers to written comprehension questions, it may be

 52

because they do not understand the question (reading) or because they

cannot compose the word answer (writing) not because they are wrong.

The advantages of listening assignments like this make the use of

reading skills and writing skills are at a minimum level. And other

benefits of listening tasks such as filling out forms, labeling diagrams, or

making choices are requiring students to try whatever they have

listened to. In conclusion, teaching listening is one of the duties that

have to be conducted by teachers of English to develop to the students’

listening ability in English.

g. Principles of Teaching Listening Skill

When teaching listening skills, the teachers have to know the

principles. There are some principles of teaching listening skill, they

are:

1) Listening should receive primary attention in the early stage of

instruction the teacher.

2) Maximize the use of material that is relevant to students’ real

life.
 53

3) Maximize the use of authentic language.

4) Vary the materials in terms of speakers’ gender, age, dialogue,

accent, topic, speed, noise, level, and genre.

5) Always ask students to listen with a purpose and allow them to

show their comprehension in a task.

6) Language material intended to be used for training listening

skills should never be presented visually first.

Furthermore, teachers have to take attention to the principles of

teaching listening skills. As mentioned above, one of the principles in

teaching listening skills is the teachers always ask students to listen

with the purpose of listening. So, we can help students listen more

effectively if we spend some time teaching them about purposes for

listening skills. One way to do that is to use a simple dialogue in order

to show how they might listen differently depending on their goals.

h. Considering the Material in Teaching Listening

 54

The material is very important for the students to improve their

listening skills. A suitable material can make the students want to learn.

The material suitable for the students has to interesting, at the right

level of students’ difficulty, and presented in various activities (Hasyuni

2006: 4). The interesting materials that are familiar meaningful and

various should be provided for the students. It can help them to

understand more easily.

Beside of that, the material should be as natural as possible in

order that students can practice and imitate the original voice from the

speakers. As mentioned by Paulston in Hasyuni (2006: 4), the listening

skill of materials should consist of a sample of natural language from as

many different sources as possible, so the students will have experience

with many varieties of topics and situations.

The material used in the listening skills development program for

students must pay attention to the principles of listening to students that

have been discussed at the beginning of this paper. Considering the

above, an application called English Listening Test is used as the main

source of material procurement. The designed activities emphasize

extensive listening. Students must prepare to listen in class, in the

 55

application, there is the sound that is not too much time so that students

can understand and understand what has been conveyed. During the

screening, students are asked to record information that they consider

important individually, then put the information together in writing when

the researcher plays back. So students can gain a comprehensive

understanding.

There are several reasons in the selection of applications to be

used, including because the application that has been prepared is a

basic application for students. Because basically when someone conveys

information whether important information or not, then one of the

information will disappear by itself. Therefore, this application is a basic

material to make students come back to remember and practice their

ability to listen to English. In this case, the possibility of students can

improve their ability in learning English, especially in terms of listening.

Based on the description above, the teacher is better to know the

students' interest in learning listening skills with good activities. If not,

students will get bored and don't want to study anymore. Use of the

English Listening Test App can also motivate students to attend lessons
 56

and pay attention in class because the English Listening Test App can be

used for a variety of learning and teaching activities.

i. Applying the Listening Assessment

According to Herron (2000: 5),every lesson in the class involves a

matter of assessment, whether it is informal, spontaneous, and based on

teacher intuition and feedback, or informal preparation, a test of

excellence. To draw attention to the important role that must be borne by

the teachers, the researcher proposes, in this section, there are several

parts of the skills and principles for assessing these skills in class. For a

comprehensive way to assess the four skills.

1) Understand the Terms "Assessment" and "Test"

The test is the subject of assessment. Assessment is a

pedagogical input or output which involves evaluating

actions on the part of the teacher. When students respond to

questions, submit comments, or try new words or structures,

the teacher unconsciously makes evaluations of students. A

 57

student's written work, from notes, multiple-choice or short

essay answers, is assessed by the teacher. In reading and

listening activities, student responses are also evaluated. All

of these things are judgments.

Technically, this is called informal assessment - because it is

usually unplanned and spontaneous and without specific

scores or new formats, on the contrary, formal assessments,

are more deliberate and have conventional feedback. The

test falls in the next category. They plan tests or

assignments, design time frames, often notify in advance, be

prepared (sometimes feared) by students, and submit

specific scores or level formats.

In considering class assessment, then, be prepared to

expand the range of possible pedagogical procedures. In the

comments that follow, for many parts the formal aspects of

the assessment are included. Informal input is first classified

in a number of guidelines and examples in this section.

 58

2) Types of Micro and Macro Assessments and Capabilities

In this assessment section (Micro and macro) is one type of

listening, from intensive listening to extensive listening in

student assessment in class. Micro and macro abilities in

listening are one part of the strategy, interactive and complex

skills in the broader conversation (Alex, 2008). These two

relations cannot be compensated for by a trusted

assessment of students' comprehensive listening abilities

that are valid. Closer the researcher can pinpoint exactly

what the researcher values his students. What assessment

methods are often used at various levels?

1. Intensive Listening Task a. Distinguishing phonemic pairs

b. Distinguishing morphological pairs c. Distinguishing

stress patterns

d. Paraphrase recognition

e. Repetition
 59

2. Responsive listening task

a. Question: mc response

b. Question: open-ended response

c. Simple discourse sequences

3. Selective listening task

a. Listen to the close

b. Verbal information Transfer

c. Sentence repetition

4. Extensive listening task

a. Dictation

b. Dialogue (listening to dialogue: Multiple choices)

c. Dialogue (listening to dialogue: essay questions)

d. Lecture (take notes)

e. Interpretive task (listening to poetry, mistaking "meaning"

f. Stories, narratives (retelling)

 60

2. English Listening Apps.

a Understanding of English Listening Test App

English listening test app is an application that includes a form of

short conversation or monologue in the listening skill section. This test

is given in the form of several monologues that must be heard by

user.This monologue form can include 1 short talk and it is usually

followed by 2 or 3 questions. To start practicing, the user is required to

listen on the audio carefully then read the questions and choose the

best answer from one of the alternatives given.

There are several functions in using the "English Listening Test

App".

1) Listen to the test with audio from the prepared media,

2) Listen to the exam in questions and responses,

3) Listen to the test in a short conversation,

4) Listen to the test in a short chat (monologue),

This application can be used as an MP3 or it make easier

for teachers or students to download sounds as learning

 61

material especially in listening to English conversation.

This application is also equipped with text if students are

confused in interpreting the conversation. In addition, this

application also makes it easy for students to follow the

conversation they hear. In sum, this application can help

teachers improve students' listening skills in class during

lessons.

The English Listening Test is a basic application that allows middle

school students to practice their listening skills. This application has

several features, students can read and understand texts in English.

After that, they will practice the conversations they hear in front of the

class so students can speak English fluently. In sum, this application

allows students to learn easily, especially in students who tend to get

bored easily in learning English. Thus in this study the researcher want

to use this application to studentsespecially in learning listening.

b. The Features of English Listening Test App

There are some features that can be used by listeners when using this

app.
 62

1) Picture / symbol. It is a feature that includesan image or

symbol application that will be used by researchers to convey

the material. This feature of application also makes it easy for

someone to search/download the application.

Figure 2.2.1

1) TOEIC Testing P1 - P 4.This is one of the feature choices in

the English Listening Test application. There are several

 63

lessons that are included in each TOEIC Test. Then, there are

4 TOEIC Tests that from each section provides different

lessons including audio and text dialogues.

Figure 2.2.2

1) Lesson.It is one of the English Listening Test menus that each

menusare containing the Listen, Answer and Review menu. I

addition. There are some number of lessons in the TOEIC

 64

Testing of P1 - P4 menu and each lesson has different audio

and text dialogs.

Figure 2.2.3

2) Listen. One of the advantages that can be used in this feature

is the ease of downloading media or audio. Through this

feature, teachers can download audio before sending material

to students in class. Besides that, English audio in this feature

also provides native speakers

 65

Figure 2.2.3

1) Answer, it is a problem menu that the teacher can use to

assign the students. There are several questions that will be

answered by students. The questions will be related to the

audio heard by students in general. Then, the number of

questions is only a few that make it easier for students to do

so.

2)
 66

Figure 2.2.4

6)Review,it isa text conversation or dialogue contained in the audio. This

feature can facilitate students in understanding what is said from the

conversation.

Figure 2.2.5

c. Procedures of Implementing English Listening Test App

The following procedures will explain about how to use the English

Listening Test App Application;

 67

1) The teacher is demanded to download the application fist.

After downloading the application, the teacher start to

prepare the material by downloading audio from one

conversation (that will be given as instructional material).

2) After downloading the audio, the teacher can choose an

interesting theme or topic that students will be listened to so

it make students easily understand the conversation and

they are not easily bored in listening to learning.

3) When the topic has been selected, the teacher must prepare

a loudspeaker (Speaker Sound) to clarify the audio’s voice.

4) After that the teacher must prepare the text that will be given

related to the topic of conversation that will be heard by

students.

5) Then, after 1-4 steps have been prepared so that the

teacher can provide learning material that will be listened by

students in the class.

6) After that, the teacher can give students a piece of exam

paper to fill in some questions that have been prepared in

advance.
 68

7) The teacher can also make 2 people for groups that aim to

dialogue in front of the class, so that students are not easily

bored with listening material.

d. Advantages and Disadvantages of Using English ListeningTest

App

Advantages and disadvantages of using the English Listening Test

Application in Indonesia.

1). Advantages

a) Make it easier for teachers to provide teaching materials.

b) It can provide basic material for students who have the final

grade for the English exam.

c) Facilitating teachers in finding teaching materials in teaching.

d) This application is always updated automatically every day.

2). Disadvantages
 69

a) This application uses an online application.

b) This application will use a lot of memory.

c) This application uses MP3 sound as it should.

B. Theoretical Framework

Listening skill is one way that students should have in mastering English.

This skill not only concerned on symbols that are heard directly, but it need

some process. Considering the importance of listening, the students should

do several efforts to increase it.

In this study, the researcher concerns on some problems of students’

listening skill, mainly for student of senior high school. The most problem are:

the listeners’ limited vocabulary, inability to get things repeated, and inability

to concetrate. This case indicate that students should enrich their

vocabularies and listen to the audio carefully, so the meaning can be

interpreted easily. The next problem that the researcher found is the
 70

difficulties in improving their listening skill, and ways to support it, like

definition the English Listening Test App.

By increasing students listening skill, they can understand the meaning of

various conversations or more information than they produce. Beside,

students with good listening skills will makesome people respon that they get

the core of the speaker and the conversation will continue. In fact, students

who do not have good skills will be hampered because they cannot listen well

to answer the speaker.

To listen well, students must understand the meaning of the speaker.

Understanding means understanding fully. Understanding is not just about

knowing the meaning of listening skill but also includes the question of

knowing the context of the speech material that someone will say. To

understand something spoken by someone requires total and complete

understanding. It can be said that understanding is to know the meaning of

something someone says, and to understand its meaning.

From the description above, it can be conclude that listening is one of the

English learning that is not easily understood by students who do not have

strong will, students will understand learning if students have the will and
 71

ability to learn listen. Here researcher have the motivication to provide

encouragement to students in learning English, especially in listening. Thus

the researcher decide to use an online application, namely English Listening

Test App in providing learning materials.

C. The Study Hypothesis

Based on theoritical framework above, the researcher formulates

hypotheses as follows:

H1 = There is no significant effect of students’ listening skill

improvement through the use of English listening test app.

H2 = There significant effect of students’ listening skill improvement

through the use of English listening test app.

 CHAPTER III

LITERATURE REVIEW

A. Place and Time

This research was conducted in class 10 SMK Gelora Bekasi,

located on Jl. Ujung Harapan, Bahagia District, Kec. Babelan, Bekasi. This

research was conducted on November 8, academic year 2017/2018 and

which refers to the academic calendar of SMK Gelora.

B. Methode Of The Study

The method used in this research is experimental research.

Experimental research is a research method used to look for the effect of

certain treatments on others under controlled conditions. The design chosen

was pre-experimental designs. Design is a true experimental where the

problems mentioned above occur, such as having to implement a program in

natural school settings. Sugiyono, (2010: 107) The form of pre-experimental

designs chosen was a one-group pretest-posttest design model, in this model

there was an experimental group and then given a pretest to find out the

72
 73

initial state of the experimental group, then given treatment and given a

posttest.

Based on the explanation above, the research has decided to use pre-

experimental because this experiment is quite easy to implement. In addition, in

this study, researchers will use the English Listening Test Application as a tool

or medium in improving students' listening skills. The researcher used one

group using "one group pre-test and post-test design" as follows.

O1 X O2
Picture 3.1 One Group Pre-test and Post-test Design

O1 : Pre-test

X : Treatments

O2 : Post-test

Thus, it is expected that this kind of design will help the teacher

in finding out whether there is any significant influence of the use

English Listening Test App to improve students listening skill.

 74

C. Operational Definition of Variables

In this study, the researcher takes two variables based on Cohen’s

(2007:504) theory:

1. Independent variable ( X )

Independent variable is variable which can give influence or

response to dependent variable. In this research, the independent

variable is the use of English Listening Test App.

2. Dependent variable ( Y )

Dependent variable is variable which caused or influence by other

variable. Dependent variable in this research is the result of students

listening test in learning English at grade 10th at SMK Gelora Bekasi.

D. Population and Sample

1. Population
 75

Population is a group of individuals that have the same

characteristics. Schumacher (2006:119) stated that a population is a

group of elements or cases, whether individuals, objects, or events

conform to specific criteria and to which the people intend to generalize

the results of the research. The population of this research consists of

10th grade students of SMK Gelora Bekasi in academic year 2017 / 2018.

2. Sample

According to Abraham S (2002:5) sample is part of population

research. McMillan and Schumacher (2016:119) has another opinion,

Sample is the group of subjects or participants from whom the data

collected. The researcher choose one class for the investigation that was

class X 1as an experiment class which consist of 35 students. The

research applied a Quasi-Experimental design (one group pre-test –

post-test).

E. Technique of Collecting the Data

 76

In this study, English Listening Test App was used by researcher as

a teaching media that aims to know how the aplication usage influenced

students’ listening skill. Meanwhile, in order to obtain the data, thewriter

used tests, i.e. pre-test and post-test.

a.Pre-test

The reseacher gave pre-test to students in multiple choices partial

dictation form. This kind of research instrument was choosen to

measure the ability of students listening skills before conducting

treatment.

b.Treatment

After the pre-test, the research conducted an experiment using the

application english listening test app. The researcher has chosen

 77

learning material from the application. The treatment was conducted 8

meetings excluding pre-test and post-test.

c.Post-test

After implementing the treatment, the researcher then gave a post-

test to all students. post-test is used to understand the extent to which

students understand listening skills by using English listening test app.

The researcher compares the listening skills of students by looking at

the test results in the pre-test and post-test to find out whether or not

her treatment working or succed in improving students listenig skill.

NO. Number of Questions Score

(Correct number times five)

1. 20x5 100

2. 19x5 95

3. 18x5 90

4. 17x5 85

5. 16x5 80
 78

6. 15x5 75

7. 14x5 70

8. 13x5 65

9. 12x5 60

10. 11x5 55

11. 10x5 50

Table 3.1

Rubric of Assesing Students Pre-test and Post-test

F. Technique of Analyzing the Data

After collecting the data, the writer analyzed the results of the t-Tes

statistically through a formula of t-test for one group which is also know as

The steps of Paired Sample t-test were as follows:

1. Determining Mean of variables

 79

The steps of Paired Sample t-test were as follows:

1. Determining Mean of DIFERENCE score of 1 and 2

Note:
Xj – Xi = Total of Students’ gained score of experimental class.

2. Determining DEGREES of FREEDOM (df)

N-1

Note:
N = Total of The Students

3. Determining VAR
 80

4. Determining STANDAR DEVIATION

5. Determining tcal or Tcalculation

 CHAPTER IV

FINDINGS AND INTERPRETATIONS

A. The Description of the Data

In this chapter, the findings and interpretations of the data were

presented. Since the researcher used both pre-test and post-test in

collecting the data, the results of the results of the data analysis can be

seen in the following sections :

1. The Results of Students’ Pre-test

Students’ pre-test score of listening skill were presented in the

following table 4.1

No. Students Score

1. ABDUL WARIS 75

2. ABI ANAS HABIBIE 65

3. AHMAD ZIDAN ALI 90

4. ALDO SURYA PRANATA 75

5. ALYA ZAHIRAH 65

6. AMIR RIZKI RAMADHAN 75

81
 82

7. ANDIKA EKA PRATAMA 75

8. ANDINY PUTRI ACHADIAN 85

9. ANGGIA PUTRI AGUSTINA 65

10. ANI JUWITA 60

11. ARDIANSYAH 65

12. ATA HARIZ ABDILLAH PUTRA 60

13. AUDRI RIYANA 85

14. AURA NOVIA FITRIE 65

15. AZHRIL BAIHAQI 60

16. CARLO NURIMAN FERNANDO 60

17. DEVITA RAHMA 70

18. FADEL MUHAMMAD YUSUF 75

19. FIKRI SAEPUL ROHMAN 70

20. FITTRI AMELIA 70

21. HARIELZAR SETYO NUGROHO 80

22. KEISHA BONITA RIEYANTI 65

23. M. SHAHRUL ALIM 65

24. M. DIMAS WAHYU 80

25. NAZWA NISRINA FADLI 65

26. NATASHA PUTRI TSABITA 85

27. NOVIA SAFITRI RAHMADHANI 70

28. NOPITAA PURNAMA SARI 70

 83

29. PANDU ERIEN ARMANDA 65

30. PUTRI SALSABILA 65

31. RAHMA AULIA SALSABILA 85

32. RIFQY ARIFIN ATTALLAH 65

33. SAGITA NUR MARTININGSIH 70

34. SHIFA RAMADHANI 85

35. SALWA NURLIA HARDINI 80

36. WIDIYA ASTUTI 65

N= 36 TOTAL 2570

MEAN 71.389

It can be seen from the table above that 4 students scored 60, 12

students got 65, 6 students got 70, 5 students got 75, 3 students got 80,

5 students got 85, 1 student got 90. The average score obtained by

students is 71,389.

Table 4.2 The Frequency Distribution of Pre – Test

Frequency

No. Class Interval

Absolute Relative %

1 60 4 11.1 %

2 65 12 33.3 %

3 70 6 16.7 %
 84

4 75 5 13.9 %

5 80 3 8.3 %

6 85 5 13.9 %

7 90 1 2.8 %

Total 36 100 %

2. The Result of Students’ Post – Test Score

Post-test scores of students from listening skills are presented in

the following table 4.3:

Table 4.3 Students’ Post – Test Score

No. Students Score

1. ALFINA KUSUMADANI 85

2. ANANDA PUTRI A. 75

3. ANDINI OKTAVIA Z. 100

4. ANGGI NURSAFITRI 85

5. ARDIKA LIA S. 75

6. BUNGA SAPUTRI 85

7. DIAH AYU A. R 85

8. FATIMAH PUJI R. 95

9. FINA RETNASARI 75

10. FINA YAMIN 75

 85

11 FRISKA ANGGITA 70

12. IKA FAJAR WIBOWO 80

13. IMAS FATHIYAH 95

14. INTAN TRIE K. 75

15. IZMIE NUROCTAVIA 75

16. LIZA AZH ZAHRA 75

17. M. DESVIN DWI JAYA 80

18. MAYANG FAYZA A. 85

19. META DAMAYANTI 85

20. MITA MARSHELLA Y. 85

21. NANDA LIANA NUR A. 90

22. NOVITA PUTRI H. 95

23. NURJANNAH 75

24. NURUL AULIA PRATAMA 90

25. PRASETYO NUR H. 75

26. PUTRI WULANDARI 90

27. RINI SETYOWATI 80

28. RIZKA YUNIARTI 85

29. RYAN FAZRI RAMADHAN 75

30. SABRINA SALSABILAH 75

31. SEVIANA NIMAS P. 90

32. SEVINA GHINA N. 75

 86

33. SILVEIA INDAH SAFITRI 80

34. SITI NOVIATIN 95

35. M. RIZKY YUSUF 95

36. WIDIYA ASTUTI 75

N=36 TOTAL 2.980

MEAN 82.778

It can be seen from the table above that 4 students scored 60, 12

students got 65, 6 students got 70, 5 students got 75, 3 students got 80, 5

students got 85, 1 student got 90. The average score obtained by students

is 82.778..

Table 4.4 The Frequency Distribution of Post – Test

Frequency

No. Class Interval

Absolute Relative %

1 70 1 2.8 %

2 75 13 36.1 %

3 80 4 11.1 %

4 85 8 22.2 %

5 90 4 11.1 %

6 95 5 13.9 %

7 100 1 2.8 %
 87

Total 36 100 %

B. The Analysis of the Data

From the description of the data above, table 4.5 follows the

assessment scores obtained by students both from the pre-test and post-

test.

Table 4.5 Statistical Table of Students’ Pre and Post Test

No. Students Pre-test Post-test Xi - Xj ((Xi - Xj) - ((Xi - Xj) -

(Xi) (Xj)

1 S1 75 85 10 -1.11 1.232

2 S2 65 75 10 -1.11 1.232

3 S3 90 100 10 -1.11 1.232

4 S4 75 85 10 11,11 -1.11 1.232

5 S5 65 75 10 -1.11 1.232

6 S6 75 85 10 -1.11 1.232

7 S7 75 85 10 -1.11 1.232

8 S8 85 95 10 -1.11 1.232

9 S9 65 75 10 -1.11 1.232

10 S 10 60 75 15 3.89 15.132

11 S 11 65 70 5 -6.11 37.332

12 S 12 60 80 10 -1.11 1.232
 88

13 S 13 85 95 10 -1.11 1.232

14 S 14 65 75 10 -1.11 1.232

15 S 15 60 75 15 3.89 15.132

16 S 16 60 75 15 3.89 15.132

17 S 17 70 80 10 -1.11 1.232

18 S 18 75 85 10 -1.11 1.232

19 S 19 70 85 15 3.89 15.132

20 S 20 70 85 15 3.89 15.132

21 S 21 80 90 10 -1.11 1.232

22 S 22 65 95 30 18.89 356.832

23 S 23 65 75 10 -1.11 1.232

24 S 24 80 90 10 -1.11 1.232

25 S 25 65 75 10 -1.11 1.232

26 S 26 85 90 5 -6.11 37.332

27 S 27 70 80 10 -1.11 1.232

28 S 28 70 85 15 3.89 15.132

29 S 29 65 75 10 -1.11 1.232

30 S 30 65 75 10 -1.11 1.232

31 S 31 85 90 5 -6.11 37.332

32 S 32 65 75 10 -1.11 1.232

33 S 33 70 80 10 -1.11 1.232

34 S 34 85 95 10 -1.11 1.232
 89

35 S 35 80 95 15 3.89 15.132

36 S 36 65 75 10 -1.11 1.232

Total 82.778 0.04 605.556

Based on the results of the pre-test and post-test students above, the

study analyzed the results to determine the effect of listening skills. The

researcher calculates it based on the steps of the t-Test formula as

follows:

1. Determining MEAN of DIFFERENCE score of 1 and 2

2. Determining degreess of freedom

df = N – 1
df =37 – 1
df =36

3. Determining VAR (S2)

 90

4. Determining Standard Deviation

5. Determiningcal or t Calculation

6. t-table degree at significance 5% = 2.028

The results of the data analysis show that using the t-test formula

the results of t0 15,871 are higher than tt 2,028. In improving students'

listening skills by using English listening test app.

 91

C. Hypothesis Testing

As mentioned in Chapter II, the research hypothesis is as follows:

H0 = The not use effect to improve students' listening skills by using

English listening test app.

H1 = The use effects to improve students' listening skill by using English

listening test app.

To prove the hypothesis above, the author uses the results of the

experimental class which is calculated by t-test and follows the

assumptions as follows.

If the calculation results are t0 higher than tt then the positive

hypothesis (H1) is accepted and the negative hypothesis (H0) is rejected.

that means that the use of English listening test app in listening teaching

is more effective.

The score of students listening skills in the experimental class

after treatment with English listening test app is higher than their score

before treatment. This can be seen from the students' post-test score

(82.778) which is higher than their pre-test score (71,389). Significant

score of increasing students 'listening skills by using the English listening

 92

test app in improving students' listening skills by using English listening

test app.

D. The Interprentation of the Data

Based on the results of the t-test calculation above, 15,871 was

obtained at the level of freedom (df) of 37 (37 - 1 = 36). at a 5%

significance level. 2,028 obtained. when compared to each score in the

level of significance then the result is 15,871> 2,028. Since t 0 is higher

than the tt score obtained from the calculation results, the positive

hypothesis (H1) can be accepted while the negative hypothesis (H 0) is

rejected. pierce (2008: 3), states that if there is less than 5% chance that

the negative hypothesis is correct, reject the idea that the negative

hypothesis is correct, and accept the alternative hypothesis. Positive

hypothesis, the statement that the researcher wants to make, can only be

accepted after the opposite, the negative hypothesis has been rejected.

From these results, because the positive hypothesis (H 1) is

accepted, it can be said that improving students' listening skills by using

English listening test app.

 CHAPTER V

CONCLUSIONS AND SUGGESTIONS

A. Conclusions

Based on the findings and analysis of the data presented earlier, the

result of t0 is 15,871. Comparing each score in the 5% significance level,

the calculation shows 15,881> 2,028. Because t0 is higher than the score

obtained from the calculation, the positive hypothesis (H1) is accepted

while the negative (H0) is rejected. This means that using the test

application to listen to English gives a good effect on improving students'

listening skills by using English listening test app. Thus, it can be

concluded that teaching English to improve students' listening skills by

using English listening test app is positive and results better in listening

skills.

B. Suggestions

Based on the research findings, suggestions that have been

previously researched by researchers. Researchers provide advice to

93
 94

students or teachers in improving students' listening skills, so

researchers recommend using the English Listening Test application

found on android phones (cellphones) and this application is a basic

application that makes it easy for students to improve their listening skills.

Therefore, students or teachers can learn applications easily in learning

English especially in listening.

Interesting things in applications in learning to listen include:

1. This application is easy to download and doesn't take up much

memory on the cellphone.

2. Practice the memory of each vocabulary that has been heard.

3. There is a dialogue or exercise text in conversation or listening to

English.

For the teachers

Teachers must improve their new techniques in teaching English,

especially in teaching English Listening Skills. The teacher must apply a

variety of unique teaching materials to improve student learning motivation

well. Thus the teacher must have the teaching ability given by students is not

easily saturated and can be understood by the student. Teachers can watch
 95

western films or listen to western music as one of the techniques to make

teaching and learning easier and more enjoyable for students to improve

their listening skills in English. Teachers must be active to accommodate

students' difficulties in the teaching and learning process, especially in

English Listening skills. The teacher must ensure that students understand

the concept of the English Listening Test App before using it in English

listening skills.

For students

Learning an English as the foreign language is not difficult, especially in

listening skill, if students have motivation to learn it. English Listening Test

App has many interasting activities that can be used to learn listening. This

method also teach to cooperative in individual work. It can be fun learning it

each student can understand in listening skill.

For schools

Schools must have the facilities needed in student learning, because

students prefer learning compared to filling in the material, in this case the

school can equip facilities that can train their skills in listening skills if the

school does not have complete facilities, especially in learning English , then
 96

students will quickly get bored easily in learning especially learning English

and schools can provide a language laboratory especially for English, so

students will be able to improve their learning in improving English listening

skills better and students will easily understand in learning.

For Reseachers

Suggestions for other researchers to conduct further research related to

the English Listening Test Application. It is expected that researchers can

develop learning listening for students who have a minimum level of ability,

so students can have good learning motivation.

 REFERENCES

Bacon, S. M. (2004), “The Relationship between Gender, Skill, Processing

Learn, and Cognitive and Affective Response in Foreign Listening Skill”.

Listening Skill Journal, 76(2), 160-178.

Bootomely and Ricard Haill 2013. Using Applications and Media to

TeachListening Skil: International Journal of Listening Skill,4(1). 1-6

Brown, H. D. (2001). Teaching by principle: An interactive approach to language

pedagogy, (2nd Ed.). New York: Longman

Churinov, A. (2016). Drop vox application – download and voice-record with

ease! Dialog on Language Instruction, 26(1), 99.

Demouy, V & Kukulska-Hulme, A. (2010). On the spot: Using mobile devices for

listening and speaking practice on a French language programme. Open

Learning, 25(3), 217-232.

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 98

Dr. Henry, E, Asemota (2015), “Nature Importance and Practice of Listening

Skill”. British Journal of Education Volume 3 Number 7, pp.22-33

(http://www.Eajournals.org,accessed 16th 2017).

Field (2014). Using mobile technologies with young language learners to

support and promote oral language production. International Journal of

Computer-Assisted Language Learning and Teaching, 4(4), 14-28.

Flowerdew and Miller (2005), “Second language listening : theory and practice”.

New York: Cambridge University Press.

Flowerdew, J and Miller, L (2005),.” Second language listening : theory and

practice”. New York: Cambridge University Press.

Geoffery, Peter and Gay. (2012), “Educational Research : Competencies for

Analysis and Applications, Tenth Editio”n. Pearson.

Goh, C., 2000. Improving Students’ Listening Skill –Use in English Listening

Application or Media. British Journal of Humanities 51 April 2015, Vol. 13.

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Graham, S (2006), “Listening Skill: The Learner‟s Perspective”. System, 34,

pp.165-182.

Hoppe, Michael. Active Listening: Improve Your Ability to Listen and Lead.

Retrieved 5 December 2018.

Macceca, S. (2007). 30 Graphic Organizers with lesson & transparencies. New

York: Corrine Burton.

Mertens, J. (2013). Mets-toi a l’ecoute: French acquisition entirely through

private mobile radio listening. PRAXIS Fremdsprachenunterricht, 10(1),4-

6.

Morley (2001 : 3-7). Research Design: Qualitative, Quantitative and Mixed

Methods Approaches Third Edition : United States of America.

Rixon. (2000: 37) Moreover, Pourhosein, G. A., & Ahmadi, M. R. (2011). A

Study of Factors Affecting ’ English Listening Skill and the Use Media.

Journal of Listening Skill and Research, 2(5),977-988.

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Rubin, J (2003), "A Review of second language listening Skill Research".

Listening Skill Journal, 78, PP.199-217

Shadish, W.R., Cok, T.D, and Campell, D.T (2002), Experimental and Quasi-

experimental design for generalized casual inference. Boston: Houghton.

Sugiono, Arikunto. 2002. ProsedurPenelitian Suatu Pendekatan Praktek.

Jakarta: Rineka Cipta.

Vandergrift, L., 2006. Second listening: Listening skill or language proficiency?

English Listening Skill Journal, 90(1), 6-18.

Wallace (2016). Evaluating listening skills in a mobile learning environment with

situational contexts. Computer Assisted Language Learning, 29(4), 639-

657.

Wilson,JJ. 2008. How to Teach Listening. Edinburgh:Pearson Longman Limited.

 101

Wrench, Jason. Stand Up, Speak Out: The Practice and Ethics of Public

Speaking. Retrieved 5 December 2018.

Appendix 11 Surat Bimbingan Pasca Sidang Skripsi
APPENDIX 10 - Documentasi
APPENDIX 9 - T-table
APPENDIX 8 – Kartu Menyaksikan Ujian Sidang Skripsi
APPENDIX 7 – Kartu Konsultasi Bimbingan Skripsi
APPENDIX 6 – Surat Keterangan Dari SMK GELORA BEKASI
APPENDIX 5 – Ijin Penelitian
APPENDIX 4 – Posttest Instrument
 APPENDIX 3 – Pretest Instrument

EXAMINATION
Name :
Class :

I. Do not view the questions until after you have listened to the
audio file. Reading the questions first will not help you improve
your English skills.
Notice the problem with audio not to be wrong in answering the
matter with what you listen to.
Do it on your own and do not see the answer from friends. because
the answer from a friend is not necessarily true.

II. Choose the correct answer for each question !

1. What would the man like Julie to do ?
a. Meet with the president
b. Change an appointment time
c. Come to the office later
d. Contact some clients

2. What will the man do this afternoon ?

a. Meet with some clients
b. Call the president’s office
c. Go to the emergency room
d. Relocate his office

3. What time will the man start his appointment this afternoon ?
a. At 1 o’clock
b. At 2 o’clock
 c. At 3 o’clock
d. At 4 o’clock

4. What kind of company does the man work for ?

a. A delivery service company
b. An Internet provider
c. A mobile phone company
d. An accountant’s office

5. How does the man explain the change in the woman’s bill ?
a. The price may have risen.
b. Woman has two cell phones.
c. There was an accounting error
d. The woman may have used her cell phone more than usual.

6. What information does the man ask the woman for ?

a. Her invoice number
b. Her telephone number
c. Her monthly balance
d. Her dentification number

7. What is the celebration for ?

a. The promotion of a coworker
b. The opening of a new banquet facility
c. The anniversary of the hotel
d. The retirement of a colleague

8. When will the celebration start ?

a. At 6 : 00
b. At 6 : 30
c. At 7 : 00
 d. At 7 : 30

9. Where will the woman go before the party ?

a. To a banquet hall
b. To a hotel lobby
c. To a bakery
d. To a supermarket

10. Why is William happy ?

a. He created a new painting
b. He recently won a prize
c. He met his favorite artist
d. He taught his first art workshop
11. What does William hope to do ?
a. Take a vacation in the rail
b. Sign up for a workshop
c. Attend an awards banquet
d. Join a group af artist

12. What is William working on these days ?

a. An oil painting
b. A workshop manual
c. A watercolor painting
d. A sculpture

13. Where is the conversation most likely taking place ?

a. At a shipping company
b. At an office building
c. At an office supplies store
d. At a library
14. What does the assistant offer to do ?
a. Help move the supplies
b. Phone his manager
c. Sign the form
d. Open the conference room

15. What will be delivered to the conference room ?

a. A bookshelf
b. A filing cabinet
c. Office supplies
d. Meeting tables
III. Fill the below correctly!

W : Excuse me, how much is the 16 . . . . ?

M : It’s 17 . . . . dollars for adults and four dollars for seniors and
18 . . . . under 12.
W : That’s a lot more than I expected. We only 19 . . . . to go to the gift
shop. They just called about 20 minutes.
M : Well, Ican offer you a half price coupon. 20 . . . . you like to use it ?

Answer :
A. Multiple choise
1.B 11. B
2.B 12. B
3.B 13. B
4.B 14. C
5.B 15. A
6.B
7.B
8.B
9.B
10. B

B. Essay

16. Entrance fee

17. Six
18. Children
19. Wanted
20. Would
 APPENDIX 1 – Lesson Plan

RENCANA PEMBELAJARAN
(RPP)

Satuan Pendidikan : SMK Gelora

Materi Pembelajaran : BAHASA INGGRIS
Kelas/Semester : X/1
Materi Pokok : English Conversation 1
Skill : Listening
Pertemuan Ke - :1&2
Alokasi Waktu : 4 x 40 menit (2x pertemuan)

A. KOMPETENSI INTI (KI)

KI. Menghayati dan mengamalkan ajaran agama yang dianutnya
K2. 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.
K3. 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
K4. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah
abstrak terkait dengan pengembangan dari yang dipelajari di sekolah
secara mandiri, dan mampu menggunakan metoda sesuai kaidah
keilmuan.

B. KOMPETENSI DASAR DAN INDIKATOR

NO KOMPETENSI DASAR INDIKATOR
1 1.1 Mensyukuri 1.1.1 Mengungkapkan rasa
kesempatan dapat syukur setiap saat
mempelajari bahasa mendapat kesempatan
Inggris sebagai belajar bahasa Inggris
bahasa pengantar
komunikasi
internasional yang
diwujudkan dalam
semangat belajar.
2. 1.2 Menunjukkan 1.2.1 Menyapa guru dan
perilaku santun dan teman dengan santun
peduli dalam
melaksanakan
komunikasi
interpersonal
dengan guru dan
teman.

3. 3.12 Menyebutkan 3.12.1 Mengidentifikasi fungsi

fungsi sosial dan
sosial lagu secara lisan
kebahasaan dalam
percakapan/dialog 3.12.2 Mengidentifikasi unsur
bahasa inggris
kebahasaan dalam
suara secara lisan

4.16.1 Menemukan synonim

dan kata sulit dalam
 4.16 Menangkap pesan percakapan/dialog
dalam
bahasa inggris
percakapan/dialog
bahasa inggris 4.16.2 Menemukan informasi
tersirat dalam
percakapan/dialog
bahasa inggris
4.16.3 Menemukan informasi
tersurat dalam
percakapan/dialog
bahasa inggris

C. TUJUAN PEMBELAJARAN
Setelah mengikuti serangkaian pembelajaran, peserta didik :
1.1 Mengungkapkan rasa syukur setiap saat mendapat kesempatan
belajar bahasa Inggris dengan tepat dan berterima
1.2.1 Menyapa guru dan teman dengan santun dalam setiap komunikasi
interpersonal pembelajaran dengan tepat dan berterima
3.12.1 Mengidentifikasi fungsi percakapan dan apresiasinya berdasarkan
pertanyaan pengarah dari guru secara lisan dengan tepat
3.12.2 Mengidentifikasi unsur kebahasaan suara dari percakapan
berdasarkan pertanyaan pengarah dari guru secara lisan dengan
tepat
1.2.2 Mampu menemukan kosakata dengan tepat setelah
mendengarkan audio
1.2.3 Mampu menemukan informasi tersirat dalam lagu setelah
mendengarkan audio dengan tepat
1.2.4 Mampu menemukan informasi tersurat dalam percakapan setelah
mendengarkan audio dengan tepat

D. MATERI PEMBELAJARAN
Menggunakan aplikasi bahasa inggris “ English Listening Test “
 Fungsi sosial
1. Untuk menemukan kosakata yang terdapat pada audio tersebut.
2. Untuk melatih keterampilan pendengar

 Generic structure of the text

1. Synonim (The smooky Haze = Dark Sky, Lit up = make bright, fiery
flame=Fire)
2. Simple past tense (did, was, were)

E. METODE PEMBELAJARAN
Pendekatan : Scientific Approach
Strategi : pengamatan, keaktifan, dan mempraktekkan

F. MEDIA PEMBELAJARAN
Media : Penggunaan Aplikasi “ English Listening Test”

G. SUMBER BELAJAR
 Handphone Android
 Internet
H. LANGKAH-LANGKAH PEMBELAJARAN
PENDAHULUAN (10 menit)
Tahap Kegiatan
Kegiatan Awal - Apersepsi dan motivasi
- Penyampaian tujuan pembelajaran
KEGIATAN INTI (70 menit)
Observation / - Peserta didik mengamati aplikasi
yang dipersiapkan
Pertemuan ke- 1&2
- Peserta didik menyebutkan kata
atau frase yang ada pada aplikasi
tersebut.
 - Peserta didik menjawab pertanyaan
secara lisan dari guru
- Peserta didik mendengarkan audio
dan melengkapi teks yang masih
kosong
- Peserta didik menemukan synonim
setelah diperdengarkan audio
Questioning - Dengan bimbingan guru, peserta
didik menanyakan arti kata sulit
yang ada dalam audio
Exploration - Dengan berpasangan peserta didik
menjawab pertanyaan secara lisan
tentang informasi tersurat pada
audio yang telah dipedengarkan
- Dengan berpasangan peserta didik
menjawab pertanyaan tentang
informasi tersirat pada audio yang
telah dipedengarkan
Association - Peserta didik membandingkan kata
yang sulit dimengerti antara audio 1
dan audio 2
- Peserta didik membuat kesimpulan
sementara tentang materi yang
telah dipelajari
PENUTUP (10 menit)
 Menyimpulkan hal-hal yang telah
Penutup dipelajari
 Refleksi
 Penugasan

I. PENILAIAN
Listening Skill
Aspek yang dinilai
Kesesuain Skor 1-
No Nama Diction accuracy isi 3
Kreteria
Diction 3, jika pilihan kata tepat
2, jika pilihan kata ada kurang tepat
1, jika pilhan kata banyak yang kurang tepat
Accuracy 3, jika grammar akurat
2, jika grammar ada yang tidak akurat
1, jika sebagian besar grammar tidak akurat

Konversi Kompetensi Pengetahuan, Keterampilan dan Sikap

Nilai Kompetensi
Predikat
Pengetahuan Keterampilan Sikap
A 4 4 SB
A- 3.66 3.66

B+ 3.33 3.33
B 3 3 B
B- 2.66 2.66
C+ 2.33 2.33
C 2 2 C
C- 1.66 1.66
D+ 1.33 1.33
D- 1 1 K

Bekasi,......................2017
Mengetahui
Kepala Sekolah Guru Mata Pelajaran

(Nur Idris.SP) (Alit Eka Handayani)

 RENCANA PEMBELAJARAN
(RPP)

Satuan Pendidikan : SMK Gelora

Materi Pembelajaran : BAHASA INGGRIS
Kelas/Semester : X/1
Materi Pokok : English Conversation 2
Skill : Listening
Pertemuan Ke- :3&4
Alokasi Waktu : 4 x 40 menit (2x pertemuan)

A. KOMPETENSI INTI (KI)

KI. Menghayati dan mengamalkan ajaran agama yang dianutnya
K2. 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.
K3. 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
K4. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah
abstrak terkait dengan pengembangan dari yang dipelajari di sekolah
secara mandiri, dan mampu menggunakan metoda sesuai kaidah
keilmuan.
B. KOMPETENSI DASAR DAN INDIKATOR
NO KOMPETENSI DASAR INDIKATOR
1 1.1 Mensyukuri 1.1.1 Mengungkapkan rasa
kesempatan dapat syukur setiap saat
mempelajari bahasa mendapat kesempatan
Inggris sebagai belajar bahasa Inggris
bahasa pengantar
komunikasi
internasional yang
diwujudkan dalam
semangat belajar.
2. 1.2 Menunjukkan 1.2.1 Menyapa guru dan
perilaku santun dan teman dengan santun
peduli dalam
melaksanakan
komunikasi
interpersonal
dengan guru dan
teman.

3. 3.12 Menyebutkan 3.12.1 Mengidentifikasi fungsi

fungsi sosial dan
sosial lagu secara lisan
kebahasaan dalam
percakapan/dialog 3.12.2 Mengidentifikasi unsur
bahasa inggris
kebahasaan dalam
suara secara lisan

4.16.1 Menemukan synonim

dan kata sulit dalam
4.16 Menangkap pesan
dalam percakapan/dialog
percakapan/dialog
bahasa inggris
bahasa inggris
4.16.2 Menemukan informasi
 tersirat dalam
percakapan/dialog
bahasa inggris
4.16.3 Menemukan informasi
tersurat dalam
percakapan/dialog
bahasa inggris

C. TUJUAN PEMBELAJARAN
Setelah mengikuti serangkaian pembelajaran, peserta didik :
1.1 Mengungkapkan rasa syukur setiap saat mendapat kesempatan
belajar bahasa Inggris dengan tepat dan berterima
1.2.1 Menyapa guru dan teman dengan santun dalam setiap komunikasi
interpersonal pembelajaran dengan tepat dan berterima
3.12.1 Mengidentifikasi fungsi percakapan dan apresiasinya berdasarkan
pertanyaan pengarah dari guru secara lisan dengan tepat
3.12.2 Mengidentifikasi unsur kebahasaan suara dari percakapan
berdasarkan pertanyaan pengarah dari guru secara lisan dengan
tepat
1.2.2 Mampu menemukan kosakata dengan tepat setelah
mendengarkan audio
1.2.3 Mampu menemukan informasi tersirat dalam lagu setelah
mendengarkan audio dengan tepat
1.2.4 Mampu menemukan informasi tersurat dalam percakapan setelah
mendengarkan audio dengan tepat

D. MATERI PEMBELAJARAN
Menggunakan aplikasi bahasa inggris “ English Listening Test “

Fungsi sosial
1. Untuk menemukan kosakata yang terdapat pada audio tersebut
 2. Untuk melatih keterampilan pendengar

 Generic structure of the text

1. Synonim (The smooky Haze = Dark Sky, Lit up = make bright,
fiery flame=Fire)
2. Simple past tense (did, was, were)

E. METODE PEMBELAJARAN
Pendekatan : Scientific Approach
Strategi : pengamatan, keaktifan, dan mempraktekkan

F. MEDIA PEMBELAJARAN
Media : Penggunaan Aplikasi “ English Listening Test”

G. SUMBER BELAJAR
 Handphone Android
 Internet
H. LANGKAH-LANGKAH PEMBELAJARAN
PENDAHULUAN (10 menit)
Tahap Kegiatan
Kegiatan Awal - Apersepsi dan motivasi
- Penyampaian tujuan pembelajaran
KEGIATAN INTI (70 menit)
Observation / - Guru mengulangi kembali materi
sebelumnya.
Pertemuan ke -3&4
- Peserta didik membuka kembali
buku yang sudah mereka catat
pada pertemuan sbelumnya.
- Peserta didik menjawab pertanyaan
secara lisan dari guru.
- Peserta didik mendengarkan
kembali audio yang sudah
dipersiapkan oleh guru.
- Peserta didik menulis dibuku
 tentang apa yang mereka dengar
pada audio tersebut.
Questioning - Dengan bimbingan guru, peserta
didik menanyakan arti kata sulit
yang ada dalam audio
Exploration - Dengan berpasangan peserta didik
menjawab pertanyaan secara lisan
tentang informasi tersurat pada
audio yang telah dipedengarkan
- Dengan berpasangan peserta didik
menjawab pertanyaan tentang
informasi tersirat pada audio yang
telah dipedengarkan
Association - Peserta didik membandingkan kata
yang sulit dimengerti antara audio 1
dengan audio berikutnya.
- Peserta didik membuat kesimpulan
sementara tentang materi yang
telah dipelajari
PENUTUP (10 menit)
 Menyimpulkan hal-hal yang telah
Penutup dipelajari
 Refleksi
 Penugasan

I. PENILAIAN
Listening Skill
Aspek yang dinilai
Kesesuain Skor 1-
No Nama Diction accuracy isi 3

Kreteria
Diction 3, jika pilihan kata tepat
2, jika pilihan kata ada kurang tepat
1, jika pilhan kata banyak yang kurang tepat
Accuracy 3, jika grammar akurat
2, jika grammar ada yang tidak akurat
1, jika sebagian besar grammar tidak akurat

Konversi Kompetensi Pengetahuan, Keterampilan dan Sikap

Nilai Kompetensi
Predikat
Pengetahuan Keterampilan Sikap
A 4 4
SB
A- 3.66 3.66
B+ 3.33 3.33
B 3 3 B
B- 2.66 2.66
C+ 2.33 2.33
C 2 2 C
C- 1.66 1.66
D+ 1.33 1.33
D- 1 1 K

Bekasi,......................2017
Mengetahui
Kepala Sekolah Guru Mata Pelajaran

(Nur Idris.SP) (Alit Eka Handayani)

 RENCANA PEMBELAJARAN
(RPP)

Satuan Pendidikan : SMK Gelora

Materi Pembelajaran : BAHASA INGGRIS
Kelas/Semester : X/1
Materi Pokok : English Conversation 3
Skill : Listening
Pertemuan Ke - :5&6
Alokasi Waktu : 4 x 40 menit (2x pertemuan)

A. KOMPETENSI INTI (KI)

KI. Menghayati dan mengamalkan ajaran agama yang dianutnya
K2. 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.
K3. 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
K4. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah
abstrak terkait dengan pengembangan dari yang dipelajari di sekolah
secara mandiri, dan mampu menggunakan metoda sesuai kaidah
keilmuan.
B. KOMPETENSI DASAR DAN INDIKATOR
NO KOMPETENSI DASAR INDIKATOR
1 1.1 Mensyukuri 1.1.1 Mengungkapkan rasa
kesempatan dapat syukur setiap saat
mempelajari bahasa mendapat kesempatan
Inggris sebagai belajar bahasa Inggris
bahasa pengantar
komunikasi
internasional yang
diwujudkan dalam
semangat belajar.
2. 1.2 Menunjukkan 1.2.1 Menyapa guru dan
perilaku santun dan teman dengan santun
peduli dalam
melaksanakan
komunikasi
interpersonal
dengan guru dan
teman.

3. 3.12 Menyebutkan 3.12.1 Mengidentifikasi fungsi

fungsi sosial dan
sosial lagu secara lisan
kebahasaan dalam
percakapan/dialog 3.12.2 Mengidentifikasi unsur
bahasa inggris
kebahasaan dalam
suara secara lisan

4.16.1 Menemukan synonim

dan kata sulit dalam
4.16 Menangkap pesan
dalam percakapan/dialog
percakapan/dialog
bahasa inggris
bahasa inggris
4.16.2 Menemukan informasi
 tersirat dalam
percakapan/dialog
bahasa inggris
4.16.3 Menemukan informasi
tersurat dalam
percakapan/dialog
bahasa inggris

C. TUJUAN PEMBELAJARAN
Setelah mengikuti serangkaian pembelajaran, peserta didik :
1.1 Mengungkapkan rasa syukur setiap saat mendapat kesempatan
belajar bahasa Inggris dengan tepat dan berterima
1.2.1 Menyapa guru dan teman dengan santun dalam setiap komunikasi
interpersonal pembelajaran dengan tepat dan berterima
3.12.1 Mengidentifikasi fungsi percakapan dan apresiasinya berdasarkan
pertanyaan pengarah dari guru secara lisan dengan tepat
3.12.2 Mengidentifikasi unsur kebahasaan suara dari percakapan
berdasarkan pertanyaan pengarah dari guru secara lisan dengan
tepat
1.2.2 Mampu menemukan kosakata dengan tepat setelah
mendengarkan audio
1.2.3 Mampu menemukan informasi tersirat dalam lagu setelah
mendengarkan audio dengan tepat
1.2.4 Mampu menemukan informasi tersurat dalam percakapan setelah
mendengarkan audio dengan tepat

D. MATERI PEMBELAJARAN
Menggunakan aplikasi bahasa inggris “ English Listening Test “

Fungsi sosial
1. Untuk menemukan kosakata yang terdapat pada audio tersebut
 2. Untuk melatih keterampilan pendengar

 Generic structure of the text

1. Synonim (The smooky Haze = Dark Sky, Lit up = make bright, fiery
flame=Fire)
2. Simple past tense (did, was, were)

E. METODE PEMBELAJARAN
Pendekatan : Scientific Approach
Strategi : pengamatan, keaktifan, dan mempraktekkan

F. MEDIA PEMBELAJARAN
Media : Penggunaan Aplikasi “ English Listening Test”

G. SUMBER BELAJAR
 Handphone Android
 Internet
H. LANGKAH-LANGKAH PEMBELAJARAN
PENDAHULUAN (10 menit)
Tahap Kegiatan
Kegiatan Awal - Apersepsi dan motivasi
- Penyampaian tujuan pembelajaran
KEGIATAN INTI (70 menit)
Observation / - Guru mempersiapkan bahan ujian
untuk peserta didik untuk
Pertemuan ke- 5&6
mengetahui hasil materi yang
disampaikan kepada.
- Peserta didik mempersiapkan
bahan-bahan yang dipesiapkan
untuk bahan ujian yang akan
diberikan oleh guru.
- Guru harus menjelaskan peraturan
kepada peserta didik dalam
mengerjakan ujiannya. menjawab
 pertanyaan secara lisan dari guru
- Peserta didik mendengarkan audio
dan melengkapi teks yang masih
kosong

Questioning - Peserta didik bertanya kepada guru

setelah ujian selesai.
Exploration - Dengan personal peserta didik
menjawab pertanyaan atau ujian
lisan dan tertulis tentang informasi
tersurat pada audio yang telah
dipedengarkan
- Dengan personal peserta didik
menjawab pertanyaan tentang
informasi tersirat pada audio yang
telah dipedengarkan
Association - Peserta didik membandingkan kata
yang sulit dimengerti antara audio 1
dan audio 2
- Peserta didik membuat kesimpulan
sementara tentang materi yang
telah dipelajari
PENUTUP (10 menit)
 Menyimpulkan hal-hal yang telah
Penutup dipelajari
 Refleksi
 Penugasan

I. PENILAIAN
Listening Skill
Aspek yang dinilai
Kesesuain Skor 1-
No Nama Diction accuracy isi 3

Kreteria
Diction 3, jika pilihan kata tepat
2, jika pilihan kata ada kurang tepat
1, jika pilhan kata banyak yang kurang tepat
Accuracy 3, jika grammar akurat
2, jika grammar ada yang tidak akurat
1, jika sebagian besar grammar tidak akurat

Konversi Kompetensi Pengetahuan, Keterampilan dan Sikap

Nilai Kompetensi
Predikat
Pengetahuan Keterampilan Sikap
A 4 4
SB
A- 3.66 3.66
B+ 3.33 3.33
B 3 3 B
B- 2.66 2.66
C+ 2.33 2.33
C 2 2 C
C- 1.66 1.66
D+ 1.33 1.33
D- 1 1 K

Bekasi,......................2017
Mengetahui
Kepala Sekolah Guru Mata Pelajaran

(Nur Idris.SP) (Alit Eka Handayani)

 RENCANA PEMBELAJARAN
(RPP)

Satuan Pendidikan : SMK Gelora

Materi Pembelajaran : BAHASA INGGRIS
Kelas/Semester : X/1
Materi Pokok : English Conversation 4
Skill : Listening
Pertemuan Ke - :7&8
Alokasi Waktu : 4 x 40 menit (2x pertemuan)

A. KOMPETENSI INTI (KI)

KI. Menghayati dan mengamalkan ajaran agama yang dianutnya
K2. 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.
K3. 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
K4. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah
abstrak terkait dengan pengembangan dari yang dipelajari di sekolah
secara mandiri, dan mampu menggunakan metoda sesuai kaidah
keilmuan.
B. KOMPETENSI DASAR DAN INDIKATOR
NO KOMPETENSI DASAR INDIKATOR
1 1.1 Mensyukuri 1.1.1 Mengungkapkan rasa
kesempatan dapat syukur setiap saat
mempelajari bahasa mendapat kesempatan
Inggris sebagai belajar bahasa Inggris
bahasa pengantar
komunikasi
internasional yang
diwujudkan dalam
semangat belajar.
2. 1.2 Menunjukkan 1.2.1 Menyapa guru dan
perilaku santun dan teman dengan santun
peduli dalam
melaksanakan
komunikasi
interpersonal
dengan guru dan
teman.

3. 3.12 Menyebutkan 3.12.1 Mengidentifikasi fungsi

fungsi sosial dan
sosial lagu secara lisan
kebahasaan dalam
percakapan/dialog 3.12.2 Mengidentifikasi unsur
bahasa inggris
kebahasaan dalam
suara secara lisan

4.16.1 Menemukan synonim

dan kata sulit dalam
4.16 Menangkap pesan
dalam percakapan/dialog
percakapan/dialog
bahasa inggris
bahasa inggris
4.16.2 Menemukan informasi
 tersirat dalam
percakapan/dialog
bahasa inggris
4.16.3 Menemukan informasi
tersurat dalam
percakapan/dialog
bahasa inggris

C. TUJUAN PEMBELAJARAN
Setelah mengikuti serangkaian pembelajaran, peserta didik :
1.1 Mengungkapkan rasa syukur setiap saat mendapat kesempatan
belajar bahasa Inggris dengan tepat dan berterima
1.2.1 Menyapa guru dan teman dengan santun dalam setiap komunikasi
interpersonal pembelajaran dengan tepat dan berterima
3.12.1 Mengidentifikasi fungsi percakapan dan apresiasinya berdasarkan
pertanyaan pengarah dari guru secara lisan dengan tepat
3.12.2 Mengidentifikasi unsur kebahasaan suara dari percakapan
berdasarkan pertanyaan pengarah dari guru secara lisan dengan
tepat
1.2.2 Mampu menemukan kosakata dengan tepat setelah
mendengarkan audio
1.2.3 Mampu menemukan informasi tersirat dalam lagu setelah
mendengarkan audio dengan tepat
1.2.4 Mampu menemukan informasi tersurat dalam percakapan setelah
mendengarkan audio dengan tepat

D. MATERI PEMBELAJARAN
Menggunakan aplikasi bahasa inggris “ English Listening Test “

Fungsi sosial
1. Untuk menemukan kosakata yang terdapat pada audio tersebut
 2. Untuk melatih keterampilan pendengar

 Generic structure of the text

1. Synonim (The smooky Haze = Dark Sky, Lit up = make bright, fiery
flame=Fire)
2. Simple past tense (did, was, were)
E. METODE PEMBELAJARAN
Pendekatan : Scientific Approach
Strategi : pengamatan, keaktifan, dan mempraktekkan

F. MEDIA PEMBELAJARAN
Media : Penggunaan Aplikasi “ English Listening Test”

G. SUMBER BELAJAR
 Handphone Android
 Internet
H. LANGKAH-LANGKAH PEMBELAJARAN
PENDAHULUAN (10 menit)
Tahap Kegiatan
Kegiatan Awal - Apersepsi dan motivasi
- Penyampaian tujuan pembelajaran
KEGIATAN INTI (70 menit)
Observation / - Guru menyampaikan kembali
tentang isi dari soal-soal ujian
Pertemuan ke- 7&8
kepada peserta didik setelah ujian
selesai.
- Peserta didik menyebutkan kata
atau frase yang ada pada aplikasi
tersebut.
- Peserta didik menjawab pertanyaan
secara lisan dari guru tentang isi
dari ujian yang telah mereka
kerjakan.
 - Peserta didik mendengarkan
kembali audio yang telah mereka
dengarkan tentang isi dari ujian
tersebut.
- Guru menjelaskan kembali kepada
peserta didik tentang materi ujian.
- Guru menyebutkan hasil dari materi
ujian kepada peserta didik tentang
ujian yang telah dikerjakan.
Questioning - Dengan bimbingan guru, peserta
didik menanyakan tentang
pemahaman dari audio kepada guru
dan peserta didik dapat
menanyakan kembali dari kata-kata
yang sulit kepada guru.
Exploration - Dengan berpasangan peserta didik
dapat mempraktekan kata-kata
yang berasal dari audio dengan
cara berdialog dengan peserta didik
yang lain.
- Dengan berpasangan peserta didik
menjawab pertanyaan tentang
informasi tersirat pada audio yang
telah dipedengarkan
Association - Peserta didik membandingkan kata
yang sulit dimengerti antara audio 1
dan audio 2
- Peserta didik membuat kesimpulan
sementara tentang materi yang
telah dipelajari
PENUTUP (10 menit)
 Menyimpulkan hal-hal yang telah
Penutup dipelajari
 Refleksi


I. PENILAIAN
Listening Skill
Aspek yang dinilai Skor 1-
No Nama Diction accuracy Kesesuain 3
 isi

Kreteria
Diction 3, jika pilihan kata tepat
2, jika pilihan kata ada kurang tepat
1, jika pilhan kata banyak yang kurang tepat
Accuracy 3, jika grammar akurat
2, jika grammar ada yang tidak akurat
1, jika sebagian besar grammar tidak akurat

Konversi Kompetensi Pengetahuan, Keterampilan dan Sikap

Nilai Kompetensi
Predikat
Pengetahuan Keterampilan Sikap
A 4 4
SB
A- 3.66 3.66
B+ 3.33 3.33
B 3 3 B
B- 2.66 2.66
C+ 2.33 2.33
C 2 2 C
C- 1.66 1.66
D+ 1.33 1.33
D- 1 1 K

Bekasi,......................2017
Mengetahui
Kepala Sekolah Guru Mata Pelajaran

(Nur Idris.SP) (Alit Eka Handayani)

 RENCANA PEMBELAJARAN
(RPP)

Satuan Pendidikan : SMK Gelora

Materi Pembelajaran : BAHASA INGGRIS
Kelas/Semester : X/1
Materi Pokok : English Conversation 5
Skill : Listening
Pertemuan Ke - :7&8
Alokasi Waktu : 4 x 40 menit (2x pertemuan)

A. KOMPETENSI INTI (KI)

KI. Menghayati dan mengamalkan ajaran agama yang dianutnya
K2. 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.
K3. 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
K4. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah
abstrak terkait dengan pengembangan dari yang dipelajari di sekolah
secara mandiri, dan mampu menggunakan metoda sesuai kaidah
keilmuan.
B. KOMPETENSI DASAR DAN INDIKATOR
NO KOMPETENSI DASAR INDIKATOR
1 1.1 Mensyukuri 1.1.1 Mengungkapkan rasa
kesempatan dapat syukur setiap saat
mempelajari bahasa mendapat kesempatan
Inggris sebagai belajar bahasa Inggris
bahasa pengantar
komunikasi
internasional yang
diwujudkan dalam
semangat belajar.
2. 1.2 Menunjukkan 1.2.1 Menyapa guru dan
perilaku santun dan teman dengan santun
peduli dalam
melaksanakan
komunikasi
interpersonal
dengan guru dan
teman.

3. 3.12 Menyebutkan 3.12.1 Mengidentifikasi fungsi

fungsi sosial dan
sosial lagu secara lisan
kebahasaan dalam
percakapan/dialog 3.12.2 Mengidentifikasi unsur
bahasa inggris
kebahasaan dalam
suara secara lisan

4.16.1 Menemukan synonim

dan kata sulit dalam
4.16 Menangkap pesan
dalam percakapan/dialog
percakapan/dialog
bahasa inggris
bahasa inggris
4.16.2 Menemukan informasi
 tersirat dalam
percakapan/dialog
bahasa inggris
4.16.3 Menemukan informasi
tersurat dalam
percakapan/dialog
bahasa inggris

C. TUJUAN PEMBELAJARAN
Setelah mengikuti serangkaian pembelajaran, peserta didik :
1.1 Mengungkapkan rasa syukur setiap saat mendapat kesempatan
belajar bahasa Inggris dengan tepat dan berterima
1.2.1 Menyapa guru dan teman dengan santun dalam setiap komunikasi
interpersonal pembelajaran dengan tepat dan berterima
3.12.1 Mengidentifikasi fungsi percakapan dan apresiasinya berdasarkan
pertanyaan pengarah dari guru secara lisan dengan tepat
3.12.2 Mengidentifikasi unsur kebahasaan suara dari percakapan
berdasarkan pertanyaan pengarah dari guru secara lisan dengan
tepat
1.2.2 Mampu menemukan kosakata dengan tepat setelah
mendengarkan audio
1.2.3 Mampu menemukan informasi tersirat dalam lagu setelah
mendengarkan audio dengan tepat
1.2.4 Mampu menemukan informasi tersurat dalam percakapan setelah
mendengarkan audio dengan tepat

D. MATERI PEMBELAJARAN
Menggunakan aplikasi bahasa inggris “ English Listening Test “

Fungsi sosial
1. Untuk menemukan kosakata yang terdapat pada audio tersebut
 2. Untuk melatih keterampilan pendengar

 Generic structure of the text

1. Synonim (The smooky Haze = Dark Sky, Lit up = make bright, fiery
flame=Fire)
2. Simple past tense (did, was, were)

E. METODE PEMBELAJARAN
Pendekatan : Scientific Approach
Strategi : pengamatan, keaktifan, dan mempraktekkan

F. MEDIA PEMBELAJARAN
Media : Penggunaan Aplikasi “ English Listening Test”

G. SUMBER BELAJAR
 Handphone Android
 Internet
H. LANGKAH-LANGKAH PEMBELAJARAN
PENDAHULUAN (10 menit)
Tahap Kegiatan
Kegiatan Awal - Apersepsi dan motivasi
- Penyampaian tujuan pembelajaran
KEGIATAN INTI (70 menit)
Observation / - Guru menyampaikan kembali
tentang isi dari soal-soal ujian
Pertemuan ke- 7&8
kepada peserta didik setelah ujian
selesai.
- Peserta didik menyebutkan kata
atau frase yang ada pada aplikasi
tersebut.
- Peserta didik menjawab pertanyaan
secara lisan dari guru tentang isi
dari ujian yang telah mereka
kerjakan.
 - Peserta didik mendengarkan
kembali audio yang telah mereka
dengarkan tentang isi dari ujian
tersebut.
- Guru menjelaskan kembali kepada
peserta didik tentang materi ujian.
- Guru menyebutkan hasil dari materi
ujian kepada peserta didik tentang
ujian yang telah dikerjakan.
Questioning - Dengan bimbingan guru, peserta
didik menanyakan tentang
pemahaman dari audio kepada guru
dan peserta didik dapat
menanyakan kembali dari kata-kata
yang sulit kepada guru.
Exploration - Dengan berpasangan peserta didik
dapat mempraktekan kata-kata
yang berasal dari audio dengan
cara berdialog dengan peserta didik
yang lain.
- Dengan berpasangan peserta didik
menjawab pertanyaan tentang
informasi tersirat pada audio yang
telah dipedengarkan
Association - Peserta didik membandingkan kata
yang sulit dimengerti antara audio 1
dan audio 2
- Peserta didik membuat kesimpulan
sementara tentang materi yang
telah dipelajari
PENUTUP (10 menit)
 Menyimpulkan hal-hal yang telah
Penutup dipelajari
 Refleksi


I. PENILAIAN
Listening Skill
Aspek yang dinilai Skor 1-
No Nama Diction accuracy Kesesuain 3
 isi

Kreteria
Diction 3, jika pilihan kata tepat
2, jika pilihan kata ada kurang tepat
1, jika pilhan kata banyak yang kurang tepat
Accuracy 3, jika grammar akurat
2, jika grammar ada yang tidak akurat
1, jika sebagian besar grammar tidak akurat

Konversi Kompetensi Pengetahuan, Keterampilan dan Sikap

Nilai Kompetensi
Predikat
Pengetahuan Keterampilan Sikap
A 4 4
SB
A- 3.66 3.66
B+ 3.33 3.33
B 3 3 B
B- 2.66 2.66
C+ 2.33 2.33
C 2 2 C
C- 1.66 1.66
D+ 1.33 1.33
D- 1 1 K

Bekasi,......................2017
Mengetahui
Kepala Sekolah Guru Mata Pelajaran

(Nur Idris.SP) (Alit Eka Handayani)

 RENCANA PEMBELAJARAN
(RPP)

Satuan Pendidikan : SMK Gelora

Materi Pembelajaran : BAHASA INGGRIS
Kelas/Semester : X/1
Materi Pokok : English Conversation 6
Skill : Listening
Pertemuan Ke - :7&8
Alokasi Waktu : 4 x 40 menit (2x pertemuan)

A. KOMPETENSI INTI (KI)

KI. Menghayati dan mengamalkan ajaran agama yang dianutnya
K2. 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.
K3. 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
K4. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah
abstrak terkait dengan pengembangan dari yang dipelajari di sekolah
secara mandiri, dan mampu menggunakan metoda sesuai kaidah
keilmuan.
B. KOMPETENSI DASAR DAN INDIKATOR
NO KOMPETENSI DASAR INDIKATOR
1 1.1 Mensyukuri 1.1.1 Mengungkapkan rasa
kesempatan dapat syukur setiap saat
mempelajari bahasa mendapat kesempatan
Inggris sebagai belajar bahasa Inggris
bahasa pengantar
komunikasi
internasional yang
diwujudkan dalam
semangat belajar.
2. 1.2 Menunjukkan 1.2.1 Menyapa guru dan
perilaku santun dan teman dengan santun
peduli dalam
melaksanakan
komunikasi
interpersonal
dengan guru dan
teman.

3. 3.12 Menyebutkan 3.12.1 Mengidentifikasi fungsi

fungsi sosial dan
sosial lagu secara lisan
kebahasaan dalam
percakapan/dialog 3.12.2 Mengidentifikasi unsur
bahasa inggris
kebahasaan dalam
suara secara lisan

4.16.1 Menemukan synonim

dan kata sulit dalam
4.16 Menangkap pesan
dalam percakapan/dialog
percakapan/dialog
bahasa inggris
bahasa inggris
4.16.2 Menemukan informasi
 tersirat dalam
percakapan/dialog
bahasa inggris
4.16.3 Menemukan informasi
tersurat dalam
percakapan/dialog
bahasa inggris

C. TUJUAN PEMBELAJARAN
Setelah mengikuti serangkaian pembelajaran, peserta didik :
1.1 Mengungkapkan rasa syukur setiap saat mendapat kesempatan
belajar bahasa Inggris dengan tepat dan berterima
1.2.1 Menyapa guru dan teman dengan santun dalam setiap komunikasi
interpersonal pembelajaran dengan tepat dan berterima
3.12.1 Mengidentifikasi fungsi percakapan dan apresiasinya berdasarkan
pertanyaan pengarah dari guru secara lisan dengan tepat
3.12.2 Mengidentifikasi unsur kebahasaan suara dari percakapan
berdasarkan pertanyaan pengarah dari guru secara lisan dengan
tepat
1.2.2 Mampu menemukan kosakata dengan tepat setelah
mendengarkan audio
1.2.3 Mampu menemukan informasi tersirat dalam lagu setelah
mendengarkan audio dengan tepat
1.2.4 Mampu menemukan informasi tersurat dalam percakapan setelah
mendengarkan audio dengan tepat

D. MATERI PEMBELAJARAN
Menggunakan aplikasi bahasa inggris “ English Listening Test “

Fungsi sosial
1. Untuk menemukan kosakata yang terdapat pada audio tersebut
 2. Untuk melatih keterampilan pendengar

 Generic structure of the text

1. Synonim (The smooky Haze = Dark Sky, Lit up = make bright, fiery
flame=Fire)
2. Simple past tense (did, was, were)

E. METODE PEMBELAJARAN
Pendekatan : Scientific Approach
Strategi : pengamatan, keaktifan, dan mempraktekkan

F. MEDIA PEMBELAJARAN
Media : Penggunaan Aplikasi “ English Listening Test”

G. SUMBER BELAJAR
 Handphone Android
 Internet
H. LANGKAH-LANGKAH PEMBELAJARAN
PENDAHULUAN (10 menit)
Tahap Kegiatan
Kegiatan Awal - Apersepsi dan motivasi
- Penyampaian tujuan pembelajaran
KEGIATAN INTI (70 menit)
Observation / - Guru menyampaikan kembali
tentang isi dari soal-soal ujian
Pertemuan ke- 7&8
kepada peserta didik setelah ujian
selesai.
- Peserta didik menyebutkan kata
atau frase yang ada pada aplikasi
tersebut.
- Peserta didik menjawab pertanyaan
secara lisan dari guru tentang isi
dari ujian yang telah mereka
kerjakan.
 - Peserta didik mendengarkan
kembali audio yang telah mereka
dengarkan tentang isi dari ujian
tersebut.
- Guru menjelaskan kembali kepada
peserta didik tentang materi ujian.
- Guru menyebutkan hasil dari materi
ujian kepada peserta didik tentang
ujian yang telah dikerjakan.
Questioning - Dengan bimbingan guru, peserta
didik menanyakan tentang
pemahaman dari audio kepada guru
dan peserta didik dapat
menanyakan kembali dari kata-kata
yang sulit kepada guru.
Exploration - Dengan berpasangan peserta didik
dapat mempraktekan kata-kata
yang berasal dari audio dengan
cara berdialog dengan peserta didik
yang lain.
- Dengan berpasangan peserta didik
menjawab pertanyaan tentang
informasi tersirat pada audio yang
telah dipedengarkan
Association - Peserta didik membandingkan kata
yang sulit dimengerti antara audio 1
dan audio 2
- Peserta didik membuat kesimpulan
sementara tentang materi yang
telah dipelajari
PENUTUP (10 menit)
 Menyimpulkan hal-hal yang telah
Penutup dipelajari
 Refleksi


I. PENILAIAN
Listening Skill
Aspek yang dinilai Skor 1-
No Nama Diction accuracy Kesesuain 3
 isi

Kreteria
Diction 3, jika pilihan kata tepat
2, jika pilihan kata ada kurang tepat
1, jika pilhan kata banyak yang kurang tepat
Accuracy 3, jika grammar akurat
2, jika grammar ada yang tidak akurat
1, jika sebagian besar grammar tidak akurat

Konversi Kompetensi Pengetahuan, Keterampilan dan Sikap

Nilai Kompetensi
Predikat
Pengetahuan Keterampilan Sikap
A 4 4
SB
A- 3.66 3.66
B+ 3.33 3.33
B 3 3 B
B- 2.66 2.66
C+ 2.33 2.33
C 2 2 C
C- 1.66 1.66
D+ 1.33 1.33
D- 1 1 K

Bekasi,......................2017
Mengetahui
Kepala Sekolah Guru Mata Pelajaran

(Nur Idris.SP) (Alit Eka Handayani)

 RENCANA PEMBELAJARAN
(RPP)

Satuan Pendidikan : SMK Gelora

Materi Pembelajaran : BAHASA INGGRIS
Kelas/Semester : X/1
Materi Pokok : English Conversation 7
Skill : Listening
Pertemuan Ke - :7&8
Alokasi Waktu : 4 x 40 menit (2x pertemuan)

A. KOMPETENSI INTI (KI)

KI. Menghayati dan mengamalkan ajaran agama yang dianutnya
K2. 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.
K3. 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
K4. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah
abstrak terkait dengan pengembangan dari yang dipelajari di sekolah
secara mandiri, dan mampu menggunakan metoda sesuai kaidah
keilmuan.
B. KOMPETENSI DASAR DAN INDIKATOR
NO KOMPETENSI DASAR INDIKATOR
1 1.1 Mensyukuri 1.1.1 Mengungkapkan rasa
kesempatan dapat syukur setiap saat
mempelajari bahasa mendapat kesempatan
Inggris sebagai belajar bahasa Inggris
bahasa pengantar
komunikasi
internasional yang
diwujudkan dalam
semangat belajar.
2. 1.2 Menunjukkan 1.2.1 Menyapa guru dan
perilaku santun dan teman dengan santun
peduli dalam
melaksanakan
komunikasi
interpersonal
dengan guru dan
teman.

3. 3.12 Menyebutkan 3.12.1 Mengidentifikasi fungsi

fungsi sosial dan
sosial lagu secara lisan
kebahasaan dalam
percakapan/dialog 3.12.2 Mengidentifikasi unsur
bahasa inggris
kebahasaan dalam
suara secara lisan

4.16.1 Menemukan synonim

dan kata sulit dalam
4.16 Menangkap pesan
dalam percakapan/dialog
percakapan/dialog
bahasa inggris
bahasa inggris
4.16.2 Menemukan informasi
 tersirat dalam
percakapan/dialog
bahasa inggris
4.16.3 Menemukan informasi
tersurat dalam
percakapan/dialog
bahasa inggris

C. TUJUAN PEMBELAJARAN
Setelah mengikuti serangkaian pembelajaran, peserta didik :
1.1 Mengungkapkan rasa syukur setiap saat mendapat kesempatan
belajar bahasa Inggris dengan tepat dan berterima
1.2.1 Menyapa guru dan teman dengan santun dalam setiap komunikasi
interpersonal pembelajaran dengan tepat dan berterima
3.12.1 Mengidentifikasi fungsi percakapan dan apresiasinya berdasarkan
pertanyaan pengarah dari guru secara lisan dengan tepat
3.12.2 Mengidentifikasi unsur kebahasaan suara dari percakapan
berdasarkan pertanyaan pengarah dari guru secara lisan dengan
tepat
1.2.2 Mampu menemukan kosakata dengan tepat setelah
mendengarkan audio
1.2.3 Mampu menemukan informasi tersirat dalam lagu setelah
mendengarkan audio dengan tepat
1.2.4 Mampu menemukan informasi tersurat dalam percakapan setelah
mendengarkan audio dengan tepat

D. MATERI PEMBELAJARAN
Menggunakan aplikasi bahasa inggris “ English Listening Test “

Fungsi sosial
1. Untuk menemukan kosakata yang terdapat pada audio tersebut
 2. Untuk melatih keterampilan pendengar

 Generic structure of the text

1. Synonim (The smooky Haze = Dark Sky, Lit up = make bright, fiery
flame=Fire)
2. Simple past tense (did, was, were)

E. METODE PEMBELAJARAN
Pendekatan : Scientific Approach
Strategi : pengamatan, keaktifan, dan mempraktekkan

F. MEDIA PEMBELAJARAN
Media : Penggunaan Aplikasi “ English Listening Test”

G. SUMBER BELAJAR
 Handphone Android
 Internet
H. LANGKAH-LANGKAH PEMBELAJARAN
PENDAHULUAN (10 menit)
Tahap Kegiatan
Kegiatan Awal - Apersepsi dan motivasi
- Penyampaian tujuan pembelajaran
KEGIATAN INTI (70 menit)
Observation / - Guru menyampaikan kembali
tentang isi dari soal-soal ujian
Pertemuan ke- 7&8
kepada peserta didik setelah ujian
selesai.
- Peserta didik menyebutkan kata
atau frase yang ada pada aplikasi
tersebut.
- Peserta didik menjawab pertanyaan
secara lisan dari guru tentang isi
dari ujian yang telah mereka
kerjakan.
 - Peserta didik mendengarkan
kembali audio yang telah mereka
dengarkan tentang isi dari ujian
tersebut.
- Guru menjelaskan kembali kepada
peserta didik tentang materi ujian.
- Guru menyebutkan hasil dari materi
ujian kepada peserta didik tentang
ujian yang telah dikerjakan.
Questioning - Dengan bimbingan guru, peserta
didik menanyakan tentang
pemahaman dari audio kepada guru
dan peserta didik dapat
menanyakan kembali dari kata-kata
yang sulit kepada guru.
Exploration - Dengan berpasangan peserta didik
dapat mempraktekan kata-kata
yang berasal dari audio dengan
cara berdialog dengan peserta didik
yang lain.
- Dengan berpasangan peserta didik
menjawab pertanyaan tentang
informasi tersirat pada audio yang
telah dipedengarkan
Association - Peserta didik membandingkan kata
yang sulit dimengerti antara audio 1
dan audio 2
- Peserta didik membuat kesimpulan
sementara tentang materi yang
telah dipelajari
PENUTUP (10 menit)
 Menyimpulkan hal-hal yang telah
Penutup dipelajari
 Refleksi


I. PENILAIAN
Listening Skill
Aspek yang dinilai Skor 1-
No Nama Diction accuracy Kesesuain 3
 isi

Kreteria
Diction 3, jika pilihan kata tepat
2, jika pilihan kata ada kurang tepat
1, jika pilhan kata banyak yang kurang tepat
Accuracy 3, jika grammar akurat
2, jika grammar ada yang tidak akurat
1, jika sebagian besar grammar tidak akurat

Konversi Kompetensi Pengetahuan, Keterampilan dan Sikap

Nilai Kompetensi
Predikat
Pengetahuan Keterampilan Sikap
A 4 4
SB
A- 3.66 3.66
B+ 3.33 3.33
B 3 3 B
B- 2.66 2.66
C+ 2.33 2.33
C 2 2 C
C- 1.66 1.66
D+ 1.33 1.33
D- 1 1 K

Bekasi,...................
...2017
Mengetahui
Kepala Sekolah Guru Mata Pelajaran

(Nur Idris.SP) (Alit Eka Handayani)

 RENCANA PEMBELAJARAN
(RPP)

Satuan Pendidikan : SMK Gelora

Materi Pembelajaran : BAHASA INGGRIS
Kelas/Semester : X/1
Materi Pokok : English Conversation 8
Skill : Listening
Pertemuan Ke - :7&8
Alokasi Waktu : 4 x 40 menit (2x pertemuan)

A. KOMPETENSI INTI (KI)

KI. Menghayati dan mengamalkan ajaran agama yang dianutnya
K2. 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.
K3. 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
K4. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah
abstrak terkait dengan pengembangan dari yang dipelajari di sekolah
secara mandiri, dan mampu menggunakan metoda sesuai kaidah
keilmuan.
B. KOMPETENSI DASAR DAN INDIKATOR
NO KOMPETENSI DASAR INDIKATOR
1 1.1 Mensyukuri 1.1.1 Mengungkapkan rasa
kesempatan dapat syukur setiap saat
mempelajari bahasa mendapat kesempatan
Inggris sebagai belajar bahasa Inggris
bahasa pengantar
komunikasi
internasional yang
diwujudkan dalam
semangat belajar.
2. 1.2 Menunjukkan 1.2.1 Menyapa guru dan
perilaku santun dan teman dengan santun
peduli dalam
melaksanakan
komunikasi
interpersonal
dengan guru dan
teman.

3. 3.12 Menyebutkan 3.12.1 Mengidentifikasi fungsi

fungsi sosial dan
sosial lagu secara lisan
kebahasaan dalam
percakapan/dialog 3.12.2 Mengidentifikasi unsur
bahasa inggris
kebahasaan dalam
suara secara lisan

4.16.1 Menemukan synonim

dan kata sulit dalam
4.16 Menangkap pesan
dalam percakapan/dialog
percakapan/dialog
bahasa inggris
bahasa inggris
4.16.2 Menemukan informasi
 tersirat dalam
percakapan/dialog
bahasa inggris
4.16.3 Menemukan informasi
tersurat dalam
percakapan/dialog
bahasa inggris

C. TUJUAN PEMBELAJARAN
Setelah mengikuti serangkaian pembelajaran, peserta didik :
1.1 Mengungkapkan rasa syukur setiap saat mendapat kesempatan
belajar bahasa Inggris dengan tepat dan berterima
1.2.1 Menyapa guru dan teman dengan santun dalam setiap komunikasi
interpersonal pembelajaran dengan tepat dan berterima
3.12.1 Mengidentifikasi fungsi percakapan dan apresiasinya berdasarkan
pertanyaan pengarah dari guru secara lisan dengan tepat
3.12.2 Mengidentifikasi unsur kebahasaan suara dari percakapan
berdasarkan pertanyaan pengarah dari guru secara lisan dengan
tepat
1.2.2 Mampu menemukan kosakata dengan tepat setelah
mendengarkan audio
1.2.3 Mampu menemukan informasi tersirat dalam lagu setelah
mendengarkan audio dengan tepat
1.2.4 Mampu menemukan informasi tersurat dalam percakapan setelah
mendengarkan audio dengan tepat

D. MATERI PEMBELAJARAN
Menggunakan aplikasi bahasa inggris “ English Listening Test “

Fungsi sosial
1. Untuk menemukan kosakata yang terdapat pada audio tersebut
 2. Untuk melatih keterampilan pendengar

 Generic structure of the text

1. Synonim (The smooky Haze = Dark Sky, Lit up = make bright, fiery
flame=Fire)
2. Simple past tense (did, was, were)

E. METODE PEMBELAJARAN
Pendekatan : Scientific Approach
Strategi : pengamatan, keaktifan, dan mempraktekkan

F. MEDIA PEMBELAJARAN
Media : Penggunaan Aplikasi “ English Listening Test”

G. SUMBER BELAJAR
 Handphone Android
 Internet
H. LANGKAH-LANGKAH PEMBELAJARAN
PENDAHULUAN (10 menit)
Tahap Kegiatan
Kegiatan Awal - Apersepsi dan motivasi
- Penyampaian tujuan pembelajaran
KEGIATAN INTI (70 menit)
Observation / - Guru menyampaikan kembali
tentang isi dari soal-soal ujian
Pertemuan ke- 7&8
kepada peserta didik setelah ujian
selesai.
- Peserta didik menyebutkan kata
atau frase yang ada pada aplikasi
tersebut.
- Peserta didik menjawab pertanyaan
secara lisan dari guru tentang isi
dari ujian yang telah mereka
kerjakan.
 - Peserta didik mendengarkan
kembali audio yang telah mereka
dengarkan tentang isi dari ujian
tersebut.
- Guru menjelaskan kembali kepada
peserta didik tentang materi ujian.
- Guru menyebutkan hasil dari materi
ujian kepada peserta didik tentang
ujian yang telah dikerjakan.
Questioning - Dengan bimbingan guru, peserta
didik menanyakan tentang
pemahaman dari audio kepada guru
dan peserta didik dapat
menanyakan kembali dari kata-kata
yang sulit kepada guru.
Exploration - Dengan berpasangan peserta didik
dapat mempraktekan kata-kata
yang berasal dari audio dengan
cara berdialog dengan peserta didik
yang lain.
- Dengan berpasangan peserta didik
menjawab pertanyaan tentang
informasi tersirat pada audio yang
telah dipedengarkan
Association - Peserta didik membandingkan kata
yang sulit dimengerti antara audio 1
dan audio 2
- Peserta didik membuat kesimpulan
sementara tentang materi yang
telah dipelajari
PENUTUP (10 menit)
 Menyimpulkan hal-hal yang telah
Penutup dipelajari
 Refleksi


I. PENILAIAN
Listening Skill
Aspek yang dinilai Skor 1-
No Nama Diction accuracy Kesesuain 3
 isi

Kreteria
Diction 3, jika pilihan kata tepat
2, jika pilihan kata ada kurang tepat
1, jika pilhan kata banyak yang kurang tepat
Accuracy 3, jika grammar akurat
2, jika grammar ada yang tidak akurat
1, jika sebagian besar grammar tidak akurat

Konversi Kompetensi Pengetahuan, Keterampilan dan Sikap

Nilai Kompetensi
Predikat
Pengetahuan Keterampilan Sikap
A 4 4
SB
A- 3.66 3.66
B+ 3.33 3.33
B 3 3 B
B- 2.66 2.66
C+ 2.33 2.33
C 2 2 C
C- 1.66 1.66
D+ 1.33 1.33
D- 1 1 K

Bekasi,......................2017
Mengetahui
Kepala Sekolah Guru Mata Pelajaran

(Nur Idris.SP) (Alit Eka Handayani)