A THESIS ANDI MUH. FADLI ABDILLAH 10535 4646 10

THE EFFECTIVENESS OF ELICITATION TECHNIQUE USED BYTEACHER TO IMPROVE STUDENTS’ SPEAKING ABILITY

(An Experimental Research at the Second Year Students ofSMA Negeri 1 Tinggimoncong)

A THESIS

Submitted to the Faculty of Techer Training and Education MakassarMuhammadiyah University in Partial Fulfillment of the Requirement

for the Degree of Sarjana Pendidikan

ANDI MUH. FADLI ABDILLAH

10535 4646 10

ENGLISH EDUCATION DEPARTMENTFACULTY OF TEACHER TRAINING AND EDUCATION

MAKASSAR MUHAMMADIYAH UNIVERSITY2015

FAKULTAS KEGURUAN DAN ILMU PENDIDIKANUNIVERSITAS MUHAMMADIYAH MAKASSAR

Jl. Sultan Alauddin Telp. (0411) 860 132 Makassar 90221

APPROVAL SHEET

Title : The Effectiveness of Elicitation Technique Used by Teacher toImprove Students’ Speaking Ability (An Experimental Research atthe Second Year Students of SMA Negeri 1 Tinggimoncong)

Name : ANDI MUH. FADLI ABDILLAH

Reg. Number : 10535 4646 10

Program : English Department / Strata 1 (S1)

After being checked and observed this thesis had been filled qualification to be

examined.

Makassar, January 2015

Approved By

Consultant I Consultant II

Dr. Hj. Andi Tenri Ampa, M.Hum Dra. Radiah, M.Pd

Dean of FKIP Head of EnglishUnismuh Makassar Education Department

Dr. Andi Syukri Syamsuri, M.Hum Erwin Akib, S.Pd., M.PdNBM: 858 625 NBM: 860 934

UMVERSITAS MUIIAMMADTYAII MAKASSARFAKULTAS KEGURUAN DAI\ ILMU PEIIDIDIKAI\

PROGRAM STT]DI PENDIDIKAN BAIIASA INGGRIS

Title

Name

Reg.Number

Program

Faculty

APPROVAL SHEET

: The Effectiveness of Ericitation Technique used by Teacher toImprove Students' speaking Ab,ity An-Experimentar Researchat the Second year Students of SMA Negeri I Tinggimoncong)

: Andi Muh. Fadti Abdiilah

: 10535 4646 t0

: English Education Department Strata I (Sl): FacultX Of Teacher Training And Education

Makassar, 2Maret 2015

Approved by:

Cqnsultant II

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LEMBAR PENGESAIIAN

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12 Februari 20IS MMakassar,22 Rabiul Akhir I

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P,dNITI"A UJIAN: Dr. [f.Irwan Akib, ]l{.pd

Dr. Andi Sukri Syaensuri, M.Hum

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UNIVERSITAS MUHAMMADIYAH MAKASSARFAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

Jl. Sultan Alauddin No. 259 Telp. (0411) 866972 Makassar 90221

vi

SURAT PERJANJIAN

Saya yang bertanda tangan di bawah ini :

Nama : ANDI MUH. FADLI ABDILLAH

Stambuk : 10535 4646 10

Jurusan : Pendidikan Bahasa Inggris

Dengan ini menyatakan perjanjian sebagai berikut:

1. Mulai penyusunan proposal sampai selesainya skripsi ini, saya yang

menyusunnya sendiri (tidak dibuat oleh siapapun)

2. Dalam penyusunan skripsi ini, saya akan selalu melakukan konsultasi dengan

pembimbing yang telah ditetapkan oleh pimpinan fakultas

3. Saya tidak akan melakukan penjiplakan (plagiat) dalam penyusunan skripsi ini.

4. Apa bila saya melanggar perjanjian pada butir 1, 2, dan 3 maka saya bersedia

menerima sanksi sesuai aturan yang berlaku.

Demikian perjanjian ini saya buat dengan penuh kesadaran.

Makassar, Februari 2015

Yang Membuat Perjanjian

Andi Muh. Fadli Abdillah

UNIVERSITAS MUHAMMADIYAH MAKASSARFAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

Jl. Sultan Alauddin No. 259 Telp. (0411) 866972 Makassar 90221

vii

PERNYATAAN KEASLIAN SKRIPSI

Saya yang bertanda tangan dibawah ini:

Nama : ANDI MUH. FADLI ABDILLAH

Stambuk : 10535 4646 10

Jurusan : Pendidikan Bahasa Inggris

Judul Skripsi : The Effectiveness of Elicitation Technique Ued by Teacher to

Improve Students’ Speaking Ability ( An Experimental

Research at the Second Year Students of SMA Negeri 1

Tinggimoncong)

Dengan ini menyatakan bahwa:

Skripsi yang saya ajukan di depan Tim Penguji adalah ASLI hasil karya saya sendiri,

bukan hasil ciplakan dan tidak dibuatkan oleh siapapun.

Demikianlah pernyataan ini saya buat dengan sebenarnya dan saya bersedia menerima

sanksi apabila pernyataan ini tidak benar.


Yang Membuat Pernyataan

Andi Muh. Fadli Abdillah

x

MOTTO

“Reach the high gold with the high effort.”

viii

ABSTRACT

ANDI MUH. FADLI ABDILLAH, 2015. The Effectiveness of ElicitationTechnique Used by Techer to Improve Students Speaking Ability (AnExperimental Research at the Second Year Students of SMA Negeri 1Tinggimoncong), under the thesis of English Education Department, the Facultyof Teachers Training and Education, Makassar Muhammadiyah University,guided by Andi Tenri Ampa and Radiah.

This research was aimed at investigating the effectiveness of ElicitationTechnique in improving students’ speaking ability. A pre experimental designwas employed with one class of the second year students of SMA Negeri 1Tinggimoncong, Gowa. It was selected with simple random sampling as sample.The data were obtained through a pre-test and post-test. The speakingassessment was covering vocabulary and grammar. The findings wereanalyzed statistically using t-test procedure.

The statistical computation showed that Elicitation Technique was likelyeffective in improving the students’ speaking ability. In terms of accuracy(vocabulary) the t-test value (15) which was bigger than the t-table value (2.042).While in terms of accuracy (grammar) the t-test value (10.142) which was biggerthan the t-table value (2.042).

Based on the value of the research above, the researcher can conclude thatthe students speaking ability at the Second Year Students of SMA Negeri 1Tinggimoncong in terms of accuracy (vocabulary and grammar) improvedthrough the implemetation of Elicitation Technique.

Key words: Elicitation Technique, Speaking, Senior High School

ix

ABSTRAK

ANDI MUH. FADLI ABDILLAH, 2015. Efektifitas dari ElicitationTechnique Untuk Meningkatkan Kemampuan Berbiacara Siswa (SebuahPenelitian Eksperimen Pada Siswa Kelas Dua di SMA Negeri 1Tinggimoncong), Jurusan Pendidikan Bahasa Inggris, Fakultas Keguruan danIlmu Pendidikan, Universitas Muhammadiyah Makassar, dibimbing oleh AndiTenri Ampa dan Radiah.

Penelitian ini bertujuan untuk mengetahui efektifitas dari ElicitationTechnique untuk meningkatkan kemampuan berbicara siswa. Model penelitian preexperimental telah diterapkan pada satu kelas (kelas 2) di SMA Negeri 1Tinggimoncong, Kabupaten Gowa. Sampel yang di teliti dipilih denganmenggunakan tehnik simple random sampling. Data pada penelitian ini diperolehmemalui tes awal dan tes ahir. Aspek yang dinilai untuk kemampuan berbicarasiswa meliputi kemampuan dalam hal kosa kata dan tata bahasanya. Nilai yangterkumpul kemudian di olah dengan menggunakan prosedur uji-t.

Hasil perhitungan statistik menunjukkan bahwa Elicitation Technique telahmeningkatkan kemampuan berbicara siswa. Dalam hal kosa kata, hasil uji-tmenunjukkan (15) dimana hasil nya lebih besar dari pada tabel-t (2.042).Sementra itu dalam hal tata bahasa, hasil uji-t adalah (10.142) dimana hasiltersebut lebih besar dari tabel-t (2.042).

Beerdasarkan hasil penelitian tersebut diatas, dapat disimpulkan bahwakemampuan berbicara siswa kelas 11 di SMA Negeri 1 Tinggimoncong dalam halketepatan (kosa kata dan tata bahasa) telah meningkat melalui penerapanElicitation Technique.

Key words: Elicitation Technique, Kemampuan Berbicara, Sekolah MenengahAtas

xi

ACKNOWLEDGEMENTS

Alhamdulillahi Rabbil Alamin, the writer would like to express his praise

and thankfulness to Allah SWT for blessings, love, mercies, guidances and most

of all, to finish this proposal. Shalawat and Salam are addressed to beloved chosen

messenger Muhammad SAW.

The writer would like to express his great thanks to his beloved parents H.

Kamaruddin, S.Pd., M.Si and Hj. Salma Ekawati, S.Pd,. M.Pd for their

motivation, support, sacrifices, advices and prays for his study.

Many problems and difficulties had been encountered in finishing this

proposal. Those would not have been solved without help, motivation, support,

critic, and advice from many people. It would be an honor to express his greatest

appreciation and deepest thanks to all of them as follows:

1. Dr. H. Irwan Akib, M.Pd, the Rector of Makassar Muhammadiyah University

for his advices during I study at the University.

2. Dr. A. Syukri Syamsuri, M.Hum, the Dean of Teacher Training and

Education.

3. Erwin Akib, S.Pd,. M.Pd, the Head of English Education Department of FKIP

UNISMUH Makassar, who gave me valuable authorities and suggestion in

doing proposal.

xii

4. Greatest thanks to the first consultant Dr. Hj. Andi Tenri Ampa, M.Hum and

the second consultant Drs. Radiah, M.Pd who given me their valuable time

and patient, to support assistance and guidance to finish this proposal.

5. The staff and lectures of the FKIP UNISMUH especially to the lectures of

English Department who taught me for many years.

6. My close friends Andi Sopian, Nur Maria Ulfah, Andi Ariefwangsyah

Adiningrat, Hasrianti, Haerul Kusuma Jaya and everybody that could not be

mentioned one by one for their supports and helps.

Finally, the writer offer thanks and apperception to everybody who had

help in finishing this proposal. May almighty, Allah SWT bless us all now and

forever, Amiin.


The Writer,


xiii

TABLE OF CONTENTS

COVER ......................................................................................................... i

APPROVAL SHEET ................................................................................... ii

CONSELING SHEET ................................................................................. iii

SURAT PERJANJIAN ................................................................................ vi

PERNYATAAN KEASLIAN SKRIPSI..................................................... vii

ABSTRACT .................................................................................................. viii

MOTTO ........................................................................................................ x

ACKNOWLEDGEMENTS ........................................................................ xi

TABLE OF CONTENTS ............................................................................ xiii

LIST OF TABLES ....................................................................................... xv

LIST OF GRAPHICS .................................................................................. xvi

LIST OF APPENDICES ............................................................................. xvii

CHAPTER I INTRODUCTION

A. Background .................................................................................. 1

B. Problem Statement ....................................................................... 2

C. Objective of the Study ................................................................ 2

D. Significance of the Study ............................................................ 3

E. Scope of the Study ...................................................................... 3

CHAPTER II REVIEW OF RELATED LITERATURE

A. The Concept of Elicitation Technique ........................................ 4

xiv

B. The Concept of Speaking ............................................................ 14

C. Interaction in the Classroom ....................................................... 17

D. Conceptual Framework ................................................................ 19

CHAPTER III RESEARCH METHOD

A. Research Design .......................................................................... 21

B. Research Variable and Indicators ............................................... 23

C. Research Hypothesis .................................................................... 23

D. Population and Sample ............................................................... 24

E. Research Instrument..................................................................... 25

F. Data Collection ............................................................................ 25

G. Data Analysis ............................................................................... 25

CHAPTER IV FINDING AND DISCUSSION

A. Findings ....................................................................................... 31

B. Discussion .................................................................................. 37

CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion .................................................................................. 41

B. Suggestion.................................................................................... 42

BIBLIOGRAPHY……………………………………………………….. 43

APPENDICES

xv

LIST OF TABLES

Table 3.1 The Assessment of Vocabulary ..................................................... 26

Table 3.2 The Assessment of Vocabulary ..................................................... 27

Table 3.3 Classification of the Students’ Score ............................................. 28

Table 3.4 Distribution of T –Table ................................................................ 30

Table 4.1 Mean Score of Pre-Test and Post-Test in Term of Accuracy

(Vocabulary) ................................................................................. 31

Table 4.2 T-Test and T-Table Value in Speaking Test.................................. 33


(Grammar)..................................................................................... 35

Table 4.4 T-Test and T-Table Value in Speaking Test.................................. 36

xvi

LIST OF GRAPHICS

Graph 4.1 Mean Score of the Students’ Pre-Test and Post-Test.................... 32

Graph 4.2 Mean Score of the Students’ Pre-Test and Post-Test.................... 35

xvii

LIST OF APPENDICES

APPENDIX A TEACHING MATERIALS ................................................ 45

APPENDIX B LESSON PLAN................................................................... 54

APPENDIX C INSTRUMENT(SPEAKING TEST) .................................. 79

APPENDIX D SYLLABUS ........................................................................ 81

APPENDIX E THE TRANSCRIBE OF PRE-TEST .................................. 101

APPENDIX F THE TRANSCRIBE OF POST-TEST ................................ 111

APPENDIX G STUDENTS SCORE .......................................................... 123

1

CHAPTER I

INTRODUCTION

A. Background

Language is so much important as a communication tool. We need

language to tell what we think and what we feel. People in Indonesia use English

to communicate with people abroad in any businesses. English Language is very

important to study. Our government has given the authority for curriculum to

make English Language as important subject especially for senior high school. In

teaching English there are four skills that should be developed, those are listening,

reading, speaking and writing skills.

Speaking is a signal of someone who already masters one language well.

Improving speaking ability is important especially for face to face

communication. Teaching English to improve speaking skill is not easy as

students mostly bored in the class. Speaking is still one of the frightening skills

for the learners. Pollard (2008: 33) states that speaking is one of the most difficult

aspects for students to master.

There are some problems that English learners in SMA Negeri 1

Tinggimoncong usually face in learning. Such as, some students know what to say

but still feeling shy to talk. In another word, students don’t have enough

confidence to speak up in front of their friend. In another hand, some students

have less vocabulary so they are still combining English and local language to

talk. The other problem is using the same method to teach English like direct

1

2

method. Same method makes students bored to study English. From those

problems, researcher can conclude that students speaking ability is still poor. In

this research the aim is to solve those problems.

In helping the students to improve their speaking ability,giving as many

opportunities as possible to speak is needed (Pollard, 2008: 33). It also depends on

the technique that teacher apply in learning process. Commonly, all the techniques

are good to apply. However, it’s always depending on the teacher’s way to

elaborate the technique to make the active class activities. One of the best

techniques to improve student’s ability is Elicitation Technique.

Elicitation Technique is a technique that can be elaborated to create an

active class activity. The aim of this technique is getting information or

explanation from students rather than giving all the explanation. This technique

can also increase the student’s talking time.

B. Problem Statement

Based on the background above, the researcher states research problem as

follows:

1. How is the effectiveness of Elicitation Technique to improve the students’

vocabulary achievement in speaking English?

2. How is the effectiveness of Elicitation Technique to improve the students’

grammar in speaking English?

C. Objective of the Research

The objectives of this research are to find out:

3

1. The effectiveness of Elicitation Technique in improving the students’

vocabulary achievement in speaking English?

2. The effectiveness of Elicitation Technique in improving the students’

grammar in speaking English?

D. Significance of the Research

This study will helped both for English teachers and students. For the

teachers, it gave more knowledge and information about technique in teaching

speaking English. It helped teacher to make students more understand and

interested in learning English. For the students, it helped students to be more

active, expressive, and increase their participation in classroom activities

especially in speaking.

E. Scope of Study

The restriction of this research was limited to the use of Elicitation

Technique to improve the students’ speaking ability focused on the accuracy:

grammar andvocabulary for the students at the second year of SMANegeri 1

Tinggimoncong.

4

CHAPTER II

REVIEW OF RELATED LITERATURE

A. The Concept of Elicitation Technique

According to Coulthard (1992: 108), the term ‘elicitation’ is first

introduces by Coulthard to describe utterances in the classroom which elicit a

verbal response.

Students’ participation in the classroom can build their confidence.

According Nathan and Kim (2007: 5) teacher elicitation as an essential type of

classroom discourse because they invite students’ participation in a learning

community and promote their cognitive development.

FurthermoreNathan and Kim (2007: 6) state that classroom interaction and

instructional conversation often include teacher elicitations, which, when

effective, generate more information, increase participation, and greater

conceptual development from students.

Elicitation Technique is a very good technique to make communicative

class. According to Pollard (2008: 8) eliciting is a teacher’s toolkit when

presenting language. She stated that when you are presenting language, you

should try to get the explanations from your students (elicit) rather than giving all

the explanations yourself. Practice asking questions that will draw responses out

of students rather than always giving the explanation yourself. You can show

students a picture of a sitting room and ask them what the various objects are to

elicit vocabulary around the topic.

4

5

According to Oxford Learner’s Pocket Dictionary, Elicit is get information

or reaction from somebody. While Coulthard (1992: 109) in his book states that

an elicitation is an act the function of which is to request a linguistic response –

linguistic, although the response may be a non-verbal surrogate such as a nod or

raised hand.

Eliciting can be used for any number of purposes. One way that teacher

can do often is using it is to define the meaning of words, or get synonyms for

new words from the class. Teacher can also elicit new sentence structures by

modelling the structure first, and then can elicit further examples from the

students in a controlled way.

The term elicitation is used here as a discourse category to describe any

utterances inside the classroom which functions to elicit a verbal response.

Coulthard (1992: 102) classifies elicitation into six subcategories as follows:

1) Elicit: inform

It is a kind of elicitation which invites the addressee to supply a

piece of information. Sometimes elicit inform needs discussion that in

which the addressee is invited to supply a piece of information which

the speaker already possesses. It is the kind of Elicitation in the

classroom where the teacher checks to see if the pupils know the

answer.

For example:

a) H: What time will you finish?

X: Lecture will finish at about quarter past twelve.

6

b) T: What is the time?

P: It is ten O’clock

T: Well done

2) Elicit: confirm

It invites the addressee to confirm the speaker’s assumption. It can

be realized by tag interrogatives, declaratives, positives and negatives

polar interrogatives.

For example:

a) S: I think you did that this year didn’t you?

G: Oh yeah

b) X: These are students in the English department

H: That’s right, they’fre all English majors.

3) Elicit: agree

It invites the addressee to agree with the speaker’s assumption that

the expressed proposition is self-evidently true. It is most commonly

realized by tag interrogatives and negative polar interrogatives, both

spoken with a falling tone.

For example:

a) B: I suppose he’s a bit senile now, isn’t he?

C: He looks it.

b) (G and S are talking about a kind of bread made by the Hopi.)

S: It’s just, oh, the taste is, and it’s the most delicious thing that I’ve

ever had, light blue, translucent.

7

G: Doesn’t that sound like a nice name for bread, hopi blue bread

S: ((laughs))

G: It’s like something you get from a health food store. Hopi blue

bread. ((laughs)).

4) Elicit: commit

There is yet another subcategory of Elicitation which differs

from the above three subcategories in that it elicits more than just a

verbal response from the addressee. It also elicits commitment of some

kind.

For example:

a) J: Can I talk to you?

S: Sure. Come in. Let’s close the door. Have a seat.

b) X: Where shall I meet you?

H: Well, ah I’ll be finished with class at five. It is right in Tsimshatsui,

so maybe we’ll meet you at the Peninsula, between say five-fifteen

and five-thirty?

X: Okay. Wonderful.

5) Elicit: repeat

It prospects a repetition of the utterance preceding the elicitation. It

is realized by wh-interogatives such as ‘who/when/where/what did you

say?’, ‘say that again’, or words such as ‘sorry?’, ‘pardon?’ or ‘huh?’.

For example:

A: He asked me if he could borrow my car.

8

B: What did you say?

6) Elicit: clarify

It prospects a clarification of a preceding utterance or preceding

utterances. It can be realized by wh-interogatives such as ‘what do you

mean?’, ‘which room?’, ‘where?’ or a high key repetition of a word or

phrase in the preceding utterance.

For example:

C: Do you get the bus?

B: Yeah.

C: The bus?

B: And the tube

Coulthard (1992: 102-109)

The idea of eliciting is actually to get students response in oral

communication. By providing various questions to elicit students, it will

automatically increase students speaking activities in the classroom. In terms on

increasing students self confidence, teacher can put the students in pair-work or

group to think and discuss before telling their idea in front of the class.

1. Advantages and Disadvantages of Applying Elicitation Technique

Giving chance as many as possible for students to express

themselves before giving them the solution is so needed to let students

practice what they have learned. Case (2009) on his blog explains some

advantages and disadvantages as follows:

9

a. Eliciting keeps the students alert

Even the best students will find their minds wandering

occasionally if there is someone at the front of the room speaking,

especially if what is being said is a grammar explanation in a foreign

language. If they are contributing to that stage of the lesson or at least

know that they could be called upon at any time

b. Eliciting helps you realize if the students are listening and

understanding or not

If you say "The Present Perfect is used to talk about things

connecting the present and the past", there is no way at that stage of

knowing if the students have understood what you said (even if they

were listening!) If you say "What do these Present Perfect sentences

have in common?" or "What's the difference between these Simple

Past and Present Perfect sentences?" instead, a lack of an answer

makes it likely that they are not listening or are not following you (but

see below for other possible reasons), and a correct answer makes it

clear that they are alert and with you in your explanation. If that

answer has only come from one person, you will need to make sure

everyone else has understood as well with concept checking questions

or further elicitation of example sentences etc.

c. Eliciting helps you find out what they already know

By starting with easy questions and working your way towards

more difficult ones, you will be able to boost their confidence with the

10

first ones and realise the limits of their knowledge once their answers

start to become incomplete or wrong.

d. Eliciting helps you find out what they already know

By starting with easy questions and working your way towards

more difficult ones, you will be able to boost their confidence with the

first ones and realise the limits of their knowledge once their answers

start to become incomplete or wrong.

e. Eliciting helps students learn how to guess

Communicating in real time is a continual process of guessing-

trying to predict what people are going to say, trying to work out their

attitude by their tone of voice and body language, etc. Many students

lack this skill or are shy about using it in the foreign language

classroom, and getting them used to guessing the answer to almost

everything you say by eliciting can really help with this.

f. They can learn/ be exposed to useful incidental language during

elicitation

Incidental language is language that you don't teach but still hope

that students pick up during their interactions in the classroom. Phrases

they should learn how to understand and then maybe go on to be able

to use (or at least be ready to learn consciously when they come up in

the syllabus) from elicitation include "What does... mean?" "How do

you spell...?" "What is this sound?" and "What's the difference

between ... and ...?"

11

Here are some possible disadvantages of applying Elicitation

Technique:

a. Eliciting can be time consuming

As the example above shows, sometimes eliciting a word or

explanation can take ten times as long as just explaining it. If students

are getting more speaking during that time and are learning useful

language analysis skills and incidental language this doesn't have to be

a reason to abandon it, but it can still mean that students have forgotten

about what the listening is supposed to be about (therefore making

your lovely lead in stage a waste of time) by the time the vocabulary

pre-teach finishes.

b. Eliciting doesn't always lead to more STT

If the elicitation is much longer than the thing you are trying to

elicit, it can actually mean more TTT than if you had just given them

the answer. A general rule is to make the question shorter than the

answers (using the tips elsewhere in this article). If that is impossible,

explaining might be better than eliciting at that stage.

c. One student can dominate answering your elicitation questions

Solutions include: nominate particular people to answer, give

them the elicitation stage written down to go through with a partner,

follow all their answers up with requests for additional ideas from the

other students, or occasionally tell them that you'd like someone else to

answer.

12

d. Elicitation can become automatic

This is one of the most heard complaints from people attending

workshops for teachers- the person giving the workshop isn't able to

drop their classroom manner and so spends the whole time eliciting the

things the teachers attending already know and doesn't give the kind of

new information that they expected to hear.

e. Eliciting can be met by silence

This could mean that students don't know the answer, that they

do know the answer but aren't confident, that they would know the

answer but haven't understood your elicitation, that the people who do

know the answer are too shy to speak, that the person who knows the

answer is trying to avoid dominating the class, that giving the right

answer before everyone else might seem like boasting, that they have

been put off answering by getting so many previous answers wrong,

that they know you always give the answer if they wait long enough,

that they expect to be asked individually, that they don't understand

that you really want people to speak out, or even that they are refusing

to take part because they are unhappy with the teaching methodology

of the teacher. Knowing how to reduce the problem of silence depends

firstly on you being able to identify which of these reasons is the most

important for your class or a particular student.

13

f. The language of elicitation is not like normal communication

Can you imagine elicitation in normal life? "What do you want

from the shops?" "What do you think I want from the shops? They are

white and sold in packets..." That would soon lead to a divorce, I

reckon! That does not necessarily mean it should be avoided (after all,

the phonemic script isn't less useful for EFL students just because it

isn't used by native speakers), but making classroom language as

natural as possible will help with giving them exposure to the kinds of

language they are likely to meet in their real lives.

g. Eliciting can get boring/ repetitive

As well as mixing up elicitation with the other techniques like

guided discovery worksheets that are recommended elsewhere in this

article, you can introduce variety by using different methods of

elicitation (pictures, realia, sketches, mime, guessing from context etc)

and by brainstorming different language you can use to start your

sentences ("What do you call I thing for...?" "I'm thinking of a thing

that..." "Can anyone tell me the name of...?" "You should all be able to

explain the difference between..." "Do you all remember the object we

talked about on Monday?" etc).

h. Eliciting can seem childish/ patronizing

One way out of this is to be especially careful with your tone of

voice and body language, as "Good guess!" with extreme variation in

14

tone and both thumbs up is likely to make adult students laugh out

loud with embarrassment or genuine humour.

(Case, 2009)

Those are some advantages and possible disadvantages. By

considering the advantages we can elaborate the classroom activities to

make it more interesting for students to learn English. Then, with the

possible disadvantages above, teacher can avoid those possibilities and

change it to some more advantages.

B. The Concept of Speaking Skill

Speaking is one of element in English. Speaking is mean tools of

communication to other or speaking is ways to bring a message from one person

to another interact with them orally. Communication will not be running well

without speaking and it is essential way in which the speakers can express

themselves through the verbal language.

According to Bygate in her book (The Cambridge Guide to Teaching

English to Speaker of Other Laguage),speaking in a second language (L2)

involves the development of a particular type of communication skill.

Furthermore, Pollard in her book (Teaching English: A Book to Help You Through

Your First Two Years in Teaching) stated that speaking is one of the most difficult

aspects for students to master. That is hardly surprising when one considers

everything is involved when speaking. Such as: ideas, what to say, language, how

to use grammar and vocabulary as well as listening to and reacting to a person you

are communicating with.

15

Brown (2001: 267) states that speaking is an interactive process of

conducting meaning that involves producing, receiving, and processing

information.

Speaking is fundamental to human communication as one of the reasons

why teaching speaking skill should be taught in a language classroom. The

importance of speaking skill is obviously noticed regarding the role of human as

social being who depends himself more on speaking rather writing when interacts

with others (Nunan, 1993:45). Furthermore, Nunan (1993: 39) states that success

is measured in terms of the ability to carry out a conversation in the target

language.

The simple indication of successful in improving students speaking ability

is the classroom interaction. The more students raising their hands or giving

response for the various questions stated by teacher, the more successful teacher

in improve students speaking ability. Producing what students have learned is the

important thing because repetition will make students still remember the lesson in

long term.

1. Elements of Speaking

Speaking competence mainly covers speaking accuracy and

fluency.This research is only focus on the accuracy of speaking. Zhiqin

(2014: 1) states that speaking accuracy indicates “the extent to which the

language produced conforms to target language norms”, which involves

the correct use of grammar and vocabulary.

16

1) Grammar

One factor in influencing the students speaking skill is the

functional grammar. Douglas (2002: 214) states that a grammar is a

`real, individual, psychological entity', a `cognitive structure in a

speaker's mind that contains her knowledge about her language'.

Furthermore, Rudney (2000: 1) states that the term

“grammar” is used in a number of different senses. The grammar of

a language may be understood to be a full description of form and

meaning of the sentences of the language or else it may cover

certain, variously delimited, parts of such a description.

Yule (2006: 74), grammar is the process of describing the

structure of phrases and sentences in such a way that we account for

all the grammatical sequences in a language and rule out all the

ungrammatical sequences.

Harmer (1990: 12-13), the grammar of a language is the

description of the ways in which words can change their forms and

can be combined into sentences in that language. Competent

speakers know how to use these smallest units of grammar

(morphemes) to combine grammatically with words to create new

meaning. The knowledge of morphology (using morphemes to

change the meaning or grammar of a word) and syntax (the order

that words can be arranged in) is essential to successful

communication whether in writing or in speech. A sentence needs at

17

least a subject and a verb, which can then be followed by an object,

by a complement or by an adverbial.

2) Vocabulary

According to Hornby (1984: 461), vocabulary is defined as

the total number of words in language, the words known to a person

and a list of words with their meanings, especially at the back of a

book used for teaching a foreign language.

Furthermore, Nathaya (2012: 45) states that vocabulary is an

indispensable part of the four language skills. For second language

(ESL) or foreign language (EFL) learners, vocabulary is one of the

important language elements that support the skills of speaking,

listening, reading and writing. “No matter how well the student

learns grammar, no matter how successfully the sounds of L2 are

mastered, without words to express a wider range of meanings,

communication in L2 just cannot happen in any meaningful way”.

Oxford Learner’s Pocket Dictionary (2008: 498) explains that

vocabulary is all the words that a person knows or uses, all the words

in a language and list of words with their meanings.

C. Interaction in the Classroom

Considering that giving as many opportunities as possible is a good start to

improve students’ speaking ability, so as a teacher, we should increase the

students talking time.

18

Furthermore, Pollard in her book Teaching English: A Book to Help You

Through Your First Two Years in Teaching stated that we should aim for our

students to be talking more than we do and if possible 80% STT to 20% TTT.

In increasing students talking time, language teacher can ask a lot of

questions. Coulthard (1992: 12) finds that questions are one of the commonest

types of utterances in the discourse of classroom.

Furthermore, Glyn S Hughes in her book entitled Classroom English

explained the language required by the teacher of English in the practical day-to-

day management of classes. They are:

1) Asking Questions

2) ‘Yes-No Question

3) ‘Or” Question

4) ‘WH’ Question

5) Indirect Question

6) Questions on Specific Text

7) Miscellaneous Sample Questions

Harmer in his book How to Teach English stated that getting students to

speak - to use the language they are learning - is a vital part of the teacher’s job.

Students are people who need the practice, in another word, not the teacher. In

general terms, therefore, a good teacher maximises STT (Student Talking Time)

and minimises TTT (Teacher Talking Time).

19

D. Conceptual Framework

INPUT : Refers to the materials that will be taught in the class.

PROCESS : Refers to the implementation or presentation of the input in the

classroom by using Elicitation Technique. The students observed

whether or not they could develop their speaking skill during

teaching and learning process.

OUTPUT : Refers to the students’ speaking achievement in term of accuracy

(vocabulary and grammar) after conducting the treatment, toward

the use of Elicitation Technique in learning English.

The conceptual framework above described the research that conducted by

the researcher. This research was an experimental research that consisted of three

steps. First step was the “input” that refers to the skill that assessed in this

INPUT

PROCESS

OUTPUT

SPEAKING

ELICITATIONTECHNIQUE

IMPROVINGSTUDENTS’

SPEAKING ABILITY

ACCURACY

VOCABULARY GRAMMAR

20

research that was speaking skill. Then, the second step was “the process”. It refers

to the implementation of Elicitation Technique to the students. Then the last step

was “output”. It refers to the result of the students’ achievement toward their

speaking ability.

21

CHAPTER III

RESEARCH METHOD

A. Research Design

This research was called as experimental research. The researcher used

one-group pretest-posttest design as one of pre-experimental design. There were

pre-test, treatment and post-test. It investigated the effectiveness of using

Elicitation technique in teaching speaking skill.

The researcher used pre-test, treatment and post-test to find the

effectiveness of Elicitation Technique in teaching speaking skill.

Where:

O1: Pre-Test

X: Treatment

O2: Post-Test

1. Pre-Test

Pre-test was the starting point before doing the treatment. Pre-Test

was useful to find out the students prior knowledge. The test used to find

out the students capacity in speaking English.

O1 X O2

21

22

2. Treatment

Treatment was the important process to improve students’ speaking

ability. Treatment conducted in sixth meetings. The treatments were as

follows:

1. Elicit inform: teacher did elicit inform in every meeting to find the

students prior knowledge about material that will be given. Teacher

also used this kind of elicitation to know the students activities

before going to class. The aims to maintain good relationship with

students.

2. Elicit confirm: teacher mostly did elicit confirm after giving the

instruction to students about the activities that will be done. The

aims to know that every student already understand about the

instruction.

3. Elicit agree: teacher mostly did elicit agree during the explanation

about the materials to keep the students attention, to know the

students understanding and if all the students listening to the

explanation.

4. Elicit commit: teacher mostly did elicit commit to deal the rules in

the classroom. The aims to keep the classroom in control situation.

5. Elicit repeat: teacher mostly did the elicit repeat at the time

students performed their dialogue in front of the class or at the time

teacher introduced how to pronounce the vocabularies. The aims to

make sure students pronounce every word correctly.

23

6. Elicit clarify: teacher mostly did elicit clarify during the discussion

session. The aims to get more information and responses from each

group.

3. Post-Test

After four times treatment, the researcher gave post-test to find

out the students’ progress in speaking skill.

B. Research Variables and Indicators

1. Variables

There were two variables in this research; those were independent

variable and dependent variable. Independent variable was variable that

gave effect to another variable. The variables were as follows:

1. Independent variable was the Elicitation Technique; the important

process to improve the students’ speaking ability.

2. Dependent variable was the students’ achievement in speaking ability.

2. Indicators

The indicator of the students’ speaking achievement was accuracy.

In accuracy, the researcher found the effectiveness of Elicitation

Technique in improving the students’ grammar and vocabulary

achievement.

C. Research Hypothesis

There were two hypotheses in this research. They were H0 (Null

Hypothesis) and H1 (Alternative Hypothesis).

24

1. H0 (Null Hypothesis): There was no significant between the students’

speaking ability in their accuracy after implementing Elicitation Technique

as the treatment.

2. H1 (Alternative Hypothesis): There were some significant between the

students’ speaking ability in their accuracy after implementing Elicitation

Technique as the treatment.

D. Population and Sample

1. Population

This research conducted in SMA NEGERI 1 TINGGIMONCONG

for the students in the academic year 2014. There were 500 students in the

school which is divided into 18 classes. The second grade consisted of

three IPA classes. There were IPA 1, IPA 2 and IPA 3. IPA 1 consisted of

30 students: 13 males and 17 females. IPA 2 consisted of 31 students: 10

males and 21 females. IPA 3 consisted of 30 students: 12 males and 18

females.

2. Sample

The researcher used Simple Random Sampling in Lottery way to

determine the sample. The researcher did lottery for all IPA classes to

determine the sample. The sample was IPA 2 which consisted of 31

students.

25

E. Research Instrument

In this research, the researcher used only one instrument. That was

speaking test. It aimed to find out the effectiveness of Elicitation Technique in

improving students’ grammar and vocabulary achievement.

F. Data Collection

The researcher got the data collection by doing speaking tests to the

students. There was a pre-test to know the students’ speaking competence before

doing the treatment. In pre-test, students did a conversation in front of the class in

pair based on the situation was given. The researcher recorded student’s

performance. After that, there was treatment. Finally, there was post-test to know

the effectiveness of Elicitation Technique in improving the students’ speaking

ability. In post-test, students did a conversation in front of the class in pair based

on the situation was given. The researcher recorded student’s performance and

then transcribed it. After that, the data was analyzed to get the students score in

speaking.

G. Data Analysis

The data was collected through speaking test and analyzed quantitative. It

employed inferential statistic using the steps undertaken as follows:

1. There were some components that researcher concerns to know the

students’ speaking score. The students score determined by using the

following tables:

26

a. The Assessment of Vocabulary

Table 3.1 The Assessment of Vocabulary

Classification Score Criteria

Excellent 6

Speak without too great an effort with a fairly

wide range of expression. Searches for words

occasionally but only one or two unnatural

pauses.

Very Good 5

Has to make an effort at time to search for

words. Nevertheless, smooth delivery on the

whole and only a few unnatural.

Good 4

Although he has to make an effort and search

for words, there are not too many unnatural

pauses. Fairly smooth delivery mostly.

Occasionally fragmentary but succeeds in

conveying the general meaning. Fair range of

expression.

Average 3

Has to make an effort for much of the time.

Often has to search for the desired meaning.

Rather halting delivery and fragmentary. Range

of expression often limited.

Poor 2

Long pauses while he searched for the desired

meaning. Frequently and halting delivery.

Almost gives up making the effort at times

limited range of expression.

Very poor 1

Full of long and unnatural pauses. Very halting

and fragmentary delivery. At times gives up

making the effort. Very limited range of

expression.

(Heaton, 1988: 100)

27

b. The Assessment of Grammar

Table 3.2 The Assessment of Grammar

Classification Score Criteria

Excellent 6Two or three minor grammatical and lexical

errors.

Very Good 5A few minor grammatical and lexical errors, but

most utterances are correct.

Good 4A few grammatical and lexical errors, but only

are causing confusion.

Average 3Several grammatical and lexical errors, some of

which cause confusion.

Poor 2 Many grammatical and lexical errors.

Very Poor 1

No evidence of having mastered any of the

language performances and areas practiced in the

course.

(Heaton, 1988: 100)

28

2. Classified the students’ score into seven levels, which falled into seven

classifications:

Table 3.3 Classification of the students’ score

No. Classification Score

1 Excellent 9,6 – 10

2 Very Good 8,6 – 9,5

3 Good 7,6 – 8,5

4 Fairly Good 6,6 – 7,5

5 Fair 5,6 – 6,5

6 Poor 3,6 – 5,5

7 Very Poor 0,0 – 3,5

(Layman, 1972:216).

3. Calculated the mean score by using the following formula:

= ∑Where: X = Mean score

∑x = The sum of all score

N = The number of students

(Gay, et.al. 1987: 320)

29

4. Analized the effectiveness of Elicitation Technique, the researcher used T-

Test in following formula:

= d∑ (∑ )( )Notation: = the mean of difference score∑ = the sum of difference score

= the total number of sample

= test of the significance

(Gay, et. al. 1987: 355)

30

5. Analized the effectiveness of Elicitation Technique, T-Test has to be

compared to T-Table. Here was the T-Table:

Table 3.4 Distribution of t –table

DfLevel of Significance for two-tailed test

0.5 0.2 0.1 0.05 0.02 0.01Level of Significance for one-tailed test

0.25 0.1 0 0.025 0.01 0.0051 1.000 3.078 6.314 12.706 31,821 63.6572 0.816 1.886 2.920 4.303 6.965 9.9263 0.765 1.638 2.353 3.183 4.541 5.8414 0.741 1.533 2.132 2.776 3.747 4.6045 0.727 1.476 2.015 2.571 3.365 4.0326 0.718 1.440 1.943 2.447 2.143 3.7077 0.711 1.451 1.895 2.365 2.998 3.4998 0.706 1.397 1.860 2.306 2.896 3.3559 0. 703 1.383 1.833 2.262 2.821 3.25010 0.700 1.372 1.812 2.226 2.764 3.16911 0.697 1.363 1.769 2.201 2.718 3.10612 0.695 1.356 1.782 2.179 2.681 3.05513 0.694 1.350 1.771 2.160 2.650 3.12014 0.692 1.345 1.761 2.143 2.624 2.97715 0.691 1.341 1.753 2.331 2.604 2.94716 0.690 1.337 1.746 2.120 2.583 2.92117 0.689 1.333 1.740 2.110 2.567 2.89818 0.688 1.330 1.734 2.101 2.552 2.87819 0.688 1.328 1.729 2.093 2.539 2.86120 0.687 1.325 1.725 2.086 2.528 2.84521 0.686 1.323 1.721 2.080 2.518 2.83122 0.686 1.321 1.717 2.074 2.505 2.81923 0.685 1.319 1.714 2.690 2.500 2.80724 0.685 1.318 1.711 2.640 2.492 2.79725 0.684 1.316 1.708 2.060 2.485 2.78726 0.684 1.315 1.706 2.056 2.479 2.77927 0.684 1.314 1.703 2.052 2.473 2.77128 0.683 1.313 1.701 2.048 2.467 2.76329 0.683 1.311 1.699 2.045 2.462 2.75630 0.683 1.310 1.697 2.042 2.457 2.75040 0.681 1.303 1.684 2.021 2.423 2.70460 0.679 1.296 1.671 2.000 2.390 2.660120 0.677 1.289 1.658 2.890 2.358 2.617

0.674 1.282 1.645 1.960 2.326 2.576

31

CHAPTER IV

FINDINGS AND DISCUSSION

This chapter consists of two sections, namely the findings of the research

and discussion. The findings of the research were presented as data description

and in the discussion section there were further explanations of the findings.

A. Findings

1. The Effectiveness of Elicitation Technique toward the Students’ Speaking

Achievement in Terms of Accuracy (Vocabulary)

The findings will presents the result of pre-test and post-test, the

comparison between the significance value t-test and t-table, and percentage the

development of the students’ speaking ability in terms of accuracy (vocabulary)

by using Elicitation Technique. The data will be shown in the table and diagram

or graphic.

a. The Effectiveness of Elicitation Technique toward the Students’ Speaking

Ability in Terms of Accuracy (Vocabulary).


(Vocabulary).

Variable Pre Test (X1) Post Test (X2) %Vocabulary in

Speaking7.25 7.87 8.55%

31

32

The table above describes that the development of the students in speaking

rises up 0.62 points or 8.55%. The result of post-test can be classified as good.

The score has risen up through the use of Elicitation Technique.

This table indicates that there is a development of the students’ speaking

ability term of accuracy (vocabulary). The following diagram will show the

development of the students clearer:

Graph 4.1 Mean Score of the Students’ Pre-Test and Post-Test

The diagram above shows that post-test is higher than pre-test. It indicates

that there is development of the students’ speaking skill in term of accuracy

(vovabulary). The students’ speaking ability about the accuracy (vocabulary) has

been risen up.

The development above is also followed by the significance of the

students’ speaking ability in terms of accuracy (vocabulary). After calculating

through the t-test and comparing with t-table. Obviously, there is a significant

develop of the students’ speaking ability in terms of accuracy (vocabulary). The

table will present the data:

6,877,27,47,67,888,2

Pre-test Post-test

33

b. The Significant Development of the Students’ Speaking Ability in Terms

of Accuracy (Vocabulary) by Using Elicitation Techniquue.

Table 4.2 T-Test and T-Table Value in Speaking Test.

Variable t-test t-table Comparison Classification

Speaking Test 15 2.042 t-test > t-table Significant

The table above presents that there is a significant development of the

students’ speaking ability after being treated by using Elicitation Technique. This

conclusion is taken after calculating t-test and comparing with t-table to determine

whether it is significant or not. T-table value can be determined by finding the

degree of freedom (d.f). degree of freedom (d.f) is found through the formula (N-

1) = (31-1) = 30. So, that, the d.f = 30 and signifiicat level (p) = 0.05. Therefore,

we can determine the value of t-table used is 2.042 and the result is the value of t-

test (15) is greater than value of t-table (2.042). The researcher concludes that

there is a significant different of the students’ speaking ability in terms of

accuracy (vocabulary) by using Elicitation Technique.

2. The Effectiveness of Elicitation Technique toward the Students’ Speaking

Achievement in Terms of Accuracy (Grammar)

This findings will presents the result of the pre-test and post-test, the

comparison between the significance value t-test and t-table, and percentage the

development of the students’ speaking ability in terms of accuracy (grammar) by

using Elicitation Technique. The data will be shown in the table and diagram or

graphic.

34

a. The Effectiveness of Elicitation Technique toward the Students’ Speaking

Achievement in Terms of Accuracy (Grammar)

Table 4.3 Mean Score of Pre-Test and Post-Test in Term of Accuracy (Grammar).

Variable Pre Test (X1) Post Test (X2) %Grammar in

Speaking6.69 7.63 14.05%

The table above describes that the development of the students in speaking

rises up 0.94 points or 14.05%. This development is high enough. The result of

post-test can be classified as good. it has risen up the score to one upper level,

from fairly good level to the good level through the use of Elicitation Technique.

This table indicates that there is a development of the students’ speaking

ability term of accuracy (grammar). The following diagram will show the

development of the students clearer:

Graph 4.2 Mean Score of the Students’ Pre-Test and Post-Test in Terms of

Accuracy (Grammar)

6,5

6,6

6,7

6,8

6,9

7

7,1

Pre-test Post-test

35

The diagram above shows that post-test is higher than pre-test. It indicates

that there is a highly enough development of the students’ speaking skill in term

of accuracy (grammar). The students’ speaking ability about the accuracy

(grammar) has been risen up.

The development above is also followed by the significance of the

students’ speaking ability in terms of accuracy (grammar). After calculating

through the t-test and comparing with t-table. Obviously, there is a significant

develop of the students’ speaking ability in terms of accuracy (grammar). The

table will present the data:

c. The Significant Development of the Students’ Speaking Ability in Terms

of Accuracy (Grammar) by Using Elicitation Technique.

Table 4.4 T-Test and T-Table Value in Speaking Test (Grammar)

Variable t-test t-table Comparison Classification

Speaking Test 10.142 2.042 t-test > t-table Significant

The table above presents that there is a significant development of the

students’ speaking ability after being treated by using Elicitation Technique. This

conclusion is taken after calculating t-test and comparing with t-table to determine

whether it is significant or not. T-table value can be determined by finding the

degree of freedom (d.f). degree of freedom (d.f) is found through the formula (N-

1) = (31-1) = 30. So, that, the d.f = 30 and signifiicat level (p) = 0.05. Therefore,

we can determine the value of t-table used is 2.042 and the result is the value of t-

test (10.142) is greater than value of t-table (2.042). The researcher concludes that

36

there is a significant different of the students’ speaking ability in terms of

accuracy (grammar) by using Elicitation Technique.

B. Discussion

1. The Effectiveness of Elicitation Technique toward the Students’

Speaking Achievement in Terms of Accuracy (Vocabulary)

Based on the data analysis from the students’ pre-test and post-test in

speaking ability in terms of accuracy (vocabulary), there was development after

treatment. In the pre-test, from 31 students only 8 (25.806%) students got the

good score, 17 (54.838%) students got the fairly good score, 4 (12.903%) students

got the fair score and 2 (6.451%) got poor. None of them got the excellent, very

good and very poor score.

In pre-test, the students mostly needed more time to think about what they

were going to say. Some of them were doing repetition. Sometimes they repeated

the words twice or three times to finish their statement. A few students combined

English and Bahasa to finish their statements. Then, very few students spent more

time to speak and sometimes the researcher did not understand with their

statements. Perhaps they knew the word that they were going to say but they were

confuse about how to say the words in correct pronunciation so they were feeling

afraid.

After implementing Elicitation Technique, the students vocabulary

achievement was significantly improved. The researcher Elicit the students in

various ways to find the vocabularies that students did not know. Then researcher

37

wrote on the board for the students. After that, researcher taught the students the

way to pronounce the words and also the meaning.

In the post-test, the students’ score was significantly improved. It was

proved by the fact that there were 8 (25.806%) students got the very good score,

13 (41.935%) students got the good score, 9 (29.032%) got fairly good score and

1 (3.225%) students got the fair score. None of them got the excellent, poor and

very poor score.

The students speaking ability in the post-test were significantly improved.

Mostly students spoke fluenly eventhough sometimes they made repetition. Very

few students were still doing repetition about the words that they were going to

say.

Based on the data, we can see that rate percentage of the post-test is higher

than the pre-test. It means that the students’ speaking ability in terms of accuracy

(vocabulary) was significantly increased.

Based on the students’ mean score in the pre-test and post-test in terms of

accuracy (vocabulary), the researcher saw that they were significantly different.

The mean score of students’ pre-test was 7.25 and post-test was 7.87. And then,

the result of the t-test indicates that the t-test value 15 was higher than the t-table

2.042.

Hypothesis text if the t-test value was greater than the t-value at the level

significance 0.05 and degree of freedom 31, then the alternative hypothesis (H1)

is accepted and null hypothesis (H0) is rejected. If the t-test value is lower than t-

38

table at the level of significance 0.05 and degree freedom 31, then the alternative

hypothesis would be rejected.

2. The Effectiveness of Elicitation Technique toward the Students’

Speaking Achievement in Terms of Accuracy (Grammar)

Based on the data analysis from the students’ pre-test and post-test in

speaking ability in terms of accuracy (grammar), there was improvement after the

treatment. In the pre-test, from 31 students 2 (6.451%) students got the good

score, 21 (67.741%) students got the fairly good score, 5 (16.129%) students got

the fair score and 3 (9.677%) students got poor score. None of them got the

excellent, very good and very poor score.

In pre-test, mostly students did not know how to ask questions

grammatically and how to answer the questions. Mostly students answer the

question with really simple answers. Some of them repeated their statement to

think about the right statement arrangament. Then, some other students spent

long time to arrange to their statements.

The implementation of Elicitation Technique was really helpful the

students to improve their grammar knowledge. By giving various questions,

researcher found that in teaching grammar sometimes teacher must using local

language to make sure that every single students understand about the material.

In the post-test, the students’ score was significantly increased. It was

proved by the fact that there were 1 (3.225%) students got the very good score, 11

(35.483%) students got the good score, 14 (45.161%) students got fairly good

score, 4 (12.903%) students got fair sore and 1 (3.225%) students got the poor

39

score. None of them got the excellent and very poor score. Based on the data

above, we can see that rate percentage of the post-test is higher than the pre-test. It

means that the students’ speaking ability in terms of accuracy (grammar) was

significantly improved.

After implementing Elicitation Technique as the treatment, the students

ability in speaking accuracy (grammar) was improved significantly. Most of the

students spoke fluent with only few mistake in making correct grammatical

statements. Very few of them needed long time and repetition to make correct

grammatical statements.

Based on the students’ mean score in the pre-test and post-test in terms of

accuracy (grammar), the researcher saw that they were significantly different. The

mean score of students’ pre-test is 6.69 and post-test is 7.63. And then, the result

of the t-test indicates that the t-test value 10.142 is higher than the t-table 2.042.

These datas shows that using Elicitation Technique to improve the students’

speaking ability effective.

40

CHAPTER V

CONCLUSION AND SUGGESTION

This chapter consists of two parts. The first part deals with the conclusion

of the finding, and the second part deals with suggestion.

A. Conclusion

Based on the findings and discussion, the researcher concludes that:

1. The students’ speaking ability in terms of accuracy (vocabulary) of SMA

Negeri 1 Tinggimoncong in academic year 2015/2016 is good before using

Elicitation Technique. It is process by the mean score of the pre-test (7.25)

then developed after treatment by using Elicitation Technique. Mean score

of post-test (7.87), it means that the speaking ability at the second year

students of SMA Negeri 1 Tinggimoncong developed about 8.55% after

applying Elicitation Technique. While for the students’ speaking ability in

terms of accuracy (grammar) of SMA Negeri 1 Tinggimoncong in

academic year 2014/2015 is fair before using Elicitation Technique. It is

process by the mean score of the pre-test (6.69) then developed after

treatment by using Elicitation Technique. Mean score of post-test (7.63), It

means that the speaking ability at the second year students of SMA Negeri

1 Tinggimoncong developed about 14.05% after applying Elicitation

Technique.

2. Using Elicitation Technique has significant role to develop speaking

ability at the second year students of SMA Negeri 1 Tinggimoncong. It is

40

41

proved by comparing the result of the t-test and t-table. In terms of

accuracy (vocabulary) the t-test value (15) which is bigger than the t-table

value (2.042). While in terms of accuracy (grammar) the t-test value

(10.142) which is bigger than the t-table value (2.042).

B. Suggestion

After concluding the research, the researcher would like to offer some

suggestions:

1. Modifying any kind of technique to teach language in the classroom is

needed. Especially for the speaking class. Modify technique or method to

make an active class activities is a must as students mostly bored and

feeling afraid to talk.

2. Giving as many opportunities as possible is needed to let the students

practice and promote their cognitive development. The aims to know

where the teacher should start to teach their students.

3. Mastering some kind of methods and techniques in teaching language

probably will help much.

4. The researcher suggests to use Elicitation Technique to improve the

students speaking abilty due to this technique will improve the students

talking time and dicrease the teacher talking time. Teacher can make some

modification to make the class more interactive.

42

BIBLIOGRAPHY

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Asy’ari A. 2012. Improve Students’ Speaking Ability through The Use of HolisticMethod.Thesis. FKIP Universitas Muhammadiyah Makassar.

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Bygate M,. The Cambridge Guide to Teaching English to Speakers of OtherLanguages.

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Coulthard, M. 1992. Advances in Spoken Discourse Analysis. London and NewYork: Routledge.

Darmawati. 2012. Improve the Students Speaking Ability Through GuidanceMethod in Speaking. Thesis. FKIP Universitas Muhammadiyah Makassar.

Douglas. B, Stig. J, Geoffrey. L, Susan. C & Edward. F. 2002. Longman grammarof spoken and written English. United Kingdom. Cambridge UniversityPress.http://e-resources.pnri.go.id:2056/docview/196371943/161CB5E2ED0841B9PQ/3?accountid=25704 (online), Vol 38.[accessed 25/09/14]

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Gay L. R., Mills Geoffrey E & Airasian Peter. 1987. Educational ResearchCompetences for Analysis and Application. New Jersey. Pearson PrenticeHall

Layman. 1972. Teaching Listening Comprehension. UK. Cambridge UniversityPress

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Heaton, J. B. 1988. Writing English Language Tests. New York: Longman incNew York Press.

Hornby, A. S. 1984. Oxford Advanced Learners’ Dictionary of Current English.Walton Street: Oxford University Press.

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Mukhtar. A, Elfattah. A. E. 2013. The Effect of Using Communicative Approachon Developing Pronunciation Sub-Skills. (online), Vol 4(3).http://interesjournals.org/er/march-2013-vol-4-issue-3/the-effect-of-using-communicative-approach-on-developing-pronunciation-sub-skills[accessed 25/09/14]

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44

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Yule, George. 2006. The Study of Language (Third Edition). Cambridge:Cambridge University Press.

Distribution of t –table

DfLevel of Significance for two-tailed test

0.5 0.2 0.1 0.05 0.02 0.01Level of Significance for one-tailed test

0.25 0.1 0 0.025 0.01 0.0051 1.000 3.078 6.314 12.706 31,821 63.6572 0.816 1.886 2.920 4.303 6.965 9.9263 0.765 1.638 2.353 3.183 4.541 5.8414 0.741 1.533 2.132 2.776 3.747 4.6045 0.727 1.476 2.015 2.571 3.365 4.0326 0.718 1.440 1.943 2.447 2.143 3.7077 0.711 1.451 1.895 2.365 2.998 3.4998 0.706 1.397 1.860 2.306 2.896 3.3559 0. 703 1.383 1.833 2.262 2.821 3.25010 0.700 1.372 1.812 2.226 2.764 3.16911 0.697 1.363 1.769 2.201 2.718 3.10612 0.695 1.356 1.782 2.179 2.681 3.05513 0.694 1.350 1.771 2.160 2.650 3.12014 0.692 1.345 1.761 2.143 2.624 2.97715 0.691 1.341 1.753 2.331 2.604 2.94716 0.690 1.337 1.746 2.120 2.583 2.92117 0.689 1.333 1.740 2.110 2.567 2.89818 0.688 1.330 1.734 2.101 2.552 2.87819 0.688 1.328 1.729 2.093 2.539 2.86120 0.687 1.325 1.725 2.086 2.528 2.84521 0.686 1.323 1.721 2.080 2.518 2.83122 0.686 1.321 1.717 2.074 2.505 2.81923 0.685 1.319 1.714 2.690 2.500 2.80724 0.685 1.318 1.711 2.640 2.492 2.79725 0.684 1.316 1.708 2.060 2.485 2.78726 0.684 1.315 1.706 2.056 2.479 2.77927 0.684 1.314 1.703 2.052 2.473 2.77128 0.683 1.313 1.701 2.048 2.467 2.76329 0.683 1.311 1.699 2.045 2.462 2.75630 0.683 1.310 1.697 2.042 2.457 2.75040 0.681 1.303 1.684 2.021 2.423 2.70460 0.679 1.296 1.671 2.000 2.390 2.660120 0.677 1.289 1.658 2.890 2.358 2.617

0.674 1.282 1.645 1.960 2.326 2.576

The students’ score pre-test and post-test in terms of accuracy (vocabulary)

No Name X1 X2 D D2

1 AGW 5,9 6,6 0,7 0,49

2 ARN 8,3 9,1 0,8 0,64

3 AFN 5 5,8 0,8 0,64

4 AHS 8,3 9,1 0,8 0,64

5 DWS 5 6,7 1,7 2,89

6 HRN 7,5 8,3 0,8 0,64

7 HSM 7,5 8,3 0,8 0,64

8 INT 8,3 9,1 0,8 0,64

9 ISK 7,5 8,3 0,8 0,64

10 KBL 7,5 8,3 0,8 0,64

11 MRW 6,7 7,5 0,8 0,64

12 MRN 5,9 6,7 0,8 0,64

13 MFA 6,7 7,5 0,8 0,64

14 NIA 6,7 7,5 0,8 0,64

15 NAP 8,3 9,1 0,8 0,64

16 NRA 8,3 9,1 0,8 0,64

17 NAN 6,6 7,5 0,9 0,81

18 NAD 7,5 8,3 0,8 0,64

19 NSM 7,5 8,3 0,8 0,64

20 NAW 7,5 8,3 0,8 0,64

21 NHS 7,5 8,3 0,8 0,64

22 PNK 8,3 9,1 0,8 0,64

23 RNF 7,5 8,3 0,8 0,64

24 RST 7,5 8,3 0,8 0,64

25 SAN 5,9 8,3 2,4 5,76

26 SFA 8,3 9.1 0,8 0,64

27 SMA 8,3 9,1 0,8 0,64

28 USR 7,5 8,3 0,8 0,64

29 WNY 7,5 8,3 0,8 0,64

30 WDJ 7,5 9,1 1,6 2,56

31 YLT 6,7 7,5 0,8 0,64

∑X 225 244 28,1 29,15

X 7,25 7,87 0,90 0,94

The significance different in terms of accuracy (vocabulary)

1. t-Test

1506.0

90.0004.0

90.0930

68.3

90.0930

47.2515.29

90.0

)30(3131

61.78915.29

90.0

)131(3131

1.2815.29

90.0

90.0

31

1.28

)1(

2

2

2

t

t

t

t

t

t

t

D

D

n

DD

nnn

DD

Dt

2. t-Table

For level of significance (D) = 0.05Degree of freedom (df) = n-1

df = 31-1df = 30

t-table = 2.042

The Mean Score of the Students’ Pre-test and Post-test in terms of accuracy

(vocabulary)

1. Mean Score of the Students’ Pretest

N

X1

31

2251

25,71

2. Mean score of the Students’ Posttest

N

X2

31

2442

87,72

The Rate Percentage of Score in Pre-test in terms of accuracy

(vocabulary)

a. n = 8 N = 31% = 100% = 831 100% = 25.806

b. n = 17 N = 31% = 100% = 1731 100% = 54.838

c. n = 4 N = 31% = 100% = 431 100

% = 12.903

d. n = 2 N = 31% = 100% = 231 100% = 6.451

The rate percentage of score in post-test in terms of accuracy

(vocabulary)

a. n = 8 N = 31% = 100% = 831 100% = 25.806

b. n = 13 N =31% = 100% = 1331 100% = 41.935

c. n = 9 N =31% = 100% = 931 100% = 29.032

d. n = 1 N =31% = 100% = 131 100% = 3.225

The students’ score pre-test and post-test in terms of accuracy (grammar)

No Name X1 X2 D D2

1 AGW 5 5,8 0,8 0,64

2 ARN 7,5 7,5 0 0

3 AFN 5 5,8 0,8 0,64

4 AHS 7,5 8,3 0,8 0,64

5 DWS 4 5,8 1,8 3,24

6 HRN 6,7 7,5 0,8 0,64

7 HSM 6,7 7,5 0,8 0,64

8 INT 7,5 7,8 0,3 0,09

9 ISK 6,7 8,3 1,6 2,56

10 KBL 6,6 7,6 0,9 0,81

11 MRW 5,9 6,7 0,8 0,64

12 MRN 5 5,8 0,8 0,64

13 MFA 7,5 8,3 0,8 0,64

14 NIA 5 5,8 0,8 0,64

15 NAP 6,7 7,5 0,8 0,64

16 NRA 8,3 8,3 0 0

17 NAN 5,9 6,7 0,8 0,64

18 NAD 6,6 7,5 0,9 0,81

19 NSM 6,7 6,7 0 0

20 NAW 6,7 7,5 0,8 0,64

21 NHS 7,5 8,3 0,8 0,64

22 PNK 7,5 8,3 0,8 0,64

23 RNF 6,7 6,7 0 0

24 RST 7,5 7,5 0 0

25 SAN 5,9 6,7 0,8 0,64

26 SFA 7,5 8,3 0,8 0,64

27 SMA 8,3 9 0,8 0,64

28 USR 7,5 8,3 0,8 0,64

29 WNY 7,5 8,3 0,8 0,64

30 WDJ 7,5 8,3 0,8 0,64

31 YLT 6,7 7,5 0,8 0,64

∑X 207,6 230,1 22,3 20.95

X 6,69 7,63 0,71 0.67

The significance different in terms of accuracy (grammar)

1. t-Test

142.1007.0

71.0005.0

71.0930

91.4

71.0930

04.1695.20

71.0

)30(3131

29.49795.20

71.0

)131(3131

3.2295.20

71.0

71.0

31

3.22

)1(

2

2

2

t

t

t

t

t

t

t

D

D

n

DD

nnn

DD

Dt

2. t-Table

For level of significance (D) = 0.05Degree of freedom (df) = n-1

df = 31-1df = 30

t-table = 2.042

The Mean Score of the Students’ Pre-test and Post-test in terms of accuracy

(grammar)

1. Mean Score of the Students’ Pretest

N

X1

31

207.61

69.61 2. Mean score of the Students’ Posttest

N

X2

31

230.12

63.72 The Rate Percentage of Score in Pre-test in terms of accuracy (grammar)

a. n = 2 N = 31% = 100% = 231 100% = 6.451

b. n = 21 N = 31% = 100% = 2131 100% = 67.741

c. n = 5 N = 31% = 100% = 531 100% = 16.129

d. n = 3 N = 31% = 100% = 331 100% = 9.677

The rate percentage of score in post-test in terms of accuracy (grammar)

a. n = 1 N = 31% = 100% = 131 100% = 3.225

b. n = 11 N =31% = 100% = 1131 100% = 35.483

c. n = 14 N =31% = 100% = 1431 100% = 45.161

d. n = 4 N =31% = 100% = 431 100% = 12.903

e. n = 1 N =31% = 100

% = 131 100% = 3.225

DOCUMENTATIONDOCUMENTATIONDOCUMENTATION

THE TRANSCRIBE OF POST-TEST

First Pair

Conversation

Putri : Hi Hany. How are you?Hany : Hello Putri. I am fine thank you, and you?Putri : I m fine too thank you. Do you have planning for study next year afterwe pass from senior high school?Hany : I don’t have. Do you have suggestion?Putri : How about University of Indonesia?Hany : University of Indonesia? What what do you think about University ofIndonesia?and why I should stdy there?Putri : eee because University of Indonesia is a prestigious university and in myopinion university of Indonesia is the best university in Indonesia.Hany : woww, thats amazing.Putri : yeah, of course.Hany : I have a family house at Jakarta. Would you like to stay with there withme? And we can and we can study in the same university too.Putri : Yes, why not. Why don’t we go to the cafe for dinner and talk moreabout it?Hany : That’s a good idea, Let’s go.MonologueSt. Marjan Ahsani Ardan

Assalamu Alaikum Wrahmatullahi Wabarakatuh. My name is Sitti Marjan AhsaniArda and you can call me Hani. I hope five years later I will bacome a smart girlin math subject because I love Math.

Putri Nur Kaimuddin

My name is Putri Nur Kaimuddin. My hope for five years later is I can be asuccess accounting or success architect because I love picture.

Second Pair

Conversation

Lili : Usram, I think if you wanna success you should study at University ofIndonesia.Usram : Why you say that? Give me your opinion.Lili : I think you are smart boy and all of all of people in Indonesia if you are isthe best of the best university than another university in Indonesia

Usram : yes I know I think we can eee I think we can to what you study with meat you I?Lili : of course I want but I dont have family there.Usram : I have family’s house. Why you don’t think to stay in with me?Lili : eee It is great idea. Are you sure?Usram : of course. And let’s go the lunch, let’s go we lunch and talking aboutthat.Lili : okayMonologueKimberly

My name is Kimberly eee I stand I stand up here ask you about my hope. I I hopeeee five years later I will be a doctor because I think if I doctor, I can aroundaround the world and be eeee dut woman eee and if I will be a doctor, I muststudy hard, eee second I must eee I must I must can speak English can speakEnglish. If I will be eee if I take a doctor eee Wassalamu AlaikumWarahmatullahi Wabarakatuh.

Usram

Assalamu Alaikum Wrahmatullahi Wabarakatuh.. My name is Usram you can callme Usram. I in five years later I will be a good friend and and be a doctor becausedoctor is my aspiration.

Third Pair

Conversation

Dinda : Hello IntanIntan : Hello DindaDinda : What are you doing?Intan : I thinking about what I thinking about where I will continue universitylectureDinda : I think you should study in University of IndonesiaIntan : Why you say like that?Dinda : Because in my opinion, University of Indonesia is the most famousuniversity becasue it’s achievement and may be there can more competitive again.Intan : You’re right. If we there, we can get many friend and competitor. Do youwant to stay in my family house in Jakarta and why don’t we study in the sameuniversity?Dinda : Nice idea. There we can study together. Could we go for dinner to talkmore about studying because becasue in Jakarta?Intan : Yes, we could. What time?Dinda : It is 7 pm. Don’t lateIntan : see you tonightDinda : see you

MonologueNur Adinda

Eee Assalamu Alaikum Wrahmatullahi Wabarakatuh. eee my name is Nur Adindafor the five years later, I hope to finish my college and I hope to be teacherbecause I want to sharing that knowledge with other people.

Intan

Eee my name is Intan. I hope I be have I will have new car and I hope I hope be adoctro because I will eee help eee people and aaa I hope eee me and all my friendseee meet here eee meet eee different situation because me and the fer all myfriends eee eee become eee amazing people. Thanks

Fourth Pair

Conversation

Nindy : Hi Tika. How are you?Tika : Hi Nindy. I am fine thank you and you?Nindy : I am fine too, thank you. By the way where you will lecture?Tika : I am don’t know. I am confuse.Nindy : eee I think I think you can study in University of IndonesiaTika : What do you think about University of Indonesia?Nindy : eee In my opinion, eee University of Indonesia is the best university ofIndonesia and have eee and have aaii A predicate.Tika : are you sure? Wooww Okay I will study in University of Indonesia. Eeeby the way where do you stay in Jakarta?Nindy : hahaha I dont have house in JakartaTika : how pity you are Nindy. Would you like to stay in my family house inJakarta and study in the same university?Nindy : Yes, I would. Thank you very much Tika. I feel I will eat. Could we gofor dinner and talk more about studying in Jakarta?Tika : Nice idea . Let’s goMonologueAtika Hardiyanti Syam

My name is Atik Hardiyanti Syam. You can call me Tika. Eee in five years later, II hope English Teacher and I hope to be eee a camerawoman but my mother sayeee I must, I must to be a midwife. If become a midwife can make my motherhappy, Insya Allah I can get it. And the last, I I hope I will make orange house,and I always I always pray Allah SWT.

Nindy Alesha Prengkuan

Eee Assalamu Alaikum Wrahmatullahi Wabarakatuh. eee my name is NindyAlesha Parengkuan. You can call me nindy eee my hope iii my hope is I am

success eee work in the in the office and make happy my parents because I amvery lovely my family. Thank you.

Fifth Pair

Conversation

Nisa : Hi Sifa. Why do you look so confuse?Sifa : I am still confused eee in choo in choosing university.Nisa : mmm I think study you should study in the University of IndonesiaSifa : Why do you think I should study there?Nisa : mmm Because I think university of Indonesia is one of the university ofquality eee in IndonesiaSifa : Great. Would you like to stay in my family house in jakarta and study inthe same university?

Nisa : Yes, I would. Would you go for dinner with me to talk about that about?Sifa : I am very sorry. I have to workNisa : mmm okay bye bye.MonologueNur Annisa Wulandari

My name is Nur Annisa Wulandari. Eee I hope eee for the next five year eee that Icould wear toga head and make money to build eee house eee a house in the villgeof my world Tana Toraja and I want meet with my cousin from my motherbacause I never eee seee they see them. Thanks

St. Fatimah Az Zahrah

My anme is Sitti Fatimah Az Zahrah. I hope to be animators because I like I likewatching animation film and I like watching eh I like making animation. Thankyou.

Sixth Pair

Conversation

Irma : Hello. Where will you continue your study?Daya : I don’t know because I have not found eee eee I have not found the bestmedical college faculty.Irma : eee why you don’t register in University of Indonesia?Daya : University of Indonesia... what do you think about the university?Irma : eee I think the university is very good especilly the medical faculty eeeand and one of best faculty of medical.

Daya : It is very interesting. Mmm I I will register eee I have eee have a familyhouse in Jakarta. Would you stay with me and study in the same university?Irma : eee oh I would. Thanks for your invitation.Daya : You’re welcome.Irma : eee and would you would you dinner with me and to talk and to talkabout the study in Jakarta?Daya : Yes, I would eee what time?Irma : Maybe 8 o’clock.Daya : Yes, Thank you. Eee see you tonight.Irma : See you too.MonologueNurhidayah Syarifuddin

Assalamu Alaikum Warahmatullahi Wabarakatuh. I am very like EnglishLanguage so I hope eee feive years later aiii I have a free course for eee eespecially for the street children because I believe eee English Language will bevery useful for their for their for their live in the future. Wassalamu AlaikumWarahmatullahi Wabarakatuh.

Irma Suriani K

Emm Assalamu Alaikum Wrahmatullahi Wabarakatuh. My name is Irma Surianieee you can call me Irma eee I stay in here eee eee because I I will I will eeeintroduce to you my hope eee I hope I hope in five years later eee I will to be thelaw scholar and scout relation eee and if if I if I will the last scholar eee I eee firstI must to lear with good eee then I I must enter in unniversity in University ofLaw Dpaartment and finally I I can I can I can I can eehh I will ee and finally Iwill I will to be the la scholar yeah thanks.

Seventh Pair

Conversation

Rola : Hi Fadil. What are you doing here?Fadil : Hi Rola. I went searching good university eee for continue my studyRola : eee How about how about you study there University of Indonesia?Fadil : Why you very support me for study there?Rola : I think study there is good because many people beautiful.Fadil : mmm I think I think so. How about you study there with me and stay inmy uncle house?Rola : Yes. It’s good ideaFadil : Why we don’t go to dinner together for to talk more more study inUniversity of Indonesia?Rola : Yes. what time?Fadil : Maybe at 8 8 pm.Rola : eeee yes okay. See you

Fadil : See youMonologueRola Susanto

Assalamu Alaikum WRWB. My anme is Rola Susanto. Eee my hope in five yearslater, I hope to be I want go to the Holy Land and of Mekkah. Yes thank you.

Muh Fadil Al Bilawal

Assalamu Alaikum Wrahmatullahi Wabarakatuh. My name is Muhammad FadilAl Bilawal. My hope in five rest years later, I study in at university of In eeeHasanuddin I guess I wanna be precident. Assalamu Alaikum WrahmatullahiWabarakatuh.

Eighth Pair

Conversation

Arifun : HelloHarun : Hi. Where you wanna continue study?Arifun : I think I will in University of HasanuddinHarun : I feel you better better continuous your eee education of University ofIndonesia with me.Arifun : Why you say that. Give me your opinion.Harun : Because I think University of Indonesia because beautiful lecture.Arifun : Yes. GoodHarun : Yes. Eee we can we can we can study with me eee what you don’t thinkee think stay with me?Arifun : Yes, is good ideaHarun : Let’s go to dinner with meMonologueArifun Nathiq

Assalamu Alaikum Wrahmatullahi Wabarakatuh. My name is Arifun Nathiq and Ihope to be a play footsal proffesional and hope to be best player in the world.

Harun

My name is Harun. I hope in five later will be I will I will be eee I will be eeegood band and and I be eee pilot because pilot is my aspiration.

Ninth Pair

Conversation

Riska : Mini, how about study in University of Indonesia?Mini : What do you think if study there?Riska : I think University of Indonesia is fit for you.Mini : Yes, I will to try to study there. Eee would you like to stay in my familyhouse in Jakarta and study in the same university?Riska : I will to think that. To talk more about studying in Jakarta, can you godinner with me?Mini : Yes, of course.MonologueNur Aminia

My name is Nur aminia eee for for five years later I hope ai will eee eee I hope tobe later and I hope eee I will have eee restaurant and a car.

Riska Nurfitriani

My name is Riska Nur Fitriani. You can call me Ika. Eee fors years for five yearslater eee I hope that I ll study in university with a department with eee departmentthat I like and I hope and I hope I can have woman a woman business.

Tenth Pair

Conversation

Nur : Hi Ainun. I want to ask youAinun : what?Nur : after graduate school. Where you want to furthur study?Ainun : so far, I don’t know.Nur : why why don’t you study in University of Indonesia?Ainun : why you should me study there?Nur : because I think the university is quite famous and I’ll keep I’ll keep yourboyfriendAinun : hahaha true also and I have family in Jakarta. Would you would you liketo stay in my family house and and study in the same university?Nur : mmm why not? Moreover, I could not I could not refuse your invitationand I was not getting a place to stay in Jakarta. By the way, would you like wouldyou like to have dinner with me in a nearly restaurant at 7 for talk more aboutstudying in Jakarta?Ainun : Yes, I would. See you laterNur : Okay. Bye.Ainun : Bye

MonologueNur Ainun

My name is Ainun. Eehhh I hope for five years later, hiihhhh heheheh that I canthat I can eh that I can have job I eh that I like success as nurse and teacher.Makasih

Nur Iinun Dwi Lestari

Hello my full name is Nur Ainun Dwi Lestasri. My nick name is Ainun. I hope tobe a ### and I hope that I will meet my my rich partner thank you.

Eleventh Pair

Conversation

Wahdah : Hi Rahmi. What are you doing?Rahmi : Hi Wahdah. I am busy I am busy to think about to think where Ishould study.Wahdah : I think you should study in ...please apply yourself in Universityof Indonesia.Rahmi : why I should study there?Wahdah : because I think It’s good university and of biggest university inIndonesia.Rahmi : woow, I am so excited. Would you like to stay in my family eeein my family house in Jakarta?Wahdah : oh, It’s a good idea. Eee thanks in advance.Rahmi : would you like to come to come over for dinner tonight to talkabout eee study study in Jakarta?Wahdah : With pleasure. What time?Rahmi : at seven past half pmWahdah : okay see you then.Rahmi : see youMonologueWahdah Anugera Y

Eehhmmm Assalamu Alaikum Wrahmatullahi Wabarakatuh. My name is WahdahAnugera Yusuf, eee my hope in five years later is I hope eee I can finish my studyin Junior High School One Tinggimoncong and eee as fast my study in thedepartment of doctor after that I if I graduate eee I can I can I ke I hope I canmmm eee work in hospital and ee be good doctor eee of course eee its need a eeestudy hard and always praying God. Eee my another hope is eee traveling in NewYork and America and Americe and meet my Hollywood idol like Justin beaber,Arian and Grason Scers. Thats all thank you.

Windawati Jafar

Assalamu Alaikum Wrahmatullahi Wabarakatuh... eee my name is WindawatiJafar. For the five years later. I hope to finish my college and nd get academictittle and then go training I can get eee I an get eee eee I can get I can get eee I canget I can get eee permanent job. Thank you.

Twelfth Pair

Conversation

Nia : HiAnti : HiNia : What you want study in University of Indonesia?Anti : eee why do you want eee why do you want to choose eee to choose thatplace?Nia : eee because please eee very good.Anti : Oh yes, I want. What do you what do you want stay with me and learn atuniversity the same?Nia : yes thanks, but I must I must be to talk my parents. Okay, okay what youeee what you want toeat dinner and speak eee about study in university ofIndonesia?Anti : Yes we ...yes, we couldNia : Okay, bye byeAnti : Bye.MonologueYulianti

My name is Yulianti and my hope and my hope and my hope eee is that I want tobe successful success successful in various various various various eee field. Eeeexpecially in the in the field of education.

Nia

Eee my name is Nia eee my hope eee my my hope I can my hope someday I can Ican makes a doctor and and to own house.

Thirdteenth Pair

Conversation

Aisyah : I think you will better, if if you continue your study in in University ofIndonesia.Aida : Why why do you think I must study there?

Aisyah : eee Because University Indonesia has many eee a success people afterthey graduate from this University and this university is one of of is one of thebest university in Indonesia.Aida : That’s great.Aisyah : and and if we continue eee study our study in a same university inJakarta, you and me eee can stay at family home in Jakarta or you can choosesome ee of university in Jakarta.Aida : Okay. Eee I think we must have dinner talk about it. So, I wait you fordinner at my home tonightMonologueSt. Aisyah Natasya Rahman

Assalamu Alaikum Wrahmatullahi Wabarakatuh. eee my name is Sitti AisyahNatasya Rahman. I hope to be eee architect eee because I want to design my homeand I will have restaurant. Assalamu Alaikum Wrahmatullahi Wabarakatuh

Nur Aida

My name is Nur Aida. eee my my my hope eee I can to be a doctor e because Iwant to I want to I want to I want to help I want to help people the I want to helppeople eee I want to help people people eee to make.

Fourteenth Pair

Conversation

Husnul : I think you better continue your education eee at Univerity inJakartaFika : What’s wrong what’s wrong with University of Indonesia?Husnul : I think eee Indonesia University is not ##### with eee toUniversity abroad but to remain eee most tofamily. Continue education can be abit Indonesia eee also save costs.Fika : Nice idea, I agree. Eee why why you don’t stay why you don’tsaty with me and family in Jakarta and learn together in the same in the sameuniversity?Husnul : Really?Fika : YeahHusnul : Oh, Thank. So would you have dinner with me eee and to talkbout learn in JakartaFika : Okay, Let’s go.MonologueAsfika Nurjannah

Assalamu Alaikum Wrahmatullahi Wabarakatuh. My name is Asfika Nurjannah. Ihope I can become I have be I have I can successfully be become eee my wife.

My wife eeem and and and that and that ###### and that ##### and my my ###happy my parents.

Husnul Munawarah

Eemmm My name is Husnuh Munawarah. Eehm ehm eee my first hope is I wantto to continue my education in Canada because I I am really to feel I am reallywanted to feel snow and I also cannot satnd the hot weather in Makassar. And Ihope I mmchh and I hope tobe successful enterpreneur, ee can do business fromanyone from any country in the world. And my British hope is eee I hope I canmeet Justin Beaber and dinner with him. Eee I know my dream so high but this isme eee. Terima kasih ehh Thank you.

Fifteenth Pair

Conversation

Mirnawati : Hello Mira. How are you?Mirawati : eee Hello Mirna. I am fine.Mirnawati : eee later you will to resume education there where where?Mirawati : mmm I dont knowMirnawati : what about you to to university Indonesia ###Mirawati : eee what do you eee think about University Indonesia?Mirnawati : in my opinion, fasilities university there more eee more excellentand study more along alone nice.Mirawati : oh, very goodMirnawati : what about you to at home in Jakarta and studystudy eee inUniversities Indnesia?Mirawati : Okay, great ideaMirnawati : would you like to resturant for dinner this please to disscuss eeeabout education Universities Indonesia?Mirawati : eee nice idea, Let’s goMirnawati : Let’s go.MonologueMirnawati

Assalamu Alaikum Wrahmatullahi Wabarakatuh. my name is Mirnawati I hope tobe a doctor specialist lung because eee I I because to wish to wish to help ###Makasih

Mirawati

Eee Assalamu Alaikum Wrahmatullahi Wabarakatuh. eee My name is Mirawatieee I hope someday ee I can make a restaurant eee because I want I want to earn### own income.

Sixteenteh Pair

Conversation

Agus : University of Indonesia is the best of universityFriend : Yes I yes I know. Would you eee study what there?Agus : It is a good idea. I don’t have I don’t have family thereFriend : I have family yooo I have family yooo in we there.Agus : Okay let’s go. We go the garden in talking about thatMonologueAguswandi

Assalamu Alaikum Wrahmatullahi Wabarakatuh. My name is Aguswandi. I hopeto be asking fotbal eee I live in Tanete. I I hope eee I hope are ##### where tosecond to life life eee very eee very eee eee #### Allah Subhana Wataala.Assalamu Alaikum Wrahmatullahi Wabarakatuh.

THE TRANSCRIBE OF PRE-TEST

First Pair.

Conversation

Hany : Good morning PutriPutri : Good morning honeyHany : How are you?Putri : Fine thank you and you?Hany : Would you like something to drink? Maybe tea or coffee orwhatelse?Putri : No thanks.Hany : Do you want to watch the Snow White and the Hansmen movie tthe cinema?Putri : I think I can.Hany : Okay. Lets go. What do you think about Snow White and theHansmen move?Putri : mmm I think I dont like.Hany : mmm How about My Idiot Brothers Movie? You want to watchit?Putri : Thats a good idea. Lets go.MonologueSt. Marjan Ahsani Ardan

My name is Siti Marjan Ahsani Ardan. My hope is can be success and I hope Ican touch my aspiration

Putri Nur Kaimuddin

Assalamu Alaikum Warahmatullahi Wabarakatuh. My name is Putri Nurkaimuddin, my hope is can be success in the future, make my parents happy andmake their proud of me.

Second Pair

Conversation

Usram : Assalamu Alaikum. Assalamu Alaikum KimberlyLili : eehh Walaikum Salam eh Usram. Please enter in my home.Usram : Yes thank you.Lili : Sit down please.Usram : yes OkayLili : Do you like a tea?Usram : Yes I like

Lili : eee wait I will make a tea. Please UsramUsram : Yes I drink.Lili : eee Usram would you watch a movie with me?Usram : What is the movie?Lili : I think horrors horrors movie?Usram : I don’t like that movie.Lili : So.Usram :How about the action movieLili : Okay fix.Usram : OkayMonologueUsram

Assalamu Alaikum Warahmatullahi Wabarakatuh. My name is Usram, I hope... Ihope eee happy I hope I happy my father and my mother and i hope eee the bestplayer football in the world.

Kimberly

Eee good morning everybody. Nice to meet you. My name is Kimberly, you cancall me Lyli. I hope we proof my country, your country and our country andnothing difference in Indonesian nation. Just that. Wassalamu AlaikumWarahmatullahi Wabarakatuh

Third Pair

Conversation

Intan : Hello Dinda. What are you doing?Dinda : Hello Intan. I am reading a book. Please come in.Intan : Yes thank youDinda : Intan do you want drink something?Intan : Yes I want.Dinda : Today I have the plan to the cinema. Do you want to join me to thecinema?Intan : Yes, Of course.Dinda : How about the horrors movie?Intan : mmm I am sorry Dinda I don’t like the horrors movie. Eee how about thecartoons movie?Dinda : eee the good idea Intan, eee please wit me I want to prepare myselfIntan : Yes, Okay.

MonologueIntan

Assalamu Alaikum Warahmatullahi Wabarakatuh. My name is Intan. Eee I hopeee i can my parents is happy and smile because she see me be eee the successpeople. Thanks.

Nur Adinda

Assalamu Alaikum Warahmatullahi Wabarakatuh. My name is Nur Adinda. Ihope I can make my parents happy and I hope I can I can become the goodteacher.

Fourth Pair

Conversation

Nindy : Hi Tika. Good morning.Tika : Morning eee Nindy enter in my home eee would you like drink a milk?Nindy : eee yes I wouldTika : eem are you busy now?Nindy : no I am notTika : oh okay, eee how about we go to the cinema?Nindy : eee good like... good idea let’s go.Tika : do you like Harry Potter?Nindy : ooo do ood no I don’t likeTika : so?Nindy : how about watching Twilight?Tika : oh okay Let’s go.MonologueAtika Hardianti Syam

Good morning everyone. Eee my name is Atka Hardianti Syam. You can call meTika. Eee I hope in this year aaa I can join eee competition of LCC Empat Pilareee and in the future, I will make my my parents happy and proud and eee and Iwanna be english techer like Sir Fadli and huhuhu and the last I will make orangehouse. Thank you.

Nindy Alesya Parengkuan

Assalamu Alaikum Warahmatullahi Wabarakatuh. Morning guys. My name isNindy Alesya Parengkuan. I hope I can success and make my parents happy.Thank you.

Fifth Pair

Conversation

Sahra : Assalamu Alaikum. Assalamu Alaikum Nisa.Nisa : Walaikum SalamSahra : What are you doing?Nisa : eee i have cooking cake. Eee Let’s watch movie at cinemaSahra : eee yes I do agreeNisa : If me, I want watch eee Assalamu Alaikuum Beijing cinema ee movie eeyou want?Sahra : I don’t like. I don’t like that movieNisa : eee why you don’t like?Sahra : eee how about eee Stand By Me Doraemon Movie?Nisa : eee Stand By Stand By Doraemon ee yeah Let’s go I want go I yes. EeeStand By Doraemon eee yeh i like to.MonologueNur Annisa Wulandari

Assalamu Alaikum Warahmatullahi Wabarakatuh. My name is Nur AnnisaWulandarii. I hope ee for now I hope today better than yesterday and I hope I canmeet my brother when he birthday.

St. Fatimah As Sahrah

Assalamu Alaikum Warahmatullahi Wabarakatuh. My name is Siti Fatimah AsSahrah and my hope is to the succes of the love and after live and capable oflooking parents.

Sixth Pair

Conversation

Daya : Assalamu Alaikum IrmaIrma : Walaikum Salam Daya.Daya : Hey what are you doing?Irma : eee I just reading a book. Ee please come.Daya : Thank youIrma : Sit downDaya : YesIrma : eee Shall I bring you some drink?Daya : mmm no thank you.Irma : eee let’s go Let go to the cinema to watch the movie.Daya : oh good idea IrmaIrma : eee whats whats your opinion about the Conjuring?Daya : The Conjuring I mmm I don’t like that movie because that movie is veryscary

Irma : So?Daya : eee how about the Pee MateIrma : Okay let’s go.

MonologueNurhidayah Syarifuddin

Assalamu Alaikum Warahmatullahi Wabarakatuh. My name is NurhidayahSyarifuddin. I hope eee I I want make my parents happy and I can become doctor.

Irma Suriani K

Assalamu Alaikum Warahmatullahi Wabarakatuh. And good morning everybody.let me introduce my name and my hope. Eee my name is Irma Suraini you can eeyou can call me irma. I hope i hope i can will make ee I I can will eee make myparent happy and I will I will I will become ee I will become the law scholar.

Seventh Pair

Conversation

Rola : Hi Fadil. How are you?Fadil : Hallo Rola. I am fine.Rola : What are you doing?Fadil : I am reading eee comic. Do you want to watch eee Cinderella Movie?What do you think about Cinderellah ehh iya Cinderella Movie?Rola : eee Cinderella movie eee Cnderella movie not good because eee becauseeee movie movie movie girl. I think we can watch Hulk Movie.MonologueRola Susanto

Assalamu Alaikum Warahmatullahi Wabarakatuh. My name is Rola Susanto. Ihope I will be professional fotball player.

Muh Fadil Al Bilawal

Assalamu Alaikum Warahmatullahi Wabarakatuh. My name is Muh Fadil AlBilawal. My hope is I can be smart.

Eighth Pair

Conversation

Harun : Hi Arifun. What are you doing?Arifun : I am reading. Eee do you want to some to drink?Harun : Yes

Arifun : I want invite you to watch movie at cinemaHarun : yesArifun : How about the movi e of Spiderman?Harun : Sorry ee I dont like the movie. How about Harry Potter the movieto watch?Arifun : Yes.MonologueHarun

Assalamu Alaikum Warahmatullahi Wabarakatuh. My name is Harun. I hope myschool will the best and I will be success.

Arifun Nathiq

Assalamu Alaikum Warahmatullahi Wabarakatuh. My name is Arifun Nathiq andI hope I I can make my parents happy and I hope I can success.

Ninth Pair

Conversation

Aminia: Assalamu Alaikum Putri.Riska : Walaikum Salam.Aminia: What are you doing?Riska : Just reading abook. Shall Shall I bring you some tea?Aminia: eee yes because I am tired.Riska : mmm do you want to eh please come in.Aminia: yes thank youRiska : eee do you want to follow me to watch movie at cinema?Aminia: what movie?Riska : eee hos do you think about Insidious Part 2?Aminia: Sorry I don’t like the movie.Riska : why can?Aminia: because I am afraid. Eee how about Assalamu Alaikum Beijing?Riska : eee yes, of course. I like it.MonologueRiska Nurfitriani

Assalamu Alaikum Warahmatullahi Wabarakatuh. My name is Riska Nurfitriani,I hope is to make my parents happy and successsful course in the future.

Nur Aminia

Assalamu Alaikum Warahmatullahi Wabarakatuh. My name is Nur Amini. eee Ihope I become the succes woman in the future.

Tenth Pair

Conversation

Nur : Asssalamuu AlaikumAinun : Walaikum SalamNur : How are you Ainun?Ainun : I am fine. Thank you, and you?Nur : I am fine to thank you.Ainun : Come in please ehh please come in. Do you want to drink?Nur : Yes please, I want to tea. Let’s go to cinemaAinun : YesNur : I have a new film do you want to watch Marry Riana Movie?Ainun : Sorry, I don’t like the movie.Nur : yeeaaa do you have suggestion? Do you have suggestion another movieto watch?Ainun : I want to The Hunger Games 3Nur : OkayMonologueNur Ainun Dwi Lestari W

Hello everybody. maaa my name is Nur Ainun Dwi Lestari. I hope of a smallcountry which which is visited friends my husband and my little my little my mychildren my children later and being a woman and being a woman which visiblefor home alone.

Nur Ainun

Assalamu Alaikum Warahmatullahi Wabarakatuh. Hello guys, my name is NurAinun. I have I have make ehh i have make ehh I want make my parents happy.

Eleventh Pair

Coversation

Winda : Assalamu Alaikum. Hi Winda.Wahdah : Walaikum Salam. Hi Rahmi. Come in and please sit down. Doyou wanna drink eee do you wanna drink eee do you wanna drink something? Atea maybe?Winda : Yes please.Wahdah : Do you wanna go to Cinema to watch movie? I think eee Minionsis good movie.Winda : I dont like the movie because thats a children movie.Wahdah : So?Winda : eee How about Assalamu Alaikum Beijing? Eee I think its a goodmovie eee and motivate us.Wahdah : Okay we go to cinema at 5 pm

Winda : Okay.MonologueWahdah Anugera Y

Assalamu Alaikum Warahmatullahi Wabarakatuh. My name is Wahdah AnugrahYusuf, eee my hope is make my parents happy and proud of me.

Windawati Jafar

Assalamu Alaikum Warahmatullahi Wabarakatuh. Eee Good Morning All eee,My name is Windawati Jafar. I hope eee I can the best for everyone.

Twelfth Pair

Conversation

Yulianti : Hi NiaNia : HiYulianti : eee What you wish drink tea this?Nia : Yes PleaseYulianti : What you wish to bioskop to to watch movie?Nia : I dont like to I dont like to the movieYulianti : SoNia : I suggest I suggest nother movie to watch pm 05:00MonologueYulianti

My name is ... My name is Yulianti and my hope make make my parents happy.

Nia

Assalamu Alaikum Warahmatullahi Wabarakatuh. My name is Nia I hope makemake my parents happy and and success

Thirdteenth Pair

Conversation

St. Aisya : Hello Ida,eee what do you to drink teh?Ida : NotSt. Aisya : how about the to ee apa a Batman?Ida : No because I don’t not ee don’t not eee Batman.St. Aisya : eee what your ee Cinderella?Ida : eee yes.

MonologueSt. Aisyah Natasyah Rahman

Assalamu Alaikum Warahmatullahi Wabarakatuh. My name is St. AisyahNatasyah Rahman. I hope can happy my two parents and success.

Nur Aida

Assalamu Alaikum Warahmatullahi Wabarakatuh. My name is nur aida. I hope Ican make happy parents and and became become become people the success,

Fourteenth Pair

Conversation

Husnul : Hello Fika. What are you doing?Asfika : Hi Wana. Hi Wana I... I am reading book. You? Eee sayamengambil minum. Saya mengambil drink. Eee lets. Lets go to the movie. Eh letsgo to the... Spiderman. SpidermanHusnul : But I dont like ee action movie eee what about eee Never SayNever Movie?MonologueAsfika NurjannahAssalamu Alaikum Warahmatullahi Wabarakatuh. My name is Asfika Nurjannah.You can kel you can call me fika. I hope I can make happy parents and successpeople.Husnul MunawarahAssalamu Alaikum Warahmatullahi Wabarakatuh. My name is HusnulMunawarah. I hope I can make my parents happy and I can successfulenterprenuer.

Fiftneeth Pair

Conversation

Mirnawati : Hello Dewi. How are you?Friend : Hello Mira I am fine. eee fine.Mirnawati : whats you eee what you to house?Friend : yesMirnawati : what you to house?Friend : eeeMirnawati : watching to the to the movie... wonder wonder disney... what youto wonder disney to movie to wonder disney?Friend : yesMirnawati : what you opinion to the wonder disney?

Friend : apa?Mirnawati : I need suggestion and the movie entertainment entertainment.MonologueMirnawati

Assalamu Alaikum Warahmatullahi Wabarakatuh. My name is. I hope my I have Ihope can my parents happy to the to the success in innss in study.

Sixteenth Pair

Conversation

Mirawati : Hi Agus. Eee what are you doing?Aguswandi : I offer I offer you some drink... invites you to once I think. Youask opinion about the eating crabMirawati : I am sorry Agus I dont like the eating crab because I eee becauseI eee alergy eee I suggest I suggest another eee eee pasta to lunchMonologueMirawati

Assalamu Alaikum Warahmatullahi Wabarakatuh. Eee my name is Mirawati eee Ihope is I I want to be eee I want to be eee teacher.

Aguswandi

My name is Aguswandi, I live in Tanete. I hope I hope basket in swimming. I Ihope I hope play basket in swimming.

Appendix C

INSTRUMENT

Speaking Test:

A. Pre-Test

1. Make a dialogue by using offer, invitation, opinion and suggestion

expressions based on the situation below!

Situation: You visit your friend’s house. He/she offers you some drinks.

Then, he/she invites you to watch a movie at the cinema. You

ask him/her opinion about the movie that you will watch but you

don’t like it when he/she tells you about it. Finally, you suggest

another movie to watch.

2. Think about you biggest hope now. Explain the reason why and how will

you get that?

B. Post-Test

1. Make a dialogue by using offer, invitation, opinion and suggestion

expressions based on the situation below!

Situation: Your classmate suggests you to study in University of

Indonesia. Ask him/her opinion the reason why you should

study there. You are feeling excited. Then, you invite your

friend to stay in your family house in Jakarta and study in the

same university. Finally, your friend invites you for dinner to

talk more about studying in Jakarta.

2. Think about you biggest hope in 5 years later. Explain the reason why and

how will you get that?

Appendix B

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Satuan Pendidikan : SMA Negeri 1 Tinggimoncong

Kelas/Semester : XI/1

Mata Pelajaran : Bahasa Inggris

Topik : Keteladanan tentang perilaku peduli, kerjasama dan

proaktif

Pertemuan :1-2

Waktu : 4 x 45 menit

A. Kompetensi Inti

1. Menghayati dan mengamalkan ajaran agama yang dianutnya

2. Menghayati dan mengamalkan perilaku jujur, disiplin, tanggung jawab,

peduli (gotong royong, kerjasama, toleran, damai), santun, responsive dan

pro-aktif dan menunjukkan sikap sebagai bagian dari solusi atas berbagai

permasalahan dalam berinteraksi secara efektif dengan lingkungan social

dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam

pergaulan dunia

3. Memahami, menerapkan, menganalisis pengetahuan factual, konseptual,

procedural dan metakognitif 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 procedural pada

bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk

memecahkan masalah

4. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak

terkait dengan pengembangan dari yang dipelajarinya di sekolah secara

mandiri, bertindak secara efektif dan kreatif, serta mampu mengggunakan

metoda sesuai kaidah keilmuan

B. Kompetensi Dasar

1.1.Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa

pengantar komunikasi International yang diwujudkan dalam semangat

belajar

2.1.Menunjukkan perilaku santun dan peduli dalam melaksanakan

komunikasi interpersonal dengan guru dan teman

3.1. Menganalisis fungsi social, struktur teks, dan unsur kebahasaan pada

ungkapan memberi saran dan tawaran, serta responnya, sesuai dengan

konteks penggunaannya

4.1. Menyusun teks lisan dan tulis untuk menyatakan, menanyakan, dan

merespon ungkapan memberi saran dan tawaran, dengan memperhatikan

fungsi social, struktur teks, dan unsure kebahasaan yang benar dan sesuai

konteks

C. Indikator

1. Identifying what is offer and suggestion

2. Differentiating between offer and suggestion

3. Offering based on context properly

4. Responding to an offer properly

5. Giving suggestion based on context properly

6. Responding suggestion properly

D. Tujuan

1. Students are able to identify what is offer and suggestion

2. Students are able to differentiate between offer and suggestion

3. Students are able to offer based on context properly

4. Students are able to respond to an offer properly

5. Students are able to give suggestion based on context properly

6. Students are able to respond suggestion properly

E. Materi

Offer is when we give our help to other people. It can be in terms of food,

money, solution and friendship. It can be taken or refused. Here are some of the

most common expressions:

Making Offers Accepting Declining

Can I help you?Yes, please. I really

appreciate it.

It’s okay. I can do it

myself

Shall I bring you some

tea?

Thank you. It is very

kind of you.No, thank you.

How about I help you

with this?

Yes, please, that

would be very kind

of you.

Don’t worry I will do

it myself.

Can I take you home?Thank you, I

appreciate your help.

That’s alright, I will

manage on my own.

Suggest means to present a suggestion that is to introduce or propose an

idea or a plan for consideration. These are how we suggest:

Making Suggestions Accepting Declining

Let’s go to the

cinema.Yes, let’s go.

No, thank you. I do not

feel like going.

Why don’t you do

your homework

before going out?

Ok, I will.

Sorry, I think I will go

out first and then do

my homework.

How about going to

Sam’s place first and

then to the

supermarket?

Yes, Let’s go. It is a

good idea.

No, let’s just go to the

supermarket.

I think you should go

and meet her.Ok, if you say so.

Sorry I can’t. I have

previous engagement.

F. Model/Metode Pembelajaran

Elicitation Technique

G. Kegiatan Pembelajaran

1. Kegiatan Pendahuluan (10 menit)

a. Guru masuk ke kelas dan langsung menyapa menggunakan bahasa Inggris

agar English Environment dapat langsung tercipta dipertemuan pertama

b. Guru dapat menggunakan kalimat “Good morning, students”.

c. Pastikan peserta didik merespon dengan menjawab kembali “good morning,

Teacher/ Sir/ Mam”.

d. Jika peserta didik belum merespon, jangan dulu melanjutkan pelajaran

e. Jika memungkinkan, guru dapat bertanya ke beberapa anak secara individual

untuk memastikan bahwa peserta didik dapat merespon perkataan guru

f. Guru mengisi agenda mengajar dan mengabsen siswa

g. Guru memberikan pertanyaan berupa materi yang sudah disampaikan

sebelumnya

h. Guru menyampaikan tujuan dan manfaat pembelajaran

2. Kegiatan Inti (70 menit)

a. Mengamati

1) Siswa menyimak/ mendengarkan ungkapan memberi saran dan tawaran

dan responnya dengan (ucapan, tekanan kata, intonasi, ejaan) yang

tepat, serta sikap santun dan peduli

2) Siswa mencoba menirukan pengucapannya dan menuliskan ungkpan

yang digunakan

3) Siswa belajar mengambil giliran dalam melakukan tindak komunikasi

b. Mempertanyakan

1) Siswa diberi kesempatan untuk mengajukan pertanyaan yang terkait

dengan ungkapan yang digunakan untuk memberi saran dan tawaran

2) Siswa diarahkan untuk mengajukan pertanyaan tentang penggunaan

unsur kebahasaan dan tindakan komunikatif memberi saran dan tawaran

dan responnya

c. Mengeksplorasi

1) Siswa secara mandiri mencari pengetahuan tambahan tentang tujuan,

ungkapan, dan unsur kebahasaan yang digunakan dalam ungkapan

memberi tawaran dan meresponnya

2) Siswa berlatih menggunakan ungkapan tersebut

3) Siswa berlatih mengambil giliran dan menggunakan kesantunan dalam

berkomunikasi

d. Mengasosiasi

1) Siswa menganalisis ungkapan untuk menyatakan, memberi, dan

menerima saran dan tawaran dengan mengelompokkannya berdasarkan

penggunaan

2) Dalam kerja kelompok terbimbing, siswa membandingkan ungkapan

memberi saran dan tawaran dan responnya yang lain dan mengaitkan

dengan berbagai ekspresi yang mungkin digunakan, sesuai konteks

penggunaannya

3) Siswa memperoleh balikan (feedback) dari guru dan teman tentang setiap

yang disampaikan dalam kerja kelompok

4) Siswa membandingkan cara mengambil giliran dan merespon dengan

yang diperoleh dari sumber lain

e. Mengkomunikasikan

1) Siswa bermain peran memberi saran dan tawaran serta responnya

2) Siswa menggunakan ungkapan-ungkapan memberi saran dan tawaran

dalam konteks komunikasi yang wajar di dalam dan di luar kelas, dalam

bentuk percakapan/simulasi dengan memperhatikan fungsi social,

ungkapan, dan unsur kebahasaan serta strategi yang benar dan sesuai

dengan konteks

3) Siswa membuat ‘learning journal’

3. Kegiatan Penutup (10 menit)

a. Guru memberikan pertanyaan untuk mengetahui apakah siswa sudah

memahami topic tentang ungkapan-ungkapan memberi saran dan tawaran

b. Siswa diminta membuat kesimpulan pembelajaran pada pertemuan ini

c. Siswa diberi tugas untuk membaca berbagai sumber, mencatat,

mengerjakan latihan unsur-unsur bahasa yang sudah diterangkan.

H. Alat/Media Pembelajaran

1. Papan tulis

2. Spidol

3. Kertas gambar

I. Sumber Pembelajaran

1. Kamus manual dan elektronik

2. Buku bahasa Inggris yang relevan

3. Conversation sheet

J. Penilaian Hasil Belajar

1. Penilaian Sikap : Berupa penilaian diri dalam minat belajar

kelompok

2. Penilaian : Tes lisan

3. Penilaian Keterampilan : Penugasan Project

K. Instrumen Penilaian Hasil Belajar : Terlampir

Lampiran : Conversation sheet

Makassar, November 2014

Mahasiswa


10535 4646 10

Lampiran

Conversation sheet

Dialogue 1: Offering

Mr Bean is in the staff room at school. He is making a cup of coffee.

Miss Smith comes in

Mr Bean : Hello, Miss Smith. Would you like a cup of coffee? I'm just

making some.

Miss Smith : Oh, yes please, that would be lovely. With milk and sugar please.

Mr Bean makes the coffee

Mr Bean : Here you are.

Miss Smith : Thank you.

Dialogue 2: Suggesting

Brian and Smith are talking about plan to do after the class end.

Brian : Let’s go to the cinema.

Smith : No, thank you. I don’t feel like going.

Brian : Why? We have no more class left. Come on.

Smith : I am feeling tired. Anyway, why don’t you do your homework

before going out?

Brian : Okay, I will.


(RPP)

SatuanPendidikan : SMA Negeri 1 Tinggimoncong




proaktif

Pertemuan : 3


A. Kompetensi Inti







pergaulan dunia







memecahkan masalah





B. Kompetensi Dasar

1.1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai

bahasa pengantar komunikasi

2.2. Mengembangkan perilaku jujur, disiplin, percaya diri, dan bertanggung

jawab dalam melaksanakan komunikasi transaksional dengan guru dan

teman

3.2. Menganalisis fungsi social, struktur teks, dan unsure kebahasaan pada

ungkapan menyatakan pendapat dan pikiran, sesuai dengan konteks

penggunaannya

4.2. Menyusun teks lisan dan tulis untuk menyatakan dan merespon ungkapan

menyatakan pendapat dan pikiran, dengan memperhatikan fungsi social,

struktur teks, dan unsure kebahasaan, benar dan sesuai konteks

C. Indikator

1. Identifying opinion

2. Asking for other’s opinion properly

3. Giving opinion properly

D. Tujuan

1. Students are able to identify opinion

2. Students are able to ask for other’s opinion properly

3. Students are able to give opinion properly

E. Materi

An opinion is the way you feel or think about something. Our opinion

about something or someone is based on our perspective. Whenever we give or

express our opinion is important to give reasoning or an example to support our

opinion.

Making Opinions Accepting Declining

I think ....

We believe ....

I reckon ....

I doubt ....

I assume ....

As far as I am

concerned ....

Some people believe ...

What I mean is ....

In my opinion ...

Personally, I think ....

In my experience ....

Would like to point out

that ....

I think so.

Of course.

That’s a good point.

Neither do I.

I agree, I never

thought of that.

This is absolutely

right.

I couldn’t agree

more.

I agree with what

you are saying but

have you ever…

I am sorry, I don’t

agree with you.

I am not sure I agree

with you.

I don’t agree with you.

I am afraid I have to

disagree with you.

I don’t believe that.

I disagree with you.

I think you are wrong.

That’s not the same

thing at all.











e. Jika memungknkan, guru dapat bertanya ke beberapa anak secara individual




sebelumnya



a. Mengamati

1) Siswa mendengarkan/menonton interaksi menyatakan pendapat dan

pikiran serta responnya

2) Siswa mengikuti interaksi menyatakan pendapat dan pikiran

3) Siswa menirukan model interaksi menyatakan pendapat dan pikiran

4) Dengan bimbingan dan arahan guru, siswa mengidentifikasi ciri-ciri

interaksi menyatakan pendapat dan pikiran (fungsi social, struktur teks,

dan unsure kebahasaan)

b. Mempertanyakan

Siswa diberi kesempatan untuk mengajukan pertanyaan yang terkait dengan

perbedaan ungkapan yang digunakan untuk menyatakan pendapat dan

pikiran dalam bahasa Inggris, perbedaan ungkapan dengan yang ada dalam

bahasa Indonesia, kemungkinan menggunakan ungkapan lain, dsb

c. Mengeksplorasi

Siswa menyatakan pendapat dan pikiran dengan bahasa Inggris dalam

konteks simulasi, role-play, dan kegiatan lain yang terstruktur

d. Mengasosiasi

1) Siswa membandingkan ungkapan menyatakan pendapat dan pikiran yang

telah dipelajari dengan yang ada disumber lain

2) Siswa membandingkan antara ungkapan dalam bahasa Inggris dan bahasa

siswa


1) Siswa menyatakan pikiran dan pendapat dengan bahasa Inggris, di dalam

dan di luar kelas

2) Siswa menuliskan permasalahan dalam menggunakan bahasa Inggris

untuk menyatakan pendapat dan pikiran dalam jurnal belajar (learning

journal)



memahami topic tentang ungkapan-ungkapan menyatakan pendapat dan

pikiran





1. Papan Tulis

2. Spidol




3. Conversation sheet.



kelompok

2. Penilaian : Tes Lisan



Lampiran : Conversation sheet


Mahasiswa


10535 4646 10

Lampiran

Conversation sheet

Dialogue: Opinion

Andi are accompanying Pian to go shopping at department store.

Pian : Andi, what do you think about this blue jeans?

Andi : I think it’s wonderful with you.

Pian : How about the black one?

Andi : I prefer to the blue jeans. Why don’t you it?

Pian : That’s a good idea.


(RPP)





proaktif

Pertemuan : 4-5


A. Kompetensi Inti







pergaulan dunia







memecahkan masalah





B. Kompetensi Dasar

1.1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai

bahasa pengantar komunikasi

2.1.Mengembangkan perilaku santun dan peduli dalam melaksanakan

komunikasi antar pribadi dengan guru dan teman

3.1. Menganalisis fungsisosial, struktur teks, dan unsur kebahasaan pada

ungkapan harapan dan doa bersayap (extended), sesuai dengan konteks

penggunaannya

4.1. Menyusun teks lisan dan tulis untuk menyatakan dan merespon ungkapan

harapan dan doa, bersayap (extended) dengan memperhatikan fungsi

social, struktur teks, dan unsur kebahasaan, yang benar dan sesuai

konteks

C. Indikator

1. Identifying hopes/dreams in context

2. Talking about their hope/dreams for the future.

D. Tujuan

1. Students are able to identify hopes/dreams in context

2. Students are able to talk about their hope/dreams for the future.

E. Materi

Hope is something that we want to happen and we work very hard for it to

happen. But we are not sure whether it will happen or not and something we can’t

do anything about it.

These are some expressions of hope:

Expressions of hope

I hope that I will wake up early everyday

I hope that I will be fluent in English

I hope that I will be able to realize dreams of my parents

I hope to be more confident

I hope to be kind and emphatic

I hope to be more helpful

I hope not to be rude and impolite

I hope not to be careless

I hope not to be angry











e. Jika memungkinkan, guru dapat bertanya ke beberapa anak secara individual




sebelumnya



a. Mengamati

1)Siswa mendengarkan/menonton interaksi ungkapan harapan dan doa

2) Siswa mengikuti interaksi harapan dan doa

3) Siswa menirukan model interaksi harapan dan doa

4) Siswa mengidentifikasi ciri-ciri interaksi harapan dan doa (fungsi

social, struktur teks, dan unsur kebahasaan)

b. Mempertanyakan

Siswa diberi kesempatan untuk mengajukan antara lain perbedaan antar

berbagai ungkapan harapan dan doa dalam bahasa Inggris, perbedaan

ungkapan dengan yang ada dalam bahasa Indonesia, kemungkinan

menggunkan ungkapan lain,dsb

c. Mengeksplorasi

Siswa menyatakan harapan dan doa dengan bahasa Inggris dalam konteks

simulasi, role-play, dan kegiatan lain yang terstruktur

d. Mengasosiasi

1) Siswa membandingkan ungkapan harapan dan doa yang telah dipelajari

dengan yang ada di berbagai sumber lain

2) Siswa membandingkan antara ungkapan dalam bahasa Inggris dan dalam

bahasa siswa


1) Siswa menyatakan harapan dan doa dalam bahasa Inggris, di dalam dan

diluar kelas

2) Siswa menuliskan permasalahan penggunaan ungkapan harapan dan doa

dalam bahasa Inggris dalam jurnal belajar (learning journal)



memahami topic tentang ungkapan-ungkapan harapan dan doa





1. Papan tulis

2. Spidol







kelompok




Lampiran : Conversation Sheet


Mahasiswa


10535 4646 10

Lampiran

Conversation sheet

Dialogue: Hope

Pian and Abdi are talking about their hope in learning English.

Abdi : Tell me why do you study English very hard?

Pian : well, I do hope I will be fluent in English so that I cancommunicate with people from other countries.

Abdi : I agree, I have the same reason. I hope I will be fluent in Englishso that I can make friends with people from other countries.

Pian : How about study abroad?

Abdi : I hope that I will study at Oxford University like my elderbrother. How about you?

Pian : Wow that cool. I hope I can study at Cambridge University. Iheard a lot about that University. It’s awesome.

Abdi : Yeah, you’re right.


(RPP)





proaktif

Pertemuan : 6


A. Kompetensi Inti







pergaulan dunia







memecahkan masalah





B. Kompetensi Dasar

1.1.Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa

pengantar komunikasi International yang diwujudkan dalam semangat

belajar

2.3. Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta

damai, dalam melaksanakan komunikasi fungsional

3.4. Menganalisis fungsi social, struktur teks, dan unsur kebahasaan dari teks

undangan resmi, sesuai dengan konteks penggunaannya

4.4. Menangkap makna teks undangan resmi

4.5. Menyunting undangan resmi dengan memperhatikan fungsi social,

struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks

4.6. Menyusun teks tulis undangan resmi, dengan memperhatikan fungsi

social, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks

C. Indikator

Telling the information that students get from a formal invitation

D. Tujuan

Students are able to tell the information that students get from a formal

invitation

E. Materi

Invitation is a spoken or written request for someone’s presence or

participation. It’s an act of inviting.

Expressions of

InvitationAccepting Declining

-Could you come to

my party?

-Would you mind

coming over on

Saturday night?

-Can you…?

-Why don’t you join

me for lunch/dinner?

-Would you come

with me to the cinema

tomorrow?

-Thank you for your

invitation, I’ll be

happy to come.

-That’s very kind of

you.

-That’s sounds

wonderful, I’ll be

happy to join.

-I would love to go

with you.

-Certainly, I’d love

to go.

-Thank you but I am

sorry, I am afraid I

can’t.

-Thank you for your

invitation but I don’t

think I can make it.

-I’d love to but I can’t.

I have other plans to

do.


you, but I’m afraid my

schedule is booked up

all next Saturday.











e. Jika memungknkan, guru dapat bertanya ke beberapa anak secara individual




sebelumnya



a. Mengamati

1) Siswa mendengarkan berbagai ungkapan yang digunakan guru dalam

mengundang secara resmi dari berbagai sumber

2) Siswa berlatih menetukan gagasan utama, dan informasi rinci

3) Siswa membacakan contoh-contoh teks mengundang tersebut dengan

ucapan, intonasi, tekanan kata, dengan benar dan lancar

4) Siswa menyalin contoh-contoh teks undangan resmi sesuai dengan

aslinya agar menangkap isi, format dan tata letak penulisan

b. Mempertanyakan

1) Siswa diberi kesempatan untuk mempertanyakan tujuan, struktur dan

kebahasaan yang digunakan dalam mengundang secara resmi

2) Siswa memperoleh pengetahuan tambahan tentang tujuan, struktur teks,

dan unsur kebahasaan dalam mengundang secara resmi

c. Mengeksplorasi

Siswa secara mandiri dan kelompok mencari contoh undangan yang lain

dari berbagai sumber

d. Mengasosiasi

1) Siswa menganalisis berbagai macam undangan terkait dengan tujuan,

struktur teks, dan unsur kebahasaan, dilihat dari segi ketepatan,

efisiensi, efektivitasnya

2) Secara berkelompok siswa mendiskusikan siswa mendiskusikan

ungkapan yang mereka temukan dari sumber lain

3) Siswa menyunting undang yang diambil dari berbagai sumber

4) Siswa memperoleh balikan (feedback) dari guru dan teman tentang fungsi

social dan unsur kebahasaan yang di sampaikan dalam kerja kelompok


1) Siswa melengkapi teks undangan resmi dan menyampaikannya di depan

guru dan teman untuk mendapat feedback

2) Siswa berkreasi dalam membuat klipping undangan resmi

3) Siswa menyunting undang yang diambil dari berbagai sumber

4) Dengan menggunakan multimedia, siswa membuat kartu undangan

5) Siswa memperoleh penguatan dari guru dan teman sejawat



memahami topik tentang ungkapan-ungkapan yang digunakan dalam

undangan resmi





1. Papan tulis

2. Spidol

3. Invitation Latter







kelompok




Lampiran : Conversation Sheet


Mahasiswa


10535 4646 10

Lampiran

Conversation Sheet

Dialogue: Invitation

Andi invites Tyler for having lunch.

Andi : Hey, what’s up?

Tyler : I am good, how are you?

Andi : I am good. Do you want to go out later?

Tyler : Sure! Where do you want to go?

Andi : May be we can get some lunch

Tyler : sure! That sounds good

SILABUS SMA/MA

Mata Pelajaran : BAHASA INGGRIS-WAJIBKelas : XIKompetensi Inti :

KI 1: Menghayati dan mengamalkan ajaran agama yang dianutnyaKI 2: Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukan 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 pergaulandunia

KI 3: Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural dan metakognitif berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, danhumaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidangkajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah.

KI 4: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, bertindak secara efektif dan kreatif,serta mampu menggunakan metoda sesuai kaidah keilmuan

Kompetensi Dasar Materi Pokok Pembelajaran Penilaian AlokasiWaktu Sumber Belajar

1.1 Mensyukuri kesempatandapat mempelajaribahasa Inggris sebagaibahasa pengantarkomunikasi Internationalyang diwujudkan dalamsemangat belajar

2.1 Menunjukkan perilakusantun dan peduli dalammelaksanakankomunikasi interpersonaldengan guru dan teman.

3.1 Menganalisis fungsisosial, struktur teks, danunsur kebahasaan padaungkapan memberi sarandan tawaran, serta

Teks lisan dan tulisuntuk memberi sarandan tawaran danresponnyaFungsi Sosial Menjaga hubungan

interpersonal denganguru, teman, danorang lain

Terbiasamenggunakanungkapan memberisaran dan tawaran

Mengamati Siswa menyimak/ mendengarkan ungkapan

memberi saran dan tawaran dan responnyadengan (ucapan, tekanan kata, intonasi, ejaan)yang tepat, serta sikap santun dan peduli.

Siswa mencoba menirukan pengucapannya danmenuliskan ungkapan yang digunakan.

Siswa belajar mengambil giliran dalam melakukantindak komunikasi

Mempertanyakan (questioning) Dengan pertanyaan pengarah dari guru, siswa

mempertanyakan:- Fungsi sosial

KRITERIA PENILAIAN: Tingkat ketercapaian fungsi

sosial memberi saran dantawaran dan responnya

Tingkat kelengkapan dankeruntutan struktur teksmemberi saran dan tawarandan responnya

Tingkat ketepatan unsurkebahasaan: tata bahasa,kosa kata, ucapan, tekanankata, intonasi

Kesesuaian format penulisan/penyampaian

2 x 2jp CD/ Audio/ VCD

Koran/ majalahberbahasa Inggris

Sumber dariinternet:- www.dailyenglish.

com- http://americanen

glish.state.gov/files/ae/resource_files- http://learnenglish.

britishcouncil.org/en/


responnya, sesuaidengan kontekspenggunaannya

4.1 Menyusun teks lisan dantulis untuk menyatakan,menanyakan, danmerespon ungkapanmemberi saran dantawaran, denganmemperhatikan fungsisosial, struktur teks, danunsur kebahasaan yangbenar dan sesuai konteks

dan meresponnya

UngkapanSaran dan tawaran:

Why don’t you…What about …?You should …You can ….Do you need ….?

Unsur kebahasaan(1) Ucapan, tekanan

kata, intonasi,(2) Rujukan kata

TopikKeteladanan tentangperilaku peduli,kerjasama, dan proaktif

- Ungkapan yang digunakan untuk memberi sarandan tawaran- Penggunaan unsur kebahasaan dari tindakan

komunikatif memberi saran dan tawaran danresponnya.

Mengeksplorasi

Siswa secara mandiri mencari pengetahuantambahan tentang tujuan, ungkapan, dan unsurkebahasaan yang digunakan dalam ungkapanmemberi dan dan tawaran dan meresponnya

Siswa berlatih menggunakan ungkapan tersebut Siswa berlatih mengambil giliran dan menggunakan

kesantunan dalam berkomunikasi

Mengasosiasi Siswa menganalisis ungkapan untuk menyatakan,

memberi, dan menerima saran dan tawarandengan mengelompokannya berdasarkanpenggunaan.

Dalam kerja kelompok terbimbing, siswamembandingkan ungkapan memberi saran dantawaran dan responnya yang lain danmengaitkan dengan berbagai ekspresi yangmungkin digunakan, sesuai kontekspenggunaannya.

Siswa memperoleh balikan (feedback) dari gurudan teman tentang setiap yang dia sampaikandalam kerja kelompok.

Siswa membandingkan cara mengambil giliran danmerespon dengan yang diperoleh dari sumber lain

CARA PENILAIAN:Unjuk kerja Bermain peran (role play)

dalam bentuk interaksi yangberisi pernyataan danpertanyaan tentang memberisaran dan tawaran danresponnya .

Ketepatan menggunakanstruktur dan unsurkebahasaan dalam memberisaran dan tawaran sertaresponnya

Pengamatan (observations): Upaya menggunakan

bahasa Inggris untukmemberi saran dan tawarandan responnya ketikamuncul kesempatan.

Kesungguhan siswa dalamproses pembelajaran disetiap tahapan.

Kesantunan dankepedulian dalammelaksanakan komunikasi


Mengkomunikasikan Siswa bermain peran memberi saran dan

tawaran serta responnya Siswa menggunakan ungkapan-ungkapan

memberi saran dan tawaran dalam kontekskomunikasi yang wajar di dalam dan di luarkelas,dalam bentuk percakapan/simulasidengan memperhatikanfungsi sosial,ungkapan, dan unsur kebahasaan serta strategiyang benar dan sesuai dengan konteks.

Siswa membuat ‘learning journal’

1.1 Mensyukuri kesempatandapat mempelajari bahasaInggris sebagai bahasapengantar komunikasiInternational

2.2. Mengembangkanperilaku jujur, disiplin,percaya diri, danbertanggung jawabdalam melaksanakankomunikasi transaksionaldengan guru dan teman.

3.2. Menganalisis fungsisosial, struktur teks, danunsur kebahasaan padaungkapan menyatakanpendapat dan pikiran,sesuai dengan kontekspenggunaannya.

Teks lisan dan tulisuntuk menyatakanpendapat dan pikiranserta responnya

Fungsi Sosial Menjaga hubungan

interpersonal denganguru, teman, dan oranglain

Ungkapanmenyatakanpendapat/pikiranI think …I suppose...In my opinion …

Mengamati Siswa mendengarkan/menonton interaksi

menyatakan pendapat dan pikiran serta responnya

Siswa mengikuti interaksi menyatakan pendapatdan pikiran

Siswa menirukan model interaksi menyatakanpendapat dan pikiran

Dengan bimbingan dan arahan guru, siswamengidentifikasi ciri-ciri interaksi menyatakanpendapat dan pikiran (fungsi sosial, struktur teks,dan unsur kebahasaan).

Mempertanyakan (questioning) Dengan bimbingan dan arahan guru, siswa

mempertanyakan antara lain perbedaan berbagaiungkapan menyatakan pendapat dan pikirandalam bahasa Inggris, perbedaan ungkapandengan yang ada dalam bahasa Indonesia,


social ungkapan menyatakanpendapat dan pikiran

Tingkat kelengkapan dankeruntutan struktur teksungkapan menyatakanpendapat dan pikiran



CARA PENILAIAN:Unjuk kerja

2 x 2 JP CD/ Audio/ VCD







4.2. Menyusun teks lisan dantulis untuk menyatakandan merespon ungkapanmenyatakan pendapatdan pikiran, denganmemperhatikan fungsisosial, struktur teks, danunsur kebahasaan, benardan sesuai konteks.

Unsur KebahasaanUcapan, tekanan kata,intonasi

kemungkinan menggunakan ungkapan lain, dsb.MengeksplorasiSiswa menyatakan pendapat dan pikiran denganbahasa Inggris dalam konteks simulasi, role-play, dankegiatan lain yang terstruktur.Mengasosiasi Siswa membandingkan ungkapan menyatakan

pendapat dan pikiran yang telah dipelajari denganyang ada di berbagai sumber lain.

Siswa membandingkan antara ungkapan dalambahasa Inggris dan dalam bahasa siswa.

Mengkomunikasikan Siswa menyatakan pikiran dan pendapat dengan

bahasa Inggris, di dalam dan di luar kelas.

Siswa menuliskan permasalahan dalammenggunakan bahasa Inggris untuk menyatakanpendapat dan pikiran dalam jurnal belajar (learningjournal).

Bermain peran (role play)dalam bentuk interaksi yangberisi pernyataan danpertanyaan tentangungkapan menyatakanpendapat dan pikiran.

Ketepatan menggunakanstruktur dan unsurkebahasaan dalammenyatakan pendapat danpikiran serta responnya


bahasa Inggris untukmenyatakan danmenanyakan pendapat ataupikiran ketika munculkesempatan.



Berperilaku jujur, disiplin,percaya diri, danbertanggung jawab dalammelaksanakan komunikasi


1.1.Mensyukuri kesempatandapat mempelajaribahasa Inggris sebagaibahasa pengantarkomunikasi International

2.1.Mengembangkan perilakusantun dan peduli dalammelaksanakankomunikasi antar pribadidengan guru dan teman.

3.3 Menganalisis fungsisosial, struktur teks, danunsur kebahasaan padaungkapan harapan dandoa bersayap (extended),sesuai dengan kontekspenggunaannya

4.3 Menyusun teks lisan dantulis untuk menyatakandan merespon ungkapanharapan dan doa,bersayap (extended)dengan memperhatikanfungsi sosial, strukturteks, dan unsurkebahasaan, yang benardan sesuai konteks

Teks lisan dan tulisuntuk menyatakanharapan dan doa sertaresponnya

Fungsi sosial:Menjaga hubunganinterpersonal denganguru, teman, dan oranglain

Ungkapan:

harapan dan doa- I hope …- I wish you all the

best. Thank you.

Unsur kebahasaan:Ucapan, tekanan kata,

intonasi

Mengamati Siswa mendengarkan/menonton interaksi ungkapan

harapan dan doa

Siswa mengikuti interaksi harapan dan doa

Siswa menirukan model interaksi harapan dan doa

Dengan bimbingan dan arahan guru, siswamengidentifikasi ciri-ciri interaksi harapan dan doa.(fungsi sosial, struktur teks, dan unsurkebahasaan).

Mempertanyakan (questioning)Dengan bimbingan dan arahan guru, siswamempertanyakan antara lain perbedaan antarberbagai ungkapan harapan dan doa dalam bahasaInggris, perbedaan ungkapan dengan yang ada dalambahasa Indonesia, kemungkinan menggunakanungkapan lain, dsb.

MengeksplorasiSiswa menyatakan harapan dan doa dengan bahasaInggris dalam konteks simulasi, role-play, dankegiatan lain yang terstruktur.Mengasosiasi Siswa membandingkan ungkapan harapan dan

doa yang telah dipelajari dengan yang ada diberbagai sumber lain.

Siswa membandingkan antara ungkapan dalambahasa Inggris dan dalam bahasa siswa.


social ungkapan menyatakanharapan dan doa

Tingkat kelengkapan dankeruntutan struktur teksungkapan menyatakanharapan dan doa bersayap



CARA PENILAIAN:Unjuk kerja Bermain peran (role play)

dalam bentuk interaksi yangberisi pernyataan danpertanyaan tentangungkapan menyatakanharapan dan doa bersayap

Ketepatan dan kesesuaianmenggunakan struktur danunsur kebahasaan dalammenyatakan harapan dandoa serta responnya.









Mengkomunikasikan Siswa menyatakan harapan dan doa dalam

bahasa Inggris, di dalam dan di luar kelas.

Siswa menuliskan permasalahan penggunaanungkapan harapan dan doa dalam bahasa Inggrisdalam jurnal belajar (learning journal).

bahasa Inggris untukmenyatakan harapan dandoa ketika munculkesempatan.



1.1 Mensyukurikesempatan dapatmempelajari bahasaInggris sebagai bahasapengantar komunikasiInternational yangdiwujudkan dalamsemangat belajar

2.3 Menunjukkankan perilakutanggung jawab, peduli,kerjasama, dan cintadamai, dalammelaksanakankomunikasi fungsional

3.4 Menganalisis fungsisosial, struktur teks, danunsur kebahasaan dariteks undangan resmi,sesuai dengan kontekspenggunaannya

Teks khusus, lisan dantulis, berbentukundangan resmisederhanaFungsi Sosial

Menjagahubungantransaksional denganorang lain

StrukturSalutation- Will/ Couid you

come with me tothe exhibition?- Is it possible for

you to attend mybirthday partyr?

Closing

Mengamati Siswa mendengarkan berbagai ungkapan

yang digunakan guru dalam mengundangsecara resmi dari berbagai sumber (a.l. mediamassa, internet).

Siswa berlatih menentukan gagasan utama,dan informasi rinci

Siswa membacakan contoh-contoh teksmengundang tersebut dengan ucapan,intonasi, tekanan kata, dengan benar danlancar.

Siswa menyalin contoh-contoh teks undanganresmi sesuai dengan aslinya agar menangkapisi, format dan tata letak penulisan.

Mempertanyakan (questioning) Dengan pertanyaan pengarah dari guru siswa

terpancing untuk mempertanyakan tujuan;struktur dan kebahasaan yang digunakan

Kriteria penilaian: Pencapaian fungsi sosial

Kelengkapan dan keruntutanstruktur teks

Ketepatan unsur kebahasaan:tata bahasa, kosa kata,ucapan, tekanan kata,intonasi, ejaan, dan tulisantangan


Cara Penilaian:Unjuk kerja

Melakukan role-play(bermain peran)mengundang secara resmi

Ketepatan dan kesesuaianmenggunakan struktur dan

3 x 2 JP Berbagaiundangan dalambahasa Inggris

CD/ Audio/ VCD







4.4 Menangkap makna teksundangan resmi.

4.5 Menyunting undanganresmi denganmemperhatikan fungsisosial, struktur teks, danunsur kebahasaan yangbenar dan sesuaikonteks.

4.6 Menyusun teks tulisundangan resmi, denganmemperhatikan fungsisosial, struktur teks, danunsur kebahasaan yangbenar dan sesuaikonteks.

Unsur kebahasaan:(1) Kata dan tata bahasa

baku(2) Ejaan dan tulisan

tangan dan cetakyang jelas dan rapi.

(3) Ucapan, tekanankata, intonasi, ketikamempresentasikansecara lisan

(4) Layout(5) Rujukan kata

dalam mengundang secara resmi. Siswa memperoleh pengetahuan tambahan

tentang tujuan, struktur teks, dan unsurkebahasaan dalam mengundang secararesmi.

Mengeksplorasi Siswa secara mandiri dan dalam kelompok

mencari contoh undangan yang lain dariberbagai sumber

Siswa

Mengasosiasi Siswa menganalisis berbagai macam

undangan terkait dengan tujuan, struktur teks,dan unsur kebahasaan, dilihat dari segiketepatan, efisienci, efektivitasnya.

Secara berkelompok siswa mendiskusikanungkapan yang mereka temukan dari sumber lain.

Siswa menyunting undang yang diambil dariberbagai sumber

Siswa memperoleh balikan (feedback) dari gurudan teman tentang fungsi sosial dan unsurkebahasaan yang di sampaikan dalam kerjakelompok

Mengkomunikasikan Siswa melengkapi teks undangan resmi dan

menyampaikannya di depan guru dan temanuntuk mendapat feedback.

unsur kebahasaan dalammenyampaikan undangansecara resmi

Pengamatan (observationsBukan penilaian formal sepertites, tetapi untuk tujuan memberibalikan.Sasaran penilaian adalah:

Perilaku tanggung jawab,peduli, kerjasama, dan cintadamai, dalam melaksanakankomunikasi

Kesungguhan siswa dalamproses pembelajaran di setiaptahapan.

Ketepatan dan kesesuaiandalam menyampaikan danmenulis teks berisi undanganresmi

Ketepatan dan kesesuaianmenggunakan strategi dalammembaca

Portofolio Kumpulan catatan kemajuan

belajar berupa catatan ataurekaman monolog.

Kumpulan karya siswa yangmendukung proses penulisan


Siswa berkreasi dalam membuat klipingundangan resmi

Siswa menyunting undang yang diambil dariberbagai sumber

Dengan menggunakan multimedia, siswamembuat kartu undangan

Siswa memperoleh penguatan dari guru danteman sejawat

teks undangan resmi berupa:draft, revisi, editing sampaihasil terbaik untuk dipublikasi

Kumpulan hasil tes danlatihan.

Penilaian Diri dan PenilaianSejawatBentuk: diary, jurnal, formatkhusus, komentar, atau bentukpenilaian lain

1.1 Mensyukuri kesempatandapat mempelajaribahasa Inggris sebagaibahasa pengantarkomunikasi internasionalyang diwujudkan dalamsemangat belajar

2.3. Menunjukkankan perilakutanggung jawab, peduli,kerjasama, dan cintadamai, dalammelaksanakankomunikasi fungsional.

3.5 Menganalisis fungsisosial, struktur teks, danunsur kebahasaan dariteks surat pribadi, sesuaidengan kontekspenggunaannya

4.7 Menangkap makna teks

Surat pribadisederhana

Fungsi SosialMenjalin hubungandengan bertegur sapadan memberi kabarpribadi kepada temansecara tertulisMemberi informasikepada teman

StrukturDateSalutation: Dear ....Opening paragraph:Greetings danmengabarkan keadaansekarang dan apa yangsedang dilakukan

Mengamati Siswa memperhatikan berbagai surat pribadi

yang digunakan guru dari berbagai sumber(a.l. media massa, internet).

Siswa membacakan contoh-contoh suratpribadi tersebut dengan ucapan, intonasi,tekanan kata, dengan benar dan lancar.

Siswa menyalin contoh-contoh tersebutsesuai dengan aslinya agar menangkap isi,format dan tata letak penulisan.

Siswa berlatih menentukan gagasan utama,dan informasi rinci

Mempertanyakan (questioning) Dengan pertanyaan pengarahan dari guru

siswa terpancing untuk mempertanyakan- Fungsi Sosial;- Struktur- Unsur kebahasaan yang digunakan dalam

surat pribadi.

Kriteria penilaian:

Tingkat ketercapaian fungsisosial dalam menyampaikansurat pribadi

Tingkat kelengkapan dankeruntutan struktur teks surat

Tingkat ketepatan unsurkebahasaan: tata bahasa,kosa kata, ejaan, dan tulisantangan


Cara Penilaian:Pengamatan (observasi) Upaya menggunakan

Bahasa Inggris dalammenulis surat pribadi








surat pribadi.4.8 Menyusun teks surat

pribadi, denganmemperhatikan fungsisosial, struktur teks, danunsur kebahasaan yangbenar dan sesuai konteks

Content: Mengabarkanhal yang sudah/ akanterjaditClosing: Menutup suratdengan harapan untukbertemu kembaliSignatureUnsur kebahasaan: Kata dan tata bahasa

baku

Ejaan dan tulisantangan dan cetak yangjelas dan rapi.

Ucapan, tekanan kata,intonasi, ketikamempresentasikansecara lisan

Rujukan kata

simple present, simplepast, ejaan, ucapan,intonasi, tekanan kata,tanda baca, dan tulisantangan yang jelas danrapi

Siswa mempertanyakan cara menetukangagasan utama, dan informasi rinci daninformasi tertentu

Mengeksplorasi Siswa secara mandiri dan dalam kelompok

mencari contoh surat pribadi yang lain dariberbagai sumber

Siswa berdiskusi menentukan gagasanutama, dan informasi rinci dan informasitertentu

Siswa menyusun paragraph-paragraf pendekmenjadi surat pribadi.

Mengasosiasi Siswa menganalisis berbagai macam surat

pribadi terkait dengan tujuan, struktur teks,dan unsur kebahasaan, dilihat dari segiketepatan, efisienci, efektivitasnya.

Siswa memperoleh balikan (feedback) dari gurudan teman tentang fungsi sosial dan unsurkebahasaan yang sampaikan dalam surat pribadi

Komunikasi Siswa melengkapi surat pribadi sederhana

dan menyampaikannya di depan guru danteman untuk mendapat feedback.

Siswa berkreasi dalam menuliskan suratpribadi kepada teman/ guru

Siswa memperoleh penguatan dari guru

Kesungguhan siswa dalamproses pembelajaran dalamsetiap tahapan




belajar

Kumpulan karya siswa yangmendukung proses penulisansurat pribadi, berupa: draft,revisi, editing sampai hasilterbaik untuk dipublikasi


Catatan atau rekamanpenilaian diri dan penilaiansejawat, berupa komentaratau cara penilaian lainnya



2.3 Mengembangkan perilakutanggung jawab, peduli,kerjasama, dan cintadamai, dalammelaksanakankomunikasi fungsional

3.6 Menganalisis fungsisosial, struktur teks, danunsur kebahasaan dariteks prosedur berbentukmanual dan kiat-kiat(tips), sesuai dengankonteks penggunaannya.

4.9 Menangkap makna teksprosedur, lisan dan tulis,berbentuk manual dankiat-kiat (tips).

4.10 Menyunting teksprosedur berbentukmanual dan kiat-kiat(tips), denganmemperhatikan fungsisosial, struktur teks, danunsur kebahasaan yangbenar dan sesuai

teks prosedurberbentuk manualdan kiat-kiat (tips)

Tujuan komunikasi :

menyelesaikanpekerjaan, secaralengkap dan urut.

Strukturmenyebutkanbahan/bagian daribenda yang dipaparkansecara lengkap, sertadaftar langkah yangdilakukan

Unsur Kebahasaan

simple present tense

imperative,

Nomor yangmenyatakan urutan

kata keterangan

ejaan, ucapan,intonasi, tekanankata, tanda baca,tulisan tangan yangjelas dan rapi.

Mengamati Siswa membaca/ membacakan/ mendengarkan

berbagai macam manual dan tip.

Siswa mengamati tujuan komunikasi, struktur, danunsur kebahasaan dari teks prosedur yangmembaca, membacakan, menonton, danmendengarkan

Mempertanyakan Dengan pertanyaan pengarah dari guru, siswa

mempertanyakan tujuan komunikasi, struktur, danunsur kebahasaan dari teks prosedur

Mengeksplorasi Siswa berlatih menggunakan kalimat imperative

dalam memberikan tip secara lisan dan tulis

Siswa membacakan manual dan tip kepadateman dengan menggunakan unsur kebahasaanyang tepat

Secara individu siswa menyalin beberapa tips

Mengasosiasi Siswa membandingkan beberapa manual dan tips

Dalam kerja kelompok terbimbing siswamembahas tentang masalah yang dihadapi padasaat membaca, mendengarkan, dan menuliskanmanual dan tips dengan fokus pada tujuankomunikasi, struktur, dan unsur kebahasaan.

Siswa memperoleh balikan (feedback) dari gurudan teman tentang setiap permasalahan yangdisampaikan dalam kerja kelompok.

Kriteria penilaian:

Pencapaian fungsi sosial

Kelengkapan dan keruntutanstruktur teks prosedur

Ketepatan unsurkebahasaan: tata bahasa,kosa kata, ucapan, tekanankata, intonasi, ejaan, dantulisan tangan

Kesesuaian formatpenulisan/ penyampaian

Pengamatan (observations)Tujuan untuk memberi balikan.Sasaran penilaian adalah:


Kesungguhan siswa dalamproses pembelajaran disetiap tahapan


belajar berupa catatan ataurekaman monolog teksprosedur berbentuk manualdan tips

Kumpulan karya siswa yangmendukung proses

4 x 2 JP Manual dariberbagai produk

CD/ Audio/ VCD







konteks. Mengkomunikasikan Siswa mempresentasikan beberapa tips yang

disalin dari beberapa sumber

Siswa membuat jurnal belajar (learning journal)

penyuntingan teks prosedur. Kumpulan hasil tes dan

latihan.Penilaian Diri dan PenilaianSejawatBentuk: diary, jurnal, formatkhusus, komentar, atau bentukpenilaian lain


2.2 Mengembangkan perilakujujur, disiplin, percaya diri,dan bertanggung jawabdalam melaksanakankomunikasi transaksionaldengan guru dan teman.

3.7 Menganalisis fungsisosial, struktur teks, danunsur kebahasaan untukmenyatakan danmenanyakan tentangtindakan/kegiatan/kejadian tanpa perlumenyebutkan pelakunyadalam teks ilmiah, sesuaidengan konteks

Tindakan/kegiatan/kejadian tanpa perlumenyebutkanpelakunya(Passive Voice)

Fungsi Sosialmenyatakan danmenanyakan tentangtindakan/kegiatan/kejadian tanpa perlumenyebutkan pelakunya

Struktur Teks

Insects are considereddangerous animals.Tsunami is caused byearthquake affecting theseabed.

Unsur kebahasaan

Kata kerja be (is/ am/are/ was/ were) danverb 3rd form.

MENGAMATI

Siswa mendengarkan dan membaca banyakkalimat Passive, dalam berbagai konteks.

Siswa mengikuti interaksi tentangtindakan/kegiatan/kejadian tanpa perlumenyebutkan pelakunya selama prosespembelajaran, dengan bimbingan guru.

Siswa menirukan contoh-contoh kalimat yangmenyatakan dan menanyakan struktur Passive

Dengan bimbingan dan arahan guru, siswamengidentifikasi ciri-ciri kalimat yang menyatakandan menanyakan kalimat Passive (fungsi sosial,struktur teks, dan unsur kebahasaan).

MEMPERTANYAKAN

Dengan bimbingan dan arahan guru, siswamempertanyakan antara lain perbedaan antarberbagai kalimat Passive yang ada dalam bahasaInggris, perbedaan ungkapan dalam bahasa Inggrisdengan yang ada dalam bahasa Indonesia,kemungkinan menggunakan ungkapan lain, dsb.

EKSPERIMEN (Explore)

Kriteria penilaian:





Cara Penilaian:Pengamatan (observations):Bukan penilaian formal sepertites, tetapi untuk tujuan memberibalikan.Sasaran penilaian adalah:

Perilaku jujur, disiplin,percaya diri, danbertanggung jawab dalam


Koran/ majalahberbahasaInggris



glish.state.gov/files/ae/resource_files- http://learnenglish

.britishcouncil.org/en/


penggunaannya.4.11 Menyusun teks lisan dan

tulis, untuk menyatakandan menanyakan tentangtindakan/kegiatan/kejadian tanpa perlumenyebutkan pelakunyadalam teks ilmiah,dengan memperhatikanfungsi sosial, strukturteks, dan unsurkebahasaan yang benardan sesuai konteks

tata bahasa,ucapan, tekanankata, intonasi, ejaan,tanda baca, tulisantangan dan cetakyang jelas dan rapi.

TopikBerbagai hal terkaitdengan kejadian/kegiatan/ tindakanilmiah yang tanpa perlumelibatkan pelakunya

a. Siswa bertanya jawab dengan kalimat Passivedalam bahasa Inggris dalam konteks simulasidan kegiatan lain yang terstruktur.

b. Siswa berusaha menyatakan dan menanyakandalam bentuk passive dalam bahasa Inggrisdalam proses pembelajaran.

MENGASOSIASI

Siswa membandingkan kalimat passive yangtelah dipelajari dengan kalimat aktive.

Siswa membandingkan antara kalimat passivedalam bahasa Inggris dengan bahasa ibu ataubahasa Indonesia.

KOMUNIKASI

Siswa bertanya jawab dengan kalimat passivedalam bahasa Inggris, di dalam dan di luar kelas.

Siswa berkreasi dengan tulisan ilmiah merekadengan kalimat passive

Siswa menuliskan permasalahan dalammenggunakan bahasa Inggris untuk menyatakandan menanyakan kalimat passive dalam jurnalbelajarnya.

melaksanakan komunikasi

Ketepatan dan kesesuaiandalam menyampaikan danmenulis teks dalam bentukpassive


Portofolio Kumpulan karya siswa yang

mencerminkan hasil ataucapaian belajar


Catatan penilaian diri danpenilaian sejawat, berupakomentar atau cara penilaianlainnya


2.2 Mengembangkanperilaku

Pengandaian jikaterjadi suatukeadaan/kejadian/peristiwa di waktu yangakan datangConditional Sentence

Fungsi Sosial

MENGAMATI

Siswa mendengarkan dan membaca banyakkalimat pengandaian, dalam berbagai konteks.

Siswa mengikuti interaksi tentang pengandaianjika terjadi suatu keadaan/kejadian/peristiwa diwaktu yang akan datang selama prosespembelajaran, dengan bimbingan guru.

Kriteria penilaian:



Ketepatan unsur kebahasaan:tata bahasa, kosa kata,ucapan, tekanan kata,





jujur, disiplin, percaya diri,dan bertanggung jawabdalam melaksanakankomunikasi transaksionaldengan guru dan teman.

3.8 Menganalisis fungsisosial, struktur teks, danunsur kebahasaan untukmenyatakan danmenanyakan tentangpengandaian jika terjadisuatukeadaan/kejadian/peristiwa di waktu yang akandatang, sesuai dengankonteks penggunaannya.

4.12 Menyusun teks lisan dantulis untuk menyatakandan menanyakan tentangpengandaian jika terjadisuatukeadaan/kejadian/peristiwa di waktu yang akandatang, denganmemperhatikan fungsisosial, struktur teks, danunsur kebahasaan yangbenar dan sesuai konteks

Menyatakan danmenanyakan tentangpengandaian jika terjadisuatukeadaan/kejadian/peristiwa di waktu yang akandatang

Struktur Teks

- If teenagers eat toomuch fast food, theycan easily becomeoverweight.

- If you excerciseregularly, you will getthe benefit physicallyand mentally

Unsur Kebahasaan

- If Clauses dalamsimple present- Main Clause dengan

modals can/ willTopik:

Berbagai hal terkaitdengan mengandaikankeadaan/ kejadian/peristiwa diwaktu yangakan datang

Siswa menirukan contoh-contoh kalimat yangmenyatakan dan menanyakan pengandaian.

Dengan bimbingan dan arahan guru, siswamengidentifikasi ciri-ciri kalimat yang menyatakandan menanyakan pengandaian (fungsi sosial,struktur teks, dan unsur kebahasaan).

MEMPERTANYAKAN

Dengan bimbingan dan arahan guru, siswamempertanyakan antara lain perbedaan antarberbagai pengandaian yang ada dalam bahasaInggris, perbedaan ungkapan dalam bahasa Inggrisdengan yang ada dalam bahasa Indonesia,kemungkinan menggunakan ungkapan lain, dsb.

Mengeksplorasi Siswa menyatakan dan menanyakan pengandaian

dalam bahasa Inggris dalam konteks simulasi, role-play, dan kegiatan lain yang terstruktur.

Siswa berusaha menyatakan danmenanyakantentang pengandaian jika terjadi suatukeadaan/ kejadian/ peristiwa di waktu yang akandatang dalam bahasa Inggris selama prosespembelajaran.

Mengasosiasi Siswa membandingkan ungkapan pengandaian

yang telah dipelajari dengan ungkapan-ungkapanlainnya.

Siswa membandingkan antara ungkapanpengandaian dalam bahasa Inggris denganungkapan keharusan dalam bahasa ibu atau

intonasi, ejaan, dan tulisantangan

Kesesuaian formatpenulisan/ penyampaian

Cara Penilaian:Pengamatan (observations):Bukan penilaian formal sepertites, tetapi untuk tujuan memberibalikan.Sasaran penilaian adalah:

Perilaku jujur, disiplin,percaya diri, danbertanggung jawab dalammelaksanakan komunikasi

Ketepatan dan kesesuaiandalam menyampaikan danmenulis teks dalam bentukpengandaian/ If clause


Portofolio Kumpulan karya siswa yang

mencerminkan hasil ataucapaian belajar


Catatan penilaian diri dan





bahasa Indonesia.Mengkomunikasikan Siswa menyatakan dan menanyakan pengandaian

dalam bahasa Inggris, di dalam dan di luar kelas.

Siswa berkreasi dengan imajinasi mereka dalamteks pengandaian

Siswa menuliskan permasalahan dalammenggunakan pengandaian dalam bahasa Inggrisuntuk menyatakan dan menanyakan pengandaiandalam jurnal belajarnya.

penilaian sejawat, berupakomentar atau cara penilaianlainnya.


2.3 Menunjukkan perilakutanggung jawab, peduli,kerjasama, dan cintadamai, dalammelaksanakankomunikasi fungsional

3.9 Menganalisis strukturteks dan unsurkebahasaan untukmelaksanakan fungsisosial teks ilmiah faktual(factual report ) denganmenyatakan dan

Teks ilmiah faktual(factual report) lisandan tulis sederhanatentang benda,binatang dangejala/peristiwa alam,

Fungsi sosial- Mengamati alam- Menulis paparan

ilmiah mengenaibenda,binatang dangejal/ peristiwa alam

Struktur- Klasifikasi Umum

tentang binatang/benda yang ditulis,e.g.Slow loris is a

Mengamati Siswa menyimak berbagai contoh/ film ilmiah

pendek yang disediakan

Siswa mengamati fungsi sosial, struktur dan unsurkebahasaan teks ilmiah faktual

Siswa berlatih menentukan gagasan utama,dan informasi rinci dan informasi tertentu

Mempertanyakan (questioning)

Dengan pertanyaan pengarah dari guru, siswaterpancing untuk mempertanyakan tujuan, struktur,dan unsur kebahasaan yang digunakan dalampaparan tersebut.

Siswa mempertanyakan cara menemukan gagasanpokok, informasi rinci dari teks faktual report.

MengeksplorasiSiswa mendengarkan/ membaca/membacakan teksilmiah faktual dengan membandingkan berbagai teks

Kriteria penilaian:


Kelengkapan dan keruntutanstruktur teks ilmiah faktual



Pengamatan (observations):Bukan penilaian formal sepertites, tetapi untuk tujuan memberibalikan.

Berperilaku tanggung jawab,peduli, kerjasama, dan cintadamai, dalam melaksanakan








menanyakan tentang teksilmiah faktual tentangorang, binatang, benda,gejala dan peristiwa alamdan sosial, sederhana,sesuai dengan kontekspembelajaran dipelajaran lain di Kelas XI

4.13 Menangkap maknadalam teks ilmiah faktual(factual report), lisan dantulis, sederhana, tentangorang, binatang, benda,gejala dan peristiwa alamdan sosial, terkait denganmata pelajaran lain diKelas XI.

mammal. It is foundin ... It is a nocturnalanimal. It is verysmall with ....

- Penggambaranmengenai bagian,sifat dan tingkahlakunya

Unsur kebahasaan- Simple Present- Kata kerja yang

menggambarkanbinatang/ benda/gejala alam

- Kata sifat- Berbagai kata benda

terkait denganbenda/ binatang/gejala alam yangdiamati

- ejaan, tanda baca,dan tulisan tangandan cetak yang jelasdan rapi.

- Rujukan kata

report dengan memperhatikan tujuan, struktur, danunsur kebahasaan yang benar dan sesuai dengankonteks.Mengasosiasi Dalam kerja kelompok terbimbing siswa

menganalisis struktur dan unsur bahasa yang adadalam beberapa teks report.

Siswa mengelompokkan struktur, fungsi sosial danunsur kebahasaan teks berdasarkanpenggunaannya.

Siswa memperoleh balikan (feedback) dari gurudan teman tentang hasil analis tentang fungsisosial, struktur, dan unsur kebahasaan dari teksberita yang disampaikan dalam kerja kelompok

Komunikasi

Siswa menyalin teks report yangdidapatkannya tentang benda, binatang dangejala alam atau peristiwa lain yang terkaitdengan mata pelajaran lain danmembacakannya di kelas

Siswa menyampaikan laporan berupa catatan(note taking) dari hasil membaca beberapa teksilmiah faktual.

Membuat learning journal dalam pembelajaranini.

Pada saat yang sama, antar siswa melakukanpenilaian sejawat, tentang teks report yangdihasilkan

komunikasi

Ketepatan dan kesesuaiandalam menyampaikan danmenulis teks ilmiah faktual




belajar



Penilaian Diri dan PenilaianSejawatBentuk: diary, jurnal, formatkhusus, komentar, atau bentukpenilaian lain



2.3 Menunjukkan perilakutanggung jawab, peduli,kerjasama, dan cintadamai, dalammelaksanakankomunikasi fungsional

3.10 Menganalisis fungsisosial, struktur teks, danunsur kebahasaan dariteks eksposisi analitistentang topik yanghangat dibicarakanumum, sesuai dengankonteks penggunaannya.

4.14 Menangkap maknadalam teks eksposisianalitis tentang topikyang hangat dibicarakanumum

Teks eksposisi analitisFungsi Sosial

Menyatakan pendapattentang topik yanghangat dibicarakansecara bertanggungjawab

Struktur teksa. Menyebutkan pokok

permasalahanterhadap sesuatuyang hangatdibicarakan

b. Menyebutkanpandangan /pendapat mengenaihal tersebut besertailustrasi sebagaipendukung

c. Diakhiri dengankesimpulan yangmenyatakan kembalipendapat terhadaphal tersebut

Unsur Kebahasaan:- Kalimat Simple Present- Conditional Clauses- Modals

Mengamati Siswa menyimak berbagai contoh teks eksposisi

analisis yang diberikan/ diperdengarkan guru

Siswa mengamati fungsi sosial, struktur dan unsurkebahasaannya

Siswa belajar menemukan gagasan utama,informasi rinci dan informasi tertentu dari tekseksposisi analitis


mempertanyakan antara lain perbedaan antarberbagai teks eksposisi yang ada dalam bahasaInggris, Siswa mempertanyakan gagasan utama,informasi rinci dan informasi tertentu

Mengeksplorasi Siswa mencari beberapa text eksposisi analitis

dari berbagai sumber.

Siswa berlatih menemukan gagasan utama,informasi rinci dan informasi tertentu

Siswa secara berkelompok menuliskan /menyalinteks eksposisi analitis dengan memperhatikanfungsi sosial, struktur, dan unsur kebahasaandengan runtut

Siswa membacakan teks eksposisi kepada temandengan menggunakan unsur kebahasaan yangtepat

Kriteria penilaian:


Kelengkapan dan keruntutanstruktur teks eksposisi analitis



Pengamatan (observations):Bukan penilaian formal sepertites, tetapi untuk tujuan memberibalikan. Sasaran penilaianadalah:

Berperilaku tanggung jawab,peduli, kerjasama, dan cintadamai, dalam melaksanakankomunikasi

Ketepatan dan kesesuaiandalam menyampaikan danmenulis teks eksposisianalitis


Ketepatan dan kesesuaianmenggunakan strategi dalam








Mengasosiasi Secara berpasangan siswa menganalisis

beberapa teks eksposisi dengan fokus pada fungsisosial, struktur, dan unsur kebahasaan

Siswa memperoleh balikan (feedback) dari gurudan teman tentang hasil analisis yangdisampaikan dalam kerja kelompok.

Mengkomunikasikan Siswa membuat laporan berupa catatan hasil

membaca dan mendengarkan

Berkelompok, siswa bertukar cerita tentang tekseksposisi dengan memperhatikan fungsi sosial,struktur dan unsur kebahasaannya.

Siswa mempresentasikannya di kelas

Membuat laporan evaluasi diri secara tertulistentang pengalaman masing-masing dalammencari teks eksposisi selama prosespembelajaran di dalam dan di luar kelas, termasukkendala yang dialami.


membaca


belajar



Penilaian Diri dan PenilaianSejawatBentuk: diary, jurnal, formatkhusus, komentar, ataubentuk penilaian lain


2.3 Menunjukkan perilaku

Teks biografi pendekdan sederhanatentang tokohterkenal

Fungsi Sosial

Meneladani,membanggakan,bertindak teratur, teliti

Mengamati Siswa menyimak berbagai contoh teks biografi

yang diberikan/ diperdengarkan guru secarasantun dan tanggung jawab.

Siswa mengamati fungsi sosial, struktur dan unsurkebahasaannya

Siswa mengamati keteladanan dari teks biografi

Kriteria penilaian:



Ketepatan unsur kebahasaan:tata bahasa, kosa kata,ucapan, tekanan kata,





tanggung jawab, peduli,kerjasama, dan cintadamai, dalammelaksanakankomunikasi fungsional

3.11 Menganalisis fungsisosial, struktur teks, danunsur kebahasaan dariteks biografi pendek dansederhana tentang tokohterkenal, sesuai dengankonteks penggunaannya.

4.15 Menangkap makna teksbiografi pendek dansederhana tentang tokohterkenal

dan disiplin, melaporkanStruktur

a. Menyebutkantindakan/peristiwa/kejadiansecara umum

b. Menyebutkan urutantindakan/kejadian/peristiwasecara kronologis,dan runtut

c. Jika perlu, adakesimpulan umum.

Unsur Kebahasaan

- Kata-kata terkaitdengan perjuanganhidup, profesionalismedalam bekerja,kejadian/peristiwa yangsedang banyakdibicarakan.- Simple, Continuous,

Perfect tense- Penyebutan kata

benda- Modal auxiliary verbs

yang dipelajari.

Siswa belajar menemukan gagasan utama,informasi rinci dan informasi tertentu dari tekslegenda


mempertanyakan antara lain perbedaan antarberbagai teks biografi yang ada dalam bahasaInggris, perbedaan teks dalam bahasa Inggrisdengan yang ada dalam bahasa Indonesia.

Siswa mempertanyakan gagasan utama, informasirinci dan informasi tertentu

Mengeksplorasi Siswa mencari beberapa text biografi dari

berbagai sumber.

Siswa berlatih menemukan gagasan utama,informasi rinci dan informasi tertentu

Siswa melengkapi rumpang dari beeberapa teksbiografi sederhana

Siswa secara berkelompok menuliskan /menyalinteks biografi dengan memperhatikan fungsi sosial,struktur, dan unsur kebahasaan dengan runtut

Siswa membacakan teksbiografit kepada temandengan menggunakan unsur kebahasaan yangtepat

Mengasosiasi Secara berpasangan siswa menganalisis

beberapa teks biografi dengan fokus pada fungsi

intonasi, ejaan, dan tulisantangan


Pengamatan (observations):Sasaran penilaian adalah:

Berperilaku tanggung jawab,peduli, kerjasama, dan cintadamai, dalam melaksanakankomunikasi

Ketepatan dan kesesuaiandalam menyampaikan danmenulis teks biografi




belajar


Catatan atau rekamanpenilaian diri dan penilaiansejawat, berupa komentar





sosial, struktur, dan unsur kebahasaan

Siswa memperoleh balikan (feedback) dari gurudan teman tentang hasil analisis yangdisampaikan dalam kerja kelompok.

Mengkomunikasikan Siswa menceritakan kembali teks biografi

sederhana tentang keteladanan dari tokohterkenal dengan memperhatikan fungsi sosial,struktur dan unsur kebahasaannya.

Siswa membuat kliping teks biografi denganmenyalin dan beberapa sumber.

Membuat laporan evaluasi diri secara tertulistentang pengalaman masing-masing dalammencari teks biografi selama prosespembelajaran di dalam dan di luar kelas, termasukkendala yang dialami.


atau cara penilaian lainnya

Penilaian Diri dan PenilaianSejawatBentuk: diary, jurnal, formatkhusus, komentar, ataubentuk penilaian lain.


2.2 Menunjukkan perilakutanggung jawab, peduli,kerjasama, dan cintadamai, dalammelaksanaka n

LaguFungsi sosial

Menghibur,mengungkapkanperasaan,mengajarkan pesanmoral

Unsur kebahasaan Kata, ungkapan, dan

tata bahasa dalamkarya seni berbentuk

Mengamati Siswa mendengarkan lagu yang diperdengarkan

Siswa menirukan model secara terbimbing.

Siswa mempertanyakan cara menemukaninformasi rinci dan kesimpulan dari lagu tersebut

Mempertanyakan (questioning) Dengan pertanyaan pengarah dari guru, siswa

terpancing untuk mempertanyakan pesanyang disampaikan dari lagu

Pengamatan(observations):Bukan penilaian formal sepertites, tetapi untuk tujuan memberibalikan. Sasaran penilaianadalah:

kesantunan saat melakukantindakan

Perilaku tanggung jawab,peduli, kerjasama dan cintadamai


Koran/MajalahberbahasaInggris

Buku lagubahasa Inggris

Sumber dariinternet:- www.dailyenglis

h.com


komunikasi fungsional3.12 Menyebutkan fungsi

sosial dan kebahassaandalam lagu

4.16 Menangkap pesandalam lagu

lagu.

Ejaan dan tulisantangan dan cetak yangjelas dan rapi.

Ucapan, tekanan kata,intonasi, ketikamempresentasikansecara lisan

TopikKeteladanan tentangperilaku yangmenginspirasi.

Siswa mempertanyakan cara menemukaninformasi rinci dan kesimpulan dari lagu tersebut

Mengeksplorasi Siswa melengkapi rumpang pada lagu

tersebut dengan ungkapan yang benarsesuai dengan model yang dipelajari

Siswa membacakan teks lagu denganpengucapan dan tekanan kata yang tepat

Siswa berdiskusi tentang pesan lagu yangdidengar

Mengasosiasi Secara individu siswa membandingkan pesan

yang terdapat dalam beberapa lagu yangdibaca/didengar

Siswa membuat kumpulan lagu- lagu yangbertema perdamaian dengan menyalin

Siswa mengaitkan syair lagu dengan ungkapanyang sudah dipelajari

Mengkomunikasikan Siswa mendemonstrasikan kemahiran mereka

menyanyikan lagu tersebut dengan pengucapandan tekanan kata yang benar.

Siswa melaporkan kumpulan lagu yang sudahdianalis pesan di dalam lugu-lagu tersebut

Antar siswa melakukan penilaian terhadapkumpulan lagu yang dibuat.


Ketepatan dan kesesuaiandalam pengucapan danpenyalinan lirik lagu

Portofolio

Kumpulan kemajuan siswaberupa kumpulan lagu yangdisalin dengan tulisan tanganbeserta kesan terhadap lagu

kumpulan hasil tes danlatihan.

Catatan atau rekamanpenilaian diri dan

penilaian sejawat, berupakomentar atau cara penilaianlainnya

- http://americanenglish.state.gov/files/ae/resource_files- http://learnenglis

h.britishcouncil.org/en/

Appendix A

TEACHING MATERIAL

First and Second Meetings

Main Material: Expression of offer and suggestion

Activities:

A. Teacher explain the material

Offer is when we give our help to other people. It can be in terms of food,

money, solution and friendship. It can be taken or refused. Here are some of the

most common expressions:

Making Offers Accepting Declining

Can I help you?Yes, please. I really

appreciate it.

It’s okay. I can do it

myself

Shall I bring you some

tea?

Thank you. It is very

kind of you.No, thank you.

How about I help you

with this?

Yes, please, that

would be very kind

of you.

Don’t worry I will do

it myself.

Can I take you home?Thank you, I

appreciate your help.

That’s alright, I will

manage on my own.

Suggest means to present a suggestion that is to introduce or propose an

idea or a plan for consideration. These are how we suggest:

Making Suggestions Accepting Declining

Let’s go to the

cinema.Yes, let’s go.

No, thank you. I do not

feel like going.

Why don’t you do

your homework

before going out?

Ok, I will.

Sorry, I think I will go

out first and then do

my homework.

How about going to

Sam’s place first and

then to the

supermarket?

Yes, Let’s go. It is a

good idea.

No, let’s just go to the

supermarket.

I think you should go

and meet her.Ok, if you say so.

Sorry I can’t. I have

previous engagement.

B. Students read the dialogue and teacher corrects their pronunciation.

Dialogue 1: Offering

Mr Bean is in the staff room at school. He is making a cup of coffee.

Miss Smith comes in

Mr Bean : Hello, Miss Smith. Would you like a cup of coffee? I'm just

making some.

Miss Smith : Oh, yes please, that would be lovely. With milk and sugar please.

Mr Bean makes the coffee

Mr Bean : Here you are.

Miss Smith : Thank you.

Dialogue 2: Suggesting

Brian and Smith are talking about plan to do after the class end.

Brian : Let’s go to the cinema.

Smith : No, thank you. I don’t feel like going.

Brian : Why? We have no more class left. Come on.

Smith : I am feeling tired. Anyway, why don’t you do your homework

before going out?

Brian : Okay, I will.

C. Students make a dialogue using other expressions based on one of the picture is

given.

D. Students do conversation in pair in front of the class.

E. Every student writes some problems in a paper, the paper will be collected and

shared randomly. After that, every student will try to give suggestions orally.

F. Teacher mentions some problems and every group mention the solution as

many as possible.

Third Meeting

Main Material: Expressing opinion

Activities:


An opinion is the way you feel or think about something. Our opinion

about something or someone is based on our perspective. Whenever we give or

express our opinion is important to give reasoning or an example to support our

opinion.

Making Opinions Accepting Declining

I think ....

We believe ....

I reckon ....

I doubt ....

I assume ....

As far as I am

concerned ....

Some people believe ...

What I mean is ....

In my opinion ...

Personally, I think ....

In my experience ....

Would like to point out

that ....

I think so.

Of course.

That’s a good point.

Neither do I.

I agree, I never

thought of that.

This is absolutely

right.

I couldn’t agree

more.

I agree with what

you are saying but

have you ever…

I am sorry, I don’t

agree with you.

I am not sure I agree

with you.

I don’t agree with you.

I am afraid I have to

disagree with you.

I don’t believe that.

I disagree with you.

I think you are wrong.

That’s not the same

thing at all.


Andi are accompanying Pian to go shopping at department store.

Pian : Andi, what do you think about this blue jeans?

Andi : I think it’s wonderful with you.

Pian : How about the black one?

Andi : I prefer to the blue jeans. Why don’t you it?

Pian : That’s a good idea.

C. Students make a dialogue using other expressions based on the situation is

given.


E. Every student writes few names of the classmate or things that they really like

in a paper, the paper will be collected and shared randomly. After that, every

student will try to give opinion about names on the paper orally.

Fourth and Fifth Meetings

Main Material: Expressing hope

Activities:


Hope is something that we want to happen and we work very hard for it to

happen. But we are not sure whether it will happen or not and something we can’t

do anything about it.

These are some expressions of hope:

Expressions of hope

I hope that I will wake up early everyday

I hope that I will be fluent in English

I hope that I will be able to realize dreams of my parents

I hope to be more confident

I hope to be kind and emphatic

I hope to be more helpful

I hope not to be rude and impolite

I hope not to be careless

I hope not to be angry


Pian and Abdi are talking about their hope in learning English.

Abdi : Tell me why do you study English very hard?

Pian : well, I do hope I will be fluent in English so that I cancommunicate with people from other countries.

Abdi : I agree, I have the same reason. I hope I will be fluent in Englishso that I can make friends with people from other countries.

Pian : How about study abroad?

Abdi : I hope that I will study at Oxford University like my elderbrother. How about you?

Pian : Wow that cool. I hope I can study at Cambridge University. Iheard a lot about that University. It’s awesome.

Abdi : Yeah, you’re right.

C. Students make a dialogue using other expressions based on the situation is

given.


E. Every student writes a few of their hopes in a paper. The paper will be

collected and shared randomly. After that, every student will try to give

suggestions to get the hopes orally.

F. Every student tells their hope in front of the class (monolog).

Sixth Meeting

Main Material: Expression of invitation

Activities:


Invitation is a spoken or written request for someone’s presence or

participation. It’s an act of inviting.

Expressions of

InvitationAccepting Declining

-Could you come to

my party?

-Would you mind

coming over on

Saturday night?

-Can you…?

-Why don’t you join

me for lunch/dinner?

-Would you come

with me to the cinema

tomorrow?

-Thank you for your

invitation, I’ll be

happy to come.


you.

-That’s sounds

wonderful, I’ll be

happy to join.

-I would love to go

with you.

-Certainly, I’d love

to go.

-Thank you but I am

sorry, I am afraid I

can’t.

-Thank you for your

invitation but I don’t

think I can make it.

-I’d love to but I can’t.

I have other plans to

do.


you, but I’m afraid my

schedule is booked up

all next Saturday.


Andi invites Tyler for having lunch.

Andi : Hey, what’s up?

Tyler : I am good, how are you?

Andi : I am good. Do you want to go out later?

Tyler : Sure! Where do you want to go?

Andi : May be we can get some lunch

Tyler : sure! That sounds good

C. Students make a dialogue using other expressions based on the invitation latter

is given.


CURRICULUM VITAE

Andi Muh. Fadli Abdillah, was born in Lembang, February

9th 1993. He is the second children of Kamaruddin and Salma

Ekawati. He graduated his elementary school in 2007 at SD

Inpres Sangkara’na, Gowa. He continued his study at SMP

Negeri 1 Tinggimoncong 2007. His senior high school was at

SMA Negeri 1 Tinggimoncong, graduated in 2010. At the

same year, he was accepted at Makassar Muhammadiyah

University as a student of English Education Department.

A THESIS ANDI MUH. FADLI ABDILLAH 10535 4646 10

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