THE USE OF ENGLISH SONG IN IMPROVING STUDENTS VOCABULARY MASTERY AN EXPERIMENTAL STUDY

THE USE OF ENGLISH SONG IN IMPROVING STUDENTS VOCABULARY MASTERY AN EXPERIMENTAL

STUDY AT THE SECOND YEAR

OF MA NW JURANG JALER

IN ACADEMIC YEAR

2013

A THESIS

 

By:

HAPIZUDDIN

NIM: 09-411-229

FACULTY OF EDUCATION FOR LANGUAGE AND ARTS

MATARAM INSTITUTE OF TEACHE TRAINING

AND EDUCATION 2013

APROVAL

This thesis entitled, “THE USE OF ENGLISH SONG IN IMPROVING STUDENTS VOCABULARY MASTERY AN EXPERIMENTAL STUDY AT THE SECOND YEAR OF MA NW JURANG JALER 2012/2013” Has been approved by the first and second consultant.

       First consultant                                     Second consultant

Drs. H. Sahuddin, MA                      Lalu Gede Sumaryani KM,S,pd

NIK:185051000                    

Mataram ...........2013

The dear of the faculty of education for language and arts

Drs. H. Sahuddin, MA

NIK:185051000

RATIFICATION

This thesis entitled, “THE USE OF ENGLISH SONG IN IMPROVING STUDENTS VOCABULARY MASTERY AN EXPERIMENTAL STUDY AT THE SECOND YEAR OF MA NW JURANG JALER 2013” Was approved by the board of the Examiners as the requirement for the sarjana Degree in English education.

                                                                                                Mataram, ______2013

­­Drs. H. Sahuddin, MA                                                                …………………….

Lecturer of English education                                                                                                     Faculty of language and arts education

Lalu Gede Sumaryani KM,S,pd                                                …………………….

Lecturer of English education                                                                                                    Faculty of language and arts education

__________________                                                                  …………………….

Lecturer of English education                                                                                                    Faculty of language and arts education

Mataram, ______2013

Acknowledged by:                                        Acknowledged by:

    Dean,                                              Head of English department,

Drs. H. Sahuddin, MA                                  Dedi Sumarsono M.Pd

NIK:185051000

ABSTRACT

HAPIZUDDIN: The use of English Song in Improving Students Vocabulary Mastery an Experimental Study at the Second Year of MA NW Jurang Jaler 2013(Supervised By Drs. H. Sahuddin, MA and Lalu Gede Sumaryani KM,S,pd)

This research was aimed at investigating the use of English songs in improving students’ vocabulary mastery and students’ response toward learning vocabulary through song. A quasi experimental design was employed with two classes consisting of 40 second graders at one of MA NW Jurang Jaler. The data were obtained through a pre-test, a post-test and the collected data then analyzed and the writer found the mean score of experimental research was 68,75 where the mean score of the control group was 13,59. The significance comparation between experimental group and control group computate through t-test, thus the writer found 6.706 which compared with 2.021 as the critical value at the level of significance 0,05. Thus the writer concluded that the implementation of song in improving students’ vocabulary mastery based on students’ needs and language level learning objectives. Song in learning activities positively promotes memorizing and gaining new vocabulary easier, developing listening skill, understanding the lesson more, and expanding knowledge The teachers can take its advantages in classroom activities to promote an effective and interesting learning atmosphere.

Key words: English song and vocabulary mastary

DECLARATION

Name              :           Hapizuddin

Nim                 :           09-411-229

Adress            :           Jangkuk village, Central lombok.

Thesis title      :           The use of English song in Improving Students Vocabulary                   Mastery an Experimental Study at the Second year of                                                 MA NW Jurang Jaler in Academic Year 2013.

I certify that this thesis is original my own work and it has not been submitted to any other institutions.

Mataram, _____2013

Researcher

Hapizuddin

09-411-229

MOTTO

“Prayer is like a yarn which can pass the smallest hole of hope needle” “If you believe in Allah, you must keep on standing  ”

 

DEDICATION

First of all this thesis utterly is dedicated for my beloved big families who have prayed for my success in accomplishing my thesis. They are Irpan as my father, Wasilah as my first mother,and ro’yal ainii as my sister. The second, for my respectable best friends that have given me support to finish this thesis. They are Kherul patoni, Hasip Husairi, Syamsul Rijal, Syamsul Hadi, Syamsul Bahri, Qomarul Bahri.

 

ACKNOWLEDGMENT

First of all, I praise to Allah the Almighty for the blessing and mercy given to me during my study and in completing this thesis entitled “The use of English song in improving students Vocabulary mastery an Experimental study at the second year of MA NW Jurang Jaler 2013”. I am very grateful to Drs. H. Sahuddin, MA. and Lalu Gede Sumaryani KM,S,pd. for their precious time and invaluable correction, guidance and assisting during the written process of this thesis. It would be never fixed without their role in the writing.

Secondly, I would be grateful to many people who have contributed their ideas and time in completing my thesis who supported me when I had no any idea to write it. This was a spirit for me to accomplish it.

 The writer hopes that this thesis  can be usefull for others who will write the thesis and it can be used in teaching vocabulary.

Finally, this thesis is still not perfect. Thus, Any correction, comments, and critics for the  improvement of this thesis are always open-heartedly welcomed.

Mataram,     April 2013

     The Writer

TABLE OF CONTENTS

TITLE PAGE I

APPROVAL II

RATIFICATION III

ABSTRACT IV

DECLARATION V

MOTTO AND DEDICATION VI

ACKNOWLEDGMENT VII

TABLE OF CONTENTS VIII

CHAPTER I. INTRODUCTION

A.     Background of Study 1

B.     Statement of problem 3

C.     Purpose of Study   3

D.     Significance of the Study 3

E.      Scope of the Study 4

F.      Hypothesis of the Study 4

G.     Definition of the Terms 5

CHAPTER II. REVIEW OF RELATED LITERATURE

A.    Language Learning 7

B.     Vocabulary Teaching 8

C.     Strategies in teaching Vocabulary 10

D.    Song Vocabulary 10

E.     The role and the importance of song 11

F.      Song and language learning 14

CHAPTER III RESEARCH METHOD

A.    Research Design 17

B.     Population and Sample 17

C.    Technique Data Collection 18

D.    Data analysis procedure 20

CHAPTER IV FINDING AND DISCUSSION

A.    The Findings 21

B.     The Discussion 25

CHAPTER V CONCLUSION AND SUGGESTION

C.    Conclusion 27

D.    Suggestions 28

BIBLIOGRAPHY 29

APPENDIXE            S 30

CHAPTER I

INTRODUCTION

This chapter presents background of the study, research questions, reasons of choosing the topic, the aims of the study, scope of the study, significance of the study, research methodology, clarification of the terms, and organization of paper.

A.  Background of the Study

In spite of the fact that English is still considered as a foreign language in Indonesia,  students  in  Senior high  School  are  expected  to  master  English communicative competence as one of their provisions in becomingprofessional workersatnational and  multinational  companies  and institutions  (Senior high School Curriculum). When people learn English as their foreign language, it is not as easy as learning the first language. It is because they have to master sufficient vocabularies which, oftentimesare complicated. Thus learners need to be high concentrated in memorizing vocabularies (Thornburry, 2002).

Traditional languageteaching methods highlight vocabulary study with listsdefinitions, written and oral drillsand flash cards. English teachers usually ask the students to tap a new word from their explanation (Zatnikasari, 2008). It is just a kind of memory that is involved in holding in a telephone number for as long as it takes to be able to dial it, or just to repeat a word of the teacher’s example. But successful vocabulary learning clearly involves more than simply holding words into mind for a few seconds. For words to be intergrated into long- term memory, they need to be subjected to different kind of operations working memory (Thornbury, 2002:23).

Listening  is  a  major  component  in  language  learning.  In  classroom, oftentimes, students do more listening than speaking. The students in English as Foreign Language traditional classroom tend to be passive, because they are just controlled by the teacher and the students’ creativity is less Prsesented as a partial fulfillment of the Requirement For the Degree of Sarjana pendikikan of the English Language Education 

By

 developed. Whereas, in fact, the students need something to make them interested in learning process which  can  make  them  enjoy  in  the  classroom  (Maulaya,  2008).  Creating  an enjoyable  learning  atmosphere  is  highly  recomended  since  the  students’ achievement in learning process are also affected a lot by the teachers’ technique in teaching. Moreover, an enjoyable learning condition will make the learners to do a meaningful learning. As Brown (2001) states that meaningful learning will lead toward better long-term retention than rote learning. By meaningful learning, the learners will have better understanding about the lesson.

One of the ways in creating an enjoyable learning atmosphere is by using songs as teaching media. Songs offer a change from routine classroom activities. They are precious resources to develop students abilities in listening and other skills. They can also be used to teach a variety of language items, one of them is vocabulary (Saricoban & Metin, 2000). Through its lyrics and repetition rhyme, it is possible for us to know and learn some new words subconciously and increase our vocabulary while enjoying the music. Through the song, students will also learn vocabulary easier because song, indirectly, will attract them to find the meaning of difficult words in the dictionary.

Related to the study, the use of song as one of teaching strategies can improve students’ language skills, listening in particular (Maulaya, 2008). Song also effective to make the students to remember the words easily and feel more motivated  in  the  class  because  they  learn  in  an  interesting  way  (Zatnikasari, 2008).

B.  Statement of Problem

The primary purpose of this research is to answer the following questions:

1.      Does English Song improve students’ Vocabulary mastery at the second year students of MANWJurangJaler?

2.      What are the students’ responses toward learning vocabulary through songs at the second year students of MA NWJurangJaler?

C.  Purpose of the Study

The study has the objectives as follows:

1.      To  find  out  whether  the  use  of  English  songs  improvestudents’ vocabulary mastery at the second year students of MA NWJurang Jaler in academic year 2012/2013.

2.      To reveal the responses of the students toward learning vocabulary by using songs at the second year students of MA NW Jurang Jaler in academic year 2012/2013.

D.  Significance of the Study

1.      Finding of this research is expected to contribute to language learners and language educators about informative inputs with empirical evidence on the use of English songs  students’ vocabulary mastery and students’ responses toward  learning  vocabulary  by  using  song  at  the  second  grade  of  senior high school  in  MA NW Jurang Jalerin academic year 2012/2013

2.      Hopefully,  by  using  this  kind  of  technique  students’ vocabulary mastery can be developed well. Furthermore, the result of the study hopefully offers an alternative method for teachers to create their meaningful teaching-learning process  students’ vocabulary mastery.

E.  Scope of the Study

This study focuses on investigating the use of English songs  students’ vocabulary mastery in listening skill at the second year students of MA NWJurangJaler. In addition, the advantagesanddisadvantages on the use of song in teaching vocabulary will be analyzed.

F.   Hypothesis of the Study

In this research, the writer uses two kinds of hypothesis, namely alternative hypothesis and null hypothesis.

1.      Alternnative hypothesis (Ha)

The use of English song and learning English can improving students’ vocabulary.

2.      Null hypothesis  (Ho)

The use of English song and learning English cannot improving students’ vocabulary.

G. Definition of key Terms

There are some terms used in this study that need clarification to avoid misconception.

a.         Use

Use is a result, outcome of theb action,( Oxford). While the lexical meaning of the word as defined by hornby that “effect” is result outcome (1973 : 276). In this case student treated by using certain technique.

b.         English

English Things pertaining to the land or culture of England are referred to as being English. This includes the people of England as well as the language spoken there, which will brought to the American colonies by the English explorers.

c.          Song

Song is a relatively short musical composition for the human voice ( possibly accompanied by other musical instruments), which feature words ( lyrics). Song is technique of teaching vocabulary to increase student motivation and interest in learning a language where motivation and interest is very important for learning achievement ( wendra in zahrah 2009:6).

d.         Vocabulary

Vocabulary is all the words in a language, or a special group of words. Studying flash cards and making an effort to integrate new words into your everyday speech is a great way to expand your vocabulary.

Great  skill  or  knowledge  of  words  with  their  meaning  in  a  language (Collins, 2002).

CHAPTER II

REVIEW OF RELATED LITERATURE

This  chapter  explores  the  fundamental  literatures  related  to  the  research.  It provides  review  on    the  role  of  vocabulary  in  language  learning;  vocabulary teaching, including: strategies in vocabulary teaching, types of instructional media in vocabulary teaching, and vocabulary teaching in vocational school; listening difficulties; and song  in vocabulary teaching.

A. Language Learning

Vocabulary is a set of words with their meaning as a fundamental and useful tool forcommunication and acquiring knowledge in a language(Hatch and Brown, 1995, Vygotsky (1987) states that a word is amicrocosm of humanconsciousness. In line with Wilkins (1990), who states that without grammar very little can be conveyed, without vocabulary nothing can be conveyed. It means that if we spend most of our time studying grammar, our English will not improve very  much.  We  will  see  most  improvement  if  we  learn  more  words  and expressions. 

In learning a second language, there is a fundamental challenge that has to be  faced  by  the  learner,  namely,  vocabulary  knowledge.  Thornburry  (2002) divides vocabulary knowledge into two parts; receptive (knowing) and productive (using)  knowledge.  Knowing  a  word  is  when  the  learner  can  understand  the meaning of written or spoken word; make a correct connection between the form and the meaning of the word, including discriminating the meaning of closelyrelated words; where using a word is when the learner can use the correct form of a word for the meaning intended with the appropriate context.

To meet the challenge, Thornburry continues with his recommendations of what a learner needs to do, that is to acquire a critical mass of words to use in both understanding and producing language, remember words over time, and develop strategies for coping with gaps in word knowledge.

B.  Vocabulary Teaching

Traditionally, vocabulary will neglected in language teaching programs and  curriculums  for  the  sake  of  grammar  and  other  parts  of  language.,  It  is because specialists in methodology believed that students would make mistakes in sentence construction if too many words were learned before the basic grammar had been mastered and believed that word meanings can be learned only through experience  and  can  not  be  taught  in  the  classroom  (French,  1983  cited  in Amiryousefi and Dastjerdi 2010). However, as mentioned before, vocabulary is an important part of language learning and teaching (Barska, 2006). Nowadays, a number of researchers have become interested in vocabulary instruction. They have come to realize that vocabulary is an important area worthy of effort and investigation.

There are four kinds of language teaching methods that can be used in vocabulary teaching:

1.      Grammar Translation Method

                  The main emphasis of this method is on the recognition of written words and the production of written translations. The learner is expected to practice it through translation exercises from the native language into the foreign language or vice versa, using, when necessary, word lists or dictionaries. However, there is no systematic way of choosing and teaching vocabulary items. Little attention is paid to the context chosen (examples and sentences) which no relation to the language of real communication. They are taught through bilingual word lists, dictionary study, memorization,  and  their  translation  equivalents  (Brown, 2001:18-19; Amiryousefi and Dastjerdi, 2010:89).

2.      Reading Method

                  The  objective  of  this  method  is  to  develop  reading  abilities  and  a distinction is made between intensive and extensive reading skills in the foreign language. Systematic building of vocabulary is considered central and frequency count is used to develop basic word lists. Students are encouraged to infer the words  from  the  context  or  from  the  cognates  in  their  own  language.  They, however, developed passive vocabulary (West, 1920 as cited in Amiryousefi and Dastjerdi, 2010:89).

2.      Direct Method

                  The  Direct  Method  is  based  on  inductive  learning.  Learning  a  new language through direct association of words and phrases with objects and actions and development of the ability to think in the language. The use of the native language  will  not  tolerated  in  the  classroom,  and  translation  as  a  teaching technique will strictly forbidden. Concrete vocabulary is taught through mime, demonstrations, and pictures. Abstract vocabulary, on the other hand, will taught by association of ideas. Only every day vocabulary is taught.  It had its own problems. It needed proficient teachers and mimicked L1 learning, but did not consider  the  differences  between  L1  and  L2  acquisition  (Brown,  2001:21; Amiryousefi and Dastjerdi, 2010:90).

3.      Audio-lingual Method

                  This technique is used to produce correct language habits in the learners, oral imitation, memorization, and drills. Vocabulary is strictly limited and learned in context which is presented in dialogue or monolog form. There is a great effort to get students to produce error-free utterances (Brown, 2001:23; Amiryousefi and Dastjerdi, 2010:90).

C. Strategies  in Teaching vocabulary .

Ellise(1985) explained some techniques to  increase the vocabulary of student in learning English quickly:

a.       Preparing and monitoring vocabulary list. 

Some of the learners try to keep vocabulary in list.

b.      Learning words in context

Some of the student just picking out the vocabulary item from the context.

c.       Practicing vocabulary

D.    Song Vocabulary

Song, as audio authentic media, is a short musical composition with words (from merriam-webster.com/dictionary/song). Song has always played a big part of humans’ lives, beginning with child’s birth and mothers singing lullabies to their children. Song brings emotions to life and it also serves as a testimony of people from any land or time, it speaks for us where words fail (Medina, 2002).

Nowadays, it is almost impossible to escape from song. It is used in films, advertisements, radio and even song is played in most shops, restaurants and other public places. Current technological inventions, such as the iPod, mobile phone and MP3 player enable people to enjoy their favourite music anywhere at any time. It is believed that song can be one of very useful media for introducing newEnglish  words toincreasethe English Foreign  Language  student’s vocabulary. Some researchers have conducted the study on the use of song in teaching vocabulary. The content of song is not only for entertaining, but also can offer a new way in learning a language. Song is a natural way for people to learn a language. Playing song can set a positive mood at the start of the day or the beginning of the classroom, or to maintain the positive attitude during the day (Brewer, 2005).

Lozanov (2002) states that the atmosphere created by the song enhances the ability to remember new vocabularies, because people found it much easier to memorize something that is fun and melodic than normal sentence. Moreover, song helps sustain students’ attention and concentration (Brewer, 2005).

Brewer (2005) states that using song as a teaching medium could motivate students and make them feel much less frustrating than standardized textbook instruction  and  create  a  peaceful  classroom  environment.  It  is  proven  by Zatnikasari (2008), who found a positive mood during the lesson, because songs for students are natural and fun. Also by using song, Mega (2011) found more pleasant and comfortable learning atmosphere despite the boring routine class, because they could sing along the song in the class. Thus, song evokes positive emotions  which  can  bring  and  increases  student  confidence  in  the  language acquisition (Medina, 2002).

E.     The Role and the Importance of Song

Why should Song be suitable for teaching vocabulary? The answer is simple.  Song has always played a big part of humans’ lives, beginning with child’s birth and mothers singing lullabies to their children. It is used during all important occasions of human lives beginning with child’s christening, through weddings, to funerals. Each country has its own anthem. Song has been important during many revolutions and will even the cause of some of them. John Lennon, Bob Dylan, Karel Kryl can be mentioned as some of the revolutionary Songians. The flower generation also connected through Song.

Pilka believes that every piece of art is a gift since it deals with big ideas and social ideals as well as the most inward matters of each and everyone of us. It speaks a language intelligible to everyone. Song brings emotions to life and it also serves as a testimony of people from any land or time. It fills the gap between nations, crosses thousands of miles and reveals more about its people than a scientific elaboration. It may also help people to get into their own hearts. It speaks for us where words fail (1959:275-277). Just as all different kinds of art, it serves many purposes. People create and listen to it for the same reason - they all want to touch others with Song or to be touched by it.

Murphey made the following list about what people usually do with songs.

·         "listen

·         sing, hum, whistle, tap, and snap fingers while we listen

·         sing without listening to any recording

·         talk about the Song

·         talk about the lyrics

·         talk about the singer/group

·         talk about video clips

·         use songs and Song to set or change an atmosphere or mood.

·         use songs and Song to create a social environment, form a feeling of community,  dance, make friends and lovers

read about the production, performance, effect, authors, producers, audiences of Song and song

·         Use Song in dreams

·         Use Song and song to make internal associations between the people, places, and times in our lives, so they become the personal soundtrack of our lives“(1992:9).

Even the ancient Greeks knew of the importance of Song. Holzknech assumes that poets such as Homer and Hein must have been drawing from their own experience when they celebrated the power of Song and that their listeners would not have believed them or would have laughed at them if the power of Song had not been a general experience. (1969:404).

Nowadays, it is almost impossible to escape Song. It is used in films, advertisements; it is on radio and even in most shops, restaurants and other public places. Current technological inventions, such as the iPod, mobile phone  and MP3 player enable people to enjoy their favorite Song anywhere at any time. People listen to it while traveling and even while walking in the streets. In fact, a lot of children get into troubles for listening to Song on their headphones during lessons. So why not use Song to our advantage?

Song as such has always been important, especially to most young people. It has always brought them together. They love to share their Song with one another. Students of the three groups that the songs were piloted with love to talk about their favorite artists. Talking about their favorite artists is a part of their everyday communication. Song is connected to many areas of their lives. People who like similar kinds of Song usually dress in a similar way.

It is part of people’s way of living, of their world and it can be used as a means for a teacher to get into his or her students’ world, to get closer to them.  Song may touch topics that people can relate to. Murphey writes that "songs can be appropriated by listeners for their own purposes, largely because most pop songs do not have precise people, place, or time references. For those who find them relevant, songs happen whenever and wherever one hears them and they are, consciously or subconsciously, about the people in one’s own life" (1992:8)  For instance, any pupil in the group that listened Fergie’s song called "Clumsy" could relate to it, since they all could think of a situation when they had felt clumsy. This shows that Song is personal and people in general are most interested in and motivated by things that they can relate to.

All of the above-mentioned arguments indicate that Song is a subject of everyday communication and it is something that is ever present in people’s lives intentionally or unintentionally, which can be very beneficial for the method of using songs to teach English vocabulary since it increases the possibility that students will come across the taught material, frequently revising it.

F.     Song and Language Learning

According to Thornbury, words are organized in the human mind in what is called the mental lexicon, which means that the vocabulary is stored in "highly organized and interconnected fashion“(2002:16). He believes that "knowing a word involves knowing its form, and it’s meaning As well as "knowing the words commonly associated with it (its collocations) as well as its connotations, including its register and its cultural accretions“(2002:15). Both Harmer and Thornbury distinguish between receptive and productive knowledge. Thorbury writes that "receptive knowledge exceeds productive knowledge and generally – but not always – precedes it“(2002:15).

However, Harmer points out that it is difficult to say which words that students know are passive and which are active. "A word that has been active through constant use may slip back into the passive store if it is not used. A word that students have in their passive store may suddenly become active if the situation or the context provokes its use. In other words, the status of a vocabulary item does not seem to be a permanent state of affairs“ (1991:159). 

Hopefully, the words used in the lyrics remain in the active store as long as students listen to the particular song and since the aim of this work is to use students’ favorite songs, the period of time when pupils listen to the song for is long.

Thornbury described the following challenges that a learner of a second language has to face:

a.       "Making the correct connections, when understanding the second language, between the form and the meaning of words (e.g. mouth, feel and grippy ), including discriminating the meaning of closely related words (e.g. lush and plush)

b.      When producing language, using the correct form of a word for the meaning intended (i.e. nose not noise )“ (2002:2).

      Thornbury continues with recommendations of what a learner needs to do in order to meet these challenges:

a.       "Acquire a critical mass of words for use in both understanding and producing language .

b.      Remember words over time, and be able to recall them readily develop strategies for coping with gaps in word knowledge, including coping with unknown words, or unfamiliar uses of known words“ (2002:2).

Hopefully, Song could help students fulfil one these recommendations since the words used in songs are remembered, along with the melody of the song, throughout a lifetime.

How is vocabulary learned? Thornbury mentions three ways of acquiring words

·         Labelling, categorising and network building. Labelling means "mapping words on to concepts. Categorizing skills enable a child to "extend the concept of a word“ (2002:18) which means that a child understands that the word dog includes "other people´s dogs, toy dogs, and even pictures of dogs“ (2002:18).

CHAPTER III

RESEARCH METHOD

A.    Research Design

The study is aimed to find out the use of English song in teaching vocabulary, the writer needs to deliver a quantitative method in research which is planned for about one month. The Researcherwill gave regular instruction to both of groups of sample. Class VII A as the experimental group will treated by listen the song before test. While the class VII B as the control group will treated by with       out listen the song before. soon after two weeks the instruction, both of group are given the similar post-test. However, before the writer comes to the field, the instruction design and the post-test material are provided first.

B.     Population And Sample

1.      Population of Study

A population is commonly understood to be a natural, geographical, or political collection of people, animals, plants, or objects (Dowdy, 2004: 25). The population of this study is the second year students of MANW Jurang Jaler 2013 which ranges from VIIA-VIIB which consist of 2 classes, each class consists of 20 students the total number of the second year of MA NW Jurang Jaler is 40 students, the research will take 2 classes as the sample with the total number 40 students.

2.      Sampleof Study

Sample is the representative number of research subject. It is select from whole population and not classified the certain strata. The writer will take 40 students from the population. According the writer’s, observation that each class has the same quality, there are two classes as sample to represent by the population the student of second year class at MA NW Jurang Jaler. The students are dividing into two classes, 20 students for experimental group 20 students for control group.

Sample is a smaller number of observations taken from the total number making up a given population (Sprinthall, 1991: 28). Cohen (2000: 101) stated that:

When the population is large and widely dispersed, gathering a simple random sample poses administrative problems. Suppose we want to survey students’ fitness levels in a particularly large community. It would be completely impractical to select students and spend an inordinate amount of time travelling about in order to test them. By cluster sampling, the researcher can select a specific number of schools and test all the students in those selected schools, i.e. a geographically close cluster is sampled.

This number of sample is representative enough as the subject of the research.

C. Technique of Data Collection

There are some techniques that researcher employs to collect the data namely pre-test and pos- test.

1.      Pre test:

pre test is given to the student or sample before they are taught using listening activity. In pre test, the resachers give a test to the students based on their basic skill, the researcher test the student in the first time to compare is there effective  of using songs in teaching vocabulary.

2.      Post test;

Posts test is the test given to the students or sample after the researcher has teaches taught them about vocabulary through songs. the data that obtained from this test will be compared with free test data, so the researcher could know the effectiveness of using song in teaching vocabulary.

The delivered the test to all students sample and asked them to do the test individually and carefully. Finally the students’ paper sheets are submitted and students’ result treated as data. After getting the result of the test, then the writer scored them. The test items are blank and divided into one parts, they are 20 questions for blank in English song or essay test. The score four (5) for each correct answer in blankand scored four (5) for each correct answer in match in English song test. This also means that the students’ score will rage from zero (when the students could answer the entire question). The highest possible score 100 (when the students could answer the entire question). Those results are applied as the result of the study.

When scoring the students’ worksheet, the writer scored the rating as follow:

Table 3.1: the rating scored for vocabulary test.

Criteria of Mastery	Level
91-100 81-90 71-80 61-70 51-60 Less than 50	Excellent Very good Good Fair Poor Very poor

(After Madsen, 1983)

D. Data Analysis Procedure

After collecting the data, The writer analysis it using experimental method, The writer selecting,identified, and classified what the song used by the participants based on their skill,knowledge and why they uses it, but before that the writer used this method:

To analysis the result of the test, the following test was applied

1.         Identifying the mean of score of experimental and control group

 

                                           

Where :

X       =          the mean

∑       =          the sum of

X       =          any score in the set

(Miller, 1984: 24)

N       =          the number of scores in the set

2.     

Regarding the deviation of the two groups, the writer also calculated standard deviation of the two scores by using the following formula :

 

Where:

S²        =          The variance of a set of scores

S        =          Standar deviation       

X       =          The mean

X       =          Any score in the set

   =          The roof of

(Miller, 1984: 32)

       =          The sum of

2.         From the results of the students’ mean score and the standard deviation of two groups, the researcher continued to find out the t-test

       

where :

S₁        =         The Standard deviation score of experimental group

S₂        =          The Standard deviation score of control group

N₁      =          The total of students of experimental group

N₂       =          The total of students of control group

       =          Is the roof of

X₁        =          Mean of an experimental group

(Miller, 1984: 61)

X₂        =          Mean of a control group

CHAPTER IV

FINDINGS AND DISCUSSION

A. Findings

In this chapter, the writer got the data of the research which had been conducted  from the 20^th July 2013 in MA NW Jurang Jaler of the second year students in academic year 2012/2013. There were two classes which were used in this research namely IPS class which consist of 20 students as an experimental group class which consist of 20 students as a control group. Thus, the total of the sample were 40 students. Both groups were choosen randomly as the sample of this research and they were taken with a cluster sample.

The data of this research were collected through post test which was given after they students of two groups had been treated with different treatments in which the test was consist of 20 blank in listening song.

To get the valuable data of the research, the students were given treatments for both of the groups.

The formula which was used to account post-test score was:

The writer got the result of post test of experimental group and the control group after giving them different treatments. Then, there were difference scores between the groups which could be seen from the calculation below.

The scores of the students of an experimental and control group in post test can be seen in the table below:

Table 1. Post-test score (X)

Experimental group

No.	Names	X	X2
1	AFWG	50	2500
2	ADLH	55	3025
3	AGP	75	5625
4	ASDH	65	4225
5	AMW	85	7225
6	BQ.S	65	4225
7	DDA	90	8100
8	DOG	90	8100
9	ERY	100	10000
10	FRI	60	3600
11	FAS	60	3600
12	HRA	80	6400
13	MSR	70	4900
14	MSY	65	4225
15	MPJ	55	3025
16	AFWG	50	2500
17	SMU	70	4900
18	SHI	65	4225
19	TTS	60	3600
20	LIK	65	4225
TOTAL		1375	98225

Table 2. Post-test score (X)

Control group

No.	Names	X	X2
1	AGS	30	900
2	ABA	30	900
3	AHH	35	1225
4	AHS	30	900
5	ASM	35	1225
6	DEA	25	625
7	DEM	55	3025
8	ERS	25	625
9	FEF	25	625
10	FID	60	3600
11	HER	45	2025
12	ISZ	45	2025
13	LCA	35	1225
14	MAL	40	1600
15	MUL	35	1225
16	NUH	65	4225
17	RAA	20	400
18	SBA	40	1600
19	SBB	40	1600
20	SKN	70	4900
TOTAL		785	34475

After the writer distributed post test score of both group above, the writer was in need of showing the mean, standard deviation and t-test.

1.         The mean and standard deviation of an experimental group

a.   

Mean

 

b.   

Standard deviation

 

2.         The mean and standard deviation of a control group

a.   

Mean

 

b.   

Standard deviation

 

                                                     

3.         T-test

The last process of analyzing the statistical data was to find out the value of it, on the previous data computation and description; the following formula of data test was applied:

                                                                                                    

 

Table 3.1: The rating scored for vocabulary test.

No	Experimental Grup		Control Grups
	Secore	Level	Score	Level
1	50	Very poor	30	Very poor
2	55	Poor	30	Very poor
3	75	Good	35	Very poor
4	65	Fair	30	Very poor
5	65	Fair	35	Very poor
6	85	Very good	25	Very poor
7	65	Fair	55	Poor
8	90	Very good	25	Very poor
9	90	Very good	25	Very poor
10	100	Excellent	60	Poor
11	60	Poor	45	Very poor
12	60	Poor	45	Very poor
13	80	Good	35	Very poor
14	70	Fair	40	Very poor
15	65	Fair	35	Very poor
16	55	Poor	65	Fair
17	50	Very poor	20	Very poor
18	70	Fair	40	Very poor
19	65	Fair	40	Very poor
20	60	Poor	70	Fair

B.  Discussion

This research is aimed at investigating whether the use of song as media in learning activities improving students’ vocabulary mastery.

1.      The mean score of experimental group was 68.75 and the mean score of control group was 39.25. It means that experimental group was more successful in English songs in improving students vocabulary mastery than the control group, the writer found the standard deviation of both groups. The standard deviation of experimental group was 13.59 and the standard deviation of control group was 13.53. So the writer had proved the effectiveness of using English songs which was effective.

2.      The students responses can answer the oral blanks related to the vocabularies included in the songs. Moreover, students were able to perform the action related to the songs as well as to give physical response Getting the comparation score of experimental and control in which experimental was higher than control did not guarantee significance of the result. Therefore, the test was used to find the significance which was compared with the significance value of the t-table. It was found that the t-test value = 6.706 and with the df (degree of freedom) of 38, it was stated in the t-table which critical value was 2.021 at the level of significance 0.05.

     By comparing t-test value with t-table value above, the alternative hypothesis was accepted. It was caused by the t-test value was higher than t-table value and the null hypothesis was rejected. The result calculations could prove that teaching English songs in improving students vocabulary mastery was effective.

In this research, the students of experimental group who studied English songs in improving students vocabulary mastery when they made a group to arrange and complete the blank that they did it in turn with their own members.

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

The research is aimed to find out whether or not the use of song was significant in helping students to improve their vocabulary mastery.

The findings of the  research suggest that song can be used in helping students improve their  vocabulary  mastery. These  can be seen from the data obtained  in  this  study.  Data  from  vocabulary  test  show  that  there  is  an improvement on the students’ vocabulary score. The computation of t-test on post-test shows the mean score of experimental group was 68.75 and the mean score of control group was 39.25 while the standard deviation of experimental group was 13.59 and the standard deviation of control group was 13.53.

But the result above did not guarantee the signifance, therefore the test was used to find out it. The value of t-test was 6.706 with df of 38. It was measured from the t-table and the critical value was 2.021 at the level of significance 0.05. Based on the data found above, the writer compared between t-test and t-table values. The result showed that t-test value was higher than t-table, it means that Fan in english song was effective in teaching vocabulary mastery.

Those findings lead to the conclusion that there is likely an improvement on the students vocabulary test score after the implementation of the teaching program. Based on the findings, song makes students get interested and enthusiastic to follow the teaching and learning process because it makes the students free from stressful situation, so that they are motivated to be engaged actively in the classroom. Moreover, the students not only feel happy in the learning process but also are able to do the teacher’s instruction well.

Indeed,  teacher’s  ability  as  a  guide  is  highly  demanded  along  learning activities. Besides having the ability to manage the class and to assist the students, teachers also should be skillful in selecting whether or not the material suits the students’ needs and characteristics. Hence, the learning process be more various and meaningful and the students will not only understand the material more easily but also meet their learning objectives.

B.  Suggestion

1.         To the English teachers

a.         The teachers should make a happy the atmosphere in teaching and learning process of english song

b.        The teachers should improve the teaching quality in order the students could use English language in their daily communication, and they have to do big effort to increase students’ vocabulary and  knowledge actually by applying one of techniques in teaching and learning process.

2.      To the students

The students should use english songs in learning vocabulary to ease them undertand the lesson.

a.       The student’s should apply vocabulary every day at school

b.      The student’s should listening song to get more same vocabulary

3.         To further research

Further writer should use other teaching techniques and teaching medias, especially in teaching English songs.

4.         To the stakeholders of MA NW Jurang Jaler

The stakeholders of MA NW Jurang Jaler should apply English songs as the method applied in classes to teach vocabulary. It would be useful because the writer had proved the effectiveness of use english songs which was effective.

BIBLIOGRAPHY

Amiryousefi,  Mohammad  and  Dastjerdi,  H.  Vahid.  2010. English Language              Teaching  Vol.3  No.3;  Vocabulary:  Challenges  and            Debates on April         15, 2011.

Angliawati, Ria Yuli. 2011. The Frequency of Listening to English Songs  and Listening Achievement. Bandung: Unpublished Paper.

Bacha, Joel. 2003. Play and Affect in Language Learning. Monterey                      Institute of International  Studies. on March 10, 2011.

Brewer, Chris. 2005. Benefits of Using Music in the Classroom. Retried     on arch 17,      2011.

Brown, H. Douglas. 2001. Teaching by Principles: (An Interactive Approach                    to Language Pedagogy) 2nd  ed. New York: Addison Wesley Longman, Inc.

Barska, karolina. 2006. Usings to teach vocabulary to EFL students. Retrieved                  on febuary 27, 2011.Available at                                                                  http://Using%20to%20teach%20vocabulary%20to%20EFL%20studens.htm

Cohen, L., Manion, L. & Morrison, K. 2000. Research Methods in Education. USA;        Routledge Falmer.

 

Cebula, Dorota. 2003.Songs and Rhymes in Language Teaching.   November 25,             2011.

Collins, harper. 2002. Thesaurus of english language-complite and unabridged 2^nd              edition. Retieved at fabuary 15, 2011. Available at                                                                    http://www.thefreedictionary. com/mastery.

Hatch, Evelyn and Brown, Cheryl. 1995.     Journal: Studies in Second      Language        Acquisition  Vol.  19  Issue  01.  VOCABULARY,                     SEMANTICS,               AND LANGUAGE  EDUCATION.  New  York:             Cambridge  University             Press.

Miller, S. 1984. Experimental Design and Statistics. London; Routledge.

Maulaya, Riyadi. 2008. The Effectiveness of Songs as an Interactive Teaching                   Strategy to Improve Students’ Listening Ability. Bandung:         npublished.

Medina, Suzanne l. 2002. Using Music to Enhance Second Language Acquisition:            from theory to Practice. Available at                                                                                   hhttp://www.forefrontpublishers.com/eslmusic/articles/238-using-to-enhance-         second-languageacquisition-theory-topractice/.  Retrieved on february 20,                         2011.

Mega. 2011. The use of Song Lyrics in Imroving Students’ Grammar Mastery of past        tense. Bandung: Unpublished paper.

Sprinthall, R.C., Schmutte, T.G., & Sirois, L. 1990. Understanding Educational                             Research. USA; Prentice-Hall.

Thombury, scott. 2002. How to teach vocabulary. England: person education                   limited.Saricoban, Arif. And Metin. Esen. 2000. Songs, Verse and Games for            Teaching Grammar. Available at http://iteslj.org./teachniques/saricoban-         songs.html. retrieved on february 01,2011.

Zatnikasari, Rika. 2008. The effectiveness of songs in increasing students’ vocabulary.                    Bandung: Unpublished Paper.

Rencana Pelaksanaan Pembelajaran (RPP)

Nama Sekolah           :  SMA/MA .............................

Mata Pelajaran          : Bahasa Inggris

Kelas/Semester         : X / 2

Pertemuan Ke           :  1

Alokasi Waktu           : 2 x 45 menit

A.     Standar Kompetensi

Mendengarkan

7.            Memahami makna dalam percakapan transaksional dan interpersonal dalam konteks kehidupan sehari-hari.

B.     Kompetensi Dasar

7.1.         Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan tak resmi secara akurat, lancar dan berterima yang menggunakan ragam bahasa lisan sederhana dalam berbagai konteks kehidupan sehari-hari dan melibatkan tindak tutur:  berterima kasih, memuji, dan mengucapkan selamat.

     

C.     Indikator Pencapaian Kompetensi

Indikator Pencapaian Kompetensi

Nilai Budaya Dan Karakter Bangsa

§  Mengidentifikasi kata yang didengar §  Mengidentifikasi makna kata §  Mengidentifikasi hubungan antar pembicara §  Mengidentifikasi makna tindak tutur berterima kasih §  Merespon tindak tutur berterima kasih §  Mengidentifikasi makna tindak tutur memuji §  Merespon tindak tutur memuji §  Mengidentifikasi makna tindak tutur mengucapkan selamat §  Merespon tindak tutur mengucapkan §  selamat §  Mengidentifikasi konteks situasi

Religius, jujur, toleransi, disiplin, kerja keras, mandiri, demokratis, rasa ingin tahu, semangat kebangsaan, cinta tanah air, menghargai prestasi, bersahabat, cinta damai, gemar membaca, peduli lingkungan, peduli sosial, tanggung jawab, mandiri

Kewirausahaan/ Ekonomi Kreatif :

-       Percaya diri (keteguhan hati, optimis).

-       Berorientasi pada tugas (bermotivasi, tekun/tabah, bertekad, enerjik).

-       Pengambil resiko (suka tantangan, mampu memimpin)

-       Orientasi ke masa depan (punya perspektif untuk masa depan)

D.     Tujuan Pembelajaran

§  Siswa dapat mengidentifikasi kata yang didengar

§  Siswa dapat mengidentifikasi makna kata

§  Siswa dapat mengidentifikasi hubungan antar pembicara

§  Siswa dapat mengidentifikasi makna tindak tutur berterima kasih

§  Siswa dapat merespon tindak tutur berterima kasih

§  Siswa dapat mengidentifikasi makna tindak tutur memuji

§  Siswa dapat merespon tindak tutur memuji

§  Siswa dapat mengidentifikasi makna tindak tutur mengucapkan selamat

§  Siswa dapat merespon tindak tutur mengucapkan selamat

§  Siswa dapat mengidentifikasi konteks situasi

E.      Materi Pokok

Responding to expressions of congratulating and complimenting.

No.	Words	Exspressions
1.	great	You look great!
2.	charming	What a charming dress!
3.	fantastic	That's a very fantastic!
4.	congratulate	I must congratulate you!
5.	terrific	Nice to meet you
6.	farewell	See you later
7.	achievements	Terrific. Well done!
8.	extremely	How extremely nice of

F.      Metode Pembelajaran/Teknik:

Three-phase technique

G.     Strategi Pembelajaran

Tatap Muka	Terstruktur	Mandiri
§  Siswa mampu mengidentifikasi kata yang didengar, makna kata, hubungan antar pembicara, makna tindak tutur berterima kasih, makna tindak tutur memuji, makna tindak tutur mengucapkan selamat, dan konteks situasi	Siswa menganalisa kata yang didengar, makna kata, hubungan antar pembicara, makna tindak tutur berterima kasih, makna tindak tutur memuji, makna tindak tutur mengucapkan selamat, dan konteks situasi	Siswa mengetahui dan menghafal kata yang didengar, makna kata, hubungan antar pembicara, makna tindak tutur berterima kasih, makna tindak tutur memuji, makna tindak tutur mengucapkan selamat, dan konteks situasi

Langkah-langkah Kegiatan Pembelajaran

Kegiatan Awal  (10’)

-       Mengucapkan salam dengan ramah kepada siswa ketika memasuki ruang kelas (nilai yang ditanamkan: santun, peduli)

-       Mengecek kehadiran siswa (nilai yang ditanamkan: disiplin, rajin)

-       Mengaitkan materi/kompetensi yang akan dipelajari dengan karakter

-       Dengan merujuk pada silabus, RPP, dan bahan ajar, menyampaikan butir karakter yang hendak dikembangkan selain yang terkait dengan SK/KD

-       Siswa berdiskusi mengenai pertanyaan yang tertera di buku teks

Kegiatan Inti (70’)

Eksplorasi

Dalam kegiatan eksplorasi guru:

§  Memberikan stimulus berupa pemberian materi teks kata yang didengar, makna kata, hubungan antar pembicara, makna tindak tutur berterima kasih, makna tindak tutur memuji, makna tindak tutur mengucapkan selamat, dan konteks situasi.

§  Mendiskusikan materi bersama siswa  (Buku : Bahan Ajar Bahasa Inggris mengenai kata yang didengar, makna kata, hubungan antar pembicara, makna tindak tutur berterima kasih, makna tindak tutur memuji, makna tindak tutur mengucapkan selamat, dan konteks situasi.

§  Memberikan kesempatan pada peserta didik mengkomunikasikan secara lisan atau mempresentasikan berbagai teks kata yang didengar, makna kata, hubungan antar pembicara, makna tindak tutur berterima kasih, makna tindak tutur memuji, makna tindak tutur mengucapkan selamat, dan konteks situasi.

§  Siswa diminta membahas contoh soal dalam Buku : Bahan Ajar Bahasa Inggris mengenai kata yang didengar, makna kata, hubungan antar pembicara, makna tindak tutur berterima kasih, makna tindak tutur memuji, makna tindak tutur mengucapkan selamat, dan konteks situasi.

Elaborasi

Dalam kegiatan elaborasi guru:

§  Membiasakan siswa berbagai teks lisan fungsional pendek berupa kata yang didengar, makna kata, hubungan antar pembicara, makna tindak tutur berterima kasih, makna tindak tutur memuji, makna tindak tutur mengucapkan selamat, dan konteks situasi.

§  Memfasilitasi siswa melalui pemberian tugas mengerjakan latihan soal yang ada pada buku ajar Bahasa Inggris untuk dikerjakan secara individual.

Konfirmasi

Dalam kegiatan konfirmasi  guru:

§  Memberikan umpan balik pada siswa dengan memberi penguatan dalam bentuk lisan pada siswa yang telah dapat menyelesaikan tugasnya.

§  Memberi konfirmasi pada hasil pekerjaan yang sudah dikerjakan oleh siswa melalui sumber buku lain.

§  Memfasilitasi siswa melakukan refleksi untuk memperoleh pengalaman belajar yang sudah dilakukan.

§  Memberikan motivasi kepada siswa yang kurang dan belum bisa mengikuti dalam materi teks kata yang didengar, makna kata, hubungan antar pembicara, makna tindak tutur berterima kasih, makna tindak tutur memuji, makna tindak tutur mengucapkan selamat, dan konteks situasi.

Kegiatan Akhir (10’)

§  Siswa diminta membuat rangkuman dari materi teks kata yang didengar, makna kata, hubungan antar pembicara, makna tindak tutur berterima kasih, makna tindak tutur memuji, makna tindak tutur mengucapkan selamat, dan konteks situasi.

§  Siswa dan Guru melakukan refleksi terhadap kegiatan yang sudah dilaksanakan.

§  Siswa diberikan pekerjaan rumah (PR) berkaitan dengan materi teks kata yang didengar, makna kata, hubungan antar pembicara, makna tindak tutur berterima kasih, makna tindak tutur memuji, makna tindak tutur mengucapkan selamat, dan konteks situasi.

§  Menyampaikan rencana pembelajaran pada pertemuan berikutnya.

H.     Sumber/Bahan/Alat

-       Developing English Competencies for Grade X Senior High School (SMA/MA)

-       Tape

-       Kamus

-       Kaset/CD

-       Tape/CD Player

-       OHP/LCD

-       Foto/ Poster

-       Gambar

-       Koran berbahasa Inggris

-       Majalah

I.       Penilaian

• Teknik                         :     Tugas individu, Kuis, Ulangan harian.
• Bentuk Instrumen    :        Tertulis uraian singkat dan pilihan ganda, Lisan.

Contoh Instrumen     :

Answer these questions orally.

1.      Have your ever got any achievements in your life?

2.      What was the best achievement you got?

3.      How did you feel when you got an achievement?

4.      How did people respond to your achievement? Did they congratulate you?

5.      What do you say when you want to congratulate someone?

6.      How do you respond to someone congratulations?

7.      What do you say when you want to compliment someone?

8.      How do you respond to someone compliment?

Mengetahui                                                                       …………….………, ……

Kepala Sekolah                                                                 Guru Mata Pelajaran

______________________                                                __________________

NIP.                                                                                                     NIP.

Rencana Pelaksanaan Pembelajaran (RPP)

Nama Sekolah           :  SMA/MA .............................

Mata Pelajaran          : Bahasa Inggris

Kelas/Semester         : X / 2

Pertemuan Ke           :  2

Alokasi Waktu           : 2 x 45 menit

A.     Standar Kompetensi

Mendengarkan

7.            Memahami makna dalam percakapan transaksional dan interpersonal dalam konteks kehidupan sehari-hari.

B.     Kompetensi Dasar

7.2          Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan tak resmi secara akurat, lancar dan berterima yang menggunakan ragam bahasa lisan sederhana dalam berbagai konteks kehidupan sehari-hari dan melibatkan tindak tutur: menyatakan rasa terkejut, menyatakan rasa tak percaya, serta menerima undangan, tawaran, dan ajakan.

     

C.     Indikator Pencapaian Kompetensi

Indikator Pencapaian Kompetensi	Nilai Budaya Dan Karakter Bangsa
§ Mengidentifikasi makna tindak tutur menyatakan rasa terkejut § Merespon tindak tutur menyatakan rasa terkejut § Mengidentifikasi makna tindak tutur menyatakan rasa tak percaya § Merespon tindak tutur menyatakan rasa tak percaya. § Mengidentifikasi makna tindak tutur menyetujui undangan,  tawaran, ajakan. § Merespon tindak tutur menyetujui undangan, tawaran, ajakan.	Religius, jujur, toleransi, disiplin, kerja keras, mandiri, demokratis, rasa ingin tahu, semangat kebangsaan, cinta tanah air, menghargai prestasi, bersahabat, cinta damai, gemar membaca, peduli lingkungan, peduli sosial, tanggung jawab, mandiri

Kewirausahaan/ Ekonomi Kreatif :

-       Percaya diri (keteguhan hati, optimis).

-       Berorientasi pada tugas (bermotivasi, tekun/tabah, bertekad, enerjik).

-       Pengambil resiko (suka tantangan, mampu memimpin)

-       Orientasi ke masa depan (punya perspektif untuk masa depan)

D.     Tujuan Pembelajaran

§  Siswa dapat mengidentifikasi makna tindak tutur menyatakan rasa terkejut

§  Siswa dapat merespon tindak tutur menyatakan rasa terkejut

§  Siswa dapat mengidentifikasi makna tindak tutur menyatakan rasa tak percaya

§  Siswa dapat merespon tindak tutur menyatakan rasa tak percaya.

§  Siswa dapat mengidentifikasi makna tindak tutur menyetujui undangan,  tawaran, ajakan.

§  Siswa dapat merespon tindak tutur menyetujui undangan, tawaran, ajakan.

E.      Materi Pokok

Responding to expressions of congratulating and complimenting

Responding to narrative texts

F.      Metode Pembelajaran/Teknik:

Three-phase technique

G.     Strategi Pembelajaran

Tatap Muka	Terstruktur	Mandiri
Siswa mampu mengidentifikasi dan merespon makna tindak tutur menyatakan rasa terkejut, rasa tak percaya, menyetujui undangan,  tawaran, ajakan.	Siswa mampu menganalisa makna tindak tutur menyatakan rasa terkejut, rasa tak percaya, menyetujui undangan,  tawaran, ajakan.	Siswa mampu mengerti dan menghafal makna tindak tutur menyatakan rasa terkejut, rasa tak percaya, menyetujui undangan,  tawaran, ajakan.

Langkah-langkah Kegiatan Pembelajaran

Kegiatan Awal  (10’)

-       Mengucapkan salam dengan ramah kepada siswa ketika memasuki ruang kelas (nilai yang ditanamkan: santun, peduli)

-       Mengecek kehadiran siswa (nilai yang ditanamkan: disiplin, rajin)

-       Mengaitkan materi/kompetensi yang akan dipelajari dengan karakter

-       Dengan merujuk pada silabus, RPP, dan bahan ajar, menyampaikan butir karakter yang hendak dikembangkan selain yang terkait dengan SK/KD

-       Siswa berdiskusi mengenai pertanyaan yang tertera di buku teks

Kegiatan Inti (70’)

Eksplorasi

Dalam kegiatan eksplorasi guru:

§  Memberikan stimulus berupa pemberian materi merespon makna tindak tutur menyatakan rasa terkejut, rasa tak percaya, menyetujui undangan,  tawaran, ajakan.

§  Mendiskusikan materi bersama siswa  (Buku : Bahan Ajar Bahasa Inggris mengenai merespon makna tindak tutur menyatakan rasa terkejut, rasa tak percaya, menyetujui undangan,  tawaran, ajakan.

§  Memberikan kesempatan pada peserta didik mengkomunikasikan secara lisan atau mempresentasikan berbagai merespon makna tindak tutur menyatakan rasa terkejut, rasa tak percaya, menyetujui undangan,  tawaran, ajakan.

§  Siswa diminta membahas contoh soal dalam Buku : Bahan Ajar Bahasa Inggris mengenai tindak tutur merespon makna tindak tutur menyatakan rasa terkejut, rasa tak percaya, menyetujui undangan,  tawaran, ajakan.

Elaborasi

Dalam kegiatan elaborasi guru:

§  Membiasakan siswa berbagai teks lisan fungsional pendek merespon makna tindak tutur menyatakan rasa terkejut, rasa tak percaya, menyetujui undangan,  tawaran, ajakan.

§  Memfasilitasi siswa melalui pemberian tugas mengerjakan latihan soal yang ada pada buku ajar Bahasa Inggris untuk dikerjakan secara individual.

Konfirmasi

Dalam kegiatan konfirmasi  guru:

§  Memberikan umpan balik pada siswa dengan memberi penguatan dalam bentuk lisan pada siswa yang telah dapat menyelesaikan tugasnya.

§  Memberi konfirmasi pada hasil pekerjaan yang sudah dikerjakan oleh siswa melalui sumber buku lain.

§  Memfasilitasi siswa melakukan refleksi untuk memperoleh pengalaman belajar yang sudah dilakukan.

§  Memberikan motivasi kepada siswa yang kurang dan belum bisa mengikuti dalam materi merespon makna tindak tutur menyatakan rasa terkejut, rasa tak percaya, menyetujui undangan,  tawaran, ajakan.

Kegiatan Akhir (10’)

§  Siswa diminta membuat rangkuman dari materi merespon makna tindak tutur menyatakan rasa terkejut, rasa tak percaya, menyetujui undangan,  tawaran, ajakan.

§  Siswa dan Guru melakukan refleksi terhadap kegiatan yang sudah dilaksanakan.

§  Siswa diberikan pekerjaan rumah (PR) berkaitan dengan materi merespon makna tindak tutur menyatakan rasa terkejut, rasa tak percaya, menyetujui undangan,  tawaran, ajakan.

§  Menyampaikan rencana pembelajaran pada pertemuan berikutnya.

H.     Sumber/Bahan/Alat

-       Developing English Competencies for Grade X Senior High School (SMA/MA)

-       Tape

-       Kamus

-       Kaset/CD

-       Tape/CD Player

-       OHP/LCD

-       Foto/ Poster

-       Gambar

-       Koran berbahasa Inggris

-       Majalah

I.       Penilaian

• Teknik                         :     Tugas individu, Kuis, Ulangan harian.
• Bentuk Instrumen    :        Tertulis uraian singkat dan pilihan ganda, Lisan.

Contoh Instrumen     :

Listen to the tape and choose the best response from the expressions you hear.

For example:

You will hear   :           My sister got a car accident last night.

The best response is ….

a. Oh really? It is nice to hear that.

b. Oh really? I'm sorry to hear that.

The correct response is (b) Oh really? I'm sorry to hear that.

1.         a. Oh, that's good news.

b. Oh, that's bad news.

2.         a. How terrible!

b. I'm delighted to hear that.

3.         a. Is that right? That's too bad.

b. Is that right? How nice! I'm happy with that.

4.         a. I'm sorry to hear that.

b. How poor she is.

5.         a. Oh really? That's too bad.

b. Oh really? That's great.

Mengetahui                                                                       …………….………, ……

Kepala Sekolah                                                                 Guru Mata Pelajaran

______________________                                                __________________

NIP.                                                                                                     NIP.

Rencana Pelaksanaan Pembelajaran (RPP)

Nama Sekolah           :  SMA/MA .............................

Mata Pelajaran          : Bahasa Inggris

Kelas/Semester         : X / 2

Pertemuan Ke           :  3

Alokasi Waktu           : 2 x 45 menit

A.     Standar Kompetensi

         Mendengarkan

8.            Memahami makna  dalam teks fungsional pendek dan monolog yang berbentuk  narrative, descriptive, dan news item  sederhana dalam konteks kehidupan sehari-hari.

B.     Kompetensi Dasar

8.1          Merespon makna yang terdapat dalam teks lisan fungsional pendek sederhana (misalnya pengumuman, iklan, undangan dll.) resmi dan tak resmi secara akurat, lancar dan berterima dalam berbagai konteks kehidupan sehari-hari.

C.     Indikator Pencapaian Kompetensi

Indikator Pencapaian Kompetensi	Nilai Budaya Dan Karakter Bangsa
§ Mengidentifikasi topik sebuah pengumuman lisan § Mengidentifikasi informasi tertentu dari undangan lisan § Mengidentifikasi tujuan dari pengumuman yang didengar.	Religius, jujur, toleransi, disiplin, kerja keras, mandiri, demokratis, rasa ingin tahu, semangat kebangsaan, cinta tanah air, menghargai prestasi, bersahabat, cinta damai, gemar membaca, peduli lingkungan, peduli sosial, tanggung jawab, mandiri

Kewirausahaan/ Ekonomi Kreatif :

-       Percaya diri (keteguhan hati, optimis).

-       Berorientasi pada tugas (bermotivasi, tekun/tabah, bertekad, enerjik).

-       Pengambil resiko (suka tantangan, mampu memimpin)

-       Orientasi ke masa depan (punya perspektif untuk masa depan)

D.     Tujuan Pembelajaran

§  Siswa dapat mengidentifikasi topik sebuah pengumuman lisan

§  Siswa dapat mengidentifikasi informasi tertentu dari undangan lisan

§  Siswa dapat mengidentifikasi tujuan dari pengumuman yang didengar.

E.      Materi Pokok

Responding to expressions of congratulating and complimenting

Responding to narrative texts

F.      Metode Pembelajaran/Teknik:

Three-phase technique

G.     Strategi Pembelajaran

Tatap Muka	Terstruktur	Mandiri
§ Siswa mampu mengidentifikasi topik sebuah pengumuman lisan, undangan lisan dan pengumuman yang didengar.	2   Siswa mampu menganalisa topik sebuah pengumuman lisan, undangan lisan dan pengumuman yang didengar.	3   Siswa mampu mengerjakan dan mengerti topik sebuah pengumuman lisan, undangan lisan dan pengumuman yang didengar.

Langkah-langkah Kegiatan Pembelajaran

Kegiatan Awal  (10’)

Mengucapkan salam dengan ramah kepada siswa ketika memasuki ruang kelas (nilai yang ditanamkan: santun, peduli)

Mengecek kehadiran siswa (nilai yang ditanamkan: disiplin, rajin)

Mengaitkan materi/kompetensi yang akan dipelajari dengan karakter

Dengan merujuk pada silabus, RPP, dan bahan ajar, menyampaikan butir karakter yang hendak dikembangkan selain yang terkait dengan SK/KD

Siswa berdiskusi mengenai pertanyaan yang tertera di buku teks

Kegiatan Inti (70’)

Eksplorasi

Dalam kegiatan eksplorasi guru:

§  Memberikan stimulus berupa pemberian materi topik sebuah pengumuman lisan, undangan lisan dan pengumuman yang didengar.

§  Mendiskusikan materi bersama siswa  (Buku : Bahan Ajar Bahasa Inggris mengenai topik sebuah pengumuman lisan, undangan lisan dan pengumuman yang didengar.

§  Memberikan kesempatan pada peserta didik mengkomunikasikan secara lisan atau mempresentasikan berbagai topik sebuah pengumuman lisan, undangan lisan dan pengumuman yang didengar.

§  Siswa diminta membahas contoh soal dalam Buku : Bahan Ajar Bahasa Inggris mengenai topik sebuah pengumuman lisan, undangan lisan dan pengumuman yang didengar.

Elaborasi

Dalam kegiatan elaborasi guru:

§  Membiasakan siswa berbagai topik pengumuman lisan, undangan lisan dan pengumuman yang didengar.

§  Memfasilitasi siswa melalui pemberian tugas mengerjakan latihan soal yang ada pada buku ajar Bahasa Inggris untuk dikerjakan secara individual.

Konfirmasi

Dalam kegiatan konfirmasi  guru:

§  Memberikan umpan balik pada siswa dengan memberi penguatan dalam bentuk lisan pada siswa yang telah dapat menyelesaikan tugasnya.

§  Memberi konfirmasi pada hasil pekerjaan yang sudah dikerjakan oleh siswa melalui sumber buku lain.

§  Memfasilitasi siswa melakukan refleksi untuk memperoleh pengalaman belajar yang sudah dilakukan.

§  Memberikan motivasi kepada siswa yang kurang dan belum bisa mengikuti dalam materi topik sebuah pengumuman lisan, undangan lisan dan pengumuman yang didengar.

Kegiatan Akhir (10’)

§  Siswa diminta membuat rangkuman dari materi topik sebuah pengumuman lisan, undangan lisan dan pengumuman yang didengar.

§  Siswa dan Guru melakukan refleksi terhadap kegiatan yang sudah dilaksanakan.

§  Siswa diberikan pekerjaan rumah (PR) berkaitan dengan materi topik sebuah pengumuman lisan, undangan lisan dan pengumuman yang didengar.

§  Menyampaikan rencana pembelajaran pada pertemuan berikutnya.

H.     Sumber/Bahan/Alat

-       Developing English Competencies for Grade X Senior High School (SMA/MA)

-       Tape

-       Kamus

-       Kaset/CD

-       Tape/CD Player

-       OHP/LCD

-       Foto/ Poster

-       Gambar

-       Koran berbahasa Inggris

-       Majalah

I.       Penilaian

• Teknik                         :     Tugas individu, Kuis, Ulangan harian.
• Bentuk Instrumen    :        Tertulis uraian singkat dan pilihan ganda, Lisan.

Contoh Instrumen     :

Mengetahui                                                                      …………….………, ……

Kepala Sekolah                                                               Guru Mata Pelajaran

______________________                                              __________________

NIP.                                                                                                     NIP.

Rencana Pelaksanaan Pembelajaran (RPP)

Nama Sekolah           :  SMA/MA .............................

Mata Pelajaran          : Bahasa Inggris

Kelas/Semester         : X / 2

Pertemuan Ke           :  4

Alokasi Waktu           : 2 x 45 menit

A.     Standar Kompetensi

         Mendengarkan

8.            Memahami makna  dalam teks fungsional pendek dan monolog yang berbentuk  narrative, descriptive, dan news item  sederhana dalam konteks kehidupan sehari-hari.

B.     Kompetensi Dasar

8.2.         Merespon makna dalam teks monolog sederhana yang menggunakan ragam bahasa lisan  secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk; narrative, descriptive, dan news item.

C.     Indikator Pencapaian Kompetensi

Indikator Pencapaian Kompetensi	Nilai Budaya Dan Karakter Bangsa
§ Mengidentifikasi main idea dari teks yang didengar § Mengidentifikasi tokoh dari cerita yang didengar § Mengidentifikasi kejadian dalam teks yang didengar § Mengidentifikasi ciri-ciri dari benda/orang yang dideskripsikan § Mengidentifikasi inti berita yang didengar § Mengidentifikasi sumber berita yang didengar	Religius, jujur, toleransi, disiplin, kerja keras, mandiri, demokratis, rasa ingin tahu, semangat kebangsaan, cinta tanah air, menghargai prestasi, bersahabat, cinta damai, gemar membaca, peduli lingkungan, peduli sosial, tanggung jawab, mandiri

Kewirausahaan/ Ekonomi Kreatif :

-       Percaya diri (keteguhan hati, optimis).

-       Berorientasi pada tugas (bermotivasi, tekun/tabah, bertekad, enerjik).

-       Pengambil resiko (suka tantangan, mampu memimpin)

-       Orientasi ke masa depan (punya perspektif untuk masa depan)

D.     Tujuan Pembelajaran

§  Siswa dapat mengidentifikasi main idea dari teks yang didengar

§  Siswa dapat mengidentifikasi tokoh dari cerita yang didengar

§  Siswa dapat mengidentifikasi kejadian dalam teks yang didengar

§  Siswa dapat mengidentifikasi ciri-ciri dari benda/orang yang dideskripsikan

§  Siswa dapat mengidentifikasi inti berita yang didengar

§  Siswa dapat mengidentifikasi sumber berita yang didengar

E.      Materi Pokok

Responding to expressions of congratulating and complimenting

Responding to narrative texts

F.      Metode Pembelajaran/Teknik:

§  Pendekatan                        : Contextual Teaching and Learning (CTL)

§  Strategi Pembelajaran        : Cooperative Learning

G.     Strategi Pembelajaran

Tatap Muka	Terstruktur	Mandiri
Siswa mampu mengidentifikasi main idea dari teks, tokoh dari cerita, kejadian, ciri-ciri dari benda/orang yang dideskripsikan  dan yang didengar.	Siswa mampu menganalisa main idea dari teks, tokoh dari cerita, kejadian, ciri-ciri dari benda/orang yang dideskripsikan  dan yang didengar.	Siswa mampu mengerjakan dan mengerti main idea dari teks, tokoh dari cerita, kejadian, ciri-ciri dari benda/orang yang dideskripsikan  dan yang didengar.

Langkah-langkah Kegiatan Pembelajaran

Kegiatan Awal  (10’)

-       Mengucapkan salam dengan ramah kepada siswa ketika memasuki ruang kelas (nilai yang ditanamkan: santun, peduli)

-       Mengecek kehadiran siswa (nilai yang ditanamkan: disiplin, rajin)

-       Mengaitkan materi/kompetensi yang akan dipelajari dengan karakter

-       Dengan merujuk pada silabus, RPP, dan bahan ajar, menyampaikan butir karakter yang hendak dikembangkan selain yang terkait dengan SK/KD

-       Siswa berdiskusi mengenai pertanyaan yang tertera di buku teks

Kegiatan Inti (70’)

Eksplorasi

Dalam kegiatan eksplorasi guru:

§  Memberikan stimulus berupa pemberian materi main idea dari teks, tokoh dari cerita, kejadian, ciri-ciri dari benda/orang yang dideskripsikan  dan yang didengar.

§  Mendiskusikan materi bersama siswa  (Buku : Bahan Ajar Bahasa Inggris mengenai main idea dari teks, tokoh dari cerita, kejadian, ciri-ciri dari benda/orang yang dideskripsikan  dan yang didengar.

§  Memberikan kesempatan pada siswa mengkomunikasikan secara lisan atau mempresentasikan main idea dari teks, tokoh dari cerita, kejadian, ciri-ciri dari benda/orang yang dideskripsikan  dan yang didengar..

§  Siswa diminta membahas contoh soal dalam Buku : Bahan Ajar Bahasa Inggris mengenai main idea dari teks, tokoh dari cerita, kejadian, ciri-ciri dari benda/orang yang dideskripsikan  dan yang didengar.

Elaborasi

Dalam kegiatan elaborasi guru:

§  Membiasakan siswa berbagai main idea dari teks, tokoh dari cerita, kejadian, ciri-ciri dari benda/orang yang dideskripsikan  dan yang didengar.

§  Memfasilitasi siswa melalui pemberian tugas mengerjakan latihan soal yang ada pada buku ajar Bahasa Inggris untuk dikerjakan secara individual.

Konfirmasi

Dalam kegiatan konfirmasi  guru:

§  Memberikan umpan balik pada siswa dengan memberi penguatan dalam bentuk lisan pada siswa yang telah dapat menyelesaikan tugasnya.

§  Memberi konfirmasi pada hasil pekerjaan yang sudah dikerjakan oleh siswa melalui sumber buku lain.

§  Memfasilitasi siswa melakukan refleksi untuk memperoleh pengalaman belajar yang sudah dilakukan.

§  Memberikan motivasi kepada siswa yang kurang dan belum bisa mengikuti dalam materi main idea dari teks, tokoh dari cerita, kejadian, ciri-ciri dari benda/orang yang dideskripsikan  dan yang didengar.

Kegiatan Akhir (10’)

§  Siswa diminta membuat rangkuman dari materi main idea dari teks, tokoh dari cerita, kejadian, ciri-ciri dari benda/orang yang dideskripsikan  dan yang didengar.

§  Siswa dan Guru melakukan refleksi terhadap kegiatan yang sudah dilaksanakan.

§  Siswa diberikan pekerjaan rumah (PR) berkaitan dengan materi teks lisan fungsional pendek main idea dari teks, tokoh dari cerita, kejadian, ciri-ciri dari benda/orang yang dideskripsikan  dan yang didengar.

§  Menyampaikan rencana pembelajaran pada pertemuan berikutnya.

H.     Sumber/Bahan/Alat

-       Developing English Competencies for Grade X Senior High School (SMA/MA)

-       Tape

-       Kamus

-       Kaset/CD

-       Tape/CD Player

I.       Penilaian

• Teknik                         :     Tugas individu, Kuis, Ulangan harian.
• Bentuk Instrumen    :        Tertulis uraian singkat dan pilihan ganda, Lisan.

Contoh Instrumen     :

Create a dialogue based on the following situations, using the expressions given in 'What to Say'.

·         Your best friend has passed his exam and he gets a good mark.

·         Your relative is going abroad for studying.

·         Your brother has done excellent job.

·         Your teacher is honoured with the "Teacher of the month" title.

Mengetahui                                                                    …………….………, ……

Kepala Sekolah                                                              Guru Mata Pelajaran

______________________                                             __________________

NIP.                                                                                                     NIP.

Rencana Pelaksanaan Pembelajaran (RPP)

Nama Sekolah           :  SMA/MA .............................

Mata Pelajaran          : Bahasa Inggris

Kelas/Semester         : X / 2

Pertemuan Ke           :  5

Alokasi Waktu           : 2 x 45 menit

A.     Standar Kompetensi

         Berbicara

9             Mengungkapkan makna   dalam percakapan transaksional dan interpersonal dalam konteks kehidupan sehari-hari.

B.     Kompetensi Dasar

9.1          Mengungkap-kan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan tak resmi secara akurat, lancar dan berterima dengan menggunakan ragam bahasa lisan sederhana dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: berterima kasih, memuji, dan mengucapkan selamat.

C.     Indikator Pencapaian Kompetensi

Indikator Pencapaian Kompetensi	Nilai Budaya Dan Karakter Bangsa
§ Menggunakan tindak tutur berterima kasih § Merespon tindak tutur berterima kasih § Menggunakan tindak tutur memuji § Merespon tindak tutur memuji § Menggunakan tindak tutur mengucapkan selamat § Merespon tindak tutur mengucapkan selamat	Religius, jujur, toleransi, disiplin, kerja keras, mandiri, demokratis, rasa ingin tahu, semangat kebangsaan, cinta tanah air, menghargai prestasi, bersahabat, cinta damai, gemar membaca, peduli lingkungan, peduli sosial, tanggung jawab, mandiri

Kewirausahaan/ Ekonomi Kreatif :

-       Percaya diri (keteguhan hati, optimis).

-       Berorientasi pada tugas (bermotivasi, tekun/tabah, bertekad, enerjik).

-       Pengambil resiko (suka tantangan, mampu memimpin)

-       Orientasi ke masa depan (punya perspektif untuk masa depan)

D.     Tujuan Pembelajaran

§  Siswa dapat menggunakan tindak tutur berterima kasih

§  Siswa dapat merespon tindak tutur berterima kasih

§  Siswa dapat menggunakan tindak tutur memuji

§  Siswa dapat merespon tindak tutur memuji

§  Siswa dapat menggunakan tindak tutur mengucapkan selamat

§  Siswa dapat merespon tindak tutur mengucapkan selamat

E.      Materi Pokok

Congratulate and compliment others; &

Perform a monologue of narrative texts.

Exspressions	Situations
·         What a nice dress! ·         You look great! ·         You're looking glamorous. ·         Congratulations! ·         Well, Done! §  Thank you very much for your compliment.	·         You compliment someone on their appearance. ·         You say nice thing about your friends' dress. ·         Your colleague is very fashionable and well dress. ·         Your friend has just passed an important exam. ·         Your brother have got an award. ·         You give response to your friend compliment/congratulation.

F.      Metode Pembelajaran/Teknik:

§  Pendekatan                        : Contextual Teaching and Learning (CTL)

§  Strategi Pembelajaran        : Cooperative Learning

G.     Strategi Pembelajaran

Tatap Muka	Terstruktur	Mandiri
Siswa mampu mengidentifikasi main idea dari teks, tokoh dari cerita, kejadian, ciri-ciri dari benda/orang yang dideskripsikan  dan yang didengar.	Siswa mampu menganalisa main idea dari teks, tokoh dari cerita, kejadian, ciri-ciri dari benda/orang yang dideskripsikan  dan yang didengar.	Siswa mampu mengerjakan dan mengerti main idea dari teks, tokoh dari cerita, kejadian, ciri-ciri dari benda/orang yang dideskripsikan  dan yang didengar.

Langkah-langkah Kegiatan Pembelajaran

Kegiatan Awal  (10’)

-       Mengucapkan salam dengan ramah kepada siswa ketika memasuki ruang kelas (nilai yang ditanamkan: santun, peduli)

-       Mengecek kehadiran siswa (nilai yang ditanamkan: disiplin, rajin)

-       Mengaitkan materi/kompetensi yang akan dipelajari dengan karakter

-       Dengan merujuk pada silabus, RPP, dan bahan ajar, menyampaikan butir karakter yang hendak dikembangkan selain yang terkait dengan SK/KD

-       Siswa berdiskusi mengenai pertanyaan yang tertera di buku teks

Kegiatan Inti (70’)

Eksplorasi

Dalam kegiatan eksplorasi guru:

§  Memberikan stimulus berupa pemberian materi main idea dari teks, tokoh dari cerita, kejadian, ciri-ciri dari benda/orang yang dideskripsikan  dan yang didengar.

§  Mendiskusikan materi bersama siswa  (Buku : Bahan Ajar Bahasa Inggris mengenai main idea dari teks, tokoh dari cerita, kejadian, ciri-ciri dari benda/orang yang dideskripsikan  dan yang didengar.

§  Memberikan kesempatan pada peserta didik mengkomunikasikan secara lisan atau mempresentasikan berbagai main idea dari teks, tokoh dari cerita, kejadian, ciri-ciri dari benda/orang yang dideskripsikan  dan yang didengar.

§  Siswa diminta membahas contoh soal dalam Buku : Bahan Ajar Bahasa Inggris mengenai main idea dari teks, tokoh dari cerita, kejadian, ciri-ciri dari benda/orang yang dideskripsikan  dan yang didengar.

Elaborasi

Dalam kegiatan elaborasi guru:

§  Membiasakan siswa berbagai teks lisan fungsional pendek berupa main idea dari teks, tokoh dari cerita, kejadian, ciri-ciri dari benda/orang yang dideskripsikan  dan yang didengar.

§  Memfasilitasi siswa melalui pemberian tugas mengerjakan latihan soal yang ada pada buku ajar Bahasa Inggris untuk dikerjakan secara individual.

Konfirmasi

Dalam kegiatan konfirmasi  guru:

§  Memberikan umpan balik pada siswa dengan memberi penguatan dalam bentuk lisan pada siswa yang telah dapat menyelesaikan tugasnya.

§  Memberi konfirmasi pada hasil pekerjaan yang sudah dikerjakan oleh siswa melalui sumber buku lain.

§  Memfasilitasi siswa melakukan refleksi untuk memperoleh pengalaman belajar yang sudah dilakukan.

§  Memberikan motivasi kepada siswa yang kurang dan belum bisa mengikuti dalam materi main idea dari teks, tokoh dari cerita, kejadian, ciri-ciri dari benda/orang yang dideskripsikan  dan yang didengar.

Kegiatan Akhir (10’)

§  Siswa diminta membuat rangkuman dari materi teks lisan fungsional pendek berupa main idea dari teks, tokoh dari cerita, kejadian, ciri-ciri dari benda/orang yang dideskripsikan  dan yang didengar.

§  Siswa dan Guru melakukan refleksi terhadap kegiatan yang sudah dilaksanakan.

§  Siswa diberikan pekerjaan rumah (PR) berkaitan dengan materi teks lisan fungsional pendek berupa main idea dari teks, tokoh dari cerita, kejadian, ciri-ciri dari benda/orang yang dideskripsikan  dan yang didengar.

§  Menyampaikan rencana pembelajaran pada pertemuan berikutnya.

H.     Sumber/Bahan/Alat

Developing English Competencies for Grade X Senior High School (SMA/MA)

Tape

Kamus

Kaset/CD

Tape/CD Player

OHP/LCD

Foto/ Poster

Gambar

Koran berbahasa Inggris

Majalah

I.       Penilaian

• Teknik                         :     Tugas individu, Kuis, Ulangan harian.
• Bentuk Instrumen    :        Tertulis uraian singkat dan pilihan ganda, Lisan.

Contoh Instrumen     :

Look at the picture and answer the questions.

1.      What do you see in the picture?

2.      What are they doing?

3.      How do you congratulate anyone and give compliment in your culture?

4.      On what occasions do people usually congratulate or compliment each other?

5.      Mention some expressions of congratulating and giving complement.

Mengetahui                                                                   …………….………, ……

Kepala Sekolah                                                            Guru Mata Pelajaran

______________________                                           __________________

NIP.                                                                                NIP.

POST TEST OF LISTENING SONG

Name    :

Class      :

A lonely road (1)________ another Cold state line

miles away From those i (2)________ Purpose hard to find

 While i recall all the world You (3)________ to me

Can’t help but wish that i was there Back where i’d love to be..

Oh yeah..

Dear (4)_______ The only think i ask

Of you is to hold her when

I’m not around When i’m much Too far away

We all (5)_______ the person  We can be true to you

But i left her when i found her  And now i wish i’d (6)________

Cause i’m lonely and i’m tired i’m missing you again oh no

(7)__________

There’s nothing her for me on the barren road

There’s no one Here while the (8)________ sleeps And all the shops

Are closed Can’t help but Think of the times

I’ve had wiht you

(9)_________ and some memories will have to (10)________ me through

Oh yeah

Dear god The only think i ask Of you is To hold her when

I’m not around When  i’m much too far away

We all Need the person

Who can be (11)_________ to you

But i left her when I found her

And now i wish I’d stayed

(12)___________ i’m lonely and i’m tired i’m (13)_________ you again oh no

Once again

Some search. (14)_________finding away

Before love they Waste away

I found you Something told me to stay

I gave in To selfish ways

And how i miss

(15)___________ to hold when hope begins To fade A loney road

Crossed another cold state (16)________

Miles away From those i love purpose hard to find

Dear god

The only (17)_______ a ask Of you is To hold her when

I’m not around When i’m (18)_________

Too far away We all Need the person

Who can be true to you But i left (19)________ when

I found her And now i (20)________ I’d stayed

Couse i’m lonely And i’m tired

I’m missing you again oh no..

Once again

Ohhh

yeah

NWER KEYS OF POST TEST
1.  crossed 2.  love 3.  spoke 4.  god 5.  need 6.  stayed 7.  onece again 8.  city 9.  pictures 10. help	11. true 12. cause 13. missing 14. some one 15. never 16. line 17. think 18. much 19. her 20. wish