Post on 19-Feb-2023
The Speaking Ability of the Eighth Grade Students of SMPN 28 Kepulauan Selayar by Using Discovery Learning
A THESIS
Submitted to the Faculty of Teacher Training and Education Makassar
Muhammadiyah University in Partial Fulfillment of the Requirement for the
Degree of Education in English Department
LASMINI
10535659915
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF MAKASSAR
2020
UNIVERSITAS MUHAMMADIYAH MAKASSAR
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN PRODI PENDIDIKAN BAHASA INGGRIS
بســــــم اللـه الرحـمن الرحيــــم
Jalan Sultan Alauddin No. 259Makassar
Telp : 0411-860837/860132 (Fax)
Email : fkip@unismuh.ac.id
Web : www.fkip.unismuh.ac.id
| Terakreditasi Institusi
SURAT PERNYATAAN
Saya yang bertanda tangan dibawah ini:
Nama : LASMINI
NIM : 10535 6599 15 Jurusan : Pendidikan Bahasa Inggris
Judul Skripsi : The Speaking Ability of the Eighth Grade Students of SMPN
28 Kepulauan Selayar By Using Discovery Learning.
Dengan ini menyatakan:
Skripsi yang saya ajukan didepan tim penguji adalah hasil karya saya
sendiri bukan hasil ciplakan dan tidak dibuatkan oleh siapapun.
Demikian pernyataan ini saya buat dengan sebenar-benarnya dan bersedia
menerima sanksi apabila pernyataan saya tidak benar.
Makassar, January 2020
Yang Membuat Pernyataan
LASMINI 10535659915
UNIVERSITAS MUHAMMADIYAH MAKASSAR
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN PRODI PENDIDIKAN BAHASA INGGRIS
بســــــم اللـه الرحـمن الرحيــــم
Jalan Sultan Alauddin No. 259Makassar
Telp : 0411-860837/860132 (Fax)
Email : fkip@unismuh.ac.id
Web : www.fkip.unismuh.ac.id
| Terakreditasi Institusi
SURAT PERJANJIAN
Saya yang bertanda tangan dibawah ini: Nama : LASMINI
NIM : 10535 6599 15 Jurusan : Pendidikan Bahasa Inggris
Judul Skripsi : The Speaking Ability of the Eighth Grade Students of SMPN
28 Kepulauan Selayar By Using Discovery Learning
Dengan ini menyatakan perjanjian sebagai berikut: 1. Mulai dari penyusunan proposal sampai dengan selesainya skripsi ini, saya
menyusun sendiri (tidak dibuatkan oleh siapapun). 2. Dalam penyusunan skripsi, saya akan selalu melakukan konsultasi dengan
pembimbing 3. Saya tidak akan melakukan penjiplakan (plagiat) dalam menyusun skripsi. 4. Apabila saya melanggar perjanjian saya seperti yang tertera pada butir 1,
2, 3 maka saya bersedia menerima sanksi sesuai aturan yang berlaku.
Demikian perjanjian ini saya buat dengan penuh kesadaran.
Makassar, January 2020 Yang Membuat Perjanjian
LASMINI 10535659915
MOTTO
Yesterday I dared to struggle. Today I dare to win
(Bernadette Devlin)
DEDICATION
This thesis is dedicated to:
My beloved parents (Abd. Rahman and
Rosdiana) who always unburden their
affection, give advice up to the writer
finished in arranging this thesis.
My beloved Friends in UKM Bahasa, all my
special classmates of Jungle Class ’15 and
all inspiring people around me.
ACKNOWLEDGMENT
` ALHAMDULILAH WA SYUKURILAH, no other word decent enough to
express to Allah SWT, the Almighty God who has given guidance, mercy and health
to complete the writing of this thesis under the title “The Speaking Ability of the
Eighth Grade Students’ of SMPN 28 Kepulauan Selayar By Using Discovery
Learning” as requirement for the Degree of Bachelor of Education in English
Education Department. Don’t forget to deliver Salawat and Salam to the prophet
Muhammad SAW as addressed to the final and chosen messenger.
The researcher realizes that in conducted the research and writing this thesis,
many people have contributed their valuable suggestions, guidances, assistances, and
advices for the completion of this thesis. Therefore, the researcher would like to
acknowledge them:
1. Prof. Dr. H. Abd. Rahman Rahim, S.E.,M M. the Rector of Muhammadiyah
University of Makassar.
2. Erwin Akib, M.Pd., Ph.D the Dean of Teacher Training and Education Faculty.
3. Ummi Khaerati Syam, S.Pd., M.Pd, the Head of English Education Department of
FKIP UNISMUH Makassar.
4. The high appreciation and sincere thanks to my consultants Erwin Akib,
S.Pd.,M,Pd.,Ph,D. as the first consultant and Andi Asri Jumiaty, S,Pd.,M.Pd. as
the second consultant who gave the writer guidance, correction and overall
support since the preliminary stage of manuscript until the completion of this
thesis.
5. Thanks to all the lectures and staff of FKIP UNISMUH Makassar, especially the
lectures of English Department who taught her for many years.
6. Big thanks also to my beautiful best friend Sumsriani S.Pd who always gave me
advice and solution in finished my thesis.
Finally, for all people who gave valuable suggestion, guidance, assistance,
and advice to completion this proposal may Allah S.W.T. be with us now and forever.
Aamiin.
Billahi Fi SabillilahHaqFastabiqulKhaerat
Makassar, January 2020
The writer
LASMINI
ABSTRACT
Lasmini. 2020. The Speaking Ability of the Eighth Grade Students of SMPN 28 Kepulauan Selayar by Using Discovery Learning. Thesis of English Education Department. The faculty of Teacher Training and Education, Universitas Muhammadiyah Makassar. Supervised by Erwin Akib and Andi Asri Jumiati.
This study aimed to investigate the improvement of students’ speaking ability
by using Discovery Learning. The population and sample of this research are Class VIII.A that consists of 20 students of SMPN 28 Kepulauan Selayar.
This study applied pre-experimental design. The data obtain through pre-test, treatment and post-test. The pre-test is used to know the prior knowledge of the students’ ability in speaking, The treatment of the research is conducted in six, and Post-test is carried out to find out the value of treatment whether the result of post-test better then pre-test or not after implement the Discovery Learning
The result of the improvement of the students’ speaking ability by using Discovery Learning was significant improved. It was proved by the mean score before and after giving treatment was 46 becomes 72.5 improve 57.6% with the t-test value orientation was greater than t-table (13.25>2.093) at the eighth grade students of SMPN 28 Kepulauan Selayar. Beside that Discovery Learning also should be applying in speaking due to students more understand easily the material.
Keywords: Speaking ability, Improvement, Discovery-Learning
ABSTRAK
Sumsriani. 2020. Kemampuan Berbicara Siswa Kelas VIII SMPN 28 Kepulauan Selayar dengan Menggunakan Discovery Learning. Skripsi Bahasa Inggris. Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah Makassar. Dibimbing oleh Erwin Akib dan Andi Asri Jumiatiy
Penelitian ini bertujuan untuk menyelidiki peningkatan kemampuan berbicara siswa dengan menggunakan Discovery Learning. Populasi dan sampel penelitian ini adalah Kelas VIII.A yang terdiri dari 20 siswa SMPN 28 Kepulauan Selayar.
Penelitian ini menggunakan desain pre-experimental. Data diperoleh melalui pre-test, treatment dan post-test. Pre-test digunakan untuk mengetahui pengetahuan awal tentang kemampuan siswa dalam berbicara, treatment dilakukan dalam enam pertemuan, dan Post-test dilakukan untuk mengetahui nilai treatment apakah hasil post-test lebih baik dari pada pre-test atau tidak setelah menerapkan metode Discovery Learning. Hasil dari peningkatan kemampuan berbicara siswa dengan menggunakan Discovery Learning meningkat secara signifikan. Hal ini dibuktikan dengan skor rata-rata sebelum dan sesudah memberikan perlakuan adalah 46 menjadi 72,5 meningkat 57,6% dengan orientasi nilai t-test lebih besar dari t-tabel (13,25> 2,093) pada siswa kelas VIII SMPN 28 Kepulauan Selayar. Selain itu Discovery Learning juga harus diterapkan dalam speaking karena siswa lebih mudah memahami materi. Kata kunci: Kemampuan Berbicara, Peningkatan, Discovery-Learning
LIST OF TABLES
Table 3.1 : Pronunciation scoring criteria ……………………...…………...….39
Table 3.2 : Vocabulary scoring criteria …………………………...…...………30
Table 3.3 : Category Students’ Speaking Score ……………………….………30
Table 3.4 : Hypothesis Testing ……….…..……………………………..…..…32
Table 4.1 : Rate Percentage and Frequency in Pre-test of Pronunciation…....…33
Table 4.2 : Rate Percentage and Frequency in Post-test of Pronunciation…………………………………………..………….…34
Table 4.3 : Rate Percentage and Frequency in Pre-test of Vocabulary………...34
Table 4.4 : Rate Percentage and Frequency in Post-test of Vocabulary…...…...35
Table 4.5 : The Improvement of Students’ Accuracy in Speaking Ability….....36
Table 4.6 : The T-test of Students’ Improvement……………………………....37
LIST OF APPENDICES
Appendix I : The Students’ Pronunciation of Pre-test
Appendix II : The Students’ Pronunciation of Post-test
Appendix III : The Students’ Vocabulary of Pre-test
Appendix IV : The Students’ Vocabulary of Post-test
Appendix V : The Students’ Row of Pre-test
Appendix VI : The Students’ Row of Post-test
Appendix VII : The Students’ score of pre-test (X1) and post-test (X2),
gain/difference between the method pairs (D) and square of the
gain (D2)
Appendix VIII : Scoring Classification of the Students’ Pre-test and Post-test
Appendix IX : Mean score of the pre-test and post-test and gain (D)
Appendix X : The percentage of the students’ ability in speaking
Appendix XI : Test of significant
Appendix XII : Table distribution of t-value
Appendix XIII : Instrument of pre-test and post-test
Appendix XIV : Script of pre-test and post-test
Appendix XV : Lesson Plan
Appendix XVI : Documentations
TABLE OF CONTENTS
COVER ………………………………………………………………………….……………i
APROVAL SHEET …………………………………………………………………………ii
COUNSLING SHEET ……………….……………………………………………………..iii
SURAT PERNYATAAN …………………………………………………………………...iv
SURAT PERJANJIAN ……………………………………………………………………...v
MOTTO ……………………………………………………………………………………..vi
DEDICATION ………………………………………………………………………………vi
ACKNOWLEDGEMENT …………………………………………………………….vii-viii
ABSTRACT ……………………………………………………………………………….ix-x
TABLE OF CONTENTS ……………………………………………………………….xi-xii
LIST OF TABLE …………………………………………………………………..…….. xiii
LIST OF FIGURE ……………………………………………………………………….. xiv
CHAPTER I INTRODUCTION
A. Background ……………………………………………………………………………….1
B. Problem Statement …………………………………………….………………………….5
C. Research Objective ……………………………………………………………………….5
D. Significant of the Study …………………………………………………………………..5
E. The Scope of the Study …………………………………………………………………...6
CHAPTER II REVIEW OF RELATED LITERATURE A. Previous Related Research Findings ……………………………………………………..6
B. The Concept of Speaking ……………………..…………………………………………..8
C. The Concept of Discovery Learning ………………..…………………………………..16
D. Conceptual Framework ………………………………………………………………….24
CHAPTER III RESEARCH METHOD
A. Research Design ………………………………………………………………………...26
B. Population and Sample ……………………………….…………………………………27
C. Research Instrument …………………………………………………………………….28
D. Technique of Data Collection …………………………………………………………...28
E. Technique Data Analysis ………………………………………………………………..29
CHAPTER IV FINDING AND DISCUSSION
A. Findings.………………………………………………………………………....33
B. Discussion ……………………………………………………………………….38
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion.………………………………………………………………………42
B. Suggestion ………………………………………………………….……………42
BIBLOGRAPHY …………………………………………………………………………...43
APPENDICES
DOCUMENTATIONS
CURRICULUM VITAE
1
CHAPTER I
INTRODUCTION
A. Background
Speaking is one of needed skills by the students in the language
learning process. The students will be able to speak up their opinions and
improve their communicative competence when they can master speaking
skill. Speaking is so much part of daily life that we take it for granted
(Thornbury, 2005: 1). He also says that speaking is interactive and
requires the ability to co-operate in the management of speaking turns. It
also typically takes place in real time, with little time for detailed planning.
He adds that speaking represents a real challenge to most language
learners.
Tarigan (1990:3-4) defines speaking as a language skill which is
developed in childhood preceded with listening skill. It means that
speaking is the basic skill in learning language. Indeed, people mostly use
language for communication. Hornby (1995:37) states that through
speaking language learners will be judged upon most in real life situation.
It is an important part of everyday interaction and most often the first
impression of a person based on his or her ability to speak fluently and
comprehensively.
According to Elizabeth Grugeon, Lyn Dawes, Carol Smith and
Lorraine Hubbard (2015:11) in Mufida (2015: 109-110), the students were
being encourage to talk on their activities and observed the teacher‟s
2
speaking way carefully. Then the teacher gives opportunities to all of
students for talking and for developing their confidence and fluency as
speaker. Influence and confidence are important goals. It means that the
learners required for becoming fluency and confidence when they were
given a chance for speaking to other person because both of them are
important components and goals. At their school, the students learn
English as foreign language which can be done by practicing in speaking.
Usually is more tends to oral activities. Oral activities are more interesting
and easy way for the students through speaking or communication. The
function of speaking itself is used to express their idea or thought and to
communicate to people in civilized world.
To gain a successful teaching and learning of speaking, a teacher
should be aware of many factors that can influence the process and the
product of students‟ language learning. The factors may come from
outside or inside of the students. The external factors can be in the form of
teaching methods used by the teacher, the learning materials, and
classroom atmosphere. The internal factor deals much with psychological
condition of the students, such as creativity, creativity, interest, self-
confidence, self-concept, self-esteem, and self-efficacy (Prawerti 2014: 3).
It is important for the teacher to examine the students‟ needs and
characteristics dealing with the individual differences that must exist in the
class. It will help the teacher fit the teaching objectives and the learning
aids for the students.
3
Of all factors mentioned above, the factors that should be taken
into account is teaching method used in the class. Teaching method is the
way a teacher makes his or her students learn. Every teacher should have
determined the teaching method to be used before coming to the class.
Choosing an appropriate teaching method is one of the fundamental keys
to the success of the teaching. To solve the problem in speaking the
researcher uses discovery learning method in order to improve the
students‟ speaking ability.
Discovery Learning is one of teaching method in Curriculum 2013.
According to Schunk in Sofeny (2017) discovery learning is when a
student obtains knowledge by him/herself. Discovery Learning is a
technique where students are given a chance to observe, think, ask, and
discover the material by themselves. The role of teacher is a facilitator and
informant. This technique requires to learners to become active in doing
experiment, collecting the data, and analysing the data. These activities are
suitable to the implementation of student-centered learning that puts
teacher as just a facilitator. It means that, the learners must be able to solve
or guess the problems which are given by teacher. It can make the learning
process be more useful and effective because by giving the problem, the
teacher tries to give stimuli for the students.
Discovery occurs when an individual is involved, especially in the
use of mental processes to find some of the concepts and principles.
Discovery is done through observation, classification, measurement,
prediction, determination and inferring. The process is called cognitive
4
while the discovery process itself is the mental process of assimilating
concepts and principles in the mind (Sund in Malik, 2001: 219 in
Mendikbud, 2013). According to Murphy, Malloy, and O‟Brien (2010),
Discovery learning is a learner centred mode of teaching most widely
discussed by John Dewey and Jerome Bruner. In discovery learning
students become active participants in learning by exploring concepts and
answering their own questions through testing and experience.
The researcher hopes by applying Discovery Learning will attract
students‟ interest and stimulate them to enjoy and active in speaking
English at Junior High School. “Discovery Learning is perhaps the best-
known form inquiry based learning. It requires students to investigate a
topic, issue or problem by active means, obtain pertinent information,
interpret causes and effects where relevant, and arrive at conclusions or
solutions.”
From explanation above, the research will be conducted in SMPN
28 Kepulauan Selayar. The reasons why the researcher chooses the school
due to the method used by teachers was general and same method. General
method is such the teacher gives question-answer and gives exercises to
the students even though the material not appropriate with the method
implemented by teacher. Therefore, the researcher wants to implement
discovery learning. Because of that the research need to do for collecting
the data information and looking for The Improvement of Students’
Speaking Ability through Discovery Learning.
5
B. Problem Statement
Based on the statement above, this study limit the discussion by
stating the research question as follow “Does the use of Discovery
Learning improve the students‟ accuracy in speaking at SMPN 28
Kepulauan Selayar?
C. Objective of the Study
Based on the problem statements above, the objective of the
research is to find out whether the used of Discovery Learning improve the
students‟ accuracy in speaking at SMPN 28 Kepulauan Selayar?
D. Significant of the Study
The benefits of this study are divided into two, namely theoretical
practically
1) Theoretical
a. For knowledge developing in speaking
b. To add scientific studies in speaking
2) Practically
a. Benefits for students
The benefits for students were to improve students‟
speaking ability because this research can find out how far the
students‟ improvement in speaking by using Discovery Learning.
b. Benefits for researcher
The benefits for the researcher was the researcher get some
information related to students‟ improvement in Speaking by using
6
Discovery Learning and also adding the researcher about Speaking
by using Discovery Learning.
E. The Scope of the study
This study would restrict in the subject learnt. The research was
conducted in Eighth Grade of SMPN 28 Kepulauan Selayar and it was
restricted to find out the improvement of students‟ speaking ability by
using Discovery Learning. This study limited on the students‟ accuracy
including of pronunciation and vocabulary.
7
CHAPTER II
REVIEW OF RELATED LITERATURE
A. Previous Related Research Findings
There are some previous of related findings about this research are:
1. Mufida Irmayanti (2015) in her journal entitles The Implementation of
Discovery Learning to Teach Speaking at the First Grade Students at
SMP Institute Indonesia. She conclude that Discovery Learning was
effective due to the students become more active in oral activities and
all of activities can make the students do not feel bored.
2. Palupi Dianing (2015) in The Effect of Discovery Learning on the
Students‟ Speaking Ability of the Tenth Grade at SMKN 2 Kediri.
This study reveals that the t-test result there is significant effect to the
students‟ speaking ability after given treatments using discovery
learning.
3. Prawerti (2014) in The Effectiveness of Using Discovery Learning
Method in Teaching Writing Skill, Viewed from the Students
Creativity. She Conclude that Discovery Learning was effective.
4. Hajar Sayyidatul (2016) in The Use of Discovery Learning to Improve
the Students‟ Reading Comprehension. The total mean of post-test
was 79.09 with the presentation was 75.76%. The researcher
concludes that the strategy of discovery learning can improve the
students‟ reading comprehension.
8
5. Hasibuan Nur Oktavianti (2018) in The Effect of Applying Discovery
Learning Model on the Students‟ Speaking Achievement. She
concluded that there was significance effect of applying Discovery
Learning Model on the speaking achievement.
In order to increase speaking skill, the previous research above use
discovery as learning. The similarity between this research and
previous research finding above is the using of Discovery Learning as
method. The different between this research and previous research is
the use of Discovery Learning to improve students‟ English Speaking
performance on accuracy and fluency.
B. The Concept of Speaking
1. Definition of Speaking
Speaking is the ability to pronounce articulation of sounds or
words for expressing, stating and delivering thoughts, ideas and
feeling. Nunan (1991: 41) in Carnia (2011: 4) supported that speaking
is the same as oral interaction which are conventional ways of
presenting information, expressing our ideas and thought in our mind.
According to Fulcher (2003:23), “speaking is the verbal use of
language to communicate with others”. Speaking is one of the four
basic competences that the students should gain well. It has an
important role in communication.
Harmer (2011) defines speaking ability as the ability to speak
fluently presupposed not only knowledge of language features, but also
9
the ability to process information and language „on the spot‟. It
requires the ability to cooperate in the management of speaking turns
and non-verbal language. It happens in the real situation and has little
time for detailed planning. Therefore, the fluency is required to reach
the goal of the conversation
From the explanation above, the researcher concludes that
speaking is a process to convey and sharing ideas and feelings orally.
Speaking involved some skills such as vocabulary, pronunciation,
accuracy and fluency. Students need to master all of those elements.
Speaking, especially in a foreign language, is a very necessary activity
for all ages of learners because from this activity people can
understood what the other said who use a foreign language too.
2. The Purpose of Speaking
Tarigan (1990: 16) mentioned that speaking has three important
purposes, there were:
a. To inform
The speaker informs to the listener about everything they want or
need and also inform ideas they want to share.
b. To entertain
Through speaking, speaker can express their feelings and
listeners know how to entertain them through this mutual
communication
10
c. To persuade
Everybody uses speaking to persuade to do in certain activity.
3. Types of Speaking
Brown (2003:141) states as with all effective tests, designing
appropriate assessment tasks in speaking begins with the specification
of objective or criteria. Those objectives may be classified in term of
several types of speaking performance:
a. Imitative
At one end of a continuum of types of speaking
performance is the ability to simply parrot back (imitate) a word or
phrase or possibly a sentence. While this is purely phonetic level of
oral production, a number of prosodic, lexical and grammatical
properties of language may be conclude in the criterion
performance.
b. Intensive
A second type of speaking frequently employed in
assessment contexts is the production of short stretches of oral
language designed to demonstrate competence in a narrow band of
grammatical, phrasal, lexical of phonological relationship (such as
prosodic element-intonation, stress, rhythm, juncture). Examples of
extensive assessment tasks include directed response tasks, reading
aloud, sentence and dialogue completion limited picture-cued task
11
including simple sequences and relationship up to the simple
sentence level.
c. Responsive
Responsive assessment tasks included interaction and test
comprehension but at the somewhat limited level of very short
conversations, standard greetings and a small talk, simple request
and comments and the like.
4. Assessing Speaking
Harmer (1991-15) states that aspect of speaking can be divided as
follows:
a. Accuracy
In this case, accuracy divided into two, they are pronunciation and
vocabulary.
1) Pronunciation
According to Harmer (1991:11) states that
pronunciation is how to say a word in which made of sound,
stress, and intonation. Harmer (1991:15) also defines
pronunciation is an act or result of production the sound of
speech including articulation vowel formation, accent and
inflection. The concept of “Pronunciation” may be said to
include:
12
a) Sound
Sound is words are made up of individual sounds for
example „beat‟= /b + i : =t/. By changing one sound, we can
change the word and its meaning.
b) Stress
Broughton (1980:9) states that stress is a feature of
word not only when the words construct phonemically
minimal pair partner, but also in giving shape to a word as
spoken. Native speaker of language unconsciously know
about the stress and how it works, they know syllables or
word are stresses and they know how to use stress, to
change the meaning of phrase, sentences and question.
c) Intonation
Harmer (1991: 12) defines intonation means the
tune you use when you are speaking, the music of speech.
Intonation is clearly important item and component user of
language recognize what meaning it has and can change the
meaning of word they through using in different ways,
when we taught English language, student‟s need it use
rhythms and stress correctly if they are to be understood.
13
2) Vocabulary
According to Logman (1995:240) vocabulary are all words
someone knows, learners or user the words in particularly
language a list of word with explanation of their meaning, in a
book for learning foreign language.
3) Grammar
Maybin (2010:11) said that grammar is used two broad
sense in linguistic: first, it refers to aspect of the structure of
language (either language as a faculty or the structure of a
particular language e.g. the grammar of English). Second, it
refers to particular approach to the study of linguistic structure.
b. Fluency
Harmer in Karmila (2008) states in fluency of speaking, we
are asking the students to speak or use the language as fluently as
possible. The ways in which we respond to students when they
speak in fluency activity have a significant bearing not only how
well they perform at the time but also on how they behave in
fluency activities in future.
In this case, fluency is self-confidence. According to
Webster Dictionary, self-confidence is defined as the state of
feeling sure, when people or students are able to do things well;
self-confidence is faith in one‟s own judgment ability. Self-
14
confidence can help students to speak fluently and appropriately.
The students were not hesitated in making mistake and it was help
them to learn seriously.
5. Elements of Speaking
Harmer (2001:269) states that the ability to speak English
presupposes the elements necessary for spoken production as follows:
a. Connected speech: in connected speech sound are modified
(assimilation), omitted (elision), added (linking), or weakened
(through contractions and stress patterning). It is for this reason that
we should involve students in activities designed specifically to
improve their connected speech.
b. Expressive devices: native speakers of English change the pitch
and stress of particular parts of utterances, vary volume speed, and
show by other physical and non-verbal (paralinguistic)means how
they are feeling (especially in face-to-face interaction).
c. Lexis and grammar: spontaneous speech is marked by the use of a
number of common lexical phrases, especially in the performance
of certain language functions.
d. Negotiation language: effective speaking benefits the negotiator
language we use to seek clarification and show the structure of
what we are saying.
15
6. The functions of Speaking
The mastery of speaking skills in English is a priority for many
second and foreign language learners. Several language experts have
attempted to categorize the functions of speaking in human interaction.
According to Brown and Yule there are three functions of speaking.
“…three part version of Brown and Yule‟s framework (after Jones
1996 and Burns 1998): talks as interaction: talk as transaction: talk as
performance. Each of these speech activities is quite distinct in term of
form and function and requires different teaching approaches.
a. Talk as transaction
Speaking as interaction refers to the interaction which
serves a primarily social function. When people meet, they
exchange greetings, engage in small speaking and chit chat,
recount recent experiences because they wish to be friendly and to
establish a comfortable zone of interaction with others. The focus
is more on the speaker and how they wish to presents themselves to
each other.
b. Talk as performance
Speaking as performance refers to public speaking; it is talk
which transmits information before and audience such as public
announcements and speeches. Speaking as performance tends to be
in form of monolog rather than dialogue, often follow a
16
recognizable format and it is closer to written language than
conversational language.
C. The Concept of Discovery Learning
1. Definition of Discovery Learning
There are many definitions about discovery learning in the learning
process. Balim (2009:2) says that “discovery learning is a method that
encourages students to arrive at a conclusion based upon their own
activities and observations.” It means that discovery leaning is the one
of all the method of learning to increase the knowledge of the students.
Ilahi (2012: 29) says that
“Discovery is a learning process which emphasizes in students
mental and students intellectual in solving many problems that they face so that it will discover a concept or a generalization that can be applied in the field.”
It means that discovery learning is a method of learning. It can be
used to solve the problems when the research is conducted in the
teaching learning process.
Discovery learning is a method that encourages students to arrive
at a conclusion based upon their own activities and observations.
Inclusion of activities based on discovery learning in science teaching
in Turkey is important for meaningful and lifelong learning. The
activities in science teaching raise the curiosity of students and drive
them to inquire their priorities and perceive the natural phenomena
17
from different aspects. Such activities help to correct the conceptual
errors of students (Ali, 2009: 2-3).
From several definitions above, the writer conclude that Discovery
Learning is a kind of method where the students discover the materials
by themselves without being taught by the teacher before. Discovery
means from nothing to get something which they never know before. It
emphasizes on the students‟ full participation through observation,
classification, measurement, prediction, determination, and inferring
until they discover their own concept.
2. The Characteristics of Discovery Learning
Castronova (2002) identifies five characteristic of discovery
learning that differentiates it from traditional learning models. They
are:
a. Learning is active and students must participate in hands on and
problem-solving activities rather than knowledge transfer.
b. Discovery learning emphasizes the process instead of the end
product, thus encouraging mastery and application.
c. The lessons learned from failure within this model of instruction
encourage the student to continue to search for solutions.
d. Feedback is an essential part of the learning process and that
collaboration and discussion allows students to develop deeper
understandings.
18
e. Discovery learning satisfies natural human curiosity and promotes
individual interests.
3. The Purpose of Discovery Learning
The purposes of teaching discovery learning which has effect for
the students:
a. To develop creativity
Ilahi (2012: 48) says that “the creativity is a process which
is done in the experiences that brings the revision situation and the
development self.” It means that discovery learning gives the
positive effect for the students. The students can be creative in
learning process. They get style in their life, and build their
intellectual process.
b. To get an experience in learning directly
Ilahi (2012: 58) says that “the specimen purpose of
discovery learning is to get the experience directly in accordance
with the learning strategy which is offered.” It means that
discovery learning involves the mentality and the physic directly to
get a result from the conclusion that is discussed. Therefore, the
students get experience in the teaching learning process by using
this discovery learning method.
19
c. To develop a rational and a critical of the ability
Ilahi (2012: 61) says that “the rational and the critical
thinking is a behavior manifestation that related by problem
solving.” It means that the ability of thinking can become the first
asset in developing their logic to understand thought of the
problems.
d. To upgrade the students activity in learning process
Ilahi (2012: 63) says that “the teaching of discovery
learning is complexes to demand the activeness of thinking in fact
it is seldom to demand all of the physic activities.” It means that
discovery learning method can change the students to better in their
learning process. They also will active in the learning process.
e. To develop problem solving
Ilahi (2012: 65) says that “discovery learning is learning
problem solving.” It means that by using discovery learning
method. The students can solve their problems.
f. To get an innovation in learning process
Ilahi (2012: 43-65) says that “the learning innovation which
is purposed in this case is the strategy of a legatorial learning and
indicates democracy learning for the students‟ latitude to express
the idea which related with learning effectiveness.” It means that
by using discovery leaning the students get innovation to improve
the learning process
20
4. The Procedure of Teaching Discovery Learning
In Discovery Learning, teacher should give a change to students to
be a problem solver, mathematician, and historian. Lesson material is
not given in the beginning of teaching learning, but students must do
some activities collect information, comparing, category, analyzing,
integrating, reorganizing material as well as making conclusions.
a. Stimulation
First of all, in this stage students are hoped on thing which
makes confusing, then it does not give generalization, in order
there is desirability to investigate by themselves. Besides, teacher
can begin the activity by proposing questions, read a book, etc.
That will give direction on the starting of problem solving. The
function of this stage is to supply learning interaction condition
which can develop and help students in exploring material.
Simulation Problem Statement
Data Collection Generalization Students
Verification Data Processing
21
b. Problem Statement
After that, teacher gives a chance to students to identify as
many as possible the agendas of problem that related with the
material, then one of them is chosen and arranged in form of
hypothesis.
c. Data Collection
When the exploring is going, teacher also gives a chance to
students to collect the information as many as possible that related
to prove whether hypothesis is right or no. The function of this
stage is to answer the questions or to prove whether hypothesis is
right or no, so that students are given a change to collect many
relevant information, read literature, observe object, interview, and
do experiment.
d. Data Processing
Data processing is activity of process data and information
that has been gotten from students through interviewing, observing,
etc. then interpreted. All of the information from the result of
reading, interview, observation etc. All of them are processed,
classified, tabulated, even if it needs, calculated with particular
way as well as interpreted in believed level.
22
e. Verification
In this stage, all of students do investigate accurately to
prove whether hypothesis is right or no that is decided with
alternative discovery, direct coupled with data processing result.
Verification has purpose in order learning process would run well
and creative if teacher gave a change to students to discover a
concept, theory, rule or comprehension through the example of
their daily activity.
f. Generalization
Generalization is process of draw the conclusion that can be
common principle and valid for all events or same problems, by
attending verification result. Based on the verification result, so it
is formulated principles of generalization.
5. The Advantages and Disadvantages of Discovery Learning
Westwood (2008:30) states that discovery leaning has advantages
and disadvantages in learning:
a. Advantages of discovery learning
1) Students are actively involved in the process of learning and the
topics are usually intrinsically motivating.
2) The activities used in discovery contents are often more
meaningful than the typical classroom exercises and textbook
study.
23
3) Students acquire investigate and reflective skills that can be
generalized and applied in other context.
4) New skill and strategies are learned in context.
5) The approach builds on students‟ prior knowledge and
experience.
6) Independence in learning is encouraged.
7) It is claimed (but not proved conclusively) that students are
more likely to remember concepts and information it they
discover them on their own.
8) Group working skills are enhanced
b. Disadvantage of discovery learning
1) Discovery can be a very time-consuming method often taking
much longer for information to be acquired than would occur
with direct teaching.
2) Discovery methods often require a resource rich learning
environment.
3) Effective learning by discovery usually depends upon learners
having adequate literacy.
4) Students may learn little of value from discovery activities.
5) Young children often have difficulty forming opinions, making
predictions, or drawing conclusions form evidence.
6) The teacher is not necessarily good at creating and managing
discovery learning environments, resulting sometimes in poor
outcomes.
24
D. Conceptual Framework
Figure 2.1 Conceptual Framework
The conceptual framework showed that the researcher used pre-
experimental design especially uses One-Group of Pre-Test and Post-Test
design. First, students‟ speaking would be examined in pre-test that
consisted of six items. The Pre-test was used to know the prior knowledge
of students‟ ability in speaking. After that the researcher would give
treatment by implemented Discovery Learning. The treatment was
conducted in six meeting in which each meeting needs 120 minutes. After
conducted the treatment the researcher would assessed the students by
giving post-test that consisted of six items. The post-test aimed to find out
the value of treatment whether the result of post-test better then pre-test or
not. Hence, the study would found the difference students‟ achievement
between pre-test and post-test in increasing students‟ accuracy in speaking.
Speaking Skill
Discovery Learning
PRE-TEST
POST-TEST
Treatment
Improving the Students’ Speaking
Ability Accuracy
Vocabulary
Pronunciation
25
E. Hypothesis
1. H0 (Null Hypothesis): There was no an improving of Discovery
Learning In students‟ accuracy in speaking skill at SMPN 28
Kepulauan Selayar.
2. HI (Alternative Hypothesis): There was an improving of Discovery
Learning In students‟ accuracy in speaking skill at SMPN 28
Kepulauan Selayar.
26
CHAPTER III
RESEARCH METHOD
A. Research Design
The methoduse in this research was pre-experimental design. The
experimental research may be interpreted as a research used to look for
the effect of certain treatments against others in controlled conditions
(Sugiyono, 2015: 107). The researcher used pre-experimental design
because the researcher wants to measure students‟ progress in speaking
by using Discovery Learning. Therefore, in this study the researcher just
takes one group or class to use pretest and posttest design to know the
result of treatment.
The researcher used one-group pretest posttest design usually
involves three steps: (a) administering a pretest measuring the dependent
variable; (b) applying the experimental treatment X to the subjects; (c)
administering a posttest, again measuring the dependent variable.
Differences attributed to application of the experimental treatment are
then evaluated by comparing the pretest and posttest score.
Design of Pre-test and Post-test
Annotation
GO1 : Pre-test (Before Treatment)
X X : Treatment
XO2: Post-test (After Treatment)
O1x O2
(Sugiyono, 2015: 110-111)
27
In this study the researcher would found the improvement of the
students‟ speaking ability by using Discovery Learning. The
improvement was known after finding out the significant difference
between the students‟ achievement before teach using Discovery
Learning and after teach using Discovery Learning comparing pre-test
and post-test score.
B. Population and Sample
1. Population
The population is defined as the generalization of the consisting of
object/subject that have certain qualities and characteristics set by the
researcher to be studied and then conclude it (Sugiyono, 2015: 297).
The populations of this research were Eighth grade students of
SMPN 28 Kepulauan Selayar that consisted of 49 students.
2. Sample
Sample is a part of the population (Sugiyono, 2015: 297). For the
sample, the researcher use purposive sampling. Purposive sampling
is a technique in which the researcher determines sampling by
specifying specific characteristics that fit the purpose of the study.
The sample in this research was Class VIII.A that consisted of 20
students of SMPN 28 Kepulauan Selayar.
28
C. Research Instrument
The instrument of this research was a speaking test, a device
used by the research while collecting the data to make his work easier
and to get better result, complete and systematic in order to make the
data easy to process. In this research used speaking test and recording
as instrument.
D. Technique of Data Collection
1. Pre-test
Before giving the treatment, the researcher gave a pre-test.
It took in 30 minutes. The material test that the writer used
consisted of 10 items. The pre-test used to know the prior
knowledge of the students‟ ability in speaking through Discovery
Learning.
2. Treatment
The researcher gave treatment by using Discovery
Learning. The treatment of the research was conducted in 6
meetings in which each meeting needs 120 minutes.
3. Post-test
Post-test was carried out in the l ast meeting. The writer
employed post-test to find out the value of treatment whether the
result of post-test better then pre-test or not.
29
E. Technique of Data Analysis
The data collect from the oral test was analyzed quantitatively. The
steps were listed as follows:
1. Classifying the students‟ accuracy score.
To measure the speaking progress of students on the component
observe, the students‟ scoring result is evaluate based on the speaking
aspect below:
Accuracy
The rating score of students‟ speaking ability in term of
accuracy dealing with pronunciation and vocabulary are:
1) Pronunciation
Table 3.1 Pronunciation scoring criteria
Classification Score Criteria
Very good 5
Pronunciation is slightly influenced by the mother tongue. Few minor grammatical and lexical errors but most utterances are correct
Good
4
Pronunciation is still moderately influenced by mother tongue but not serious phonological errors. A few grammatical and lexical errors but not only one or two major causing confusion
Fair 3 Pronunciation is influenced by mother tongue but only serious phonological errors. Several grammatical and lexical errors, some of which cause confusing.
Poor 2 Pronunciation is seriously influenced by mother tongue with errors causing a breakdown in a communication. Many grammatical and lexical errors.
Very poor 1 Serious pronunciation errors as many basic grammatical and lexical errors. No evidence of having mastered nay of the language skill and areas practiced in the course.
Heaton (1988:100)
30
2) Vocabulary
Table 3.2 Vocabulary scoring criteria
Classification Score Criteria
Very good 5 They speak effectively and very good of using vocabulary.
Good 4 They speak effectively and good of using vocabulary.
Average 3 They speak sometimes hasty but fairly good of using vocabulary.
Poor 2 They speak hasty and more sentences are not appropriate using vocabulary.
Very poor 1 They speak hasty and more sentences are not appropriate using vocabulary, and little or no communication.
Heaton (1988:100).
2. Scoring the students‟ answer of pre-test and post-test
Scoring =
3. Classifying the students‟ score into five classification
Table 3.3. Category Students’ Speaking Score
Range Score Score Category
80-100 A Very Good
70-79 B Good
50-69 C Fair
40-59 D Poor
<49 E Very Poor
(Gay in Zyam 2019)
31
4. Calculation the mean of the students answere by using formula:
Where: = Mean score ∑ = The raw of all score N = The number of subjects
(Subana, et al, 2005)
5. The percentage of increasing achievement used the following
formula:
P =
Where: P= Percentage
X2= Average score of Post-test
X1= Average score of Pre-test
(Gay, 1981)
6. The significance difference between the students‟ pre-test and post-
test, the writer applied the formula as follow:
T =
Where:
T = Test of significance
D = The difference between the method pairs (X1–X2)
Md = The mean of Ds
∑
∑ ∑
N = Number of students
1
2
2
NNN
dd
Md
= The sum of the square
= The square of
(Subana, et al, 2005)
32
7. The criteria for the hypothesis testing is as follows:
Table 3.4. Hypothesis Testing
Comparison Hypothesis H0 H1
t-test < t-table Accepted Rejected t-test > t-table Rejected Accepted
(Subana, et al, 2005)
Table 3.3 meant (1) the t-test value is smaller than t-table
value, the null hypothesis is accepted, while the alternative hypothesis
is rejected, and (2) the t-test value is equal to greater than t-table
value, the null hypothesis is rejected while the alternative is accepted.
33
CHAPTER IV
FINDINGS AND DISCUSSION
In this chapter, the researcher presents findings of the researcher
and discussion. Findings consist of the ability to identify the vocabulary
and pronunciation by using Discovery Learning. The discussion of the
research covers further explanation of the findings.
A. Findings
1. Students’ Speaking Accuracy
a. Pronunciation in Pre-test
Table 4.1 Rate Percentage and Frequency in Pre-test of
Pronunciation
No Pre-test
Category Score Frequency Percentage 1 Very good 5 0 0% 2 Good 4 0 0% 3 Fair 3 5 25% 4 Poor 2 15 75% 5 Very poor 1 0 0%
Total 20 100%
The table showed that none (0%) out of 20 students had
very good or good category, 5 (25%) out of 20 students had fair
category, 15 (75%) out of 20 students had poor category, and none
of students had very poor category. It means from the pre-test most
of students less in Pronunciation due to 75% of students got poor
category.
34
b. Pronunciation in Post-test
Table 4.2 Rate Percentage and Frequency in Post-test of
Pronunciation
No Post-test
Category Score Frequency Percentage 1 Very good 5 9 45% 2 Good 4 0 0% 3 Fair 3 8 40% 4 Poor 2 3 15% 5 Very poor 1 0 0%
Total 20 100%
The table showed that 9 (45%) out of 20 students had very
good category, none out of students had good category, 8 (40%)
out of 20 students had fair category, and none of students had poor
and poor category. After the researcher implemented the Discovery
Learning in teaching speaking ability most of students‟ post-test
had improvement in vocabulary due to 15% of students got poor
category.
c. Vocabulary in Pre-test
Table 4.3 Rate Percentage and Frequency in Pre-test of
Vocabulary
No Pre-test
Category Score Frequency Percentage 1 Very good 5 0 0% 2 Good 4 0 0% 3 Fair 3 7 35% 4 Poor 2 13 65% 5 Very poor 1 0 0%
Total 20 100%
35
The table showed that none (0%) out of 20 students had
very good or good category, 7 (35%) out of 20 students had fair
category, 13 (65%) out of 20 students had poor category, and none
of students had very poor category. It means from the pre-test most
of students less in vocabulary due to 65% of students got poor
category.
d. Vocabulary in Post-test
Table 4.4 Rate Percentage and Frequency in Post-test of
Vocabulary
No Post-test
Category Score Frequency Percentag e 1 Very good 5 15 75% 2 Good 4 0 0% 3 Fair 3 5 25% 4 Poor 2 0 0% 5 Very poor 1 0 0%
Total 20 100%
The table showed that 15 (75%) out of 20 students had very
good category, none out of students had good category, 5 (25%)
out of 20 students had fair category, and none of students had poor
and poor category. After the researcher implemented the Discovery
Learning in teaching speaking ability most of students‟ post-test
had improvement in vocabulary due to 75% of students got good
category.
36
2. The Improvement of Students’ Accuracy in Speaking
The improvement of students‟ pronunciation and
vocabulary by using Discovery Learning at eighth grade student of
SMPN 28 Kepulauan Selayar could be seen on the following table:
Table 4.5 The Improvement of Students‟ Accuracy in
Speaking Ability
No Indicators Mean score Improvement
(%) Pre-test Post-test
1 Pronunciation 2.25 3.35 48.89%
2 Vocabulary 2.25 3.8 68.89%
Total 4.50 7.15 58.89%
The table showed the improvement of students‟ vocabulary
and pronunciation by using Discovery Learning. The students‟
pronunciation showed the improvement between pre-test and post-
test was 48.89%. The students‟ vocabulary showed that the
improvement was 68.89% and Total score improvement of the
students‟ accuracy in speaking ability was 58.89%.
3. Hypothesis Testing
The hypothesis was tested by using inferential analysis. In
this case, the researcher used t-test (test of significance) for
independent sample test, that was a test to know the significant
difference between the result of students‟ mean scores in pretest
and posttest the researcher used t-test analysis on the level of
37
significant (α) = 0.05 with the degree of freedom (df) = N – 1,
where N = Number of subject (20 students) then the value of t-
table was 2.093 the t-test statistical, analysis for independent
sample was applied.
The result of the data analysis t-test of the students‟
speaking ability by using Discovery Learning in table 4.6.
Table 4.6 The T-test of Students‟ Improvement
Components t-test value t-table value
Speaking 13.25 2.093
The table showed that the value of the t- test was higher
than the value of t-table. The t-test value were greater than t-table
(13.25>2.093). It indicated that there was significant difference
between the students‟ speaking in the class before and after using
Discovery Learning at the eighth grade students of SMPN 28
Kepulauan Selayar.
The hypothesis was needed to find out whether the
hypothesis was accepted or rejected. If the result of t-test was
lower than t-table‟ value, the null hypothesis (H0) would be
rejected, and if the result of t-test was higher than t-table‟ value,
the alternative hypothesis (H1) would be accepted.
The Null Hypothesis (H0) was rejected and Alternative
Hypothesis (H1) was accepted where the t-test value of speaking
ability 13.25 were higher than t-table 2.093. Therefore, there was a
38
significant difference between the result of students‟ pre-test and
post-test in speaking ability by using Discovery Learning.
B. Discussion
Based on the findings, the speaking ability of the eighth grade
students of SMP 28 Kepulauan Selayar by using Discovery Learning
significantly improved. It was proven by the students‟ speaking ability
by using Discovery Learning showed the improvement in terms of
vocabulary and pronunciation. From the improvement showed the
process in pre-test and post-test. The result of the students‟ speaking in
pretest was low, especially in pronunciation.
The researcher gave the treatment by using Discovery Learning, so
that the students could show the improvement in post-test. In pre-test,
the researcher gave Speaking Performance (monologue) about “Last
Holiday” to know their prior knowledge before using Discovery
Learning.
In pre-test, students‟ speaking ability was less. Almost of
students were very hard to pronouns the words and lack of vocabulary.
So the researcher gave the treatment by using Discovery Learning. As
the result, students become more active and good in speaking. They
would be easy to pronouns the words.
From explanation above the researcher concluded that
Discovery Learning was found to be potential to provide better in
teaching learning process, especially in teaching speaking skill. This
was proven after the researcher implemented the Discovery Learning.
39
First, Discovery Learning could increase students‟ motivation.
In the class the teacher divided students into several group. Here, the
students could discuss the material, shared their knowledge and gave
some feedback to others members‟. This could help students‟ to
understand the material well. This condition could attract students‟
motivation in learning.
Lastly, Discovery Learning could improve students‟ activity
and academically. Here the students would more active due to
Discovery Learning is a technique where students are given a chance
think, asked, and discover the material by themselves. Here, the
students identified the problem statement that given by the teacher and
collected and interpreted the data information with their groups‟
member. After that, each group presented their paper and it gives more
opportunities to student to speak up and practice their speaking ability.
All of it could improve students‟ activity and academically. It is related
with Mufida (2015) found that the use of Discovery Learning in
teaching speaking was effective due to the students become more
active in oral activities and all of activities can make the students do
not feel bored.
Discovery learning is one of teaching method in curriculum
2013. This method requires the learners to become active in doing
experiment, collecting the data, and analyzing the data. These activities
are suitable to the implementation of student-centered learning that
puts teachers just as facilitator or expositor. It means that, the learners
40
must be able to solve or guess the problems which are given by the
teacher. It can make the learning process be more useful and effective
because by giving the problem, the teacher tries to give stimuli for the
students.
After seeing the improved of the students‟speaking ability in
terms of identify the vocabulary and pronunciation by using Discovery
Learning. It was concluded that the use of Discovery Learning
improve the students‟ ability in speaking in terms to identify the
vocabulary and pronunciation. It could be showed from the students‟
speaking test in pre-test and post-test. In pre-test, most of students
were difficult to pronounced the words and lack of vocabulary. But,
the students‟speaking post-test, most of students were easily to
pronounced the words and good in speaking.
It can be concluded that using Discovery Learning should be
applying in speaking due to students more understand easily the
material that given by the teacher. And also Discovery Learning has
given positive impact for the students.
41
CHAPTER V
CONCLUSION AND SUGGESTION
A. CONCLUSION
The students‟ speaking ability by using Discovery Learning at the
eighth grade students of SMPN 28 Kepulauan Selayar significantly
improved. It was proved by the mean score before and after giving
treatment was 46 becomes 72.5 and improve 57.6% with the t-test value
orientation was greater than t-table (13.25>2.093) at the eighth grade
students of SMPN 28 Kepulauan Selayar.
B. SUGGESTION
Based on the conclusion above, the researcher presents some
suggestions as follows:
1. The teacher should implement Discovery Learning in teaching learning
activity. Because Discovery Learning is effective method and give
positive impact and the students will more understand easily the
material.
2. In this research, the researcher use Pre-experimental design to know
the students‟ improvement in speaking. For the next researcher may
use True-experimental research design to know whether or not the use
of Discovery Learning is effective in improving students‟ speaking
ability.
42
BIBLIOGRAPHY
Ali, Gunay Balım. 2009. The Effects of Discovery Learning on Students‘ Success and Inquiry Learning Skill. Eurasian Journal of Educational Research. p. 2-3.
Armasita. 2017. Improving Students’ Speaking Skill in English Lesson with Action
Learning Strategy. Thesis. Medan: The State Islamic University of North Sumatra.
Balim, A. G. 2009. The Effects of Discovery Learning on Students’ Success and
Inquiry Learning Skills. Egitim Arastirmalari-Eurasian Journal of Educational Research, 35, 1-20.
Broughton. 1980. Teaching English as Foreign Language. London and New York: Routledgeang Legal Paul.
Brown, H. Douglas. 1980. Principle of Language learning and Teaching (1st edition) New York: Longman.
Castronova, J. A. 2002. Discovery Learning for the 21st century: what is and how it compares to traditional Learning in effectiveness in the 21st century?
Creswell, John W. 2012. Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. America: Pearson, Boston.
Depdikbud. 1985. Research and Practice. Random House: Tim Pengembang Ilmu Pendidikan.
Emzir.2015.Metodologi Penelitian Pendidikan. Jakarta: Rajawali Pers.
Fulcher, G. 2013. Testing Second Language Speaking. Harlow: Logman/Pearson Education.
Gay, L.R. 1981. Educational Research Competences for Analysis and Application. Columbia: Clures E Marri Publishing Company.
Ginusti, Gallis Nawang. 2014. Improving Speaking Skills of Grade VIII Students of SMP Negeri 2 Godean Through Pictures.Yogyakarta:Yogyakarta State University.
Harmer, J. 2001.Practice of English Language Teaching. Edinburgh Gate: Logman.p.269.
Hajar, Sayyidatul. 2016. The Use of Discovery Learning to Improve the Students’
Reading Comprehention. Thesis.Salatiga: State Institute for Islamic Studies (IAIN) Salatiga.
Hasibuan, Nur Oktaviani. 2018. The Effect of Applying Discovery Learning Model on the Students’ Speaking Achievement. Thesis. Medan: Universitas Sumatra Utara.
43
Heaton, J. B. 1988. Speaking Ability as the Ability to Communicate Ideas Appropriately.
Hidayatullah, Syarif. 2016. The effectiveness of Group Discussion on Students‟
Speaking Skill.
Hornby. 1995. Definition of Speaking Skill. New York: Publisher.
Thornbury, S. 2005. How to Teach Speaking. USA: Logman.
Huda, Miftahul. 2016. Model-model Pembelajaran. Yogyakarta: PustakaPelajar.
Ilahi, Mohammad Takdir. 2012. Pembalajaran Discovery Strategy and Mental Vocational Skill. Yogyakarta: Diva Press.
Jack, C. Richards. 2008. Teaching Listening and Speaking; from Theory to Practice. New York: Cambridge University Press. P.21.
Karmila, R.F. 2008. The Use of Picture Based Activites to Improve First Year Students’ Speaking Proficiency at MA MADANI Alauddin Pao-pao Makassar. Thesis. Makassar: UIN Alauddin Makassar.
Logman. 1995. Logman Dictionary of Contemporary English Vocabulary.
Mukharomah, Laelatul. 2015. The Use of Discovery Learning Model to Improve Students’ Descriptive Text Writing. Thesis. Semarang: Walisongo State Islamic University.
Mendikbud. 2013. Model Pembelajaran Penemuan (Discovery Learning).Journal Badan Pengembangan Sumber Daya Manusia Pendidikan dan Kebudayaan dan Penjaminan Mutu Pendidikan. Jakarta: Dokumen Kemendikbud.
Mulasari, Friska Carnia. 2015. The Effectiveness of Using Game in Teaching Speaking Skil. Thesis.Purwokerto: Muhammadiyah University of Purwokerto
Mufida, Irmayanti. Dkk. 2015.The Implementation of Discovery Learning to Teach Speaking at the First Grade Students at SMP Institut Indonesia. Tell Journal 3(2): 109-110.
Murphy, Theresa, Malloy, John, &O‟brien, Sean. 2010. Discovery Learning.
Nirmawati, lia Amalia. 2015. Improving Students’ Speaking Skill trough Speaking Board Games. Thesis. Yogyakarta: Yogyakarta State University.
Palupi, Dianing. 2015. The Effect of Discovery Learning on the Students’
Speaking Ability of the Tent Grade at SMKN 2 Kediri. Thesis. Kediri: Universitas Nusantara PGRI Kediri.
Permatasari, Rani Candrakirana. 2014. Improving Students’ Speaking Skill through Three Steps Interview Technique. Thesis. Semarang: Semarang State University.
44
Prawerti, Ringgi Candraning. 2014. The Effectiveness of Using Discovery Learning Method in Teaching Writing Skill Viewed from the Students’
Creativity. Thesis. Surakarta: Sebelas Maret University.
Ratnasari. 2016. Improving the Students’ Speaking Ability through Problem Based
Learning Method at the Eight Grade Students of SMPN 7 Makassar. Thesis. Makassar: Muhammadiyah University of Makassar.
Sani, Ridwan Abdulla.2014.InovasiPembelajaran. Jakarta: Bumi Aksara.
Sofeny, Daniar. 2017. The Effectiveness of Discovery Learning in Improving English Writing Skill of Extrovested and Introverted Students. Thesis.Lamongan: Darul‟ Ulum Islamic University.
Subana, M., Sudrajat. 2015. Dasar-Dasar Penelitian Ilmiah. Bandung: Pustaka Setia.
Sugiyono. 2015. Metode Penelitian Pendidikan. Bandung: Alfabeta.
Tarigan, Henry Guntur. 1981. Berbicara Sebagai Suatu Keterampilan Berbahasa. Bandung: Angkasa, p.15.
Tarigan, H.G. 1990. English Foreign Language. Bandung: Angkasa.
Westwood, Peter. 2018. What Teachers Need to Know about Teaching Methods. Australia: Camberwell.
Zyam, Yunita Oktariana. 2019. Improving Students’ Speaking Ability through
Illustration Picture at SMA Muhammadiyah 9 Makassar. Thesis. Makassar: Universitas Muhammadiyah Makassar.
PRE-TEST INSTRUMENT
Type of the test : Speaking Performance (Monologue)
Skill : Speaking
Instruction :
Think of what you did last holiday.
1. What experience?
2. Who were involved?
3. When did it happen?
4. Where did it took place
5. What happened? What did the people do?
6. How was it?
Tell the class about your story.
POST-TEST INSTRUMENT
Type of the test : Speaking Performance (Monologue)
Skill : Speaking
Instruction :
Think of an unforgettable moment happened in your life.
1. What experience?
2. Who were involved?
3. When did it happen?
4. Where did it took place
5. What happened? What did the people do?
6. How was it?
Tell the class about your story.
(Adopted from Ginusti: 2014)
CURRICULUM VITAE
Lasmini is a student of Muhammadiyah
University of Makassar. She was born on 21st
December 1996 Sambali, Kepulauan Selayar. She is
the second child of the marriage of Abd. Rahman
and Rosdiana. She began her study at SD Inpres
Sambali and graduated in 2008. Then, she continued
her study in SMP Babussalam and graduated in
2011. Afterwards, she continued her study in MAN Bontoharu and graduated
in 2014. During her study at university, she joined internal organization,
namely UKM Bahasa. She was a member of UKM Bahasa. At the end of the
study, she could finish her thesis under the title The Speaking Ability of the
Eighth Grade Students of SMPN 28 Kepulauan Selayar by Using Discovery
Learning.
APPENDIX I
The Students’ Pronunciation of Pre-test
No
Respondents Pronunciation
Total
Pre-test 5 4 3 2 1
1 SM 3 3 60 2 AR 3 3 60 3 MT 2 2 40 4 NI 3 3 60 5 CT 2 2 40 6 NR 2 2 40 7 DR 2 2 40 8 NS 2 2 40 9 RN 2 2 40 10 NRI 2 2 40 11 IS 2 2 40 12 SH 3 3 60 13 AW 2 2 40 14 DRS 2 2 40 15 MT 2 2 40 16 AB 2 2 40 17 MA 3 3 60 18 AS 2 2 40 19 SP 2 2 40 20 SL 2 2 40
Total ∑ =45 ∑ =1110
Mean Score (X) 2.25 55
APPENDIX II
The Students’ Pronunciation of Post-test
No
Respondents Pronunciation
Total
Post-test 5 4 3 2 1
1 SM 5 5 100 2 AR 4 4 80 3 MT 4 4 80 4 NI 4 4 80 5 CT 4 4 80 6 NR 4 4 80 7 DR 3 3 60 8 NS 4 4 80 9 RN 3 3 60 10 NRI 4 4 80 11 IS 4 4 80 12 SH 3 3 60 13 AW 3 3 60 14 DRS 3 3 60 15 MT 3 3 60 16 AB 3 3 60 17 MA 3 3 60 18 AS 2 2 40 19 SP 2 2 40 20 SL 2 2 40
Total ∑ =67 ∑ =1340
Mean Score (X) 3.35 67
APPENDIX III
The Students’ Vocabulary of Pre-test
No
Respondents Vocabulary
Total
Pre-test
5 4 3 2 1 1 SM 3 3 60 2 AR 3 3 60 3 MT 3 3 60 4 NI 3 3 60 5 CT 3 3 60 6 NR 2 2 40 7 DR 2 2 40 8 NS 2 2 40 9 RN 2 2 40 10 NRI 2 2 40 11 IS 2 2 40 12 SH 3 3 60 13 AW 2 2 40 14 DRS 2 2 40 15 MT 2 2 40 16 AB 2 2 40 17 MA 3 3 60 18 AS 2 2 40 19 SP 2 2 40 20 SL 2 2 40
Total ∑ =45 ∑ =940
Mean Score (X) 2.25 47
APPENDIX IV
The Students’ Vocabulary of Post-test
No
Respondents Vocabulary
Total
Post-test
5 4 3 2 1 1 SM 4 4 80 2 AR 5 5 100 3 MT 4 4 80 4 NI 4 4 80 5 CT 4 4 80 6 NR 4 4 80 7 DR 4 4 80 8 NS 4 4 80 9 RN 4 4 80 10 NRI 4 4 80 11 IS 4 4 80 12 SH 4 4 80 13 AW 4 4 80 14 DRS 4 4 80 15 MT 4 4 80 16 AB 3 3 60 17 MA 3 3 60 18 AS 3 3 60 19 SP 3 3 60 20 SL 3 3 60
Total ∑ =76 ∑ =1520
Mean Score (X) 3.8 76
APPENDIX V
The Students’ Row of Pre-test
No
Respondents
Pre-test Total
Pronunciation Category Vocabulary Category 1 SM 60 Fair 60 Fair 60 2 AR 60 Fair 60 Fair 60 3 MT 40 Poor 60 Fair 50 4 NI 60 Fair 60 Fair 60 5 CT 40 Poor 60 Fair 50 6 NR 40 Poor 40 Poor 40 7 DR 40 Poor 40 Poor 40 8 NS 40 Poor 40 Poor 40 9 RN 40 Poor 40 Poor 40 10 NRI 40 Poor 40 Poor 40 11 IS 40 Poor 40 Poor 40 12 SH 60 Fair 60 Fair 60 13 AW 40 Poor 40 Poor 40 14 DRS 40 Poor 40 Poor 40 15 MT 40 Poor 40 Poor 40 16 AB 40 Poor 40 Poor 40 17 MA 60 Fair 60 Fair 60 18 AS 40 Poor 40 Poor 40 19 SP 40 Poor 40 Poor 40 20 SL 40 Poor 40 Poor 40
Total ∑ =920
Mean Score (X) 46
APPENDIX VI
The Students’ Row of Post-test
No
Respondents
Post-test Total
Pronunciation Vocabulary 1 SM 100 Very Good 80 Very Good 90 2 AR 80 Very Good 100 Very Good 90 3 MT 80 Very Good 80 Very Good 80 4 NI 80 Very Good 80 Very Good 80 5 CT 80 Very Good 80 Very Good 80 6 NR 80 Very Good 80 Very Good 80 7 DR 60 Fair 80 Very Good 70 8 NS 80 Very Good 80 Very Good 80 9 RN 60 Fair 80 Very Good 70 10 NRI 80 Very Good 80 Very Good 80 11 IS 80 Very Good 80 Very Good 80 12 SH 60 Fair 80 Very Good 70 13 AW 60 Fair 80 Very Good 70 14 DRS 60 Fair 80 Very Good 70 15 MT 60 Fair 80 Very Good 70 16 AB 60 Fair 60 Fair 70 17 MA 60 Fair 60 Fair 70 18 AS 40 Poor 60 Fair 50 19 SP 40 Poor 60 Fair 50 20 SL 40 Poor 60 Fair 50
Total ∑ =1450
Mean Score (X) 72.5
APPENDIX VII
The students’ score of pre-test (X1) and post-test (X2), gain/difference between the method pairs (D) and square of the gain (D2)
No Respondents
Pre-test Post-test D(X2-X1) D2 1 SM 60 90 30 900 2 AR 60 90 30 900 3 MT 50 80 30 900 4 NI 60 80 20 400 5 CT 50 80 30 900 6 NR 40 80 40 1600 7 DR 40 70 30 900 8 NS 40 80 40 1600 9 RN 40 70 30 900 10 NRI 40 80 40 1600 11 IS 40 80 40 1600 12 SH 60 70 10 100 13 AW 40 70 30 900 14 DRS 40 70 30 900 15 MT 40 70 30 900 16 AB 40 70 30 900 17 MA 60 70 10 100 18 AS 40 50 10 100 19 SP 40 50 10 100 20 SL 40 50 10 100
Total ∑ =920 ∑ =1450 ∑ = 530 ∑ = 16300
APPENDIX VIII
Scoring Classification of the Students Pre-test and Post-test
No Respondents Scoring Classification
Pre-test Classification Post-test Classification 1 SM 60 Fair 90 Very Good 2 AR 60 Fair 90 Very Good 3 MT 50 Fair 80 Very Good 4 NI 60 Fair 80 Very Good 5 CT 50 Fair 80 Very Good 6 NR 40 Poor 80 Very Good 7 DR 40 Poor 70 Good 8 NS 40 Poor 80 Very Good 9 RN 40 Poor 70 Good
10 NRI 40 Poor 80 Very Good 11 IS 40 Poor 80 Very Good 12 SH 60 Fair 70 Good 13 AW 40 Poor 70 Good 14 DRS 40 Poor 70 Good 15 MT 40 Poor 70 Good 16 AB 40 Poor 70 Good 17 MA 60 Fair 70 Good 18 AS 40 Poor 50 Fair 19 SP 40 Poor 50 Fair 20 SL 40 Poor 50 Fair
APPENDIX IX
Mean score of the pre-test and post-test and gain (D)
a. The students’ mean score of pre-test and post-test.
Pre-test Post-test
1 2
= 920 = 1450 20 20
= 46 (Poor) = 72.5 (Good)
b. The students’ mean score of gain (D)
Md = Ʃd N
Md = 530 20
Md = 26.5
APPENDIX X
The percentages of the students’ ability in speaking
P = X2-X1 x 100% X1
P = 72.5- 46 x 100% 46
P = 26.5 x 100% 46
P = 57.6%
APPENDIX XI
Test of significance
T =
1
2
2
NNN
dd
Md
T =
1202020
53016300
26.52
T =
192020
28090016300
5.26
T =
380
1404516300
5.26
T =
380
2255
5.26
T = 26.5 2
T = 13.25
APPENDIX XII
Table distribution of t-value
Degree of freedom (df) = N – 1=20 – 1= 19, T- table= 2.09302
Pr 0.25 0.10 0.05 0.025 0.01 0.005 0.001
Df 0.50 0.20 0.10 0.050 0.02 0.010 0.002
1 1.00000
3.07768 6.31375 12.70620
31.82052 63.65674 318.30884 2 0.8165
0 1.88562 2.91999 4.30265 6.96456 9.92484 22.327
12 3 0.76489
1.63774 2.35336 3.18245 4.54070 5.84091 10.21453 4 0.7407
0 1.53321 2.13185 2.77645 3.74695 4.60409 7.1731
8 5 0.72669
1.47588 2.01505 2.57058 3.36493 4.03214 5.89343 6 0.7175
6 1.43976 1.94318 2.44691 3.14267 3.70743 5.2076
3 7 0.71114
1.41492 1.89458 2.36462 2.99795 3.49948 4.78529 8 0.7063
9 1.39682 1.85955 2.30600 2.89646 3.35539 4.5007
9 9 0.70272
1.38303 1.83311 2.26216 2.82144 3.24984 4.29681 10 0.6998
1 1.37218 1.81246 2.22814 2.76377 3.16927 4.1437
0 11 0.69745
1.36343 1.79588 2.20099 2.71808 3.10581 4.02470 12 0.6954
8 1.35622 1.78229 2.17881 2.68100 3.05454 3.9296
3 13 0.69383
1.35017 1.77093 2.16037 2.65031 3.01228 3.85198 14 0.6924
2 1.34503 1.76131 2.14479 2.62449 2.97684 3.7873
9 15 0.69120
1.34061 1.75305 2.13145 2.60248 2.94671 3.73283 16 0.6901
3 1.33676 1.74588 2.11991 2.58349 2.92078 3.6861
5 17 0.68920
1.33338 1.73961 2.10982 2.56693 2.89823 3.64577 18 0.6883
6 1.33039 1.73406 2.10092 2.55238 2.87844 3.6104
8 19 0.68762
1.32773 1.72913 2.09302 2.53948 2.86093 3.57940 20 0.6869
5 1.32534 1.72472 2.08596 2.52798 2.84534 3.5518
1 21 0.68635
1.32319 1.72074 2.07961 2.51765 2.83136 3.52715 22 0.6858
1 1.32124 1.71714 2.07387 2.50832 2.81876 3.5049
9 23 0.68531
1.31946 1.71387 2.06866 2.49987 2.80734 3.48496 24 0.6848
5 1.31784 1.71088 2.06390 2.49216 2.79694 3.4667
8 25 0.68443
1.31635 1.70814 2.05954 2.48511 2.78744 3.45019 26 0.6840
4 1.31497 1.70562 2.05553 2.47863 2.77871 3.4350
0 27 0.68368
1.31370 1.70329 2.05183 2.47266 2.77068 3.42103 28 0.6833
5 1.31253 1.70113 2.04841 2.46714 2.76326 3.4081
6 29 0.68304
1.31143 1.69913 2.04523 2.46202 2.75639 3.39624 30 0.6827
6 1.31042 1.69726 2.04227 2.45726 2.75000 3.3851
8 31 0.68249
1.30946 1.69552 2.03951 2.45282 2.74404 3.37490 32 0.6822
3 1.30857 1.69389 2.03693 2.44868 2.73848 3.3653
1 33 0.68200
1.30774 1.69236 2.03452 2.44479 2.73328 3.35634 34 0.6817
7 1.30695 1.69092 2.03224 2.44115 2.72839 3.3479
3 35 0.68156
1.30621 1.68957 2.03011 2.43772 2.72381 3.34005 36 0.6813
7 1.30551 1.68830 2.02809 2.43449 2.71948 3.3326
2 37 0.68118
1.30485 1.68709 2.02619 2.43145 2.71541 3.32563 38 0.6810
0 1.30423 1.68595 2.02439 2.42857 2.71156 3.3190
3 39 0.68083
1.30364 1.68488 2.02269 2.42584 2.70791 3.31279 40 0.6806
7 1.30308 1.68385 2.02108 2.42326 2.70446 3.3068
8
PRE-TEST
1. Respondent 1 (SM)
Assalamualaikum wr.wb. Let me introduce myself my full name is
Sumliati. My short name is Sumli. I, i from Sambali. Saya akan membacakan
text berikut. “PICK UP MY BROTHER”
Theres days ago I was in the bus station to pick up my brother up his
up arvial from Makassar. Therv, I was so bus with my phone all time. I was
waiting my sister while sitting in waiting room. Then, I bought soft drenk
because the witer, was letel bait home. Not long after that, I saw my brother
out of the bus, then I run to hain and we were about to go.
2. Respondent 2 (AR)
Let me introduce myself my my name is Amelia Rhamadan my nick
name is Amel. I am from Sambali. Baiklah saya akan membacakan hasil teks
pengelaman saya. “WENT TO THE LAKE FOR FISHING”
Last week, I went to the lake for fishing I woke up earlier in the
morning and prepared everything. Not long after that my friends came and
you, eh… and we went to the lake we have des decided before start fishing. I
directly searched the best spot to spot to get a giant fish, finally I found the
spot. I threw my hook as far as I cloth I cloth then I waited I am then I waited
for the fish eating my bait. It had been 15 minutes and finally and finally saw
the sign that there was a fish eating my bait. I was to to so excite.
3. Respondent 3 (MT)
Let me introduce myself my name is Mita. I am from Bonea. baiklah
saya akan membacakan peng pengalaman saya pada pagi hari ini tentang
“SUMMER HOLIDAY’’
Is usual my last summer holidays started in the end of May. My
present and I went to the setsid. We got there by car. We had a good time
reading books, magazines, and listening to music. Played volleyball in the
bach and bath end together.
My mum my mum lied in the sun. She is she is fot of i it. My father of
joined is when when played with a ball in the sea. It was fantastic. And dre
and dream of going thi again. Ass alamualaikum wr. Wb.
4. Respondent 4 (NI)
Assalamualaikum wr.wb. saya akan membacakan pengalaman saya
“Today to the zoo”
One day I wint to Gembira like zoo white my friends, after bike thik
thank, why entered the zi. We visited the tiger, lions and bears shit in cages.
We saw sum hippie and also a ray. The tiger was strong and handsome.
……………………………………………… for all us. Assalamualaikum
wr.wb.
5. Respondent 5 (CT)
Let me introduce myself my name is Citra I from Sambali. “going
camping”
Last weekend my friends and I win to camping. We read to camping
grand after we walked for about one and height and I hal hor from then the
parking lot. We built the camp next to small rip. It was getting darker and
colder. So, we built a fire camp.
6. Respondent 6 (NR)
Assalamualaikum wr.wb. Let me introduce myself nat Nadia
Ramadhani. My nick name Nadia. I am from Sambali “My grandfather
hometown”
Two week ago, I land my family were where in my grandfather home
home tain. It it is or annual agenda. I I get very every holiday. Onfortunat
unfotunatle, it was rainy season there. It rain almost every day there. We had
no enough time to visit some som touris places there be because of ti rain. We
that we that we days decided to make an inter iter interesting activity indoor
to spend the hol holiday together.
7. Respondent 7 (DR)
Assalamualaikum wr.wb. Let me introduce myself my name is Darni.
My nick name is Darni. I from Sambali. “situation in the market”
Last week, I went to I traditional market to buy some daily needs as
usual. I go there alone and bring i shopping list. After arriving at the market I
start started searching the things I need I needed one by one. While I was
bargaining the price of some fruits, I saw I say i crowad condition where
there was a thief beaten by a lot pup pep le deh.. it was so terrible.
8. Respondent 8 (NS)
Assalamualaikum wr.wb. My name is Niswa. I from iam from Sambali
saya akan membacakan pengalaman saya. “My worst holiday”
Last semester break was my worst holiday I have ever pissed. It was
two weeks long and and I just stayed i at home. I just did long the same
activities routinily, overy and overy again. I wake up and had a breakfast in
the morning. In the afternoon In had gunch and ten took a nap on the on the
couch eh hehehe. The evening, i dined and we chat nite favorite tv shows.
9. Respondent 9 (RN)
Assalamualaikum wr.wb. My name is Renaldin. Saya akan
membackan pengalaman saya.
On Therday after idul fitri preassely at 8 in that morning with family
and I took up vocation to Lea-lea beach. I prepared food and drinks for us to
enjoy there whily family preap prepare an vehicle we will use after everything
was ready we immediately let for Lea-lea beach. Turaing the trip Is was very
impre impressed withs is natural beautf bea beaty arriving at he beat we we
immediately looked for a shady place.
10. Respondent 10 (NRI)
Assalamualaikum wr.wb. Name is Nur Ita. I am from Bonea.
During me let holiday I and my family war on vis me uncle’s house.
Is ate the food and the mount Merapi. Every day we woke up early in the
morning. We had breakfast in the garden and we want the tourism park
Palawangan Turgo. I wis very quit because there were not so many people.
11. Respondent 11 (IS)
Assalamualaikum wr.wb. My name is Indri Safitri. I am from Bonea.
“My holiday in Lea-lea brech”
Last holiday, I went to Lea-lea beach in Sambali. I went to tell with
my family. We left for the beach at 08-00 a.m. from my grandparents’ home
in Sambali. We went to there by cer. We arrived in the beach at 9.00 a.m. and
in Lea-lea beach I swam with my brothers. After swimming we played sand
together, I really enjoyed in the beach. After having fun for about five hours,
finally we returned home.
12. Respondent 12 (SH)
Assalamualaikum wr.wb. My name is Suhartina. I am from Limbo.
” My my holiday in Makassar”
Last holiday, I went to Makassar with my priet fitri we spet out
holiday there. We to Makassar by bus. They bus hel schedule from Selayar
wat was eh seven 7. a.m. and arriv arrived in Makassar at 5 five 5 in the frit
day we wet to mall. In the next day we what to Pantai losari beach. We too
picture. After that I went to Makassar bus tha station Eeeiii because we hato
gom home my to selayar. Salamualaikum wr.wb.
13. Respondent 13 (AW)
Assalamualaikum wr.wb. My name is Arni Widya. I am from Bonea
ehmm.
Met I met eh imet to my last holiday with my friend. We tay yet theres
day in mine. Theres there…………., ring during he day wel walked it hair
mourtain and so a beautiful riverb and mouders. After they we wont to they
restourn. We hand spighetti I am each each lemon, we had good tim, the
weather was beautiful. We relax relaxed ver will. Assalamualaikum wr.wb.
14. Respondent 14 (DRS)
Assalamualaikum wr.wb. My name is Desy. I am forst Limbo. “My
but day on Sunday”
………. yesterday. First my ours late because my alarms clock didn’t
……………….. my hand when I was making breakfast. After breakfast I got
dresses so quickly thai I forgot to wears soon. Nees ar out of er of the house
tri to get that 9.70 bus but of choose I missed it. I hope I never hug i day I
stay on had yesterday.
15. Respondent 15 (MT)
Assalamualaikum wr.wb. Holiday in Kereta beach.
Let Last me let summer. New feryou holiday on Liang Kereta beach.
That this is ofther beautiful beach in Selayar. It took us one hours to take get
there we there by motorcycle. Finally Liang Kereta beach was in front of us
we arrange our bags and after that we quickly swam in the bine sea.
16. Respondent 16 (AB)
Assalamualaikum wr.wb. “Vocation at home”
Last semester break I did to got anhere at home and doing me
activities akscius hihi akscius excet go to school. At home I help me mother
cook cokes for the ten year. When I help mom, I take too long to or to or an
cakes so the cake burnMe .
17. Respondent 17 (MA)
Assalamualaikum wr.wb. Saya akan membacakan pengal pengalaman
saya.
This holiday is very mem memorban for me. Was inviting by father.
Vocation grandmothers house in a village in Bonerate. Actually If not visit
grandmother village in a long time. After traveling tens of kilometers, we pin
arriver it at grandmother house. The following days is passed with fun join ti
play with friend in the village it turns out they are very friendly and sociable.
18. Respondent 18 (AS)
Assalamualaikum wr.wb. “Spend holiday at home”
During teh holiday my family and pet my cousin named Tika to or
home. Stato does te talked lot on hand banc. …….. had lunch. After luch fer
of us worked to identify famil members from some old photos.
19. Respondent 19 (SP)
Assalamualaikum wr.wb. Name is Supriadi. “Mi unfull holiday at
home”
The last hool break was quite bat for me. Could go anhere because
was sick and needed to take rest for a few days, those days were awful. Just
spend the days by just laying on my bad. Because it was so dizzy when hand
tried to wall.
20. Respondent 20 (SL)
Assalamualaikum wr.wb. My name is Saliwa. From in Bonerate.
Last holiday, in want to to too the mean too mountain in Bonerate. I
have i I have nefore…………............slow slowly and enjoyed the moment.
After that we ………..top of of the mean too. We waited the sunrise while
cooking some food and drinking cof caf cof to get warmed.
POST TEST
1. Respondent 1 (SM)
Assalamualaikum Wr.Wb. Let me introduce myself my name is
Sumliati. My nick name is Sumli. Hi guys. Let me tell you about my
experience. “PICK UP MY BROTHER”
Three days ago I was in the bus station to pick up my brother up his
arrival from Makassar. There, I was so busy with my phone all time. I was
waiting my sister while sitting in waiting room. Then, I bought soft drink
because the weather, weather was little bit hot. Not long after that, I saw my
brother out of the bus, then I run to him and we were about to go.
Suddenly I remembered that, I forgot to take my phone. We went to
back to the waiting room to take my phone after that we decided to go home
directly, directly. Thank you so may. Wa alaikumsalam Wr.Wb.
2. Respondent 2 (AR)
Assalamualaikum Wr.Wb. Let me introduce myself my name is
Amelia Rhamadan. My nick name is Amel. Hi guys. Let me tell you about my
experience. “WENT TO THE LAKE FOR FISHING”
Last week, I went to the lake for fishing. I woke up earlier in the
morning and prepared everything. Not long after that, my friends came and
we went to the lake we have decided before start fishing. I directly searched
the best spot to get a giant fish, finally I found the spot. I threw my hook as far
as I could then I waited for the fish eating my bait. It had been 15 minutes and
finally saw the sign that there was a fish eating my bait. I was so excite.
I got so many fish that day even though I was so tired. I think I will
visit the spot again in the next holiday. Thank you so much. Waalaikumsalam.
3. Respondent 3 (MT)
Let me introduce myself my name is Mita. My nick name is Mita. I I
am from Bonea. Hi guys. Let me tell you about my experence. “SUMMER
HOLIDAY”
As usual my last summer holidays started at the end of May. My
parents and I went to the setsid. We got there by car. We had a good time
reading books, magazines, and listening to music. We played volleyball in the
bach and bathed together.
My mum lied in the sand. She is she is fot of i it. My father of jenet is
us when played with a ball in the sea. It was fantastic. In dream of going there
again. Thank you so much. Assalamualaikum Wr.Wb.
4. Respondent 4 (NI)
Assalamualaikum Wr.Wb. Let me introduce myself my name is Nur
Ilma. My nick name is Ilma. Hi guys. Let me tell you about my experience.
”HOLIDAY TO THE ZOO”
One day I went to Gembira Loka zoo with my friends, after bought the
tickets, we entered the zoo. We visited the tiger, lions and bears shut in cages.
We saw some hippie and also a rhino. The tiger was strong and handsome.
We passed many happy hours in the zoo. It was pleasing experience for all us.
Thank you so much. Wassalamualaikum Wr.Wb.
5. Respondent 5 (CT)
Assalamualaikum Wr.Wb. Let me introduce myself my name is Citra.
My nick name is Citra. Hi guys. Let me tell you about my experience.
“GOING CAMPING”
Last weekend my friend and I went to camping. We reached the
camping ground after walked for about one a half hour from the parking lot.
We built the camp next to Small River. It was getting darker and colder. So,
we built a fire camp.
At night we held a fire camp night, we sang, dance, read poetry,
played magic trick and even some of us performed a standing comedy. On
Monday we packed our bags and got ready to go home. Assalamualaikum
Wr.Wb.
6. Respondent 6 (NR)
Assalamualaikum Wr.Wb. Let me introduce myself my name is Nadia
Ramadhani. My nick name is Nadia. Hi guys. Let me tell you about my ee
My experience. “MY GRANDFATHER HOMETOWN”
Two week ago, I and my family were in my grandfather hometown. It
was our annual agenda every holiday. Unfortunately, unfortunately it was
rainy season there. It rainy almost every day there. We had no enough time to
visit some tourism places there because of the rainy. We decided to make an
interesting activity indoor to spend they holiday together.
They activity we chose that day was making funny videos directed by
me. By doing this, we could kill our bordom of staying at home. Thank you so
much. Wassalamualaikum Wr.Wb.
7. Respondent 7 (DR)
Assalamualaikum Wr.Wb. Let me introduce myself my name is Darni.
My nick name is Darni. Hi guys. Let me tell you about my experi.
“SITUATION IN CHI MARKET”
Last week, I go to a traditional market to buy some day neens as usual.
I goi go there alone and bring i shopping list. After arriving at the market I
started searching chite one by one. While eee while eee I while I was
bargaining the price of some fruits, I saw a crowded condition where there
was a thief beaten beaten by a lot people it was so cerib cerible.
A few minutes later, police came and calmen down cis situation. It
was a scaring moment my experich last week and and I hoped that it will
never happen eng again hehe…….Assalamualaikum Wr.Wb.
8. Respondent 8 (NS)
Assalamualaikum Wr.Wb. Let me introduce myself my name is
Niswa. My nick name my nick name is Niswa. Hi guys. Let me tell you about
my experience. “MY WORST HOLIDAY”
Last semester break was my worst holiday I have every passed. It was
two weeks long and I just stayed at home. I just did long the same activity
routinely, over and over again. I woke up and and I woke up had a breakfast
in the morning. In the afternoon I had lunch and then took a nap on the on the
couch. In The evening, I jen and watched my favorite TV shows.
There was nothing special on my daily activities during the last
holiday. So, I was sure that it was the worst holiday I have ever had.
Wassalamualaikum Wr.Wb.
9. Respondent 9 (RD)
Assalamualaikum Wr.Wb. Let let me introduce me self me name ih
my name is Renaldin. My ne my nick name name is Aldi. Hi guys. Let me tell
huuu you about me my experience.
On Thurday after idul fitri precisel at in the morning me family and
took a vocation to Lea-lea bear ehehe beach. Prepared food and drinks for us
to enjoy there while me family prepare an vehic vecile can well we wile use
after evering ready we immediate medial medialch left for Lea-lea beach.
During the trip was very imp impressed with is natural bea beaty aaa arriving
at he beach we imm mediatly looked for a shand place.
After getting us suitable place my cousin and I immediately rus had
beach we immediately …….. enjoying the wa wawes that approached our
after bodies after everyones one was trified lying to ge home. Salamualaikum
Wr.Wb.
10. Respondent 10 (NRI)
Assalamualaikum Wr.Wb. Let me introduce my helf my name is Nur
IIta. My nick name is Ita. Hi guys. Let me till you about about you my trien.
“VISITED ME UCLE HOUSE”
My last holiday I and my family were on visit my uncle’s house. The
house is at the food and the the mount Merapi. Ever every every day woke
woke early in the morning. We had break breakfast in the gar gar gardan and
we want to the tourism park Palau palawangan Turgo. It was very quit
because there we were so many people.
One of the days we hand lunch at uncles house we eee huuu ate local
foot like gudek. Iii hehe nice and enjoyed that moment. Salamualaikum
Wr.Wb.
11. Respondent 11 (IS)
Assalamualaikum Wr.Wb. Let me introduce myself my name is Indri
Safitri. My nick name my nick name is Safitri. Hi guys. Let me tell you about
me experience. “MY MY HOLIDAY IN LEA-LEA BEACH”
Last holiday, I went to Lea-lea beach in Sambali. I wint to there with
my family. We left for the beach at 08-00 from my grandparents’ home in
Sambali. We went to there by car. We arrived in the beach at 9.00 a.m. in Lea-
lea beach I swam with my brothers. After swimming we played sand together
I really enjoyed in the beach. After having fun for about five hours, finall we
returned home. Thank you so much Assalamualaikum Wr.Wb.
12. Respondent 12 (SH)
Assalamualaikum Wr.Wb. mmm les eee let me interdo introdum my selp my
name is Suhartina. Hi guys. “MY HOLIDAY IN MAKASSAR”
Last holiday, I went to Makassar with my frit’ fitri was wes pet our
holiday there. We wen went to Makassar by bus. The bus schedule from
Selayar was at and I am arrived in Makassar. In the first day we went we went
to mall, in the next day we went to Pantai Losari beach we took pict pictures.
After that I went to Makassar bus tion bus station because we have to go
home to Selayar. salamualaikum Wr.Wb.
13. Respondent 13 (AW)
Assalamualaikum Wr.Wb. Let me introduce myself my name is Arni.
My nick name is Widya. Ehemm. Hi guys. Let me you you about my prin.
“GOING CAMPING”
I went to my village last holiday with my friends. Was to tayed there
days in my house. There nice and cozy, during the day we walked in the
mountain and so beautiful arriver and nea dows. After that we went went to
the restaurant. We hand spiget and ice lemon, we had good time, the weather
was beautiful. We lex very well. Ehemmm. Thank you so much guys.
Assalamualaikum Wr.Wb.
14. Respondent 14 (DRS)
Assalamualaikum Wr.Wb. Let me introduce my name is Desi. Hi
guys. “MY BAD DAY IN SUNDAY”
I had a ter terrible day yesterday. First I woke up on hour late because
my alar clock didn’t hurry that I burned my hand when I was making
breakfast. After breakfast I got dresses so quickly that I forgot to swear socks.
Nees iran out of the house trying to get the 10 9.30 bus of course I missed it. I
hope I never have a day the one I had yesterday. Wassalamualaikum Wr.Wb.
15. Respondent 15 (MT)
Assalamualaikum Wr.Wb. Let me introduce myself my name is
Mitrawan. My nick name is Mitra. Hi guys. Let me tell you about my
experience. “HOLIDAY LIANG KERETA BEACH”
Let summer. Me fer and I spend our holiday on Liang Kereta backs. It
is one of they that beautiful back in Selayar. Took took us one house hours to
take to take get I get there. With when to get to muto whiit when in plime
Liang Kereta beach betch. What impor in utleast foriget or get after we we
kists the blue sent sent iii sentin wheter wedvence.
Then I e got and beat and cat and wother stell vloger wether and soon
bact and teeth and sclore it die. Le tle where sell die good bat sclore and bler
riday toot steet after got holiday.
16. Respondent 16 (AB)
Assalamualaikum Wr.Wb. Let me introduce myself my name is Ardin
B. My nick name is Ardi. Hi guys. Let me let me tell you about my experien.
“SCALL VOCATION AT HOME THERE MOTHER”
Lest semester breng I didn’ go anywhere I am jest at home and doing
me activities as usual excipt to go to school. At home I helf i help my mother
cook cakes for the new new year. When I help mom mum, I take too long to
order cak so cake so cake cake bros. My my mother scold my and my and told
me to repeat bakeng wrong r scratch.
Day after day did not feel lonely at home because of me cheerful
cousin. Even though I I only at home helping my prend, I I don’t feel for
because of me cousin that my my vocation. Salamualaikum Wr.Wb.
17. Respondent 17 (MA)
Assalamualaikum Wr.Wb. Let me let me introduce me self my name is
Marsuki. My nim my nick Marsuki. Hi guys. Let me tell you about to me
experience. “VACTION TO GRANDMATS”
This holiday is very memor blei form. I was inviting be fother.
Vocation grandmothers house in a village in Bonerate. Actually I have not
visited grandmother village in a long time. After traveling tens of kilometers,
we finall arrived at grandmother house. The following days I passed with fun
join to play with friend in the village it turns out they are very friendly and a
bidi sociable.
I have been hang out with them for long time in full week I was at
grandmothers house on vocation. Ver place experience. If there is change for a
school vocation next time, I ask that to go back to vocation grandmother’s
house. Assalamualaikum Wr.Wb.
18. Respondent 18 (AS)
Assalamualaikum Wr.Wb. Let let me in introduce myself Asri. My
name is Asri. Hi guys.
Du the he holiday my cousin named tika to or home. Stato days we
talked a lot fail ball the loch. After lunch ver several worket to nac identify
family members from some old photos. On the next day, we were swimming
at the pool. We took a lot of photos fantastic. We didn’t have an prom it was
fun to spent holiday at home.
19. Respondent 19 (SP)
Assalamualaikum Wr.Wb. Let me introduce me self me name is
Supriadi. Me nick name is Supriadi. Hi guys. Let me tell you about me
exprince. “THE AWWFULL HOLODAY AT HOME”
he lach hool break was quite bat for me. I could go anywhere because
I was sick and needed take arest for a fow days, those days were awful. I just
spend tho days by just laying on me bad. Because it was so dizzy when I tried
to walk.
I din enjoy my holiday at all because I could go for a vocation with me
friend to the because nearbe. But I felt better when my friends come to see me
condition. They also hoped me to get well soon.
20. Respondent 20 (SL)
Assalamualaikum Wr.Wb. Let me let me name is Saliwa. My so my
name is Saliwa.
Last holiday, in went to the mountain in Bonerate. I have claimed it
before I went there some of me. We claimed slowly and enjoyed the moment.
After that we covid reach the top of the mo mountain. We waited the sunrise
while cooking some food and drink coffee to get warm.
We really enjoyed the moment and did so me so many interesting
activity activities ther there. After all that was my greatest my experiences I
have ever had in my life. I was really tiring but I was very happy.
Salamualaikum Wr.Wb.
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Sekolah : SMPN 28 Kepulauan Selayar
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VII. A/Ganjil
Materi : Recount Text
Skill : Speaking
Tahun Pelajaran : 2018/2019
Alokasi Waktu : 4 x 40 Menit (2 Pertemuan)
A. Kompetensi Inti
KI 1 : Menghargai dan menghayati ajaran agama yang dianutnya.
KI 2 : Menunjukkan perilaku jujur, disiplin, tanggung jawab, peduli
(toleransi, gotong royong), santun, percaya diri dalam berinteraksi secara
efektif dengan lingkungan social dan alam dalam jangkauan pergaulan dan
keberadaannya.
KI 3 : Memahami pengetahuan (faktual, konseptual, dan prosedural)
berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni,
budaya terkait fenomena dan kejadian tampak mata.
KI 4 : Mencoba, mengolah, dan menyaji dalam ranah konkret
(menggunakan, mengurai, merangkai, memodifikasi, dan membuat) dan
ranah abstrak (menulis, membaca, menghitung, menggambar, dan
mengarang) sesuai dengan yang dipelajari di sekolah dan sumber lain yang
sama dalam sudut pandang/teori.
B. Kompetensi Dasar
4. Mengungkapkan makna dalam teks lisan fungsional dan monolog
pendek sederhana yang berbentuk descriptive dan recount untuk
berinteraksi dengan lingkungan sekitar.
4.2 Mengungkapkan makna dalam monolog pendek sederhana dengan
menggunakan ragam bahasa nista secara akurat, lancar, dan berterima
untuk berinteraksi dengan lingkungan sekitar dalam teks berbentuk
descriptive dan recount.
C. Indikator
Students are able to
1. Identify the information in the given monologue.
2. Mention the function of recount text.
3. Mention the generic structure of recount text.
4. Mention the language features of the text.
5. Pronounce the words correctly.
6. Identify some strategic devices.
7. Perform a simple monologue of recount text.
D. Tujuan Pembelajaran
In the end of the lesson, students are able to express meaning of
very simple monologue through spoken language in the form of recount
text accurately, fluently, and appropriately to interact with others.
E. Materi Pembelajaran
Hi, guys! Do you like going to the beach? Do you ever go to the beach? Last weekend my friend and I were very bored after one week of holiday. So we rode our bicycles to the beach. It’s only five kilometers from my house. First, we looked for sea shells. Then we run into the water and tried to catch some fish. After that we sat down for a rest. Before we went home we bought some fish from the fishermen. We were very tired but we felt happy. It was a wonderful experience.
Personal Recount
Social Function
A recount text is a text that telling the reader about one story, action or
activity. Its goal is to entertaining or informing the reader.
Text Organization
Recount text has structures as below:
Language Features:
- A personal recount uses past tenses.
- A personal recount uses connectors to put an event in order.
- A personal recount uses action verbs.
Grammar
Adverbial of time: Last weekend, last Sunday, yesterday,two weeks ago,
Conjunctions: First, then, after that, finally, . . . .
Gambits in Spoken Recount Text:
- Hi, guys! . . . .
- Let me tell you about my experience . . . .
- I would like to tell you about my experience . . . .
Parts of Personal Recount
Orientation
It provide the background information. It answer the questions Who? When? Where? Why? What experience? It tells the event chronologically. It uses conjunctions or connectives like first, next, then, finally and so on. They show the sequence of events.
List of events
Reorientation
It tells the event chronologically. It uses conjunctions or connectives like first, next, then, finally and so on. They show the sequence of events.
Very bored
our bicycles to the beach
Vocabulary
F. Metode Pembelajaran
1. Pendekatan : Scientific
2. Teknik : Discovery-Discussion
G. Media, Alat, dan Sumber Pembelajaran
1. Media : Gambar, Worksheet atau lembarkerja (siswa), dan Lembar
penilaian.
2. Alat : Spidol, papan tulis dan LKS
3. Sumber Pembelajaran:
Buku paket Bahasa Inggris kelas VIII “When English Rings the
Bell”.
H. Langkah-langkah Kegiatan Pembelajaran
Kegiatan Deskripsi kegiatam Waktu
Pendahuluan
1. Datang dengan senyum dan wajah penuh semangat
2. Menyapa dengan salam & Greeting 3. Memperhatikan kenyamanan dan kebersihan
kelas 4. Mengajukan pertanyaan-pertanyaan yang terkait
dengan materi yang akan dipelajari dengan memperlihatkan beberapa gambar
5. Guru menyampaikan kompetensi dasar (KD) yang akan diajarkan
6. Guru menyampaikan tujuan pembelajaran
10 Menit
Kegiatan inti
Pertemuan Pertama
Stimulasi(observing)
1. Peserta didik memperhatikan gambar terkait recount text.
2. Peserta didik membaca beberapa recount text. 3. Peserta didik mencermati penjelasan tentang
recount text di buku. 4. Peserta didik menyimak penjelasan pendidik
tentang tugas yang harus dikerjakan.
Pernyataan/Identifikasi masalah (questioning)
Peserta didik didorong untuk bertanya jawab tentang linguistic features dari teks recount.
Secara berkelompok peserta didik mendiskusikan struktur teks recount dalam beberapa bacaan yang diamatinya.
Secara berkelompok peserta didik mendidkusikan perbedaan dan persamaan struktur teks recount beserta tujuannya.
Secara berkelompok peserta didik mengerjakan
65 Menit
Kegiatan inti
tugas dalam lembar kerja peserta didik yang telah disediakan oleh pendidik.
Secara berkelompok, peserta didik menyusun laporan hasil kerja kelompoknya.
Secara acak, pendidik menunjuk satu kelompok untuk mempresentasikan hasil diskusinya, kelompok lain menanggapinya.
Pertemuan Kedua
Pengumpulan data
Secara berkelompok, peserta didik mencari informasi tambahan (teori) tentang struktur teks recount.
Secara berkelompok, peserta didik menganalisa teks recount yang diberikan oleh Guru.
Secara berkelompok, peserta didik mendiskusikan persamaan dan perbedaan struktur teks dan unsur kebahasaan teks recount yang ditemukannya.
Data Processing
Secara berkelompok, peserta didik mendiskusikan hal-hal apa yang diuraikan pada setiap struktur teks dan unsur kebahasaan teks recount.
Secara berkelompok peserta didik mendiskusikan penggunaan teks recount.
Secara berkelompok peserta didik menyusun laporan hasil kerja.
Pembuktian Peserta didik mempresentasikan hasil kerja
kelompok di depan kelas dan peserta didik dari kelompok lain memberi tanggapan.
Pendidik memberi penegasan terhadap hasil pemebelajaran peserta didik.
65 Menit
Kegiatan penutup
Penarikan kesimpulan terhadap semua jawaban siswa
Memberikan umpan balik terhadap proses pembelajaran: Well, class, you have done a very good job today. Most of you are active. I hope next time, all of you involve in the interaction. How do you feel during the lesson? Is there anyone want to say something?
Peserta didik di bawah bimbingan pendidik membuat rangkuman tentang pengertian, struktur dan kaidah teks narrative
Pendidik memberi tugas individu untuk mencari 3 contoh teks recount
Pendidik menyampaikan rencana materi pembelajaran pada pertemuan selanjutnya
5 Menit
I. Penilaian Hasil Pembelajaran
1. Teknik Penilaian Sikap
2. Pengetahuan
3. Keterampilan
Penilaian Sikap
No. Aspek yang Dinilai Kriteria Score
1 Santun
Sangat sering menunjukan sikap santun 5
Sering menunjukan sikap santun 4
Beberapa kali menunjukan sikap santun 3
Pernah menunjukan sikap santun 2
Tidak pernah menunjukan sikap santun 1
2 Peduli
Sangat sering menunjukan sikap peduli 5
Sering menunjukan sikap peduli 4
Beberapa kali menunjukan sikap peduli 3
Pernah menunjukan sikap peduli 2
Tidak pernah menunjukan sikap peduli
1
3 Jujur
Sangat sering menunjukan sikap jujur 5
Sering menunjukan sikap jujur 4
Beberapa kali menunjukan sikap jujur 3
Pernah menunjukan sikap jujur 2
Tidak pernah menunjukan sikap jujur 1
4 Disciplin
Sangat sring menunjukan sikap disiplin 5
Sering menunjukan sikap disiplin 4
Beberapa kali menunjukan sikap disiplin 3
Pernah menunjukan sikap disiplin 2
Tidak pernah menunjukan sikap disiplin 1
5 Percaya diri
Sangat sering menunjukan sikap percaya
diri 5
Sering menunjukan sikap percaya diri 4
Beberapa kali menunjukan sikap percaya
diri 3
Pernah menunjukan sikap percaya diri 2
Tidak pernah menunjukan sikap percaya
diri 1
6 Bertanggung jawab
Sangat sering menunjukan sikap
bertanggung jawab 5
Sering menunjukan sikap bertanggung
jawab 4
Beberapa kali menunjukan sikap
bertanggung jawab 3
Pernah menunjukan sikap bertanggung
jawab 2
Tidak pernah menunjukan sikap
bertanggung jawab
1
7 Kerja sama
Sangat sering menunjukan sikap kerja
sama 5
Sering menunjukan sikap kerja sama 4
Beberapa kali menunjukan sikap kerja
sama 3
Pernah menunjukan sikap kerja sama 2
Tidak pernah menunjukan sikap kerja
sama 1
8 Cinta damai
Sangat sering menunjukan sikap cinta
damai 5
Sering menunjukan sikap cinta damai 4
Beberapa kali menunjukan sikap cinta
damai 3
Pernah menunjukan sikap cinta damai 2
Tidak pernah menunjukan sikap cinta
damai 1
9 Berkomunikasi baik
Sangat sering menunjukan sikap
berkomunikasi baik 5
Sering menunjukan sikap berkomunikasi
baik 4
Beberapa kali menunjukan sikap
berkomunikasi baik 3
Pernah menunjukan sikap berkomunikasi
baik 2
Tidak pernah menunjukan sikap
berkomunikasi baik 1
Penilaian Pengetahuan
No Aspek yang dinilai kriteria Score
1 Tujuan Komunikatif
Sangat memahami 5
Memahami 4
Cukup memahami 3
Kurang memahami 2
Tidak memahami 1
2 Keruntutan teks
Sangat runtut 5
runtut 4
Cukup runtut 3
Kurang runtut 2
Tidak runtut 1
3 Pilihan kosa kata
Sangat variatif dan tepat 5
Variatif dan tepat 4
Cukup variatif dan tepat 3
Kurang variatif dan tepat 2
Tidak variatif dan tepat 1
4 Pilihan tata bahasa
Sangat tepat 5
Tepat 4
Cukup tepat 3
Kurang tepat 2
Tidak tepat 1
Penilaian Keterampilan
No Aspek yang dinilai kriteria score
1 Pengucapan
Hamper sempurna 5
Ada beberapa kesalahan namun tidak
menganggu makna 4
Ada beberapa kesalahan dan menganggu 3
makna
Banyak kesalahan dan menganggu
makna 2
Terlalu banyak kesalahan dan
menganggu makna 1
2 Intonasi
Hampir sempurna 5
Ada beberapa kesalahan namun tidak
menganggu makna 4
Ada beberapa kesalahan dan menganggu
makna 3
Banyak kesalahan dan menganggu
makna 2
Terlalu banyak kesalahan dan
menganggu makna 1
3 kelancaran
Sangat lancar 5
Lancar 4
Cukup lancer 3
Kurang lancer 2
Tidak lancer 1
4 ketelitian
Sangat teliti 5
Teliti 4
Cukup teliti 3
Kurang teliti 2
Tidak teliti 1
Makassar, 4 November 2019 Guru Pamong Peneliti Muhammad Ilham,S.Pd. Lasmini NIP: 198101262010011009 NIM: 10535659915
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Sekolah : SMPN 28 Kepulauan Selayar
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VII. A/Ganjil
Materi : Recount Text
Skill : Speaking
Tahun Pelajaran : 2018/2019
Alokasi Waktu : 4 x 40 Menit (2 Pertemuan)
A. Kompetensi Inti
KI 1: Menghargai dan menghayati ajaran agama yang dianutnya.
KI 2: Menunjukkan perilaku jujur, disiplin, tanggung jawab, peduli
(toleransi, gotong royong), santun, percaya diri dalam berinteraksi secara
efektif dengan lingkungan social dan alam dalam jangkauan pergaulan dan
keberadaannya.
KI 3: Memahami pengetahuan (faktual, konseptual, dan prosedural)
berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni,
budaya terkait fenomena dan kejadian tampak mata.
KI 4: Mencoba, mengolah, dan menyaji dalam ranah konkret
(menggunakan, mengurai, merangkai, memodifikasi, dan membuat) dan
ranah abstrak (menulis, membaca, menghitung, menggambar, dan
mengarang) sesuai dengan yang dipelajari di sekolah dan sumber lain yang
sama dalam sudut pandang/teori.
B. Kompetensi Dasar
4. Mengungkapkan makna dalam teks lisan fungsional dan monolog
pendek sederhana yang berbentuk descriptive dan recount untuk
berinteraksi dengan lingkungan sekitar.
4.2 Mengungkapkan makna dalam monolog pendek sederhana dengan
menggunakan ragam bahasa nista secara akurat, lancar, dan berterima
untuk berinteraksi dengan lingkungan sekitar dalam teks berbentuk
descriptive dan recount.
C. Indikator
Students are able to
1. Identify the information in the given monologue.
2. Mention the function of recount text.
3. Mention the generic structure of recount text.
4. Mention the language features of the text.
5. Pronounce the words correctly.
6. Identify some strategic devices.
7. Perform a simple monologue of recount text.
D. Tujuan Pembelajaran
In the end of the lesson, students are able to express meaning of
very simple monologue through spoken language in the form of recount
text accurately, fluently, and appropriately to interact with others.
E. Materi Pembelajaran
Hello, everyone! I want to tell you about my great experience. Last month, our class had a school trip. We started from school at 6 am. In the middle of the way, we stopped for a picnic. We visited a castle and then ate our lunch near the lake. After that we went swimming and canoeing. Later on, we got back on the bus and drove to the campsite. We set up our tents and sat round the fire and ate delicious barbeques. In the next morning, we did many things. First we went horse riding. Lisa fell off and hurt her arm. She had to go to hospital. After that, we went climbing. We also played football and volleyball. In the evening, we left the campsite and headed back to school. On the bus, we talked about a lot of things, laughed, and sang songs. That was a great school trip!
Personal Recount
Social Function
A recount text is a text that telling the reader about one story, action or
activity. Its goal is to entertaining or informing the reader.
Text Organization
Recount text has structures as below:
Language Features:
- A personal recount uses past tenses.
- A personal recount uses connectors to put an event in order.
- A personal recount uses action verbs.
Grammar
Adverbial of time: Last weekend, last Sunday, yesterday,two weeks ago,
Conjunctions: First, then, after that, finally, . . . .
Gambits in Spoken Recount Text:
- Hi, guys! . . . .
- Let me tell you about my experience . . . .
- I would like to tell you about my experience . . . .
Parts of Personal Recount
Orientation
It provide the background information. It answer the questions Who? When? Where? Why? What experience? It tells the event chronologically. It uses conjunctions or connectives like first, next, then, finally and so on. They show the sequence of events.
List of events
Reorientation
It tells the event chronologically. It uses conjunctions or connectives like first, next, then, finally and so on. They show the sequence of events.
Very bored
our bicycles to the beach
Grammar
F. Metode Pembelajaran
1. Pendekatan : Scientific
2. Teknik : Discovery-Discussion
G. Media, Alat, dan Sumber Pembelajaran
1. Media : Gambar, Worksheet atau lembarkerja (siswa), dan Lembar
penilaian.
2. Alat : Spidol, papan tulis dan LKS
3. Sumber Pembelajaran:
Buku paket Bahasa Inggris kelas VIII “When English Rings the
Bell”.
H. Langkah-langkah Kegiatan Pembelajaran
Kegiatan Deskripsi kegiatam Waktu
Pendahuluan
1. Datang dengan senyum dan wajah penuh semangat
2. Menyapa dengan salam & Greeting 3. Memperhatikan kenyamanan dan kebersihan kelas 4. Mengajukan pertanyaan-pertanyaan yang terkait
dengan materi yang akan dipelajari dengan memperlihatkan beberapa gambar
5. Guru menyampaikan kompetensi dasar (KD) yang akan diajarkan
6. Guru menyampaikan tujuan pembelajaran
10 Menit
Kegiatan inti
Pertemuan Pertama
Stimulasi(observing)
1. Peserta didik memperhatikan gambar terkait recount text.
2. Peserta didik membaca beberapa recount text. 3. Peserta didik mencermati penjelasan tentang
recount text di buku. 4. Peserta didik menyimak penjelasan pendidik
tentang tugas yang harus dikerjakan. Pernyataan/Identifikasi masalah (questioning)
Peserta didik didorong untuk bertanya jawab tentang linguistic features dari teks recount.
Secara berkelompok peserta didik mendiskusikan struktur teks recount dalam beberapa bacaan yang diamatinya.
Secara berkelompok peserta didik mendidkusikan perbedaan dan persamaan struktur teks recount beserta tujuannya.
Secara berkelompok peserta didik mengerjakan tugas dalam lembar kerja peserta didik yang telah disediakan oleh pendidik.
Secara berkelompok, peserta didik menyusun
65 Menit
Kegiatan inti
laporan hasil kerja kelompoknya.
Secara acak, pendidik menunjuk satu kelompok untuk mempresentasikan hasil diskusinya, kelompok lain menanggapinya.
Pertemuan Kedua
Pengumpulan data
Secara berkelompok, peserta didik mencari informasi tambahan (teori) tentang struktur teks recount.
Secara berkelompok, peserta didik menganalisa teks recount yang diberikan oleh Guru.
Secara berkelompok, peserta didik mendiskusikan persamaan dan perbedaan struktur teks dan unsur kebahasaan teks recount yang ditemukannya.
Data Processing
Secara berkelompok, peserta didik mendiskusikan hal-hal apa yang diuraikan pada setiap struktur teks dan unsur kebahasaan teks recount.
Secara berkelompok peserta didik mendiskusikan penggunaan teks recount.
Secara berkelompok peserta didik menyusun laporan hasil kerja.
Pembuktian Peserta didik mempresentasikan hasil kerja
kelompok di depan kelas dan peserta didik dari kelompok lain memberi tanggapan.
Pendidik memberi penegasan terhadap hasil pemebelajaran peserta didik.
Kegiatan penutup
Penarikan kesimpulan terhadap semua jawaban siswa
Memberikan umpan balik terhadap proses pembelajaran: Well, class, you have done a very good job today. Most of you are active. I hope next time, all of you involve in the interaction. How do you feel during the lesson? Is there anyone want to say something?
5 minutes
Peserta didik di bawah bimbingan pendidik membuat rangkuman tentang pengertian, struktur dan kaidah teks narrative
Pendidik memberi tugas individu untuk mencari 3 contoh teks recount
Pendidik menyampaikan rencana materi pembelajaran pada pertemuan selanjutnya
5 M
enit
I. Penilaian Hasil Pembelajaran
1. Teknik Penilaian Sikap
2. Pengetahuan
3. Keterampilan
Penilaian Sikap
No. Aspek yang Dinilai Kriteria Score
1 Santun
Sangat sering menunjukan sikap santun 5
Sering menunjukan sikap santun 4
Beberapa kali menunjukan sikap santun 3
Pernah menunjukan sikap santun 2
Tidak pernah menunjukan sikap santun 1
2 Peduli
Sangat sering menunjukan sikap peduli 5
Sering menunjukan sikap peduli 4
Beberapa kali menunjukan sikap peduli 3
Pernah menunjukan sikap peduli 2
Tidak pernah menunjukan sikap peduli 1
3 Jujur
Sangat sering menunjukan sikap jujur 5
Sering menunjukan sikap jujur 4
Beberapa kali menunjukan sikap jujur 3
Pernah menunjukan sikap jujur 2
Tidak pernah menunjukan sikap jujur 1
4 Disciplin Sangat sring menunjukan sikap disiplin 5
Sering menunjukan sikap disiplin 4
Beberapa kali menunjukan sikap disiplin 3
Pernah menunjukan sikap disiplin 2
Tidak pernah menunjukan sikap disiplin 1
5 Percaya diri
Sangat sering menunjukan sikap percaya
diri 5
Sering menunjukan sikap percaya diri 4
Beberapa kali menunjukan sikap percaya
diri 3
Pernah menunjukan sikap percaya diri 2
Tidak pernah menunjukan sikap percaya
diri 1
6 Bertanggung jawab
Sangat sering menunjukan sikap
bertanggung jawab 5
Sering menunjukan sikap bertanggung
jawab 4
Beberapa kali menunjukan sikap
bertanggung jawab 3
Pernah menunjukan sikap bertanggung
jawab 2
Tidak pernah menunjukan sikap
bertanggung jawab 1
7 Kerja sama
Sangat sering menunjukan sikap kerja
sama 5
Sering menunjukan sikap kerja sama 4
Beberapa kali menunjukan sikap kerja
sama 3
Pernah menunjukan sikap kerja sama 2
Tidak pernah menunjukan sikap kerja
sama 1
8 Cinta damai Sangat sering menunjukan sikap cinta 5
damai
Sering menunjukan sikap cinta damai 4
Beberapa kali menunjukan sikap cinta
damai 3
Pernah menunjukan sikap cinta damai 2
Tidak pernah menunjukan sikap cinta
damai 1
9 Berkomunikasi baik
Sangat sering menunjukan sikap
berkomunikasi baik 5
Sering menunjukan sikap berkomunikasi
baik 4
Beberapa kali menunjukan sikap
berkomunikasi baik 3
Pernah menunjukan sikap berkomunikasi
baik 2
Tidak pernah menunjukan sikap
berkomunikasi baik 1
Penilaian Pengetahuan
No Aspek yang dinilai Criteria Score
1 Tujuan Komunikatif
Sangat memahami 5
Memahami 4
Cukup memahami 3
Kurang memahami 2
Tidak memahami 1
2 Keruntutan teks
Sangat runtut 5
Runtut 4
Cukup runtut 3
Kurang runtut 2
Tidak runtut 1
3 Pilihan kosa kata
Sangat variatif dan tepat 5
Variatif dan tepat 4
Cukup variatif dan tepat 3
Kurang variatif dan tepat 2
Tidak variatif dan tepat 1
4 Pilihan tata bahasa
Sangat tepat 5
Tepat 4
Cukup tepat 3
Kurang tepat 2
Tidak tepat 1
Penilaian Keterampilan
No Aspek yang dinilai Criteria score
1 Pengucapan
Hamper sempurna 5
Ada beberapa kesalahan namun tidak
menganggu makna 4
Ada beberapa kesalahan dan menganggu
makna 3
Banyak kesalahan dan menganggu
makna 2
Terlalu banyak kesalahan dan
menganggu makna 1
2 Intonasi
Hampir sempurna 5
Ada beberapa kesalahan namun tidak
menganggu makna 4
Ada beberapa kesalahan dan menganggu
makna 3
Banyak kesalahan dan menganggu
makna 2
Terlalu banyak kesalahan dan
menganggu makna 1
3 kelancaran
Sangat lancer 5
Lancar 4
Cukup lancer 3
Kurang lancer 2
Tidak lancer 1
4 ketelitian
Sangat teliti 5
Teliti 4
Cukup teliti 3
Kurang teliti 2
Tidak teliti 1
Makassar, 4 November 2019
Guru Pamong Peneliti Muhammad Ilham,S.Pd. Lasmini NIP: 198101262010011009 NIM: 10535659915
THE SPEAKING ABILITY OF THE EIGHTH
GRADE STUDENTS OF SMPN 28 KEPULAUAN
SELAYAR BY USING DISCOVERY LEARNING
LASMINI
10535659915
Chapter 1 Introduction
To gain a successful teaching and learning of speaking,
a teacher should be aware of many factors that can influence
the process and the product of students‟ language learning. The
factors may come from outside or inside of the students. The
external factors can be in the form of teaching methods used by
the teacher, the learning materials, and classroom atmosphere.
The internal factor deals much with psychological condition of
the students, such as creativity, creativity, interest, self-
confidence, self-concept, self-esteem, and self-efficacy (Prawerti
2014: 3).
Choosing an appropriate teaching method is one of the
fundamental keys to the success of the teaching. To solve the
problem in speaking the researcher used discovery learning in
order to improve the students‟ speaking ability.
Definition of Speaking
Harmer (2011) defines speaking ability as the ability
to speak fluently presupposed not only knowledge of language
features, but also the ability to process information and
language „on the spot‟. Speaking is a process to convey and
sharing ideas and feelings orally.
The Aspects of Speaking
1. Accuracy
Pronunciation
Vocabulary
Grammar
2. Fluency
Definition of Discovery Learning
Gunay (2009:2) says that “discovery learning is a
method that encourages students to arrive at a conclusion
based upon their own activities and observations.”
Research Design
The method use in this research was pre-
experimental design. The experimental research
may be interpreted as a research used to look
for the effect of certain treatments against
others in controlled conditions (Sugiyono, 2015:
107).
Technique of Data Collection
1. Pre-test
2. Treatment
3. Post-test
Findings
The Improvement of Students‟ Accuracy in Speaking Ability
No Indicators
Mean score
Improvement (%)
Pre-test Post-test
1 Pronunciation 2.25 3.35 48.89%
2 Vocabulary 2.25 3.8 68.89%
Total 4.50 7.15 58.89%
Hypothesis Testing
Components t-test value
t-table value
Speaking 13.25 2.093
The table showed that the value
of the t- test was higher than the value
of t-table. The t-test value were
greater than t-table (13.25>2.093).
Discussion
The research findings indicated that the students‟ speaking
ability by using Discovery Learning showed the improvement of the
students speaking ability in terms of vocabulary and pronunciation
The result of the students‟ speaking in pretest was low,
especially in pronunciation.The researcher gave the treatment by
using Discovery Learning, so that the students could show the
improvement in post-test.
In using Discovery Learning in speaking activity, the researcher
found that the mean score of post-test students‟ achievement is greater
than pre-test. In table 4.5 showed that the score of find out which the
mean score of pre-test was 4.50 (46=poor category) and after using
Discovery Learning, the mean score of post-test was 7.15 (72.5=good
category) Therefore, the researcher indicated that there was a significant
improvement after treatment by using Discovery Learning.