THE IMPLEMENTATION OF SHADOWING TEACHING ...

THE IMPLEMENTATION OF SHADOWING TEACHING TECHNIQUE TOIMPROVE STUDENTS’ SPEAKING ABILITY

(An Experimental Study at the Eight Grade Students of SMPN 1 Bontonompo in theAcademic Year of 2014/2015)

A Thesis

Submitted to the Faculty of Teacher Training and Education MakassarMuhammadiyah University in Part Fulfillment Of the Requirement

For the Degree of Education In English Department

LASMI RUMINGGI10535 4551 10

ENGLISH EDUCATION DEPARTMENTFACULTY OF TEACHER TRAINING AND EDUCATION

MUHAMMADIYAH UNIVERSITY OF MAKASSAR2015

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Title

Name

Reg.Number

Program

Faculty

PRoGRAM sTT]DI PiIMDiiiN,;

Lasmi Ruminggi

10535 45sl r0

English Education Departnaent Sfrata I (Sl)

Faculty Of Teacher Training And Education

Makassar, 2 Nlaret 20lS

Apprnved by:

Cnnsultant I

APPROVAL SIIEET

: The Implementation of Shadowing Teaching Technique toImprove Students' Speaking Ability (A euasi Experimentalstudy at the Eighth Grade Students of SMpN I Bontonompo inthe Academic year of 20l4l20ll

Dr. M. Arif paturusi. M.pd

Head of EnglishEducation Department

/-.:\\-Yz) Terakreditosi I nstitusi

P rwin .ttri n"S.pO..M.pO

NBM: 860 934

L]NI\TRSITAS MUHAMMADIYAH MAKASSARFAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

PROGR4IVI qUDI PENDIDIKAN BAHASA INGGRIS

LEMBAR PENGESAHAI{

Skripsi atas nama Lasmi Ruminggi, nim 10535 455r r0 diterima dan:--';hkan oleh panitia ujian skripsi berdasarkan Surat Keputusan Rektor.-:'rs15i165 Muhammadiyah Makassar Nomor: 0ll Tahun 1436 Hl2Al5 M,!;:agai salah satu syarat guna memperoleh Gerar sarjana pendidikan pada

' *rLisan Pendidikan Bahasa Inggris (sr) Fakurtas Keguruan dan Ilmu pendidikan' :rr gp5l1s5 Muhammadiyah Makassar pada hari Sabtu tanggal 2g Fetrruari 2015

12 Februari 2015 M

Pengawas Umumr

F.c.tua

!rl".retaris

Penguji

Makassar,22

PA]YITIA UJIA}TDr. H. lrwan Akih, M.pd

Dr".{ndi Sukri Syamsuri, M.I{um

Khaeruddin, S.pd., M.pd

l. Dr.I{. Bahrum Amim,M.Hum

2" Amar h.tra'ruf, S.Fld., M.Hum

3. Dr. M. Arif paturusioM.pd

4. Ilra. Radiah, M.pd

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Rabiul Akhir

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FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

UNIVERSITAS MUHAMMADIYAH MAKASSAR

Jln. Sultan Alauddin (0411) 860132 Makassar 90221

iv

SURAT PERNYATAAN

Saya yang bertanda tangan di bawah ini:

Nama : LASMI RUMINGGI

NIM : 10535 4511 10

Jurusan : Pendidikan Bahasa Inggris

Judul Skripsi : The Implementation of Shadowing Teaching Technique to

Improve Students’ Speaking Ability (A Quasi Experimental

Study at the Eight Grade Students of SMPN 1 Bontonompo

in the Academic Year of 2014/2015)

Dengan ini menyatakan:

Skripsi yang saya ajukan di depan 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, Januari 2015Yang membuat pernyataan

Lasmi Ruminggi

viii

ACKNOWLEDGMENT

Alhamdulliah Robbil Alamin, the writer expresses her sincere gratitude to

the almighty God, Allah S.W. T, who has given guidance, mercy, and good

health, so the writer had the opportunity to finish her thesis. Salam and Shalawat

are addressed to the final, chosen, religious messenger, the prophet Muhammad

S.A.W.

The writer realizes that in carrying out the research and writing this

proposal, the writer has received a lot of help, motivation and support from many

people, therefore, the writer would like to express her great thanks and

apperception to:

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

Makassar.

2. Dr. Andi Syukri Syamsuri, M. Hum., the Dean of FKIP Unismuh Makassar.

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

Ummy Khaerati Syam, S.Pd., M.Pd., the secretary of English Education

Department.

4. My high appreciation and greater thankfulness are due to the major supervisor,

Dr. H. M. Arif Paturusi, M.Pd, for her warm personality and my co-supervisor

Nurdevi Bte Abdul, S.Pd., M.Pd., for their invaluable assistance continual and

viii

ACKNOWLEDGMENT





S.A.W.




apperception to:


Makassar.




Department.




viii

ACKNOWLEDGMENT





S.A.W.




apperception to:


Makassar.




Department.




ix

unwavering encouragements, support, tutelage, patience, and perseverance in

guiding me.

5. The lecturers and the staff of University Muhammadiyah Makassar for their

guidance during the years of my study.

6. The deepest thanks to my family for their unfailing love, continual

understanding, sacrifice, prayers and confidence, and selfless support. My

beloved parents Burahan as my father and Nurlana Ngasio as my mother. All

of my sisters (Sudarmi S.Pd, Ruminggi, Nurfaini, Lastri, and Rasti Burhan)

for their support in my study.

7. All my friends from EDSA-10, especially C Class (Apostrophe English Club),

IPI Chapter Unismuh and my brother Mahmud S.Pd for his kindness in

guiding me to finish my proposal. And also my best cousin Esra Sulastri S.Pd

for her kindness in helping me in every day.

8. All of people who had always motivated and helped that cannot be mentioned

one by one.

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

help in finishing this proposal. My almighty Allah SWT blesses us all.

Billahifisabilillah Haq Fastabiqul Khairat

Makassar, December 2014

The Writer

LASMI RUMINGGI

x

TABLE OF CONTENT

PAGE TITLE ..................................................................................... i

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

COUNSELLING SHEET ............................................................................. iii

SURAT PERNYATAAN ............................................................................. iv

SURAT PERJANJIAN ................................................................................. v

MOTTO ........ ..................................................................................... vi

ABSTRACK ..................................................................................... vii

ACKNOWLEDGEMENT ............................................................................ viii

TABLE OF CONTENT ................................................................................ x

LIST OF TABLE ..................................................................................... xi

LIST OF GRAPHICS ................................................................................... xii

LIST OF APPENDICES ............................................................................... xiii

CHAPTER I. INTRODUCTION

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

B. Problem statements ............................................................... 3

C. Objective of the Study .......................................................... 3

D. Significance of the Study ...................................................... 4

E. Scope of the Study ................................................................ 4

CHAPTER II. REVIEW OF RELATED LITERATURE

A. Previous Related Studies ....................................................... 5

B. Concept of Shadowing .......................................................... 6

xi

C. Concept of Speaking ............................................................. 12

D. Conceptual Framework ......................................................... 26

E. Hypothesis ............................................................................. 27

CHAPTER III. RESEARCH METHOD

A. Research Design .................................................................... 28

B. Variable of The Research ...................................................... 31

C. Population and Sample ......................................................... 31

D. Research Instrument .............................................................. 32

E. Procedure of Data Collection ................................................ 32

F.Technique of Data Analysis ..................................................... 33

CHAPTER IV. FINDINGS AND DISCUSSION

A. Findings ................................................................................. 37

B. Discussion ............................................................................. 48

CHAPTER V. CONCLUSION AND SUGGESTION

A. Conclusion ............................................................................ 52

B. Suggestion ............................................................................. 53

BIBLIOGRAPHY ..................................................................................... 55

MOTTO

Satu-satunya kata kutukan yang saya tahu adalah

“Saya Tidak Tahu”

The Quality of Our Life Is Determined

Not by What Happen to Us,

but Rather by What We Do About What Happens (ROBBINS)

Masalah Tidak Akan Bermasalah

Jika Hati Tidak Bermasalah

Isi otakmu, Pompakan Informasi Kedalamnya,

Beri Otakmu Sebanayak Mungkin Material Mentah,

Kemudian Beri Kesempatan Kepadanya Untuk Mengolahnya

Vii

ABSTRACT

LASMI RUMINGGI, 2014. The Implementation of Shadowing TeachingTechnique to Improve Students’ Speaking Ability (An Experimental Study atthe Eight Grade Students of SMPN 1 Bontonompo in the Academic Year of2014/2015) under the thesis of English Education Department, the Faculty ofTeachers Training and Education, Makassar Muhammadiyah University, guidedby Dr. H. M. Arif Paturusi, M.Pd. and Nurdevi Bte Abdul, S.Pd., M.Pd.

This research aimed to find out whether the use of Shadowing TeachingTechnique can improve the students speaking ability in term speaking accuracydealing with pronunciation and grammar.

A quasi experimental design was employed with two classes of theeight graders at one school in SMPN I Bontonompo, selected purposively assample. The data were obtained through a pre-test and a post-test. The speakingassessment was adopted from Layman (1972) covering pronunciation, andgrammar. The findings were analyzed statistically using dependent t-testprocedure.

The result of t-test value was 4.4 and the value of t-table was 2.09 in thelevel of significance 0.05 and the degree of freedom (df) = n – 1 (20 – 1 = 19).The result of data analysis showed that there was a significant different betweenthe students’ result in mean score of pre-test and post-test. The mean scoreobtained by students’ pretest was 71.63 and the mean score of students’ posttestwas 79.2. It means that there was significant difference of the students’ SpeakingAbility in term of speaking accuracy before and after being taught usingShadowing Teaching Technique at the Eight Grade of SMPN 1 Bontonompo.

The statistical computation showed that shadowing teaching technique waseffective in improving the students’ Speaking Ability in term of speakingaccuracy dealing with pronunciation and grammar.

Key words: Shadowing Teaching Technique, Accuracy, and Speaking.

xi

LIST OF TABLES

Table 2.1 : Types of Shadowing .............................................................. 8

Table 2.2 : Kinds of Shadowing............................................................... 9

Table 3.1 : The Criteria of Speaking Accuracy (Pronunciation).............. 33

Table 3.2 : The Criteria of Speaking Accuracy (Grammar)..................... 35

Table 4.1 : The frequency and percentage of the students’ improvement in

Pronunciation on pretest and posttest of the Experimental Class .................... 38


Grammar on pretest and posttest of the Experimental Class .......................... 39

Table 4.3 : The students’ mean score in Experimental Class................... 40


Pronunciation on pretest and posttest of the Control Class ............................. 42


Grammar on pretest and posttest of the Control Class..................................... 43

Table 4.6 : The Students’ mean score in Control Class ........................... 44

Table 4.7 : The significant difference of pronunciation and grammar on post-

test .................................................................................................. 47

xiii

LIST OF APPENDICES

Appendix 1.a LESSON PLAN OF EXPERIMENTAL GROUP

Appendix 1.b LESSON PLAN OF CONTROL GROUP

Appendix 2 INSTRUMENT OF PRE-TEST AND POS-TEST

Appendix 3.a DATA OF PRE-TEST

Appendix 3.b DATA OF POST-TEST

Appendix 4.a DATA PRE TEST (SPEAKING ACCURACY)

Appendix 4.b DATA POST-TEST OF (SPEAKING ACCURACY)

Appendix 5.a CALCULATION OF PRE-TEST

Appendix 5.b CALCULATION OF POST-TEST

Appendix 6 F TABLE

xii

LIST OF GRAPHICS

Chart 2.1: Diagram of Conceptual Framework................................................ 26

Chart 4.1: The students’ mean score of Experimental Class .......................... 41

Chart 4.2: The students’ mean score on Control Group ................................. 42

Chart 4.3: Mean Score of Experimental and Control Class of Post-Test and Pre-

Test on Speaking Accuracy ........................................................ 46

1

CHAPTER I

INTRODUCTION

A. Background

In learning English, there are some skills that have to be mastered. Those

are Listening, Speaking, Reading and Writing. The first is Listening skill.

Students listen to every sound in the environment. The second is mastering

Speaking skill. In this step, they try to practice what they listen. The third is

mastering Reading skill. Usually, they start learning this skill when they study

Elementary School. The fourth skill is mastering Writing skill. Those are the four

language skills which should be started by the people when they study language.

But, the most difficult is speaking skills. Learning to speak is obviously more

difficult than learning to understand the spoken language. Speaking foreign

language, in this case English is still a problem for student at junior up to senior

high school.

In foreign language teaching and learning, ability to speak is the most

essential skill since it is the basic for communication and it is the most difficult

skill. English is the most difficult for learners. In particular, EFL learners often

stammer when speaking English. Some students have a problem in learning

speaking ability. They learn for a long time but they cannot communicate with

other people. It is due to the lack of ability of the teacher to design an interactive

teaching speaking process in the classroom. The success of the students to speak

English is determined by the teachers. Teacher is as motivator for the students.

2

Teacher should know how to encourage the students to speak English. So, the

teacher should have a good skill, method or technique that they will apply in

learning process. The students will obtain good speaking ability if they have a

confidence.

Based on the problems dealing with low speaking ability of the students

of SMPN 1 Bontonompo the writer tries to carry out a research with the title “The

implementation of Shadowing Technique to Improve Students’ Speaking Ability”.

However, the writer tries to conduct the research at SMPN I Bontonompo because

the students have problem when they want to speak English. The writer wants to

prove whether shadowing technique could improve the students’ speaking ability.

The writer decides to conduct this research at SMPN 1 Botonompo because the

writer thinks that she should find technique to nurture the students’ speaking

ability. From the long contemplation, the writer decides to provide shadowing

technique to foster the student’s speaking ability. By using Shadowing Technique

makes the students become active in learning process and motivate the students to

study English with or without a teacher.

Shadowing is one of the training techniques used to improve interpreting

skills, and studies report that shadowing has recently become popular as a

teaching method. Tamai (1997), shadowing is an active and highly cognitive

activity in which learners track the heard speech and vocalize it as clearly as

possible while simultaneously listening. Shadowing is one of the ways which has

been used to enhance listening comprehension and oral ability recently.

3

The writer hopes that by using shadowing teaching technique can improve

the students’ speaking ability is dealing with accuracy. The students can improve

their speaking accuracy by doing shadowing technique in the classroom or at

home without spending much money to go outside.

B. Problem Statement

Based on the issue in the background above, the writer formulates the

following question:

1. Does the implementation of shadowing technique improve the students’

speaking accuracy in term of pronunciation at eighth grade in SMPN I

Bontonompo?

2. Does the implementation of shadowing teaching technique improve the

students’ speaking accuracy in term of grammar at the eighth grade in

SMPN I Bontonompo?

C. Objectives of the Research

Based on the problem statement above, the objective of this research is

formulated to find out:

1. Whether the implementation of shadowing technique improves the

students’ speaking accuracy in term of pronunciation or not.

2. Whether the implementation of shadowing teaching technique improve the

students’ speaking accuracy in term of grammar or not.

4

D. Significance of the Research

The result of this study was expected to have practical contribution. The

significance of the research is stated as follows:

1. To be useful and helpful information for the teacher of SMPN I

Bontonompo to improve speaking ability of the students to speak English

by using shadowing technique.

2. To be useful and helpful information for all teachers, lectures and

researcher in teaching speaking in order to improve the students’ speaking

ability by using shadowing technique.

3. To be useful and helpful information for the teachers of SMPN I

Bontonompo for curriculum and syllabus development.

4. To be useful and helpful information for the students of SMPN I

Bontonompo. And other students to improve their speaking ability at home

without a teacher by using shadowing technique.

E. Scope of the Research

The scope of the research emphasized on the implementation of

shadowing technique in improving students’ speaking ability in terms of accuracy

dealing with the pronunciation and grammatical sentence. The writer implemented

and investigated shadowing technique in teaching and learning process in the

classroom of SMPN I Bontonompo in 2014-2015 academic years.

5

CHAPTER II

RIVIEW OF RELATED LITTERATURE

A. Previous Related Studies

Kazuko, (2012) concludes that shadowing affects novice college students'

psychology, which is typically low on intrinsic motivation in the Grammar-

Translation Method and high on anxiety in the Communicative Approach. Data

Collected suggests that shadowing could be a useful technique to solve problems

in students' attitudes towards second language learning.

Zakeri, (2014) concludes that shadowing is a technique which has been

used widely for many years and has led to much better listening comprehension

skills. As ELT practitioners, researchers, teachers and teacher trainers we are

continuously seeking for new techniques to improve our learner’s proficiency.

Shadowing is one of the ways which has been used to enhance listening

comprehension and oral performance recently.

Oradee (2012) concludes that speaking skill can be developing through

communicative activity. Activities can help create interaction in the language

communication and encouraging a supportive environment for learning.

Based on the statement above, the writer concludes that shadowing

teaching technique can improve student’s motivation in learning, listening

comprehension and oral performance. But in this research, the writer wants to try

to use the shadowing teaching technique in improving students’ speaking ability.

6

B. Concept of Shadowing

1. Definition of Shadowing

Shadowing was originally used for training interpreters. It is in the current

decade that shadowing has captured language instructors’ attention and been

incorporated into teaching a foreign language. Kazuko (2012) stated that

Shadowing is one of the training techniques used to improve interpreting skills,

and studies report that shadowing has recently become popular as a teaching

method.

Tamai, (1997) stated shadowing is an active and highly cognitive activity

in which learners track the heard speech and vocalize it as clearly as possible

while simultaneously listening. This process of repeating incoming speech and

monitoring the shadowed material engages many areas of the learners’ brains,

especially the language centers (Kadota, 2007).

Shadowing is one of the ways which has been used to enhance listening

comprehension and oral performance recently. It was not until the current decade

that shadowing captured language instructors’ attention and was incorporated into

teaching foreign languages. Tateuchi reports that early research into shadowing

was done in the field of psychology in the 60s (cited in Mochizuki, 2006). The

main purpose was to train interpreters and it continues to be used for that goal.

Tanaka (2002) lists shadowing as one of technique used for interpreter training,

affirming that shadowing is effective in developing a “good ear” for language,

particularly in regards to accent and intonation, as well as improving overall

listening ability.

7

Murphey (2001) states that Shadowing can be actualized in various forms,

including complete, selective and interactive shadowing .In the complete form the

students repeat all the sentences uttered by their teacher. In selective shadowing,

they choose to repeat the important, message-carrying parts. And finally regarding

the interactive type, the learner adds comments or other words while still

repeating some parts of what was stated by the teacher. This can also be called

conversational shadowing.

Based on the explanations above, the writer concludes shadowing is

training to interpreters or process of repeating the word after listen the recording.

By using shadowing teaching technique, the learners will hear the record from

native speaker after that try to produce or interpret what the native speaker say as

clearly as possible. It will improve student’s speaking ability dealing with

pronunciation and grammatical structure.

Kazuko, (2012) introduce shadowing as an activity for a number of

reasons:

1) Students would be forced to listen and articulate a sound which in turn

is close to communication, the students' genuine interest.

2) There are a lot of marketed learning materials that focus on shadowing

and vary levels and topics. It is easy to find materials appropriate to the

students’ levels.

3) Shadowing is easy to introduce even in a classroom without special

equipment.

4) Shadowing is not negatively impacted by class-size.

8

2. Types of Shadowing

A variety of shadowing usages have been reported in language teaching

contexts. Kurata (2007) shows how she used shadowing techniques in JFL

contexts (Table). How shadowing is used varies from researcher to researcher and

there are no unified sets for shadowing training.

Table 2.1 Types of Shadowing

Types Procedure

Full shadowing Listens to input then tries to repeat the

auditory input as soon as it is heard.

Slash shadowing The speaker purposely delivers their speech

with pauses between phrases to give the

shadower more time to recognize the words.

Silent shadowing Full shadowing done in the head, sub-

vocalization.

Part shadowing The shadower picks up the last word or the

stressed words and just shadows these.

Part shadowing

+ comment

The shadower adds their own comment.

Part shadowing

+ question

The shadower adds a question.

According to Tamai (2005), there are five kinds of shadowing as teaching

methods which can be divided into three kinds of shadowing (shadowing, delayed

9

shadowing, and phrase shadowing) and two kinds of peripheral tasks (parallel

reading and speed reading)

Table 2.2 Kinds of Shadowing

Kinds of shadowing Task Contents

Shadowing Articulate the same sounds at almost the same time

while listening to sounds of a text

Delayed shadowing Do the same thing as shadowing explained above, but

not at the same time, rather, after a second

Phrase shadowing Do shadowing phrase by phrase. In this activity, a

teacher has students listen to a targeted text with CD

or a teacher's model reading phrase by phrase

Parallel reading Read aloud looking at a text while listening to sounds

Speed reading Read aloud as quickly as possible looking at a text. In

this activity, the degree of understanding the text is not

important, and the teacher has each student measure

how long it took for an individual to finish reading the

text

3. Effectiveness of Shadowing

Tanaka (2002) lists shadowing as one of thirteen techniques used for

interpreter training, affirming that shadowing is effective in developing a “good

ear” for language, particularly in regards to accent and intonation, as well as

10

improving overall listening ability. Tamai (1997) concludes that shadowing is an

effective teaching method to improve the listening skills of high school and

university-level learners.

Torikai (1997) proposes that shadowing can make listening instruction,

which tends to make students passive, more active. She indicates that in a

communication-focused classroom, fluency is prioritized such that it tends to be

difficult to provide learners with accuracy, especially in terms of phonetic aspects

and argues that shadowing can help solve the problem.

Féal (1997: 621) stated, “Shadowing is a good way to improve a foreign

language precisely in that it draws attention to every single word of an utterance,

especially structure words which normally do not even register when heard”. Ota

(2007), states that the advantage of shadowing are as follows: First, students can

familiarize themselves with the English phonological system due to extensive

exposure to the language. Second, students will be able to develop speed by

repeating sounds. And third, shadowing may help students concentrate on

listening and help them feel a sense of achievement by being able to produce the

original sounds.

Based on the explanation above, the writer concludes that the effectiveness

of shadowing are to develop good ear for language, especially in accent and

intonation and to make the students become passive or more active. Shadowing

will make the students familiar with English phonological because the students

will produce the original sounds.

11

4. Step to Build Shadowing

In Stevic (1989:77) Dora states that learning took a place in the classroom,

speaking at every opportunity and listening very attentively to the way the teacher

pronounced each word. We would carry on conversations with an imaginary

native speaker and reproduce the way the teacher spoke, and ‘here’ them in the

head. We can imagine ourselves speaking with that same accent. The more we

practice in this way, the better pronunciation we got.

A technique “shadowing” a new broadcast another technique from Derek:

a. Listen to a newscast in your native language. Try repeating along with

the speaker. Do this for at least two minutes.

b. Try doing the same thing in a language that is foreign to you. Don’t let

your mind stop to figure out or remember anything that you don’t

understand.

Ware (2012) states that there are some steps to building shadowing skill.

During the first class using the graded readers, students should read their selected

book for a few minutes in class to verify that it is both interesting and good level.

They should then finish reading the book without using a dictionary as homework.

The teacher should stress that the students should understand 95% of the words,

otherwise they should choose a lower level book. During class the next day, and

everyday thereafter, the following step should be used.

Step1. Students should read and listen to what they had previously read for

about 7 minutes.

12

Step 2. Ideally, students should listen the record a second time without

reading. However, because of time constraints, we skipped this step during the

class.

Step 3. Students should listen again (while their book are closed) and shadow

(say) what they hear for about 6 minutes.

Step 4. Students should then engage in interactive activities related to their

graded readers.

Based on the explanations above, the writer concludes that there are some

steps to building shadowing. The first, read the script while listening. The second

listen the record without reading the script and tries to shadow or interpret what

the native speaker say.

C. Concept of Speaking

1. Definition of Speaking

There are some definitions from expert about speaking. The first, Brown

and Yule (1983) made a useful distinction between the interactional functions of

speaking, in which it serves to establish and maintain social relations, and the

transactional functions, which focus on the exchange of information. They

expanded three-part version of Brown and Yule’s framework: talk as interaction;

talk as transaction; talk as performance. Each of these speech activities is quite

distinct in terms of form and function and requires different teaching approaches.

a. Talk as interaction refers to what we normally mean by “conversation”

and describes interaction that serves a primarily social function. When

13

people meet, they exchange greetings, engage in small talk, recount

recent experiences, and so, on because they wish to be friendly and to

establish a comfortable zone of interaction with others.

b. Talk as transaction refers to situations where the focus is on what is

said or done. The message and making oneself understood clearly and

accurately is the central focus, rather than the participants and how

they interact socially with each other.

c. Talk as performance refers to public talk, that is, talk that transmits

information before an audience, such as classroom presentations,

public announcements, and speeches.

The second is according to Jones (1996:12), in speaking and listening we

tend to be getting something done, exploring ideas, working out some aspect of

the world, or simply being together. In writing, we may be creating a record,

committing events or moments to paper.

In addition, Husna (2014) stated that the successful communication can be

seen when mutual understanding between speaker and listener in exchanging

ideas works as their wish. Ur (1996: 120) classifies the characteristics of a

successful speaking activity; they are:

a. Learner talk a lot

b. Participation is event

c. Motivation is high

d. Language is an acceptable level

14

The third is Thornbury (2007: 13), there are two main purposes for

speaking. Speaking serves either a transactional function, in that its primary

purpose to convey information and facilitate the exchange of goods or services or

it serves. An interpersonal function, in that its primary purpose is establish and

maintain social relations. A typical transactional speech even might be phoning to

book a table at a restaurant. A typical interpersonal speech event might be the

conversation between friends that take place at the restaurant.

Based on explanation above, the writer concludes that speaking is the

activity which includes the interaction, transaction for conveying message or

information, performance to transmit the information.

2. Types of speaking

Brown (2000: 329-330) states that there are two types of oral language that

should be explained. The two types of spoken are describe as follows:

a. Monolog, in monolog, when one speaker uses spoken language for any

length of time, as in speeches, lectures, reading, and hearers must

process long stretches of speech without any interruption.

b. Dialogue, dialogue involves two or more speakers can be subdivided

into those exchanges that promote social relationship (interpersonal)

and those for which the purpose is to convey proportion of factual

information.

3. Component of Speaking

Heaton (1988: 100) in Hamzar thesis classifies components of speaking

into three parts. They are accuracy, fluency, and comprehensibility. The highest

15

rating scale of accuracy is pronunciation and it is only very slightly influenced by

the mother tongue. There are two or three grammatical errors. The highest rating

scale of fluency is speaking without too great an effort with fairly wide range of

expression. Searches for words occasionally but one or two unnatural pauses.

Moreover, the highest rating scale of comprehensibility is easy for the listener to

understand the speaker’s intention and general meaning. Very view interruption or

clarification required.

a. Accuracy

Hammerly (1991:70), to start communicating right away forces the

beginning learner to pay more attention to language structure than to content.

Attending early to structure results is in greater accuracy in the long run than

plunging right away into communication. Distant-language speakers may perform

better than close-language speakers on tasks requiring detailed accuracy.

Brown (2000:268) stated that accuracy is important goals to pursue in

communicative teaching learning. Accuracy is achieved to some extent by

allowing students to focus on the element of phonology, grammar, and discourse

in their spoken output.

According to Hornby (1995: 9) accuracy is the state of being correct or

exact and without error, especially as a result of careful effort. Marcel (1978: 15)

states that accuracy is a manner of people in using appropriate word and the

pattern of sentences. In this case accurate divided into three elements, namely

vocabulary, pronunciation, and grammar.

16

1) Pronunciation

Brown (2000:283), pronunciation was a key to gaining full communicative

competence. Harmer (1990:184), pronunciation teaching not only makes the

students aware of different sounds and what sound features (what these mean), but

can also improve their speaking immeasurably. Some pronunciation features are

more important than the others. Some sound and stressing words and phrase

correctly is vital if emphasis is to be given to the important parts of message and if

words are to be understood correctly. Intonation, the ability to vary the pitch and

tune of speech is an important meaning carrier too.

Harmer (1990:185), the key to successful pronunciation teaching, however

is not much getting students to produce correct sounds or intonation tunes, but

rather to have them listen and notice how English is spoken either on audio or

videotape or from the teacher themselves. The more aware they are the greater the

chance that their own intelligibility level will rise.

a) Sound

Harmer (1990: 29-31), words sentences are made up of sounds (or

phonemes) which, on their own may not carry meaning, but which, in

combination make words and phrase. Competent speakers of the language make

these sounds by using various parts of the mouth such as the lip, the tongue, the

teeth, and the alveolar ridge (the ridge behind the upper teeth), the plate, the

velum (the flap soft tissue hanging at the back of the plate often called soft plate),

and vocal cords (folds).

17

Furthermore, in Harmer (1990:187), we ask the students to focus on one

particular sound. This allows us to demonstrate how it is made and show how it

can be spelt. If the students seem to be having trouble with either of the sound.

Gilbert (2008:8), the focus of English instruction where sounds are organized.

Instruction should concentrate on the way English speaker speakers depend on

rhythm and melody to organize thought, high-light important words.

b) Stress

Harmer (1990: 32), stress in the term we use to describe the point in a

word or phrase where pitch changes, vowels lengthen, and volume increases.

Stress in one syllable there is no problem; we know which one it is. A word with

more than one syllable is more complex, however. We might stress the word

export on the second syllable (exPORT) if we are using at as verb. But if, on the

contrary, we stress the first syllable (EXport) the verb is noun. In multisyllable

words there is often more than one stressed syllable. In such case we call the

strongest force the primary stress and the weaker force the secondary stress.

Harmer (1990:191) Stress is important in individual words, in phrase, and

in sentence. By shifting it around in a phrase or a sentence we can change

emphasis or meaning. The stress in phrases changes depending upon what we

want to say.

Gilbert (2008:15) the in the identification of stress is so important for

communication in English, native speakers use a combination of signals to make

18

clear which syllable is stressed; these are loudness, contrastive vowel length,

contrastive vowel clarity, and pitch change.

c) Intonation

Kenworthy (in Harmer 1990: 28), shows how intonation is used to put

words and information in the foreground (by using high or wavering pitch), in the

background (by using a lower pitch than normal), to signal ends and beginnings of

conversations (we often know when someone has finished speaking because their

voice drops in pitch. Just as their voice may start at a higher pitch than usual at

beginning of their contribution), or to show whether a situation is ‘open’ or

‘closed’ (when we finish what we are saying at higher pitch than normal we leave

other possibilities in the air whereas a falling pitch closes off what we have said

from further discussion).

Furthermore, Harmer (1990: 28-29), intonation is also used to convey

emotion, involvement, and empathy. Intonation is a way of modifying the strength

or intention of what we are saying and show how certain we are about what we

are saying and to indicate what respond we expect. Intonation is crucial in

communicating meaning. Indeed, listeners frequently get the wrong message from

intonation when foreign speakers use it in an idiosyncratic way. That because

intonation tells us what someone means and how they feel about it. We recognize

the difference between making statement and asking question.

Harmer (1990:194) states that we need to draw the student’s attention to

the way we use changes in pitch to convey meaning, to reflect the thematic

19

structure of what we are saying, and to convey mood. The simple way of doing

this is to show how many different meanings can be squeezed out of just one word

such us yes.

2) Grammar

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

phrases and sentences in such a way that we account for all the grammatical

sequences in a language and rule out all the ungrammatical sequences.

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

ways in which words can change their forms and can be combined into sentences

in that language. Competent speakers know how to use these smallest units of

grammar (morphemes) to combine grammatically with words to create new

meaning. The knowledge of morphology (using morphemes to change the

meaning or grammar of a word) and syntax (the order that words can be arranged

in) is essential to successful communication whether in writing or in speech. A

sentence needs at least a subject and a verb, which can then be followed by an

object, by a complement or by an adverbial.

There are two rules of grammars are descriptive and pedagogic grammars.

Descriptive grammar may attempt to describe everything there is, the latter are

designed specifically to be of help to teachers and students of the language who

need, as far as possible, clear and easily digestible summaries of what is and what

is not correct. Pedagogic grammar rules inform much language teaching but if

20

they are carelessly applied, they can sometimes lead to considerable over

implication.

b. Fluency

Thornbury (2007:7) states that the perception of fluency is the length of

run, i.e. the number of syllables between pauses. The longer the runs, the more

fluent the speaker sounds. The kinds of features of fluency are: the first, pauses

may be long but not frequent. The second is pauses are usually filled. The third,

pauses occur at meaningful transition points. The last is there are long runs of

syllables and words between pauses.

In order to give at least illusion of fluency and to compensate for the

intentional demands involved in speech production, speaker use a number of

‘tricks’ or production strategy. One of them is the ability to disguise pauses by

filling them. The most common is pause fillers and some vagueness expression

and also repetition the word.

c. Comprehensibility

Hamzar (1988:100), comprehensibility is easy for the listener to

understand the speaker’s intention and general meaning. Very view interruption or

clarification word.

4. Teaching Speaking

Bygete (1987), In terms of language teaching methodology, the

commutative approach proposes that task should provide the opportunity for

learners to use language in order to communicate meanings without focusing on

21

accuracy. This would encourage fluency and lead learners to explore creatively

ways of expressing themselves using their knowledge. Bygate (1987) suggested

that learners can usefully practice different patterns of discourse, in terms of

“‘interaction routines” or “information routines”. Geddes (In Bygate: 1987) uses

the topics of units to generate genuine oral activities. In a related approach, J.

Willis (1996) proposed the use of a cycle of activities around central task,

involving an “input phase”, a “rehearsal phase” and a “performance phase”:

learners first hear a recording of the native speaker undertaking a similar task to

the one they are to do, providing them with a rough model; the then perform the

task in small group, during which students express themselves without worry

about errors; the teacher observes and provides feedback; finally students perform

the task before the class, with the focus on all- round performance.

Richards (1990) states that the types of criteria we use to asses a speaker’s

oral performance during a classroom activity will depend on what kind of talk we

are talking about and the kind of classroom activity we are using. Green,

Christopher and Lam (2002: 228) in a report on teaching discussion skills

recommend assigning one student to serve as an observer during a discussion

activity using the following observation form:

a. Total number of contributions made

b. Responding supportively

c. Responding aggressively

d. Introducing a new (relevant) point

e. Digressing from topic

22

Richards (2008: 39) states that a speaking activity that requires talk as

performance would require very different assessment criteria. These might

include:

a. Clarity of presentation: i.e., the extent to which the speaker organize

information in an easily comprehensibility order.

b. Use of discourse markers, repetition, and stress to emphasize important

points and to make the lecture structure more salient to the listeners.

5. Criteria of Classroom Speaking Performance

Brown (2000: 271), there are six similar categories apply to the kinds of

oral production that students are expected to carry out in the classroom.

a. Imitative: a very limited portion of classroom speaking time may

legitimately be spent generating “human tape recorder” speech where,

for example, learners practice an intonation contour or try pinpoint a

certain vowel sound. Imitation of this kind is carried out not for the

purpose of meaningful interaction, but for focusing on some particular

element of language form.

b. Intensive: intensive speaking goes one step beyond imitative to include

any speaking performance that is design to practice some phonological

or grammatical aspect of language.

c. Responsive: a good deal of student speech in the classroom is

responsive short replies to teacher or students-initiated questions or

comments.

23

d. Transactional (dialogue): transactional language carried out for the

purpose of conveying or exchanging specific information is an

extended form of responsive language.

e. Interpersonal (dialogue): carried out more for the purpose of

maintaining social relationship than for the transmission of facts and

information.

f. Extensive (monologue): students at intermediate to advance levels are

called on to give extended monologues in the form of oral reports,

summaries, or perhaps short speech.

6. Criteria for Speaking Task

Thornbury (2007: 90) There some criteria for Speaking task:

a. Productivity: a speaking activity needs to be maximally language

productive in order to provide the best condition for autonomous

language use. If students can do an information gap task by simply

exchanging isolated words, or if only a couple of students participate

in a group discussion, the task may hardly justify the time spent setting

them up.

b. Purposefulness: often language productivity can be increased by

making sure that the speaking activity has a clear outcome, especially

one which requires learners to work together to achieve a common

purpose.

24

c. Interactive: activities should require learners to take into account the

effect they are having on their audience. If not, they can hardly be said

to be good preparation for real-life language use.

d. Challenge: the task should stretch the learners so that they are forced to

draw on their available communicative resource to achieve the

outcome.

e. Safety: while learners should be challenged, they also need to feel

confident that, when meeting those challenge and attempting

autonomous language use, they can do so without too much risk.

f. Authenticity: speaking task should have some relation to real-life

language use. If not, they are poor preparation for autonomy.

7. Types of Spoken Test

Thornbury (2007: 125), the most commonly used spoken test types are

these:

a. Interviews: these are relatively easy to set up, especially if there is a

room apart from the classroom where learners can be interviewed.

b. Live monologues: the candidates prepare and present a short talk on a

pre-selected topic.

c. Recorded monologues: these are perhaps less stressful than more

public performance and, for informal testing, they are also more

practicable in a way that live monologue is not.

d. Role-plays: most students will be used to doing at least simple role-

plays in class, so the same format can be used for testing.

25

e. Collaborative task and discussion: these are similar to role plays expect

that learners are not required to assume a role but simply to be

themselves.

26

D. Conceptual Framework

The conceptual framework underlying this research is presented in the

following diagram:

Figure 2.1. Diagram of Conceptual Framework

The diagram above consisted of speaking material as the input where we

given the students material before giving a treatment. In the treatment, the writer

had given the treatment by using shadowing technique to know the students’

Students’ Improvement in SpeakingAbility

Speaking Material

Shadowing Technique

Pronunciation Grammar

Accuracy

27

speaking accuracy dealing with pronunciation and grammar. After doing the

treatment, the writer had given post-test to know the improvement of the students

in speaking ability.

E. Hypothesis

Based on literature review and resume, the writer formulates the

alternative hypothesis as follows:

1. Null hypothesis (H0): the implementation of shadowing technique will not

improve the speaking ability of the students at SMPN I Bontonompo.

2. Alternative hypothesis (H1): the implementation of shadowing technique

will improve the speaking ability of the students of SMPN I Bontonompo.

28

CHAPTE III

RESEARCH METHOD

This chapter deals with the research design, variables of the research,

population and sample, research instrument, procedure of data collection, and

technique of data analysis.

A. Research Design

This research used Quasi-experimental design in measuring the

implementation of shadowing technique to improve students’ speaking ability.

This design used a treatment group and it has a nonequivalent control group

design that had been given pre-test, treatment, and post test. One group was

assigned to experimental group and the other group had been assigned to the

control group. The researcher formulated it in the following figure. The design of

this research can be seen in this formula:

EG O1 XI O2

CG O1 X2 02

Note:

EG= Experimental group

Cg= Control Group

O1= Pretest

29

X1= Unusual Treatment (Shadowing Technique)

X2= Control Treatment (Teacher- Based Teaching)

O2= Post-test

(Gay, at al. 2006:255)

1. Pre-test

The writer conducted pre-test for one meeting before giving treatment. The

students were given an oral interview by the writer. It ran 90 minutes. The writer

gave the students free topic. The writer provided three topics but each student was

free to choose one topic. Each student was given 3-5 minutes to speak English

based on the topic. The students’ speaking ability was recorded by using recorder.

After doing recording, the writer gave transcript and gave score dealing with

accuracy of the students.

2. Treatment for Experimental Group

The writer taught the students by using shadowing technique. It had some

steps to do shadowing technique. The writer conducted treatment for 4 meetings.

Each meeting ran 90 minutes. Each meeting was given a topic relate to shadowing

technique by following steps below:

a. The teacher gave the students some questions relating to the topic.

b. The writer gave the students the copy of material script.

c. The students were given instruction and motivation regarding

shadowing technique.

d. The writer turned on the laptop and the speaker

30

e. The first turn and the second turn, the whole students and the teacher

listened and repeated directly what speaker saying by looking the

script.

f. The third turn, the students were asked to shadow one by one by

looking at or without looking the script.

g. Every student was asked to speak in 2-3 minutes about the content of

the given material and their opinion on it or teacher gave discussion

relate to the shadowing material.

h. The teacher motivated the students to do shadowing technique at home

and then he closed the class meeting.

3. Treatment for Control Group

The writer conducted the research in control by following steps below:

a. The teacher introduced the teaching material for the students (about

Daily Activity).

b. The teacher asked the students to tell about their daily activity.

c. The students was asked to do presentation in front of the class

d. The teacher evaluated the students’ performance before, during, after

instruction (grammatical and pronunciation error).

e. The teacher gave assessment to the students.

f. The teacher gave some motivation in the end of the class.

4. Post-test

The writer gave the post-test like in the pre-test. The students were given

an oral interview by the writer. Each student was given three topic and each

31

students was free to choose one topic. The each student was given 3-5 minutes to

speak English. The speaking test was recorded. After that, the writer gave

transcript and gave score to the students’ speaking ability it terms accuracy

dealing with pronunciation and grammatical structure.

B. Variables of the Research

This research had 2 variables namely dependent variable and independent

variable. Those variables were explained as follows:

1. Dependent variables

The dependent variable of the research was speaking ability. The writer

focused on the improvement the students speaking accuracy. The writer

wanted to find out how the students speaking ability will be affected by

independent variable.

2. Independent variable

The independent variable was shadowing technique. The independent

variable focused on how shadowing technique affect the students’

speaking ability. The writer tried to find out whether shadowing technique

can improve the students’ speaking ability.

C. Population and Sample

1. Population

The population of this research will all of the Eighth grade of the students

in SMPN 1 Bontonomopo in 2014-2015 academic year.

32

2. Sample

The writer used purposive sampling technique in which the group were

chosen or selected to represent the population. The writer chose the sample

by looking the characteristic of the class. The writer chose the

heterogeneous class.

D. Research Instrument

The research used the instrument namely speaking test. The speaking test

consisted of pretest before the students were given treatment and there was post

test after the students had been given treatment dealing with the shadowing

technique to measure the student’s speaking ability.

E. Procedure of Data Collection

The writer collected the data from 3 procedures namely pretest, treatment,

post test. It described in the following procedure:

1. Giving pre-test to the students to know the basic knowledge about English

Speaking ability.

2. The writer conducted the meetings for 4 meetings by using Shadowing

Technique as the steps in research design before.

3. Giving post test to the students to know the improvement in students’

speaking ability.

33

F. Technique of Data Analysis

This research analyzed the speaking ability. In analyzing speaking ability,

the data took from pre test and post test were analyzed by using three criteria in

assessing speaking test namely accuracy.

The students’ score on accuracy was classified based on the criteria in the

following tables:

3.1 The score criteria of speaking accuracy (Pronunciation)

Classification Score Criteria

Excellent 9.6 – 10 Pronunciation is only slightly influencedby the mother tongue. Two or threeminor grammatical and lexical errors.

Very good 8.6 – 9.5 Pronunciation is only slightly influencedby the mother tongue. A few minorgrammatical and lexical errors but mostutterance is correct.

Good 8.6 – 9.5 Pronunciation is still moderatelyinfluenced by mother tongue but notserious phonological errors. A fewgrammatical and lexical errors but notonly one or two major errors causingconfusion.

Fairly Good 6.6 – 7.5 Pronunciation is influenced by mothertongue only a few phonological errors.Several grammatical and lexical errorssome of which cause confusion.

Fair 5.6 – 6.5 Pronunciation is seriously influenced bymother tongue with errors causing abreakdown in a communication. Manygrammatical and lexical errors.

Poor 4.6 – 5.5 Serious pronunciation errors as manybasic grammatical ad lexical errors. Noevidence of having mastered any oflanguage skill and areas practiced in thecourse.

34

3.2 The score criteria of speaking accuracy (Grammar)


Excellent 9.6-10 Their speaking is very good of using

grammar, unlimited of vocabulary and

more sentences

Very Good 8.6-9.5 Their speaking is good of using grammar

unlimited

Good 7.6-7.5 Their speaking sometimes hasty but

appropriate use of grammar.

Fairly Good 6.6-7.5 Their speaking more sentences is not

appropriate to use grammar.

Fair 5.6-6.5 Their speaking more sentences not

appropriate to use grammar, low

vocabulary mastery and no

communication

Poor <5.5 They speak very hasty and more

sentences are not appropriate using

grammar or structure.

(Layman, 1972: 2196)

Then the obtain scores were analyzed by using some steps as follow:

a. The writer calculated the mean score use the following formula:

x=∑

Where:

x = the mean score

∑x = the sum of all score

35

N =The total number of subject

(Gay, 1981:298)

b. Homogeneity Variance Test

F= ²² where S12=∑( 1)², S2

2 =∑( − )²

(Arifin,2011: 286)

c. The writer also calculated the t- test value (at the probability value 0.00

and the significant level α= 0.05). the writer calculates the t-test use

the following formula:

t= ∑ (∑ )²( )ℎ D= ∑

(Gay, 1998 : 327)

t = Test of significant

D = The difference between pairs of score

∑D2 = The sum of D (the difference between two pairscore) square

(∑D)2 = The Square of ∑N = The number of subject

d. The percentage of the students’ development.

X2 – X1

% = x 100X1

Where:

%: Percentage of the students’ development

36

X1: The mean score of pretest

X2: The mean score of posttest

37

BAB IV

FINDINGS AND DISCUSSION

This chapter consists of findings of the research is presented and discussed

by the writer related to the actions that have been applied. The findings of the

research present the improvement of the students speaking ability in term s of

accuracy dealing with pronunciation and grammar and the discussion of the

research covers further explanation of the findings.

A. Findings

The research of data findings found that the implementation of Shadowing

Teaching Technique can improve the student’s speaking ability in term accuracy

dealing with pronunciation and grammar. The data were collected by

administrating the test, the tests were done twice namely pre-test and post-post

test., the pre test was given before the treatment and the post was given after

treatment.

1. The improvement the students’ speaking accuracy dealing with

pronunciation and grammar by implementing Shadowing Teaching

Technique.

The improvement of students’ accuracy dealing with pronunciation and

grammar of both classes at the eighth grade students of SMPN I Bontonompo can

be seen clearly in the following table:

38

Table 4.1.The frequency and percentage of the students’ improvement in

Pronunciation on pretest and posttest of the Experimental Class

Classification ScorePretest Posttest

F % F %

Excellent 9.6 – 10 - - 1 5

Very good 8.6 – 9.5 - - 7 35

Good 7.6 – 8.5 8 40 5 25

Fairly Good 6.6 – 7.5 5 25 6 30

Fair 5.6 – 6.5 7 35 1 5

Poor 4.6 – 5.5 - - - -

Total 20 100 20 100

Table above shows the classification of the score on pronunciation in the

experimental group between pretest and posttest. The first classification is

excellent, in the pretest none of them classified as ‘Excellent’ and in the posttest 1

(5%) student classified as ‘Excellent’. The second is very good, in the pretest none

of them classified as ‘Very Good’ and posttest 7 (35%) students classified as

‘Very Good’. The third is good; in the pretest 8 (40%) students classified as

‘Good’ and posttest 5 (25%) students classified as ‘Good’. The fourth is Fairly

Good; in the pretest 5 (25%) students classified as ‘Fairly Good’ and posttest 6

(30%) students classified as ‘Fairly Good’. The fifth is fair; in the pretest 7 (35%)

students classified as ‘Fair’ and posttest 1 (5%) student classified as ‘Fair’. The

39

sixth is poor; none of them were classified as ‘Poor’. Based on the explanation

above, it can be concluded that the percentage of the students score in pretest in

experimental group was ‘Good’ (40%) classification and in the posttest was ‘Very

Good’ (35%) classification.


Grammar on pretest and posttest of the Experimental Class


Frequency % Frequency %

Excellent 9.6 – 10 - - - -

Very good 8.6 – 9.5 - - 2 10

Good 7.6 – 8.5 5 25 11 55

Fairly Good 6.6 – 7.5 9 45 7 35

Fair 5.6 – 6.5 6 30 - -

Poor <5.5 - - - -

Total 20 100 20 100

Table above shows the classification of the score on grammar in the

experimental group between pretest and posttest. The first classification is

excellent, none of them classified as ‘Excellent’ whether in pretest and posttest.

The second is very good, in the pretest none of them classified as ‘Very Good’

and posttest 2 (10%) students classified as ‘Very Good’. The third is good; in the

pretest 5 (25%) students classified as ‘Good’ and posttest 11 (55%) students

40

classified as ‘Good’. The fourth is fairly good; in the pretest 9 (45%) students

classified as ‘Fairly Good’ and posttest 7 (35%) students classified as ‘Fairly

Good’. The fifth is fair; in the pretest 6 (30%) students classified as ‘Fair’ and

posttest none of them were classified as ‘Fair’. The sixth is Poor; none classified

as ‘Poor’. Based on the explanation above, it can be concluded that the percentage

of the students score on pretest of grammar in experimental group was ‘Fairly

Good’ (45%) classification and in the posttest was ‘Good’ (55%) classification.

Table 4.3.The students’ mean score in Experimental Class

The Indicators of

Speaking Accuracy

Experimental ClassPercentage

Pre-test Post-test

Pronunciation 72.1 80.04 12%

Grammar 71.15 78 9%

The data above shows the improvement of speaking accuracy dealing with

pronunciation and grammar in experimental class. Before giving treatment or in

pre-test the students’ mean score in speaking accuracy dealing with pronunciation

was 72.1 and after giving treatment or in post-test were 80.04. The improvement

between pre-test and post test were 12%. While speaking accuracy dealing with

grammar before giving treatment or in pre test were 71.15 and after giving

treatment or in post-test were 78. The improvement of speaking accuracy dealing

with grammar was 9%.

Chart 4.1. The students’ mean score of Experimental Class.

41

The chart above shows that the students’ mean score in experimental class

of speaking accuracy dealing with pronunciation and grammar between pre-test

and post-test. Where the mean score of the students’ pronunciation in pre-test was

72.1 and posttest was 80.04. While the students mean score of grammar in pretest

was 71.15 and posttest was 78. It can be conclude that there is the improvement of

speaking accuracy dealing with pronunciation and grammar by implementing

Shadowing Teaching Technique.


Pronunciation on pretest and posttest of the Control Class



Excellent 9.6 – 10 - - - -

Very good 8.6 – 9.5 1 5 1 5

0

10

20

30

40

50

60

70

80

90

Experimental Class

41












Excellent 9.6 – 10 - - - -

Very good 8.6 – 9.5 1 5 1 5

Experimental Class Percentage

Pronunciation

Grammar

41












Excellent 9.6 – 10 - - - -

Very good 8.6 – 9.5 1 5 1 5

Pronunciation

Grammar

42

Good 7.6 – 8.5 5 25 5 25

Fairly Good 6.6 – 7.5 7 35 12 60

Fair 5.6 – 6.5 6 30 2 10

Poor 4.6 – 5.5 1 5 - -

Total 20 100 20 100

Table above shows the classification of the score on pronunciation in the

control group between pretest and posttest. The first classification is excellent,

both pretest and posttest none of them were classified as ‘Excellent’. The second

is very good, in the pretest 1 (5%) of students classified as ‘Very Good’ and

posttest 1 (5%) students classified as ‘Very Good’. The third is good; in the

pretest 5 (25%) students classified as ‘Good’ and posttest 5 (25%) students

classified as ‘Good’. The fourth is fairly good; in the pretest 7 (35%) students

classified as ‘Fairly Good’ and posttest 12 (60%) students classified as ‘Fairly

Good’. The fifth is fair; in the pretest 6 (30%) students classified as ‘Fair’ and

posttest 2 (10%) student classified as ‘Fair’. The sixth is Poor; in pretest 1 (5%)

student classified as ‘Poor’ and none for posttest. Based on the explanation above,

it can be concluded that the percentage of the students score in pretest in control

class was ‘Average’ (40%) classification and in the posttest was ‘Average’ (60%)

classification.

43

4.5. The frequency and percentage of the students’ improvement in

Grammar on pretest and posttest of the Control Class



Excellent 9.6 – 10

Very good 8.6 – 9.5 1 5

Good 7.6 – 8.5 2 10 3 15

Fairly Good 6.6 – 7.5 8 40 14 70

Fair 5.6 – 6.5 10 50 2 10

Poor <5.5 - - - -

Total 20 100 20 100

Table above shows the classification of the score on grammar in the

control group between pretest and posttest. The first classification is excellent,

none of them classified as ‘Excellent’ whether in pretest and posttest. The second

is very good, in the pretest none of them classified as ‘Very Good’ and posttest 1

(5%) student classified as ‘Very Good’. The third is good; in the pretest 2 (10%)

students classified as ‘Good’ and posttest 3 (15%) students classified as ‘Good’.

The fourth is fairly good; in the pretest 8 (40%) students classified as ‘Fairly

Good’ and posttest 14 (70%) students classified as ‘Fairly Good’. The fifth is fair;

in the pretest 10 (50%) students classified as ‘Fair’ and posttest 2 (10%) and none

for ‘Poor’. Based on the explanation above, it can be concluded that the

44

percentage of the students score on pretest of grammar in experimental group was

‘Fairly Good’ (50%) classification and in the posttest was ‘Good’ (70%)

classification.

Table 4.6.The Students’ mean score in Control Class

The Indicators of Speaking

Accuracy

Control ClassPercentage

Pre-test Post-test

Pronunciation 70.35 74.1 5%

Grammar 68.1 72.4 6%

The data above shows the mean score of the students in the control class.

Before giving treatment or in pre-test the students’ mean score in speaking

accuracy dealing with pronunciation was 70.35 and after giving treatment or in

post-test were 74.1. The improvement between pre-test and post test were 5%.

While speaking accuracy dealing with grammar before giving treatment or in pre

test were 68.1 and after giving treatment or in post-test were 72.4. The

improvement of speaking accuracy dealing with grammar was 6%.

Based on the table above, the condition of both classes can be seen on the

chart below:

Chart 4.2 The students’ mean score on Control Group

45

Based on the explanation above between experimental class and control

class shows the mean score of experimental and control class on speaking

accuracy in speaking ability. Based on the table indicates that the implementation

of Shadowing Teaching Technique in teaching speaking English is successful.

The students’ mean score of experimental class in speaking accuracy of pretest

was 71.63 and post-test was 79.2 with the improvement was 11%. The students’

mean score of control class in speaking accuracy in pre-test was 69.23 and post-

test was 73.2 with the improvement 6%. Based on these result, the improvement

of experimental class is higher than control class, it can be conclude that the

implementation of Shadowing Teaching Technique can improve the student’s

speaking ability in term accuracy dealing with grammar and pronunciation.


chart below:

0

10

20

30

40

50

60

70

80

Control Class

45













chart below:

Control Class Percentage

Pronunciation

Grammar

45













chart below:

Pronunciation

Grammar

46

Chart 4.3. Mean Score of Experimental and Control Class of Post-Test and

Pre- Test on Speaking Accuracy.

2. The Value of T-test

To know the level of significance of the pre-test and post-test, the writer

used t-test analysis on the level of significance (p) = 0.05 with the degree of

freedom (df =N-1) = 19 then the value of t-table is 2.09. The result of the

calculation is shown as follows:

Table 4.7.The significant difference of pronunciation and grammar on post-

test

Test t-test value t-table value Category

Post-Test 4.4 >2.09 Significant

71,63

79,2

11%

69,2373,2

6%0

10

20

30

40

50

60

70

80

90

Pre-test Post-test Improvement

Experimental Control

47

The table above shows that, the t-test value of post test (4.4) is higher than

t-table value (2.09). It means that the result statically significant. From the

analysis above, the writer concludes that there is a significant difference of the

students’ improvement in speaking ability in term accuracy dealing with

pronunciation and grammar before and after teaching using shadowing technique.

And it means that the implementation of Shadowing Technique is good and

suitable in teaching speaking at the Eight Grade of SMPN I Bontonompo.

B. DISCUSSION

In this part discuss about the result of findings of the students’ speaking

ability in term accuracy dealing with pronunciation and grammar. Before giving

treatment the students speaking ability in terms of accuracy is categorized

average. After giving the treatment, their ability is significant improved.

1. The improvement of speaking accuracy in term of pronunciation by

implementing Shadowing Teaching Technique

The implementation of Shadowing Teaching technique is effective to

improve the student’s speaking accuracy in term pronunciation. Based on the table

4.1 and 4.2 indicates that there is the improvement of student’s speaking accuracy

in term of pronunciation and grammar. The mean score of experimental class is

higher than control class after conducting treatment.

The rate percentage of the students’ score was in pretest and posttest of

experimental and control class. The classification in pretest of experimental class

was ‘good’ (40%) and the classification in posttest was ‘Very Good’ (35%).

48

While in the control class the classification in pretest was ‘Average’ (40%) and

posttest was ‘Average’ (60%). It indicates that the rate of percentage of the

students score in experimental group is higher than control group.

The students’ mean score of experimental class on pronunciation in pretest

is 72.1 and post test is 80.04 with the improvement was 12% (see table 4.1).

While the students’ mean score of control class on pronunciation in pre test is

70.35 and post test is 74.1 with the improvement was 5% (see table 4.2). The

students’ improvement of experimental group is higher than the experimental

group. It means that there is the improvement of students’ pronunciation from

each component of pronunciation sound, stress and intonation. In addition,

Tanaka(2002) stated lists shadowing as one of technique used for interpreter

training, affirming that shadowing is effective in developing a “good ear” for

language, particularly in regards to accent and intonation, as well as improving

overall listening ability.

Based on the result above, the writer concludes that there is the

improvement in speaking accuracy in term pronunciation by implementation

shadowing teaching technique. Where shadowing is an active and highly cognitive

activity in which learners track the heard speech and vocalize it as clearly as

possible while simultaneously listening (Tamai, 1997).

49

2. The improvement of speaking accuracy in term grammar by

implementing Shadowing Teaching Technique.

The implementation of Shadowing Teaching Technique can improve the

speaking accuracy in term grammar. Based on the table 4.1 and 4.2 indicates that

there is the improvement of speaking accuracy in term grammar by implementing

shadowing teaching technique. The mean score of experimental class is higher

than the mean score in control class.

The rate percentage of the students’ score was in pretest and posttest of

experimental and control class. The classification in pretest of experimental class

was ‘Fair Good’ (40%) and the classification in posttest was ‘Good’ (35%). While

in the control class the classification in pretest was ‘Fair Good’ (50%) and posttest

was ‘Average’ (70%).

The students’ mean score of experimental class on grammar in pretest is

71.15 and post test is 78 with the improvement was 9% (see table 4.1). While the

students’ mean score of control class on grammar in pre test is 68.1 and post test

is 72.4 with the improvement was 6% (see table 4.2). It means that the students’

mean score of experimental class is higher than control class.

Based on the explanation above the research concludes that there is the

improvement on speaking accuracy in term grammar by implementing shadowing

teaching technique. Féal (1997: 621) stated, “Shadowing is a good way to

improve a foreign language precisely in that it draws attention to every single

50

word of an utterance, especially structure words which normally do not even

register when heard”.

The result of data analysis through speaking test showed that the students

speaking ability in term accuracy dealing with pronunciation and accuracy

improved significantly. Based on the table 4.3 indicates that the students’ mean

score of speaking accuracy in experimental class on pretest was 71.63 and posttest

was 79.2 with the improvement was 11%. While the students’ mean score in

control class on pretest was 69.23 and posttest was 73.2 with the improvement

was 6%. That means the students’ mean score in experimental class is higher than

control class.

Based on the table 4.4 There is the significant different of pronunciation

and grammar in post test. In post test the t-test value was 4.4 is higher than t-table

value (2.09) means that statically significant. In addition, t-test is greater than t-

table that is 4.4>2.09. Therefore, the null hypothesis (H0) is rejected. And the

alternative hypothesis (H1) is accepted.

Based on the analysis above, the writer concludes that the implementation

of shadowing teaching technique can improve the students’ speaking ability.

There is the significance difference in students’ speaking ability in term accuracy

before and after teaching by using shadowing teaching technique. In the other

word, shadowing is the effective in teaching and learning English. The advantages

of shadowing are as follows: First, students can familiarize themselves with the

English phonological system due to extensive exposure to the language. Second,

51

students will be able to develop speed by repeating sounds. And third, shadowing

may help students concentrate on listening and help them feel a sense of

achievement by being able to produce the original sounds (Ota 2007).

52

CHAPTER V

CONCLUSION AND SUGGESTION

This chapter consists of two parts. The first part is conclusion based on

the research findings and conclusion. The second part is suggestion based on the

conclusion.

A. Conclusion

Based on the result of data analysis and the discussion of the result in the

previous chapter, the conclusion as follows:

1. There is the improvement of students’ speaking ability in term accuracy

dealing with pronunciation by implementing shadowing teaching

technique. Where the mean score in experimental class was higher than in

control class. The mean score in experimental class in post test was 80.04

and in the control class was 74.1 means that the use of shadowing teaching

technique was successful.

2. There is the improvement of students’ speaking ability in term accuracy

dealing with Grammar by implementing shadowing teaching technique.

Where the mean score in experimental class was higher than in control

class. The mean score in experimental class in post test was 78 and in the

control class was 72 means that the use of shadowing teaching technique

in teaching speaking was successful.

3. There result of t-test (4.4) is greater than t-table (2.09). There is

significance difference between by implementing shadowing teaching

technique in learning English and did not implement the shadowing

53

teaching technique. In the other word the use of shadowing teaching

technique is effective to be used to improve the students’ speaking ability

in term accuracy.

B. Suggestion

Based on the conclusion above the researcher suggests that:

1. It is suggested to the teacher to use Shadowing Teaching Technique as an

alternative in learning and teaching English. Because it will make the

students passive become more active.

2. It suggested to students to use the Shadowing Teaching Technique in

learning English event in their home.

3. It suggested to the next researcher to apply this method in teaching

English skill because this method can be applied in all of the skill

especially speaking and listening.

54

Bibliography

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Brown, H. Douglas. 2000. Teaching by Principles: An Interactive Approach toLanguage Pedagogy. Third Edition. United States of America: Pears

Bygte. 1987. Speaking. Cambridge: Cambridge University Press.

Féal, Déjean Le,(1997). Simultaneous Interpretation with “Training Wheels.”Meta,XLII,4, 616–621.

Gay, I. R. 1981. Education Research; Competencies for Analysis and Application

Second Edition. Ohio: Charles E, Merrill Publishing.

Gilbert, Judy B. 2008. Teaching Pronunciation Using the Prosody Pyramid.Cambridge: Cambridge University Press.

Green, F, E. Christopher and J. Lam. 2002. Developing Discussion Skill in theClassroom. In Jack C Richards and Willy Renandya (eds). Methodology inLanguage Teaching. New York: Cambridge University Press. 225-234.

Hammerly, Hector. 1991. Fluency and Accuracy Toward Balance in LanguageTeaching and Learning. England: Multilingual Matters.

Hamzar. 2014. The Implementation of Shadowing Teaching Technique to ImproveSpeaking Performance. Unpublished. Makassar: UNM

Harmer. 1990. The Practice of English Language Teaching (Third Edition).Cambridge: Cambridge University Press.

Heaton, James. B. 1988. Writing English Language Test. New York: England:Logman.

Hornby, AS. 1993. The advanced learners’ Dictionary of Current English(nineteenth Impression). Oxford: Oxford University Press.

Husna. 2002. The Use of Visual Aids in Teaching English Speaking. Unpublished.Makassar: State Institute for Islamic Study.

Jones, Pauline. 1996. Planning an Oral Language Program. In Pauline Jones(ed.), Talking to Learn.Melbourne: PETA, pp. 12–26.

Kadota, S. 2007. Shadowing To Ondoku No Kagaku [Science of shadowing andOral Reading]. Tokyo: Cosmopier.

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Kazuko, Shiota. 2012. The Effectiveness of Shadowing on Students’ Psychology inLanguage Learning. Accents Asia, 5(1), pp. 71-83.

Kenworthy, J. 1987. Teaching English Pronunciation. Pearson Education Ltd.

Kurata, K. (2007). Nihongo Shadowing No Ninchi Mechanism Ni KansuruKisokenkyu [A Basic Research on Cognitive Mechanism of Shadowing].Bulletin of the Graduate School of Education, Hiroshima University, 56(2),259-265,

Marcel. 1978. English Speaking Elements. Oxford: Oxford University Press.

Mochizuki, M. 2006. Exploring the Application of Shadowing to JapaneseEducation. Shichokaku Kyoiku [Audio-Visual Education] 6,37-53.

Murphey, T. 2001. Exploring Conversational Shadowing. Language TeachingResearch, 5(2), 128-155.

Nakanishi T. 2011. Extensive reading and the effect of shadowing. Journal.Volume 23, No. 1 pp. 1–16

Oradee, Thanyalak. 2012. Developing Speaking Skills Using ThreeCommunicative Activities (Discussion, Problem- Solving, and Role Playing).International Journal of Social Science and Humanity, Vol. 2, No. 6,November 2012.

Ota, E. 2007. The Semantic Processing Encouragement in Passage Shadowing.KATE Bulletin, 21, 25–36.

Richards, Jack C. 1990. Conversationally speaking: Approaches to The Teachingof Conversation. In Jack C. Richards, The Language Teaching Matrix. NewYork: Cambridge University Press, pp. 67–85.

Richards, Jack C. 2008. Teaching Listening and Speaking from Theory toPractice. Cambridge: Cambridge University Press.

Stevic, Earl W. 1989. Success with Foreign Language. Cambridge: CambridgeUniversity Press.

Tamai, K. 1997. The Effectiveness of Shadowing and Listening Process. CurrentEnglish Studies, 36, 105-116.

Tanaka, M. 2002. Modern interpreting, #9: Where English Education andInterpreter Training Intersect. Tsuyaku-Honyaku Journal, Retrieved from<http://wwwsoc.nii.ac.jp/jais/html/tu_hon_journal/html/09_tanaka.html>.

Thornbury, Scott (ed.). 2007. How to Teach Speaking. England: Pearson Logman

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Torikai, K. 1997. Eigo Kyoiku no Ikkan to Shite no Tsuyaku Kunren [The Positionof Interpretation Training in English Education]. Gengo, 26(9), 60-66.

Ur, Penny. 1996. Teaching Speaking Comprehension. Cambridge: CambridgeUniversity Press.

Willis, J. 1996. Challenge and Change in Language Teaching. Cambridge:Cambridge University Press.

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Zakeri, Elham. The Effect of Shadowing on EFL Learners’ Oral Performance inTerms of Fluency. International Journal of English Language Teaching Vol.2,No.1, pp.21-26, March 2014.

1

Apendix 1.b

RENCANA PELAKSANAAN PEMBELAJARAN

Satuan Pendidikan : SMPN I Bontonompo

Mata Pelajaran : Bahasa Inggris

Kelas/semester : VIII/Satu

Materi Pokok : Can you play the guitar

Alokasi Waktu : 4 pertemuan (8JP)

A. Kompetensi Inti

1. Menghargai dan menghayati ajaran agama yang dianutnya.

2. Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab,

peduli (toleransi, gotongroyong), santun, percaya diri, dalam berinteraksi

secara efektif dengan lingkungan sosial dan alam dalam jangkauan

pergaulan dan keberadaannya.

3. Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan

rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya

terkait fenomena dan kejadian tampak mata.

4. Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan,

mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak

(menulis, membaca, menghitung, menggambar, dan mengarang) sesuai

dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut

pandang/teori.

B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi

KI. Kompetensi Dasar Indikator Pencapaian

Kompetensi

1. 1.1. Mensyukuri kesempatan dapat

mempelajari bahasa Inggris

1.1.1 Mengagumi suara, dialek,

dan gesture temannya

2

sebagai bahasa pengantar

komunikasi Internasional yang

diwujudkan dalam semangat

belajar.

sebagai kesempurnaan

makhluk ciptaan tuhan.

2. 2.1. Menunjukkan perilaku santun

dan peduli dalam melaksanakan

komunikasi interpersonal

dengan guru dan teman.

2.2. Menunjukkan perilaku jujur,

disiplin, percaya diri, dan

bertanggung jawab dalam

melaksanakan komunikasi

transaksional dengan guru dan

teman.

2.3. Menunjukkan perilaku

tanggung jawab, peduli,

kerjasama, dan cinta damai,

dalam melaksanakan

komunikasi fungsional.

2.1.1 Menunjukkan sikap sopan,

dalam bertutur kata baik

terhadap guru maupun

teman.

2.2.1 Menunjukkan sikap

percaya diri saat

melakukan percakapan

bahasa Inggris didepan

kelas.

2.3.1 Menunjukkan sikap

tanggung jawab dalam

mengerjakan tugas bahasa

Inggris.

3. 3.2 Menerapkan struktur teks dan

unsur kebahasaan untuk

melaksanakan fungsi sosial

menyatakan dan menanyakan

tentang kemampuan dan

kemauan melakukan suatu

tindakan, sesuai dengan konteks

penggunaannya.

3.2.1 Menyebutkan cara

menanyakan kemampuan

melakuan suatu tindakan

dalam bahasa Inggris

sesuai dengan konteks.


menyatakan kemampuan




3


menanyakan kemauan





menyatakan kemauan




4. 4.2 Menyusun teks lisan dan tulis

untuk menyatakan dan

menanyakan tentang

kemampuan dan kemauan

melakukan suatu tindakan,

denganmemperhatikanfungsisosi

al, struktur teks,

danunsurkebahasaan yang

benardansesuai konteks.

4.2.1 Membuat pertanyaan

mengenai kemampuan dan

kemauan melakuan suatu

tindakan yang akan

ditanyakan kepada

temannya.

4.2.2 Melakukan suatu kegiatan

yaitu menempel

gambaraktivitas dibuku

mengenai kemampuan

dalam melakukan suatu

tindakan dalam bahasa

Inggris.

C. Tujuan Pembelajaran

Pertemuan 1

1) Melalui gambar pada halaman 21 - 22 dibuku When English Rings a Bell,

Peserta didik mengamati percakapan di gambar tersebut.

2) Secara bergantian peserta didik mampu memainkan peran yang ada

dipercakapan tersebut.

4

3) Dengan bimbingan guru, peserta didik mampu menjawab soal pada

halaman 23 dibuku When English Rings a Bell.

4) Melalui tanya jawab antara guru dan peserta didik, peserta didik

memahami cara menanyakan dan menyatakan tentang kemampuan

melakukan suatu tindakan dalam bahasa Inggris.

5) Secara berkelompok, peserta didik dengan percaya diri maju kedepan kelas

menanyakan kemampuan dari peserta didik lainnya dalam bahasa Inggris

dan mencatat jawabannya.

6) Setelah melakukan tanya jawab, secara bergantian peserta didik dengan

percaya diri memberi tahu apa yang bisa dan tidak bisa dilakukan oleh

temannya dalam bahasa Inggris.

Pertemuan 2

1) Guru Mereview kembali pelajaran yang telah di pelajari pada pertemuan

pertama.

2) Guru Meminta siswa untuk mengerjakan latihan soal pada halaman 23-26

di buku When English Ring a Bell.

3) Guru meminta kepada siswa untuk menanyakan tentang latihan atau soal

yang belum dipahami atau di mengerti.

4) Guru meminta kepada siswa untuk mebuat kelompok dan meminta kepada

siswa untuk mebacakan hasil jawaban dari latihan kepada temannya yang

didengarkan oleh guru.

5) Guru mengoreksi hasil jawaban yang dibacakan oleh siswa. Dan

mendiskusikannya bersama.

6) Guru memberikan penilaian kepada siswa yang dapat menyelesaikan

pekerjaannya dengan baik.

7) Guru memberikan kesempatan kepada siswa untuk menanyakan hal yang

belum dimengerti.

Pertemuan 3

5

1) Melalui gambar pada halaman 27 - 29 dibuku When English Rings a Bell,

peserta didik mengamati percakapan di gambar tersebut.

2) Secara bergantian peserta didik mampu memainkan peran yang ada dibuku

tersebut.

3) Dengan bimbingan guru, peserta didik mampu menjawab soal pada

halaman 30 dibuku When English Rings a Bell.

4) Melalui tanya jawab antara guru dan peserta didik, peserta didik

memahami cara menanyakan dan menyatakan tentang kemauan


5) Secara bergiliran, peserta didik dengan percaya diri maju kedepan

menanyakan dan menyatakan kemauan melakukan suatu tindakan dalam

bahasa Inggris dan mempraktekkan apa yang mau mereka lakukan.

Pertemuan 4

1) Melalui bimbingan dari guru, peserta didik mampu mengingat pelajaran

sebelumnya tentang menanyakan dan menyatakan kemampuan dan

kemauan melakukan suatu tindakan dalam bahasa Inggris.

2) Peserta didik mampu melakukan suatu kegiatan yaitu menempel 3 gambar

aktivitas yang bisa atau tidak bisa mereka lakukan dalam bahasa Inggris

(contoh soal halaman 31 dibuku When English Rings a Bell).

3) Dengan mengamati gambar yang telah ditempel dibuku, peserta didik

menuliskan pernyataan kemampuan atau ketidakmampuan melakukan

aktivitas sesuai dengan gambar tersebut dalam bahasa Inggris.

4) Peserta didik menanyakan teman sebangkunya tentang kemampuan

melakukan aktivitas sesuai dengan gambar tersebut dalam bahasa Inggris,

dan mencatat jawabannya.

5) Peserta didik mempresentasikan hasil kerjanya dengan membacakan hasil

jawabannya dan menunjukkan gambarnya didepan kelas dalam bahasa

Inggris.

6

Pertemuan 5

1) Mereview kembali semua pelajaran yang telah di berikan

2) Memberikan kuis kepada siswa tentang pleajaran yang telah

dipelajarinnya.

3) Memberikan penilaian kepada siswa yang bisa menjawab soal kuis

dengan baik

4) Memberikan penguatan kepada siswa yang belum bias menguasai

pelajarannya.

Pertemuan 6

Mid semester

D. Materi Pembelajaran

1. Pertemuan 1

Can you read the noble Qur’an?

Pengertian kata can dalam menanyakan dan menyatakan kemampuan


Cara menanyakan dan menyatakan kemampuan melakukan suatu

tindakan dalam bahasa Inggris.

Penggunaan kata can dalam menanyakan dan menyatakan

kemampuan melakukan suatu tindakan dalam kehidupan sehari – hari.

2. Pertemuan 2

Observing and Questioning

Menjawab soal latihan

Mendiskusikan bersama soal latihan di buku When English Ring a

Bell

3. Pertemuan 3

Will you come to mosque with me?

Pengertian kata will dalam menanyakan dan menyatakan kemauan


7

Cara menanyakan dan menyatakan kemauan melakukan suatu

tindakan dalam bahasa Inggris.

Penggunaankata will dalam menanyakan dan menyatakan kemauan

melakukan suatu tindakan dalam kehidupan sehari – hari.

4. Pertemuan 4

Can and will.

Reviewing, mengingat pembelajaran sebelumnya tentang can dan will

dalam menanyakan dan menyatakan kemampuan dan kemauan dalam

bahasa Inggris.

Membuat kegiatan dan latihan soal – soal tentang menayakan dan

menyatakan kemampuan dan kemauan dalam bahasa Inggris.

5. Pertemuan 5

Review and kuis

6. Pertemuan 6

Mid Semester.

E. Metode Pembelajaran

1. Scientific Approach

2. Teacher Based Teaching Method

F. Media, Alat, dan Sumber Pembelajaran

1) Media

Pictures (dari peserta didik)

2) Sumber belajar

Buku teks When English Rings a Bell

8

G. Langkah-langkah Kegiatan Pembelajaran

1. Pertemuan 1 (2 JP)

a. Pendahuluan (10 menit )

1) Guru menyampaikan salam, mencari perhatian siswa

menggunakan ungkapan attention, dan menanyakan kehadiran

peserta didik.

2) Salah satu peserta didik memimpin doa sebelum membaca surah

“Al-Fatihah” bersama (bergantian setiap pertemuan).

3) Brainstorming, Guru bertanya kepada peserta didik tentang

keadaan mereka.

4) Guru menyampaikan tujuan pembelajaran hari ini.

b. Kegiatan inti (60 menit)

1) Peserta didik membentuk kelompok yaitu semua peserta didik

yang duduk paling depan adalah kelompok 1(sekitar 5– 6 anak).

Mengamati:

2) Peserta didik mengamati gambar pada halaman 21 - 22 dan

membaca percakapan tersebut setelah guru, kemudian baru

mereka membacanya secara mandiri yaitu peserta didik sebagai

penanya dan guru penjawab di percakapan tersebut.

Menanya:

3) Setelah mengamati, peserta didik bertanya tentang arti dari kata –

kata baru yang mereka temukan dan dengan bimbingan guru

peserta didik menanyakan maksud dari percakapan tersebut.

Mengeksplorasi:

4) Guru menanyakan kemampuan peserta didik melakukan sesuatu

dalam bahasa Inggris.

5) Peserta didik mampu menanyakan kemampuan temannya


9

Mengasosiasi:

6) Dengan bimbingan guru, peserta didikdapat menyelesaikan

latihan pada halaman 23.

Mengkomunikasikan:

7) Secara berkelompok, peserta didik maju kedepan dan

menanyakan kemampuan dalam melakukan suatu tindakan dalam

bahasa Inggris kepada kelompok lainnya. (kelompok 1 yaitu

semua peserta didik yang duduk paling depan akan menanyakan

kelompok 2 yang duduk di baris ke 2, kemudian kelompok 2 akan

menanyakan kelompok 3 yang duduk dibaris ke 3, kelompok

terakhir akan menanyakan kelompok 1)

8) Peserta didik mencatat hasil jawaban dari temannya dan memberi

tahu apa yang bisa dan tidak bisa dilakukan oleh temannya

tersebut.

c. Penutup (10 menit)

1) Peserta didik bersama guru menyimpulkan hasil pembelajaran

pada pertemuan ini.

2) Guru menyampaikan informasi materi pada pertemuan

berikutnya.

3) Guru menutup dengan salam dan mengucapkan ungkapan

berpisah dalam bahasa Inggris.





peserta didik.

10

2) Salah satu peserta didik memimpin doa dengan bahasa Inggris

sebelum membaca surah “Al-Fatihah” (bergantian setiap

pertemuan).

3) Brainstorming, Guru menyakan kemauan peserta didik untuk

tenang dalalm bahasa Inggris.



Mengamati:

1) Peserta didik mengamati gambar pada halaman 25 - 26 dan

memahami soal latihan yang ada.

Menanya:

2) Dari pengamatan tersebut, peserta didik bertanya arti kata – kata

baru yang dia temukandan dengan bimbingan guru peserta didik

menanyakan maksud dari latihan tersebut yang tidak dimengerti.

Mengeksplorasi:

3) Guru menanyakan kemauan peserta didik melakukan sesuatu

dalam bahasa Inggris sesuai dengan konteks sehari-hari.

Mengasosiasi:

4) Dengan bimbingan guru, peserta didik dapat menyelesaikan

latihan pada halaman 25-26.

Mengkomunikasikan:

5) Beberapa peserta didik secara bergiliran maju kedepan kelas

untuk membacakan hasil kerjanya.

6) Peserta didik mampu menyatakan kemauan dalam melakukan

suatu tindakkan dan mempraktekkannya.


1) Peserta didik bersama menanyakan permsalahan yang belum biasa

diselesaikan.

2) Guru menyampaikan informasi materi pada pertemuan berikutnya,

11







peserta didik.

2) Salah satu peserta didik memimpin doa sebelum membaca surah

“Al-Fatihah” (bergantian setiap pertemuan).

3) Brainstorming, Guru memberikan apresiasi kepada siswa yang

dapat menyelesaikan tugasnya dengan baik.



1) Peserta didik membentuk kelompok yaitu teman sebangkunya

(sekitar 5– 6 anak).

Mengamati:

2) Peserta didik mengamati percakapan yang ada pada buku When

English Ring a Bell.

Menanya:

3) Dari pengamatan tersebut, peserta didik bertanya arti kata – kata

baru yang dia temukandan dengan bimbingan guru peserta didik

menanyakan maksud dari latihan tersebut yang tidak dimengerti.

Mengeksplorasi:

4) Guru menayakan kemauan melakukan sesuatu dengan

menggunakan bahasa inggris.

Mengasosiasi:

5) Dengan bimbingan guru, peserta didikdapat menyelesaikan latihan

pada halaman 29

12

Mengkomunikasi:

6) Guru meminta kepada siswa untuk membacakan contoh kalimat

menyatakan kemauan melakukan sesuatu.


1) Peserta didik bersama guru menyimpulkan hasil pembelajaran

pada pertemuan ini.

2) Guru memberitahu akan ada ulangan harian dipertemuan

berikutnya dan memberitahu mengerjakan latihan yang ada pada

halaman selanjutnya.




1) Reviewing, mengingat pembelajaran sebelumnya tentang can dan

will dalam menanyakan dan menyatakan kemampuan dan

kemauan dalam bahasa Inggris.

2) Membuat kegiatan dan latihan soal – soal tentang menayakan dan

menyatakan kemampuan dan kemauan dalam bahasa Inggris.


1) Guru memberikan kuis kepada siswa.

2) Guru meminta kepada siswa untuk menanyakan materi pelajaran

yang belum dimengertinya.

Pembahasan/Refleksi (20 menit)

3) Membahas soal/melakukan refleksi terhadap indikator pencapaian

kompetensi


Melaksanakan Mid Semester.

13

H. Penilaian

1. Sikap Spiritual

a. Teknik Penilaian : Observasi

b. Bentuk instrument : Lembar observasi

c. Kisi – kisi :

No. Sikap/nilai Butir Instrumen

1. Mengagumi suara, dialek, dan gesture

temannya sebagai kesempurnaan

makhluk ciptaan tuhan.

1 – 3

Lampiran 1

2. Sikap Sosial

a. Teknik Penilaian : Penilaian diri

b. Bentuk instrument : Lembar penilaian diri

c. Kisi – kisi :

No. Sikap/nilai Butir Instrumen

1. Kesopanan 1

2. Tanggung jawab 2

3. Percaya diri 3

Lampiran 2

3. Pengetahuan

a. Teknik Penilaian : Tes tulis

b. Bentuk instrument : uraian

c. Kisi – kisi :

14

No. Indikator Butir Instrumen

1. Menyebutkan cara menanyakan

kemampuan melakuan suatu tindakan

dalam bahasa Inggris sesuai dengan

konteks.

Soal Uraian No

1

2. Menyebutkan cara menyatakan

kemampuan melakukan sesuatu dalam

bahasa Inggris sesuai dengan konteks.

Soal UraianNo

2

3. Menyebutkan cara menanyakan kemauan

melakuan suatu tindakan dalam bahasa

Inggris sesuai dengan konteks.

Soal UraianNo

3

4. Menyebutkan cara menyatakan kemauan

melakukan sesuatu dalam bahasa Inggris


Soal Uraian No

4

Lampiran 3

4. Keterampilan

a. Teknik Penilaian : Tes praktik dan penilaian kegiatan

b. Bentuk instrument : check list

c. Kisi – kisi :

Penilaian Tes Praktik 1

No. Indikator Butir Instrumen

1. Melakukan tanya jawab didepan kelas

tentang menanyakan dan menyatakan

kemampuan dan kemauan dalam bahasa

Inggris.

Tes praktik 1.

Lampiran 4

15

Lampiran 1: Penilaian Sikap Spiritual (Observasi)

Instrumen observasi : Digunakan untuk menilai sikap spiritual peserta didik,

pada

indikator: Mengagumi suara, dialek, dan gesture

temannya sebagai

kesempurnaan makhluk ciptaan tuhan.

Petunjuk:

1. Buatlah percakapan yang mengandung ungkapan attention dengan teman

sebangkumu.

2. Hafalkan percakapan yang sudah kalian buat.

3. Praktekkan percakapan yang sudah kalian hafalkan.

Lembar observasi : Mengagumi suara, dialek, dan gesture temannya

sebagai

kesempurnaan makhluk ciptaan tuhan.

No. Sikap yang dinilaiSkor

1 2 3

1. Mengagumi suara temannya saat berbicara dalam

bahasa Inggris.

2. Mengagumi dialek temannya saat berbicara dalam

bahasa Inggris.

3. Mengagumi gesture temannya saat berbicara dalam

bahasa Inggris.

Jumlah Skor yang Diperoleh

16

No Sikap yang dinilai Rubrik

1 Mengagumi suara

temannya saat

berbicara dalam

bahasa Inggris.

1. Tidak menunjukkan ekspresi kekaguman

terhadapsuara teman dan tidak mengungkapkan

secara verbal yang menunjukkan rasa syukur

terhadap Tuhan.


terhadapsuara teman tetapi mengungkapkan


terhadap Tuhan.

3. Menunjukkan ekspresi kekaguman terhadap

suara teman dan/atau ungkapan verbal yang

menunjukkan rasa syukur terhadap Tuhan.

2. Mengagumi

perbedaan dialek

temannya.


terhadapdialek teman dan tidak

mengungkapkan secara verbal yang



terhadapdialek teman tetapi mengungkapkan


terhadap Tuhan.

3. Menunjukkan ekspresi kekaguman

terhadapdialek teman dan/atau ungkapan verbal

yang menunjukkan rasa syukur terhadap Tuhan.

3. Mengagumi gesture

temannya


terhadapgesture teman dan tidak

mengungkapkan secara verbal yang



terhadapgesture teman tetapi mengungkapkan

17

No Sikap yang dinilai Rubrik

secara verbal menunjukkan rasa syukur

terhadap Tuhan.

3. Menunjukkan ekspresi kekaguman

terhadapgesture teman dan/atau ungkapan

verbal menunjukkan rasa syukur terhadap

Tuhan.

Kriteria Penilaian:

Nilai =

Jumlah Skor yang

Diperoleh X 4

Skor Maksimum

Konversi Penilaian:

Sangat Baik (SB), apabila 3 < Skor ≤ 4

Baik (B), apabila 2 < Skor ≤ 3

Cukup (C) apabila 1< Skor ≤ 3

Kurang (K) apabila Skor < 1

Lampiran 2: Penilaian sikap sosial (Penilaian diri)

Instrumen penilaian diri : Digunakan untuk menilai sikap sosial peserta

didik, dalam

hal: kesopanan dalam bertutur kata, bertanggung

jawab dalam mempersiapkan alat dan bahan untuk

tugas kegiatan, dan percaya diri saat

mempraktekkan tanya jawab dalam bahasa

Inggris.

18

Petunjuk:

Lakukan penilaian terhadap dirimu sendiri dalam hal kesopanan, tanggung jawab,

dan percaya diri saat mengikuti kegiatan pembelajaran menggunakan Lembar

Penilaian Diri berikut.

No. SikapSkor

1 2 3

1. Kesopanan

2. Tanggungjawab

3. Percaya diri


No Sikap yang

dinilai

Rubrik

1 Kesopanan 1. Tidak sopan kepada guru dan temannya dalam bertutur kata menggunakan

bahasa Inggris atau bahasa Indonesia.

2. Sopan kepada guru namun tidak sopan kepada temannya dalam bertutur kata

menggunakan bahasa Inggris atau bahasa Indonesia.

3. Sopan kepada guru dan temannya dalam bertutur kata menggunakan bahasa

Inggris atau bahasa Indonesia.

2 Tanggungjawa

b

1. Tidak membawa bahan dan alat yang ditugaskan oleh guru.

2. Membawa bahan namun tidak membawa alat yang ditugaskan oleh guru.

3. Membawa semua bahan dan alat yang ditugaskan oleh guru.

3 Percaya diri 1. Tidak percaya diri dan sangat nervous saat mempraktekkan percakapan

dalam bahasa Inggris.

2. Menunjukkan sikap percaya diri namun sedikit nervous saat mempraktekkan

percakapan dalam bahasa Inggris didepan kelas.

3. Menunjukkan sikap percaya diri dan tidak nervous saat mempraktekkan

percakapan dalam bahasa Inggris didepan kelas.

19

Kriteria Penilaian:

Nilai =

Jumlah Skor yang

Diperoleh X4

Skor Maksimum

Konversi Penilaian:

Sangat Baik (SB), apabila 3 < Skor ≤ 4

Baik (B), apabila 2 < Skor ≤ 3

Cukup (C) apabila 1< Skor ≤ 3

Kurang (K) apabila Skor < 1

Lampiran 3: Penilaian Pengetahuan (Tes Tulis)

Instrumen Tes

Tulis:

Digunakan untuk menilai pengetahuan peserta didik pada

materi pokok tentang menanyakan dan menyatakan

kemampuan dan kemauan melakukan suatu tindakan dalam

bahasa Inggris.

Contoh Soal:

Soal Mid Semester (Lampiran Kisi-Kisi)

Lampiran 4: Penilaian Keterampilan (Tes Praktik 1)

Tes Praktik 1: Digunakan untuk menilai keterampilan peserta didik dalam hal:

1) Membuat pertanyaan mengenai kemampuan untuk melakukan

suatu tindakan dalam bahasa Inggris.

2) Menanyakan kepada teman didepan kelas dari pertanyaan

yang telah dibuat dan mencatat jawabannya.

3) Gesture yang sesuai.

Petunjuk Kerja:

a. Bentuklah kelompok (seluruh barisan yang duduk paling depan adalah

kelompok 1, yang duduk dibarisan ke 2 adalah kelompok 2 dst.)!

20

b. Buatlah 2 pertanyaan dalam bahasa Inggris tentang kemampuan untuk

melakukan suatu tindakan kepada temanmu dari kelompok lain!

c. Majulah kedepan kelas dan tanyakan sesuai dengan pertanyaan yang telah

dibuat dalam bahasa Inggris (Kelompok 1 bertanya kepada kelompok 2,

kelompok 2 bertanya kepada kelompok 3, kelompok terakhir bertanya kepada

kelompok 1)!

d. Catatlah jawaban dari teman yang kalian tanyai!

e. Bacakan hasil jawaban yang kalian dapatkan dalam bahasa Inggris!

No. IndikatorSkor

1 2 3

1. Kosa kata (vocabulary)

2. Ejaan tulisan (spelling)

3. Pengucapan (Pronunciation)

4. Kelancaran (fluency)

5. Gesture


No Indikator Rubrik

1 Kosa kata

(Vocabulary)

1. Banyak kesalahan baik secara tertulis maupun lisan sehingga sulit dipahami.

2. Ada beberapa kesalahan baik secara tertulis maupun secara lisan namun

masih bisa dipahami.

3. Tidak ada kesalahan baik secara tertulis maupun secara lisan sehingga

sangat mudah dipahami.

2 Ejaan tulisan

(Spelling)

1. Banyak kesalahan ejaan tulisan (spelling) dalam bahasa Inggris sehingga

bacaan sulit dipahami.

2. Ada beberapa kesalahan ejaan tulisan (spelling) dalam bahasa Inggris

namun bacaan masih bisa dipahami.

3. Tidak ada kesalahan ejaan tulisan (spelling) dalam bahasa Inggris sehingga

21

Kriteria Penilaian:

Nilai =Jumlah Skor yang Diperoleh X

100Skor Maksimum

tulisan mudah dipahami.

2 Kelancaran

(Fluency)

1. Sangat tidak lancar dan berhenti terlalu lama saat berbicara dalam bahasa

Inggris.

2. Cukup lancar, hanya berhenti sejenak saat berbicara dalam bahasa Inggris.

3. Sangat lancar saat berbicara dalam bahasa Inggris.

4 Pengucapan

Pronunciation

1. Banyak kesalahan saat mengucapkan kata – kata maupun kalimat dalam

bahasa Inggris sehingga sulit dimengerti.

2. Ada beberapa kesalahan saat mengucapkan kata – kata maupun kalimat

dalam bahasa Inggris namun masih bisa dimengerti.

3. Tidak ada kesalahan saat mengucapkan kata – kata maupun kalimat dalam

bahasa Inggris sehingga mudah dimengerti.

8 Gesture 1. Tidak menggunakan gesture yang sesuai dan sangat nervous.

2. Menggunakan gesture yang sesuai tapi masih menjukkan nervous.

3. Menggunakan gesture yang sesuai dan tidak menunjukkan nervous.

CURRICULUM VITAE

Lasmi Ruminggi was born on January 04, 1992 in Tana

Toraja. From the marriage of her parents Burhanuddin and

Nurlana Ngasio. She is the second child in her family.

In 1998 she started her elementary school at SDN 114

Inpres Batupapan, Tana Toraja and graduated in 2004.

Then, she continued her study at SMPN 1 Makale, Tana Toraja and graduated in

2007. After that, she continued her Senior High School at SMAN 3 Makale, Tana

Toraja and graduated in 2010. At the same year she was accepted as English

Department student of Faculty of Teacher Training and Education, Makassar

Muhammadiyah University. At the end of her study, she could finish her thesis in

2014 entitle The Implementation of Shadowing Teaching Technique to Improve

Students’ Speaking Ability at the Eight Grade of SMPN 1 Bontonompo.

Appendix 2

SPEAKING TEST

PRE-TEST and POST-TEST

In the pre-test the researcher will give three topics. And each student will choose free

topic that easy for them. Both pre-test and post test have the same format and the topics cover

weekends, internet, and music. The format question can be seen in the following:

PRE-TEST

LET’S TALK ABOUT WEEKEND

1. What do you usually do at the weekend?

2. What do you think you will do next weekend? Why?

3. Do you enjoy your weekend now more than you did when you were child?

4. How important is it for you to relax at the end of the week?

5. Where do you often spend your weekend?

LET’S TALK ABOUT MUSIC

1. What sort of music do you enjoy listening to?

2. What kind of the music does you like changes over this year?

3. Do you prefer listening to live music or recorded music?

4. Do you think listening music helps you to study?

5. How important is music in your life?

POST-TEST

LET’S TALK ABOUT INTERNET

1. How often do you use internet?

2. What are the advantages and disadvantages for you in using internet?

3. Do you prefer do your assignment by using internet as your reference or go to library?

4. What do your purpose when you open the internet?

5. How important internet for your life?

Baseball Pig

There is a little pig. The pig wants to be a baseball player. Every day, he practicesbaseball. He practices hitting a baseball. He wants to be a big hitter. After 10 years of practice,the pig decides to try out for the New York Yankees, the most famous baseball team in America.He takes a direct flight to New York, then rents a car and drives to Yankee Stadium. He tries outfor the Yankees, but the Yankees reject him. The Yankees' manager says, "I'm sorry. You are anamazing baseball player, but we can't let a pig join our team." The pig is very unhappy. He goeshome and cries every day. Finally, his friend says to him, "Come on, get a grip! Stop crying andtry again with another team." The pig listens to his friend. He stops crying. He practices baseballevery day.

One day, he is reading the newspaper and he finds out that the San Francisco Giants need newbaseball players. The pig immediately flies to San Francisco. He tries out for the Giants. TheGiants are very impressed with the pig. The manager says, "Wow, you are the best hitter I haveever seen". The Giants hire the pig and pay him 2 dollars. In his first game, the pig hits 5homeruns! Everyone in San Francisco loves the pig! The Giants give him a big raise. They pay him540 million dollars! The pig is rich, famous, and happy.

Appendix 6

T-TABLE

The value of t-table :

α = 0,05

df = N – 1

= 20 – 1

= 19

α (1 tail) 0.05 0.025 0.01 0.005 0.0025 0.001 0.0005α (2 tail) 0.1 0.05 0.02 0.01 0.005 0.002 0.001

df1 6.3138 12.7065 31.8193 63.6551 127.3447 318.4930 636.04502 2.9200 4.3026 6.9646 9.9247 14.0887 22.3276 31.59893 2.3534 3.1824 4.5407 5.8408 7.4534 10.2145 12.92424 2.1319 2.7764 3.7470 4.6041 5.5976 7.1732 8.61035 2.0150 2.5706 3.3650 4.0322 4.7734 5.8934 6.86886 1.9432 2.4469 3.1426 3.7074 4.3168 5.2076 5.95897 1.8946 2.3646 2.9980 3.4995 4.0294 4.7852 5.40798 1.8595 2.3060 2.8965 3.3554 3.8325 4.5008 5.04149 1.8331 2.2621 2.8214 3.2498 3.6896 4.2969 4.7809

10 1.8124 2.2282 2.7638 3.1693 3.5814 4.1437 4.586911 1.7959 2.2010 2.7181 3.1058 3.4966 4.0247 4.436912 1.7823 2.1788 2.6810 3.0545 3.4284 3.9296 4.317813 1.7709 2.1604 2.6503 3.0123 3.3725 3.8520 4.220814 1.7613 2.1448 2.6245 2.9768 3.3257 3.7874 4.140415 1.7530 2.1314 2.6025 2.9467 3.2860 3.7328 4.072816 1.7459 2.1199 2.5835 2.9208 3.2520 3.6861 4.015017 1.7396 2.1098 2.5669 2.8983 3.2224 3.6458 3.965118 1.7341 2.1009 2.5524 2.8784 3.1966 3.6105 3.921619 1.7291 2.0930 2.5395 2.8609 3.1737 3.5794 3.883420 1.7247 2.0860 2.5280 2.8454 3.1534 3.5518 3.8495

α (1 tail) 0.05 0.025 0.01 0.005 0.0025 0.001 0.0005α (2 tail) 0.1 0.05 0.02 0.01 0.005 0.002 0.001

df21 1.7207 2.0796 2.5176 2.8314 3.1352 3.5272 3.819322 1.7172 2.0739 2.5083 2.8188 3.1188 3.5050 3.792123 1.7139 2.0686 2.4998 2.8073 3.1040 3.4850 3.7676

24 1.7109 2.0639 2.4922 2.7970 3.0905 3.4668 3.745425 1.7081 2.0596 2.4851 2.7874 3.0782 3.4502 3.725126 1.7056 2.0555 2.4786 2.7787 3.0669 3.4350 3.706727 1.7033 2.0518 2.4727 2.7707 3.0565 3.4211 3.689628 1.7011 2.0484 2.4671 2.7633 3.0469 3.4082 3.673929 1.6991 2.0452 2.4620 2.7564 3.0380 3.3962 3.659430 1.6973 2.0423 2.4572 2.7500 3.0298 3.3852 3.645931 1.6955 2.0395 2.4528 2.7440 3.0221 3.3749 3.633432 1.6939 2.0369 2.4487 2.7385 3.0150 3.3653 3.621833 1.6924 2.0345 2.4448 2.7333 3.0082 3.3563 3.610934 1.6909 2.0322 2.4411 2.7284 3.0019 3.3479 3.600835 1.6896 2.0301 2.4377 2.7238 2.9961 3.3400 3.591236 1.6883 2.0281 2.4345 2.7195 2.9905 3.3326 3.582237 1.6871 2.0262 2.4315 2.7154 2.9853 3.3256 3.573738 1.6859 2.0244 2.4286 2.7115 2.9803 3.3190 3.565739 1.6849 2.0227 2.4258 2.7079 2.9756 3.3128 3.558140 1.6839 2.0211 2.4233 2.7045 2.9712 3.3069 3.5510

Apendix 3.a

DATA OF PRE-TEST

SAMPLE

Pre-Test Control Class(VIII B)

TOTAL 2 (x1- 1) (x1- 1)2

SPEAKING


S – 1 76 71 147 73.5 5402.25 69.82 4874.83

S – 2 73 65 138 69 4761 65.55 4296.80

S – 3 70 63 133 66.5 4422.25 63.17 3990.45

S – 4 75 60 135 67.5 4556.25 64.12 4111.37

S – 5 65 58 123 61.5 3782.25 58.42 3412.90

S – 6 60 63 123 61.5 3782.25 58.42 3412.90

S – 7 77 76 153 76.5 5852.25 72.67 5280.93

S – 8 60 61 121 60.5 3660.25 57.47 3302.80

S – 9 75 70 145 72.5 5256.25 68.87 4743.08

S – 10 73 75 148 74 5476 70.3 4942.09

S – 11 70 72 142 71 5041 67.45 4549.50

S – 12 68 65 133 66.5 4422.25 63.17 3990.45

S – 13 76 78 154 77 5929 73.15 5350.92

S – 14 72 70 142 71 5041 67.45 4549.50

S – 15 55 60 115 57.5 3306.25 54.62 2983.34

S – 16 65 68 133 66.5 4422.25 63.17 3990.45

S – 17 76 75 151 75.5 5700.25 71.72 5143.76

S – 18 86 79 165 82.5 6806.25 78.37 6141.86

S – 19 75 75 150 75 5625 71.25 5076.56

S – 20 60 58 118 59 3481 56.05 3141.60

1407 1362 2769 1384.5 96725.25 1315.21 87286.1

70.35 68.1 138.45 69.23 4836.26 65.76 4364.30

Apendix 3.a

DATA OF PRE-TEST

SAMPLE


TOTAL 2 (x1- 1) (x1- 1)2

SPEAKING


S – 1 76 71 147 73.5 5402.25 69.82 4874.83

S – 2 73 65 138 69 4761 65.55 4296.80

S – 3 70 63 133 66.5 4422.25 63.17 3990.45

S – 4 75 60 135 67.5 4556.25 64.12 4111.37

S – 5 65 58 123 61.5 3782.25 58.42 3412.90

S – 6 60 63 123 61.5 3782.25 58.42 3412.90

S – 7 77 76 153 76.5 5852.25 72.67 5280.93

S – 8 60 61 121 60.5 3660.25 57.47 3302.80

S – 9 75 70 145 72.5 5256.25 68.87 4743.08

S – 10 73 75 148 74 5476 70.3 4942.09

S – 11 70 72 142 71 5041 67.45 4549.50

S – 12 68 65 133 66.5 4422.25 63.17 3990.45

S – 13 76 78 154 77 5929 73.15 5350.92

S – 14 72 70 142 71 5041 67.45 4549.50

S – 15 55 60 115 57.5 3306.25 54.62 2983.34

S – 16 65 68 133 66.5 4422.25 63.17 3990.45

S – 17 76 75 151 75.5 5700.25 71.72 5143.76

S – 18 86 79 165 82.5 6806.25 78.37 6141.86

S – 19 75 75 150 75 5625 71.25 5076.56

S – 20 60 58 118 59 3481 56.05 3141.60

1407 1362 2769 1384.5 96725.25 1315.21 87286.1

70.35 68.1 138.45 69.23 4836.26 65.76 4364.30

Apendix 3.a

DATA OF PRE-TEST

SAMPLE


TOTAL 2 (x1- 1) (x1- 1)2

SPEAKING


S – 1 76 71 147 73.5 5402.25 69.82 4874.83

S – 2 73 65 138 69 4761 65.55 4296.80

S – 3 70 63 133 66.5 4422.25 63.17 3990.45

S – 4 75 60 135 67.5 4556.25 64.12 4111.37

S – 5 65 58 123 61.5 3782.25 58.42 3412.90

S – 6 60 63 123 61.5 3782.25 58.42 3412.90

S – 7 77 76 153 76.5 5852.25 72.67 5280.93

S – 8 60 61 121 60.5 3660.25 57.47 3302.80

S – 9 75 70 145 72.5 5256.25 68.87 4743.08

S – 10 73 75 148 74 5476 70.3 4942.09

S – 11 70 72 142 71 5041 67.45 4549.50

S – 12 68 65 133 66.5 4422.25 63.17 3990.45

S – 13 76 78 154 77 5929 73.15 5350.92

S – 14 72 70 142 71 5041 67.45 4549.50

S – 15 55 60 115 57.5 3306.25 54.62 2983.34

S – 16 65 68 133 66.5 4422.25 63.17 3990.45

S – 17 76 75 151 75.5 5700.25 71.72 5143.76

S – 18 86 79 165 82.5 6806.25 78.37 6141.86

S – 19 75 75 150 75 5625 71.25 5076.56

S – 20 60 58 118 59 3481 56.05 3141.60

1407 1362 2769 1384.5 96725.25 1315.21 87286.1

70.35 68.1 138.45 69.23 4836.26 65.76 4364.30

SAMPLE

Pre-Test Experiment Class(VIII A )

TOTAL 2 (x1- 1) (x1- 1)2

SPEAKING


S – 1 77 75 152 76 5776 72.2 5212.84

S – 2 73 75 148 74 5476 70.3 4942.09

S – 3 61 65 126 63 3969 59.85 3582.02

S – 4 75 70 145 72.5 5256.25 68.87 4743.08

S – 5 76 77 153 76.5 5852.25 72.67 5280.93

S – 6 57 60 117 58.5 3422.25 55.57 3088.02

S – 7 80 75 155 77.5 6006.25 73.62 5419.90

S – 8 60 61 121 60.5 3660.25 57.47 3302.80

S – 9 80 76 156 78 6084 74.1 5490.81

S – 10 76 65 141 70.5 4970.25 66.97 4484.98

S – 11 63 65 128 64 4096 60.8 3696.64

S – 12 65 72 137 68.5 4692.25 65.07 4234.10

S – 13 82 77 159 79.5 6320.25 75.52 5703.27

S – 14 65 68 133 66.5 4422.25 62.89 3955.15

S – 15 65 65 130 65 4225 61.75 3813.06

S – 16 73 76 149 74.5 5550.25 70.3 4942.09

S – 17 75 74 149 74.5 5550.25 70.3 4942.09

S – 18 79 75 154 77 5929 73.15 5350.92

S – 19 85 75 160 80 6400 76 5776.00

S – 20 75 77 152 76 5776 72.2 5212.84

1442.00 1423.00 2865.00 1432.50 103433.75 1359.60 93173.65

72.1 71.15 143.25 71.63 5171.69 67.98 4658.68

SAMPLE


TOTAL 2 (x1- 1) (x1- 1)2

SPEAKING


S – 1 77 75 152 76 5776 72.2 5212.84

S – 2 73 75 148 74 5476 70.3 4942.09

S – 3 61 65 126 63 3969 59.85 3582.02

S – 4 75 70 145 72.5 5256.25 68.87 4743.08

S – 5 76 77 153 76.5 5852.25 72.67 5280.93

S – 6 57 60 117 58.5 3422.25 55.57 3088.02

S – 7 80 75 155 77.5 6006.25 73.62 5419.90

S – 8 60 61 121 60.5 3660.25 57.47 3302.80

S – 9 80 76 156 78 6084 74.1 5490.81

S – 10 76 65 141 70.5 4970.25 66.97 4484.98

S – 11 63 65 128 64 4096 60.8 3696.64

S – 12 65 72 137 68.5 4692.25 65.07 4234.10

S – 13 82 77 159 79.5 6320.25 75.52 5703.27

S – 14 65 68 133 66.5 4422.25 62.89 3955.15

S – 15 65 65 130 65 4225 61.75 3813.06

S – 16 73 76 149 74.5 5550.25 70.3 4942.09

S – 17 75 74 149 74.5 5550.25 70.3 4942.09

S – 18 79 75 154 77 5929 73.15 5350.92

S – 19 85 75 160 80 6400 76 5776.00

S – 20 75 77 152 76 5776 72.2 5212.84

1442.00 1423.00 2865.00 1432.50 103433.75 1359.60 93173.65

72.1 71.15 143.25 71.63 5171.69 67.98 4658.68

SAMPLE


TOTAL 2 (x1- 1) (x1- 1)2

SPEAKING


S – 1 77 75 152 76 5776 72.2 5212.84

S – 2 73 75 148 74 5476 70.3 4942.09

S – 3 61 65 126 63 3969 59.85 3582.02

S – 4 75 70 145 72.5 5256.25 68.87 4743.08

S – 5 76 77 153 76.5 5852.25 72.67 5280.93

S – 6 57 60 117 58.5 3422.25 55.57 3088.02

S – 7 80 75 155 77.5 6006.25 73.62 5419.90

S – 8 60 61 121 60.5 3660.25 57.47 3302.80

S – 9 80 76 156 78 6084 74.1 5490.81

S – 10 76 65 141 70.5 4970.25 66.97 4484.98

S – 11 63 65 128 64 4096 60.8 3696.64

S – 12 65 72 137 68.5 4692.25 65.07 4234.10

S – 13 82 77 159 79.5 6320.25 75.52 5703.27

S – 14 65 68 133 66.5 4422.25 62.89 3955.15

S – 15 65 65 130 65 4225 61.75 3813.06

S – 16 73 76 149 74.5 5550.25 70.3 4942.09

S – 17 75 74 149 74.5 5550.25 70.3 4942.09

S – 18 79 75 154 77 5929 73.15 5350.92

S – 19 85 75 160 80 6400 76 5776.00

S – 20 75 77 152 76 5776 72.2 5212.84

1442.00 1423.00 2865.00 1432.50 103433.75 1359.60 93173.65

72.1 71.15 143.25 71.63 5171.69 67.98 4658.68

Apendix 3.b

DATA OF POST –TEST

SAMPLE

Post-Test Control Class(VIII B)

TOTAL 2 (x1- 1) (x1- 1)2

SPEAKING


S – 1 78 76 154 77 5929 73.15 5350.92

S – 2 75 73 148 74 5476 70.3 4942.09

S – 3 74 68 142 71 5041 67.45 4549.50

S – 4 72 75 147 73.5 5402.25 69.82 4874.83

S – 5 72 61 133 66.5 4422.25 63.17 3990.45

S – 6 75 74 149 74.5 5550.25 70.77 5008.39

S – 7 77 75 152 76 5776 72.2 5212.84

S – 8 65 66 131 65.5 4290.25 62.22 3871.33

S – 9 75 70 145 72.5 5256.25 68.87 4743.08

S – 10 75 76 151 75.5 5700.25 71.72 5143.76

S – 11 71 75 146 73 5329 69.35 4809.42

S – 12 72 75 147 73.5 5402.25 69.82 4874.83

S – 13 76 86 162 81 6561 76.95 5921.30

S – 14 75 65 140 70 4900 66.5 4422.25

S – 15 60 70 130 65 4225 61.75 3813.06

S – 16 71 70 141 70.5 4970.25 66.97 4484.98

S – 17 78 70 148 74 5476 70.3 4942.09

S – 18 88 82 170 85 7225 80.75 6520.56

S – 19 79 70 149 74.5 5550.25 70.77 5008.39

S – 20 73 70 143 71.5 5112.25 67.92 4613.13

1481 1447 2928 1464 107594.5 1390.75 97097.22

74.1 72.4 146.4 73.2 5379.73 69.54 4854.86

Apendix 3.b


SAMPLE


TOTAL 2 (x1- 1) (x1- 1)2

SPEAKING


S – 1 78 76 154 77 5929 73.15 5350.92

S – 2 75 73 148 74 5476 70.3 4942.09

S – 3 74 68 142 71 5041 67.45 4549.50

S – 4 72 75 147 73.5 5402.25 69.82 4874.83

S – 5 72 61 133 66.5 4422.25 63.17 3990.45

S – 6 75 74 149 74.5 5550.25 70.77 5008.39

S – 7 77 75 152 76 5776 72.2 5212.84

S – 8 65 66 131 65.5 4290.25 62.22 3871.33

S – 9 75 70 145 72.5 5256.25 68.87 4743.08

S – 10 75 76 151 75.5 5700.25 71.72 5143.76

S – 11 71 75 146 73 5329 69.35 4809.42

S – 12 72 75 147 73.5 5402.25 69.82 4874.83

S – 13 76 86 162 81 6561 76.95 5921.30

S – 14 75 65 140 70 4900 66.5 4422.25

S – 15 60 70 130 65 4225 61.75 3813.06

S – 16 71 70 141 70.5 4970.25 66.97 4484.98

S – 17 78 70 148 74 5476 70.3 4942.09

S – 18 88 82 170 85 7225 80.75 6520.56

S – 19 79 70 149 74.5 5550.25 70.77 5008.39

S – 20 73 70 143 71.5 5112.25 67.92 4613.13

1481 1447 2928 1464 107594.5 1390.75 97097.22

74.1 72.4 146.4 73.2 5379.73 69.54 4854.86

Apendix 3.b


SAMPLE


TOTAL 2 (x1- 1) (x1- 1)2

SPEAKING


S – 1 78 76 154 77 5929 73.15 5350.92

S – 2 75 73 148 74 5476 70.3 4942.09

S – 3 74 68 142 71 5041 67.45 4549.50

S – 4 72 75 147 73.5 5402.25 69.82 4874.83

S – 5 72 61 133 66.5 4422.25 63.17 3990.45

S – 6 75 74 149 74.5 5550.25 70.77 5008.39

S – 7 77 75 152 76 5776 72.2 5212.84

S – 8 65 66 131 65.5 4290.25 62.22 3871.33

S – 9 75 70 145 72.5 5256.25 68.87 4743.08

S – 10 75 76 151 75.5 5700.25 71.72 5143.76

S – 11 71 75 146 73 5329 69.35 4809.42

S – 12 72 75 147 73.5 5402.25 69.82 4874.83

S – 13 76 86 162 81 6561 76.95 5921.30

S – 14 75 65 140 70 4900 66.5 4422.25

S – 15 60 70 130 65 4225 61.75 3813.06

S – 16 71 70 141 70.5 4970.25 66.97 4484.98

S – 17 78 70 148 74 5476 70.3 4942.09

S – 18 88 82 170 85 7225 80.75 6520.56

S – 19 79 70 149 74.5 5550.25 70.77 5008.39

S – 20 73 70 143 71.5 5112.25 67.92 4613.13

1481 1447 2928 1464 107594.5 1390.75 97097.22

74.1 72.4 146.4 73.2 5379.73 69.54 4854.86

SAMPLE

Post-Test ExperimentalClass

(VIII A )TOTAL 2 (x1- 1) (x1- 1)2

SPEAKING


S – 1 86 80 166 83 6889 78.85 6217.32

S – 2 75 75 150 75 5625 71.25 5076.56

S – 3 65 74 139 69.5 4830.25 66.02 4358.64

S – 4 80 76 156 78 6084 74.1 5490.81

S – 5 82 78 160 80 6400 76 5776

S – 6 72 75 147 73.5 5402.25 69.82 4874.83

S – 7 90 80 170 85 7225 80.75 6520.56

S – 8 75 75 150 75 5625 71.25 5076.56

S – 9 90 80 170 85 7225 80.75 6520.56

S – 10 88 80 168 84 7056 79.8 6368.04

S – 11 73 75 148 74 5476 70.3 4942.09

S – 12 77 79 156 78 6084 74.1 5490.81

S – 13 86 88 174 87 7569 82.65 6831.02

S – 14 65 68 133 66.5 4422.25 63.17 3990.45

S – 15 77 75 152 76 5776 72.2 5212.84

S – 16 75 79 154 77 5929 73.15 5350.92

S – 17 87 80 167 83.5 6972.25 79.32 6291.66

S – 18 82 78 160 80 6400 76 5776

S – 19 96 89 185 92.5 8556.25 87.87 7721.14

S – 20 87 76 163 81.5 6642.25 76.95 5921.30

1608 1560 3168 1584 126188.5 1504.3 113808.1

80.4 78 158.4 79.2 6309.43 75.22 5690.41

SAMPLE


(VIII A )TOTAL 2 (x1- 1) (x1- 1)2

SPEAKING


S – 1 86 80 166 83 6889 78.85 6217.32

S – 2 75 75 150 75 5625 71.25 5076.56

S – 3 65 74 139 69.5 4830.25 66.02 4358.64

S – 4 80 76 156 78 6084 74.1 5490.81

S – 5 82 78 160 80 6400 76 5776

S – 6 72 75 147 73.5 5402.25 69.82 4874.83

S – 7 90 80 170 85 7225 80.75 6520.56

S – 8 75 75 150 75 5625 71.25 5076.56

S – 9 90 80 170 85 7225 80.75 6520.56

S – 10 88 80 168 84 7056 79.8 6368.04

S – 11 73 75 148 74 5476 70.3 4942.09

S – 12 77 79 156 78 6084 74.1 5490.81

S – 13 86 88 174 87 7569 82.65 6831.02

S – 14 65 68 133 66.5 4422.25 63.17 3990.45

S – 15 77 75 152 76 5776 72.2 5212.84

S – 16 75 79 154 77 5929 73.15 5350.92

S – 17 87 80 167 83.5 6972.25 79.32 6291.66

S – 18 82 78 160 80 6400 76 5776

S – 19 96 89 185 92.5 8556.25 87.87 7721.14

S – 20 87 76 163 81.5 6642.25 76.95 5921.30

1608 1560 3168 1584 126188.5 1504.3 113808.1

80.4 78 158.4 79.2 6309.43 75.22 5690.41

SAMPLE


(VIII A )TOTAL 2 (x1- 1) (x1- 1)2

SPEAKING


S – 1 86 80 166 83 6889 78.85 6217.32

S – 2 75 75 150 75 5625 71.25 5076.56

S – 3 65 74 139 69.5 4830.25 66.02 4358.64

S – 4 80 76 156 78 6084 74.1 5490.81

S – 5 82 78 160 80 6400 76 5776

S – 6 72 75 147 73.5 5402.25 69.82 4874.83

S – 7 90 80 170 85 7225 80.75 6520.56

S – 8 75 75 150 75 5625 71.25 5076.56

S – 9 90 80 170 85 7225 80.75 6520.56

S – 10 88 80 168 84 7056 79.8 6368.04

S – 11 73 75 148 74 5476 70.3 4942.09

S – 12 77 79 156 78 6084 74.1 5490.81

S – 13 86 88 174 87 7569 82.65 6831.02

S – 14 65 68 133 66.5 4422.25 63.17 3990.45

S – 15 77 75 152 76 5776 72.2 5212.84

S – 16 75 79 154 77 5929 73.15 5350.92

S – 17 87 80 167 83.5 6972.25 79.32 6291.66

S – 18 82 78 160 80 6400 76 5776

S – 19 96 89 185 92.5 8556.25 87.87 7721.14

S – 20 87 76 163 81.5 6642.25 76.95 5921.30

1608 1560 3168 1584 126188.5 1504.3 113808.1

80.4 78 158.4 79.2 6309.43 75.22 5690.41

Apendix 4. a

DATA PRETEST OF SPEAKING ACCURACY

SAMPLE

Pre-test Experiment Classs

(VIII A)

Pre-test Control Group

(VIII B)

D

(X1-X2) D2

X1 X12 X2 X2

2

S – 1 76 5776 73.5 5402.25 2.5 6.25S – 2 74 5476 69 4761 5 25S – 3 63 3969 66.5 4422.25 -3.5 12.25S – 4 72.5 5256.25 67.5 4556.25 5 25S – 5 76.5 5852.25 61.5 3782.25 15 225S – 6 58.5 3422.25 61.5 3782.25 -3 9S – 7 77.5 6006.25 76.5 5852.25 1 1S – 8 60.5 3660.25 60.5 3660.25 0 0S – 9 78 6084 72.5 5256.25 5.5 30.25

S – 10 70.5 4970.25 74 5476 -3.5 12.25S – 11 64 4096 71 5041 -7 49S – 12 68.5 4692.25 66.5 4422.25 2 4S – 13 79.5 6320.25 77 5929 2.5 6.25S – 14 66.5 4422.25 71 5041 -4.5 20.25S – 15 65 4225 57.5 3306.25 7.5 56.25S – 16 74.5 5550.25 66.5 4422.25 8 64S – 17 74.5 5550.25 75.5 5700.25 -1 1S – 18 77 5929 82.5 6806.25 -5.5 30.25S – 19 80 6400 75 5625 5 25S – 20 76 5776 59 3481 17 289

∑x1432.50 103433.75 1384.5 96725.25 ∑D= 48 ∑D2 =891

Apendix 4.b

DATA POST TEST OF SPEAKING ACCURACY

SAMPLE

Pre-test Experiment Classs

(VIII A)

Pre-test Control Group

(VIII B)

D

(X1-X2) D2

X1 X12 X2 X2

2

S – 1 83 6889 77 5929 6 36S – 2 75 5625 74 5476 1 1S – 3 69.5 4830.25 71 5041 -1.5 2.25S – 4 78 6084 73.5 5402.25 4.5 20.25S – 5 80 6400 66.5 4422.25 13.5 182.25S – 6 73.5 5402.25 74.5 5550.25 -1 1S – 7 85 7225 76 5776 9 81S – 8 75 5625 65.5 4290.25 9.5 90.25S – 9 85 7225 72.5 5256.25 12.5 156.25

S – 10 84 7056 75.5 5700.25 8.5 72.25S – 11 74 5476 73 5329 1 1S – 12 78 6084 73.5 5402.25 4.5 20.25S – 13 87 7569 81 6561 6 36S – 14 66.5 4422.25 70 4900 -3.5 12.25S – 15 76 5776 65 4225 11 121S – 16 77 5929 70.5 4970.25 6.5 42.25S – 17 83.5 6972.25 74 5476 9.5 90.25S – 18 80 6400 85 7225 -5 25S – 19 92.5 8556.25 74.5 5550.25 18 324S – 20 81.5 6642.25 71.5 5112.25 10 100

∑x1584 126188.5 1464 107594.5 120 1414.5

Apendix 5.a

Calculation t-test of Pretest

1. Calculation of homogeneity variance test on pretest :

F= ²²S1

2=∑( 1)²

S22 =∑( − )²

=,

=,

= 4658,68 = 4364,31

F=₁²₂²

=,, = 1,08

The value of F table :

α = 0,05

df for numerator (df1) = 20 – 1 = 19

df for denominator (df2) = 20 – 1 = 19

2. Deviation Standard

a. Experimental Class

SD=₁₁

=,

= 245,193 = 15,66

b. Control Class

SD=₂₂

=,

= √229,70 = 15,15

3. Calculation of t-test on pretest

D= ∑ = = 2,4

t= ∑ (∑ )²( )t= , ( )²( )t= , ,t= , ,t= ,√ ,t= ,,t= 1,69

α= 0,05;

df= N- 1

= 20-1=19

t-table= 2,09

Apendix 5.b

Calculation t-test of Post Test

1. Calculation of homogeneity variance test on pretest :

F= ²²S1

2=∑( 1)²

S22 =∑( − )²

=.

=.

= 5690,405 = 4854,861

F=₁²₂²

=,, = 1.17

The value of F table :

α = 0,05

df for numerator (df1) = 20 – 1 = 19

df for denominator (df2) = 20 – 1 = 19

2. Deviation Standard

a. Experimental Class

SD=₁₁

=,

= 299,495 = 17,30

b. Control Class

SD=₂₂

=,

= 255,519 = 15,98

3. Calculation of t-test on pretest

D= ∑ = = 6

t= ∑ (∑ )²( )t= , ( )²( )t= ,t= ,t= √ ,t= ,t= 4,4

α= 0,05;

df= N- 1

= 20-1=19

t-table= 2,09

Appendix 1.a


(RPP 1)

Nama Sekolah : SMP 1 BONTONOMPO


Kelas/Semester : VIII / 1

Alokasi Waktu : 2 x 40 menit

Topik Pembelajaran : Evil English Teacher

A. Standar Kompetensi

Berbicara

Mengungkapkan makna dalam percakapan transaksional dan interpersonal

lisan pendek sederhana untuk berinteraksi dengan lingkungan sekitar

B. Kompetensi Dasar

Merespon makna dalam percakapan transaksional (to get things done) dan

interpersonal (bersosialisasi) resmi dan berlanjut (sustained) secara akurat,

lancar dan berterima dalam konteks kehidupan sehari-hari

C. Indikator Pencapaian Kompetensi

Indikator Pencapaian KompetensiNilai Budaya Dan

Karakter Bangsa

Siswa mampu mengucapkan setiap kata dlam

text dengan pronunciation yang benar.

Memahami penggunaan grammar (singular

and plural noun, tenses etc) dalam text.

Religius, jujur, toleransi, disiplin,

kerja keras, mandiri, demokratis,

rasa ingin tahu, semangat

kebangsaan, cinta tanah air,

menghargai prestasi, bersahabat,

cinta damai, gemar membaca, peduli

lingkungan, peduli sosial, tanggung

jawab

D. Tujuan Pembelajaran

Pada akhir pembelajaran siswa dapat :

Siswa mampu menceritakan kembali isi text yang diperdengarkan

dengan pronounciation yang benar.


dengan gramar yang tepat.

E. Materi Pokok

(Terlampir)

F. Metode Pembelajaran/Teknik:

Shadowing Teaching Technique

Langkah-langkah Kegiatan Pembelajaran

Kegiatan Awal (15’)

Mengucapkan salam dengan ramah kepada siswa ketika memasuki

ruang kelas (nilai yang ditanamkan: santun, peduli)

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

Mengaitkan materi/kompetensi yang akan dipelajari dengan karakter

Kegiatan Inti (50’)

Eksplorasi

Dalam kegiatan eksplorasi guru:

Menjelaskan metode Shadowing Teaching Technique

Memberikan materi berupa shadowing material.

Memberikan pertanyaan kepada siswa yang berhubungan dengan

materi shadowing.

Memberikan instruksi tentang shadowing technique dan memotivasi

siswa agar dapat berbicara seperti native speaker.

Siswa mendengarkan instruksi dari guru tentang shadowing

technique.

Memutar audio tentang materi shadowing.

Menginstruksikan kepada siswa agar mendengarkan script dan

mengulang apa yang dikatakan oleh native speaker secara langsung

sebanyak tiga kali.

Elaborasi

Dalam kegiatan elaborasi guru:

Guru menginstruksikan kepada siswa untuk memparktekan

shadowing teaching technique.

1. Guru memerintahkan kepada siswa untuk mendengarkan dan

mengulang secara bersama-sama apa yang speaker katakan

dalam audio dengan meliahat script.

2. Guru memerintahkan kepada siswa untuk membaca script

kemudian memahami dan mencari 5-10 kosa kata baru dalam

text.

3. Guru meminta kepada siswa untuk membayangkan apa yang

didengarkan melalui audio dengan melihat atau tanpa melihat

text. Setiap siswa wajib men_shadow (menceritakan ulang

dengan menggunakan bahasa sendiri) 2-5 baris dari text.

4. Guru memberikan kesempatan kepada siswa untuk

menceritakan ulang isi dari text 2-3 menit dan memberikan

pendapat tentang materi tersebut.

5. Guru memberikan pertanyaan tambahan kepada siswa tentang

materi tambahan.

Konfirmasi

Dalam kegiatan konfirmasi guru:

Memberikan umpan balik pada siswa dengan memberi penguatan

dalam bentuk lisan pada siswa yang telah dapat menyelesaikan

tugasnya.

Memfasilitasi siswa melakukan refleksi untuk memperoleh

pengalaman belajar yang sudah dilakukan.

Memberikan motivasi kepada siswa yang kurang dan belum bisa

mengikuti Shadowing technique.

Kegiatan Akhir (15’)

Guru memberikan motivasi kepada siswa untuk selalu melakukan

teknik shadowing baik itu di rumah agar dapat membuat siswa dapat

berbicara dengan lancar seperti halnya native speaker.

H. Sumber/Bahan/Alat

Flow English Lesson: Intermediate Level

Audio

I. Penilaian

I. Indikator, Teknik, Bentuk, dan Contoh.

No. Indikator Teknik Bentuk Contoh

1. Memahami isi

materi dalam text

Tes Lisan Menceritakan

ulang isi dalam

text.

Retell what you

have read and

listen by using

1. your own words.

II. INSTRUMEN PENILAIAN

The score criteria of speaking accuracy (Pronunciation)





Average 6.6 – 7.5 Pronunciation is influenced by mothertongue only a few phonological errors.Several grammatical and lexical errorssome of which cause confusion.

Poor 5.6 – 6.5 Pronunciation is seriously influenced bymother tongue with errors causing abreakdown in a communication. Manygrammatical and lexical errors.

Very poor 4.6 – 5.5 Serious pronunciation errors as manybasic grammatical ad lexical errors. Noevidence of having mastered any oflanguage skill and areas practiced in thecourse.

The score criteria of speaking accuracy (Grammar)


Excellent 9.6-10 Their speaking is very good of usinggrammar, unlimited of vocabulary andmore sentences

Very Good 8.6-9.5 Their speaking is good of using grammarunlimited

Good 7.6-7.5 Their speaking sometimes hasty butappropriate use of grammar.

Fair Good 6.6-7.5 Their speaking more sentences is notappropriate to use grammar.

Fair 5.6-6.5 Their speaking more sentences notappropriate to use grammar, lowvocabulary mastery and nocommunication

The students’ score of Accuracy.

No. NameScore of Accuracy



(RPP 2)





Topik Pembelajaran : Female Seeks Male


Berbicara



B. Kompetensi Dasar






Karakter Bangsa












jawab







E. Materi Pokok

(Terlampir)










Eksplorasi





materi shadowing.




technique.




sebanyak tiga kali.

Elaborasi









text.









materi tambahan.

Konfirmasi




tugasnya.











Audio

I. Penilaian



1. Memahami isi

materi dalam text


ulang isi dalam

text.

Retell what you

have read and

listen by using

1. your own words.















Fair Good 6.6-7.5 Their speaking more sentences is notappropriate to use grammar.

Fair 5.6-6.5 Their speaking more sentences notappropriate to use grammar, lowvocabulary mastery and nocommunication





(RPP 3)





Topik Pembelajaran : Movie Star


Berbicara



B. Kompetensi Dasar






Karakter Bangsa












jawab







E. Materi Pokok

(Terlampir)










Eksplorasi





materi shadowing.




technique.




sebanyak tiga kali.

Elaborasi









text.









materi tambahan.

Konfirmasi




tugasnya.











Audio

I. Penilaian



1.

6.

Memahami isi

materi dalam text


ulang isi dalam

text.

Retell what you

have read and

listen by using

your own words.















Fair Good 6.6-7.5 Their speaking more sentences is not

appropriate to use grammar.Fair 5.6-6.5 Their speaking more sentences not

appropriate to use grammar, lowvocabulary mastery and nocommunication





(RPP 4)





Topik Pembelajaran : Roach Vocation

B. Standar Kompetensi

Berbicara



B. Kompetensi Dasar






Karakter Bangsa












jawab







E. Materi Pokok

(Terlampir)










Eksplorasi





materi shadowing.




technique.




sebanyak tiga kali.

Elaborasi









text.









materi tambahan.

Konfirmasi




tugasnya.











Audio

I. Penilaian



1.

2.

Memahami isi

materi dalam text


ulang isi dalam

text.

Retell what you

have read and

listen by using

your own words.















Fair Good 6.6-7.5 Their speaking more sentences is not

appropriate to use grammar.Fair 5.6-6.5 Their speaking more sentences not

appropriate to use grammar, lowvocabulary mastery and nocommunication




EXPERIMENTAL CLAS

1. The students listened and repeated directly what speaker saying by looking the script.

2. the students were asked to shadow one by one by looking at or without looking the script

3. The student was asked to speak in 2-3 minutes about the content of the given material andtheir opinion on it.

CONTROL CLASS

1. The teacher introduced the teaching material for the students (about Daily Activity).

2. The teacher asked the students to tell about their daily activity.

3. The students was asked to do presentation in front of the class

Roach Vacation

There is a roach. She's a very busy roach because she has her own radio show. Her radioshow is very famous. Millions of people listen to the roach's radio show. But the roach isunhappy. She has to work too much. She is super busy all the time. Every day she gets up at 5am, and she leaves work at 11pm. Then she drives home for 1 hour. She usually ends up going tobed at 1 am.

One day, she is talking to her best friend and she says, "I can't go on like this. I want torelax. I want to just hang out and do nothing all day." Her friend says, "You need a vacation".So, the roach goes on vacation. She calls a travel agent and books a flight to Kansas. When shearrives in Kansas she goes to a roach motel. But there is a problem. The clerk says, "I'm sorry,we are booked solid. We have no rooms." The roach is very tired, so she grabs a cab and goes toanother motel. Unfortunately, it is also booked solid!

Now the roach is worried. She wants to hang out and relax on her vacation, but insteadshe is very worried and nervous. She goes to another motel, and then another... but they are allfull! The roach spends all day looking for a hotel with a room. She travels all over Kansas. She isexhausted!

Finally, at midnight, she finds a hotel with a room. She pays for the room and goes to bed. Thenext day she doesn't get up early. She sleeps in till (until) 3 pm. At last, she's able to relax! Hervacation finally works out!

Vocab

Roach: a bug Till: until

Ends up: finally (do something), (shows the last event At last: finally

Hang out: relax and do nothing Works out: succeeds, is OK,

Books (to book): to make a reservation, to reserve (and buy)

Motel: a hotel (with a lot of parking for cars)

Booked solid: full (no available rooms)

Grabs a cab: gets a taxi (cab = taxi)

Exhausted: very, very tired

Sleeps in: to sleep late (to sleep a long time), to sleep later than normal

Movie Star

One day you are walking on the street. You bump into Brad Pitt. He looks at you andsays, "Wow, you are amazing. Come with me to Los Angeles. I will make you a movie star."You go to LA and become a famous movie star. You are rich. Everybody loves you. But youhave a problem. You are lonely in LA. You miss your friends. So you decide to fly home andvisit your friends and family.

You get a first class ticket, because you are rich. However, when you get to the airport,your flight is delayed. The ticket agent says, "Im sorry, your flight is delayed 7 and half hours."You wait. After 7 and a half hours, an agent says, "Im sorry, but the flight has been cancelled".You are angry. You yell at the agent, "I've been waiting 7 and a half hours. Im tired and I'mpissed off. I want another flight."

The agent recognizes you, because you are a famous movie star. She says, "I'm so sorry...we'll get you on another flight." She looks on her computer and finds another flight in 4 hours.She says, "I have booked you on the next flight in 4 hours. Here is your new boarding pass."Youtake the ticket and wait in a bar. You drink 62 beers and get very drunk. 4 hours later, you go tothe gate to catch your flight. But you're drunk, so you walk very slowly. Because you walk soslowly, you're late and miss your flight! When you get to the gate, the plane is already leaving.

You yell, "Dammit, I missed my flight". You're drunk and angry. The agent is afraid. Shecalls airport security. 26 security officers run to the gate. They grab you and take you away.However, one officer recognizes you. He says, "Wow. You are a famous movie star". Theofficers are all very happy to meet you. They say, "We will help you. We have a police airplaneand we can fly you home". You are very happy. All of you have a big party inside the policeairplane. 6 hours later, you finally arrive home. You are very drunk, and very happy.

Vocab

Bump into: meet (accidentally, unexpectedly) Catch (your) flight: get (your) flight

Movie star: a famous actor Dammit: (shows strong emotion)

Delayed: late Security: private police

Pissed off: very angry

Recognizes: knows

To book: to make a reservation

Boarding pass: ticket with seat number (used to get on a plane)

Gate: door (where you go to get on the plane)

Evil English Teacher

There's an evil English teacher. He's a very bad teacher. He comes into his class. The studentsare sitting at their desks, waiting for him. The teacher says to the class, "Everyday, we'll studyEnglish grammar. If you make a mistake, I'll hit you with a stick"

Then the teacher opens his textbook. He says, "Today we we'll learn the Past Perfect Progressiveverb tense, as well as the Future Conditional." He points to a girl and says, "What's the PastPerfect Progressive?" The girl's very nervous, she says, "I don't know"

As soon as she finishes speaking, the evil teacher jumps across the room with a large stick- andhits her on the head. The girl cries. The other students are very scared. The teacher points to aboy and says, "What is the Future Conditional". The boy says nothing. The teachers says, "Goahead-- answer! Now!"The boy says, "But, but.. we haven't learned it yet"

The evil teacher says, "In other words, you don't know it!" He jumps across the room and hitsthe boy hard on the head. The boy cries. All the students are scared and miserable. They hate theevil teacher. But they're lucky. One student has a cell phone. She secretly dials the number of herfriend, AJ. AJ answers the phone, "Hello" The student whispers, "This is Kaori. Help us AJ,please help us. An evil English teacher is beating us" AJ says, "Don't worry, I'll be rightthere."AJ jumps on his motorcycle and speeds to the school. He runs through the front door,down the hall, and bursts into the class.

He says to the evil teacher, "Stop hitting these students, you bastard!" Then he runs across theroom. He picks up a desk and hits the evil teacher with it. The evil teacher falls to the floor. Heis beaten. AJ looks at Kaori and says, "What do you want me to do with him?"Kaori says, "Its upto you. You decide". AJ throws the evil teacher out the window and says, "No more evilgrammar study. You are free!"The students cheer "Yeah"! Everyone is very happy.

Vocab

Evil: very very bad Cell phone: mobile phone

As well as: in addition to, also Dials: push numbers on a phone

As soon as: when, just after (something happens) Beaten: defeated

Go ahead: begin, start to do something Its up to you: you decide, it is your decision

I'll be right there: I'll arrive soon, I will be there soon Speeds: goes fast, drives very fast

Miserable: very sad & unhappy cheer: to yell (when happy)

Bastard: bad person, (used to insult a man) Bursts: enters (a room) very fast

Female seeks Male

Julia was 12 years old. Her best friend Betsy was 13. Summer was almost over. Schoolwas about to start. Julia and Betsy were about to eat lunch at TacoBell. Betsy decided that Julianeeded a boyfriend. “But why?” asked Julia. “I’m okay without one. What good is a 12-year-oldboy? All they’re interested in is playing baseball or riding their skateboards. Where does a girl fitinto that picture?”

“Don’t be silly,” replied Betsy. “As to 12-year olds, forget about them. They’reimmature. You should have someone more experienced you’ll be better off with someone at least13 years old. Someone who will carry your books and walk you to your classes. You needsomeone who’ll give you a Valentine’s Day card and remember your birthday.

“I’ve got a backpack to carry my books, and I know where all my classes are. I don’twant a Valentine’s Day card from someone I don’t love. I’m too young. Besides, you don’t havea boyfriend. Why should I?” “Because you're my first client. I've decided that I'm going to be amatchmakerwhen I grow up.”

“Well, if I'm your first client, that means I'll probably be your first mistake. No, thankyou.”

Vocabulary

About to: almost ready to do something

Fit into that picture: fit in, make sense

As to: with regard to, according to

Immature: not mature, childish

More experienced: mature, knowledgeable

Better off: better, in a better situation

Valentine’s Day: romantic holiday on February 14th

Besides: also, in contrast to

Client: customer

Matchmaker: a person who tries to match people romantically

Probably: likely

v

SURAT PERJANJIAN

Saya yang bertanda tangan di bawah ini:

Nama : LASMI RUMINGGI

NIM : 10535 4511 10

Jurusan : Pendidikan Bahasa Inggris

Judul Skripsi :The Implementation of Shadowing Teaching Technique to

Improve Students’ Speaking Ability (A Quasi Experimental Study

at the Eight Grade Students of SMPN 1 Bontonompo in the

Academic Year of 2014/2015)

Dengan ini menyatakan perjanjian sebagai berikut:1. Mulai dari penyusunan proposal sampai dengan selesainya skripsi saya,

saya menyusun sendiri skripsi saya, tidak dibuatkan oleh siapapun.2. Dalam menyusun skripsi, saya selalu melakukan konsultasi dengan

pembimbing.3. Saya tidak melakukan penjiplakan (plagiat) dalam menyusun skripsi ini.4. Apabila saya melanggar perjanjian saya seperti yang tertera pada butir 1,2

dan 3 maka saya bersedia menerima sanksi sesuai dengan aturan yangberlaku.

Demikian perjanjian ini saya buat dengan penuh kesadaran.

Makassar, 17Januari 2015

Yang membuat perjanjian

Lasmi Ruminggi

THE IMPLEMENTATION OF SHADOWING TEACHING ...

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