The Speaking Ability of the Eighth Grade Students of SMPN 28 Kepulauan Selayar by Using Discovery Learning

A THESIS

Submitted to the Faculty of Teacher Training and Education Makassar

Muhammadiyah University in Partial Fulfillment of the Requirement for the

Degree of Education in English Department

LASMINI

10535659915

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

MUHAMMADIYAH UNIVERSITY OF MAKASSAR

2020

UNIVERSITAS MUHAMMADIYAH MAKASSAR

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN PRODI PENDIDIKAN BAHASA INGGRIS

بســــــم اللـه الرحـمن الرحيــــم

Jalan Sultan Alauddin No. 259Makassar

Telp : 0411-860837/860132 (Fax)

Email : fkip@unismuh.ac.id

Web : www.fkip.unismuh.ac.id

| Terakreditasi Institusi

SURAT PERNYATAAN

Saya yang bertanda tangan dibawah ini:

Nama : LASMINI

NIM : 10535 6599 15 Jurusan : Pendidikan Bahasa Inggris

Judul Skripsi : The Speaking Ability of the Eighth Grade Students of SMPN

28 Kepulauan Selayar By Using Discovery Learning.

Dengan ini menyatakan:

Skripsi yang saya ajukan didepan tim penguji adalah hasil karya saya

sendiri bukan hasil ciplakan dan tidak dibuatkan oleh siapapun.

Demikian pernyataan ini saya buat dengan sebenar-benarnya dan bersedia

menerima sanksi apabila pernyataan saya tidak benar.

Makassar, January 2020

Yang Membuat Pernyataan

LASMINI 10535659915

UNIVERSITAS MUHAMMADIYAH MAKASSAR

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN PRODI PENDIDIKAN BAHASA INGGRIS

بســــــم اللـه الرحـمن الرحيــــم

Jalan Sultan Alauddin No. 259Makassar

Telp : 0411-860837/860132 (Fax)

Email : fkip@unismuh.ac.id

Web : www.fkip.unismuh.ac.id

| Terakreditasi Institusi

SURAT PERJANJIAN

Saya yang bertanda tangan dibawah ini: Nama : LASMINI

NIM : 10535 6599 15 Jurusan : Pendidikan Bahasa Inggris

Judul Skripsi : The Speaking Ability of the Eighth Grade Students of SMPN

28 Kepulauan Selayar By Using Discovery Learning

Dengan ini menyatakan perjanjian sebagai berikut: 1. Mulai dari penyusunan proposal sampai dengan selesainya skripsi ini, saya

menyusun sendiri (tidak dibuatkan oleh siapapun). 2. Dalam penyusunan skripsi, saya akan selalu melakukan konsultasi dengan

pembimbing 3. Saya tidak akan melakukan penjiplakan (plagiat) dalam menyusun skripsi. 4. Apabila saya melanggar perjanjian saya seperti yang tertera pada butir 1,

2, 3 maka saya bersedia menerima sanksi sesuai aturan yang berlaku.

Demikian perjanjian ini saya buat dengan penuh kesadaran.

Makassar, January 2020 Yang Membuat Perjanjian

LASMINI 10535659915

MOTTO

Yesterday I dared to struggle. Today I dare to win

(Bernadette Devlin)

DEDICATION

This thesis is dedicated to:

My beloved parents (Abd. Rahman and

Rosdiana) who always unburden their

affection, give advice up to the writer

finished in arranging this thesis.

My beloved Friends in UKM Bahasa, all my

special classmates of Jungle Class ’15 and

all inspiring people around me.

ACKNOWLEDGMENT

` ALHAMDULILAH WA SYUKURILAH, no other word decent enough to

express to Allah SWT, the Almighty God who has given guidance, mercy and health

to complete the writing of this thesis under the title “The Speaking Ability of the

Eighth Grade Students’ of SMPN 28 Kepulauan Selayar By Using Discovery

Learning” as requirement for the Degree of Bachelor of Education in English

Education Department. Don’t forget to deliver Salawat and Salam to the prophet

Muhammad SAW as addressed to the final and chosen messenger.

The researcher realizes that in conducted the research and writing this thesis,

many people have contributed their valuable suggestions, guidances, assistances, and

advices for the completion of this thesis. Therefore, the researcher would like to

acknowledge them:

1. Prof. Dr. H. Abd. Rahman Rahim, S.E.,M M. the Rector of Muhammadiyah

University of Makassar.

2. Erwin Akib, M.Pd., Ph.D the Dean of Teacher Training and Education Faculty.

3. Ummi Khaerati Syam, S.Pd., M.Pd, the Head of English Education Department of

FKIP UNISMUH Makassar.

4. The high appreciation and sincere thanks to my consultants Erwin Akib,

S.Pd.,M,Pd.,Ph,D. as the first consultant and Andi Asri Jumiaty, S,Pd.,M.Pd. as

the second consultant who gave the writer guidance, correction and overall

support since the preliminary stage of manuscript until the completion of this

thesis.

5. Thanks to all the lectures and staff of FKIP UNISMUH Makassar, especially the

lectures of English Department who taught her for many years.

6. Big thanks also to my beautiful best friend Sumsriani S.Pd who always gave me

advice and solution in finished my thesis.

Finally, for all people who gave valuable suggestion, guidance, assistance,

and advice to completion this proposal may Allah S.W.T. be with us now and forever.

Aamiin.

Billahi Fi SabillilahHaqFastabiqulKhaerat

Makassar, January 2020

The writer

LASMINI

ABSTRACT

Lasmini. 2020. The Speaking Ability of the Eighth Grade Students of SMPN 28 Kepulauan Selayar by Using Discovery Learning. Thesis of English Education Department. The faculty of Teacher Training and Education, Universitas Muhammadiyah Makassar. Supervised by Erwin Akib and Andi Asri Jumiati.

This study aimed to investigate the improvement of students’ speaking ability

by using Discovery Learning. The population and sample of this research are Class VIII.A that consists of 20 students of SMPN 28 Kepulauan Selayar.

This study applied pre-experimental design. The data obtain through pre-test, treatment and post-test. The pre-test is used to know the prior knowledge of the students’ ability in speaking, The treatment of the research is conducted in six, and Post-test is carried out to find out the value of treatment whether the result of post-test better then pre-test or not after implement the Discovery Learning

The result of the improvement of the students’ speaking ability by using Discovery Learning was significant improved. It was proved by the mean score before and after giving treatment was 46 becomes 72.5 improve 57.6% with the t-test value orientation was greater than t-table (13.25>2.093) at the eighth grade students of SMPN 28 Kepulauan Selayar. Beside that Discovery Learning also should be applying in speaking due to students more understand easily the material.

Keywords: Speaking ability, Improvement, Discovery-Learning

ABSTRAK

Sumsriani. 2020. Kemampuan Berbicara Siswa Kelas VIII SMPN 28 Kepulauan Selayar dengan Menggunakan Discovery Learning. Skripsi Bahasa Inggris. Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah Makassar. Dibimbing oleh Erwin Akib dan Andi Asri Jumiatiy

Penelitian ini bertujuan untuk menyelidiki peningkatan kemampuan berbicara siswa dengan menggunakan Discovery Learning. Populasi dan sampel penelitian ini adalah Kelas VIII.A yang terdiri dari 20 siswa SMPN 28 Kepulauan Selayar.

Penelitian ini menggunakan desain pre-experimental. Data diperoleh melalui pre-test, treatment dan post-test. Pre-test digunakan untuk mengetahui pengetahuan awal tentang kemampuan siswa dalam berbicara, treatment dilakukan dalam enam pertemuan, dan Post-test dilakukan untuk mengetahui nilai treatment apakah hasil post-test lebih baik dari pada pre-test atau tidak setelah menerapkan metode Discovery Learning. Hasil dari peningkatan kemampuan berbicara siswa dengan menggunakan Discovery Learning meningkat secara signifikan. Hal ini dibuktikan dengan skor rata-rata sebelum dan sesudah memberikan perlakuan adalah 46 menjadi 72,5 meningkat 57,6% dengan orientasi nilai t-test lebih besar dari t-tabel (13,25> 2,093) pada siswa kelas VIII SMPN 28 Kepulauan Selayar. Selain itu Discovery Learning juga harus diterapkan dalam speaking karena siswa lebih mudah memahami materi. Kata kunci: Kemampuan Berbicara, Peningkatan, Discovery-Learning

LIST OF TABLES

Table 3.1 : Pronunciation scoring criteria ……………………...…………...….39

Table 3.2 : Vocabulary scoring criteria …………………………...…...………30

Table 3.3 : Category Students’ Speaking Score ……………………….………30

Table 3.4 : Hypothesis Testing ……….…..……………………………..…..…32

Table 4.1 : Rate Percentage and Frequency in Pre-test of Pronunciation…....…33

Table 4.2 : Rate Percentage and Frequency in Post-test of Pronunciation…………………………………………..………….…34

Table 4.3 : Rate Percentage and Frequency in Pre-test of Vocabulary………...34

Table 4.4 : Rate Percentage and Frequency in Post-test of Vocabulary…...…...35

Table 4.5 : The Improvement of Students’ Accuracy in Speaking Ability….....36

Table 4.6 : The T-test of Students’ Improvement……………………………....37

LIST OF FIGURE

Figure 2.1 : Conceptual Framework …………………………………….. ……. 24

LIST OF APPENDICES

Appendix I : The Students’ Pronunciation of Pre-test

Appendix II : The Students’ Pronunciation of Post-test

Appendix III : The Students’ Vocabulary of Pre-test

Appendix IV : The Students’ Vocabulary of Post-test

Appendix V : The Students’ Row of Pre-test

Appendix VI : The Students’ Row of Post-test

Appendix VII : The Students’ score of pre-test (X1) and post-test (X2),

gain/difference between the method pairs (D) and square of the

gain (D2)

Appendix VIII : Scoring Classification of the Students’ Pre-test and Post-test

Appendix IX : Mean score of the pre-test and post-test and gain (D)

Appendix X : The percentage of the students’ ability in speaking

Appendix XI : Test of significant

Appendix XII : Table distribution of t-value

Appendix XIII : Instrument of pre-test and post-test

Appendix XIV : Script of pre-test and post-test

Appendix XV : Lesson Plan

Appendix XVI : Documentations

TABLE OF CONTENTS

COVER ………………………………………………………………………….……………i

APROVAL SHEET …………………………………………………………………………ii

COUNSLING SHEET ……………….……………………………………………………..iii

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

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

MOTTO ……………………………………………………………………………………..vi

DEDICATION ………………………………………………………………………………vi

ACKNOWLEDGEMENT …………………………………………………………….vii-viii

ABSTRACT ……………………………………………………………………………….ix-x

TABLE OF CONTENTS ……………………………………………………………….xi-xii

LIST OF TABLE …………………………………………………………………..…….. xiii

LIST OF FIGURE ……………………………………………………………………….. xiv

CHAPTER I INTRODUCTION

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

B. Problem Statement …………………………………………….………………………….5

C. Research Objective ……………………………………………………………………….5

D. Significant of the Study …………………………………………………………………..5

E. The Scope of the Study …………………………………………………………………...6

CHAPTER II REVIEW OF RELATED LITERATURE A. Previous Related Research Findings ……………………………………………………..6

B. The Concept of Speaking ……………………..…………………………………………..8

C. The Concept of Discovery Learning ………………..…………………………………..16

D. Conceptual Framework ………………………………………………………………….24

CHAPTER III RESEARCH METHOD

A. Research Design ………………………………………………………………………...26

B. Population and Sample ……………………………….…………………………………27

C. Research Instrument …………………………………………………………………….28

D. Technique of Data Collection …………………………………………………………...28

E. Technique Data Analysis ………………………………………………………………..29

CHAPTER IV FINDING AND DISCUSSION

A. Findings.………………………………………………………………………....33

B. Discussion ……………………………………………………………………….38

CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion.………………………………………………………………………42

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

BIBLOGRAPHY …………………………………………………………………………...43

APPENDICES

DOCUMENTATIONS

CURRICULUM VITAE

1

CHAPTER I

INTRODUCTION

A. Background

Speaking is one of needed skills by the students in the language

learning process. The students will be able to speak up their opinions and

improve their communicative competence when they can master speaking

skill. Speaking is so much part of daily life that we take it for granted

(Thornbury, 2005: 1). He also says that speaking is interactive and

requires the ability to co-operate in the management of speaking turns. It

also typically takes place in real time, with little time for detailed planning.

He adds that speaking represents a real challenge to most language

learners.

Tarigan (1990:3-4) defines speaking as a language skill which is

developed in childhood preceded with listening skill. It means that

speaking is the basic skill in learning language. Indeed, people mostly use

language for communication. Hornby (1995:37) states that through

speaking language learners will be judged upon most in real life situation.

It is an important part of everyday interaction and most often the first

impression of a person based on his or her ability to speak fluently and

comprehensively.

According to Elizabeth Grugeon, Lyn Dawes, Carol Smith and

Lorraine Hubbard (2015:11) in Mufida (2015: 109-110), the students were

being encourage to talk on their activities and observed the teacher‟s

2

speaking way carefully. Then the teacher gives opportunities to all of

students for talking and for developing their confidence and fluency as

speaker. Influence and confidence are important goals. It means that the

learners required for becoming fluency and confidence when they were

given a chance for speaking to other person because both of them are

important components and goals. At their school, the students learn

English as foreign language which can be done by practicing in speaking.

Usually is more tends to oral activities. Oral activities are more interesting

and easy way for the students through speaking or communication. The

function of speaking itself is used to express their idea or thought and to

communicate to people in civilized world.

To gain a successful teaching and learning of speaking, a teacher

should be aware of many factors that can influence the process and the

product of students‟ language learning. The factors may come from

outside or inside of the students. The external factors can be in the form of

teaching methods used by the teacher, the learning materials, and

classroom atmosphere. The internal factor deals much with psychological

condition of the students, such as creativity, creativity, interest, self-

confidence, self-concept, self-esteem, and self-efficacy (Prawerti 2014: 3).

It is important for the teacher to examine the students‟ needs and

characteristics dealing with the individual differences that must exist in the

class. It will help the teacher fit the teaching objectives and the learning

aids for the students.

3

Of all factors mentioned above, the factors that should be taken

into account is teaching method used in the class. Teaching method is the

way a teacher makes his or her students learn. Every teacher should have

determined the teaching method to be used before coming to the class.

Choosing an appropriate teaching method is one of the fundamental keys

to the success of the teaching. To solve the problem in speaking the

researcher uses discovery learning method in order to improve the

students‟ speaking ability.

Discovery Learning is one of teaching method in Curriculum 2013.

According to Schunk in Sofeny (2017) discovery learning is when a

student obtains knowledge by him/herself. Discovery Learning is a

technique where students are given a chance to observe, think, ask, and

discover the material by themselves. The role of teacher is a facilitator and

informant. This technique requires to learners to become active in doing

experiment, collecting the data, and analysing the data. These activities are

suitable to the implementation of student-centered learning that puts

teacher as just a facilitator. It means that, the learners must be able to solve

or guess the problems which are given by teacher. It can make the learning

process be more useful and effective because by giving the problem, the

teacher tries to give stimuli for the students.

Discovery occurs when an individual is involved, especially in the

use of mental processes to find some of the concepts and principles.

Discovery is done through observation, classification, measurement,

prediction, determination and inferring. The process is called cognitive

4

while the discovery process itself is the mental process of assimilating

concepts and principles in the mind (Sund in Malik, 2001: 219 in

Mendikbud, 2013). According to Murphy, Malloy, and O‟Brien (2010),

Discovery learning is a learner centred mode of teaching most widely

discussed by John Dewey and Jerome Bruner. In discovery learning

students become active participants in learning by exploring concepts and

answering their own questions through testing and experience.

The researcher hopes by applying Discovery Learning will attract

students‟ interest and stimulate them to enjoy and active in speaking

English at Junior High School. “Discovery Learning is perhaps the best-

known form inquiry based learning. It requires students to investigate a

topic, issue or problem by active means, obtain pertinent information,

interpret causes and effects where relevant, and arrive at conclusions or

solutions.”

From explanation above, the research will be conducted in SMPN

28 Kepulauan Selayar. The reasons why the researcher chooses the school

due to the method used by teachers was general and same method. General

method is such the teacher gives question-answer and gives exercises to

the students even though the material not appropriate with the method

implemented by teacher. Therefore, the researcher wants to implement

discovery learning. Because of that the research need to do for collecting

the data information and looking for The Improvement of Students’

Speaking Ability through Discovery Learning.

5

B. Problem Statement

Based on the statement above, this study limit the discussion by

stating the research question as follow “Does the use of Discovery

Learning improve the students‟ accuracy in speaking at SMPN 28

Kepulauan Selayar?

C. Objective of the Study

Based on the problem statements above, the objective of the

research is to find out whether the used of Discovery Learning improve the

students‟ accuracy in speaking at SMPN 28 Kepulauan Selayar?

D. Significant of the Study

The benefits of this study are divided into two, namely theoretical

practically

1) Theoretical

a. For knowledge developing in speaking

b. To add scientific studies in speaking

2) Practically

a. Benefits for students

The benefits for students were to improve students‟

speaking ability because this research can find out how far the

students‟ improvement in speaking by using Discovery Learning.

b. Benefits for researcher

The benefits for the researcher was the researcher get some

information related to students‟ improvement in Speaking by using

6

Discovery Learning and also adding the researcher about Speaking

by using Discovery Learning.

E. The Scope of the study

This study would restrict in the subject learnt. The research was

conducted in Eighth Grade of SMPN 28 Kepulauan Selayar and it was

restricted to find out the improvement of students‟ speaking ability by

using Discovery Learning. This study limited on the students‟ accuracy

including of pronunciation and vocabulary.

7

CHAPTER II

REVIEW OF RELATED LITERATURE

A. Previous Related Research Findings

There are some previous of related findings about this research are:

1. Mufida Irmayanti (2015) in her journal entitles The Implementation of

Discovery Learning to Teach Speaking at the First Grade Students at

SMP Institute Indonesia. She conclude that Discovery Learning was

effective due to the students become more active in oral activities and

all of activities can make the students do not feel bored.

2. Palupi Dianing (2015) in The Effect of Discovery Learning on the

Students‟ Speaking Ability of the Tenth Grade at SMKN 2 Kediri.

This study reveals that the t-test result there is significant effect to the

students‟ speaking ability after given treatments using discovery

learning.

3. Prawerti (2014) in The Effectiveness of Using Discovery Learning

Method in Teaching Writing Skill, Viewed from the Students

Creativity. She Conclude that Discovery Learning was effective.

4. Hajar Sayyidatul (2016) in The Use of Discovery Learning to Improve

the Students‟ Reading Comprehension. The total mean of post-test

was 79.09 with the presentation was 75.76%. The researcher

concludes that the strategy of discovery learning can improve the

students‟ reading comprehension.

8

5. Hasibuan Nur Oktavianti (2018) in The Effect of Applying Discovery

Learning Model on the Students‟ Speaking Achievement. She

concluded that there was significance effect of applying Discovery

Learning Model on the speaking achievement.

In order to increase speaking skill, the previous research above use

discovery as learning. The similarity between this research and

previous research finding above is the using of Discovery Learning as

method. The different between this research and previous research is

the use of Discovery Learning to improve students‟ English Speaking

performance on accuracy and fluency.

B. The Concept of Speaking

1. Definition of Speaking

Speaking is the ability to pronounce articulation of sounds or

words for expressing, stating and delivering thoughts, ideas and

feeling. Nunan (1991: 41) in Carnia (2011: 4) supported that speaking

is the same as oral interaction which are conventional ways of

presenting information, expressing our ideas and thought in our mind.

According to Fulcher (2003:23), “speaking is the verbal use of

language to communicate with others”. Speaking is one of the four

basic competences that the students should gain well. It has an

important role in communication.

Harmer (2011) defines speaking ability as the ability to speak

fluently presupposed not only knowledge of language features, but also

9

the ability to process information and language „on the spot‟. It

requires the ability to cooperate in the management of speaking turns

and non-verbal language. It happens in the real situation and has little

time for detailed planning. Therefore, the fluency is required to reach

the goal of the conversation

From the explanation above, the researcher concludes that

speaking is a process to convey and sharing ideas and feelings orally.

Speaking involved some skills such as vocabulary, pronunciation,

accuracy and fluency. Students need to master all of those elements.

Speaking, especially in a foreign language, is a very necessary activity

for all ages of learners because from this activity people can

understood what the other said who use a foreign language too.

2. The Purpose of Speaking

Tarigan (1990: 16) mentioned that speaking has three important

purposes, there were:

a. To inform

The speaker informs to the listener about everything they want or

need and also inform ideas they want to share.

b. To entertain

Through speaking, speaker can express their feelings and

listeners know how to entertain them through this mutual

communication

10

c. To persuade

Everybody uses speaking to persuade to do in certain activity.

3. Types of Speaking

Brown (2003:141) states as with all effective tests, designing

appropriate assessment tasks in speaking begins with the specification

of objective or criteria. Those objectives may be classified in term of

several types of speaking performance:

a. Imitative

At one end of a continuum of types of speaking

performance is the ability to simply parrot back (imitate) a word or

phrase or possibly a sentence. While this is purely phonetic level of

oral production, a number of prosodic, lexical and grammatical

properties of language may be conclude in the criterion

performance.

b. Intensive

A second type of speaking frequently employed in

assessment contexts is the production of short stretches of oral

language designed to demonstrate competence in a narrow band of

grammatical, phrasal, lexical of phonological relationship (such as

prosodic element-intonation, stress, rhythm, juncture). Examples of

extensive assessment tasks include directed response tasks, reading

aloud, sentence and dialogue completion limited picture-cued task

11

including simple sequences and relationship up to the simple

sentence level.

c. Responsive

Responsive assessment tasks included interaction and test

comprehension but at the somewhat limited level of very short

conversations, standard greetings and a small talk, simple request

and comments and the like.

4. Assessing Speaking

Harmer (1991-15) states that aspect of speaking can be divided as

follows:

a. Accuracy

In this case, accuracy divided into two, they are pronunciation and

vocabulary.

1) Pronunciation

According to Harmer (1991:11) states that

pronunciation is how to say a word in which made of sound,

stress, and intonation. Harmer (1991:15) also defines

pronunciation is an act or result of production the sound of

speech including articulation vowel formation, accent and

inflection. The concept of “Pronunciation” may be said to

include:

12

a) Sound

Sound is words are made up of individual sounds for

example „beat‟= /b + i : =t/. By changing one sound, we can

change the word and its meaning.

b) Stress

Broughton (1980:9) states that stress is a feature of

word not only when the words construct phonemically

minimal pair partner, but also in giving shape to a word as

spoken. Native speaker of language unconsciously know

about the stress and how it works, they know syllables or

word are stresses and they know how to use stress, to

change the meaning of phrase, sentences and question.

c) Intonation

Harmer (1991: 12) defines intonation means the

tune you use when you are speaking, the music of speech.

Intonation is clearly important item and component user of

language recognize what meaning it has and can change the

meaning of word they through using in different ways,

when we taught English language, student‟s need it use

rhythms and stress correctly if they are to be understood.

13

2) Vocabulary

According to Logman (1995:240) vocabulary are all words

someone knows, learners or user the words in particularly

language a list of word with explanation of their meaning, in a

book for learning foreign language.

3) Grammar

Maybin (2010:11) said that grammar is used two broad

sense in linguistic: first, it refers to aspect of the structure of

language (either language as a faculty or the structure of a

particular language e.g. the grammar of English). Second, it

refers to particular approach to the study of linguistic structure.

b. Fluency

Harmer in Karmila (2008) states in fluency of speaking, we

are asking the students to speak or use the language as fluently as

possible. The ways in which we respond to students when they

speak in fluency activity have a significant bearing not only how

well they perform at the time but also on how they behave in

fluency activities in future.

In this case, fluency is self-confidence. According to

Webster Dictionary, self-confidence is defined as the state of

feeling sure, when people or students are able to do things well;

self-confidence is faith in one‟s own judgment ability. Self-

14

confidence can help students to speak fluently and appropriately.

The students were not hesitated in making mistake and it was help

them to learn seriously.

5. Elements of Speaking

Harmer (2001:269) states that the ability to speak English

presupposes the elements necessary for spoken production as follows:

a. Connected speech: in connected speech sound are modified

(assimilation), omitted (elision), added (linking), or weakened

(through contractions and stress patterning). It is for this reason that

we should involve students in activities designed specifically to

improve their connected speech.

b. Expressive devices: native speakers of English change the pitch

and stress of particular parts of utterances, vary volume speed, and

show by other physical and non-verbal (paralinguistic)means how

they are feeling (especially in face-to-face interaction).

c. Lexis and grammar: spontaneous speech is marked by the use of a

number of common lexical phrases, especially in the performance

of certain language functions.

d. Negotiation language: effective speaking benefits the negotiator

language we use to seek clarification and show the structure of

what we are saying.

15

6. The functions of Speaking

The mastery of speaking skills in English is a priority for many

second and foreign language learners. Several language experts have

attempted to categorize the functions of speaking in human interaction.

According to Brown and Yule there are three functions of speaking.

“…three part version of Brown and Yule‟s framework (after Jones

1996 and Burns 1998): talks as interaction: talk as transaction: talk as

performance. Each of these speech activities is quite distinct in term of

form and function and requires different teaching approaches.

a. Talk as transaction

Speaking as interaction refers to the interaction which

serves a primarily social function. When people meet, they

exchange greetings, engage in small speaking and chit chat,

recount recent experiences because they wish to be friendly and to

establish a comfortable zone of interaction with others. The focus

is more on the speaker and how they wish to presents themselves to

each other.

b. Talk as performance

Speaking as performance refers to public speaking; it is talk

which transmits information before and audience such as public

announcements and speeches. Speaking as performance tends to be

in form of monolog rather than dialogue, often follow a

16

recognizable format and it is closer to written language than

conversational language.

C. The Concept of Discovery Learning

1. Definition of Discovery Learning

There are many definitions about discovery learning in the learning

process. Balim (2009:2) says that “discovery learning is a method that

encourages students to arrive at a conclusion based upon their own

activities and observations.” It means that discovery leaning is the one

of all the method of learning to increase the knowledge of the students.

Ilahi (2012: 29) says that

“Discovery is a learning process which emphasizes in students

mental and students intellectual in solving many problems that they face so that it will discover a concept or a generalization that can be applied in the field.”

It means that discovery learning is a method of learning. It can be

used to solve the problems when the research is conducted in the

teaching learning process.

Discovery learning is a method that encourages students to arrive

at a conclusion based upon their own activities and observations.

Inclusion of activities based on discovery learning in science teaching

in Turkey is important for meaningful and lifelong learning. The

activities in science teaching raise the curiosity of students and drive

them to inquire their priorities and perceive the natural phenomena

17

from different aspects. Such activities help to correct the conceptual

errors of students (Ali, 2009: 2-3).

From several definitions above, the writer conclude that Discovery

Learning is a kind of method where the students discover the materials

by themselves without being taught by the teacher before. Discovery

means from nothing to get something which they never know before. It

emphasizes on the students‟ full participation through observation,

classification, measurement, prediction, determination, and inferring

until they discover their own concept.

2. The Characteristics of Discovery Learning

Castronova (2002) identifies five characteristic of discovery

learning that differentiates it from traditional learning models. They

are:

a. Learning is active and students must participate in hands on and

problem-solving activities rather than knowledge transfer.

b. Discovery learning emphasizes the process instead of the end

product, thus encouraging mastery and application.

c. The lessons learned from failure within this model of instruction

encourage the student to continue to search for solutions.

d. Feedback is an essential part of the learning process and that

collaboration and discussion allows students to develop deeper

understandings.

18

e. Discovery learning satisfies natural human curiosity and promotes

individual interests.

3. The Purpose of Discovery Learning

The purposes of teaching discovery learning which has effect for

the students:

a. To develop creativity

Ilahi (2012: 48) says that “the creativity is a process which

is done in the experiences that brings the revision situation and the

development self.” It means that discovery learning gives the

positive effect for the students. The students can be creative in

learning process. They get style in their life, and build their

intellectual process.

b. To get an experience in learning directly

Ilahi (2012: 58) says that “the specimen purpose of

discovery learning is to get the experience directly in accordance

with the learning strategy which is offered.” It means that

discovery learning involves the mentality and the physic directly to

get a result from the conclusion that is discussed. Therefore, the

students get experience in the teaching learning process by using

this discovery learning method.

19

c. To develop a rational and a critical of the ability

Ilahi (2012: 61) says that “the rational and the critical

thinking is a behavior manifestation that related by problem

solving.” It means that the ability of thinking can become the first

asset in developing their logic to understand thought of the

problems.

d. To upgrade the students activity in learning process

Ilahi (2012: 63) says that “the teaching of discovery

learning is complexes to demand the activeness of thinking in fact

it is seldom to demand all of the physic activities.” It means that

discovery learning method can change the students to better in their

learning process. They also will active in the learning process.

e. To develop problem solving

Ilahi (2012: 65) says that “discovery learning is learning

problem solving.” It means that by using discovery learning

method. The students can solve their problems.

f. To get an innovation in learning process

Ilahi (2012: 43-65) says that “the learning innovation which

is purposed in this case is the strategy of a legatorial learning and

indicates democracy learning for the students‟ latitude to express

the idea which related with learning effectiveness.” It means that

by using discovery leaning the students get innovation to improve

the learning process

20

4. The Procedure of Teaching Discovery Learning

In Discovery Learning, teacher should give a change to students to

be a problem solver, mathematician, and historian. Lesson material is

not given in the beginning of teaching learning, but students must do

some activities collect information, comparing, category, analyzing,

integrating, reorganizing material as well as making conclusions.

a. Stimulation

First of all, in this stage students are hoped on thing which

makes confusing, then it does not give generalization, in order

there is desirability to investigate by themselves. Besides, teacher

can begin the activity by proposing questions, read a book, etc.

That will give direction on the starting of problem solving. The

function of this stage is to supply learning interaction condition

which can develop and help students in exploring material.

Simulation Problem Statement

Data Collection Generalization Students

Verification Data Processing

21

b. Problem Statement

After that, teacher gives a chance to students to identify as

many as possible the agendas of problem that related with the

material, then one of them is chosen and arranged in form of

hypothesis.

c. Data Collection

When the exploring is going, teacher also gives a chance to

students to collect the information as many as possible that related

to prove whether hypothesis is right or no. The function of this

stage is to answer the questions or to prove whether hypothesis is

right or no, so that students are given a change to collect many

relevant information, read literature, observe object, interview, and

do experiment.

d. Data Processing

Data processing is activity of process data and information

that has been gotten from students through interviewing, observing,

etc. then interpreted. All of the information from the result of

reading, interview, observation etc. All of them are processed,

classified, tabulated, even if it needs, calculated with particular

way as well as interpreted in believed level.

22

e. Verification

In this stage, all of students do investigate accurately to

prove whether hypothesis is right or no that is decided with

alternative discovery, direct coupled with data processing result.

Verification has purpose in order learning process would run well

and creative if teacher gave a change to students to discover a

concept, theory, rule or comprehension through the example of

their daily activity.

f. Generalization

Generalization is process of draw the conclusion that can be

common principle and valid for all events or same problems, by

attending verification result. Based on the verification result, so it

is formulated principles of generalization.

5. The Advantages and Disadvantages of Discovery Learning

Westwood (2008:30) states that discovery leaning has advantages

and disadvantages in learning:

a. Advantages of discovery learning

1) Students are actively involved in the process of learning and the

topics are usually intrinsically motivating.

2) The activities used in discovery contents are often more

meaningful than the typical classroom exercises and textbook

study.

23

3) Students acquire investigate and reflective skills that can be

generalized and applied in other context.

4) New skill and strategies are learned in context.

5) The approach builds on students‟ prior knowledge and

experience.

6) Independence in learning is encouraged.

7) It is claimed (but not proved conclusively) that students are

more likely to remember concepts and information it they

discover them on their own.

8) Group working skills are enhanced

b. Disadvantage of discovery learning

1) Discovery can be a very time-consuming method often taking

much longer for information to be acquired than would occur

with direct teaching.

2) Discovery methods often require a resource rich learning

environment.

3) Effective learning by discovery usually depends upon learners

having adequate literacy.

4) Students may learn little of value from discovery activities.

5) Young children often have difficulty forming opinions, making

predictions, or drawing conclusions form evidence.

6) The teacher is not necessarily good at creating and managing

discovery learning environments, resulting sometimes in poor

outcomes.

24

D. Conceptual Framework

Figure 2.1 Conceptual Framework

The conceptual framework showed that the researcher used pre-

experimental design especially uses One-Group of Pre-Test and Post-Test

design. First, students‟ speaking would be examined in pre-test that

consisted of six items. The Pre-test was used to know the prior knowledge

of students‟ ability in speaking. After that the researcher would give

treatment by implemented Discovery Learning. The treatment was

conducted in six meeting in which each meeting needs 120 minutes. After

conducted the treatment the researcher would assessed the students by

giving post-test that consisted of six items. The post-test aimed to find out

the value of treatment whether the result of post-test better then pre-test or

not. Hence, the study would found the difference students‟ achievement

between pre-test and post-test in increasing students‟ accuracy in speaking.

Speaking Skill

Discovery Learning

PRE-TEST

POST-TEST

Treatment

Improving the Students’ Speaking

Ability Accuracy

Vocabulary

Pronunciation

25

E. Hypothesis

1. H0 (Null Hypothesis): There was no an improving of Discovery

Learning In students‟ accuracy in speaking skill at SMPN 28

Kepulauan Selayar.

2. HI (Alternative Hypothesis): There was an improving of Discovery

Learning In students‟ accuracy in speaking skill at SMPN 28

Kepulauan Selayar.

26

CHAPTER III

RESEARCH METHOD

A. Research Design

The methoduse in this research was pre-experimental design. The

experimental research may be interpreted as a research used to look for

the effect of certain treatments against others in controlled conditions

(Sugiyono, 2015: 107). The researcher used pre-experimental design

because the researcher wants to measure students‟ progress in speaking

by using Discovery Learning. Therefore, in this study the researcher just

takes one group or class to use pretest and posttest design to know the

result of treatment.

The researcher used one-group pretest posttest design usually

involves three steps: (a) administering a pretest measuring the dependent

variable; (b) applying the experimental treatment X to the subjects; (c)

administering a posttest, again measuring the dependent variable.

Differences attributed to application of the experimental treatment are

then evaluated by comparing the pretest and posttest score.

Design of Pre-test and Post-test

Annotation

GO1 : Pre-test (Before Treatment)

X X : Treatment

XO2: Post-test (After Treatment)

O1x O2

(Sugiyono, 2015: 110-111)

27

In this study the researcher would found the improvement of the

students‟ speaking ability by using Discovery Learning. The

improvement was known after finding out the significant difference

between the students‟ achievement before teach using Discovery

Learning and after teach using Discovery Learning comparing pre-test

and post-test score.

B. Population and Sample

1. Population

The population is defined as the generalization of the consisting of

object/subject that have certain qualities and characteristics set by the

researcher to be studied and then conclude it (Sugiyono, 2015: 297).

The populations of this research were Eighth grade students of

SMPN 28 Kepulauan Selayar that consisted of 49 students.

2. Sample

Sample is a part of the population (Sugiyono, 2015: 297). For the

sample, the researcher use purposive sampling. Purposive sampling

is a technique in which the researcher determines sampling by

specifying specific characteristics that fit the purpose of the study.

The sample in this research was Class VIII.A that consisted of 20

students of SMPN 28 Kepulauan Selayar.

28

C. Research Instrument

The instrument of this research was a speaking test, a device

used by the research while collecting the data to make his work easier

and to get better result, complete and systematic in order to make the

data easy to process. In this research used speaking test and recording

as instrument.

D. Technique of Data Collection

1. Pre-test

Before giving the treatment, the researcher gave a pre-test.

It took in 30 minutes. The material test that the writer used

consisted of 10 items. The pre-test used to know the prior

knowledge of the students‟ ability in speaking through Discovery

Learning.

2. Treatment

The researcher gave treatment by using Discovery

Learning. The treatment of the research was conducted in 6

meetings in which each meeting needs 120 minutes.

3. Post-test

Post-test was carried out in the l ast meeting. The writer

employed post-test to find out the value of treatment whether the

result of post-test better then pre-test or not.

29

E. Technique of Data Analysis

The data collect from the oral test was analyzed quantitatively. The

steps were listed as follows:

1. Classifying the students‟ accuracy score.

To measure the speaking progress of students on the component

observe, the students‟ scoring result is evaluate based on the speaking

aspect below:

Accuracy

The rating score of students‟ speaking ability in term of

accuracy dealing with pronunciation and vocabulary are:

1) Pronunciation

Table 3.1 Pronunciation scoring criteria

Classification Score Criteria

Very good 5

Pronunciation is slightly influenced by the mother tongue. Few minor grammatical and lexical errors but most utterances are correct

Good

4

Pronunciation is still moderately influenced by mother tongue but not serious phonological errors. A few grammatical and lexical errors but not only one or two major causing confusion

Fair 3 Pronunciation is influenced by mother tongue but only serious phonological errors. Several grammatical and lexical errors, some of which cause confusing.

Poor 2 Pronunciation is seriously influenced by mother tongue with errors causing a breakdown in a communication. Many grammatical and lexical errors.

Very poor 1 Serious pronunciation errors as many basic grammatical and lexical errors. No evidence of having mastered nay of the language skill and areas practiced in the course.

Heaton (1988:100)

30

2) Vocabulary

Table 3.2 Vocabulary scoring criteria

Classification Score Criteria

Very good 5 They speak effectively and very good of using vocabulary.

Good 4 They speak effectively and good of using vocabulary.

Average 3 They speak sometimes hasty but fairly good of using vocabulary.

Poor 2 They speak hasty and more sentences are not appropriate using vocabulary.

Very poor 1 They speak hasty and more sentences are not appropriate using vocabulary, and little or no communication.

Heaton (1988:100).

2. Scoring the students‟ answer of pre-test and post-test

Scoring =

3. Classifying the students‟ score into five classification

Table 3.3. Category Students’ Speaking Score

Range Score Score Category

80-100 A Very Good

70-79 B Good

50-69 C Fair

40-59 D Poor

<49 E Very Poor

(Gay in Zyam 2019)

31

4. Calculation the mean of the students answere by using formula:

Where: = Mean score ∑ = The raw of all score N = The number of subjects

(Subana, et al, 2005)

5. The percentage of increasing achievement used the following

formula:

P =

Where: P= Percentage

X2= Average score of Post-test

X1= Average score of Pre-test

(Gay, 1981)

6. The significance difference between the students‟ pre-test and post-

test, the writer applied the formula as follow:

T =

Where:

T = Test of significance

D = The difference between the method pairs (X1–X2)

Md = The mean of Ds

∑

∑ ∑

N = Number of students

1

2

2

NNN

dd

Md

= The sum of the square

= The square of

(Subana, et al, 2005)

32

7. The criteria for the hypothesis testing is as follows:

Table 3.4. Hypothesis Testing

Comparison Hypothesis H0 H1

t-test < t-table Accepted Rejected t-test > t-table Rejected Accepted

(Subana, et al, 2005)

Table 3.3 meant (1) the t-test value is smaller than t-table

value, the null hypothesis is accepted, while the alternative hypothesis

is rejected, and (2) the t-test value is equal to greater than t-table

value, the null hypothesis is rejected while the alternative is accepted.

33

CHAPTER IV

FINDINGS AND DISCUSSION

In this chapter, the researcher presents findings of the researcher

and discussion. Findings consist of the ability to identify the vocabulary

and pronunciation by using Discovery Learning. The discussion of the

research covers further explanation of the findings.

A. Findings

1. Students’ Speaking Accuracy

a. Pronunciation in Pre-test

Table 4.1 Rate Percentage and Frequency in Pre-test of

Pronunciation

No Pre-test

Category Score Frequency Percentage 1 Very good 5 0 0% 2 Good 4 0 0% 3 Fair 3 5 25% 4 Poor 2 15 75% 5 Very poor 1 0 0%

Total 20 100%

The table showed that none (0%) out of 20 students had

very good or good category, 5 (25%) out of 20 students had fair

category, 15 (75%) out of 20 students had poor category, and none

of students had very poor category. It means from the pre-test most

of students less in Pronunciation due to 75% of students got poor

category.

34

b. Pronunciation in Post-test

Table 4.2 Rate Percentage and Frequency in Post-test of

Pronunciation

No Post-test

Category Score Frequency Percentage 1 Very good 5 9 45% 2 Good 4 0 0% 3 Fair 3 8 40% 4 Poor 2 3 15% 5 Very poor 1 0 0%

Total 20 100%

The table showed that 9 (45%) out of 20 students had very

good category, none out of students had good category, 8 (40%)

out of 20 students had fair category, and none of students had poor

and poor category. After the researcher implemented the Discovery

Learning in teaching speaking ability most of students‟ post-test

had improvement in vocabulary due to 15% of students got poor

category.

c. Vocabulary in Pre-test

Table 4.3 Rate Percentage and Frequency in Pre-test of

Vocabulary

No Pre-test

Category Score Frequency Percentage 1 Very good 5 0 0% 2 Good 4 0 0% 3 Fair 3 7 35% 4 Poor 2 13 65% 5 Very poor 1 0 0%

Total 20 100%

35

The table showed that none (0%) out of 20 students had

very good or good category, 7 (35%) out of 20 students had fair

category, 13 (65%) out of 20 students had poor category, and none

of students had very poor category. It means from the pre-test most

of students less in vocabulary due to 65% of students got poor

category.

d. Vocabulary in Post-test

Table 4.4 Rate Percentage and Frequency in Post-test of

Vocabulary

No Post-test

Category Score Frequency Percentag e 1 Very good 5 15 75% 2 Good 4 0 0% 3 Fair 3 5 25% 4 Poor 2 0 0% 5 Very poor 1 0 0%

Total 20 100%

The table showed that 15 (75%) out of 20 students had very

good category, none out of students had good category, 5 (25%)

out of 20 students had fair category, and none of students had poor

and poor category. After the researcher implemented the Discovery

Learning in teaching speaking ability most of students‟ post-test

had improvement in vocabulary due to 75% of students got good

category.

36

2. The Improvement of Students’ Accuracy in Speaking

The improvement of students‟ pronunciation and

vocabulary by using Discovery Learning at eighth grade student of

SMPN 28 Kepulauan Selayar could be seen on the following table:

Table 4.5 The Improvement of Students‟ Accuracy in

Speaking Ability

No Indicators Mean score Improvement

(%) Pre-test Post-test

1 Pronunciation 2.25 3.35 48.89%

2 Vocabulary 2.25 3.8 68.89%

Total 4.50 7.15 58.89%

The table showed the improvement of students‟ vocabulary

and pronunciation by using Discovery Learning. The students‟

pronunciation showed the improvement between pre-test and post-

test was 48.89%. The students‟ vocabulary showed that the

improvement was 68.89% and Total score improvement of the

students‟ accuracy in speaking ability was 58.89%.

3. Hypothesis Testing

The hypothesis was tested by using inferential analysis. In

this case, the researcher used t-test (test of significance) for

independent sample test, that was a test to know the significant

difference between the result of students‟ mean scores in pretest

and posttest the researcher used t-test analysis on the level of

37

significant (α) = 0.05 with the degree of freedom (df) = N – 1,

where N = Number of subject (20 students) then the value of t-

table was 2.093 the t-test statistical, analysis for independent

sample was applied.

The result of the data analysis t-test of the students‟

speaking ability by using Discovery Learning in table 4.6.

Table 4.6 The T-test of Students‟ Improvement

Components t-test value t-table value

Speaking 13.25 2.093

The table showed that the value of the t- test was higher

than the value of t-table. The t-test value were greater than t-table

(13.25>2.093). It indicated that there was significant difference

between the students‟ speaking in the class before and after using

Discovery Learning at the eighth grade students of SMPN 28

Kepulauan Selayar.

The hypothesis was needed to find out whether the

hypothesis was accepted or rejected. If the result of t-test was

lower than t-table‟ value, the null hypothesis (H0) would be

rejected, and if the result of t-test was higher than t-table‟ value,

the alternative hypothesis (H1) would be accepted.

The Null Hypothesis (H0) was rejected and Alternative

Hypothesis (H1) was accepted where the t-test value of speaking

ability 13.25 were higher than t-table 2.093. Therefore, there was a

38

significant difference between the result of students‟ pre-test and

post-test in speaking ability by using Discovery Learning.

B. Discussion

Based on the findings, the speaking ability of the eighth grade

students of SMP 28 Kepulauan Selayar by using Discovery Learning

significantly improved. It was proven by the students‟ speaking ability

by using Discovery Learning showed the improvement in terms of

vocabulary and pronunciation. From the improvement showed the

process in pre-test and post-test. The result of the students‟ speaking in

pretest was low, especially in pronunciation.

The researcher gave the treatment by using Discovery Learning, so

that the students could show the improvement in post-test. In pre-test,

the researcher gave Speaking Performance (monologue) about “Last

Holiday” to know their prior knowledge before using Discovery

Learning.

In pre-test, students‟ speaking ability was less. Almost of

students were very hard to pronouns the words and lack of vocabulary.

So the researcher gave the treatment by using Discovery Learning. As

the result, students become more active and good in speaking. They

would be easy to pronouns the words.

From explanation above the researcher concluded that

Discovery Learning was found to be potential to provide better in

teaching learning process, especially in teaching speaking skill. This

was proven after the researcher implemented the Discovery Learning.

39

First, Discovery Learning could increase students‟ motivation.

In the class the teacher divided students into several group. Here, the

students could discuss the material, shared their knowledge and gave

some feedback to others members‟. This could help students‟ to

understand the material well. This condition could attract students‟

motivation in learning.

Lastly, Discovery Learning could improve students‟ activity

and academically. Here the students would more active due to

Discovery Learning is a technique where students are given a chance

think, asked, and discover the material by themselves. Here, the

students identified the problem statement that given by the teacher and

collected and interpreted the data information with their groups‟

member. After that, each group presented their paper and it gives more

opportunities to student to speak up and practice their speaking ability.

All of it could improve students‟ activity and academically. It is related

with Mufida (2015) found that the use of Discovery Learning in

teaching speaking was effective due to the students become more

active in oral activities and all of activities can make the students do

not feel bored.

Discovery learning is one of teaching method in curriculum

2013. This method requires the learners to become active in doing

experiment, collecting the data, and analyzing the data. These activities

are suitable to the implementation of student-centered learning that

puts teachers just as facilitator or expositor. It means that, the learners

40

must be able to solve or guess the problems which are given by the

teacher. It can make the learning process be more useful and effective

because by giving the problem, the teacher tries to give stimuli for the

students.

After seeing the improved of the students‟speaking ability in

terms of identify the vocabulary and pronunciation by using Discovery

Learning. It was concluded that the use of Discovery Learning

improve the students‟ ability in speaking in terms to identify the

vocabulary and pronunciation. It could be showed from the students‟

speaking test in pre-test and post-test. In pre-test, most of students

were difficult to pronounced the words and lack of vocabulary. But,

the students‟speaking post-test, most of students were easily to

pronounced the words and good in speaking.

It can be concluded that using Discovery Learning should be

applying in speaking due to students more understand easily the

material that given by the teacher. And also Discovery Learning has

given positive impact for the students.

41

CHAPTER V

CONCLUSION AND SUGGESTION

A. CONCLUSION

The students‟ speaking ability by using Discovery Learning at the

eighth grade students of SMPN 28 Kepulauan Selayar significantly

improved. It was proved by the mean score before and after giving

treatment was 46 becomes 72.5 and improve 57.6% with the t-test value

orientation was greater than t-table (13.25>2.093) at the eighth grade

students of SMPN 28 Kepulauan Selayar.

B. SUGGESTION

Based on the conclusion above, the researcher presents some

suggestions as follows:

1. The teacher should implement Discovery Learning in teaching learning

activity. Because Discovery Learning is effective method and give

positive impact and the students will more understand easily the

material.

2. In this research, the researcher use Pre-experimental design to know

the students‟ improvement in speaking. For the next researcher may

use True-experimental research design to know whether or not the use

of Discovery Learning is effective in improving students‟ speaking

ability.

42

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PRE-TEST INSTRUMENT

Type of the test : Speaking Performance (Monologue)

Skill : Speaking

Instruction :

Think of what you did last holiday.

1. What experience?

2. Who were involved?

3. When did it happen?

4. Where did it took place

5. What happened? What did the people do?

6. How was it?

Tell the class about your story.

POST-TEST INSTRUMENT

Type of the test : Speaking Performance (Monologue)

Skill : Speaking

Instruction :

Think of an unforgettable moment happened in your life.

1. What experience?

2. Who were involved?

3. When did it happen?

4. Where did it took place

5. What happened? What did the people do?

6. How was it?

Tell the class about your story.

(Adopted from Ginusti: 2014)

CURRICULUM VITAE

Lasmini is a student of Muhammadiyah

University of Makassar. She was born on 21st

December 1996 Sambali, Kepulauan Selayar. She is

the second child of the marriage of Abd. Rahman

and Rosdiana. She began her study at SD Inpres

Sambali and graduated in 2008. Then, she continued

her study in SMP Babussalam and graduated in

2011. Afterwards, she continued her study in MAN Bontoharu and graduated

in 2014. During her study at university, she joined internal organization,

namely UKM Bahasa. She was a member of UKM Bahasa. At the end of the

study, she could finish her thesis under the title The Speaking Ability of the

Eighth Grade Students of SMPN 28 Kepulauan Selayar by Using Discovery

Learning.

APPENDIX I

The Students’ Pronunciation of Pre-test

No

Respondents Pronunciation

Total

Pre-test 5 4 3 2 1

1 SM 3 3 60 2 AR 3 3 60 3 MT 2 2 40 4 NI 3 3 60 5 CT 2 2 40 6 NR 2 2 40 7 DR 2 2 40 8 NS 2 2 40 9 RN 2 2 40 10 NRI 2 2 40 11 IS 2 2 40 12 SH 3 3 60 13 AW 2 2 40 14 DRS 2 2 40 15 MT 2 2 40 16 AB 2 2 40 17 MA 3 3 60 18 AS 2 2 40 19 SP 2 2 40 20 SL 2 2 40

Total ∑ =45 ∑ =1110

Mean Score (X) 2.25 55

APPENDIX II

The Students’ Pronunciation of Post-test

No

Respondents Pronunciation

Total

Post-test 5 4 3 2 1

1 SM 5 5 100 2 AR 4 4 80 3 MT 4 4 80 4 NI 4 4 80 5 CT 4 4 80 6 NR 4 4 80 7 DR 3 3 60 8 NS 4 4 80 9 RN 3 3 60 10 NRI 4 4 80 11 IS 4 4 80 12 SH 3 3 60 13 AW 3 3 60 14 DRS 3 3 60 15 MT 3 3 60 16 AB 3 3 60 17 MA 3 3 60 18 AS 2 2 40 19 SP 2 2 40 20 SL 2 2 40

Total ∑ =67 ∑ =1340

Mean Score (X) 3.35 67

APPENDIX III

The Students’ Vocabulary of Pre-test

No

Respondents Vocabulary

Total

Pre-test

5 4 3 2 1 1 SM 3 3 60 2 AR 3 3 60 3 MT 3 3 60 4 NI 3 3 60 5 CT 3 3 60 6 NR 2 2 40 7 DR 2 2 40 8 NS 2 2 40 9 RN 2 2 40 10 NRI 2 2 40 11 IS 2 2 40 12 SH 3 3 60 13 AW 2 2 40 14 DRS 2 2 40 15 MT 2 2 40 16 AB 2 2 40 17 MA 3 3 60 18 AS 2 2 40 19 SP 2 2 40 20 SL 2 2 40

Total ∑ =45 ∑ =940

Mean Score (X) 2.25 47

APPENDIX IV

The Students’ Vocabulary of Post-test

No

Respondents Vocabulary

Total

Post-test

5 4 3 2 1 1 SM 4 4 80 2 AR 5 5 100 3 MT 4 4 80 4 NI 4 4 80 5 CT 4 4 80 6 NR 4 4 80 7 DR 4 4 80 8 NS 4 4 80 9 RN 4 4 80 10 NRI 4 4 80 11 IS 4 4 80 12 SH 4 4 80 13 AW 4 4 80 14 DRS 4 4 80 15 MT 4 4 80 16 AB 3 3 60 17 MA 3 3 60 18 AS 3 3 60 19 SP 3 3 60 20 SL 3 3 60

Total ∑ =76 ∑ =1520

Mean Score (X) 3.8 76

APPENDIX V

The Students’ Row of Pre-test

No

Respondents

Pre-test Total

Pronunciation Category Vocabulary Category 1 SM 60 Fair 60 Fair 60 2 AR 60 Fair 60 Fair 60 3 MT 40 Poor 60 Fair 50 4 NI 60 Fair 60 Fair 60 5 CT 40 Poor 60 Fair 50 6 NR 40 Poor 40 Poor 40 7 DR 40 Poor 40 Poor 40 8 NS 40 Poor 40 Poor 40 9 RN 40 Poor 40 Poor 40 10 NRI 40 Poor 40 Poor 40 11 IS 40 Poor 40 Poor 40 12 SH 60 Fair 60 Fair 60 13 AW 40 Poor 40 Poor 40 14 DRS 40 Poor 40 Poor 40 15 MT 40 Poor 40 Poor 40 16 AB 40 Poor 40 Poor 40 17 MA 60 Fair 60 Fair 60 18 AS 40 Poor 40 Poor 40 19 SP 40 Poor 40 Poor 40 20 SL 40 Poor 40 Poor 40

Total ∑ =920

Mean Score (X) 46

APPENDIX VI

The Students’ Row of Post-test

No

Respondents

Post-test Total

Pronunciation Vocabulary 1 SM 100 Very Good 80 Very Good 90 2 AR 80 Very Good 100 Very Good 90 3 MT 80 Very Good 80 Very Good 80 4 NI 80 Very Good 80 Very Good 80 5 CT 80 Very Good 80 Very Good 80 6 NR 80 Very Good 80 Very Good 80 7 DR 60 Fair 80 Very Good 70 8 NS 80 Very Good 80 Very Good 80 9 RN 60 Fair 80 Very Good 70 10 NRI 80 Very Good 80 Very Good 80 11 IS 80 Very Good 80 Very Good 80 12 SH 60 Fair 80 Very Good 70 13 AW 60 Fair 80 Very Good 70 14 DRS 60 Fair 80 Very Good 70 15 MT 60 Fair 80 Very Good 70 16 AB 60 Fair 60 Fair 70 17 MA 60 Fair 60 Fair 70 18 AS 40 Poor 60 Fair 50 19 SP 40 Poor 60 Fair 50 20 SL 40 Poor 60 Fair 50

Total ∑ =1450

Mean Score (X) 72.5

APPENDIX VII

The students’ score of pre-test (X1) and post-test (X2), gain/difference between the method pairs (D) and square of the gain (D2)

No Respondents

Pre-test Post-test D(X2-X1) D2 1 SM 60 90 30 900 2 AR 60 90 30 900 3 MT 50 80 30 900 4 NI 60 80 20 400 5 CT 50 80 30 900 6 NR 40 80 40 1600 7 DR 40 70 30 900 8 NS 40 80 40 1600 9 RN 40 70 30 900 10 NRI 40 80 40 1600 11 IS 40 80 40 1600 12 SH 60 70 10 100 13 AW 40 70 30 900 14 DRS 40 70 30 900 15 MT 40 70 30 900 16 AB 40 70 30 900 17 MA 60 70 10 100 18 AS 40 50 10 100 19 SP 40 50 10 100 20 SL 40 50 10 100

Total ∑ =920 ∑ =1450 ∑ = 530 ∑ = 16300

APPENDIX VIII

Scoring Classification of the Students Pre-test and Post-test

No Respondents Scoring Classification

Pre-test Classification Post-test Classification 1 SM 60 Fair 90 Very Good 2 AR 60 Fair 90 Very Good 3 MT 50 Fair 80 Very Good 4 NI 60 Fair 80 Very Good 5 CT 50 Fair 80 Very Good 6 NR 40 Poor 80 Very Good 7 DR 40 Poor 70 Good 8 NS 40 Poor 80 Very Good 9 RN 40 Poor 70 Good

10 NRI 40 Poor 80 Very Good 11 IS 40 Poor 80 Very Good 12 SH 60 Fair 70 Good 13 AW 40 Poor 70 Good 14 DRS 40 Poor 70 Good 15 MT 40 Poor 70 Good 16 AB 40 Poor 70 Good 17 MA 60 Fair 70 Good 18 AS 40 Poor 50 Fair 19 SP 40 Poor 50 Fair 20 SL 40 Poor 50 Fair

APPENDIX IX

Mean score of the pre-test and post-test and gain (D)

a. The students’ mean score of pre-test and post-test.

Pre-test Post-test

1 2

= 920 = 1450 20 20

= 46 (Poor) = 72.5 (Good)

b. The students’ mean score of gain (D)

Md = Ʃd N

Md = 530 20

Md = 26.5

APPENDIX X

The percentages of the students’ ability in speaking

P = X2-X1 x 100% X1

P = 72.5- 46 x 100% 46

P = 26.5 x 100% 46

P = 57.6%

APPENDIX XI

Test of significance

T =

1

2

2

NNN

dd

Md

T =

1202020

53016300

26.52

T =

192020

28090016300

5.26

T =

380

1404516300

5.26

T =

380

2255

5.26

T = 26.5 2

T = 13.25

APPENDIX XII

Table distribution of t-value

Degree of freedom (df) = N – 1=20 – 1= 19, T- table= 2.09302

Pr 0.25 0.10 0.05 0.025 0.01 0.005 0.001

Df 0.50 0.20 0.10 0.050 0.02 0.010 0.002

1 1.00000

3.07768 6.31375 12.70620

31.82052 63.65674 318.30884 2 0.8165

0 1.88562 2.91999 4.30265 6.96456 9.92484 22.327

12 3 0.76489

1.63774 2.35336 3.18245 4.54070 5.84091 10.21453 4 0.7407

0 1.53321 2.13185 2.77645 3.74695 4.60409 7.1731

8 5 0.72669

1.47588 2.01505 2.57058 3.36493 4.03214 5.89343 6 0.7175

6 1.43976 1.94318 2.44691 3.14267 3.70743 5.2076

3 7 0.71114

1.41492 1.89458 2.36462 2.99795 3.49948 4.78529 8 0.7063

9 1.39682 1.85955 2.30600 2.89646 3.35539 4.5007

9 9 0.70272

1.38303 1.83311 2.26216 2.82144 3.24984 4.29681 10 0.6998

1 1.37218 1.81246 2.22814 2.76377 3.16927 4.1437

0 11 0.69745

1.36343 1.79588 2.20099 2.71808 3.10581 4.02470 12 0.6954

8 1.35622 1.78229 2.17881 2.68100 3.05454 3.9296

3 13 0.69383

1.35017 1.77093 2.16037 2.65031 3.01228 3.85198 14 0.6924

2 1.34503 1.76131 2.14479 2.62449 2.97684 3.7873

9 15 0.69120

1.34061 1.75305 2.13145 2.60248 2.94671 3.73283 16 0.6901

3 1.33676 1.74588 2.11991 2.58349 2.92078 3.6861

5 17 0.68920

1.33338 1.73961 2.10982 2.56693 2.89823 3.64577 18 0.6883

6 1.33039 1.73406 2.10092 2.55238 2.87844 3.6104

8 19 0.68762

1.32773 1.72913 2.09302 2.53948 2.86093 3.57940 20 0.6869

5 1.32534 1.72472 2.08596 2.52798 2.84534 3.5518

1 21 0.68635

1.32319 1.72074 2.07961 2.51765 2.83136 3.52715 22 0.6858

1 1.32124 1.71714 2.07387 2.50832 2.81876 3.5049

9 23 0.68531

1.31946 1.71387 2.06866 2.49987 2.80734 3.48496 24 0.6848

5 1.31784 1.71088 2.06390 2.49216 2.79694 3.4667

8 25 0.68443

1.31635 1.70814 2.05954 2.48511 2.78744 3.45019 26 0.6840

4 1.31497 1.70562 2.05553 2.47863 2.77871 3.4350

0 27 0.68368

1.31370 1.70329 2.05183 2.47266 2.77068 3.42103 28 0.6833

5 1.31253 1.70113 2.04841 2.46714 2.76326 3.4081

6 29 0.68304

1.31143 1.69913 2.04523 2.46202 2.75639 3.39624 30 0.6827

6 1.31042 1.69726 2.04227 2.45726 2.75000 3.3851

8 31 0.68249

1.30946 1.69552 2.03951 2.45282 2.74404 3.37490 32 0.6822

3 1.30857 1.69389 2.03693 2.44868 2.73848 3.3653

1 33 0.68200

1.30774 1.69236 2.03452 2.44479 2.73328 3.35634 34 0.6817

7 1.30695 1.69092 2.03224 2.44115 2.72839 3.3479

3 35 0.68156

1.30621 1.68957 2.03011 2.43772 2.72381 3.34005 36 0.6813

7 1.30551 1.68830 2.02809 2.43449 2.71948 3.3326

2 37 0.68118

1.30485 1.68709 2.02619 2.43145 2.71541 3.32563 38 0.6810

0 1.30423 1.68595 2.02439 2.42857 2.71156 3.3190

3 39 0.68083

1.30364 1.68488 2.02269 2.42584 2.70791 3.31279 40 0.6806

7 1.30308 1.68385 2.02108 2.42326 2.70446 3.3068

8

PRE-TEST

1. Respondent 1 (SM)

Assalamualaikum wr.wb. Let me introduce myself my full name is

Sumliati. My short name is Sumli. I, i from Sambali. Saya akan membacakan

text berikut. “PICK UP MY BROTHER”

Theres days ago I was in the bus station to pick up my brother up his

up arvial from Makassar. Therv, I was so bus with my phone all time. I was

waiting my sister while sitting in waiting room. Then, I bought soft drenk

because the witer, was letel bait home. Not long after that, I saw my brother

out of the bus, then I run to hain and we were about to go.

2. Respondent 2 (AR)

Let me introduce myself my my name is Amelia Rhamadan my nick

name is Amel. I am from Sambali. Baiklah saya akan membacakan hasil teks

pengelaman saya. “WENT TO THE LAKE FOR FISHING”

Last week, I went to the lake for fishing I woke up earlier in the

morning and prepared everything. Not long after that my friends came and

you, eh… and we went to the lake we have des decided before start fishing. I

directly searched the best spot to spot to get a giant fish, finally I found the

spot. I threw my hook as far as I cloth I cloth then I waited I am then I waited

for the fish eating my bait. It had been 15 minutes and finally and finally saw

the sign that there was a fish eating my bait. I was to to so excite.

3. Respondent 3 (MT)

Let me introduce myself my name is Mita. I am from Bonea. baiklah

saya akan membacakan peng pengalaman saya pada pagi hari ini tentang

“SUMMER HOLIDAY’’

Is usual my last summer holidays started in the end of May. My

present and I went to the setsid. We got there by car. We had a good time

reading books, magazines, and listening to music. Played volleyball in the

bach and bath end together.

My mum my mum lied in the sun. She is she is fot of i it. My father of

joined is when when played with a ball in the sea. It was fantastic. And dre

and dream of going thi again. Ass alamualaikum wr. Wb.

4. Respondent 4 (NI)

Assalamualaikum wr.wb. saya akan membacakan pengalaman saya

“Today to the zoo”

One day I wint to Gembira like zoo white my friends, after bike thik

thank, why entered the zi. We visited the tiger, lions and bears shit in cages.

We saw sum hippie and also a ray. The tiger was strong and handsome.

……………………………………………… for all us. Assalamualaikum

wr.wb.

5. Respondent 5 (CT)

Let me introduce myself my name is Citra I from Sambali. “going

camping”

Last weekend my friends and I win to camping. We read to camping

grand after we walked for about one and height and I hal hor from then the

parking lot. We built the camp next to small rip. It was getting darker and

colder. So, we built a fire camp.

6. Respondent 6 (NR)

Assalamualaikum wr.wb. Let me introduce myself nat Nadia

Ramadhani. My nick name Nadia. I am from Sambali “My grandfather

hometown”

Two week ago, I land my family were where in my grandfather home

home tain. It it is or annual agenda. I I get very every holiday. Onfortunat

unfotunatle, it was rainy season there. It rain almost every day there. We had

no enough time to visit some som touris places there be because of ti rain. We

that we that we days decided to make an inter iter interesting activity indoor

to spend the hol holiday together.

7. Respondent 7 (DR)

Assalamualaikum wr.wb. Let me introduce myself my name is Darni.

My nick name is Darni. I from Sambali. “situation in the market”

Last week, I went to I traditional market to buy some daily needs as

usual. I go there alone and bring i shopping list. After arriving at the market I

start started searching the things I need I needed one by one. While I was

bargaining the price of some fruits, I saw I say i crowad condition where

there was a thief beaten by a lot pup pep le deh.. it was so terrible.

8. Respondent 8 (NS)

Assalamualaikum wr.wb. My name is Niswa. I from iam from Sambali

saya akan membacakan pengalaman saya. “My worst holiday”

Last semester break was my worst holiday I have ever pissed. It was

two weeks long and and I just stayed i at home. I just did long the same

activities routinily, overy and overy again. I wake up and had a breakfast in

the morning. In the afternoon In had gunch and ten took a nap on the on the

couch eh hehehe. The evening, i dined and we chat nite favorite tv shows.

9. Respondent 9 (RN)

Assalamualaikum wr.wb. My name is Renaldin. Saya akan

membackan pengalaman saya.

On Therday after idul fitri preassely at 8 in that morning with family

and I took up vocation to Lea-lea beach. I prepared food and drinks for us to

enjoy there whily family preap prepare an vehicle we will use after everything

was ready we immediately let for Lea-lea beach. Turaing the trip Is was very

impre impressed withs is natural beautf bea beaty arriving at he beat we we

immediately looked for a shady place.

10. Respondent 10 (NRI)

Assalamualaikum wr.wb. Name is Nur Ita. I am from Bonea.

During me let holiday I and my family war on vis me uncle’s house.

Is ate the food and the mount Merapi. Every day we woke up early in the

morning. We had breakfast in the garden and we want the tourism park

Palawangan Turgo. I wis very quit because there were not so many people.

11. Respondent 11 (IS)

Assalamualaikum wr.wb. My name is Indri Safitri. I am from Bonea.

“My holiday in Lea-lea brech”

Last holiday, I went to Lea-lea beach in Sambali. I went to tell with

my family. We left for the beach at 08-00 a.m. from my grandparents’ home

in Sambali. We went to there by cer. We arrived in the beach at 9.00 a.m. and

in Lea-lea beach I swam with my brothers. After swimming we played sand

together, I really enjoyed in the beach. After having fun for about five hours,

finally we returned home.

12. Respondent 12 (SH)

Assalamualaikum wr.wb. My name is Suhartina. I am from Limbo.

” My my holiday in Makassar”

Last holiday, I went to Makassar with my priet fitri we spet out

holiday there. We to Makassar by bus. They bus hel schedule from Selayar

wat was eh seven 7. a.m. and arriv arrived in Makassar at 5 five 5 in the frit

day we wet to mall. In the next day we what to Pantai losari beach. We too

picture. After that I went to Makassar bus tha station Eeeiii because we hato

gom home my to selayar. Salamualaikum wr.wb.

13. Respondent 13 (AW)

Assalamualaikum wr.wb. My name is Arni Widya. I am from Bonea

ehmm.

Met I met eh imet to my last holiday with my friend. We tay yet theres

day in mine. Theres there…………., ring during he day wel walked it hair

mourtain and so a beautiful riverb and mouders. After they we wont to they

restourn. We hand spighetti I am each each lemon, we had good tim, the

weather was beautiful. We relax relaxed ver will. Assalamualaikum wr.wb.

14. Respondent 14 (DRS)

Assalamualaikum wr.wb. My name is Desy. I am forst Limbo. “My

but day on Sunday”

………. yesterday. First my ours late because my alarms clock didn’t

……………….. my hand when I was making breakfast. After breakfast I got

dresses so quickly thai I forgot to wears soon. Nees ar out of er of the house

tri to get that 9.70 bus but of choose I missed it. I hope I never hug i day I

stay on had yesterday.

15. Respondent 15 (MT)

Assalamualaikum wr.wb. Holiday in Kereta beach.

Let Last me let summer. New feryou holiday on Liang Kereta beach.

That this is ofther beautiful beach in Selayar. It took us one hours to take get

there we there by motorcycle. Finally Liang Kereta beach was in front of us

we arrange our bags and after that we quickly swam in the bine sea.

16. Respondent 16 (AB)

Assalamualaikum wr.wb. “Vocation at home”

Last semester break I did to got anhere at home and doing me

activities akscius hihi akscius excet go to school. At home I help me mother

cook cokes for the ten year. When I help mom, I take too long to or to or an

cakes so the cake burnMe .

17. Respondent 17 (MA)

Assalamualaikum wr.wb. Saya akan membacakan pengal pengalaman

saya.

This holiday is very mem memorban for me. Was inviting by father.

Vocation grandmothers house in a village in Bonerate. Actually If not visit

grandmother village in a long time. After traveling tens of kilometers, we pin

arriver it at grandmother house. The following days is passed with fun join ti

play with friend in the village it turns out they are very friendly and sociable.

18. Respondent 18 (AS)

Assalamualaikum wr.wb. “Spend holiday at home”

During teh holiday my family and pet my cousin named Tika to or

home. Stato does te talked lot on hand banc. …….. had lunch. After luch fer

of us worked to identify famil members from some old photos.

19. Respondent 19 (SP)

Assalamualaikum wr.wb. Name is Supriadi. “Mi unfull holiday at

home”

The last hool break was quite bat for me. Could go anhere because

was sick and needed to take rest for a few days, those days were awful. Just

spend the days by just laying on my bad. Because it was so dizzy when hand

tried to wall.

20. Respondent 20 (SL)

Assalamualaikum wr.wb. My name is Saliwa. From in Bonerate.

Last holiday, in want to to too the mean too mountain in Bonerate. I

have i I have nefore…………............slow slowly and enjoyed the moment.

After that we ………..top of of the mean too. We waited the sunrise while

cooking some food and drinking cof caf cof to get warmed.

POST TEST

1. Respondent 1 (SM)

Assalamualaikum Wr.Wb. Let me introduce myself my name is

Sumliati. My nick name is Sumli. Hi guys. Let me tell you about my

experience. “PICK UP MY BROTHER”

Three days ago I was in the bus station to pick up my brother up his

arrival from Makassar. There, I was so busy with my phone all time. I was

waiting my sister while sitting in waiting room. Then, I bought soft drink

because the weather, weather was little bit hot. Not long after that, I saw my

brother out of the bus, then I run to him and we were about to go.

Suddenly I remembered that, I forgot to take my phone. We went to

back to the waiting room to take my phone after that we decided to go home

directly, directly. Thank you so may. Wa alaikumsalam Wr.Wb.

2. Respondent 2 (AR)

Assalamualaikum Wr.Wb. Let me introduce myself my name is

Amelia Rhamadan. My nick name is Amel. Hi guys. Let me tell you about my

experience. “WENT TO THE LAKE FOR FISHING”

Last week, I went to the lake for fishing. I woke up earlier in the

morning and prepared everything. Not long after that, my friends came and

we went to the lake we have decided before start fishing. I directly searched

the best spot to get a giant fish, finally I found the spot. I threw my hook as far

as I could then I waited for the fish eating my bait. It had been 15 minutes and

finally saw the sign that there was a fish eating my bait. I was so excite.

I got so many fish that day even though I was so tired. I think I will

visit the spot again in the next holiday. Thank you so much. Waalaikumsalam.

3. Respondent 3 (MT)

Let me introduce myself my name is Mita. My nick name is Mita. I I

am from Bonea. Hi guys. Let me tell you about my experence. “SUMMER

HOLIDAY”

As usual my last summer holidays started at the end of May. My

parents and I went to the setsid. We got there by car. We had a good time

reading books, magazines, and listening to music. We played volleyball in the

bach and bathed together.

My mum lied in the sand. She is she is fot of i it. My father of jenet is

us when played with a ball in the sea. It was fantastic. In dream of going there

again. Thank you so much. Assalamualaikum Wr.Wb.

4. Respondent 4 (NI)

Assalamualaikum Wr.Wb. Let me introduce myself my name is Nur

Ilma. My nick name is Ilma. Hi guys. Let me tell you about my experience.

”HOLIDAY TO THE ZOO”

One day I went to Gembira Loka zoo with my friends, after bought the

tickets, we entered the zoo. We visited the tiger, lions and bears shut in cages.

We saw some hippie and also a rhino. The tiger was strong and handsome.

We passed many happy hours in the zoo. It was pleasing experience for all us.

Thank you so much. Wassalamualaikum Wr.Wb.

5. Respondent 5 (CT)

Assalamualaikum Wr.Wb. Let me introduce myself my name is Citra.

My nick name is Citra. Hi guys. Let me tell you about my experience.

“GOING CAMPING”

Last weekend my friend and I went to camping. We reached the

camping ground after walked for about one a half hour from the parking lot.

We built the camp next to Small River. It was getting darker and colder. So,

we built a fire camp.

At night we held a fire camp night, we sang, dance, read poetry,

played magic trick and even some of us performed a standing comedy. On

Monday we packed our bags and got ready to go home. Assalamualaikum

Wr.Wb.

6. Respondent 6 (NR)

Assalamualaikum Wr.Wb. Let me introduce myself my name is Nadia

Ramadhani. My nick name is Nadia. Hi guys. Let me tell you about my ee

My experience. “MY GRANDFATHER HOMETOWN”

Two week ago, I and my family were in my grandfather hometown. It

was our annual agenda every holiday. Unfortunately, unfortunately it was

rainy season there. It rainy almost every day there. We had no enough time to

visit some tourism places there because of the rainy. We decided to make an

interesting activity indoor to spend they holiday together.

They activity we chose that day was making funny videos directed by

me. By doing this, we could kill our bordom of staying at home. Thank you so

much. Wassalamualaikum Wr.Wb.

7. Respondent 7 (DR)

Assalamualaikum Wr.Wb. Let me introduce myself my name is Darni.

My nick name is Darni. Hi guys. Let me tell you about my experi.

“SITUATION IN CHI MARKET”

Last week, I go to a traditional market to buy some day neens as usual.

I goi go there alone and bring i shopping list. After arriving at the market I

started searching chite one by one. While eee while eee I while I was

bargaining the price of some fruits, I saw a crowded condition where there

was a thief beaten beaten by a lot people it was so cerib cerible.

A few minutes later, police came and calmen down cis situation. It

was a scaring moment my experich last week and and I hoped that it will

never happen eng again hehe…….Assalamualaikum Wr.Wb.

8. Respondent 8 (NS)

Assalamualaikum Wr.Wb. Let me introduce myself my name is

Niswa. My nick name my nick name is Niswa. Hi guys. Let me tell you about

my experience. “MY WORST HOLIDAY”

Last semester break was my worst holiday I have every passed. It was

two weeks long and I just stayed at home. I just did long the same activity

routinely, over and over again. I woke up and and I woke up had a breakfast

in the morning. In the afternoon I had lunch and then took a nap on the on the

couch. In The evening, I jen and watched my favorite TV shows.

There was nothing special on my daily activities during the last

holiday. So, I was sure that it was the worst holiday I have ever had.

Wassalamualaikum Wr.Wb.

9. Respondent 9 (RD)

Assalamualaikum Wr.Wb. Let let me introduce me self me name ih

my name is Renaldin. My ne my nick name name is Aldi. Hi guys. Let me tell

huuu you about me my experience.

On Thurday after idul fitri precisel at in the morning me family and

took a vocation to Lea-lea bear ehehe beach. Prepared food and drinks for us

to enjoy there while me family prepare an vehic vecile can well we wile use

after evering ready we immediate medial medialch left for Lea-lea beach.

During the trip was very imp impressed with is natural bea beaty aaa arriving

at he beach we imm mediatly looked for a shand place.

After getting us suitable place my cousin and I immediately rus had

beach we immediately …….. enjoying the wa wawes that approached our

after bodies after everyones one was trified lying to ge home. Salamualaikum

Wr.Wb.

10. Respondent 10 (NRI)

Assalamualaikum Wr.Wb. Let me introduce my helf my name is Nur

IIta. My nick name is Ita. Hi guys. Let me till you about about you my trien.

“VISITED ME UCLE HOUSE”

My last holiday I and my family were on visit my uncle’s house. The

house is at the food and the the mount Merapi. Ever every every day woke

woke early in the morning. We had break breakfast in the gar gar gardan and

we want to the tourism park Palau palawangan Turgo. It was very quit

because there we were so many people.

One of the days we hand lunch at uncles house we eee huuu ate local

foot like gudek. Iii hehe nice and enjoyed that moment. Salamualaikum

Wr.Wb.

11. Respondent 11 (IS)

Assalamualaikum Wr.Wb. Let me introduce myself my name is Indri

Safitri. My nick name my nick name is Safitri. Hi guys. Let me tell you about

me experience. “MY MY HOLIDAY IN LEA-LEA BEACH”

Last holiday, I went to Lea-lea beach in Sambali. I wint to there with

my family. We left for the beach at 08-00 from my grandparents’ home in

Sambali. We went to there by car. We arrived in the beach at 9.00 a.m. in Lea-

lea beach I swam with my brothers. After swimming we played sand together

I really enjoyed in the beach. After having fun for about five hours, finall we

returned home. Thank you so much Assalamualaikum Wr.Wb.

12. Respondent 12 (SH)

Assalamualaikum Wr.Wb. mmm les eee let me interdo introdum my selp my

name is Suhartina. Hi guys. “MY HOLIDAY IN MAKASSAR”

Last holiday, I went to Makassar with my frit’ fitri was wes pet our

holiday there. We wen went to Makassar by bus. The bus schedule from

Selayar was at and I am arrived in Makassar. In the first day we went we went

to mall, in the next day we went to Pantai Losari beach we took pict pictures.

After that I went to Makassar bus tion bus station because we have to go

home to Selayar. salamualaikum Wr.Wb.

13. Respondent 13 (AW)

Assalamualaikum Wr.Wb. Let me introduce myself my name is Arni.

My nick name is Widya. Ehemm. Hi guys. Let me you you about my prin.

“GOING CAMPING”

I went to my village last holiday with my friends. Was to tayed there

days in my house. There nice and cozy, during the day we walked in the

mountain and so beautiful arriver and nea dows. After that we went went to

the restaurant. We hand spiget and ice lemon, we had good time, the weather

was beautiful. We lex very well. Ehemmm. Thank you so much guys.

Assalamualaikum Wr.Wb.

14. Respondent 14 (DRS)

Assalamualaikum Wr.Wb. Let me introduce my name is Desi. Hi

guys. “MY BAD DAY IN SUNDAY”

I had a ter terrible day yesterday. First I woke up on hour late because

my alar clock didn’t hurry that I burned my hand when I was making

breakfast. After breakfast I got dresses so quickly that I forgot to swear socks.

Nees iran out of the house trying to get the 10 9.30 bus of course I missed it. I

hope I never have a day the one I had yesterday. Wassalamualaikum Wr.Wb.

15. Respondent 15 (MT)

Assalamualaikum Wr.Wb. Let me introduce myself my name is

Mitrawan. My nick name is Mitra. Hi guys. Let me tell you about my

experience. “HOLIDAY LIANG KERETA BEACH”

Let summer. Me fer and I spend our holiday on Liang Kereta backs. It

is one of they that beautiful back in Selayar. Took took us one house hours to

take to take get I get there. With when to get to muto whiit when in plime

Liang Kereta beach betch. What impor in utleast foriget or get after we we

kists the blue sent sent iii sentin wheter wedvence.

Then I e got and beat and cat and wother stell vloger wether and soon

bact and teeth and sclore it die. Le tle where sell die good bat sclore and bler

riday toot steet after got holiday.

16. Respondent 16 (AB)

Assalamualaikum Wr.Wb. Let me introduce myself my name is Ardin

B. My nick name is Ardi. Hi guys. Let me let me tell you about my experien.

“SCALL VOCATION AT HOME THERE MOTHER”

Lest semester breng I didn’ go anywhere I am jest at home and doing

me activities as usual excipt to go to school. At home I helf i help my mother

cook cakes for the new new year. When I help mom mum, I take too long to

order cak so cake so cake cake bros. My my mother scold my and my and told

me to repeat bakeng wrong r scratch.

Day after day did not feel lonely at home because of me cheerful

cousin. Even though I I only at home helping my prend, I I don’t feel for

because of me cousin that my my vocation. Salamualaikum Wr.Wb.

17. Respondent 17 (MA)

Assalamualaikum Wr.Wb. Let me let me introduce me self my name is

Marsuki. My nim my nick Marsuki. Hi guys. Let me tell you about to me

experience. “VACTION TO GRANDMATS”

This holiday is very memor blei form. I was inviting be fother.

Vocation grandmothers house in a village in Bonerate. Actually I have not

visited grandmother village in a long time. After traveling tens of kilometers,

we finall arrived at grandmother house. The following days I passed with fun

join to play with friend in the village it turns out they are very friendly and a

bidi sociable.

I have been hang out with them for long time in full week I was at

grandmothers house on vocation. Ver place experience. If there is change for a

school vocation next time, I ask that to go back to vocation grandmother’s

house. Assalamualaikum Wr.Wb.

18. Respondent 18 (AS)

Assalamualaikum Wr.Wb. Let let me in introduce myself Asri. My

name is Asri. Hi guys.

Du the he holiday my cousin named tika to or home. Stato days we

talked a lot fail ball the loch. After lunch ver several worket to nac identify

family members from some old photos. On the next day, we were swimming

at the pool. We took a lot of photos fantastic. We didn’t have an prom it was

fun to spent holiday at home.

19. Respondent 19 (SP)

Assalamualaikum Wr.Wb. Let me introduce me self me name is

Supriadi. Me nick name is Supriadi. Hi guys. Let me tell you about me

exprince. “THE AWWFULL HOLODAY AT HOME”

he lach hool break was quite bat for me. I could go anywhere because

I was sick and needed take arest for a fow days, those days were awful. I just

spend tho days by just laying on me bad. Because it was so dizzy when I tried

to walk.

I din enjoy my holiday at all because I could go for a vocation with me

friend to the because nearbe. But I felt better when my friends come to see me

condition. They also hoped me to get well soon.

20. Respondent 20 (SL)

Assalamualaikum Wr.Wb. Let me let me name is Saliwa. My so my

name is Saliwa.

Last holiday, in went to the mountain in Bonerate. I have claimed it

before I went there some of me. We claimed slowly and enjoyed the moment.

After that we covid reach the top of the mo mountain. We waited the sunrise

while cooking some food and drink coffee to get warm.

We really enjoyed the moment and did so me so many interesting

activity activities ther there. After all that was my greatest my experiences I

have ever had in my life. I was really tiring but I was very happy.

Salamualaikum Wr.Wb.

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Sekolah : SMPN 28 Kepulauan Selayar

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : VII. A/Ganjil

Materi : Recount Text

Skill : Speaking

Tahun Pelajaran : 2018/2019

Alokasi Waktu : 4 x 40 Menit (2 Pertemuan)

A. Kompetensi Inti

KI 1 : Menghargai dan menghayati ajaran agama yang dianutnya.

KI 2 : Menunjukkan perilaku jujur, disiplin, tanggung jawab, peduli

(toleransi, gotong royong), santun, percaya diri dalam berinteraksi secara

efektif dengan lingkungan social dan alam dalam jangkauan pergaulan dan

keberadaannya.

KI 3 : Memahami pengetahuan (faktual, konseptual, dan prosedural)

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

budaya terkait fenomena dan kejadian tampak mata.

KI 4 : Mencoba, mengolah, dan menyaji dalam ranah konkret

(menggunakan, mengurai, merangkai, memodifikasi, dan membuat) dan

ranah abstrak (menulis, membaca, menghitung, menggambar, dan

mengarang) sesuai dengan yang dipelajari di sekolah dan sumber lain yang

sama dalam sudut pandang/teori.

B. Kompetensi Dasar

4. Mengungkapkan makna dalam teks lisan fungsional dan monolog

pendek sederhana yang berbentuk descriptive dan recount untuk

berinteraksi dengan lingkungan sekitar.

4.2 Mengungkapkan makna dalam monolog pendek sederhana dengan

menggunakan ragam bahasa nista secara akurat, lancar, dan berterima

untuk berinteraksi dengan lingkungan sekitar dalam teks berbentuk

descriptive dan recount.

C. Indikator

Students are able to

1. Identify the information in the given monologue.

2. Mention the function of recount text.

3. Mention the generic structure of recount text.

4. Mention the language features of the text.

5. Pronounce the words correctly.

6. Identify some strategic devices.

7. Perform a simple monologue of recount text.

D. Tujuan Pembelajaran

In the end of the lesson, students are able to express meaning of

very simple monologue through spoken language in the form of recount

text accurately, fluently, and appropriately to interact with others.

E. Materi Pembelajaran

Hi, guys! Do you like going to the beach? Do you ever go to the beach? Last weekend my friend and I were very bored after one week of holiday. So we rode our bicycles to the beach. It’s only five kilometers from my house. First, we looked for sea shells. Then we run into the water and tried to catch some fish. After that we sat down for a rest. Before we went home we bought some fish from the fishermen. We were very tired but we felt happy. It was a wonderful experience.

Personal Recount

Social Function

A recount text is a text that telling the reader about one story, action or

activity. Its goal is to entertaining or informing the reader.

Text Organization

Recount text has structures as below:

Language Features:

- A personal recount uses past tenses.

- A personal recount uses connectors to put an event in order.

- A personal recount uses action verbs.

Grammar

Adverbial of time: Last weekend, last Sunday, yesterday,two weeks ago,

Conjunctions: First, then, after that, finally, . . . .

Gambits in Spoken Recount Text:

- Hi, guys! . . . .

- Let me tell you about my experience . . . .

- I would like to tell you about my experience . . . .

Parts of Personal Recount

Orientation

It provide the background information. It answer the questions Who? When? Where? Why? What experience? It tells the event chronologically. It uses conjunctions or connectives like first, next, then, finally and so on. They show the sequence of events.

List of events

Reorientation

It tells the event chronologically. It uses conjunctions or connectives like first, next, then, finally and so on. They show the sequence of events.

Very bored

our bicycles to the beach

Vocabulary

F. Metode Pembelajaran

1. Pendekatan : Scientific

2. Teknik : Discovery-Discussion

G. Media, Alat, dan Sumber Pembelajaran

1. Media : Gambar, Worksheet atau lembarkerja (siswa), dan Lembar

penilaian.

2. Alat : Spidol, papan tulis dan LKS

3. Sumber Pembelajaran:

Buku paket Bahasa Inggris kelas VIII “When English Rings the

Bell”.

H. Langkah-langkah Kegiatan Pembelajaran

Kegiatan Deskripsi kegiatam Waktu

Pendahuluan

1. Datang dengan senyum dan wajah penuh semangat

2. Menyapa dengan salam & Greeting 3. Memperhatikan kenyamanan dan kebersihan

kelas 4. Mengajukan pertanyaan-pertanyaan yang terkait

dengan materi yang akan dipelajari dengan memperlihatkan beberapa gambar

5. Guru menyampaikan kompetensi dasar (KD) yang akan diajarkan

6. Guru menyampaikan tujuan pembelajaran

10 Menit

Kegiatan inti

Pertemuan Pertama

Stimulasi(observing)

1. Peserta didik memperhatikan gambar terkait recount text.

2. Peserta didik membaca beberapa recount text. 3. Peserta didik mencermati penjelasan tentang

recount text di buku. 4. Peserta didik menyimak penjelasan pendidik

tentang tugas yang harus dikerjakan.

Pernyataan/Identifikasi masalah (questioning)

Peserta didik didorong untuk bertanya jawab tentang linguistic features dari teks recount.

Secara berkelompok peserta didik mendiskusikan struktur teks recount dalam beberapa bacaan yang diamatinya.

Secara berkelompok peserta didik mendidkusikan perbedaan dan persamaan struktur teks recount beserta tujuannya.

Secara berkelompok peserta didik mengerjakan

65 Menit

Kegiatan inti

tugas dalam lembar kerja peserta didik yang telah disediakan oleh pendidik.

Secara berkelompok, peserta didik menyusun laporan hasil kerja kelompoknya.

Secara acak, pendidik menunjuk satu kelompok untuk mempresentasikan hasil diskusinya, kelompok lain menanggapinya.

Pertemuan Kedua

Pengumpulan data

Secara berkelompok, peserta didik mencari informasi tambahan (teori) tentang struktur teks recount.

Secara berkelompok, peserta didik menganalisa teks recount yang diberikan oleh Guru.

Secara berkelompok, peserta didik mendiskusikan persamaan dan perbedaan struktur teks dan unsur kebahasaan teks recount yang ditemukannya.

Data Processing

Secara berkelompok, peserta didik mendiskusikan hal-hal apa yang diuraikan pada setiap struktur teks dan unsur kebahasaan teks recount.

Secara berkelompok peserta didik mendiskusikan penggunaan teks recount.

Secara berkelompok peserta didik menyusun laporan hasil kerja.

Pembuktian Peserta didik mempresentasikan hasil kerja

kelompok di depan kelas dan peserta didik dari kelompok lain memberi tanggapan.

Pendidik memberi penegasan terhadap hasil pemebelajaran peserta didik.

65 Menit

Kegiatan penutup

Penarikan kesimpulan terhadap semua jawaban siswa

Memberikan umpan balik terhadap proses pembelajaran: Well, class, you have done a very good job today. Most of you are active. I hope next time, all of you involve in the interaction. How do you feel during the lesson? Is there anyone want to say something?

Peserta didik di bawah bimbingan pendidik membuat rangkuman tentang pengertian, struktur dan kaidah teks narrative

Pendidik memberi tugas individu untuk mencari 3 contoh teks recount

Pendidik menyampaikan rencana materi pembelajaran pada pertemuan selanjutnya

5 Menit

I. Penilaian Hasil Pembelajaran

1. Teknik Penilaian Sikap

2. Pengetahuan

3. Keterampilan

Penilaian Sikap

No. Aspek yang Dinilai Kriteria Score

1 Santun

Sangat sering menunjukan sikap santun 5

Sering menunjukan sikap santun 4

Beberapa kali menunjukan sikap santun 3

Pernah menunjukan sikap santun 2

Tidak pernah menunjukan sikap santun 1

2 Peduli

Sangat sering menunjukan sikap peduli 5

Sering menunjukan sikap peduli 4

Beberapa kali menunjukan sikap peduli 3

Pernah menunjukan sikap peduli 2

Tidak pernah menunjukan sikap peduli

1

3 Jujur

Sangat sering menunjukan sikap jujur 5

Sering menunjukan sikap jujur 4

Beberapa kali menunjukan sikap jujur 3

Pernah menunjukan sikap jujur 2

Tidak pernah menunjukan sikap jujur 1

4 Disciplin

Sangat sring menunjukan sikap disiplin 5

Sering menunjukan sikap disiplin 4

Beberapa kali menunjukan sikap disiplin 3

Pernah menunjukan sikap disiplin 2

Tidak pernah menunjukan sikap disiplin 1

5 Percaya diri

Sangat sering menunjukan sikap percaya

diri 5

Sering menunjukan sikap percaya diri 4

Beberapa kali menunjukan sikap percaya

diri 3

Pernah menunjukan sikap percaya diri 2

Tidak pernah menunjukan sikap percaya

diri 1

6 Bertanggung jawab

Sangat sering menunjukan sikap

bertanggung jawab 5

Sering menunjukan sikap bertanggung

jawab 4

Beberapa kali menunjukan sikap

bertanggung jawab 3

Pernah menunjukan sikap bertanggung

jawab 2

Tidak pernah menunjukan sikap

bertanggung jawab

1

7 Kerja sama

Sangat sering menunjukan sikap kerja

sama 5

Sering menunjukan sikap kerja sama 4

Beberapa kali menunjukan sikap kerja

sama 3

Pernah menunjukan sikap kerja sama 2

Tidak pernah menunjukan sikap kerja

sama 1

8 Cinta damai

Sangat sering menunjukan sikap cinta

damai 5

Sering menunjukan sikap cinta damai 4

Beberapa kali menunjukan sikap cinta

damai 3

Pernah menunjukan sikap cinta damai 2

Tidak pernah menunjukan sikap cinta

damai 1

9 Berkomunikasi baik

Sangat sering menunjukan sikap

berkomunikasi baik 5

Sering menunjukan sikap berkomunikasi

baik 4

Beberapa kali menunjukan sikap

berkomunikasi baik 3

Pernah menunjukan sikap berkomunikasi

baik 2

Tidak pernah menunjukan sikap

berkomunikasi baik 1

Penilaian Pengetahuan

No Aspek yang dinilai kriteria Score

1 Tujuan Komunikatif

Sangat memahami 5

Memahami 4

Cukup memahami 3

Kurang memahami 2

Tidak memahami 1

2 Keruntutan teks

Sangat runtut 5

runtut 4

Cukup runtut 3

Kurang runtut 2

Tidak runtut 1

3 Pilihan kosa kata

Sangat variatif dan tepat 5

Variatif dan tepat 4

Cukup variatif dan tepat 3

Kurang variatif dan tepat 2

Tidak variatif dan tepat 1

4 Pilihan tata bahasa

Sangat tepat 5

Tepat 4

Cukup tepat 3

Kurang tepat 2

Tidak tepat 1

Penilaian Keterampilan

No Aspek yang dinilai kriteria score

1 Pengucapan

Hamper sempurna 5

Ada beberapa kesalahan namun tidak

menganggu makna 4

Ada beberapa kesalahan dan menganggu 3

makna

Banyak kesalahan dan menganggu

makna 2

Terlalu banyak kesalahan dan

menganggu makna 1

2 Intonasi

Hampir sempurna 5

Ada beberapa kesalahan namun tidak

menganggu makna 4

Ada beberapa kesalahan dan menganggu

makna 3

Banyak kesalahan dan menganggu

makna 2

Terlalu banyak kesalahan dan

menganggu makna 1

3 kelancaran

Sangat lancar 5

Lancar 4

Cukup lancer 3

Kurang lancer 2

Tidak lancer 1

4 ketelitian

Sangat teliti 5

Teliti 4

Cukup teliti 3

Kurang teliti 2

Tidak teliti 1

Makassar, 4 November 2019 Guru Pamong Peneliti Muhammad Ilham,S.Pd. Lasmini NIP: 198101262010011009 NIM: 10535659915

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Sekolah : SMPN 28 Kepulauan Selayar

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : VII. A/Ganjil

Materi : Recount Text

Skill : Speaking

Tahun Pelajaran : 2018/2019

Alokasi Waktu : 4 x 40 Menit (2 Pertemuan)

A. Kompetensi Inti

KI 1: Menghargai dan menghayati ajaran agama yang dianutnya.

KI 2: Menunjukkan perilaku jujur, disiplin, tanggung jawab, peduli

(toleransi, gotong royong), santun, percaya diri dalam berinteraksi secara

efektif dengan lingkungan social dan alam dalam jangkauan pergaulan dan

keberadaannya.

KI 3: Memahami pengetahuan (faktual, konseptual, dan prosedural)

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

budaya terkait fenomena dan kejadian tampak mata.

KI 4: Mencoba, mengolah, dan menyaji dalam ranah konkret

(menggunakan, mengurai, merangkai, memodifikasi, dan membuat) dan

ranah abstrak (menulis, membaca, menghitung, menggambar, dan

mengarang) sesuai dengan yang dipelajari di sekolah dan sumber lain yang

sama dalam sudut pandang/teori.

B. Kompetensi Dasar

4. Mengungkapkan makna dalam teks lisan fungsional dan monolog

pendek sederhana yang berbentuk descriptive dan recount untuk

berinteraksi dengan lingkungan sekitar.

4.2 Mengungkapkan makna dalam monolog pendek sederhana dengan

menggunakan ragam bahasa nista secara akurat, lancar, dan berterima

untuk berinteraksi dengan lingkungan sekitar dalam teks berbentuk

descriptive dan recount.

C. Indikator

Students are able to

1. Identify the information in the given monologue.

2. Mention the function of recount text.

3. Mention the generic structure of recount text.

4. Mention the language features of the text.

5. Pronounce the words correctly.

6. Identify some strategic devices.

7. Perform a simple monologue of recount text.

D. Tujuan Pembelajaran

In the end of the lesson, students are able to express meaning of

very simple monologue through spoken language in the form of recount

text accurately, fluently, and appropriately to interact with others.

E. Materi Pembelajaran

Hello, everyone! I want to tell you about my great experience. Last month, our class had a school trip. We started from school at 6 am. In the middle of the way, we stopped for a picnic. We visited a castle and then ate our lunch near the lake. After that we went swimming and canoeing. Later on, we got back on the bus and drove to the campsite. We set up our tents and sat round the fire and ate delicious barbeques. In the next morning, we did many things. First we went horse riding. Lisa fell off and hurt her arm. She had to go to hospital. After that, we went climbing. We also played football and volleyball. In the evening, we left the campsite and headed back to school. On the bus, we talked about a lot of things, laughed, and sang songs. That was a great school trip!

Personal Recount

Social Function

A recount text is a text that telling the reader about one story, action or

activity. Its goal is to entertaining or informing the reader.

Text Organization

Recount text has structures as below:

Language Features:

- A personal recount uses past tenses.

- A personal recount uses connectors to put an event in order.

- A personal recount uses action verbs.

Grammar

Adverbial of time: Last weekend, last Sunday, yesterday,two weeks ago,

Conjunctions: First, then, after that, finally, . . . .

Gambits in Spoken Recount Text:

- Hi, guys! . . . .

- Let me tell you about my experience . . . .

- I would like to tell you about my experience . . . .

Parts of Personal Recount

Orientation

It provide the background information. It answer the questions Who? When? Where? Why? What experience? It tells the event chronologically. It uses conjunctions or connectives like first, next, then, finally and so on. They show the sequence of events.

List of events

Reorientation

It tells the event chronologically. It uses conjunctions or connectives like first, next, then, finally and so on. They show the sequence of events.

Very bored

our bicycles to the beach

Grammar

F. Metode Pembelajaran

1. Pendekatan : Scientific

2. Teknik : Discovery-Discussion

G. Media, Alat, dan Sumber Pembelajaran

1. Media : Gambar, Worksheet atau lembarkerja (siswa), dan Lembar

penilaian.

2. Alat : Spidol, papan tulis dan LKS

3. Sumber Pembelajaran:

Buku paket Bahasa Inggris kelas VIII “When English Rings the

Bell”.

H. Langkah-langkah Kegiatan Pembelajaran

Kegiatan Deskripsi kegiatam Waktu

Pendahuluan

1. Datang dengan senyum dan wajah penuh semangat

2. Menyapa dengan salam & Greeting 3. Memperhatikan kenyamanan dan kebersihan kelas 4. Mengajukan pertanyaan-pertanyaan yang terkait

dengan materi yang akan dipelajari dengan memperlihatkan beberapa gambar

5. Guru menyampaikan kompetensi dasar (KD) yang akan diajarkan

6. Guru menyampaikan tujuan pembelajaran

10 Menit

Kegiatan inti

Pertemuan Pertama

Stimulasi(observing)

1. Peserta didik memperhatikan gambar terkait recount text.

2. Peserta didik membaca beberapa recount text. 3. Peserta didik mencermati penjelasan tentang

recount text di buku. 4. Peserta didik menyimak penjelasan pendidik

tentang tugas yang harus dikerjakan. Pernyataan/Identifikasi masalah (questioning)

Peserta didik didorong untuk bertanya jawab tentang linguistic features dari teks recount.

Secara berkelompok peserta didik mendiskusikan struktur teks recount dalam beberapa bacaan yang diamatinya.

Secara berkelompok peserta didik mendidkusikan perbedaan dan persamaan struktur teks recount beserta tujuannya.

Secara berkelompok peserta didik mengerjakan tugas dalam lembar kerja peserta didik yang telah disediakan oleh pendidik.

Secara berkelompok, peserta didik menyusun

65 Menit

Kegiatan inti

laporan hasil kerja kelompoknya.

Secara acak, pendidik menunjuk satu kelompok untuk mempresentasikan hasil diskusinya, kelompok lain menanggapinya.

Pertemuan Kedua

Pengumpulan data

Secara berkelompok, peserta didik mencari informasi tambahan (teori) tentang struktur teks recount.

Secara berkelompok, peserta didik menganalisa teks recount yang diberikan oleh Guru.

Secara berkelompok, peserta didik mendiskusikan persamaan dan perbedaan struktur teks dan unsur kebahasaan teks recount yang ditemukannya.

Data Processing

Secara berkelompok, peserta didik mendiskusikan hal-hal apa yang diuraikan pada setiap struktur teks dan unsur kebahasaan teks recount.

Secara berkelompok peserta didik mendiskusikan penggunaan teks recount.

Secara berkelompok peserta didik menyusun laporan hasil kerja.

Pembuktian Peserta didik mempresentasikan hasil kerja

kelompok di depan kelas dan peserta didik dari kelompok lain memberi tanggapan.

Pendidik memberi penegasan terhadap hasil pemebelajaran peserta didik.

Kegiatan penutup

Penarikan kesimpulan terhadap semua jawaban siswa

Memberikan umpan balik terhadap proses pembelajaran: Well, class, you have done a very good job today. Most of you are active. I hope next time, all of you involve in the interaction. How do you feel during the lesson? Is there anyone want to say something?

5 minutes

Peserta didik di bawah bimbingan pendidik membuat rangkuman tentang pengertian, struktur dan kaidah teks narrative

Pendidik memberi tugas individu untuk mencari 3 contoh teks recount

Pendidik menyampaikan rencana materi pembelajaran pada pertemuan selanjutnya

5 M

enit

I. Penilaian Hasil Pembelajaran

1. Teknik Penilaian Sikap

2. Pengetahuan

3. Keterampilan

Penilaian Sikap

No. Aspek yang Dinilai Kriteria Score

1 Santun

Sangat sering menunjukan sikap santun 5

Sering menunjukan sikap santun 4

Beberapa kali menunjukan sikap santun 3

Pernah menunjukan sikap santun 2

Tidak pernah menunjukan sikap santun 1

2 Peduli

Sangat sering menunjukan sikap peduli 5

Sering menunjukan sikap peduli 4

Beberapa kali menunjukan sikap peduli 3

Pernah menunjukan sikap peduli 2

Tidak pernah menunjukan sikap peduli 1

3 Jujur

Sangat sering menunjukan sikap jujur 5

Sering menunjukan sikap jujur 4

Beberapa kali menunjukan sikap jujur 3

Pernah menunjukan sikap jujur 2

Tidak pernah menunjukan sikap jujur 1

4 Disciplin Sangat sring menunjukan sikap disiplin 5

Sering menunjukan sikap disiplin 4

Beberapa kali menunjukan sikap disiplin 3

Pernah menunjukan sikap disiplin 2

Tidak pernah menunjukan sikap disiplin 1

5 Percaya diri

Sangat sering menunjukan sikap percaya

diri 5

Sering menunjukan sikap percaya diri 4

Beberapa kali menunjukan sikap percaya

diri 3

Pernah menunjukan sikap percaya diri 2

Tidak pernah menunjukan sikap percaya

diri 1

6 Bertanggung jawab

Sangat sering menunjukan sikap

bertanggung jawab 5

Sering menunjukan sikap bertanggung

jawab 4

Beberapa kali menunjukan sikap

bertanggung jawab 3

Pernah menunjukan sikap bertanggung

jawab 2

Tidak pernah menunjukan sikap

bertanggung jawab 1

7 Kerja sama

Sangat sering menunjukan sikap kerja

sama 5

Sering menunjukan sikap kerja sama 4

Beberapa kali menunjukan sikap kerja

sama 3

Pernah menunjukan sikap kerja sama 2

Tidak pernah menunjukan sikap kerja

sama 1

8 Cinta damai Sangat sering menunjukan sikap cinta 5

damai

Sering menunjukan sikap cinta damai 4

Beberapa kali menunjukan sikap cinta

damai 3

Pernah menunjukan sikap cinta damai 2

Tidak pernah menunjukan sikap cinta

damai 1

9 Berkomunikasi baik

Sangat sering menunjukan sikap

berkomunikasi baik 5

Sering menunjukan sikap berkomunikasi

baik 4

Beberapa kali menunjukan sikap

berkomunikasi baik 3

Pernah menunjukan sikap berkomunikasi

baik 2

Tidak pernah menunjukan sikap

berkomunikasi baik 1

Penilaian Pengetahuan

No Aspek yang dinilai Criteria Score

1 Tujuan Komunikatif

Sangat memahami 5

Memahami 4

Cukup memahami 3

Kurang memahami 2

Tidak memahami 1

2 Keruntutan teks

Sangat runtut 5

Runtut 4

Cukup runtut 3

Kurang runtut 2

Tidak runtut 1

3 Pilihan kosa kata

Sangat variatif dan tepat 5

Variatif dan tepat 4

Cukup variatif dan tepat 3

Kurang variatif dan tepat 2

Tidak variatif dan tepat 1

4 Pilihan tata bahasa

Sangat tepat 5

Tepat 4

Cukup tepat 3

Kurang tepat 2

Tidak tepat 1

Penilaian Keterampilan

No Aspek yang dinilai Criteria score

1 Pengucapan

Hamper sempurna 5

Ada beberapa kesalahan namun tidak

menganggu makna 4

Ada beberapa kesalahan dan menganggu

makna 3

Banyak kesalahan dan menganggu

makna 2

Terlalu banyak kesalahan dan

menganggu makna 1

2 Intonasi

Hampir sempurna 5

Ada beberapa kesalahan namun tidak

menganggu makna 4

Ada beberapa kesalahan dan menganggu

makna 3

Banyak kesalahan dan menganggu

makna 2

Terlalu banyak kesalahan dan

menganggu makna 1

3 kelancaran

Sangat lancer 5

Lancar 4

Cukup lancer 3

Kurang lancer 2

Tidak lancer 1

4 ketelitian

Sangat teliti 5

Teliti 4

Cukup teliti 3

Kurang teliti 2

Tidak teliti 1

Makassar, 4 November 2019

Guru Pamong Peneliti Muhammad Ilham,S.Pd. Lasmini NIP: 198101262010011009 NIM: 10535659915

THE SPEAKING ABILITY OF THE EIGHTH

GRADE STUDENTS OF SMPN 28 KEPULAUAN

SELAYAR BY USING DISCOVERY LEARNING

LASMINI

10535659915

Chapter 1 Introduction

To gain a successful teaching and learning of speaking,

a teacher should be aware of many factors that can influence

the process and the product of students‟ language learning. The

factors may come from outside or inside of the students. The

external factors can be in the form of teaching methods used by

the teacher, the learning materials, and classroom atmosphere.

The internal factor deals much with psychological condition of

the students, such as creativity, creativity, interest, self-

confidence, self-concept, self-esteem, and self-efficacy (Prawerti

2014: 3).

Choosing an appropriate teaching method is one of the

fundamental keys to the success of the teaching. To solve the

problem in speaking the researcher used discovery learning in

order to improve the students‟ speaking ability.

Definition of Speaking

Harmer (2011) defines speaking ability as the ability

to speak fluently presupposed not only knowledge of language

features, but also the ability to process information and

language „on the spot‟. Speaking is a process to convey and

sharing ideas and feelings orally.

The Aspects of Speaking

1. Accuracy

Pronunciation

Vocabulary

Grammar

2. Fluency

Definition of Discovery Learning

Gunay (2009:2) says that “discovery learning is a

method that encourages students to arrive at a conclusion

based upon their own activities and observations.”

Conceptual Framework

Research Design

The method use in this research was pre-

experimental design. The experimental research

may be interpreted as a research used to look

for the effect of certain treatments against

others in controlled conditions (Sugiyono, 2015:

107).

Technique of Data Collection

1. Pre-test

2. Treatment

3. Post-test

Findings

The Improvement of Students‟ Accuracy in Speaking Ability

No Indicators

Mean score

Improvement (%)

Pre-test Post-test

1 Pronunciation 2.25 3.35 48.89%

2 Vocabulary 2.25 3.8 68.89%

Total 4.50 7.15 58.89%

Hypothesis Testing

Components t-test value

t-table value

Speaking 13.25 2.093

The table showed that the value

of the t- test was higher than the value

of t-table. The t-test value were

greater than t-table (13.25>2.093).

Discussion

The research findings indicated that the students‟ speaking

ability by using Discovery Learning showed the improvement of the

students speaking ability in terms of vocabulary and pronunciation

The result of the students‟ speaking in pretest was low,

especially in pronunciation.The researcher gave the treatment by

using Discovery Learning, so that the students could show the

improvement in post-test.

In using Discovery Learning in speaking activity, the researcher

found that the mean score of post-test students‟ achievement is greater

than pre-test. In table 4.5 showed that the score of find out which the

mean score of pre-test was 4.50 (46=poor category) and after using

Discovery Learning, the mean score of post-test was 7.15 (72.5=good

category) Therefore, the researcher indicated that there was a significant

improvement after treatment by using Discovery Learning.