the use of brainstorming technique on students

THE USE OF BRAINSTORMING TECHNIQUE ON STUDENTS’

SPEAKING ABILITY AT THE NINTH GRADE OF

JUNIOR HIGH SCHOOL 8 PEKANBARU

BY

ULFAYANA

SIN. 11414202969

FACULTY OF EDUCATION AND TEACHER TRAINING

STATE ISLAMIC UNIVERSITY OF SULTAN SYARIF KASIM RIAU

PEKANBARU

1443 H/2022 M

THE USE OF BRAINSTORMING TECHNIQUE ON STUDENTS’

SPEAKING ABILITY AT THE NINTH GRADE OF

JUNIOR HIGH SCHOOL 8 PEKANBARU

By

ULFAYANA

SIN. 11414202969

Thesis

Submitted as partial fulfillment of the Requirements

For Bachelor Degree of English Education

(S.Pd.)

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF EDUCATION AND TEACHER TRAINING

STATE ISLAMIC UNIVERSITY OF SULTAN SYARIF KASIM RIAU

PEKANBARU

1443 H/2022 M

iii

ACKNOWLEDGEMENT

In the name of Allah, the most Gracious and Merciful, praise belongs

to Allah Almighty. By his guidance and blessing, the researcher has

accomplished the final research paper entitled “The Use of Brainstorming

Technique on Students’ Speaking Ability at the Ninth Grade Students of Junior

High School 8 Pekanbaru”. It is a scientific writing to fulfill one of the

academic requirements to finish the bachelor degree (S. Pd) at Department of

English Education Faculty of Education and Teacher Training State Islamic

University of Sultan Syarif Kasim Riau. Then, shalawat and salam always be

presented to the last mesengger of Allah, Prophet Muhammad SAW who has

inspired and lightened many people up all around the world.

Appreciation and sincere thanks to my beloved parents, Agustiar and

Lindarti, who has devoted all their love and affection as well as moral and

material attention. May Allah SWT always bestow grace, health, and blessings

in the world and in the hereafter for the kindness that has given to the

researcher. Thank you so much Dad, Mom. Please keep becoming my

inspiration.

The researcher would like to show her gratitude to all beloved people

that have encouraged. Motivated even helped the researcher in finishing the

paper. They are:

1. Prof. Dr. Hairunas, M. Ag., the Rector of State Islamic University of Sultan

Syarif Kasim Riau. Dr. Hj, Helmiati, M. Ag., as Vice Rector I, Dr. H.

Mas’ud Zein, M. Pd., as Vice Rector II, Edi Erwan, S. Pt., M. Sc., Ph. D, as

Vice Rector III, and all staff. Thanks for the kindness and the

encouragement.

iv

2. Dr. H. Kadar, M. Ag., the Dean of Faculty of Education and Teacher

Training, State Islamic University of Sultan Syarif Kasim Riau. Dr. H.

Zarkasih, M. Ag., as the Vice Dean I, Dr. Zubaidah Amir, MZ, M. Pd., as

The Vice Dean II, Dr. Amirah Diniaty, M. Pd. Kons., as the Vice Dean III,

and all the staff. Thanks for the kindness and the encouragement.

3. Dr. Faurina Anastasia, S.S., M. Hum., the Head of Department of English

Education, who has given me correction, suggestion, support, advice, and

guidance in completing the thesis and Dr. Nur Aisyah Zulkifli, M. Pd., the

Secretary of Department of English Education, for her guidance to the

students.

4. Drs. H. Sutarmo, M.Ag the writer’s supervisor who has given correction,

suggestion, advice, support and guidance in finishing this thesis.

5. Drs. Samsi Hasan, M.H.Sc., the writer’s academic supervisor who has given

advice and guidance.

6. Nuardi, M.Ed. Gratefully thank you for his correction, suggestion, support,

advice, and guidance in completing this thesis.

7. All lecturers who have given their knowledge and information through the

meeting in the class or personally.

8. The head master of Junior High School 8 Pekanbaru Ade Armi, M.Pd. And

the English Teacher Sasmawati, S.Pd, all staffs and also all students that

really help the writer’s in finishing this research.

9. My big family who always yelling at me and always asking me when will I

be graduated thank you so much for supporting me.

10. My friends who always help me during my thesis, Votik, Haryo, Syahdat,

Disvi, Putri Anora, Putri Rusvi, who has given support and share their

knowledge in finishing my research.

11. My beloved classmates PBI J who always given support and spirit in

accomplishing this research.

12. My friends in Junior High School Uci, Raysa, Uca, Febby, Yoga, Riko,

Bryan who always support in conducting this research.

v

13. For all people who have given the writer great support in conducting and

finishing this thesis, which cannot be written one by one.

Finally, the writer realizes that there are many weaknesses in the thesis.

Therefore, constructive criticism and suggestions are needed in order to improve

this thesis. This thesis will hopefully be of use to future researchers.

May Allah Almighty, the Lord of the universe, bless you all.

Aamiin Allahumma Aamiin.

Pekanbaru, 18th December 2021

The Writer

Ulfayana

SIN. 11414202969

vi

ABSTRACT

Ulfayana,(2022): The Usage of Brainstorming Technique on Speaking Ability

of Grade IX Students at State Junior High School 8

Pekanbaru

The purpose of this research was to find out if there was significant effect

of using brainstorming as a technique on speaking ability of grade IX students at

State Junior High School 8 Pekanbaru. The research design was quasi-

experimental research. The population in this research were grade IX students of

State Junior High School 8 Pekanbaru. The research samples were 40 students

distributed into two classes namely the experimental class and the control class.

The technique of data analysis used pre-test and post-test score of experimental

group and the control group. In analyzing the research data, the author used SPSS

20 program. After conducting the analysis, it was found that the score of control

class was 66.30 and the score of experimental class was 85.30. The author then

draw a conclusion that there was significant effect of using brainstorming

technique on speaking ability of students at State Junior High School 8

Pekanbaru.

vii

ABSTRAK

Ulfayana,(2022):Penggunaan Teknik Brainstorming Terhadap Kemampuan

Berbicara Siswa Kelas IX di SMPN 8 Pekanbaru

Tujuan dari penelitian ini adalah untuk mengetahui apakah ada pengaruh

yang signifikan terhadap penggunaan brainstorming sebagai teknik terhadap

kemampuan berbicara siswa SMPN 8 Pekanbaru. Desain penelitiannya adalah

penelitian quasy-eksperimental. Populasi dalam penelitian ini adalah siswa kelas

IX SMPN 8 Pekanbaru. Sampel penelitian ini adalah 40 siswa yang terbagi dalam

dua kelas yaitu kelas eksperimen dan kelas kontrol. Teknik Analisis Data peneliti

menggunakan skor pre-test dan post-test kelompok eksperimen dan control.

Dalam menganalisis data penelitian, penulis menggunakan program SPSS 20.

Setelah penulis melakukan analisis, dapat diketahui bahwa nilai dari kelas control

66.30 dan kelas eksperiment 85.30. Penulis kemudian mengambil kesimpulan

bahwa ada pengaruh signifikan dalam penggunaan brainstorming teknik pada

kemampuan berbicara siswa di SMPN 8 Pekanbaru.

ملخص

(: تدريس اللغة اإلنجليزية باستخدام أغاني األطفال: تأثيرها على فهم٢٢٠٢، ) أولفايانا

االستماع لدى الطالب في المدرسة اإلعدادية إمبات

كان الغرض من هذه الدراسة هو حتديد مدى أتثري أغاين األطفال على مساع الطالب. تصميم البحث هو حبث تكونت . ٢٠ ٢١ /٢٠ ٢٢للعام الدراسيصغار مدرسهشبه جترييب. كان السكان يف هذه الدراسة هم الفئة الثامنة

طالباً وطالبة مت تقسيمهم إىل فصلني جتريبيني وضابطني. جلمع البياانت ، استخدم الباحثون ٤٠عينة الدراسة من االختبار واختبار الصالحية. تقنيات حتليل البياانت استخدم الباحثون درجات االختبار القبلي والبعدي

الفهم السمعي مل تكن للمجموعات التجريبية والضابطة. أظهرت نتائج الدراسة أن مشاكل الطالب يف تطوير يواجهون صعوابت ٨٥ ٣٠النقاط الرئيسية يف مهمة االستماع وال يزال الطالب ,٦٦ ٣٠قادرة على التعرف على

يف االستماع ، أو لديهم مشاكل يف املفردات أو الكلمات األجنبية. وجدت الباحثة يف هذه الدراسة أن تدريس على سماع الطالب. اللغة اإلجنليزية ابستخدام أغاين األطفال كان له أتثري كبري

ix

LIST OF CONTENTS

SUPERVISOR APPROVAL ......................................................................... i

EXAMINER APPROVAL ........................................................................... ii

ACKNOWLEDGEMENT ............................................................................ iii

ABSTRACT ................................................................................................... vi

ABSTRAK ..................................................................................................... vii

viii .................................................................................................................. ملخص

LIST OF CONTENTS .................................................................................. ix

LIST OF TABLES ........................................................................................ xi

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

CHAPTER I INTRODUCTION .................................................................. 1

A. Background of the Problem .......................................................... 1

B. The Problem .................................................................................. 4

1. Identification of the Problem .................................................. 4

2. Limitation of the Problem ...................................................... 4

3. Formulation of the Problems ................................................... 4

C. Objective and Significance of the Research .................................. 5

1. The Objective of the research ................................................. 5

2. The Significant of the research ............................................... 5

D. Definition of the Terms ................................................................. 6

CHAPTER II LITERATURE REVIEW ..................................................... 7

A. Theoretical Framework ................................................................. 7

1. The Nature of Speaking ........................................................... 7

2. Nature of Brainstorming Technique ........................................ 16

3. Using Brainstorming in Teaching Speaking ........................... 18

4. The significant effect between students’ speaking ability

taught by using Brainstorming Technique .............................. 19

x

B. The Relevant Research .................................................................. 22

C. The Operational Concept .............................................................. 25

D. The Assumption and the Hypothesis of the Research ................... 27

1. The Assumption ...................................................................... 28

2. The Hypothesis ........................................................................ 28

CHAPTER III METHOD OF THE RESEARCH

A. The Research Design ..................................................................... 29

B. The Location and the Time of Research ....................................... 30

C. The Subject and Object of Research .......................................... 30

D. The Population and Sample of Research ...................................... 31

1. The Population of the Research .............................................. 31

2. The Sample of the Research .................................................... 31

E. The Technique of Data Collecting ................................................. 32

F. The Technique of Data Analysis ................................................... 34

CHAPTER IV FINDING AND DISCUSSION

A. The Description of the Data .......................................................... 37

B. The Data Presentation ................................................................... 37

C. The Data Analysis ......................................................................... 45

D. The Significant Effect of Using Brainstorming Technique on

students’ Speaking ability ............................................................. 50

CHAPTER V CONCLUSION AND SUGGESTION

A. Finding .......................................................................................... 52

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

REFERENCES

APPENDICES

CURRICULUM VITAE

xi

LIST OF TABLES

Table II.1 Speaking Measurement .............................................................. 14

Table III.1 Research Design ........................................................................ 30

Table III.2 The Population of SMPN 8 Pekanbaru ...................................... 31

Table III.3 Sample of the Research .............................................................. 32

Table III.4 Rating Scale ............................................................................... 33

Table III.5 Category of Student’s Speaking Ability .................................... 35

Table IV.1 The Students’of Pre-test Score in Control and

Experiment Class ....................................................................... 38

Table IV.2 The Distribution Frequency of students speaking ability

test (Pre-Test) in Experimental Class ........................................ 39

Table IV.3 The Distribution Frequency of students speaking ability

test (Pre-Test) in Control Class .................................................. 40

Table IV.4 The Students’ speaking ability Score on Post-test Control

Class ........................................................................................... 41

Table IV.5 The Distribution Frequency of Post-test Scores in

Experimental Class .................................................................... 42

Table IV.6 The Distribution Frequency of Post-test Scores in

Control Class .............................................................................. 43

Table IV.7 The Students’ Pre-test Score in Experimental Class and

Control Class .............................................................................. 44

Table IV.8 The Description Statistics of Students’ Post-test Score in

Experimental Class .................................................................... 45

TableIV. 9 The Classification of Students’ Score ........................................ 45

Table IV.10 The Description Statistics of Students’ Post-test Score in

Control Class ............................................................................. 46

TableIV.11 The Classification of Students’ Score ........................................ 47

Table IV.12 The Mean and Standard Deviation Post-Test of

Experimental and Control Class ................................................ 48

xii

Table IV.13 Independent Sample T-test of Post-test in Experimental

and Control Class ....................................................................... 49

xiii

LIST OF APPENDICES

Appendix I Syllabus

Appendix II Lesson Plan

Appendix III Research Instrument

Appendix IV The Result of Student’s Speaking Ability

Appendix V Supervisor’s Letter

Appendix VI The Guide Activity

Appendix VII Recommendation Letter

1

CHAPTER I

INTRODUCTION

A. Background of the Problem

English is a worldwide language that is spoken practically by

everyone. Language is a tool that allows people to communicate with one

another. Language is at the heart of human existence. Humans utilize words to

express their feelings, whether it is love or hatred. Humans frequently utilize

language to communicate their ideas and opinions. Language is a complex,

specialized ability that develops naturally among students. The Indonesian

government has designated English as the first foreign language and as one of

the mandatory subjects at Indonesian secondary schools and universities. In

order to learn English, you must master four skills. There are four types of

communication: speaking, reading, listening, and writing.

Speaking is one of the most crucial abilities in English that students

must master during their language studies. Students that are able to speak

mean that they can communicate their thoughts and opinions with others by

speaking. If a student can interact well in English with a foreigner, they can

improve their knowledge and self-confidence.

According to Harmer (1985, p.246), speaking is one of the productive

skills. Speaking is a skill involving some kinds of production on the part of the

language user. It can be defined that speaking is an ability to produce the

language orally. Speaking is one of the basic language skills that must be

2

given a special emphasis in the language classroom. In the language

classroom, speaking should be taught interactively and communicatively. The

teacher has to give his or her students the opportunity to interact with each

other, and thus, to communicate or interaction using target language.

SMPN 8 Pekanbaru is one of the schools that uses the K-13

curriculum as a guideline for teaching and learning. English has been taught

once a week for 120 minutes at a time. During the researcher's observation,

she noticed that the majority of students in the ninth grade at SMPN 8

Pekanbaru had difficulty speaking; they were usually unable to speak fluently,

most of the students‘ lacked vocabularies, most of the students were unable to

recognize the meaning of the teacher when the teacher taught using complete

English, and most of the students were unable to arrange the phrase effectively

using grammar. The problems of the students were assessed based on their

performance on the speaking test.

In order to make students involved in the teaching-learning process,

teachers should be able to apply some learning approaches during the learning

process. The Brainstorming Technique is one of the techniques. With the

Brainstorming Technique, a teacher might adjust a student's talents in order to

achieve the study's goal. The term "brainstorming" is defined by many

specialists. Cullen (1998, p.1) stated that brainstorming as an activity used to

generate ideas in small groups. In addition, Allman (2000, p.22) defined

brainstorming as a technique used to generate a long list of diverse responses

without making judgments about individual ideas. She then explains that

3

brainstorming is a technique used in many different situations that call for a

―storm‖ of ideas. It is important that students learn how to generate ideas

without prejudgment.

According to Blake and De Vries (2004), brainstorming activities that

provide a meaningful learning environment in a relaxed atmosphere can be

used as one of the strategies to promote speaking skills.

According to the researcher's first observations, even though the

students of SMPN 8 Pekanbaru had studied English for at least three years in

junior high school, the majority of them still have difficulty communicating in

real life. This issue can be demonstrated by the minimum number of students

passing grades, which are:

1. The majority of students are unable to communicate effectively.

2. The majority of students are unable to talk in a grammatically correct

manner.

3. The majority of the students have a limited vocabulary.

4. The media used does not allow students to communicate in English.

Based on the description above and the phenomena that Researcher

found in the research field, the researcher thinks that Brainstorming is one of

the effective Technique that should be applied in order to improve the

students‘ speaking ability. In order to know the effectiveness of Brainstorming

Technique to improving the students‘ speaking Ability, The Researcher is

interested in carrying out research entitled ―The Use of Brainstorming

Technique on Students’ Speaking Ability at the Ninth Grade of Junior

High School 8 Pekanbaru‖.

4

B. The Problem

1. Identification of the Problems

Based on the background and the phenomena explained above, the

Researcher identified the following problems:

a. What makes the students unable to pronounce English accurately?

b. What makes the students unable to speak English fluently?

c. What makes the students unable to speak grammatically?

d. What makes the students having lack of vocabulary?

e. What factors make media used cannot accommodate students to speak

English well?

2. Limitation of the Problem

It is too broad to investigate the problems above, so that, in this

research, the researcher limits the problems to analyze the use of

brainstorming technique on students‘ speaking ability at the ninth-grade

students of SMPN 8 Pekanbaru.

3. Formulation of the Problems

The research is conducted in order to find out the answer of

problems. Therefore, the researcher specifies the problems discussed in the

following formulated question:

a. How is the students‘ speaking ability at SMPN 8 Pekanbaru taught

without using Brainstorming Technique?

b. How is the students‘ speaking ability at SMPN 8 Pekanbaru taught by

using Brainstorming Technique?

5

c. Is there any significant different of using Brainstorming Technique on

students‘ speaking ability at SMPN 8 Pekanbaru?

C. Objective and Significance of the research

1. Objectives of the Research

The objectives of the research are as follows:

a. To know the students‘ speaking ability at the ninth grade of SMPN 8

Pekanbaru was taught without using the Brainstorming Technique.

b. To know the students‘ speaking ability at the ninth grade of SMPN 8

Pekanbaru taught by using Brainstorming Technique.

c. To know whether there is a significant difference between using

Brainstorming Technique on students‘ speaking ability taught by using

Brainstorming Technique at the ninth grade SMPN 8 Pekanbaru.

2. Significance of the Research

a. To find out valuable input to the teachers of English at SMPN 8

Pekanbaru especially and all teachers of English generally as an

attempt to improve the ability of students in speaking English.

b. To provide both theoretical and practical benefits for teaching English

as foreign language, especially for those who have great concerns in

teaching of speaking English as a foreign language.

c. To motivating students to improve their proficiency in speaking

English, in order to give a chance for students to be master of English.

6

D. Definition of the Terms

To avoid the misunderstanding and misinterpretation about the title of

the research, it is better to define the term used as follows:

1. Somjai (2015) stated that speaking ability is the ability to verbalize the

English language in conversation purposively, next to speak fluently and

communicate effectively, and then to use language structure and

vocabulary in the right context, to use appropriate pronunciation, and the

last to apply appropriate manner. Speaking ability in research is students‘

understanding in speaking English language.

2. Cullen (1998, p.1) stated that brainstorming as an activity used to generate

ideas in small groups.

7

CHAPTER II

REVIEW OF RELATED LITERATURE

A. Theoretical Framework

1. The Nature of Speaking

a. Speaking ability

Producing, receiving, and digesting information are all part of

the interactive process of generating meaning that is speaking.

According to Harmer (2007, p.284), speaking is the ability to speak

fluently presupposes not only knowledge of languages features, but also

the ability to process information and language. Speaking becomes

important things which human do, it is because speaking makes

someone be able to express their ideas or information to the others.

This statement is supported by Brown (1989) who said that speaking is

oral is oral interaction where participants need to negotiate meaning

contained in ideas: feeling information and manage in term of who said

to what, to whom and about what. Also, Howarth (2001) define

speaking as a two-way process involving a true communication of

ideas, information or feelings.

Moreover, Cameron in Wahyudi (2016, p.3) said that speaking

is active use of language to express meanings so that other people can

make sense of them. When doing speaking, both speaker and listener

emphasize on the meaning what each is saying about in order that they

8

understand one another and it was create communication. Jie in

Wahyudi (2016, p.3) support Cameron statement and added some by

saying, who says that the use of language is more important that

knowing the usage of language.

From the above definition of speaking, the researcher can

conclude that speaking is one of the abilities that humans possess; by

exercising this skill, both the speaker and the listener can obtain or

share their ideas and knowledge through the used of objects or visuals

in order to communicate.

According to Wahyudi (2016, p.1), speaking ability is an ability

of producing a language orally. It means that speaking ability is an

ability which someone has when produce sentence in oral activity.

According to Kalayo (2007, p.101), speaking ability is the measure of

knowing a language. It is means that the ability is description of

someone who is able to speak grammatically and fluently.

Kalayo and Fauzan (2007, p.101) said that speaking ability is

the measure of knowing language. It means that ability is description of

someone who is able to speak grammatically and fluently. They explain

that there are three areas of knowledge involved in speaking need to be

recognize by the language learners.

1) Mechanics (pronunciation, grammar, and vocabulary): using the

right words in the right order with the correct pronunciation.

2) Functions (transaction and interaction):

9

a) Transaction/information exchange is that knowing when clarity

of message is necessary.

b) Interaction/relationship building is that knowing when precise

understanding is not required.

c) Social and cultural rules and norms (turn-taking, rate of speech,

length of pauses between speakers, relative roles of

participants): understanding how to take into account, who is

speaking, to whom, in what circumstance, about what, and for

what reason.

According to Somjai (2015), speaking ability to verbalize the

English language in conversation purposively, next to speak fluently

and communicate effectively, and then to used language structure and

vocabulary in the right context, to used appropriate pronunciation, and

the last to apply appropriate manner. Speaking ability in research is

students‘ understanding in speaking English language.

According to Harris (1974), there are five of component of

speaking ability concerned with comprehension, grammar, vocabulary,

pronunciation, and fluency.

1) Comprehension

The first components of speaking are comprehension,

comprehension is oral communication, and it certainly requires a

subject to respond, to speech as well as to initiate it.

10

2) Grammar

It is needed for students to arrange a correct sentence in

conversation.

3) Vocabulary

Vocabulary means the appropriate diction which is used in

communication, without having sufficient vocabulary. The students

cannot communicate effectively or express their ideas both oral and

written form. Having limited vocabulary is also barrier that

precludes learners from a learning language.

4) Pronunciation

Pronunciation is the way for students to produce clearer

language when they speak. It deals with phonological process that

refers to component of grammar made up of the elements and

principles that determine how sound in vary and pattern in

language.

5) Fluency

Fluency is the ability to write, speak, and read easily,

smoothly, and expressively. In other words, the speaker can read,

understand, and respond in a language clearly and concisely while

relating meaning and context. Fluency can be defined as the ability

speak fluently and accuracy.

In conclusion, the ability to produce good language is

referred to as speaking ability. Speaking skills such as

11

pronunciation, grammar, vocabulary, fluency, and comprehension

should be included.

b. The Concept of Teaching Speaking

According Hughes (2003, p.131), the purpose of teaching spoken

language is to develop the students‘ speaking ability in interacting

success of the language in involving comprehension as well as

production. The teacher should be active to guide students in speaking.

The goal in teaching speaking should improve students‘ communicative

skills. Students are expected to be able to produce the language they

learn.

The goal of teaching and learning English in Indonesia is to

develop communicative skills that include the skill of listening,

speaking, reading, and writing proportionately. Therefore, the teacher

should provide the student with speaking task and give them

opportunities to used the target language to communicative with others.

According to Harmer (1998, p.88), said that, there are three basic

reasons why it is good idea to give students speaking task with provoke

them to use all and any language at their comment.

1) Rehearsal: getting student to have a free discussion, gives them a

chance to rehearse having discussion outside the classroom

2) Feedback: speaking task where students are trying to use all and

any language, they know provides feedback for both teacher and

students. Teacher can see how well their class is doing and what

12

language problem they are having (that is good reason for

‗boomerang‘ lesson); student can also see how easy they find

particular kinds of speaking and what they need to do to improve.

Speaking activities can give them enormous confidence and

satisfaction, and with sensitive teacher guidance can encourage

them into further study.

3) Engagement: good speaking activities can be highly motivating. If

all the students are participating fully and if the teacher has set up

activity properly and can give sympathetic and useful feedback,

they get tremendous satisfaction from it. Many speaking task (role-

playing, discussion, problem-solving, etc.) are intrinsically

enjoyable in themselves.

Good speaking activities can and should be extremely engaging

the student. If they all participate, and if the teacher has set up the

activity properly and can give sympathetic and useful feedback, they

get tremendous satisfaction from it. In other word, student be much

more confident speaker if this kind of speaking activation is a regular

feature of lesson. Harmer (1998, p.88)

To make speaking work in class is not easy, usually the student

does not much of the target language. They only listen all of the teacher

explanations. There are three factors why the student is silent in

speaking activity. As Penny (1991, p.121) stated that:

13

1) Inhibition. Learners are often inhibited about trying to say things in

a foreign language in the classroom: worried about making

mistakes, fearful or criticism or losing face, or simply shy of the

attention that their speech attracts.

2) Nothing to say when students feel inhibited. We often see students

cannot think of anything to say: they have no motivation to express

themselves beyond the guilty feeling that they should be speaking.

3) Low or uneven participation. Only the participant can talk at a time

if he or she is to be heard: and in large group this means that each

one have only little talking time. This problem is compounded by

the tendency of some learner to dominate. While other speak very

little or not at all.

4) Mother-tongue use. In classes where all, or a number of, the

learners share the same mother-tongue, they may tend to use it:

because it is easier, because it feels unnatural to speak to another in

a foreign language, and because they feel less ‗exposed‘ if they are

speaking their mother-tongue. If they are talking in a small group,

it can be quite difficult to get some classes-particularly the less

disciplined or motivated ones-to keep to the target language.

c. Assessing Speaking

To know the students‘ achievement after they are treated by

brainstorming technique, their speaking skill is measured by using five-

point scale, or known as FSI (foreign service in state) proficiency

14

collaborated with speaking measurement based on Harris (1969, p.81-

82). There are five components have rating range from 1-6 with

different weighting point (form the lowest to the highest).

The speaking measurement contains of some components

elaborated form students‘ proficiency including their pronunciation,

grammar, vocabulary, fluency and comprehension.

Table II.1

Speaking Measurement

1) Pronunciation

Score Criteria

0 Pronunciation problem to serve as to make speech virtually

unintelligible

1 Very hard to understand because of pronunciation problem, most

frequently be asked to repeat

2 Pronunciation problem necessities concentrated listening and

occasionally lead to misunderstanding

2 Always intelligible, thought one is conscious of definite accent

3 Has few traces of foreign language

4 Native pronunciation with no trace of foreign accent.

2) Vocabulary

Score Criteria

4 Vocabulary limitation so extreme as to make conversation

virtually impossible

8 Misuse of words and very limited vocabulary makes

comprehension quite difficult

12 Frequently uses the wrong words conversation somewhat limited

because of inadequate vocabulary

16 Frequent errors use diction word but does not prevent

understanding

20 Sometimes uses inappropriate terms and must rephrases ideas

because of lexical and equities.

24 Use of vocabulary and idioms is virtually that of native speaker

3) Grammar

Score Criteria

6 Error in grammar and word order, so serve as to make speech

virtually unintelligible

15

12 Grammar and word order errors make comprehension difficult,

must often rephrases sentence and or rest rich himself to basic

pattern

18 Make frequent errors of grammar and word order, which

occasionally obscure meaning

24 Occasionally makes grammatical and or word orders errors

that do not, however obscure meaning

30 Make few (if any) noticeable errors of grammar and word

order

36 No more than two errors during interview.

4) Fluently

Score Criteria

2 Speech is so halting and fragmentary as to make conversation

virtually impossible

4 Usually hesitant, often forced into silence by language

limitation

6 Speed and fluency are rather strongly affected by language

problem

8 Speed of speech seems to be slightly affected by language

problem

10 Speech as fluent and efforts less as that of native speaker

12 Speech on all professional and general topics as effortless as

smooth as native speakers.

5. Comprehension

Score Criteria

4 Cannot be said to understand even simple conversational

English

8 Has great difficulty following what is said can comprehend

only social conversation spoken slowly and with frequent

repetition

12 Understand most of what is said at slower than normal speed

without repetition

15 Normal speeds although occasionally repetition may be

necessary

19 Appears to understand everything without difficulty

23 Understand everything in both formal and colloquial speech to

be accepted of an educated native speaker.

2. Nature of Brainstorming Technique

Many experts give definition of brainstorming. Cullen (1998, p.1)

stated that brainstorming as an activity used to generate ideas in small

16

groups. In addition, Allman (2000, p.22) defined brainstorming as a

technique used to generate a long list of diverse responses without making

judgments about individual ideas. She then explains that brainstorming is a

technique used in many different situations that call for a ―storm‖ of ideas.

It is important that students learn how to generate ideas without

prejudgment. The object is to go back later and eliminate ideas that are not

feasible. Anytime you use brainstorming, remind students to go for

quantity, creativity, and ingenuity. In addition, Claxton (2008, p.181) said

that brainstorming is a process of listing as many ideas that an individual

or group can think of on a topic. Then, she adds that brainstorming is a

quick respond-and-record exercise without judgment or discussion. From

the experts‘ definitions above, the researcher concludes that brainstorming

is as a technique that can be used by the teacher to build their students‘

prior knowledge based on their own ideas about the topic that be

discussed on the learning process. In brainstorming, there does not need

the rights or wrong ideas; it is only to recall students‘ experiences about

the topic.

Al-blwi (2006) Brainstorming is a modern conference with particular

scenery in order to create a list of ideas that can be used as clues guide

students to the growth of the problem while giving every student the

possibility to articulate her ideas and share those ideas with others and

support new ideas.

17

Al-Maghrawy (2012) defines Brainstorming as a ―group creativity

forum for general ideas‖. According to Zayton (2001), brainstorming was

developed by Alex Osborn to create ideas without inhibition.

Brainstorming technique engage oral and pre-writing exercises for helping

the learner and for articulating ideas by the teacher. It is a technique that is

used under the discussion method.

Some educators give statements about the goal of brainstorming.

According to Nancy Polette (2005, p.22), the goal of brainstorming is to

produce many responses, through:

a. Accept all responses.

b. Withhold praise or judgment of any single response given.

c. Provide an accepting atmosphere.

d. Responses related to the ideas of others are encouraged.

e. The aim is for quantity. Not all responses are of high quality.

Lenski and Lewis (2008, p.334) argue that brainstorming ideas in

small groups is a valuable activity for developing innovative thinking.

Furthermore, Cullen (1998, p.8) stated that the purpose of brainstorming is

to generate as many ideas as possible within a specified time-period. These

ideas are not evaluated until the end and a wide range of ideas is often

produced. Each idea produced does not need to be usable. Instead, initial

ideas can be viewed as a starting point for more workable ideas. The

principle of brainstorming is that you need lots of ideas to get good ideas.

Madlon (2009, p.12) A brainstorming session might be helpful, though, to

18

suggest ideas that might fit under the theme or title of the study. Then,

Crawford (2005, p.29) stated that brainstorming can help ―open students‘

minds‖ so they can think of ideas that might not normally have occurred to

them. Not all of the ideas they arrive at be equally useful, but in thinking

of many different ideas, they may discover some valuable ideas among the

less important ones. Students who practice brainstorming often may

become more prolific and less rigid thinkers. In addition, Carrasquillo

(2004, p.57) brainstorming process open the students to the possibility of

discovering new ideas. Based on the above ideas, it could be summarized

that there are several goals of brainstorming. Brainstorming activity is

used to get several responses from the students about their ideas. Aside

from that, brainstorming is a procedure that teachers used to generate a

large number of good ideas. The ultimate goal of the brainstorming

process is to expose pupils to the prospect of discovering fresh ideas.

3. Using Brainstorming in Teaching Speaking

According to Blake and De Vries (2004), brainstorming activities

that provide a meaningful learning environment in a relaxed atmosphere

can be used as one of the strategies to promote speaking skills.

Barbara Allman (2000, p.22) explain the procedures for

brainstorming activity as follows:

a. Explain the objective of brainstorming.

b. Establish a short time limit (2 minutes).

c. Tell students to proceed as follows:

19

1) Call out their immediate responses

2) Say anything that comes to mind.

3) Generate as many responses as possible.

4) Avoid judging the quality of responses.

5) Be creative—the more extraordinary the better.

d. Remind students that there are no correct or incorrect responses.

e. Announce the topic.

f. Record all responses on the chalkboard.

g. When the time is up, stop!

4. The significant difference between students’ speaking ability taught by

using Brainstorming Technique

According to Soetopo (2013) brainstorming technique is one of

Excellence techniques that had so many advantages as below:

a. Children think to express opinion.

b. Train student think swiftly and lapped over is logical.

c. Stimulate student to always ready to have a nation related to problem of

given by teacher.

d. Improving student‘s participation in accepting lesson.

e. Less active students get aid of its friend which have clever or from

teacher.

f. Child feels free and is happy.

g. Democratic atmosphere and discipline can be grown

20

Some of the advantages of brainstorming technique are summarized

below:

a. The target group can generate/create a greater number of alternative

responses since the group‘s information and knowledge tend to be

more comprehensive and reliable.

b. The group decision making is democratic in nature. The democratic

processes are more easily acceptable and more consistent with the

democratic principles which ensure equal academic opportunities.

c. Implementation of a brainstorming based decision is more effective as

the entire group participate.

The purpose of brainstorming is to obtain a number of ideas from

participants within relative short time without criticism that was tight.

There are some benefits that can be gained by the team from this strategy

Brown (1998), there are:

a. It increases participants‘ concern and participation because it gives

participants concern about the topic given and about what they want

to respond to. They exert effort to think and say something

b. It produces many ideas in a relatively short time. It trains students to

think quickly within a short time. Many ideas can be collected from

every student in a group.

c. It reduces participants‘ willingness to dominate the discussion. The

participants should share one by one in turn, and they should convey

ideas once in every cycle. By this rule, students in a group have a

21

similar chance to speak. One chance to speak in one cycle, going on

many cycles until all opinions are shared by everybody in the group.

d. It reduces probability the development of negative thinking among

the participants.

e. No criticizing and evaluating opinions builds a positive environment

among students in a group. They feel that what they share is

appreciated by their teammates.

B. Relevant Research

According to Syafi‘i (2011, p.122), relevant research is required to

observe some previous research conducted by other researchers in which it is

relevant to research itself. The researcher used relevant research as references

and guidance. There are several relevant researches which has relevance to the

speaking area.

1. Amidianti 2011 conducted research entitled ―The implementation of

brainstorming in teaching English at the first year of senior high school 12

Pekanbaru‖. The wr iter focused on the Research which used two

variables (variable X and Y). The subject of the research was the first year

of Senior high school 12 Pekanbaru. In collecting the data, he used

observation technique where he used the observation to control how he

conducted a researcher and gave oral presentation test at the pretest and

posttest. The formulation of the problem is how English is taught in the

first year of Senior High School 12 Pekanbaru, and how frequently

English teachers used brainstorming to introduce new lessons. The writer

22

used SPSS 16 version which compare the score post-test and pre-test.

Based on the research finding Ho rejected and Ha is accepted.

2. Second, the observation was done by Ika Puspita sari, The Use of Round

Robin Brainstorming to Increase the Speaking Ability of the Second Year

Students of SMPN 13 Pekanbaru. As the first observers, this study was

conducted in 2 cycles (needed 4 meeting in one cycle), the instruments are

also similar. To do this observation, the observers provided the topics

about expressing of offering help, apologizing, giving an invitation, and

congratulating. The procedure was different from the first research. A

student had to express one expression, the next student responded and

made new expression again which would be responded by his/ her next

friend. This was doing until all members spoke. Those two previous

researches had the same focus with this study, is improving speaking skill.

The instruments used also the same, are test (pre and post), field note, and

observation sheet. Every study surely has differences with other studies

although have similar focus and strategy.

C. Operational Concept

The operational idea is the most important aspect to avoid

misunderstanding and misinterpretation in a specific study as a concept, which

is still operated in abstract from the research planning and interpreted in

specific phrases to make it easy to measure. According to Syafi‘i (2016)

operational concepts are derived from related theoretical concepts on all of the

variables that should be practically and empirically operated in an academic

23

writing a research paper. This research is about the use of Brainstorming

Technique on Students‘ Speaking Ability at the Ninth Grade of Junior High

School 8 Pekanbaru.

There are two variables in this research. X variable is the used

brainstorming technique in teaching speaking, and the Y variable is the

students‘ speaking ability. To measure each variable, the researcher identified

them in some indicators as follows:

Variable X: Brainstorming Technique

1. The teacher explains the objective of brainstorming.

2. The teacher set a short time limit (2 minutes).

3. Tell students to proceed as follows:

a. Call out their immediate responses

b. Say anything that comes to mind.

c. Generate as many responses as possible.

d. Avoid judging the quality of responses.

e. Be creative—the more extraordinary the better.

4. The teacher remind students that there are no correct or incorrect

responses.

5. The teacher gives one example of a picture that is being discussed (a

paper-based picture).

6. They describe and explain the picture (what‘s in it, what happened, etc.).

7. Teachers write down all the results of ideas, including rebuttals of

students, on the board.

24

8. Teachers and students together clarify all opinions written according to the

picture.

9. The teacher gives directions to students to review the contribution of

advice.

10. The teacher gives the student the opportunity to conclude the problems.

11. The teacher puts the class into four groups, calling them A, B, C, and D.

Then the teacher gives one of the pictures (a paper-based picture) to each

group

12. The task is for students to describe and explain what is in the picture, and

then the group tells the whole class what their picture is

13. Teachers evaluate students' speaking skills based on grammar, vocabulary,

pronunciation, comprehension, and fluency.

Variable Y (students‘ speaking ability)

Harris (1974) mentioned there are five of component of speaking skill

concerned the indicators of speaking ability:

a. Comprehension

b. Grammar

c. Vocabulary

d. Pronunciation

e. Fluency

25

D. The Assumption and Hypothesis of the Research

1. Assumption

Before starting the hypothesis, the researcher would like to present

some assumption:

a. The ability of students in speaking English is different.

b. The ability of the teacher in using

c. Technique as instrument in teaching is different.

d. Brainstorming Technique could stimulate the students‘ interesting in

Speaking.

e. Brainstorming technique was make students more motivated and

involved in learning process so their speaking proficiency was

improved.

f. Brainstorming Technique was increase the student‘s speaking ability.

2. Hypothesis

Ha : There is no significant difference of using Brainstorming

Technique on Students‘ Speaking Ability at the Ninth Grade

Students of Junior High School 8 Pekanbaru.

Ho : There is a significant difference of using Brainstorming Technique

on students‘ speaking ability at the Ninth grade students of Junior

High School 8 Pekanbaru.

26

CHAPTER III

RESEARCH METHOD

A. The Research Design

This research is a kind of experimental research. It is procedures in

quantitative research in which in the investigator determines whether an

activity or materials make difference in result for participants‖ Cresswell

(2008, p. 60). In this research, the researcher used quasi experimental

research with non-equivalent control group.

Gay and Airasian (2008, p. 60) stated that quasi experimental research

is used when the researcher keeps the students in exciting classroom intact

and the entire classroom are assigned to treatments. It is the appropriate one

to use in this research. This design used two classes. One class was a control

class taught without using brainstorming technique and the other class was

experimental class taught by using brainstorming technique. In both classes,

the researcher gave pre-test first. It is to know the basic ability of the students.

After that, the researcher give treatment toward the students by using

brainstorming technique for the control class. The last one after teaching

several meetings, the researcher gave post-test to know the significant

difference of using Brainstorming Technique on Students‘ Speaking Ability

at the Ninth Grade of Junior High School 8 Pekanbaru. To give the clear one,

the researcher delivers the illustration as follows:

26

27

Table III.1

Research Design

Group Pre-test Treatment Post-test

Experimental X1 T Y1

Control X2 - Y2

Experimental:

X1 : Pre- test in experimental group

X2 : Pre-test in control group

T : treatment

Y1 : Post-test in experimental group

Y2 : Post- test in control group.

The conclusion is this research is a kind of experimental research, the

researcher used quasi experimental research nonequivalent control group, and

this research used two classes. One class as a control class taught without

using brainstorming technique and the other class taught by using

brainstorming technique as experimental group.

B. Location and Time of the Research

This research was conducted at SMPN 8 Pekanbaru. It is located at Adi

Sucipto Street. The time of the research had started on May 2021.

C. Subject and Object of the Research

The subject of this research is the Ninth grade students of Junior High

School 8 Pekanbaru.

28

While the object of the research, the use of Brainstorming Technique

on students‘ speaking ability.

D. Population and Sample of the Research

1. Population of the Research

Sugiyono (2012) said that population is composed of the

generalization: object / subject that had been quality and certain

characteristics set by the writers to learn and then drawn conclusions.

Based on the above explanation, it is defined the population for this

research is students of at SMPN 8 Pekanbaru. The students are divided

into 11 classes with a total of 338 students as the total population.

Table III.2

The Population of SMPN 8 Pekanbaru

No Class Population Students

1 IX 1 30

2 IX 2 30

3 IX 3 30

4 IX 4 30

5 IX 5 32

6 IX 6 31

7 IX 7 31

8 IX 8 30

9 IX 9 30

10 IX 10 32

11 IX 11 32

Total 338

2. Sample of the Research

The researcher was used cluster random sampling technique in

taking the sample. According to Gay (2000, p.135),‖ in cluster random

sampling, intact groups, not individuals, are randomly selected.‖ It means

29

the sample of population is selected randomly in group. The classes

chosen are IX 1 class as the experimental class and IX 2 as the control

class.

Table III.3

The Sample of SMPN 8 Pekanbaru

CLASS GROUP

IX 1 Experiment

IX 2 Control

E. Technique of Data Collection

To know the used of brainstorming technique on students‘ speaking

ability at the ninth grade of SMPN 8 Pekanbaru, the researcher used test as

the instruments to collect the data.

The researcher used the brainstorming technique to know the result of

the teaching and learning process. The researcher was used an oral test to

collect the data. The kinds of test gave to the students are as follows:

1. Pre-test was gave to both of classes, experimental and control class, in

order to know the basic ability of students‘ speaking. The Researcher

was gave a text about descriptive text and the teacher asked the

question base on the topic that Researcher shown.

2. Post-test was gave after teaching several times both of classes. It was

to know the students‘ speaking ability after being taught by using

Brainstorming Technique and without using Brainstorming

Technique. There are some components that have to be consider in

assessing student speaking ability. They are: accent, grammar,

30

vocabulary, fluency, and comprehension. They have typical scale

where each component has a set of qualities (level) to be rated and a

series of possible rating. Harris (1974) describes the rating as follow:

Table III.4

Rating Scale

Criteria Rating Scores Description

Grammar

5 Makes few (if any) noticeable errors of grammar or word order.

4 Occasionally makes grammatical and/or word order errors which do not,

however, obscure.

3 Makes frequent errors of grammar and word order which occasionally

obscure meaning.

2 Grammar and word order errors make comprehension difficult. Must often

rephrase sentences and restrict himself to basic pattern.

1 Errors in grammar and word order as severe as to make conversation

virtually impossible.

Pronunciation

5 Speech consists of almost appropriate pronunciation.

4 Sometimes uses inappropriate term and/or must rephrase ideas because of

lexical inadequacies.

3 Frequently uses the wrong words; conversation somewhat limited because of

inadequate vocabulary

2 Misuse of words and very limited vocabulary make comprehension quite

difficult

1 Vocabulary limitations so extreme as to make conversation virtually

impossible

Vocabulary

5 Use of wide range of vocabulary taught previously.

4 Sometimes uses inappropriate term and/or must rephrase ideas because of

lexical inadequacies

3 Frequently uses the wrong words; conversation somewhat limited because of

inadequate vocabulary

2 Misuse of words and very limited vocabulary make comprehension quite

difficult

Fluency

1 Vocabulary limitations so extreme as to make conversation virtually

impossible

5 Speech is quite flowing style, mostly easy to understand.

4 Speed of speech seems to be slightly affected by language problem

3 Speed and fluency are rather strongly affected by language problem

2 Usually hesitant; often forced into silence by language limitation.

1 Speech is as halting and fragmentary as to make conversation virtually

impossible

Comprehension

5 Ideas highly organized, covers all of the elements of the story.

4 Ideas well organized, covers all of the elements of the story.

3 Understand careful, somewhat simplified speech Ideas less organized, some

missing parts of the elements of the story.

2 Ideas less organized, covers only the main element of the story.

1 . Unorganized ideas, a lot of missing parts of the elements.

31

F. Technique of Data Analysis

The scoring guide chose to use the criteria of scoring to represent the

basic aspect of speaking. The speaking results evaluate by considering aspects

and each aspect has a score or a level.

In analyzing the data, the researcher used scores of pre-test and post-

test of experimental and control groups. This score analyze statistically for

both descriptive and inferential statistic. In this research, the researcher used

these following formulas:

a) Independent Sample T-Test

To know whether there is a significant difference or there no

significant difference between two or more variables can be analyzed by

using an Independent Sample t test. Gay adds that the t-test for

independent sample is used to determine whether there is probable a

significant difference between the means of two independent samples. In

addition, similar statement also stated by Jullie Pallant that an

independent sample T – test is used when you want to compare the mean

score, on same continuous variable, for two different groups of subject.

Procedure of Independent Sample T – Test

1. From the menu at the top of the screen, click on analyze, then click

on compere means, then on Independent Sample T – test.

2. Move the dependent (continuous) variable into the Test Variable

box.

32

3. Move the independent (categorical) variable into the section labeled

Grouping Variable.

4. Click or Define Group and type in the numbers used in the dataset

to code each group. If you cannot remember the codes used, right

click on the variable name and then choose Variable Information

from the pop – up box that appears. This lists the codes and labels.

5. Click on Continue and then OK

48

CHAPTER V

FINDING AND SUGGESTION

A. Finding

The research was conducted to know if there is a significant difference

on students‘ speaking ability after applying a treatment and whether there is a

significant difference of using Brainstorming Technique on students‘

speaking ability. Based on what had been discussed, presented, and analyzed

in the previous chapters, the conclusion can be explained as follows:

1. The students‘ speaking ability taught without using Brainstorming

Technique at the ninth grade students‘ Junior High School 8 Pekanbaru is

categorized into enough level.

2. After conducting the research, the students‘ speaking abilities who had

been taught by using the Brainstorming Technique at the ninth grade

students of Junior High School 8 Pekanbaru were categorized as good

level. There is a significant difference between students‘ Speaking

Abilities who were taught by using and without using Brainstorming

Technique in the ninth grade students of Junior High School 8 Pekanbaru.

Then the percentage coefficient was 67%. It means that teaching English

by using the Brainstorming Technique had significant difference on

students‘ speaking ability.

49

B. Suggestion

Considering the difference of using Brainstorming Technique on

students‘ speaking ability at ninth grade of Junior High School 8 Pekanbaru,

the researcher would like to give some suggestion as follows:

1. Suggestion for teacher

a. Creating enjoyable teaching and learning in order to make students

feel interested and not bored in doing their speaking exercises or tasks

that should be developed by the English teacher, for example, by

using the Brainstorming Technique the more Techniques for giving

the study, the more effective the teaching and learning process was.

b. Giving Technique help the students in understanding English well in

order to make them interested in improving their speaking English

well.

c. Keep the class always speak English by ignoring the false for

beginner.

d. Give the students‘ motivation whenever they are trying to speak

English.

2. Suggestion for students

A. Try to always speak English in any situation.

B. Do not be afraid of laughing from friends.

C. The students should be spirited in developing their speaking skill

3. Suggestion for other researcher

50

Finding new appropriate strategy, technique or media is one of the

good ways in doing research for helping students in mastering English,

because the time and situation influence the effectiveness of a strategy.

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Silabus Pembelajaran

Sekolah : SMPN 8 Pekanbaru

Kelas / Semester : IX (Sembilan)

Mata Pelajaran : Bahasa Inggris

Kompetensi Inti: KI1 dan KI2: Menghargai dan menghayati ajaran agama yang dianutnya serta Menghargai dan menghayati perilaku jujur, disiplin, santun, percaya diri, peduli, dan bertanggung jawab dalam

berinteraksi secara efektif sesuai dengan perkembangan anak di lingkungan, keluarga, sekolah, masyarakat dan lingkungan alam sekitar, bangsa, negara, dan kawasan regional.

KI3: Memahami dan menerapkan pengetahuan faktual, konseptual, prosedural, dan metakognitif pada tingkat teknis dan spesifik sederhana berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,

teknologi, seni, budaya dengan wawasan kemanusiaan, kebangsaan, dan kenegaraan terkait fenomena dan kejadian tampak mata.

KI4: Menunjukkan keterampilan menalar, mengolah, dan menyaji secara kreatif, produktif, kritis, mandiri, kolaboratif, dan komunikatif, dalam ranah konkret dan ranah abstrak sesuai dengan yang

dipelajari di sekolah dan sumber lain yang sama dalam sudut pandang teori.

Kompetensi Dasar Materi

Pemebelajaran Indikator Nilai Karakter Kegiatan Pembelajaran

Alokasi

Waktu

Sumber

Belajar Penilaian

3.1 Menerapkan fungsi

sosial, struktur teks,

dan unsur

kebahasaan teks

interaksi

interpersonal lisan

dan tulis yang

melibatkan tindakan

menyatakan

harapan, doa, dan

ucapan selamat atas

suatu kebahagiaan

dan prestasi, serta

menanggapinya,

Fungsi sosial

Menjaga

hubungan

interpersonal

dengan guru dan

teman

Struktur teks - Memulai

- Menanggapi (diharapkan/di luar dugaan)

Unsur

kebahasaan

Menirukan beberapa contoh

percakapan, dengan ucapan dan

tekanan kata yang benar

Mengidentifikasi ungkapan harapan,

doa, dan ucapan selamat atas suatu

kebahagiaan dan prestasi dari teks

yang dibaca

Menanyakan hal-hal yang tidak

diketahui atau yang berbeda.

Menentukan ungkapan yang tepat

secara lisan/tulis dari berbagai situasi

lain yang serupa.

• Religius

• Mandiri

• Gotong royong

• Kejujuran

• Kerja keras

• Percaya diri

• Kerja sama

Menyimak, menirukan,

dan memperagakan

beberapa contoh

percakapan, dengan

ucapan dan tekanan kata

yang benar

Mengidentifikasi

ungkapan yang sedang

dipelajari

Menanyakan hal-hal

yang tidak diketahui atau yang berbeda.

Menentukan ungkapan

yang tepat secara

16 JP

• Buku

Penunjang

Kurikulum

2013 Mata

Pelajaran

Bahasa

Inggris

When

English

Rings The

Bell, Kelas

IX,

Kemendikb

ud, Revisi

Tahun 2016

• Kamus

• Lisan • Tertulis • Penugasan • Unjukkerja • Portofolio



Alokasi

Waktu

Sumber

Belajar Penilaian

sesuai dengan

konteks

penggunaannya

- Ungkapan a.l.

Congratuloati

ons, I hope so, I wish you

lisan/tulis dari berbagai

situasi lain yang serupa.

Melakukan refleksi

Bahasa

Inggris

• Pengalama

n peserta

4.1 Menyusun teks

interaksi

interpersonal lisan

dan tulis sangat

pendek dan

sederhana yang

melibatkan tindakan

menyatakan

harapan, doa, dan

ucapan selamat atas

suatu kebahagiaan

dan prestasi, dan

menanggapinya,

dengan

memperhatikan

fungsi sosial,

struktur teks, dan

unsure kebahasaan

yang benar dan

sesuai konteks

luck; dll.

- Ucapan,

tekanan kata,

intonasi, ejaan,

tanda baca, dan tulisan

tangan

Topik

Prestadi dan

kebahagiaan

yang dapat

menumbuhkan

perilaku yang

termuat di KI

Menyusun teks interaksi interpersonal

lisan dan tulis sangat pendek dan

sederhana yang melibatkan tindakan

menyatakan harapan, doa, dan ucapan

selamat atas suatu kebahagiaan dan

prestasi, dan menanggapinya, dengan

memperhatikan fungsi sosial, struktur

teks, dan unsure kebahasaan yang

benar dan sesuai konteks

tentang proses dan hasil

belajar

didik dan

guru



dan unsur

kebahasaan teks

interaksi

transaksional lisan

dan tulis yang

melibatkan tindakan

memberi dan

meminta informasi

terkait maksud,

tujuan, persetujuan

melakukan suatu

Fungsi sosial

Membuat

rencana,

menunjukkan

kesungguhan,

mengarahkan


- Menanggapi

(diharapkan/di luar dugaan)

Unsur

Mengidentifikasi ungkapan yang digunakan untuk menyatakan maksud

dan tujuan dalam bahasa Inggris

Mengidentifikasi ungkapan yang

digunakan untuk menyatakan

persetujuan melakukan suatu

tindakan/kegiatan dalam bahasa

Inggris

Menirukan dan membaca ulang teks-

teks dibacakan oleh guru terkait

maksud, tujuan, persetujuan

melakukan suatu tindakan/kegiatan

dengan suara lantang

• Religius

• Mandiri

• Gotong royong

• Kejujuran

• Kerja keras

• Percaya diri

• Kerja sama

Membaca beberapa teks

pendek yang berisi

rencana dan kemauan

untuk melakukan

perbaikan diri

Bertanya jawab tentang

rencana dan kemauan

yang disebutkan dalam

teks.

Menyimak, membaca,

dan menirukan, guru

membacakan teks-teks

tersebut dengan suara

16 JP

• Buku

Penunjang

Kurikulum

2013 Mata

Pelajaran

Bahasa

Inggris

When

English

Rings The

Bell, Kelas

IX,

Kemendikb

ud, Revisi




Alokasi

Waktu

Sumber

Belajar Penilaian

tindakan/kegiatan,

sesuai dengan

konteks

penggunaannya.

(Perhatikan unsur

kebahasaan to, in

order to, so that

(dis)agreement)

Kebahasaan - Kalimat

deklaratif dan

interogatif

dengan modal:

will, be going to.

- Ungkapan

persetujuan: I

agree. That’s a good idea. I

don’t think it’s

a good idea.

- Nomina singular dan

plural dengan

atau tanpa a, the, this, those,

my, their, dsb.

- Ucapan, tekanan kata,

intonasi, ejaan,

tanda baca,

dan tulisan

tangan

Topik

Tindakan dan

kegiatan peserta

didik di sekolah,

rumah, dan

lingkungan

sekitar yang

dapat

menumbuhkan

perilaku yang

termuat di KI

lantang

Menanyakan hal-hal

yang tidak diketahui atau

yang berbeda

Bertanya jawab dengan

teman tentang rencana

dan kemauan untuk

menghadapi ujian akhir

sebaik-baiknya

Memaparkan hasil

temuannya dalam bentuk

teks pendek tentang

temannya.

Mempresentasikan di

kelompok lain dan

bertanya jawab tentang

isi teks

Melakukan refleksi

tentang proses dan hasil belajarnya

Tahun 2016 • Kamus

Bahasa

Inggris

• Pengalama

n peserta

didik dan

guru

4.2 Menyusun teks

interaksi

transaksional lisan

dan tulis sangat

pendek dan

sederhana yang

melibatkan tindakan

memberi dan

meminta informasi

terkait maksud,

tujuan, persetujuan

melakukan suatu

tindakan/kegiatan,

dengan

memperhatikan

fungsi sosial,

struktur teks, dan

unsur kebahasaan

yang benar dan

sesuai konteks

Melakukan percakapan dengan

menggunakan ungkapan terkait

maksud, tujuan, persetujuan

melakukan suatu tindakan/kegiatan

melalui kegiatan terintegrasi

menyimak, membaca, berbicara dan

menulis dengan percaya diri

Menyusun teks interaksi transaksional

lisan dan tulis sangat pendek dan

sederhana terkait maksud, tujuan,

persetujuan melakukan suatu

tindakan/kegiatan, dengan

memperhatikan fungsi sosial, struktur

teks, dan unsur kebahasaan yang

benar dan sesuai konteks

Mempresentasikan teks interaksi yang

telah disusun di depan kelompok lain

3.3 Membandingkan

fungsi sosial,

struktur teks, dan

unsur kebahasaan

Fungsi sosial

Memilih

obat/makanan/

Mengidentifikasi berbagai informasi

yang tertera di label obat/makanan/

minuman

Menganalisis unsur kebahasaan dari

• Religius

• Mandiri

• Gotong royong

• Kejujuran

Membaca dan

mengidentifikasi

berbagai informasi yang

tertera di label

12 JP

• Buku

Penunjang

Kurikulum

2013 Mata

• Lisan • Tertulis • Penugasan • Unjukkerja



Alokasi

Waktu

Sumber

Belajar Penilaian

beberapa teks

khusus dalam

bentuk label, dengan

meminta dan

memberi informasi

terkait

obat/makanan/

minuman, sesuai

dengan konteks

penggunaannya

minuman yang

sehat dan aman,

menghindari

efek negatif, dan

mendapatkan

hasil terbaik

Struktur Teks

Dapat

mencakup, nama

asli dan nama

dagang obat,

deskripsi,

volume, bahan,

cara

menggunakan,

cara menyimpan,

tanggal

kadaluarsa

Unsur

Kebahasaan - Istilah khusus

terkait dengan

produk.

- Kalimat imperatif

- Tata bahasa:

frasa nominal

untuk

menyebut

benda, cara menyebut

jumlah/ukuran


intonasi, ejaan,

tanda baca,

dan tulisan tangan

contoh presentasi tentang

obat/makanan/ minuman • Kerja keras

• Percaya diri

• Kerja sama

obat/makanan/ minuman

dengan menuliskan

informasi ke dalam tabel

analisis

Mempelajari contoh

mempresentasikan isi

tabel, dan kemudian

belajar menyampaikan

secara lisan dengan


yang benar

Melakukan langkah-

langkah yang sama yang

telah dilakukan

sebelumnya untuk

mengamati label

makanan dan minuman

Mempresentasikan hasil

analisis secara lisan di

depan kelompok lain

Melakukan refleksi


belajarnya

Pelajaran

Bahasa

Inggris

When

English

Rings The

Bell, Kelas

IX,

Kemendikb

ud, Revisi

Tahun 2016

• Kamus

Bahasa

Inggris

• Pengalama

n peserta

didik dan

guru

• Portofolio

4.3 Menangkap makna

secara kontekstual

terkait dengan

fungsi sosial,

struktur teks, dan

unsur kebahasaan

teks khusus dalam

bentuk label

pendekdansederhana

, terkait

obat/makanan/

minuman

Menuliskan informasi tentang obat/makanan/ minuman ke dalam

tabel analisis

Mempresentasikan hasil analisis

secara lisan di depan kelompok lain

Menangkap makna secara kontekstual

terkait dengan fungsi sosial, struktur

teks, dan unsur kebahasaan teks

khusus dalam bentuk label

pendekdansederhana, terkait

obat/makanan/ minuman



Alokasi

Waktu

Sumber

Belajar Penilaian

Topik

Informasi

tentang obat/

makanan/minum

an yang dapat

menumbuhkan

perilaku yang

termuat di KI

3.4 Membandingkan

fungsi sosial,

struktur teks, dan

unsur kebahasaan

beberapa teks

prosedur lisan dan

tulis dengan

memberi dan

meminta informasi

terkait resep

makanan/ minuman

dan manual, pendek

dan sederhana,

sesuai dengan

konteks

penggunaannya

Fungsi sosial

Mendapatkan

hasil terbaik

secara efektif

dan efisien,

menghindari

kerusakan,

kecelakaan, dan

pemborosan

Struktur Teks Dapat mencakup

- nama

makanan, minuman,

- alat, mesin,

bahan, aparatus yang diperlukan,

- cara

memasak, menggunaka

n dalam

bentuk

langkah- langkah kerja

secara

berurutan

Unsur

Kebahasaan

Mengucapkan ulang setiap kata dari

beberapa teks resep makanan/

minuman dengan ucapan dan tekanan

kata yang benar

Menganalisis struktur nomina yang

digunakan untuk menyebutkan benda-

benda

Menganalisis struktur kalimat yang

menyebutkan langkah kerja

Membacakan dengan suara lantang,

dengan ucapan dan tekanan kata yang

benar teks terkait resep makanan/

minuman dan manual

• Religius

• Mandiri

• Gotong royong

• Kejujuran

• Kerja keras

• Percaya diri

• Kerja sama

Didektekan beberapa

resep makanan/

minuman oleh guru

menulis dengan tangan

beberapa resep di buku

catatan masing-masing

sambil mengucapkan

setiap kata dengan


yang benar

Dengan menggunakan

tabel, menganalisis

struktur nomina yang

digunakan untuk

menyebutkan benda-

benda

Dengan cara yang sama

menganalisis struktur

kalimat yang

menyebutkan langkah

kerja

Mencermati manual, dan

berlatih membacakan

dengan suara lantang,

dengan ucapan dan


Menyalin resep

makanan/minuman dari

buku resep dengan ditulis tangan dan

12 JP

• Buku

Penunjang

Kurikulum

2013 Mata

Pelajaran

Bahasa

Inggris

When

English

Rings The

Bell, Kelas

IX,

Kemendikb

ud, Revisi

Tahun 2016

• Kamus

Bahasa

Inggris

• Pengalama

n peserta

didik dan

guru

• Lisan • Tertulis • Penugasan

• Unjukkerja • Portofolio

4.4 Menangkap makna

secara kontekstual

terkait fungsi sosial,

struktur teks, dan

unsur kebahasaan

teks prosedur lisan

dan tulis, sangat

pendek dan

sederhana, dalam

bentuk resep dan

manual

Menyalin resep makanan/minuman dari buku resep dengan ditulis tangan

dan kemudian ditempel di dinding

kelas atau majalah dinding


terkait fungsi sosial, struktur teks, dan

unsur kebahasaan teks prosedur lisan

dan tulis, sangat pendek dan

sederhana, dalam bentuk resep dan

manual



Alokasi

Waktu

Sumber

Belajar Penilaian

- Kosa kata khusus

terkait

dengan

produk,

- Frasa

nominal

untuk

menyebut benda

- kata sambung first, next,

then, finally.

- Ucapan,

tekanan kata,

intonasi, ejaan, tanda

baca, dan

tulisan

tangan

Topik Resep

makanan/minum

an, manual

peralatan yang

terkait dengan

kehidupan

peserta didik

yang dapat

menumbuhkan

perilaku yang

termuat di KI

kemudian ditempel di

dinding kelas atau

majalah dinding

Melakukan refleksi




dan unsur

kebahasaan teks

interaksi

transaksional lisan

dan tulis yang

Fungsi sosial Mendeskripsikan

, melaporkan,

menjelaskan


Mengidentifikasi beberapa kejadian,

kegiatan yang sedang berlangsung

pada saat ini, satu titik waktu di masa

lampau dan di waktu yang akan

datang melalui teks-teks pendek dan

sederhana

Melengkapi kalimat dengan jawaban

berupa ungkapan-ungkapan yang

• Religius

• Mandiri

• Gotong royong

• Kejujuran

• Kerja keras

• Percaya diri

• Kerja sama

Membaca dan

mencermati teks-teks

pendek dan sederhana

tentang beberapa

kejadian, kegiatan yang

sedang berlangsung pada

saat ini, satu titik waktu

16 JP

• Buku

Penunjang

Kurikulum

2013 Mata

Pelajaran

Bahasa

Inggris

When




Alokasi

Waktu

Sumber

Belajar Penilaian

melibatkan tindakan

memberi dan

meminta informasi

terkait keadaan/

tindakan/kegiatan/

kejadian yang

sedang dilakukan/

terjadi pada saat ini,

waktu lampau, dan

waktu yang akan

datang, sesuai

dengan konteks

penggunaannya

(perhatikan unsur

kebahasaan present

continuous, past

continuous,

will+continuous)


Unsur

kebahasaan

- Kalimat

deklaratif dan interogative

dalam present

continuous

tense, past continuous,

dan continuous

dengan modal

will.

- Klausa adverbial

dengan kata sambung when... ,

while...

- Nomina

singular dan plural dengan

atau tanpa a, the, this, those, my, their, dsb.

- Ucapan,

tekanan kata,

intonasi, ejaan,

tanda baca, dan tulisan tangan

Topik

Keadaan/tindaka

n/kegiatan/kejadi

an di rumah,

sekolah, dan

lingkungan

sekitar peserta

didik, yang dapat

menumbuhkan

diambil teks, dengan ejaan dan tanda

baca yang benar

Mengajukan pertanyaan dan jawaban

tentang kegiatan/peristiwa yang

sedang berlangsung pada saat ini, satu

titik waktu di masa lampau dan di

waktu yang akan datang yang

disebutkan dalam teks lain lagi

Mengidentifikasi kesibukan beberapa

orang dalam teks-teks pendek dan

sederhana dengan menyebutkan apa

yang sedang dilakukan saat ini, pada

satu titikdi waktu lampau dan yang

akan datang

di masa lampau dan di waktu yang akan datang

Melengkapi kalimat

dengan jawaban berupa

ungkapan-ungkapan

yang diambil teks,

dengan ejaan dan tanda

baca yang benar


kegiatan/peristiwa yang

sedang berlangsung pada

saat ini, satu titik waktu

di masa lampau dan di

waktu yang akan datang

yang disebutkan dalam

teks lain lagi

Mengumpulkan

informasi tentang

kesibukan beberapa

orang dalam teks-teks


dengan menyebutkan

apa yang sedang

dilakukan saat ini, pada

satu titikdi waktu lampau

dan yang akan datang

Menempelkan karyanya

di dinding kelas atau

majalah dinding

Melakukan refleksi


belajarnya

English

Rings The

Bell, Kelas

IX,

Kemendikb

ud, Revisi

Tahun 2016

• Kamus

Bahasa

Inggris

• Pengalama

n peserta

didik dan

guru

4.5 Menyusun teks

interaksi

transaksional lisan

dan tulis sangat

pendek dan

sederhana yang

melibatkan tindakan

memberi dan

meminta informasi

terkait keadaan/

tindakan/kegiatan/ke

jadian yang sedang

dilakukan/ terjadi

pada saat ini, waktu

lampau, dan waktu

yang akan datang,

dengan

memperhatikan

fungsisosial, struktur

Menuliskan teks interaksi

transaksional tentang kesibukan

beberapa orang dalam teks-teks

pendek dan sederhana dengan

menyebutkan apa yang sedang

dilakukan saat ini, pada satu titikdi

waktu lampau dan yang akan datang

Mempresentasi teks tersebut di depan

kelas



Alokasi

Waktu

Sumber

Belajar Penilaian

teks, dan unsur

kebahasaan yang

benar dan sesuai

konteks

perilaku yang

termuat di KI



dan unsur

kebahasaan teks

interaksi

transaksional lisan

dan tulis yang

melibatkan tindakan

memberi dan

meminta informasi

terkait keadaan/

tindakan/kegiatan/

kejadian yang

sudah/ telah

dilakukan/terjadi di

waktu lampau

dikaitkan dengan

keadaan sekarang,

tanpa menyebutkan

waktu terjadinya

secara spesifik,

sesuai dengan

konteks

penggunaannya

(perhatikan unsur

kebahasaan present

perfect tense)


, melaporkan,

menjelaskan.

Struktur teks - Memulai - Menanggapi

(diharapkan/di luar dugaan)

Unsur

kebahasaan

- Kalimat deklaratif dan interogative

dalam present perfect tense.

- Kata sambung:

since, for; kata penunjuk waktu now

- Nomina singular dan

plural dengan

atau tanpa a, the, this, those,

my, their, dsb. - Ucapan,

tekanan kata,

intonasi, ejaan,

tanda baca, dan

tulisan tangan Topik

Keadaan/tindaka

n/

kegiatan/kejadia

Mengidentifikasi beberapa kejadian,

kegiatan yang terjadi di masa lampau

tanpa menyebutkan waktu terjadinya

secara spesifik melalui teks-teks





baca yang benar.

Mengajukan pertanyaan dan jawaban

tentang kegiatan/peristiwa di waktu

lampau tanpa menyebutkan waktu

terjadinya secara spesifik yang mereka

dan anggota keluarga atau temannya

alami

• Religius

• Mandiri

• Gotong royong

• Kejujuran

• Kerja keras

• Percaya diri

• Kerja sama

Membaca dan

mencermati teks-teks


tentang beberapa

kejadian, kegiatan yang

terjadi di masa lampau

tanpa menyebutkan

waktu terjadinya secara

spesifik

Melengkapi kalimat


ungkapan-ungkapan

yang diambil teks,


baca yang benar.


kegiatan/peristiwa di

waktu lampau tanpa

menyebutkan waktu

terjadinya secara spesifik

yang mereka dan

anggota keluarga atau

temannya alami

Mengumpulkan

informasi tentang untuk

membuat teks-teks


Saling

mempresentasikan,

menyimak dan bertanya

jawab tentang teks

masing-masing dengan

teman-temannya, secara

lisan, dengan ucapan dan

12 JP

• Buku

Penunjang

Kurikulum

2013 Mata

Pelajaran

Bahasa

Inggris

When

English

Rings The

Bell, Kelas

IX,

Kemendikb

ud, Revisi

Tahun 2016

• Kamus

Bahasa

Inggris

• Pengalama

n peserta

didik dan

guru


4.6 Menyusun teks

interaksi

transaksional lisan

dan tulis sangat

pendek dan

Membuat teks-teks pendek dan

sederhana tentang beberapa kejadian,

kegiatan yang terjadi di masa lampau

tanpa menyebutkan waktu terjadinya

secara spesifik



Alokasi

Waktu

Sumber

Belajar Penilaian

sederhana yang

melibatkan tindakan

memberi dan

meminta informasi

terkait dengan

keadaan/tindakan/

kegiatan/ kejadian

yang sudah/telah

dilakukan/ terjadi di

waktu lampau

dikaitkan dengan

keadaan sekarang,

tanpa menyebutkan

waktu terjadinya

secara spesifik,

dengan

memperhatikan

fungsi sosial,

struktur teks, dan

unsur kebahasaan

yang benar dan

sesuai konteks

n di rumah,

sekolah, dan

lingkungan

sekitar peserta

didikyang dapat

menumbuhkanpe

rilaku yang

termuat di KI

Mempresentasikan teks masing-

masing di depan kelas dengan ucapan

dan tekanan kata yang benar


Melakukan refleksi


belajarnya

3.7 Membandingkan

fungsi sosial,

struktur teks, dan

unsur kebahasaan

beberapa teks naratif

lisan dan tulis

dengan memberi dan

meminta informasi

terkait fairytales,

pendek dan

sederhana, sesuai

dengan konteks

penggunaannya

Fungsi sosial

Mendapatkan/me

mberikan

hiburan,

mengambil

teladan nilai-

nilai luhur

Struktur teks Dapat

mencakup:

- Orientasi

- Evaluasi

- Krisis

Mengidentifikasi isi cerita teks

fairytales yang didengar atau dibaca

Membacakan dongeng dengan

ucapan, dan tekanan kata yang benar

Mengidentifikasi informasi dari isi

teks yang sedang dibacakan.

Menyebutkan bagian-bagian cerita

yang memuat pesan yang disebutkan

• Religius

• Mandiri

• Gotong royong

• Kejujuran

• Kerja keras

• Percaya diri

• Kerja sama

Menyimak guru

membacakan beberapa

teks fairytales, sambil

bertanya jawab tentang

isi cerita

Mempelajari cara

membacakan dongeng

dengan menyimak dan

meniru guru membaca

cerita, ucapan, dan


Menanyakan informasi

terkait isi teks yang

sedang dipelajari.

Menyebutkan bagian-

16 JP

• Buku

Penunjang

Kurikulum

2013 Mata

Pelajaran

Bahasa

Inggris

When

English

Rings The

Bell, Kelas

IX,

Kemendikb

ud, Revisi

Tahun 2016

• Kamus

Bahasa


4.7 Menangkap makna Melengkapi ringkasan cerita dengan



Alokasi

Waktu

Sumber

Belajar Penilaian

secara kontekstual

terkait fungsi sosial,

struktur teks, dan

unsur kebahasaan

teks naratif, lisan

dan tulis, sangat

pendek dan

sederhana, terkait

fairytales

- Resolusi - Reorienta

si

Unsur

kebahasaan - Kalimat

deklaratif dan

interogatif dalam simple

past tense

- Frasa

adverbia: a long time

ago, once

upon a time,

in the end, happily ever

after

- Nomina

singular dan

plural dengan

atau tanpa a, the, this,

those, my,

their, dsb.


intonasi, ejaan, tanda

baca, dan

tulisan

tangan

Topik

Cerita yang

memberikan

keteladanan dan

dapat

menumbuhkanpe

rilaku yang

termuat di KI

kata-kata dan ungkapan yang yang

tepat sesuai cerita

Membacakan ringkasan dengan suara

nyaring dalam kelompok masing-

masing

Menuliskan dengan tulisan tangan

makna cerita terkait fairytales, sangat


bagian cerita yang

memuat pesan yang

disebutkan

Membaca satu cerita lagi

dan bertanya jawab

dengan teman tentang isi

ceritanya

Melengkapi ringkasan

cerita dengan kata-kata

dan ungkapan yang yang

tepat sesuai cerita

Membacakan ringkasan

dengan suara nyaring

dalam kelompok

masing-masing

Melakukan refleksi


belajarnya

Inggris

• Pengalama

n peserta

didik dan

guru



Alokasi

Waktu

Sumber

Belajar Penilaian



dan unsur

kebahasaan teks

interaksi

transaksional lisan

dan tulis yang

melibatkan tindakan

memberi dan

meminta informasi

terkait keadaan/

tindakan/kegiatan/

kejadian tanpa perlu

menyebutkan

pelakunya sesuai

dengan konteks

penggunaannya.

(perhatikan unsur

kebahasaan passive

voice)


, memaparkan

secara obyektif



Unsur


deklaratif dan interogatif

dalam

passive voice

- Preposisi by - Nomina


atau tanpa a,

the, this,

those, my, their, dsb.


intonasi,

ejaan, tanda

baca, dan

tulisan tangan

Topik Hasil kerajinan,

makanan, dsb.

yang sangat

dikenal yang

dapat

menumbuhkan

perilaku yang

Membacakan deskripsi tentang

makanan khas dengan banyak

menggunakan kalimat pasif




baca yang benar

Mengidentifikasi informasi tentang

beberapa benda yang ada di sekitar

Mendeskripsikan beberapa benda

dengan banyak menggunakan kalimat

pasif

• Religius

• Mandiri

• Gotong royong

• Kejujuran

• Kerja keras

• Percaya diri

• Kerja sama

Membaca dan

mencermati beberapa

deskripsi tentang

makanan khas dengan

banyak menggunakan

kalimat pasif

Melengkapi kalimat


ungkapan-ungkapan

yang diambil teks,


baca yang benar

Mengumpulkan

informasi tentang

beberapa benda yang

dideskripsikan dengan

banyak menggunakan

kalimat pasif

Saling

mempresentasikan,

menyimak dan bertanya

jawab tentang teks

masing-masing dengan

teman-temannya, secara

lisan, dengan ucapan dan


Melakukan refleksi


belajarnya

16 JP

• Buku

Penunjang

Kurikulum

2013 Mata

Pelajaran

Bahasa

Inggris

When

English

Rings The

Bell, Kelas

IX,

Kemendikb

ud, Revisi

Tahun 2016

• Kamus

Bahasa

Inggris

• Pengalama

n peserta

didik dan

guru


4.8 Menyusun teks

interaksi

transaksional lisan

dan tulis sangat

pendek dan

sederhana yang

melibatkan tindakan

memberi dan

meminta informasi

terkait keadaan/

tindakan/kegiatan/

kejadian tanpa perlu

menyebutkan

pelakunya dengan

memperhatikan

fungsi sosial,

struktur teks dan

Membuat teks deskripsi tentang

benda-benda yang ada di sekitar

Mempresentasikan teks masing-

masing dengan teman-temannya,

secara lisan, dengan ucapan dan


Mengajukan kalimat tanya dan

jawaban tentang teks masing-masing

dengan teman-temannya, secara lisan,

dengan ucapan dan tekanan kata yang

benar



Alokasi

Waktu

Sumber

Belajar Penilaian

unsur kebahasaan

yang benar dan

sesuai konteks.

(perhatikan unsur

kebahasaan passive

voice)

termuat di KI

3.9 Membandingkan

fungsi sosial,

struktur teks, dan

unsur kebahasaan

beberapa teks

information report

lisan dan tulis

dengan memberi dan

meminta informasi

terkait mata

pelajaran lain di

Kelas IX, pendek

dan sederhana,

sesuai dengan

konteks

penggunaannya

Fungsi sosial

Mempresentasik

an pengetahuan

umum tentang

orang, benda,

binatang,

fenomena sosial,

dan fenomena

alam, secara

ilmiah dan

obyektif

Struktur teks

Dapat

mencakup:

- jenis, golongan,

spesies dari

obyek secara

umum

- unsur-unsur

rincian deskripsi

tentang obyek

pada

umumnya

Unsur


deklaratif dan

interogatif

dalam simple

Mendeskripsikan beberapa teks

information report terkait mata

pelajaran lain di Kelas IX

Mengidentifikasi bagian-bagian

struktur teks report

Mengidentifikasi cara penggunaa teks

report melalui contoh

• Religius

• Mandiri

• Gotong royong

• Kejujuran

• Kerja keras

• Percaya diri

• Kerja sama

Membaca beberapa teks

information report

terkait mata pelajaran

lain di Kelas IX

Menggunakan alat

analisis,

mengidentifikasi bagian-

bagian struktur teks

report dan mengamati

cara penggunaanya,

seperti yang dicontohkan


beberapa teks lain lagi

dengan topik yang

berbeda

Menempelkan teks

masing-masing di

dinding kelas untuk

dibaca temannya

Mempresentasikan

teksnya kepada teman-

teman yang mendatangi

Tiap kelas membuat satu

proyek menulis booklet

tentang flora fauna lokal,

yang hasilnya akan

dilombakan dengan

kelas lain.

Melakukan refleksi


belajarnya

16 JP

• Buku

Penunjang

Kurikulum

2013 Mata

Pelajaran

Bahasa

Inggris

When

English

Rings The

Bell, Kelas

IX,

Kemendikb

ud, Revisi

Tahun 2016

• Kamus

Bahasa

Inggris

• Pengalama

n peserta

didik dan

guru

• Lisan • Tertulis • Penugasan

• Unjukkerja • Portofolio

4.9. Teks Information

Report

4.9.1 Menangkapmakna

secara kontekstual

terkait fungsi

sosial, struktur

teks, dan unsur

kebahasaan teks

information report

lisan dan tulis,

sangat pendek dan

sederhana, terkait

topik yang

Mengidentifikasi makna beberapa teks

lain lagi dengan topik yang berbeda

Membuat teks information report

terkait mata pelajaran lain di Kelas IX

Menampilkan dan mempresentasikan

teksnya kepada teman-teman yang

mendatangi

Menuliskan booklet tentang flora

fauna lokal



Alokasi

Waktu

Sumber

Belajar Penilaian

tercakup dalam

mata pelajaran lain

di Kelas IX

4.9.2 Menyusun teks

information report

lisan dan tulis,

sangat pendek dan

sederhana, terkait

topik yang

tercakup dalam

mata pelajaran lain

di Kelas IX,

dengan

memperhatikan

fungsi sosial,

struktur teks, dan

unsur kebahasaan,

secara benar dan

sesuai konteks

present tense

dan passive

voice

- Nomina


atau tanpa a,

the, this, those,

my, their, dsb.


intonasi, ejaan,

tanda baca, dan tulisan

tangan

Topik

Tumbuhan,

hewan,

teknologi, dan

gejala/ peristiwa

alam dan sosial

terkait dengan

mata pelajaran

lain di Kelas IX

yang dapat

menumbuhkan

perilaku yang

termuat di KI

3.10 Membandingkan

fungsi sosial,

struktur teks, dan

unsur kebahasaan

beberapa teks

khusus dalam

bentuk iklan

dengan memberi

dan meminta

informasi terkait

Fungsi sosial

Mempromosikan

produk dan jasa

Struktur Teks Dapat mencakup:

- Visual

- Logo

- Headline

Mengidentifikasi bagian-bagian iklan

dan ungkapan atau kata yang

digunakan dengan menggunakan tabel

analisis

Menganalisis beberapa iklan lain untuk mengidentifikasi bagian-

bagiannya

Mengidentifikasi persamaan dan

perbedaan beberapa iklan dari segi isi

dan bentuk

• Religius

• Mandiri

• Gotong royong

• Kejujuran

• Kerja keras

• Percaya diri

• Kerja sama

Mencermati iklan


dan dengan contoh


bagian iklan dan

ungkapan atau kata yang

digunakan dengan

menggunakan tabel

analisis

Menggunakan tabel

16 JP

• Buku

Penunjang

Kurikulum

2013 Mata

Pelajaran

Bahasa

Inggris

When

English

Rings The

Bell, Kelas




Alokasi

Waktu

Sumber

Belajar Penilaian

produk dan jasa,

sesuai dengan

konteks

penggunaannya

- Sub-headline (lebih rinci daripada headline)

- Body copy

(uraian pesan yang lebih

detail dari

sub-headline)

Unsur Kebahasaan

- Ungkapan dan kata

sesuai dengan

kekhasan

setiap iklan


intonasi,

ejaan, tanda

baca, dan tulisan

tangan

Topik Produk dan jasa

terkait dengan

kehidupan

peserta didik

SMP/MTs yang

dapat

menumbuhkan

perilaku yang

termuat di KI

analisis, mencermati

beberapa iklan lain untuk


bagiannya

Mengidentifikasi

persamaan dan

perbedaan beberapa

iklan dari segi isi dan

bentuk

Mempresentasikan hasil

analisis secara lisan di

depan kelompok lain

Melakukan refleksi


IX, Kemendikb

ud, Revisi

Tahun 2016

• Kamus

Bahasa

Inggris

• Pengalama

n peserta

didik dan

guru

4.10 Menangkap makna

secara kontekstual

terkait fungsi

sosial, struktur

teks, dan unsur

kebahasaan teks

khusus dalam

bentuk iklan,

pendek dan

sederhana, terkait

produk dan jasa

Mempresentasikan hasil analisis

secara lisan di depan kelompok lain


terkait fungsi sosial, struktur teks, dan

unsur kebahasaan teks khusus dalam

bentuk iklan, pendek dan sederhana,

terkait produk dan jasa

3.11 Menafsirkan

fungsi sosial dan

unsur kebahasaan

dalam lirik lagu

terkait kehidupan

Fungsi sosial

Mengembangkan

nilai-nilai

kehidupan dan

karakter yang

Menirukan lirik lagu terkait

kehidupan remaja SMP/MTs secara

lisan

Mengidentifikasi fungsi sosial dan

unsur kebahasaan dalam lirik lagu terkait kehidupan remaja SMP/MTs

• Religius

• Mandiri

• Gotong royong

• Kejujuran

• Kerja keras

Membaca, menyimak,

dan menirukan lirik lagu

secara lisan

Menanyakan hal-hal yang tidak diketahui atau

12 JP

• Buku

Penunjang

Kurikulum

2013 Mata

Pelajaran

Bahasa




Alokasi

Waktu

Sumber

Belajar Penilaian

remaja SMP/MTs positif

Unsur kebahasaan - Kosa kata dan

tata bahasa dalam lirik

lagu

- Ucapan,

tekanan kata, intonasi, ejaan,

tanda baca,

dan tulisan

tangan

Topik

Hal-hal yang

dapat

memberikan

keteladanan

dan

menumbuhkan

perilaku yang

termuat di KI

• Percaya diri

• Kerja sama

berbeda

Menyebutkan pesan

yang terkait dengan

bagian-bagian tertentu

Melakukan refleksi


Inggris

When

English

Rings The

Bell, Kelas

IX,

Kemendikb

ud, Revisi

Tahun 2016

• Kamus

Bahasa

Inggris

• Pengalama

n peserta

didik dan

guru

4.11 Menangkap makna

secara kontekstual

terkait dengan

fungsi sosial dan

unsur kebahasaan

lirik lagu terkait

kehidupan remaja

SMP/MTs

Menyebutkan pesan yang terkait

dengan fungsi sosial dan unsur kebahasaan lirik lagu terkait

kehidupan remaja SMP/MTs

RENCANA PELAKSANAAN PEMBELAJARAN

3.4 Menganalisis fungsi sosial, struktur teks, dan unsur

kebahasaan beberapa teks deskriptif lisan dan tulis dengan

memberi dan meminta informasi pendek dan sederhana

terkait orang, benda dan tempat sesuai dengan konteks

penggunaannya.

4.4 Menyusun teks deskriptif lisan dan tulis, pendek dan

sederhana, terkait orang, benda dan tempat, dengan

memperhatikan fungsi sosial, struktur teks, dan unsur

kebahasaan, secara benar dan sesuai konteks Tahun Pelajaran : 2020-2021 Alokasi Waktu : 3 X 35 Menit

I. Tujuan Pembelajaran

1. Melalui penggalian informasi peserta didik mampu menganalisis fungsi sosial,

struktur teks, dan unsur kebahasaan beberapa teks deskriptif lisan dan tulis dengan

memberi dan meminta informasi pendek dan sederhana terkait orang, benda dan

tempat sesuai dengan konteks penggunaannya dengan mandiri. 2. Melalui diskusi peserta didik mampu menerapkan fungsi sosial, struktur teks, dan

unsur kebahasaan beberapa teks deskriptif lisan dan tulis dengan memberi dan

meminta informasi pendek dan sederhana terkait orang, benda dan tempat sesuai

dengan konteks penggunaannya dalam kehidupan sehari-hari dengan mandiri. 3. Melalui latihan peserta didik mampu mengaplikasikan fungsi sosial, struktur teks,

dan unsur kebahasaan beberapa teks deskriptif lisan dan tulis dengan memberi dan


dengan konteks penggunaannya dalam kehidupan sehari-hari dengan mandiri.

II. Langkah-langkah Pembelajaran

a. Metode, media dan sumber belajar 1. Metode/model : Daring

2. Alat/media : Laptop, hp, video pembelajaran Bahasa Inggris

3. Sumber belajar : Buku paket Bahasa Inggris, youtube dan sumber internet lainnya.

b. Kegiatan Pembelajaran

1. Kegiatan Pendahuluan

Peserta didik dipersiapkan oleh Guru dengan membuka salam dan menanyakan kabar.

Peserta didik mengisi absen yang dipandu oleh Guru pada group belajar WhatsApp Peserta didik diberikan motivasi dan apersepsi oleh Guru.

Penyampain topik bahasan mengenai tenses yang akan di ajarkan yang akan di

kaitkan di dalam kehidupan sehari-hari

Nama Sekolah

Mata Pelajaran : Bahasa Inggris

: SMPN 8 Pekanbaru

user

Text Box

Kelas : IX Kompetensi Dasar :

2. Kegiatan Inti Peserta didik megamati video pembelajaran melalui HP Android/ laptop masing-

masing

Peserta didik mengerjakan latihan yang diberikan oleh Guru secara mandiri.

WhatsApp secara mandiri dan jujur.

Doctor

Doctor is someone who has a job to cure sick people with their knowledge. Doctor can be a woman or a man.

Doctor usually wear a hygienic white coat that free from flea, a with glove that keep their

hand clean, around his neck hangs a stethoscope to check patient’s heartbeat, and a masker to prevent a germ spreading while they sneeze.

To be a doctor, people must have education in medical course, they can choose medical

course more specifically too, such as vet (a doctor that focused on caring for pet),

paediatrician ( a doctor that focused on caring children). Dentist ( a doctor that focused in caring medical patient’s teeth).

Nurse My sister works at the central hospital. She take cares the patient at the hospital every day.

Sometimes, she goes to the work at seven o’clock in the morning and goes home at three

o’clock in the afternoon. She is a doctor’s hands, she usually helps the doctor to cures the patients. She also

prepares and bring the medicine for the patient in the room. She also helped the doctor to

maintain, recover optimal health and quality of life of the patients.

She works patiently, she never bored with her jobs. She is happy to be a nurse.

4. Kegiatan Penutup

Umpan balik dan simpulan materi melalui group belajar (WhatsApp)

Melakukan refleksi Menyampaikan materi selanjutnya

III. Penilaian (Assesment)

a. Penugasan

b. Instrumen penilaian individu

ALAT PENILAIAN

Pedoman skor N =𝐼 + 𝑇

2× 100% =. . ..

I = Rata-rata Nilai Aktif Individu

T = Tes formatif/ Ulangan semester

I . Tugas

Peserta didik mengumpulkan hasil kerja dalam bentuk voice note yang dikirim melalui

3. Materi pembelajaran : Doctor and nurse

c. Tes berbicara

Peserta didik menggali informasi tentang teknik brainstorming berdasarkan video pembelajaran

Peserta didik berdiskusi menerapkan penggunaan dari teknik brainstorming

II. Format Penilaian Individu

No Nama Siswa Nilai

I N Ket Tugas Sikap

Ctt : Penilain sikap berlangsung saat pembelajaran daring (online) dilaksanakan

: 𝑁 = (70% ∗ 𝑡𝑢𝑔𝑎𝑠) + (30% ∗ 𝑠𝑖𝑘𝑎𝑝)

III. Pengayaan dan remedial

Remedial dilaksanakan bagi peserta didik yang belum mencapai nilai KKM melalui kegiatan

tutorial dan penugasan

Pengayaan diberikan pada peserta didik yang mencapai nilai > KKM

Know by,

Headmaster of SMPN 8 Pekanbaru

English Teacher Researcher

Topik diskusi pada group belajar : Teknik Brainstorming

Pekanbaru, 2 Agustus 2021

user

Text Box

Ulfayana NIM. 11414202969

user

Text Box

Ade Armi, M. Pd NIP. 196207071983032020

user

Text Box

Sasmawati, S. Pd NIP. 199301042013122002






penggunaannya.


























Nama Sekolah : SMPN 8 Pekanbaru Mata Pelajaran : Bahasa Inggris

user

Text Box



masing

pembelajaran.



4. Kegiatan Penutup




a. Penugasan


ALAT PENILAIAN


2× 100% =. . ..



I . Tugas

Peserta didik mengumpulkan hasil kerja dalam voice note yang dikirim melalui

3. Materi pembelajaran : Chairmate and Smartest Classmate

Chairmate

c. Tes berbicara

Peserta didik menggali informasi tentang teknik brainstorming berdasarkan video


I has bestfirend in my classroom. I share a chair with her. Her name is Uci Satrya.I always calling her cinguk. Uci has big family. She lives with her parent and threebrothers and two sisters. Uci and I always share about what is being experienced.She is patient, friendly, and helpfull. she also like to eat friend chicken in KFC.That’s my best chairmate

I have a classmate that is good at almost all subjects. Her name is Lia. She is a quietperson. Lia has a pair of thick bushy eyebrows. Her face is oval and her nose is a bit flat.She has slim and short body. Her skin is brown. She has long and wavy hair. She is agood person and treats all of her friends nicely. She is also a polite, diligent, discipline,and friendly person. she is the smartest student in class and gets the highest score of allstudents in my school, it doesn’t make her become a big-headed person and alwaysstays humble. She always helps me whenever I face some troubles in doing myassignment.

Smartest Classmate


No Nama Siswa Nilai

I N Ket Tugas Sikap


: 𝑁 = (70% ∗ 𝑡𝑢𝑔𝑎𝑠) + (30% ∗ 𝑠𝑖𝑘𝑎𝑝)





Know by,



Topik diskusi pada group belajar : Teknik Brainstorming


user

Text Box


user

Text Box

Ade Armi, M. Pd NIP. 196207071983032020

user

Text Box







penggunaannya.



























user

Text Box



masing

pembelajaran.



4. Kegiatan Penutup




a. Penugasan


ALAT PENILAIAN


2× 100% =. . ..



I . Tugas


3. Materi pembelajaran : My favorite room and my pet

My favorite room

My Pet

c. Tes berbicara

Peserta didik menggali informasi tentang teknik brainstrming berdasarkan video


My room is in second floor, next to my big sister’s room. My room is painted light grey.There is big bed inside my room where I sleep every day. I put some pictures on my desk.There are my family picture, my picture with my friends, and my pictures with my pet, Luna,a Persian cat. I also have drawers where I put all my clothes inside. My room is not big,but it is the best place in my house for me

Ross is a small puppy. His size is as big as the palm of my hand. Ross is so fragile.Sometimes I afraid I will hurt him if I want to take him up. Dad said he found Ross nearour house, crying looking for his mom. But Dad can’t see her, so Dad decides to bring him home and give him some comfort. Ross is a good eater. He always finished everything we gave him. Now, it’s been a year since Ross come to our family.His small body has grown up into a size of a football ball. Ross is a good dog, andwe love him so much


No Nama Siswa Nilai

I N Ket Tugas Sikap


: 𝑁 = (70% ∗ 𝑡𝑢𝑔𝑎𝑠) + (30% ∗ 𝑠𝑖𝑘𝑎𝑝)





Know by,



Topik diskusi pada group belajar : Brainstorming

Pekanbaru, 9Agustus 2021

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Ade Armi, M. Pd NIP. 196207071983032020

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penggunaannya.



























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masing

pembelajaran.



4. Kegiatan Penutup




a. Penugasan


ALAT PENILAIAN


2× 100% =. . ..



I . Tugas


3. Materi pembelajaran : My School and My doll

My School

My Doll

c. Tes berbicara



My school is large and has many classes. Each class is divided into 11 classes.In addition, my school also has a basketball court, a volleyball court, a badminton court,a ceremony court, two labs, a hall, two mosques, a large canteen, a teacher's room,toilets, and a parking area. One of my favorite places at school is the bench by the smallpond. During breaks, I always sit on the bench and watch the fish swim.

I have a panda doll. This is my favorite one. That was my birthday present last year. Thisis a large panda doll with white and black. Has a cute and very soft face.This panda dollis unique because the inside of the stomach is not foam but grains so it is fun whenholding it, and I hope this doll is not broken quickly and always with me. I really thankyou for giving a panda doll that finally became something very important.I like to put it on the bed. Every day I play with it. Even I always hug him when I sleep.


No Nama Siswa Nilai

I N Ket Tugas Sikap


: 𝑁 = (70% ∗ 𝑡𝑢𝑔𝑎𝑠) + (30% ∗ 𝑠𝑖𝑘𝑎𝑝)





Know by,





user

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Ade Armi, M. Pd NIP. 196207071983032020

user

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user

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penggunaannya.



























user

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masing

pembelajaran.



4. Kegiatan Penutup




a. Penugasan


ALAT PENILAIAN


2× 100% =. . ..



I . Tugas


3. Materi pembelajaran : My Father and My Mother

My FAther

My Mother

c. Tes berbicara



My father is a very great man. He can be a father and best friend for his children.My father is a hard worker. He worked as a math teacher at school. As a mathematicsteacher, he was very much loved by his students. Friendly personality makes him afavorite teacher for students and friends. Even though my father was a mathematicsteacher, I still did not like mathematics. I prefer English rather than mathematics.My father and I have the same hobby. We really like traveling and going to a new placefor us. My father is very concerned with time for family. For him family is a pricelesstreasure. During school holidays, he always invited us around to travel and spend timetogether. I am very grateful to have a father who can be a father and a friend to me.

My mother is 47 years old. Her name’s Anisa. She’s thin-faced and she’s got long,blond hair and beautiful green eyes. She is still slim because she always tries to stay inshape. She is very good-looking, always well-dressed and elegant.


No Nama Siswa Nilai

I N Ket Tugas Sikap


: 𝑁 = (70% ∗ 𝑡𝑢𝑔𝑎𝑠) + (30% ∗ 𝑠𝑖𝑘𝑎𝑝)





Know by,





user

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Ade Armi, M. Pd NIP. 196207071983032020

user

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user

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penggunaannya.



























user

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masing

pembelajaran.



4. Kegiatan Penutup




a. Penugasan


ALAT PENILAIAN


2× 100% =. . ..



I . Tugas


3. Materi pembelajaran : Justin Bieber and Maundy Ayunda

Maudy Ayunda

c. Tes berbicara



Justin Bieber

Justin Bieber is my favorite singer. I love his music. He makes me happy when I hear him sing.When I am really down and sad, I will hear one of Justin’s songs. He is also cute. He can alsoplay any kind of instrument that I like, for example, guitar and piano. Since I listened to his musicfor the first time, I became a fan. He made me smile. I could talk for hours about what I love about Justin, his hair, his voice, his dougie, his eyes, his humour. But this is what I tell people first. Thisis the reason why I really love him.

Maudy Ayunda is my favorite artist. She is very beautiful and smart. She has captivated me sincethe first time I saw her on television. My first encounter with her was when she promoted a beautyproduct in a TV advertisement. Since then, she has played in movies and also become a singer.Her voice is also wonderful. I've liked the song since the first time I heard it. Maudy is also anartist who cares about her education. I hear now that she is studying somewhere at a foreignuniversity. I hope she will make new movies and songs soon.


No Nama Siswa Nilai

I N Ket Tugas Sikap


: 𝑁 = (70% ∗ 𝑡𝑢𝑔𝑎𝑠) + (30% ∗ 𝑠𝑖𝑘𝑎𝑝)





Ulfayana


Know by,


NIM. 11414202969



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Ade Armi, M. Pd NIP. 196207071983032020

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penggunaannya.



























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masing

pembelajaran.



4. Kegiatan Penutup




a. Penugasan


ALAT PENILAIAN


2× 100% =. . ..



I . Tugas



Peserta didik berdiskusi menerapkan penggunaan dari brainstorming

Singapore

Jhonny Depp

c. Tes berbicara

3. Materi pembelajaran : Singapore

Singapore is a South-east Asian country located between Malaysia and Indonesia.Despite its small size, Singapore is known for its transition as a third-world country tothe first-world country. Singapore also was known as the Asian Tiger economy, basedon external trade and its workforce. Singapore size is not as big as Indonesia, but thecity ranks highly in numerous international rankings for its education, entertainment, finance, healthcare, human capital, innovation, logistics, manufacturing, technology,tourism, trade, and transport. Singapore is home to 5.6 million people with a diverseculture. Majority ethnic groups in Singapore are Chinese, Malay, and Indian. SingaporeIndependence Day was on the 9th of August 1965. Merlion Statue is the official mascotof Singapore. Singapore is famous for its Garden by the Bay, Marina Bay Sands, danOrchard Road (description).

He was born on June 9, 1963 in Owensboro, Kentucky, U.S. He started his career onmovie in 1984. His first movie is A Nightmare on Elm Street. Before he became a famous actor,Depp was a musician. The first genre he played was rock music. He is good in playing guitar andwriting songs. A long his life, he wrote so many songs for bands, solo vocalist and for SweeneyTodd movie


No Nama Siswa Nilai

I N Ket Tugas Sikap


: 𝑁 = (70% ∗ 𝑡𝑢𝑔𝑎𝑠) + (30% ∗ 𝑠𝑖𝑘𝑎𝑝)






Know by,


UlfayanaNIM. 11414202969



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Ade Armi, M. Pd NIP. 196207071983032020

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penggunaannya.



























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masing

pembelajaran.



My sister works at the central hospital. She take cares the patient at the hospital every day.

Sometimes, she goes to the work at seven o’clock in the morning and goes home at three

o’clock in the afternoon. She is a doctor’s hands, she usually helps the doctor to cures the patients. She also

prepares and bring the medicine for the patient in the room. She also helped the doctor to

maintain, recover optimal health and quality of life of the patients.

She works patiently, she never bored with her jobs. She is happy to be a nurse.

4. Kegiatan Penutup




a. Penugasan


c. Tes tertulis ALAT PENILAIAN


2× 100% =. . ..



I . Tugas


BTS

Peserta didik menggali informasi tentang Teknik Brainstorming berdasarkan video

Peserta didik berdiskusi menerapkan penggunaan dari Teknik Brainstorming

Bangtan Boys, also known as BTS, is a South Korean group of male singers formed by record label Big Hit Entertainment. The group consists of seven members, namely Rap Monster, Jin, Suga, J-Hope, Jimin, V and Jungkook.They debuted on June 13, 2013 with the single "No More Dream" from their first album, 2 Cool 4 School.Bangtan Boys, also known as BTS, is a South Korean group of male singers formed by the record labelBig Hit Entertainment. The group consists of seven members, namely Rap Monster, Jin, Suga, J-Hope,Jimin, V, and Jungkook. They debuted on June 13, 2013 with the single "No More Dreams" from theirfirst album, 2 Cool 4 School. BTS has won several awards in the "New Artist of the Year" category,including the 2013 MelOn Music Awards, the 2013 Golden Disk Awards and, the Seoul Music Awards2014. A year after their debut, they received bonsang awards for Dark & Wild and The Most BeautifulMoment In Life, Part 1. It is known for its large international fan base and has performed in Asia,North America, and South America. BTS received a lot of praise for their liveliness on social media andwere named by Forbes as the artists with the most retweets on Twitter in March 2016.

3. Materi pembelajaran : BTS and Nurse

Nurse

Buatlah contoh dari descriptive text berdasarkan materi yang di pelajari hari ini.


Topik diskusi pada group belajar : Descriptive Text

No Nama Siswa Nilai

I N Ket Tugas Sikap


: 𝑁 = (70% ∗ 𝑡𝑢𝑔𝑎𝑠) + (30% ∗ 𝑠𝑖𝑘𝑎𝑝)






Know by,



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Ade Armi, M. Pd NIP. 196207071983032020

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A. The Operational Concept

The operational idea is the most important aspect to avoid misunderstanding and

misinterpretation in a specific study as a concept, which is still operated in abstract from the

research planning and interpreted in specific phrases to make it easy to measure. According

to Syafi’i (2016) operational concepts are derived from related theoretical concepts on all of

the variables that should be practically and empirically operated in an academic writing a

research paper. This research is about the use of Brainstorming Technique on Students’

Speaking Ability at the Ninth Grade Students of Junior High School 8 Pekanbaru.

There are two variables in this research. X variable is using brainstorming technique in

teaching speaking and Y variable is students’ speaking ability.

To measure each variable the researcher will identify them in some indicators as

follows:

Variable X: Brainstorming technique in teaching speaking

1. The teacher will explain the objective of brainstorming.

2. The teacher will set a short time limit (2 minutes).

3. Tell students to proceed as follows:

a) Call out their immediate responses

b) Say anything that comes to mind.

c) Generate as many responses as possible.

d) Avoid judging the quality of responses.

e) Be creative—the more extraordinary the better.

4. The teacher remind students that there are no correct or incorrect responses.

5. The teacher gives one example of a picture that will be discussed (paper-based picture).

6. They describe and explain the picture. (What’s in it, what happened, etc.).

7. Teachers write down all the results of ideas, including rebuttals of students, on the board.

8. Teachers and students together clarify all opinions written according to the picture.

9. The teacher gives directions to students to review the contribution of advice.

10. The teacher gives the student the opportunity to conclude the problems.

11. The teacher puts the class into four groups, calling them A, B, C, and D. Then the teacher

gives one of the pictures (paper-based picture) to each group

12. The task is for students to describe and explain what is in the picture, and then the group

tells the whole class what their picture is

13. Teachers evaluate students' speaking skills based on grammar, vocabulary, pronunciation,

comprehension, and fluency.

Variable Y (students’ speaking ability)

Harris (1974) mentioned there are five of component of speaking skill concerned the

indicators of speaking ability:

a. Comprehension

b. Grammar

c. Vocabulary

d. Pronunciation

e. Fluency.

Instrument

PRE – TEST

Instruction:

1. Students work at home by using internet

2. This test only for conducting the research. It does not influence your English score

3. The research gives the students some pictures

4. The picture is about describing work, person, physical features, things, places, and

animals

5. The student presents the picture.

6. The time for presentation is only 2-4 minutes.

7. The researcher records the students’ presentation by using voice recorder.

POST – TEST

1. Students work at home by using internet

2. This test only for conducting the research. It does not influence your English score

3. The research gives the students some pictures

4. The picture is about describing work, person, physical features, things, places, and

animal

5. The student presents the picture.

6. The time for presentation is only 2-4 minutes.

7. The researcher records the students’ presentation by using voice recorder.

Students’ Speaking Ability Score Pre – Test Control Class by Rater

Rater 1 Rater 2

Nuardi, M. Ed Khairunnas Syafi’I, S.Pd

NO STUDENTS RATER 1 RATER 2 Total

1 STUDENTS 1 56 52 54

2 STUDENTS 2 72 64 68

3 STUDENTS 3 80 68 74

4 STUDENTS 4 60 64 62

5 STUDENTS 5 60 60 60

6 STUDENTS 6 72 72 72

7 STUDENTS 7 72 60 66

8 STUDENTS 8 64 76 70

9 STUDENTS 9 60 48 54

10 STUDENTS 10 56 56 56

11 STUDENTS 11 72 56 64

12 STUDENTS 12 68 56 62

13 STUDENTS 13 60 84 72

14 STUDENTS 14 72 68 70

15 STUDENTS 15 60 56 58

16 STUDENTS 16 72 76 74

17 STUDENTS 17 64 72 68

18 STUDENTS 18 80 64 72

19 STUDENTS 19 56 52 54

20 STUDENTS 20 64 44 54 Total 1284

Students’ Speaking Ability Score Pre – Test Experimental Class by Rater


1 STUDENTS 1 50 48 49

2 STUDENTS 2 72 60 66

3 STUDENTS 3 74 60 67

4 STUDENTS 4 68 62 65

5 STUDENTS 5 80 70 75

6 STUDENTS 6 68 50 59

7 STUDENTS 7 68 62 65

8 STUDENTS 8 60 58 59

9 STUDENTS 9 56 54 55

10 STUDENTS 10 52 48 50

11 STUDENTS 11 64 62 63

12 STUDENTS 12 64 62 63

13 STUDENTS 13 56 52 54

14 STUDENTS 14 68 62 65

15 STUDENTS 15 60 58 59

16 STUDENTS 16 72 68 70

17 STUDENTS 17 60 58 59

18 STUDENTS 18 80 76 78

19 STUDENTS 19 52 48 50

20 STUDENTS 20 60 58 59 Total 1230

Rater 1 Rater 2


Students’ Speaking Ability Score Post – Test Control Class by Rater


1 STUDENTS 1 56 64 60

2 STUDENTS 2 72 68 70

3 STUDENTS 3 68 72 70

4 STUDENTS 4 60 76 68

5 STUDENTS 5 60 44 52

6 STUDENTS 6 64 68 66

7 STUDENTS 7 72 72 72

8 STUDENTS 8 64 80 72

9 STUDENTS 9 60 60 60

10 STUDENTS 10 56 52 54

11 STUDENTS 11 72 52 62

12 STUDENTS 12 80 76 78

13 STUDENTS 13 68 70 69

14 STUDENTS 14 72 72 72

15 STUDENTS 15 72 72 72

16 STUDENTS 16 68 70 69

17 STUDENTS 17 64 80 72

18 STUDENTS 18 72 72 72

19 STUDENTS 19 56 64 60

20 STUDENTS 20 64 48 56 Total 1326

Rater 1 Rater 2


Students’ Speaking Ability Score Post – Test Experimental Class by Rater


1 STUDENTS 1 70 70 70

2 STUDENTS 2 90 92 91

3 STUDENTS 3 90 92 91

4 STUDENTS 4 90 92 91

5 STUDENTS 5 90 88 89

6 STUDENTS 6 88 92 90

7 STUDENTS 7 80 80 80

8 STUDENTS 8 90 92 91

9 STUDENTS 9 84 88 86

10 STUDENTS 10 80 80 80

11 STUDENTS 11 88 92 90

12 STUDENTS 12 84 84 84

13 STUDENTS 13 82 84 83

14 STUDENTS 14 88 92 90

15 STUDENTS 15 86 88 87

16 STUDENTS 16 88 92 90

17 STUDENTS 17 80 88 84

18 STUDENTS 18 90 92 91

19 STUDENTS 19 72 70 71

20 STUDENTS 20 78 76 77 Total 1706

Rater 1 Rater 2


The Students’ Pre-test Score in Experimental Class and Control Class

No. Students Experiment Class Control Class

Pre - Test Post – Test Pre - Test Post – Test

1 student 1 49 70 54 60

2 student 2 66 91 68 70

3 student 3 67 91 74 70

4 student 4 65 91 62 68

5 student 5 75 89 60 52

6 student 6 59 90 72 66

7 student 7 65 80 66 72

8 student 8 59 91 70 72

9 student 9 55 86 54 60

10 student 10 50 80 56 54

11 student 11 63 90 64 62

12 student 12 63 84 62 78

13 student 13 54 83 72 69

14 student 14 65 90 70 72

15 student 15 59 87 58 72

16 student 16 70 90 74 69

17 student 17 59 84 68 72

18 student 18 78 91 72 72

19 student 19 50 71 54 60

20 student 20 59 77 54 56

Total 1.230 1706 1.284 1326

Mean 61.5 85.3 64.2 66.3

CURRICULUM VITAE

Ulfayana, the fourth daughter of Mr. Agustiar and Mrs. Lindarti,

was born on October 20th,

1995 in Pekanbaru. She lives in

Pekanbaru, Riau. In 2008, she graduated from SDN 039

Pekanbaru and continued her studies at State Junior High

School 8 Pekanbaru. In 2011, she finished her studies at State

Junior High School 8 Pekanbaru and continued her Senior High School at

Perbankan Riau Vocational High School. She graduated from Perbankan Riau

Vocational High School in 2014.

In 2014, she was accepted to become one of the students in the English

Education Department, Faculty of Education and Teacher and Training of the

State Islamic University of Sultan Syarif Kasim Riau. In July 2017, she was doing

KKN (Kuliah Kerja Nyata) in Rupat Island, Bengkalis Regency. Then she was

doing pre-service teacher training practice at Senior High School An-Nur

Pekanbaru.

Finally, she passed the final examination for her thesis, “The use of

Brainstorming Technique on Students’ Speaking Ability at the ninth grade

students of Junior High School 8 Pekanbaru”.

the use of brainstorming technique on students

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