THE ANALYSIS OF IDIOMATIC EXPRESSIONS IN DEAD POETS SOCIETY MOVIE AND ITS APPLICATION
IN TEACHING SPEAKINGAT THE TENTH GRADE OF SENIOR HIGH SCHOOL
S1 THESIS
Submitted as partial fulfillment of the requirements to obtain Sarjana Pendidikan degree at English Education Program
ofPurworejo Muhammadiyah University
by DWI AGUS TIYARINI
132120071
ENGLISH EDUCATION PROGRAM TEACHER TRAINING AND EDUCATION FACULTY MUHAMMADIYAH UNIVERSITY OF PURWOREJO
2017
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MOTTOS
‘Do my best, so that I can’t blame my self for anything’ -Magdalena Neuner-
‘If you believe, you can achieve’
-Margareth-
‘Success doesn’t come from spontanity. We have to start and ignite the spirit with ourself’ -Reggie Leach-
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DEDICATIONS
With gratitude and love because of Allah Swt, this thesis is proudly
dedicated to:
1. My parents, (Bp. Paridi) and (Ibu. Sugiyarti), thank you very much for your
motivation, support, prayers and for everything you have given to me.
2. My beloved sister, Eka Yuni Sulistyarini thank you for your support, prayers
and special thanks for my nephew Ayumna Riska Fariha, I love you and you
are the beautiful and smart little girl
3. My big family, thank you for all the wishes, prays, and supports that you have
given to me.
4. My beloved friends: Suciati Lestari Wahyuningsih, Nurul Khikmah, Erna
Watiningsih, Mayang Ari Utami, Agus Triasih, Nuri Ulfah Isnaeni, Ayolani
Ciptaningrum, Walin Kristofani, and Lia Lestari. Thank you for your
motivation, advices, jokes and everything.
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ACKNOWLEDGEMENTS
Alhamdulillahirabbil’alamin, all praise to be Allah the Almighty. Due to
His Mercy, the researcher has been able to complete her thesis entitled The
Analysis of Idiomatic Expressions in Dead Poets Society Movie and its
Application in Teaching Speaking at The Tenth Grade of Senior High Schoolas
the requirement for obtaining the Sarjana Pendidikan Degree of English
Education Program of Muhammadiyah University of Purworejo.
Here, she would like to express her greatest gratitude to several people
who participated in finishing this thesis. She extends her sincere gratitude and
appreciations to:
1. Drs. H. Supriyono, M.Pd, as the Rector of Muhammdiyah University of
Purworejo.
2. Yuli Widiyono, M.Pd., as the Dean of the Teacher Training and Educational
Faculty.
3. Sri Widodo, S.S., M.Hum., as the Head of English Education Program in
Purworejo Muhammadiyah University.
4. Zulia Chasanah, S.S, M.Pd. as the first consultant, thank you for the
guidance, knowledge, views, and advices during the writing of this thesis.
5. Basuki, M.Pd.B.I. as the second consultant. His gratitude for the guidance,
advices, knowledge and patience in the process of finishing this thesis.
6. All of the lecturers in English Department thank you for all the knowledge
and guidance that you have given to the researcher.
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ABSTRACT Dwi Agus Tiyarini. The Analysis of Idiomatic Expressions in Dead Poets Society Movie and Its Application in Teaching Speaking at the Tenth Grade of Senior High School. S1 Thesis. English Education Program. Teacher Training and Education Faculty, Purworejo Muhammadiyah University. 2017
Language is an important tool for communication. Without language, people cannot communicate to each other. In language itself, there are so many variations; one of them is idiomatic expression. Idiomatic expression is fixed combinations of words whose meaning is often difficult to guess from the meaning of each individual word. The purpose of the study is to identify the types of idiomatic expressions found in the Dead Poets Society movie and to describe the application of idiomatic expressions found in the Dead Poets Society movie in teaching speaking.
The research design of the study is qualitative research. The data form is
English idiomatic expression found in Dead Poets Society movie. It was collected by finding the movie, watching the movie, downloading the script, reading the script, then collecting the idiomatic expression from characters’ conversation in movie. After the data collected, the researcher analyzed the data based on its type.
From the research, the researcher found the types of idiomatic expression
in Dead Poets Society movie are as follows: similes type is 5.83%, binomials type is 4.85%, proverbs type is 3.88%, euphemisms type is 0.97%, clichés and fixed statements type is 83.50%, and other languages type is 0.97%. From those data, it is concluded that the most dominant idiomatic expression type found in Dead Poets Society movie is clichés and fixed statements type. The application of idiomatic expression in Dead Poets Society movie in teaching learning is to teach speaking of narrative text in tenth grade of Senior High School.
Keywords:Analysis, Idiomatic Expressions, Movie, Teaching Speaking
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TABLE OF CONTENTS
Title ................................................................................................................. i Approval Sheet ................................................................................................ ii Ratification Sheet ........................................................................................... iii Mottos ............................................................................................................ iv Dedications ...................................................................................................... v Statements ...................................................................................................... vi Acknowledgements ........................................................................................ vii Abstract ........................................................................................................... ix Table of Contents ........................................................................................... x List of Table ................................................................................................... xi List of Appendices ......................................................................................... xii CHAPTER I INTRODUCTION ......................................................................
A. Background of Study .......................................................................... 1 B. Identification of the problem .............................................................. 3 C. Limitation of the Study ....................................................................... 4 D. Statements of the Study ....................................................................... 4 E. Objective of the Study ......................................................................... 4 F. Significance of the Study .................................................................... 5
CHAPTER II REVIEW OF RELATED LITERATURE ................................ A. Theoretical Review ............................................................................. 6 B. Previous Study ................................................................................... 27
CHAPTER III RESEARCH METHOD .......................................................... A. Research Design ................................................................................. 30 B. Unit of Analysis ................................................................................ 31 C. Data and Data Source ......................................................................... 32 D. Instrument of the Research................................................................. 32 E. Technique of Collecting Data ............................................................ 32 F. Technique of Analyzing Data ............................................................ 33 G. Technique of Coding Data ................................................................. 34
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION A. Finding ............................................................................................... 37 B. Discussion .......................................................................................... 38
CHAPTER V CONCLUSION ......................................................................... A. Conclusion ......................................................................................... 66 B. Suggestion .......................................................................................... 67
References ....................................................................................................... APPENDICES .................................................................................................
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LIST OF TABLE
Table 1. Percentage of Idiomatic expression types ..........................................
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LIST OF APPENDICES
Appendix 1. Description of Idiomatic expression types .................................. Appendix 2. Syllabus ....................................................................................... Appendix 3. Consultation Log ......................................................................... Appendix 4. Decision Letter ............................................................................
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CHAPTER I INTRODUCTION
In this chapter, the researcher introduces the topic. It is divided into the
following sections: background of the study, identification of the problem,
limitation the study, statements of the problem, objectives of the study and
significance of the study.
A. Background of the Study
Language is an important tool for communication. Without language,
people cannot communicate to each other. Language used for expressing
feeling, conveying message and having conversation, which are represent
through the spoken forms such in formal or informal conversation, drama, film
or movie also written forms such in poems, novels and songs. It can be said
that language is important for our life. Language is essential to every aspect
and interaction in our everyday lives, both in oral or written communication.
There are so many kinds of languages on this word. One of them is
English language is used in almost all aspects of life. In other word, English is
powerful language in the world. In globalization era, students must master
English. By mastering English they can explore the world. They can know the
culture and education in foreign countries. As learners who learn English as
other or foreign language, Indonesian learners may find difficulties to deal with
English.
English has four skills. There are speaking, reading, writing and
listening. Those skills should be mastered by students of senior high school.
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English also has language components: vocabulary, grammar and
pronunciation. Those will support students’ mastery of English.
To learn a language the learner has to understand the meaning of the
language itself. In English, learning the meaning of it includes in semantics
branch. In semantics, the meaning of language divided into two branches.
There are literal meaning and figurative meaning. Literal means that the
meaning is direct or straight same as in the dictionary meaning. While,
figurative means that the meaning is not the meaning of the word or phrase
itself, but different meaning that is depending on context.
Since the meaning is not based on the words itself, it is known that
figurative language is idioms or idiomatic expressions. They are fixed words
combinations that is often cannot be interpret by translate the words
individually.
Idiom is phrase or sentence whose meaning cannot be inferred from the
meanings of words that make it up. The English language is very rich in the use
of idioms. Idiom or idiomatic expression may appear in literary works. In
example of literary works are written from such in poems, novels, and songs
also spoken from such in drama movie or film.
Related to language teaching, idiomatic expressions can be used to
teach speaking. Based on the researcher’s teaching practice experience in a
senior high school for two months, the researcher found that the way students
speaking English were bad pronunciation and not interesting to tries speaking
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English. Idiomatic expressions are fascinating, so that it can make the students’
speaking more interesting.
Based on the explanation above, the researcher chooses the Dead Poet
Society movie to analyze which focus on types of idioms that found in the
movie. The researcher chooses this movie because there are many idioms can
be found in the dialogue. The researcher uses the script of the movie to analyze
the idioms. And idioms in the movie can help student to understand the types
of idioms. So, the researcher writes this thesis entitled “The analysis of
idiomatic expressions on the Dead Poets Society movie and its application in
teaching speaking at the tenth grade of senior high school”.
B. Identification of the Problem
The researcher found that the problems appear related to idiomatic
expressions and teaching learning process is as follows:
1. Idiomatic expression is difficult to be understood. It is because the idioms
cannot be translated literally word by word to know the meaning.
2. Idiom has appears in many context, such as writing text, speaking, listening
and reading. So, it is important to understanding the types of idiom in
learning English.
3. Idiom usually use in speaking context, the teacher must make the student
interest to study about the idiom.
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C. Limitation of the Study
The researcher limits the study on analyzing dialogue contain the types
of idiomatic expressions on the Dead Poets Society movie and its application in
teaching speaking. The teaching of speaking is focus on the Tenth grade of
Senior High School.
D. Statements of the problem
In this research, there are some questions or problems that needed to be
answered. These questions are as follows:
1. What are the types of idiomatic expressions found in the Dead Poets Society
movie?
2. How is the application of idiomatic expressions found in the Dead Poets
Society movie in teaching speaking?
E. Objective of the Study
Based on the statements of the problem above, the objective of the
study are as follows:
1. To identify the types of idiomatic expressions found in the Dead Poets
Society movie
2. To describe the application of idiomatic expressions found in the Dead
Poets Society movie in teaching speaking
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F. Significant of The Study
The significances of this study can be both theoretical and practical. It
means, the result of the study could be useful to increase understanding about
casual conversation and can also be applied in daily learning English. The
result of the study hopefully will be used for:
1. The Teachers
The result of the study can be used by English teachers to improve
the knowledge about types of idiomatic expressions and their application in
teaching speaking.
2. The Students
The result of the study can be used by students to learn more about
idiomatic expressions.
3. The Readers
This thesis can be used as a reference in teaching-learning process,
especially on teaching-learning about idiomatic expressions.
4. The Researchers
The study can give advantages to the researcher there are to
improving the knowledge about idiomatic expressions in the movie and
knowing the application of idiomatic expressions in teaching speaking.
CHAPTER II REVIEW OF RELATED LITERATURE
In this chapter, the researcher discusses the relevant theories related to
the study, the previous researches related to the study. This chapter is divided into
two parts: theoretical review, and previous study.
A. Theoretical Review
This section contains several relevant theories to answer and explain the
formulation of this research. The theories and examples of idiomatic
expressions are also presented as well.
1. Idiomatic Expressions
To understand about idiomatic expressions, a learner must know
about the definitions of idiomatic expressions or idiom. Here the researcher
has collected some of definitions of idiomatic expression based on some
theories.
According to Riemer (2010:56) defines idioms as non-compositional
phrase-phrase like Throw in the towel whose overall meaning is not the
same as the combined meaning of the individuals parts.
Idioms are fixed combinations of words whose meaning is often
difficult to guess from the meaning of each individual word. For example if
people say ‘They put them foot in the other day at Linda’s house - They
asked her if she was going to marry Simon’, what does it mean? If they do
not know that put their foot in it means say something accidentally which
upsets or embarrasses someone, it is difficult to know exactly what the
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sentence means. It has non-literal meaning or idiomatic meaning (O’Dell
and McCarthy, 2010:6)
Moreover, Spears (2005: v) states that all languages have phrases
that cannot be understood literally and, therefore, cannot be used with
confidence. They are opaque or unpredictable because they do not have
expected, literal meaning. Even if by knowing the meaning of all the words
in a phrase and understand all the grammar of the phrase completely, the
meaning of the phrase may still be confusing. A phrase or sentence of this
type said is idiomatic.
According to Langlotz (2006:2-3) many phraseologists have noticed
that it is impossible to capture the linguistic anatomy of idioms without
relying on a set of different definitory dimensions (see, e.g., Fernando&
Flavell 1981; Burger et al. 1982; Barkema 1996; Fernando 1996; Burger
1998a; Moon 1998). Traditionally, idioms such as grasp the nettle blow the
gaff or trip the light fantastic have been described as conventional multi-
word units that are semantically opaque and structurally fixed. Thus the
internal organization of idiomatic constructions can show more or less
striking: (a) semantic characteristics; (b) structural peculiarities and
irregularities and; (c) constraints or restrictions on their lexica grammatical
behavior which cannot be explained by the general grammatical rules of the
given language. Nevertheless, idioms are; (d) conventional expressions that
belong to the grammar of a given language and; (e) fulfill specific
discourse-communicative functions.
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From some resources about definition of idioms, the researcher
collected a conclusion that definition of idioms is some words or phrases
which the meaning cannot meaning word by word but can be interpret in
other meaning with the other words. The idiom or idiomatic expression uses
informal communication, and also in all literature.
2. Types of Idiomatic Expressions
The main point in this research is to analyze the types of idiomatic
expressions in the Dead Poets Society movie. The researcher collects some
types of idiomatic expression. In this research, the researcher used a theory
from O’Dell and McCarthy (2010:22-33).
a. The six types of idioms
1) Similes
Similes are expressions which compare two things. They often
use the word as or like. Similes make the spoken and written English
more colorful and powerful. For example:
a) Pillar is as bright as a button.
As bright as a button means extremely clever
b) I slept really well, so I feel as fresh as a daisy this morning.
As fresh as a daisy means extremely fresh and full of energy
c) The baby’s skin is as smooth as silk.
As smooth as silk means extremely smooth
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2) Binomials
Binominals are fixed two words are joined by a conjunction
(linking word). The order of the two words is fixed. For example, we
always say black and white, NOT white and black. Below is some
examples of binomials and the classification.
a) Synonyms (words which mean the same)
Sara’s work is always very neat and tidy.
Neat and tidy, the two word that have same meaning.
b) Opposites
The sound quality of a cheap speaker may be a bit hit and miss.
Hit and miss means sometimes good, sometimes bad. The two
words hit and miss have opposite meaning.
c) The same word
They finished the race neck and neck.
Neck and neck means equal. The two words neck and neck have the
same word.
d) Rhyming
Tables in the canteen take a lot of wear and tear.
Wear and tear means damage through everyday use. The two
words wear and tear has the same rhyme “ear”.
e) Alliterative
After the match the players’ legs were black and blue.
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Black and blue means very bruised. The two words black and blue
are begun by “bl”.
f) Joined by the words other than and
Little by little, Vera gained the horse’s confidence.
Little by little means gradually.
Trinomials are similar type as binomials. While binomials
have two words joined, trinomials have three words joined. For
example, I’ve looked here, there and everywhere for my glasses
but cannot find them. Here, there and everywhere means
everywhere.
3) Proverbs
Proverbs are short sentence which refer to something most
people have experienced and they give advices or warnings. Proverbs’
form id fixed cannot be changed. Sometimes it is not possible to guess
the proverb’s meaning by looking at the individuals words.
For Example:
a) Positive Situations
A :“Well, we’ll have to invest all of our savings and work really hard and there’s still a chance the project won’t succeed.
B :“I know, but nothing ventured, nothing gained. Nothing ventured, nothing gained means you need to take risks to
achieve something
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b) Negative Situations
A :”What a day! My car broke down and my wallet has been stolen”.
B :“It never rains but it pours”. Rains but it pours means that problem always happen together.
c) Other popular proverbs
We should buy extra travel insurance for our skiing trip.
Better safe than sorry.
Better safe than sorry means it is best not to take risk, even if it
seem boring or hard work
4) Euphemisms
Euphemisms are a type of idiom used to avoid saying words
which may offend or be considered unpleasant. They are useful to
learn, as they will help you communicate using language which is
appropriate for the situation you are in. Euphemisms are used:
(1) To talk about subject this may upset or offend, such as death.
It was obvious he was not long for this world, but he never lost
his sense of humor.
He was not long for this world means going to die soon.
(2) To avoid using direct words for body functions.
I’m just going to spend a penny.
Spend a penny means use the toilet (UK public toilets used to
charge a penny).
(3) For humorous effect when telling anecdotes.
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My boss was offing and blinding because he had lost a
confidential report.
Offing and blinding means swearing (some common English
swear words begin with f or b)
(4) By the media or political institutions to tone down unpleasant
situation.
Many soldiers have made the supreme / ultimate sacrifice for
their country.
The supreme / ultimate sacrifice means died.
(5) Other euphemisms
Example
• The play may offend some people, as it’s full of four-letter
words. [swear words (many of these have four letters in
English)]
• He’s such a bloody idiot, pardon my French. [apologies for
swearing(humorous)]
5) Clichés and Fixed Expressions
Clichés is a comment that is often used in certain common,
everyday situations. It is a comment that most people are familiar
with and is therefore not original. Clichés are often used in everyday
conversation and they are also frequently played with in advertising
slogans and newspaper headlines.
For example:
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a) Look on the bright side.
It is means try to see something good in a bad situation
b) There are plenty more fish in the sea / pebbles on the beach.
It is means there are plenty more people or possibilities.
c) Enough is a good as a feast.
It is means you should not have more of something than you
need.
Fixed Statements
Fixed statements are often used and heard in everyday
conversation. For example:
1) Take it easy!
It is means calm down! Relax!
2) So far, so good
It is means things are going well up to this point
3) Give me a break!
It is means stop criticizing me!
6) Other Language
English includes many words from other language. Some of
them are from Latin or French.
a) Latin
• He was paid on an ad hoc basic
Ad hoc means not planned but arranged or done when needed.
• Jorge is the de facto head of the organization.
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De facto means existing but not officially agreed.
b) French
A : Only the very best students are accepted on this course.
B : I know. They really are the crème de la crème
Crème de la crème means very best.
3. Movie
a. Definition of Movie
Bersam and Monahan (2010:3) state that a movie is a popular
entertainment a product produces and marketed by a large commercial
studio. Regardless of the subject matter, this movie is pretty to look at,
every image is well polished by an army of skilled artists and
technicians. The finished product, which is about two hours long,
screens initially in movie theaters, is eventually released to DVD, and
ultimately winds up televisions.
Acker in Sreekumar and Vidyapeetham (2015:1) states that
cinema (or movie) is a mass medium and it stimulates experiences in its
pursuit to put across ideas and perceptions.
From those definitions about movie, the researcher concludes
that movie is an art. It is produced by recording using the cameras by
the skilled from artists or actor and the technicians. The movies are
eventually released to DVD, and ultimately winds up televisions. The
goals of movie are to entertain the audiences and to give the educated to
them.
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b. Genres of Movie
Press (2000:93) says whatever genre you pick, remember that
people who are genre-savvy mix them in description all the time. For
example, Ace Ventura, Pet Detective can be described as an action
comedy mixed with outdoor/wildlife. The other example is Letter to
Juliet, can be described as drama comedy mixed with romance. Here
are the movie genres according to Press (2000:89-92):
1) Action movie
Action films usually include high energy, big-budget
physical stunts and chases, possibly with rescues, battles, fights,
escapes, destructive cries (floods, explosions, natural disasters,
fires, etc.), non-stop motion, spectacular rhythm and pacing, and
adventurous, often two-dimensional “good-guy” heroes (or
recently, heroines) battling “bad guys”.
Examples:
a) The Dark Knight
b) Captain America
c) Dare Devil
d) Redemption
e) Man of Steel
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2) Adventure movie
Adventure movies are usually exciting stories, with new
experiences are exotic locals, very similar to often paired with the
action film genre. They can include searches or expeditions for lost
continents.
Examples:
a) Troy
b) Divergent
c) The Hunger Games
d) Into The Wild
e) Charlie and The Chocolate
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3) Comedy movies
Comedies are light- herted plots consistently and
deliberately designed to amuse and provoke laughter by
exaggerating the situation, the language, action, relationships and
characters.
Examples:
a) A million Ways to Die in the West
b) Keeping Up Joneses
c) They are Together
d) 10 Things I Hate about You
e) The Hangover
4) Crime/ Gangster movie
Crime / Gangster movies are developed around the sinister
actions of criminals or mobsters, particularly bank robbers,
underworld figures, or ruthless hoodlums who operate outside the
law, stealing and murdering their way through life.
Examples:
a) Spectre
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b) Black Mass
c) Criminal
d) Urge
e) Triple 9
5) Drama Movie
Drama is serious, plot-driven presentations, portraying
realistic characters, settings, life situations, and stories involving
intense character development and interaction. Usually, they are
not focused on special-effects, comedy, or action.
Examples:
a) Miss Sloane
b) Neruda
c) Titanic
d) Moonlight
e) Dead Poets Society
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6) Epics or Historical Movie
Epics include costume dramas movie, war films, historical
films, medieval romps, or “Period Pictures” that often cover the
large expand of time set against a vast, panoramic backdrop. Epics
often share elements of elaborate adventure film genre.
Example:
a) Silence
b) Jackie
c) Hidden Figures
d) Free State of Jones
e) Founder
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7) Horror movie
Horror movies are designed to frighten and to involve our
hidden worst fears often in a terrifying, shocking finale, while
captivating and entertaining us at the same in cathartic experience.
Example:
a) The Conjuring 2
b) Annabelle 2
c) Chucky
d) Mama
e) Zombies
8) Musical or Dances movie
Musical or dance movies are cinematic forms that
emphasize full-scale score or song dances routines in significant
way (usually with musical or dances performance integrated as part
of the film narrative), or they are film that are cantered are entered
on combinations of music, dances, song or choreography.
Example:
a) Jem
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b) La La Land
c) Mama Mia!
d) Frame
e) God Help the Girl Street
9) Sciences Movie
Sei-fi movies are often quasi-scientific, visionary and
imaginative. Complete with heroes, aliens, distant planets,
impossible quotes, improbable setting, fantastic place, great dark
and shadowy villains, futuristic technology, unknowns forces, and
extraordinary monsters, either created by mad scientists or by
nuclear have.
Example:
a) Avatar
b) Minority Report
c) Guardians and Galaxy
d) Insurgent
e) Limitless
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10) War and anti- war movie
War and Anti-war movies acknowledge the horror and
heartbreak of war, letting the actual combat fighting (against
notions or humankind) on land, sea, or in the air provide the
primary plot or background for the action of the film.
Example:
a) The Patriot
b) Camp X-Ray
c) Dear John
d) The Lucky Ones
e) Five Days of War
From those definitions above, the researcher concludes that movies
has many genre there are action, adventure, comedy, crime, drama, epics
or historical, horror, musical or dances, science fiction, war and anti-war.
Every genre has differences from the theme of the story line or the
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message delivered in the movie. Film genres may appear to be readily
categorized from the setting of the film. Nevertheless, films with the same
settings can be very different, due to the use of different themes or moods.
4. Teaching Speaking
Brown (2007:8) says that teaching is guiding and facilitating
learning, enabling the learner to learn, and setting the conditions for
learning. Teaching may be defined as showing or helping someone to learn
how to do something, providing with knowledge, causing to know or
understand. Teacher must transmit to new generations the cultural heritage
of society, the knowledge, skill, customs attitudes acquired over years.
Teaching is activities of educating or instructing, or activities that impart
knowledge or skill.
According to Schiering et.al (2011:19) stated that, teaching is the
act of passing on information for learning. This may be accomplished in a
variety of ways, and these are addressed in the concluding chapters of this
book. Most importantly, teaching is defined by the style of delivery and
attention to learners’ needs that one uses on a regular basis in the
classroom or other settings where learning occurs.
Speaking is so much part daily life that we have it for granted. The
average person produces tens of thousands of word a day, although some
people like auctioneers or politicians-may produce even more than that. So
natural and integral is speaking that he people forget how the people once
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struggled to achieve this ability until, that is, the people have to learn how
to do it all over again in a foreign language (Tronbury, 2005:1).
According to Hughes (2000:6) speaking is that is overlaps with
considerable number of other areas and activities. How far, for instance, is
the structure of a conversation culturally determined. How far is grammar
of speech different from other sorts of grammar. What are the critical
factors in the stream of speech which make it intelligible. Spoken language
is the focus of classroom activity there are often other aims which the
teacher might have: for instance, helping the students to gain awareness of
or to practice some aspect linguistic knowledge (whether a grammatical
rule, or application of a phonemic regularity to which they have been
introduced), or to develop production skill ( for example rhythm,
intonation or vowel-to-vowel linking ), or to raise awareness of some
socio-linguistic or pragmatic point (for instance how to interrupt politely,
respond to a compliment appropriately, or show that one has understood).
To learn to communicate expertly in another language a speaker
must change and expand identity as he or she learns the cultural, social,
and even political factors, which go into language choices. Hughes
(2000:6) said spoken language is the focus of classroom activity there are
often other aims which the teacher might have: for instance, helping the
student to gain awareness of or to practice some aspect of linguistic
knowledge (whether a grammatical rule, or application of a phonemic
regularity to which they have been introduced), or to develop production
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skills (for example rhythm, intonation or vowel-to-vowel linking), or to
raise awareness of some socio-linguistic or pragmatic point (for instance
how to interrupt politely, respond to a compliment appropriately, or show
that one has understood).
From those definitions about teaching speaking, the researcher
concludes that teaching is to learn the leaner, guiding and facilitating
learning. Teaching is defined by the style of delivery and attention to
learners’ in the classroom. Speaking is one of English skills and elements
of communication. Teacher must have a interesting manner to make the
student interest to learn about speaking in the class. One of the manners is
teaching idiomatic expressions use the Dead Poet Society movie. The
students can be make conversations with their friends about those
expressions.
5. The Dead Poets Society movie
Dead Poets Society is a 1989 American drama film directed by
Peter Weir, written by Tom Schulman, and starring Robin Williams. Set in
1959 at the fictional elite conservative Vermont boarding school Welton
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Academy, it tells the story of an English teacher who inspires his students
through his teaching of poetry. The film received critical acclaim and was
a box office success. It won the BAFTA Award for Best Film, and César
Award and David in Donatello Award for Best Foreign Film. Schulman
received an Academy Award for Best Original Screenplay for his work.
The cast on the movie are:
• Robin Williams as John Keating
• Robert Sean Leonard as Neil Perry
• Ethan Hawke as Todd Anderson
• Josh Charles as Knox Overstreet
• Gale Hansen as Charlie Dalton
• Norman Lloyd as Headmaster Gale Nolan
• Kurtwood Smith as Mr. Perry
• Dylan Kussman as Richard Cameron
• James Waterston as Gerard Pitts
• Allelon Ruggiero as Steven Meeks
• Alexandra Powers as Chris Noel
• Leon Pownall as McAllister
• George Martin as Dr. Hager
The Welton academy is a pre-eminent high-performance
preparation school that is well known for their four core principles of
tradition, honor, discipline and intelligence. Dead Poets Society is a
community of teenagers who make poetry as a revelation of their
27
expressions and identities. This secret society consist of a group of
teenagers from Welton school. Dead Poets Society is considers a banned
society by the principal.
John Keating who was the early founder of Dead Poets Society was
one of the best graduate students of Welton. Along with the passing of
Dead Poets Society then its existence disappears and dies. After a few
decades later a new student tried to dig up information about the teacher
and found annual book in which there was a photo of the teacher and next
to it was a Dead Poets Society phrase
Mr. Keating is a substitute teacher who teaches English classes at
Welton academy. He is the only teacher who applies the unique learning
methods. The learning process uses outdoor games as the media. The other
major role is Neil Perry. He comes from a family of mediocrity. Perry is a
hard-minded and authoritarian father who hangs his hopes on the only
child of Neil. When his father learned that Neil had other activities outside
in the school, his father immediately gave ultimatum that if he continued
to play the theater he would be withdrawn from Welton. But because of his
very high desire to become an actor he decided to keep playing the theaters
even though he had to die for it.
B. Previous Study
This part is about result of some researchers which held similar
research with this research. The first study is done by Khusnul Khotimah
28
(2015, English Department, Faculty of Tarbiyah and Teacher Training State
Islamic Institute (IAIN) of Tulungagung) entitled An Analysis of Idiomatic
Expression in “Lock and Key” Novel by Sarah Dessen. The design of her
research is library research by applying content analysis method. The result
of her research shows that she found 50 idiomatic expressions in the novel.
There are 1 idiomatic expressions of simile, 3 idiomatic expressions of
binomials, 3 idiomatic expressions of proverb, 9 idiomatic expressions of
euphemisms, 20 idiomatic expressions of cliché, and 14 idiomatic
expressions of fixed statements.
The objectives of this research are: (1) To find out the type of
idiomatic expressions in novel entitled Lock and Key by Sarah Dessen, (2)
To find out the classification of idiomatic expressions in novel entitled Lock
and Key by Sarah Dessen, (3) To know the connotative meaning of idioms
in novel entitled Lock and Key by Sarah Dessen.
The second study is taken from Iris Persnawati (2014
Muhammadiyah University of Purworejo) entitled The Analysis of Idioms in
the Film Entitled The Smurfs 2 and its Application in Language Teaching.
She used a descriptive-qualitative design with complementary qualitative
data in the research. There were 107 idioms of the data belong to phrasal
compound, the most common type of idiomatic expressions used in the
movie. There are six types of idioms. The researcher found that the most
idioms used in film are clichés and fixed statement which is contains
86,91% from 107 words of idioms. Types of idioms are use in the
29
conversation in film entitled The Smurfs 2 are; similes, binomials, proverbs,
euphemisms, clichés and fixed statement. She found 0,94% for similes,
3,74% for binomials, 4,67% proverb, and 3,47% euphemisms. The objective
of the study are (1) To describe types of English idioms in the film entitle
The Smurfs 2, (2) to describe the application of idioms in the film entitle The
Smurfs 2 in language teaching.
Those two researches have similarity and differences with this
research. For the similarity is they all analyze about idiomatic expressions.
Another similarity, the first research used the same theory to classify the
idiomatic expressions as this research. While, the differences of these
researches are: first, the first research uses novel as the object study, while
this research uses the movie. The second research used the same theory
about the types of idiomatic expressions. While, the differences of these
researches are: the second researches applying on language teaching, while
this research applying on teaching speaking.
CHAPTER III RESEARCH METHODS
In this chapter, the researcher describes how the data was collected and
analyzed. This chapter discusses about the methodology of the study.
A. Research Design
According to Creswell (2012: 3), research is a process of steps use to
collect and analyze information to increase our understanding of a topic issue.
Creswell also stated that a researcher can approach research in two ways-
through a quantitative study or a qualitative study-depending on the type of
problem the researcher need to research.
Moleong in Djamal (2015: 13) identifies some characteristics of
qualitative research as follows:
1. Emphasize on the process. The technique to get and analyze the data is
more important than the result and conclusion.
2. The background of nature. Qualitative research emphasize on the real
condition without any intervention from the researcher, so that the context
is not changing.
3. Human is the instrument. Collecting the data is done by the researcher
himself by observation or interview with the source.
4. Grounded theory. Qualitative research emphasize on finding concept,
knowledge, even new theory, and not to examine the exits theory.
5. Descriptive. The research data is words, pictures and not in numeral form.
30
31
6. The analysis data in inductive way. The conclusion drawing is taken from
specific facts that are received from the field, not just certain theories.
7. The design is temporary. It is because in the field the condition can be
changed anytime.
8. The result is discussed and agreed together. In qualitative research, the
definition and the result made by the researcher have to be discussed and
agreed by the sources.
9. The data analysis is done from the beginning when the researcher gets the
data from the field.
From the theory about research design the researcher uses descriptive
qualitative research design. This research is categorized as qualitative
research. The data is words, pictures and not in numeral. Human is the
instrument, the researcher analyzed the types of idiomatic expression found
on the dialogue in Dead Poets Society movie. Furthermore, the dialogues are
analyzed descriptively to describe and to explain in detail the types of
idiomatic expression based on idioms theory.
B. Unit of Analysis
The unit of analysis in this study is the characters’ conversations on
the Dead Poets Society movie which belong to idiomatic expressions.
32
C. Data and Data Source
Data are the result of observation consisting of things that researcher
analyzes (Arikunto, 2009: 172). Data are also the information of material
which is used in some research and is taken from the data source.
In this research, the data is obtained from the original script of the
movie and supported by the movie in DVD. The script of Dead Poets Society
movie obtained from English subtitle that download from internet. The
researcher typed down with the name’s characters and time of dialogue.
D. Instrument of the Research
To collect the data, every research needs instrument. As started by
Sugiyono (2011: 223) in qualitative research, the instrument of the research is
the researcher himself or herself. As the human instrument, the researchers is
functioned to decide the research focus, choose of the source of data, collect
the data, analyze the data, interpret the data, and make the conclusion of the
research. Therefore, the main instrument in doing this research is the
researcher herself.
E. Technique of Collecting Data
Without a data, the researcher cannot do the research. To get the data,
researcher uses a technique or more. According to Sugiyono (2011: 225)
there are some techniques to collect the data in a research. They are:
observation, interview, documentation, and triangulation.
33
In this research the researcher using some steps to collect the data.
Those steps are the following:
1. Finding the Dead Poets Society movie.
2. Watching the Dead Poets Society movie.
3. Downloading the script of Dead Poets Society movie.
4. Reading the script of Dead Poets Society movie.
5. Collecting the idiomatic expressions from characters’ conversation in
Dead Poets Society movie.
F. Technique of Analyzing Data
Bogdan in Sugiyono (2011:244) states that data analysis is the process
of systematically searching and arranging the interview transcripts, field
notes, and other materials that you accumulate to increase your understanding
of them and to enable you to present what you have discovered to others.
In this research, the researcher uses some steps to analyze the data.
Those steps are the following:
1. Identifying the types of idiomatic expressions in the dialogue.
2. Analyzing the types of idiomatic expressions in the Dead Poets Society
movie dialogue.
3. Discussion the data of idiomatic expression found in the Dead Poets
Society movie.
4. Applying the idiomatic expression in teaching speaking at the tenth grade
of senior high school.
34
5. Making conclusion based on the data anlyzed.
G. Technique of Coding Data
The documentary research is the main technique of collecting data that
the researcher uses. In this research, the document is Dead Poets Society’s
script. The researcher makes some codes to classify the data based on the
number of the data. The data number took from number of utterance from
conversation in the script’s movie. The main categories of data are types of
idioms.
The types of idioms are used abbreviated:
1. Simile : S
2. Binomials : B
3. Proverbs : P
4. Euphemisms : E
5. Clichés and fixed statement : CFS
6. Other Language : OL
The names of the characters of movie are use abbreviated:
1. Mother : M
2. Father : F
3. Photographer : P
4. Teacher : T
5. Mr.Nolan : MN
6. Boy : B
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7. Mr.Anderson : MA
8. Mrs.Anderson : MSA
9. Todd : TD
10. Mr.Perry : MP
11. Mrs.Perry : MSP
12. Neil : N
13. Hager : H
14. Spaz : S
15. Knox : KX
16. Cameron : CN
17. Charlie : CE
18. Meeks : MS
19. Mc.Allister : MAR
20. Keating : K
21. Pitts : PS
22. Coach : C
23. Chet : CT
24. Chris : CS
25. Mr.Danburry : MD
26. Mrs.Danburry : MSD
27. Boy 1 : B1
28. Boy 2 : B2
29. Boy 3 : B3
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30. Hopkins : H
31. Gloria : G
32. Tina : T
33. Steve : SE
34. Bubba : BA
35. Lysander : L
36. Fairy : FY
37. Puck : PK
38. Hermia : HA
Example:
01/S/K/22:45:87
It means that the number of data is 1 taken from number utterance in the
script’s movie, used the category a type of idiom similes and the utterance
from K (Keating) as the idiom in conversation in the movie, and the actor did
the conversation at 22:45:87. In addition the researcher also makes some
notes to describe the context of the situation of the conversation.
CHAPTER IV FINDING AND DISCUSSION
In this chapter, the researcher would like to discuss about the results or the
findings of the research. For the first, the researcher presents research finding and
the second is discussion.
A. Finding
In this thesis, the researcher found idioms that used in a movie entitle
Dead Poets Society. There are six types of idioms. There are similes,
binomials, proverbs, euphemisms, clichés and fixed statements and other
languages. The percentages of the usage of idiom in movie entitled Dead
Poets Society to make the research finding is clear.
Table 1 Number and Percentage of Idioms
No. Types of Idioms Frequency Percentage 1. Similes 6 5.83% 2. Binomials 5 4.85% 3. Proverbs 4 3.88% 4. Euphemisms 1 0.97% 5. Clichés and fixed statements 86 83.50% 6. Other language 1 0.97% Total 103 100%
From this research, the researcher found that the most idioms used in
the movie are clichés and fixed statement which is contains 83.50% from
103words of idioms. Types of idioms are used in the conversation in movie
entitled Dead Poets Society are; similes, binomials, proverbs, euphemisms,
clichés and fixed statements, also other language. The researcher found
5.83% for similes, 4.85% for binomials, 3.88% for proverbs, 0.97% for
37
38
euphemisms, 83.50% for clichés and fixed statement and 0.97% for other
language.
B. Discussion
1. Idiomatic Expressions in Dead Poets Society Movie
Based on the theory stated by O’Dell and McCarthy (2010:6),
idioms are fixed combinations of words whose meaning is often difficult
to guess from the meaning of each individual word.
In this part, the researcher explains about discussion of finding of
the research. The researcher discusses about the types of idiomatic
expressions found in the Dead Poets Society movie. The researcher
collects some types of idiomatic expressions. In this research, the
researcher used a theory from McCarthy and O’Dell (2010:22-33).
a. Similes
Similes are expressions which compare two things. They often
use the word as or like. Similes make the spoken and written English
more colorful and powerful. The similes that found in the Dead Poets
Society movie are as follow:
1) 47/S/K/00:44:05
Keating : “Don’t just walk off the edge like lemmings. Look around you”
a) Context of situation
In the Mr. Keating’s classroom when the students are all
back in their normal seats and Mr. Keating leaps up onto the desk.
39
Mr. Keating rings the bell on his desk with his foot. Charlie and
Neil quickly rise from their seats to go to the front of the
classroom. The rest of the class follows them. While, Keating
continue to speaks. Neil and Charlie join him on the desk and
then. Keating jumps down. Keating speaking in front the class
and the student hear it.
b) Data analysis
The sentence ‘like lemmings’ is an idiomatic expression.
It is included in simile. It can be indicated by the use of ‘like’, and
this ‘like’ compares two things. In this context the speaker was
comparing his student with lemmings. Lemming is a kind of
animal living in snowy area, and his body like a marmot.
Meanwhile ‘like lemmings’ here means doubt. It means that we
have to leave doubt, have firm belief, and stay forward.
2) 59/S/TD/00:57:30 – 00:57:33
Keating :“What’s he mumbling?” Todd :“M-Mumbling, ‘Truth. Truth is like, like a blanket that
always leaves your feet cold” a) Context of situation
In the classroom, Keating was teaches his students.
Keating turn Todd around and points out a picture on the wall.
Keating begins to circle around Todd. Keating puts his hands over
Todd. The Todd eyes and they begin to slowly spin around.
Keating removes his hands from Todd but Todd keeps his eyes
40
closed. The students begin to laugh and Todd opens his eyes.
Keating quickly gestures for him to close them again.
b) Data analysis
The sentence ‘like a blanket’ is an idiomatic expression. It
is included in simile type. It can be indicated by use of ‘like’, and
this like compares two things. In this context, the speaker was
comparing the truth with ‘blanket that always leaves your feet
cold’. Meanwhile, ‘like a blanket always leaves your feet cold’
here means the truth is difficult to be closed.
3) 68/S/CE/01:11:04-01:11:25
Charlie :“I’ll write one for you too, Gloria” She walks in beauty like the night She walks in beauty like the night Of cloudless climes and stary skies All that’s best, dark and bright Meet in her aspect and her eyes
Gloria :“That’s beautiful”
a) Context of situation
One night when was in the Chet’s kitchen. The two guys
raise their glasses in a toast and Knox reluctantly joins them.
They each take a big drink. Knox rolls his eyes and gasps,
loosening his tie to try and breathe. Bubba puts on a horned
football helmet and walks away. Charlie leans over to Tina. The
boy laughs and Cameron shakes his head. Charlie moved over to
sit next to Gloria.
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b) Data analysis
The sentence ‘like the night’ is an idiomatic expression. It
is included in simile. It can be indicated by use of ‘like’, and this
like compares two things. In this context, the speaker was
comparing Tina’s with the night. Meanwhile, ‘like the night’ here
means a place where there are no clouds and lots of stars. Just
‘like the night’ that means she has a very clear and lovely
complexion.
4) 87/S/CE/01:30:36 – 01:30:40
Todd :“W-What is that?” Charlie :“It’s an Indian warrior symbol for virility. Makes me feel
potent, like it can drive girl crazy”
a) Context of situation
In the night when the students in the bathroom. The boys
are grooming themselves in front of the mirrors. Cameron runs a
comb through his hair and Todd tries to mess it up. One of the
stalls opens and Charlie’s hand emerges, holding a small brush
and a bottle of red paint. He opens his unbuttoned shirt to show a
large red lightning bolt painted down his chest.
b) Data analysis
The sentence ‘like it can drives girls crazy’ is an idiomatic
expression. It is included in simile. It can be indicated by use of
‘like’, and this like compares two things. In this context, the
speaker was comparing his potent feelings with ‘can drive girls
42
crazy’. Meanwhile, the sentence ‘like it can drives girls crazy’,
the symbol W is a symbol of power and it can make girls
impressed.
5) 94/S/MP/01:40:41 – 01:40:47
Neil :”But that’s ten more years. Father, that’s a lifetime” Mr. Perry :”Oh, stop it. Don’t be so dramatic. You make it sound
like a prison term. You don’t understand, Neil. You have opportunities that I never even dreamt of and I am not going to let you waste them”.
a) Context of situation
In the night, on the Mr. Perry’s study room. A photo of
Neil standing stiffly with his parents sits on a table between a
glass of coffee and a half filled ashtray. Mrs. Perry watches
through the window as her husband and son arrive and then takes
a nervous puff on her cigarette before sitting down. Mr. Perry
walks in with Neil close behind him. Neil sits down beside the
desk while Mr. Perry remains standing.
b) Data discussion
The sentence ‘like a prison term’ is an idiomatic
expression. It is included in simile type. It can be indicated by use
of ‘like’, and this ‘like’ compares two things. In this context, the
speaker was comparing Neil sound to a prison term. Meanwhile,
the idiomatic expression ‘like a prison term’ here means sadness.
Just like a prison term, sadness.
43
In similes type, the researcher found 6 conversations using
idiomatic expressions. The percentage of them comparing to the
other types is 5.83%.
b. Binomials
Binominals are fixed two words are joined by a conjunction
(linking word). The order of the two words is fixed. For example, we
always say black and white. It cannot change as white and black. The
binomials that found in the Dead Poets Society movie are as follow:
1) 60/B/TD/00:57:33 – 00:57:38 Keating :”Forget them, forget them. Stay with the blanket. Tell me
about that blanket” Todd :”Y-Y-Y-You push it, stretch it, it’ll never be enough.
You kick at it, beat it, it’ll never be enough. You kick at it, beat it, it’ll never cover any of us. From the moment we enter crying to the moment we leave dying, it will just cover your face as you wail and cry and scream.”
a) Context of situation
In the classroom, Keating was taught his students about
poem. Keating was told one of his students, Todd to stand up.
Keating puts his hand over Todd’s eye. He removes his hand from
Todd but Todd keep closed his eyes. Other students begin to
laugh and Todd opens his eyes.
b) Data analysis
The sentence ‘wail and cry and scream’ is an idiomatic
expression. It is because ‘wail and cry and scream’ has same
meaning. Meanwhile, ‘wail and cry and scream’ means screams.
That sentence include in trinomials, trinomials are similar type as
44
binomials. While binomials have two words joined, trinomials
have three words joined.
2) 65/B/CH/01:10:50 – 01:10:53
Charlie :”Shall I compare thee to a summer’s day? Thou art more lovely and more temperate”
Tina :”That’s so sweet” a) Context of situation
One night when was the Chet’s house. Knox rolls his eye
and gasps, loosening his tie to try and breathe. Knox and his
friends raise their glasses for a toast and down the rest of their
glasses. Bubba puts on a horned football helmet and walks away.
Charlie leans over to Tina.
b) Data analysis
The sentence ‘more lovely and more temperate is an
idiomatic expression. It because it does not have the right
meaning toward the context when it is translated literally each
words. 'More' means increasingly. In fact, ‘more lovely and more
temperate’ here means better than before. This idiomatic
expression is included in binomials. It is because the two words
‘more and more’ have the same words.
3) 66/B/CH/01:11:04-01:11:25
Charlie :“I’ll write one for you too, Gloria” She walks in beauty like the night
She walks in beauty like the night Of cloudless climes and starry skies All that’s best, dark and bright Meet in her aspect and her eyes
45
Gloria :“That’s beautiful” a) Context of situation
One night when was in the Chet’s kitchen. The two guys
raise their glasses in a toast and Knox reluctantly joins them.
They each take a big drink. Knox rolls his eyes and gasps,
loosening his tie to try and breathe. Bubba puts on a horned
football helmet and walks away. Charlie leans over to Tina. The
boy laughs and Cameron shakes his head. Charlie moved over to
sit next to Gloria.
b) Data analysis
The sentence ‘dark and bright’ is an idiomatic expression.
‘Dark’ means a state where there is no light in the place. ‘Bright’
means like daylight filled with light. The words ‘dark and bright
’phrase means two different sides. This idiomatic expression is
including binomials. It is because there have opposite meaning.
4) 67/B/CE/01:11:04-01:11:25
Charlie :“I’ll write one for you too, Gloria” She walks in beauty like the night She walks in beauty like the night Of cloudless climes and starry skies All that’s best, dark and bright Meet in her aspect and her eyes”
Gloria :“That’s beautiful” a) Context of situation
One night when was in the Chet’s kitchen. The two guys
raise their glasses in a toast and Knox reluctantly joins them.
46
They each take a big drink. Knox rolls his eyes and gasps,
loosening his tie to try and breathe. Bubba puts on a horned
football helmet and walks away. Charlie leans over to Tina. The
boy laughs and Cameron shakes his head. Charlie moved over to
sit next to Gloria.
b) Data analysis
The sentence ‘cloudless climes and starry skies’ is an
idiomatic expression. It because it does not have the right
meaning toward the context when it is translated literally each
words. ‘Cloudless climes and starry skies mean there is something
good behind bad situation. This idiomatic expression is included
in binomials. It is because the two words ‘climes’ and ‘skies’ has
the same rhyme ‘es’.
5) 91/B/CS/01:31:35 – 01:31:40
Knox :”I can’t, Chris. I love you” Chris :”Knox, you say that over and over. You don’t, you don’t
even know me” a) Context of situation
In hallway, when the Christ standing by the door. Knox
leaves the other boys to join her. Charlie hustles the boys away
and Meeks remains starting at her. Charlie returns to drag him.
Snow is lightly falling as Chris and Knox walk outside.
47
b) Data analysis
The sentence ‘over and over’ is an idiomatic expression. It
because it does not have the right meaning toward the context
when it is translated literally each words. 'Over' mean above or
higher than others. In fact, ‘over and over’ here means repeatedly,
again and again. This idiomatic expression is included in
binomials. It is because the two words ‘over and over’ have the
repetition.
In binomials type, the researcher found 5 conversations using
idiomatic expressions. The percentage of them comparing to the other
types is 4.85%.
c. Proverbs
Proverbs are short sentence which refer to something most
people have experienced and they give advices or warnings. Proverbs’
form id fixed cannot be changed. Sometimes it is not possible to guess
the proverb’s meaning by looking at the individuals words. Proverbs
divided by three kinds. There are positive situations, negative
situations, and other popular proverbs. The proverbs that found in the
Dead Poets Society movie are as follow:
1) 14/P/K/00:16:09-00:16:30
Keating :”Hear it? (whispering again) Carpe. Carpe Diem. Seize the day boys, make your lives extraordinary”
48
a) Context of situation
In the classroom, Meeks immediately puts his hand up.
Mr. Keating slams his hand down on an imaginary buzzer. The
students slowly gather round the cases and Mr. Keating moves
behind them. The boys lean in and Mr. Keating hovers over
Cameron’s shoulder. Cameron looks over his shoulder with an
aggravated expression on his face.
b) Data analysis
“Seize the day” is an idiomatic expression. It is because
when ‘seize’, ‘the’ and ‘day’ are translated literally one by one,
they do not have the exact meaning that the speaker indeed to say.
‘Seize’ is has the some meaning with reach. ‘Day’ is a period of
twenty-four hours as a unit of time. In this context, the sentence
“seize the day’ mean to use an opportunity to do something that
he wants and not to worry about his future. This idiomatic
expression is included in proverb type. It is because the idiomatic
expression contains advice.
2) 19/P/MD/00:19:28 – 00:19:28
Chris : ”I’m coming” Mr. Danburry : ”I know where you’re headed, like father like son,
huh?” a) Context of situation
At night in the Mr. Danbury’s house the doorbell rings.
The door opens and Knox is awe-struck by the beautiful girl
49
(Chris) who has answered the house. Knox manages to break out
of his daze. Chris begins to laugh as Mrs. Danbury arrives behind
her. Knox enters the house, his mind still hung up on Chris as Mr.
Danbury comes out of the living room to meet him.
b) Data analysis
‘Like father, like son’ is an idiomatic expression. It is
because when ‘like’, ’father’, ’son’ are translated literally one by
one, they do not have the exact meaning that the speaker intended
to say. ‘Like’ means have the same thing. ‘Father’ is a man who
head of family. ‘Son’ is a little boy in a family. In this context the
meaning of ‘like father, like son’ is that both father and son have
the same attitudes as his father or behaves in the same way. This
idiomatic expression is included in proverb type. It is because that
idiomatic expression is a popular proverb that we often hear.
3) 45/P/N/00:39:44-00:40:18
Charlie :”Abraham Cowley. Okay, who’s next?” Neil :”Alfred Lord Tennyson. Come my friends, ‘Tis not too late
to seek a newer world for my purpose holds to sail beyond the sunset. And though we are not now that strength which in olds days Moved earth and heaven; that which we are, we are;--One equal temper of heroic hearts, Make weak by time and fate, but strong in will”.
a) Context of situation
At night in a cave, Charlie clears his throat and pulls out a
page from a magazine and slowly unfolds it. Neil gets up and
looks over Charlie’s shoulder to see what he is reading. Charlie
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winks at the guys and they clap and cheer. Charlie turns over the
centerfold to show where he had written down the poem. Neil
sits reading from the book by flashlight.
b) Data analysis
‘Not too late’ is an idiomatic expression. It is because
when ‘not’, ‘too’, and ‘late’ are translated literally one by one,
they do not have the exact meaning that the speaker indeed to say.
‘Not’ is has the same meaning with never. ‘Too’ is has the same
meaning with also. Meanwhile, ‘late’ means doing something not
in expected time. In fact, ‘not too late’ here means used to
encourage someone to try to accomplish something on time. This
idiomatic expression is included in proverb type. It is because the
idiomatic expression contains advice.
4) 46/P/K/00:43:33 – 00:43:43
Keating :”Just when you think you know something, you have to look at it in another way. Even though it may seem silly or wrong, you must try! Now when you read, don’t just consider what the author thinks. Consider what you think”.
a) Context of situation
In the classroom when Mr. Keating was teach. Keating
rings the bell on his desk with his foot. Charlie and Neil quickly
rise from their seats to go to the front of the class. The rest of the
class follows them. When Keating continues speaks. Neil and
Charlie join him on the desk.
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b) Data analysis
“Look at it in another way” is an idiomatic expression. It
is because when ‘look’, ’another’, ’way’ are translated literally
one by one, they do not have the exact meaning that the speaker
intended to say. ‘Look’ has the same meaning with see. ‘Another’
means different and ‘way’ means a route. In fact, ‘look at it in
another way’ here means to ignore something wrong or
unpleasant that people know is happening instead of trying to deal
with it. This is included in proverb type, because that idiomatic
expression contains advice.
In proverbs type, the researcher found 4conversations using
idiomatic expression. The percentage of them comparing to the other
types is 3.88%.
d. Euphemisms
Euphemisms are a type of idiom used to avoid saying words
which may offend or be considered unpleasant. They are useful to learn,
as they will help you communicate using language which is appropriate
for the situation you are in. Euphemisms are used (1) To talk about
subject this may upset or offend, (2) To avoid using direct words for
body functions, (3) For humorous effect when telling anecdotes, (4) By
the media or political institutions to tone down unpleasant situation.
The euphemisms that found in the Dead Poets Society movie are as
follow:
52
1) 40/E/N/00:36:58 – 00:37:05
Charlie :”I’ll second that” Neil :”To put to rout all that was not life, and not, when I had
come to die, discover that I had not lived” a) Context of situation
At the night in the cave, the boys are trying to start a fire.
The cave is quickly filling up with smoke. Pitts tries to stand up
and slams his head into the low rock ceiling. He lets out a yell
while the others laugh. Neil stands before the others with the book
in hand, and takes a drag on a cigarette.
b) Data analysis
‘Not lived’ is an idiomatic expression. When it translated
literally, the meaning is not what the speaker intended to say. It is
because it does not have the right meaning toward the context
when it translated literally each word. ‘Not’ has the same
meaning with never. ’Lived’ means breathe. Meanwhile, in this
context, the speaker did not mean anything about all of those.
‘Not live’ in this context means die. This idiomatic expression is
included in euphemisms type. It is because the speakers avoid
using direct words to talk about subject this may upset or offend
someone else.
In euphemisms type, the researcher found 1 conversation using
idiomatic expression. The percentage of them comparing to the other
types is 0.97%.
53
e. Clichés and Fixed Expressions
Clichés is a comment that is often used in certain common,
everyday situations. It is a comment that most people are familiar with
and is therefore not original. Clichés are often used in everyday
conversation and they are also frequently played with in advertising
slogans and newspaper headlines.
1) 04/CFS/M/00:05:18 – 00:05:20
Father : “Hey, come on son” Mother : “Chin up” Father : “No tears now” a) Context of situation
The conversations take place in the school grounds. The
boys will enter school for the first time. His parents drove to the
front of the school gate. He looks very sad about having to part
with his parents. Bell rings and parents have to leave their
children in school. Parents begin wishing their boys farewell.
b) Data analysis
‘Chin up’ is an idiomatic expression. It is because it does
not have the right meaning toward the context when it is
translated literally each words. ‘Chin’ is the part of a person face
below his mouth. ‘Up’ is toward a higher position. Meanwhile, in
this context, the speaker did not mean anything about all of those.
In this context ‘Chin up’ means to encourage someone to be
54
brave. This idiomatic expression is included in fixed statements
type. It is because often used and heard in everyday conversation.
2) 20/CFS/H/00:20:40 – 00:20:44
Pitts : “We got it” Meeks : “Turn that” Hager : “All right gentlemen, five minutes. Let’s go” a) Context of situation
One night, in the students’ lounge, several students are
throwing darts at a small rubber skeleton hanging from the
bulletin board. Charlie enters the room and closes the door behind
him, leaning up against it heavily. He leaves the door and sits
down with the other boys. The radio Meeks and Pitts were
working on begins letting out a high pitched hum. Mr. Hager
walks into the room.
b) Data analysis
‘All right’ is an idiomatic expression. It is because when
‘all right’ translated literally, it does not have the exact meaning
that the speaker intended. ‘All’ means every one (of) or the
whole, while ‘right’ means correct. In fact ‘all right’ in this
context means okay or yes. ‘All right’ is included in fixed
statements type, it is because often used and heard in everyday
conversation.
3) 35/CFS/MAR/00:32:59 – 00:33:03
Todd : “Neil, Neil!” McAllister : “Oh shut up, will you?”
55
a) Context of situation
A conversation takes place inside the library. The boys are
gathered around one of the tables with a map laid out on in. The
boys take their seats once again and Neil goes over. He sits next
to Todd, who is sitting by himself. They are talking about Mr.
Keating. Neil gets up and rejoins the other. McAllister hears the
boys whispering again.
b) Data analysis
‘Shut up’ is an idiomatic expression. It is because ‘shut
up’ is a phrasal verb. ‘Shut’ here is the verb and ‘up’ is the adverb
or preposition. Besides, when ‘shut’ and ‘up’ are translated
literally one by one, they do not have the exact meaning that the
speaker intended to say. ‘Shut’ means close something and ‘up’
means towards a higher position. Meanwhile, ‘shut up’ here
means stop talking. It is include in fixed statements type, because
it is often heard and used in everyday conversation.
4) 41/CFS/CE/00:37:28 – 00:37:30
Knox :“Yuck” Charlie :“Wait a minute, who gave us half a roll?” a) Context of situation
One night on the jungle wood, Neil stands before the
others with the book in hand, and takes a drag on a cigarette. The
boys cheer and Neil begins flipping through the book. Meeks lays
his coat down and everyone dumps their food on it. Among the
56
pile are chocolate chips cookies, a box of raisins, a few apples and
an orange.
b) Data analysis
‘Wait a minute’ is an idiomatic expression. it is because
when ‘wait a minute’ is translated literally, it does not have the
exact meaning that the speaker intended to say. The speaker did
not mean anything about something intended for one minute. In
fact, in this context ‘wait a minute’ means for a long short period
of time. This is idiomatic expression is included in fixed
statements type. It is because it is often heard and used in
everyday conversation.
5) 77/CFS/K/01:21:05 – 01:21:08
Charlie :“Aye, aye Captain” Keating :“Keep your head about you. That goes for the lot of you” a) Context of situation
One day in a study room, Mr. Keating was teaching the
students. Charlie sits with his bongos as the other boys are all
crowded around him. He hits the bongos as he mimes Nolan’s
footsteps. The door opens and Mr. Keating walks in. Many of the
boys get up from their seats. Keating leaves and the boys gather
around Charlie once again.
b) Data discussion
‘Keep your head’ is an idiomatic expression. It is because
it does not have the right meaning toward the context when it is
57
translated literally each words. ‘Keep’ means stay or continue
doing. ‘Your’ mean belonging to or associated with the person or
people that the speakers addressing. ‘Head’ means the upper part
of the human body. Meanwhile, in this context, the speaker did
not mean anything about all of those. In this context ‘keep your
head’ means calm down or relax. This idiomatic expression is
included in fixed statements type. It is because often used and
heard in everyday conversation.
In clichés and fixed statements type, the researcher found 86
conversations using idiomatic expression. The percentage of them
comparing to the other types is 83.50%.
f. Other Language
English includes many words from other language. Some of
them are from Latin or French.
1) 15/OL/K/00:16:09-00:16:30
Keating :”Hear it? (whispering again) Carpe. Carpe Diem. Seize the day boys, make your lives extraordinary”
a) Context of situation
In the classroom, Meeks immediately puts his hand up.
Mr. Keating slams his hand down on an imaginary buzzer. The
students slowly gather round the cases and Mr. Keating moves
behind them. The boys lean in and Mr. Keating hovers over
Cameron’s shoulder. Cameron looks over his shoulder with an
aggravated expression on his face.
58
b) Data analysis
“Carpe diem” is an idiomatic expression. It is because the
word ‘carpe diem’ is from Latin language. ‘Carpe diem’ means
seize the day in English language. ‘Seize’ has the same meaning
with grab. ‘The’ used to make a generalized reference to
something rather than identifying a particular instance. ‘Day’ is a
period of twenty-four hours as a unit of time. In this context, the
sentence “seize the day’ mean to use an opportunity to do
something that the people want and not to worry about his future.
This idiomatic expression is included in other language type. It is
because the idiomatic expression is from Latin language.
In other language type, the researcher found 1 conversation
using idiomatic expression. The percentage of them comparing to the
other types is 0.97%.
From this research, the researcher found that the most idioms used
in the movie are clichés and fixed statement which is contains 83.50% from
103 words of idioms. Types of idioms are used in the conversation in movie
entitled Dead Poets Society are; similes, binomials, proverbs, euphemisms,
clichés and fixed statements, also other language. The researcher found
5.83% for similes, 4.85% for binomials, 3.88% for proverbs, 0.97% for
euphemisms, 83.50% for clichés and fixed statement and 0.97% for other
language. The most dominant idiomatic expression in this movie is clichés
and fixed statement because the percentage is 83.50%.
59
2. The Application of Idiomatic Expressions in Teaching Speaking at the
Tenth Grade of Senior High School
Dead Poets Society movie is an example of a movie where the
story came from a narrative. We know that movie and narrative are parts
of literary work which cannot be separated from figurative language. A
kind of figurative language is idiom or idiomatic expression. Besides the
idiom used in a literary works, idiom used by English native speakers to
communicate. In this research, the researcher wants to show that the
idiomatic expressions can application in many contexts, and the researcher
focus in the use of idiom in narrative text. This is become subject material
in teaching learning English. Narrative text is listed in an eleventh grade of
Senior High School syllabus.
The used of movie in teaching learning process make the students
more interested to study about the materials. They will not bored and pay
more attention to the teaching learning process in the classroom. In
teaching speaking, especially speaking narrative, teacher can play the
movie to give the stimulus to the students. If the students enjoy in teaching
learning process, so they can get more inspiration to found the idiomatic
expression in the movie. Then the idiomatic expression that found in the
movie gives the students example about how to make their speaking more
colorful.
60
LESSON PLAN
School Name : Senior High School
Subject : English
Class : X
Semester : 2
Year : 2016/2017
Time Allocated : 2 x 45 minutes
1. Standard Competency
Speaking
To express simple, short, functional texts and simple monologue texts in the
genres of report, narrative and analytical exposition in the context of daily life.
2. Basic Competency
To express simple, monologue texts accurately, fluently, and acceptably in the
genres of report, narrative and analytical exposition in the context of daily life.
3. Indicators
- Read aloud a written text with the right pronunciation.
- Identify the topic of the text.
- Identify the meaning of words in the text.
- Identify the meaning of sentences in the text.
- Identify the setting in a narrative text.
- Identify the complication in a narrative text.
- Identify the idiomatic expression that found in the text.
61
4. Goal of Teaching/Learning activities
Students are able to:
- Read aloud a written text with the right pronunciation and intonation
- Identify the topic of the text
- Identify the meaning of words in the text
- Identify the meaning of sentences in the text
- Identify the setting in a narrative text
- Identify the complication in a narrative text
- Identify the idiomatic expression that found in the text.
5. Material
Oral text in the genre of narrative
6. Teaching Method
Three Phase Techniques
7. Teaching / Learning Activities
Introduction
- Preparing students psychologically and physically to start the learning
process.
- The teacher asks the students about the previous materials they have
learned.
Main Activities
Observing:
- The teacher gives the example of narrative text
62
Questioning :
- The teacher asks the students to ask the material about narrative text
Exploring:
- The teacher ask students to read the narrative text
- The teacher asks the students to answer the questions based on the text
- The teacher points some idiomatic expression, then ask students to find the
meaning.
- The teacher plays Dead Poets Society movie then asks the students in group
to find the idiomatic expression and their meanings
Associating:
- The teacher gives feedback on students work
Communicating:
- The teacher asks the students in group to make a narrative text and include
some of idiomatic expressions they found in the movie
- The teacher asks the students to make story telling of the narrative text they
made in front of the class with good pronunciation and intonation.
- The teacher asks the students to review the narrative text they have learned.
- The teacher ends the lesson by asking the students to make conclusion.
Closing
- The teacher asks the students to make a brief resume about the narrative text
they have learned
- Leave taking
63
8. Evaluation
A. Practice the monologue text below with good pronunciation!
The Ant and the Grasshopper
In a field one summer’s day a Grasshopper was hoping about,
chirping and singing to its heart’s content. An Ant passed by, bearing
along with great toil and ear of corn he was talking to the nest.
“Why not come and chat with me,” said the Grasshopper,
“instead of toiling and moiling in that way?”
“I am helping to lay up food for the winter,” said the Ant, “and
recommend you to do the same”
“Why brother about winter?” said the Grasshopper; we have got
plenty of food at present.” But the Ant went on its way and continued
its toil.
When the winter came the Grasshopper found itself dying of
hunger, while it saw the ants distributing, every day, corn and grain
from the stores they had collected in the summer.
Then the Grasshopper knew. It is best prepare for the days of
necessity.
Source: https://www.umass.edu/aesop/content.php?n=0&i=1
Based on the text above, answer the questions orally!
1. What is the writer’s purpose to write the story?
2. In what part does the writer identify the main character of the story?
64
3. Who are the characters in this story?
4. Who is the main character?
5. When did this story happen?
6. Where did this story occur?
7. In what part of the story do you find a crisis in the story?
8. In what part of the story is the crisis resolved?
9. What is the moral value you get from this story?
10. What is the idiomatic expression you get from this story?
B. Watch a short clip Dead Poets Society movie played by the teacher. Find
out the idiomatic expressions and their meanings! (minimum 5)
No. Idiomatic Expression Meanings
1
2
3
C. Make a short narrative text contains minimum 5 idiomatic expression,
then story telling the text in a good pronunciation and intonation!
Scoring Rule
School Name : Class/semester :
Subject : Year :
Type of Test :
No. Criteria Score
A.
The students are asked to practice the monologue text
(narrative text) with good pronunciation.
5
65
B.
C.
D.
The students are asked to answer some questions orally based
on the narrative text they have just practiced.
The students are asked to find out idiomatic expression and
their meanings
The students are asked to make a narrative text, and then story
telling it in a good pronunciation.
9
10
16
Mark = score gotten x 2 100
Source: Lesson Plans by Dra. RahmiBektiUtami, a teacher in SMA 7 Purworejo.
9. Source / Material
- LCD Projector
- Laptop
- Speaker
- Dead Poets Society movie
- English Alive Grade 2 Published by
Yudhistira
- EnglishStudent worksheet
Purworejo, June 2017
Approved by
English teacher
.............. NIP.
The researcher
Dwi Agus Tiyarini NIM. 132120071
Head Master of SMA
...... NIP
CHAPTER V CONCLUSIONS AND SUGGESTIONS
This chapter is the last chapter in this thesis. In this chapter, the researcher
gives conclusion and suggestion for all whom related to this study.
A. Conclusions
After discussing Dead Poets Society movie in chapter IV, the researcher
gives conclusion about the thesis. Here is the conclusion:
1. Types of idiomatic expressions found in the movie entitled Dead Poets
Society
From the research, the researcher found the types of idiomatic
expression in Dead Poets Society movie are as follows: there are 6 similes,
5 binomials, 4 proverbs, 1 euphemism, 86 clichés and fixed statements, and
1 other language. In the movie, the researcher found 103 idiomatic
expressions, there are: similes, binomials, proverbs, euphemisms, clichés
and fixed statements, also other language. The researcher found 5.83% for
similes, 4.85% for binomials, 3.88% for proverbs, 0.97% for euphemisms,
83.50% for clichés and fixed statement and 0.97% for other language. From
those data, it is concluded that the most dominant idiomatic expression type
found in Dead Poets Society movie is clichés and fixed statements type.
2. The application of study analysis in teaching speaking.
The application of idiomatic expression in Dead Poets Society movie
in teaching learning is to teach speaking of narrative text in tenth grade of
Senior High School. The teacher asks the students to make a narrative text
66
67
contain idiomatic expression they found in Dead Poets Society movie, and
then they story telling their narrative text in front of the class.
B. Suggestions
After finishing this thesis, the researcher has some suggestion as
follows:
1. For Teacher
Teaching the speaking skill in the classroom is not easy because it
need more practice. The teacher should use the interesting method,
technique, or media to teach speaking, for example teaching using movie.
Movie can make the teaching learning process not bored and more
interesting. Teacher also should know how to make his/her students’
speaking to be more fascinating.
2. For Student
To make the speaking more interesting, the students should add
figurative language to their speaking, for example idiomatic expression. It
is suggested that students do more reading or watching movies and pay
attention on the idiomatic expression. By knowing so much about
idiomatic expression, it also helps the students to understand, make and
story-telling narrative text well.
3. For the Reader
For the reader who is interested to do a same study about idiomatic
expression, this thesis can be a reference for the future research.
REFERENCES
Arikunto, Suharsimi. 2009. Dasar Dasar Evaluasi Pendidikan. Jakarta:PT Bumi Aksara.
Bersam, Richard and Dave Monahan. 2010. Movies: An Introduction to Film.
New York: W. W. Norton & Company, Inc. Brown, H. Douglas. 2007. Principles of Language Learning and Teaching 5th
edition. New York. Pearson Education Limited. Creswell, John W. 2012. Planning, Conducting, and Evaluating Quantitative and
Qualitative Research. Boston: Pearson Education, Inc. Djamal . 2015. Paradigma Penelitian Kualitatif. Yogyakarta: Pustaka Pelajar. Hughes, Rebecca. 2000. Teaching and Researching Speaking. New York: Pearson
Education. Khotimah, Khusnul. 2015. An analysis of Idiomatic Expression in “Lock and
Key” Novel by Sarah Dessen. Tulungagung: IAIN of Tulungagung. Langlotz, Andreas. 2006. Idiomatic Creativity. Amsterdam, John Benjamins
Publishing Company. McCarthy, Michael and Felicity O’Dell.2010. English Idioms Advanced in Use.
Cambridge: Cambridge University Press. Persnawati, Iris. 2014. The Analysis of Idioms in the Film Entitled The Smurfs 2
and its Application in Language Teaching. Purworejo. Muhammadiyah University of Purworejo.
Press, Skip. 2000. The Complete Idiot’s Guide to Screenwriting. Indianapolis. A
Peurson Educational Company. Riemer, Nick. 2010. Introducing Semantics. Cambridge: Cambridge University
Press. Schiering, Bogner and Buli-Holmberg. 2011. Teaching and Learning: A Model
for Academic and Social Cognition. New York. Rowman & Littlefield Publishers, Inc.
Spears, Richard A. 2005. McGraw Hill’s Dictionary of American Idioms and
Phrasal Verbs. United States of America: The McGraw-Hill Companies, Inc.
Sreekumar, Jayakrishnan and Amrita Vishwa Vidyapeetham. 2015. Creating Meaning through Interpretations: A Mise-En-Scene Analysis of the Film ‘The Song of Sparrows’. International Conference on Communication, Media, Technology and Design 16 – 18 May 2015 Dubai-United Arab Emirates.
Sugiyono. 2011. Metode Penelitian Kuantitatif dan Kualitatif dengan R & D. Bandung: Alfabeta.
Thornburry, Scott. 2005. How to Teach Speaking. Harlow: Pearson Education Limited.
http://www/filminstitutet.se/globalassets/2.-fa-kunskap-omfilm/filmpedagogik/boken-pa-duken/dodapoeters-manus.pdf (accessed on April 5th , 2017 at 09.00 a.m)
http://www/gppgle.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0ahUKEwiojpXnkrPVAhVBLo8KHfa7DUUQFgglMAA&url=http%3A%2F%2Fhdpopcorns.com%2Fdead-poets-society-1989-720p-1080p%-1080p%2F&usg=AFQjCNHCldO20WbI7aMBd0ORE6zy9EoVQ (accessed on April 20th , 2017 at 10.00 a.m)
https://www.google.com/search?q=synpsis+dead+poet+society&ie=utf-&oe=utf-8&aq=t&rls=org.mozilla:en-US:official&client=firefox-a&channel=fflb&gwsrd=ssl (accessed on May 15th , 2017 at 07.00 a.m)
https://www.umass.edu/aesop/content.php?n=0&i=1 ( accessed on May 10th, 2017 at 08.00 p.m)
APPENDICES
Table 2
Description of Idiomatic Expressions
No The Idiomatic Expression Time
Type of
Idiomatic
Expression
1.
Man :“All right boys, let’s settle
down” 00:01:15 –
00:01:19
Clichés and Fixed
Expressions
2.
Man :”Banners up” 00:01:28 –
00:01:30
Clichés and Fixed
Expressions
3.
Mr. Nolan :”You’ve been away too
long” 00:04:46 –
00:04:48
Clichés and Fixed
Expressions
4.
Mother :“Chin up” 00:05:18 –
00:05:20
Clichés and Fixed
Expressions
5.
Mother :”I love you, you be a good
boyanddo your lesson” 00:05:24 –
00:05:30
Clichés and Fixed
Expressions
6.
Hager :”All right fine” 00:05:50 –
00:05:52
Clichés and Fixed
Expressions
7.
Neil :”Listen don’t mind
Cameron. He was born
with his foot on his
mouth. You know what I
mean?”
00:06:18 –
00:06:20
Clichés and Fixed
Expressions
8.
Neil :”Yep. Chemistry. My
father though I should get
ahead. How was your
summer Slick?”
00:06:29 –
00:06:33
Clichés and Fixed
Expressions
9.
Mr. Perry :”Keep your seats fellows,
keep your seats. Neil,
I’ve just spoken to Mr.
Nolan. I think that you’re
taking too many extra
curricular activities this
semester, and I’ve
decided that you should
drop the school annual”
00:07:50 –
00:07:59
Clichés and Fixed
Expressions
No The Idiomatic Expression Time
Type of
Idiomatic
Expression
10.
Knox :”All right, all right. So
what are you doing to
do?”
00:09:17 –
00:09:19
Clichés and Fixed
Expressions
11.
McAllister :”Slow down boys, slow
down your horrible
phalanx of pubescence”
00:10:18 –
00:10:22
Clichés and Fixed
Expressions
12.
Keating :”Thank you for playing
anyway.. because we are
food from worms lads.
Because believe it or not,
each and every one of us
in this room is one day
going to stop breathing,
turn cold, and die”
00:14:38 –
00:14:52
Clichés and Fixed
Expressions
13.
Keating :”They’re not that different
from you, are they? Same
haircuts. Full of
harmonies, just like you.
Invincible, just like you
feel. The world is their
oyster. They believe
they’re destined for great
things, just like many of
you. Their eyes are full of
hope, just like you”
00:15:11 –
00:15:51
Clichés and Fixed
Expressions
14.
Keating :”Hear it? (whispering
again) Carpe. Carpe
Diem. Seize the day
boys, make your lives
extraordinary”
00:16:09-
00:16:30 Proverbs
15.
Keating :”Hear it? (whispering
again) Carpe. Carpe
Diem. Seize the day boys,
make your lives
extraordinary”
00:16:09-
00:16:30 Other Language
16.
Coach :”Let’s go boys, hustle up
in here. That’s means you
Dalton”
00:17:02 –
00:17:05
Clichés and Fixed
Expressions
No The Idiomatic Expression Time
Type of
Idiomatic
Expression
17.
Neil :”Suit yourself” 00:17:34 –
00:17:36
Clichés and Fixed
Expressions
18.
Chris :”I’ll get it” 00:18:44 –
00:18:46
Clichés and Fixed
Expressions
19.
Danburry :”I know where you’re
headed, like father like
son, huh?”
00:19:28 –
00:19:33 Proverbs
20.
Hager :”All rightgentlemen, five
minutes. Let’s go” 00:20:40 –
00:20:44
Clichés and Fixed
Expressions
21.
Keating :”Excrement. That’s what I
think of Mr. J.Evans
Pritchard. We’re not
laying pipe, we’re talking
about poetry. Cameron
looks down at the graph
he copied in his notes and
quickly scribbles it out”
00:22:40 –
00:22:49
Clichés and Fixed
Expressions
22.
Keating :”Go on, rip it out” 00:23:13 –
00:23:15
Clichés and Fixed
Expressions
23.
Keating :”Thank you Mr. Dalton
.Gentlemen, tell you
what, don’t just tear out
that page, tear out the
entire introduction. I want
it gone, history. Leave
nothing of it. Rip it out.
Rip!”
00:23:16 –
00:23:33
Clichés and Fixed
Expressions
24.
Keating :”Keep ripping gentlemen.
This is a battle, a war.
And the casualties could
be your hearts and souls”
00:24:31 –
00:24:35
Clichés and Fixed
Expressions
25.
McAllister :”You take a big risk by
encouraging them to be
artist John. When they
realize they’re not
Rembrads, Shakespeares
or Mozarts, they’ll hate
00:27:20 –
00:27:28
Clichés and Fixed
Expressions
No The Idiomatic Expression Time
Type of
Idiomatic
Expression
you for it”
26.
Keating :”Gentlemen, can you keep
a secret?” 00:29:22 –
00:29:25
Clichés and Fixed
Expressions
27.
Keating :”The Dead Poets were
dedicated to sucking the
marrow out of life. That a
phrase from Thoreau that
we’d invoke at the
beginning of each
meeting. You see we’d
gather at the old Indian
cave and take turns
reading from Thoreau,
Whitman, Shelly; the
biggies”
00:29:29 –
00:29:50
Clichés and Fixed
Expressions
28.
Cameron :”Wait a minute” 00:30:37 –
00:30: 39
Clichés and Fixed
Expressions
29.
Neil :”It’s beyond the stream, I
know where it is” 00:30:40 –
00:30:42
Clichés and Fixed
Expressions
30.
Hager :”You boys there, hurry
up” 00:30:54 –
00:30:56
Clichés and Fixed
Expressions
31.
Neil :”All right, who’s in?” 00:30:57 –
00:30:59
Clichés and Fixed
Expressions
32.
Neil :”Okay, follow the stream
to the waterfall. It’s right
there. It’s got to be on the
banks”
00:31:45 –
00:31:48
Clichés and Fixed
Expressions
33.
Neil :”All right. What if you
didn’t have to read? What
if you just come and
listened?”
00:32:37 –
00:32:40
Clichés and Fixed
Expressions
34.
Todd :”What? What are you
gonna do, go up and ask
them”
00:32:48 –
00:32:50
Clichés and Fixed
Expressions
35. McAllister :”Oh shut up, will you” 00:32:59 – Clichés and Fixed
No The Idiomatic Expression Time
Type of
Idiomatic
Expression
00:33:03 Expressions
36.
Spaz :”Get off” 00:33:18 –
00:33:19
Clichés and Fixed
Expressions
37.
Hager :”Cut out that racket in
there. The kazoo player
lets out a rude squeek
before finally stopping”
00:33:20 –
00:33:24
Clichés and Fixed
Expressions
38.
Charlie :”Guys, over here” 00:36:06 –
00:36:08
Clichés and Fixed
Expressions
39.
Neil :”All right, all right, forget
the fire. Let’s go
genttlement”
00:36:24 –
00:36:26
Clichés and Fixed
Expressions
40.
Neil :”To put to rout all that was
not life, and not, when I
had come to die, discover
that I had not lived”
00:36:58 –
00:37:05
Euphemisms
41.
Charlie :”Wait a minute, who
gave us half a roll?” 00:37:28 –
00:37:30
Clichés and Fixed
Expressions
42.
Pitts :”You want me to put it
back” 00:37:33 –
00:37:35
Clichés and Fixed
Expressions
43.
Charlie :”All right? No, I don’t
need it. You take it. 00:38:50 –
00:38:53
Clichés and Fixed
Expressions
44.
Charlie :”I didn’t memorize a
poem. Move up” 00:38:58 –
00:39:00
Clichés and Fixed
Expressions
45.
Neil : ”Alfred Lord Tennyson.
Come my friends, ‘Tis
not too late to seek a
newer world for my
purpose holds to sail
beyond the sunset. And
though we are not now
that strength which in
olds days. Moved earth
and heaven; that which
we are, we are;--One
00:39:44-
00:40:18 Proverbs
No The Idiomatic Expression Time
Type of
Idiomatic
Expression
equal temper of heroic
hearts, Made weak by
time and fate, but strong
in will. To strive, to seek,
to find and not to yield”
46.
Keating :”Just when you think you
know something, you
have to look at it in
another way. Even
though it may seem silly
or wrong, you must try!
Now when you read,
don’t just consider what
the author thinks.
Consider what you think”
00:43:33 –
00:43:43 Proverbs
47.
Keating :“Don’t just walk off the
edge like lemmings.
Look around you”
00:44:05 –
00:44:07
Similes
48.
Mr. Nolan :”Take a power train in
two! Three! Keep your
eyes in the boat!”
00:44:57 -
00:45:00
Clichés and Fixed
Expressions
49.
Meeks :”We got it, Pittsie. We got
it! Radio Free America” 00:45:06 –
00:45:08
Clichés and Fixed
Expressions
50.
Todd :”Neil, Neil, hold on a
minute. How are you
gonna be in a play if you
father won’t let you”
00:46:25 –
00:46: 30
Clichés and Fixed
Expressions
51.
Todd :”No! I—I, I don’t know,
but that’s not the poin.
The, the, the point is that
there’s nothing you can
do about it, so you can do
about it, so you can just
butt out. I can take care
of my self just fine. All
right?
00:47:56 –
00:48:09
Clichés and Fixed
Expressions
52. Coach :”Okay, everybody on the
bus. Let’s go, boys.
00:50:18 –
00:50:22
Clichés and Fixed
Expressions
No The Idiomatic Expression Time
Type of
Idiomatic
Expression
Come on let’s go on the
bus, boys. Now!”
53.
Keating :”Now, devotees may argue
that one sport or games is
inherently better than
another. For me sport is
actually a chance for us to
have other human beings
push us to excel. I want
you all to come over here
and take a slip of papper
and line up single file”
00:50:29 –
00:50:45
Clichés and Fixed
Expressions
54.
Keating :”I want you to hand these
out to the boys, one
apiece”
00:50:55 –
00:50:59
Clichés and Fixed
Expressions
55.
Keating :”Now go on” 00:51:10 –
00:51:12
Clichés and Fixed
Expressions
56.
Keating :”Congratulations, Mr.
Hopkins. Yours is the
first poem to ever have a
negative score on the
Pitchard scale. We’re not
laughing at you, we’re
laughing near you. I don’t
mind that your poem had
a simple theme.
Sometimes the most
beautiful poetry can be
about simple things, like
a cat, or a flower or
rain. You see poetry can
come from anything with
the stuff of revelation in
it. Just don’t let your
poems be ordinary. Now
who’s next?”
00:54:44 –
00:55:09 Similes
57.
Keating :”Now, for those of you
who don’t know, a yawp
is a loud cry or yell. Now,
Todd, I would like you to
00:55:44 –
00:56:14
Clichés and Fixed
Expressions
No The Idiomatic Expression Time
Type of
Idiomatic
Expression
give us a demonstration
of a barbaric “yawp”.
Come on. You can’t yawp
sitting down. Let’s go”
58.
Keating :”No, you can do better
than that. Free up your
mind. Use your
imagination. Say the first
thing that pops into your
head, even if it’s total
gibberish”
00:56:56 –
00:57:00
Clichés and Fixed
Expressions
59.
Todd :“M-Mumbling, ‘Truth.
Truth is like, like a
blanket that always
leaves your feet cold”
00:57:30 –
00:57:33 Similes
60.
Todd :”Y-Y-Y-You push it,
stretch it, it’ll never be
enough. You kick at it,
beat it, it’ll never be
enough. You kick at it,
beat it, it’ll never cover
any of us. From the
moment we enter crying
to the moment we leave
dying, it will just cover
your face as you wail and
cry and scream.”
00:57:33 –
00:57:38
Binomials
61.
Charlie :”Knoxious, you’ve gotta
calm down” 01:01:13 –
01:01:15
Clichés and Fixed
Expressions
62.
Knox :”She’s gonna hate me. The
Danburry’s will hate me.
My parents will kill me.
All right, goddamn it.
You’re right. “Carpe
diem” even if it kills me”
01:01:39 –
01:01:43
Clichés and Fixed
Expressions
63.
Keating :”Mr. Overstreet, driven by
deeper force. Yes we
know that. All right.
Now, Ididn’t bring them
01:04:35 –
01:04:50
Clichés and Fixed
Expressions
No The Idiomatic Expression Time
Type of
Idiomatic
Expression
up here to ridicule them. I
brought them up here to
illustrate the point of
conformity”
64.
Charlie :”Yeah, this is it. Go
ahead, go on in. It’s my
cave. Watch your step”
01:08:04 –
01:08:07
Clichés and Fixed
Expressions
65.
Charlie :”Shall I compare thee to a
summer’s day? Thou art
more lovely and more
temperate”
01:10:50 –
01:10:53 Binomials
66.
Charlie :“I’ll write one for you too,
Gloria”
She walks in beauty like
the night
She walks in beauty like
the night
Of cloudless climes and
starry skies
All that’s best, dark and
bright Meet in her aspect and
her eyes
01:11:04-
01:11:25 Binomials
67.
Charlie :“I’ll write one for you too,
Gloria”
She walks in beauty like
the night
She walks in beauty like
the night
Of cloudless climes and
starry skies
All that’s best, dark and
bright
Meet in her aspect and
her eyes”
01:11:04-
01:11:25 Binomials
68.
Charlie :“I’ll write one for you too,
Gloria”
She walks in beauty like
the night She walks in beauty like
01:11:04-
01:11:25 Similes
No The Idiomatic Expression Time
Type of
Idiomatic
Expression
the night
Of cloudless climes and
starry skies
All that’s best, dark and
bright
Meet in her aspect and
her eyes
69.
Tina :”Go ahead, pass it
around” 01:13:49 –
01:13:52
Clichés and Fixed
Expressions
70.
Charlie :”So we can all stop
beating off” 01:14:29 –
01:14:31
Clichés and Fixed
Expressions
71.
Neil :”All right, but you still
shouldn’t have done it,
Charlie. This could mean
trouble. You don’t speak
for the club”
01:14:59 –
01:15:01
Clichés and Fixed
Expressions
72.
Charlie :”Welton Academy. Hello.
Yes, he is. Just a
moment”
01:16:21 –
01:16:24
Clichés and Fixed
Expressions
73.
Neil :”You kicked out?” 01:18:11 -
01:18:13
Clichés and Fixed
Expressions
74.
Mr. Nolan :”What was going on in the
courtyard the other day?” 01:19:30 –
01:19:32
Clichés and Fixed
Expressions
75.
Keating :”It’s all right, gentlemen” 01:20:18 –
01:20:20
Clichés and Fixed
Expressions
76.
Keating :”No. You being expelled
from school is not daring
to me. It’s stupid, cause
you’ll miss some golden
opportunities”
01:20:45 –
01:20:50
Clichés and Fixed
Expressions
77.
Keating :“Keep your head about
you. That goes for the lot
of you”
01:21:05 –
01:21:08
Clichés and Fixed
Expressions
78. Charlie :”All right, go on play” 01:21:23 –
01:21:25
Clichés and Fixed
Expressions
No The Idiomatic Expression Time
Type of
Idiomatic
Expression
79.
Director :”Wait, please. Excitement.
I don’t hear any
excitement about this
play. And take her hand.
Bring her down the stage
and stop. And “There
gentle Hermia” Okay try
again”
01:21:43 –
01:21:48
Clichés and Fixed
Expressions
80.
Neil :“Wait a minute. Before
you anything” 01:22:14 –
01:22:16
Clichés and Fixed
Expressions
81.
Mr. Perry :”Don’t you dare talk back
to me! It’s bad enough
that you’ve wasted your
time with this, this absurd
acting business. But you
deliberately deceived me!
How, how, how did you
expect to get away with
this?”
01:22:20 –
01:22:32
Clichés and Fixed
Expressions
82.
Mr. Perry :”I made a great many
sacrifices to get you here,
Neil, and you will not let
me down”
01:23:34 –
01:23:38
Clichés and Fixed
Expressions
83.
Neil :”I know what he’ll say.
He’ll tell me that acting’s
a whim, and I should
forget it. That how
they’re counting on me.
He’ll just tell me to put it
out of my mind”
01:26:00 –
01:26:06
Clichés and Fixed
Expressions
84.
Knox :”The heavens made a girl
named Chris. With hair
and skin of gold. To
touch her would be
paradise”
01:28:23 –
01:28:26
Clichés and Fixed
Expressions
85.
Charlie :”Get out of here.
Cameron, you fool” 01:28:48 –
01:28:52
Clichés and Fixed
Expressions
No The Idiomatic Expression Time
Type of
Idiomatic
Expression
86.
Cameron :”Excuse me, just a
moment. Yes, you’re so
cute”
01:30:10 –
10:30:13
Clichés and Fixed
Expressions
87.
Charlie :“It’s an Indian warrior
symbol for virility. Makes
me feel potent, like it
can drive girl crazy”
01:30:36 –
01:30:40
Similes
88.
Keating :”Gentlemen, let’s go” 01:31:03 –
01:31:04
Clichés and Fixed
Expressions
89.
Knox :”Go ahead, guys. I’ll catch
up” 01:31:05 –
01:31:06
Clichés and Fixed
Expressions
90.
Chris :”Well, you did. Chet
found out. And it took
everything I could do to
keep him from coming
here and killing you.
Knox you have got to
dtop this stuff”
01:31:25 –
01:31:30
Clichés and Fixed
Expressions
91.
Chris :”Knox, you say that over
and over. You don’t, you
don’t even know me”
01:31:35 –
01:31:40 Binomials
92.
Knox :”Go ahead, Captain. I’ll
walk” 01:31:45 –
01:31:48
Clichés and Fixed
Expressions
93.
Chris :”You know what would
happen if Chet found
out?”
01:32:
Clichés and Fixed
Expressions
94.
Mr. Perry :”Oh, stop it. Don’t be so
dramatic. You make it
sound like a prison
term. You don’t
understand, Neil. You
have opportunities that I
never even dreamt of and
I am not going to let you
waste them”
01:40:41 –
01:40:47 Similes
95. Mr. Perry :”It’s all right, it’s going to 01:46:30 – Clichés and Fixed
No The Idiomatic Expression Time
Type of
Idiomatic
Expression
be all right” 01:46:33 Expressions
96.
Mrs. Perry :”He’s all right” 01:47:25 –
01:47:30
Clichés and Fixed
Expressions
97.
Mrs. Perry :”He’s all right! He’s all
right! He’s all right! He’s
all right! He’s all right!
He’s all right!
01:47:40 –
01:47:43
Clichés and Fixed
Expressions
98.
Pitts :”Calm down” 01:49:14 –
01:49:16
Clichés and Fixed
Expressions
99.
Charlie :”It’s all right. It’s all right 01:49:19 –
01:49:22
Clichés and Fixed
Expressions
100.
Charlie :”He’s a rat! He’s in it up to
his eyes, so he rattled to
save himself”
01:54:22 –
01:54:25
Clichés and Fixed
Expressions
101.
Meeks :”Go away. I have to
study” 01:56:58 –
01:57:01
Clichés and Fixed
Expressions
102.
Mr. Nolan :”All right, then, we’ll start
over. What is poetry? 02:01:09 –
02:01:11
Clichés and Fixed
Expressions
103.
Mr. Nolan :”Never mind” 02:02:06 –
02:02:08
Clichés and Fixed
Expressions
SILABUS SMA/MA
Sekolah : SMA Negeri 1 Purworejo
Mata Pelajaran : BAHASA INGGRIS – WAJIB
Kelas : X
Alokasi Waktu : 2 jam pelajaran / minggu
Kompetensi Inti :
KI 1 : Menghayati dan mengamalkan ajaran agama yang dianutnya
KI 2 : Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli
(gotong royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif dan
menunjukkan sikap sebagai bagian dari solusi atas berbagai permasalahan dalam
berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam
menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia
KI 3 : Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual,
prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi,
seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan,
kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta
menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai
dengan bakat dan minatnya untuk memecahkan masalah.
KI 4: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait
dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan
mampu menggunakan metoda sesuai kaidah keilmuan
Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran
3.1 Menerapkan fungsi
sosial, struktur teks,
dan unsur
kebahasaan teks
interaksi
transaksional lisan
dan tulis yang
melibatkan tindakan
memberi dan
meminta informasi
terkait jati diri dan
hubungan keluarga,
sesuai dengan
konteks
penggunaannya.
(Perhatikan unsur
kebahasaan
pronoun: subjective,
objective,
possessive)
4.1 Menyusun teks
interaksi
transaksional lisan
Fungsi Sosial
Mengenalkan, menjalin
hubungan interpersonal
dengan teman dan guru
Struktur Teks
- Memulai
- Menanggapi
(diharapkan/di luar
dugaan)
Unsur Kebahasaan
- Sebutan anggota
keluarga inti dan
yang lebih luas dan
orang-orang dekat
lainnya; hobi,
kebiasaan
- Verba: be, have, go,
work, live (dalam
simple present tense)
- Subjek Pronoun: I,
You, We, They, He,
She, It
- Kata ganti possessive
- Menyimak dan
menirukanbeberapa contoh
interaksi terkait jati diri dan
hubungan keluarga, dengan
ucapan dan tekanan kata
yang benar
- Mengidentifikasi
ungakapan-ungkapan
penting dan perbedaan
antara beberapa cara yang
ada
- Menanyakan hal-hal yang
tidak diketahui atau yang
berbeda.
- Mempelajari contoh teks
interaksi terkait jati diri dan
hubungan keluarganya yang
dipaparkan figur-figur
terkenal.
- Saling menyimak dan
bertanya jawab tentang jati
diri masing-masing dengan
teman-temannya
Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran
dan tulis pendek dan
sederhana yang
melibatkan tindakan
memberi dan
meminta informasi
terkait jati diri,
dengan
memperhatikan
fungsi sosial,
struktur teks, dan
unsur kebahasaan
yang benar dan
sesuai konteks
my, your, his, dsb.
- Kata tanya Who?
Which? How? Dst.
- 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
Deskripsi diri sendiri
sebagai bagian dari
keluarga dan
masyarakat yang dapat
menumbuhkan perilaku
yang termuat di KI
- Melakukan refleksi tentang
proses dan hasil belajarnya
3.2 Menerapkan fungsi
sosial, struktur teks,
dan unsur
kebahasaan teks
interaksi
interpersonal lisan
dan tulis yang
melibatkan tindakan
memberikan ucapan
selamat dan memuji
bersayap (extended),
serta
menanggapinya,
sesuai dengan
konteks
penggunaannya
4.2 Menyusun teks
interaksi
interpersonal lisan
dan tulis sederhana
yang melibatkan
tindakan
memberikan ucapan
selamat dan memuji
bersayap (extended),
dan menanggapinya
dengan
memperhatikan
fungsi sosial,
Fungsi Sosial
Menjaga hubungan
interpersonal dengan
guru, teman dan orang
lain.
Struktur Teks
- Memulai
- Menanggapi
(diharapkan/di luar
dugaan)
Unsur Kebahasaan
- Ungkapan
memberikan ucapan
selamat dan memuji
bersayap (extended),
dan menanggapinya
- 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
Interaksi antara guru
dan peserta didik di
dalam dan di luar kelas
yang melibatkan
- Menyimak dan menirukan
beberapa contoh
percakapan mengucapkan
selamat dan memuji
bersayap (extended) yang
diperagakan guru/rekaman,
dengan ucapan dan tekanan
kata yang benar
- Bertanya jawab untuk
mengidentifikasi dan
menyebutkan ungkapan
pemberian selamat dan
pujian serta tambahannya, n
mengidentifikasi persamaan
dan perbedaannya
- Menentukan ungkapan
yang tepat secara lisan/tulis
dari berbagai situasi lain
yang serupa
- Membiasakan menerapkan
yang sedang dipelajari.
dalam interaksi dengan
guru dan teman secara
alami di dalam dan di luar
kelas.
- Melakukan refleksi tentang
proses dan hasil belajar
Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran
struktur teks, dan
unsur kebahasaan
yang benar dan
sesuai konteks
ucapan selamat dan
pujian yang dapat
menumbuhkan perilaku
yang termuat di KI
3.3 Menerapkan fungsi
sosial, struktur teks,
dan unsur
kebahasaan teks
interaksi
transaksional lisan
dan tulis yang
melibatkan tindakan
memberi dan
meminta informasi
terkait niat
melakukan suatu
tindakan/kegiatan,
sesuai dengan
konteks
penggunaannya.
(Perhatikan unsur
kebahasaan be going
to, would like to)
4.3 Menyusun teks
interaksi
transaksional lisan
dan tulis pendek dan
sederhana yang
melibatkan tindakan
memberi dan
meminta informasi
terkait niat
melakukan suatu
tindakan/kegiatan,
dengan
memperhatikan
fungsi sosial,
struktur teks, dan
unsur kebahasaan
yang benar dan
sesuai konteks
Fungsi Sosial
Menyatakan rencana,
menyarankan, dsb.
Struktur Teks
- Memulai
- Menanggapi
(diharapkan atau di
luar dugaan)
Unsur Kebahasaan
- Ungkapan pernyataan
niat yang sesuai,
dengan modalbe
going to, would like
to
- 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
Interaksi antara guru
dan peserta didik di
dalam dan di luar kelas
yang melibatkan
pernyataan niatyang
dapat menumbuhkan
perilaku yang termuat
di KI
- Mencermati beberapa
contoh interaksi terkait niat
melakukan suatu
tindakan/kegiatan
dalam/dengan tampilan
visual(gambar, video)
- Mengidentifikasidengan
menyebutkan persamaan
dan perbedaan dan dari
contoh-contoh yang ada
dalam video tersebut,
dilihat dari isi dan cara
pengungkapannya
- Bertanya jawab tentang
pernyataan beberapa tokoh
tentang rencana melakukan
perbaikan
- Bermain game terkait
dengan niat mengatasi
masalah
- Membiasakan menerapkan
yang sedang dipelajari.
dalam interaksi dengan
guru dan teman secara
alami di dalam dan di luar
kelas.
- Melakukan refleksi tentang
proses dan hasil belajar.
3.4 Membedakan fungsi
sosial, struktur teks,
dan unsur
kebahasaan beberapa
teks deskriptif lisan
dan tulis dengan
Fungsi Sosial
Membanggakan,
menjual, mengenalkan,
mengidentifikasi,
mengkritik, dsb.
Struktur Teks
- Menyimak dan menirukan
guru membacakan teks
deskriptif sederhana tentang
tempat wisata dan/atau
bangunan bersejarah
terkenaldengan intonasi,
Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran
memberi dan
meminta informasi
terkait tempat wisata
dan bangunan
bersejarah terkenal,
pendek dan
sederhana, sesuai
dengan konteks
penggunaannya
4.4 Teks deskriptif
4.4.1 Menangkap makna
secara kontekstual
terkait fungsi sosial,
struktur teks, dan
unsur kebahasaan
teks deskriptif, lisan
dan tulis, pendek dan
sederhana terkait
tempat wisata dan
bangunan bersejarah
terkenal
4.4.2 Menyusun teks
deskriptif lisan dan
tulis, pendek dan
sederhana, terkait
tempat wisata dan
bangunan bersejarah
terkenal, dengan
memperhatikan
fungsi sosial,
struktur teks, dan
unsur kebahasaan,
secara benar dan
sesuai konteks
Dapat mencakup
- Identifikasi (nama
keseluruhan dan
bagian)
- Sifat (ukuran, warna,
jumlah, bentuk, dsb.)
- Fungsi, manfaat,
tindakan, kebiasaan
Unsur kebahasaan
- Kosa kata dan istilah
terkait dengan tempat
wisata dan bangunan
bersejarah terkenal
- Adverbia terkait sifat
seperti quite, very,
extremely, dst.
- Kalimat dekalraif dan
interogatif dalam
tense yang benar
- Nomina singular dan
plural secara tepat,
dengan atau tanpa a,
the, this, those, my,
their, dsb.
- Ucapan, tekanan
kata, intonasi, ejaan,
tanda baca, dan
tulisan tangan
Topik
Deskripsi tempat
wisata dan bangunan
bersejarah yang dapat
menumbuhkan perilaku
yang termuat di KI
ucapan, dan tekanan kata
yang benar.
- Mencermati danbertanya
jawab tentang contoh
menganalisisdeskripsi
dengan alat seperti tabel,
mind map, dan kemudian
menerapkannya untuk
menganalisis beberapa
deskripsi tempat wisata dan
bangunan lain
- Mencermati cara
mempresentasikan hasil
analisis secara lisan,
mempraktekkan di dalam
kelompok masing-masing,
dan kemudian
mempresentasikan di
kelompok lain
- Mengunjungi tempat wisata
atau bangunan bersejarah
untuk menghasilkan teks
deskriptif tentang tempat
wisata atau bangunan
bersejarahsetempat.
- Menempelkan teks di
dinding kelas dan bertanya
jawab dengan pembaca
(siswa lain, guru) yang
datang membacanya
- Melakukan refleksi tentang
proses dan hasil belajar.
3.5 Membedakan fungsi
sosial, struktur teks,
dan unsur
kebahasaan beberapa
teks khusus dalam
bentuk
pemberitahuan
(announcement),
dengan memberi dan
meminta informasi
terkait kegiatan
sekolah, sesuai
dengan konteks
Fungsi Sosial
Menjalin hubungan
interpersonal dan
akademik antar peserta
didik, guru, dan
sekolah
Struktur Teks
- Istilah khusus terkait
dengan jenis
pemberitahuannya
- Informasi khas yang
relevan
- Gambar, hiasan,
- Menyimak dan menirukan
guru membacakan beberapa
teks pemberitahuan
(announcement) dengan
intonasi, ucapan, dan
tekanan kata yang benar.
- Bertanya dan
mempertanyakan tentang
persamaan dan perbedaan
fungsi sosial, struktur teks
dan unsur kebahasaannya
- Mencermati danbertanya
jawab tentang contoh
Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran
penggunaannya
4.5 Teks pemberitahuan
(announcement)
4.5 1 Menangkap makna
secara kontekstual
terkait fungsi sosial,
struktur teks, dan
unsur kebahasaan
teks khusus dalam
bentuk
pemberitahuan
(announcement)
4.5.2 Menyusun teks
khusus dalam bentuk
pemberitahuan
(announcement),
lisan dan tulis,
pendek dan
sederhana, dengan
memperhatikan
fungsi sosial,
struktur teks, dan
unsur kebahasaan,
secara benar dan
sesuai konteks
komposisi warna
Unsur Kebahasaan
- Ungkapan dan kosa
kata yang lazim
digunakan dalam
announcement
(pemberitahuan)
- Nomina singular dan
plural secara tepat,
dengan atau tanpa a,
the, this, those, my,
their, dsb.
- Ucapan, tekanan
kata, intonasi, ejaan,
tanda baca, dan
tulisan tangan
Topik
Pemberitahuan
kegiatan, kejadian yang
dapat menumbuhkan
perilaku yang termuat
di KI
Multimedia
Layout dan dekorasi
yang membuat
tampilan teks
pemberitahuan lebih
menarik.
menganalisisdeskripsi
dengan alat seperti tabel
dan kemudian
menerapkannya untuk
menganalisis beberapa teks
pemberitahuan lain
- Membuat teks
pemberitahuan
(announcement) untuk
kelas atau teman
- Melakukan refleksi tentang
proses dan hasil belajar.
3.6 Menerapkan fungsi
sosial, struktur teks,
dan unsur
kebahasaan teks
interaksi
transaksional lisan
dan tulis yang
melibatkan tindakan
memberi dan
meminta informasi
terkait
keadaan/tindakan/
kegiatan/kejadian
yang
dilakukan/terjadi di
waktu lampau yang
merujuk waktu
terjadinya dan
kesudahannya,
Fungsi Sosial
Menjelaskan,
mendeskripsikan,
menyangkal,
menanyakan, dsb.
Struktur Teks
- Memulai
- Menanggapi
(diharapkan/di luar
dugaan)
Unsur Kebahasaan
- Kalimat deklaratif
dan interogative
dalam simple past
tense, present perfect
tense.
- Adverbial dengan
since, ago, now;
klause dan adveribial
- Menyimak dan menirukan
beberapa contoh
percakapan terkait dengan
intonasi, ucapan dan
tekanan kata yang tepat
- Guru mendiktekan
percakapan tersebut dan
peserta didik
menuliskannya dalam buku
catatannya untuk
kemudianbertanya jawab
terkait perbedaan dan
persamaan makna kalimat-
kalimat yang menggunakan
kedua tense tersebut
- Membaca beberapa teks
pendek yang menggunakan
kedua tense tersebut, dan
menggunakan beberapa
Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran
sesuai dengan
konteks
penggunaannya.
(Perhatikan unsur
kebahasaan simple
past tense vs present
perfect tense)
4.6 Menyusun teks
interaksi
transaksional, lisan
dan tulis, pendek dan
sederhana, yang
melibatkan tindakan
memberi dan
meminta informasi
terkait
keadaan/tindakan/
kegiatan/kejadian
yang
dilakukan/terjadi di
waktu lampau yang
merujuk waktu
terjadinya dan
kesudahannya,
dengan
memperhatikan
fungsi sosial,
struktur teks, dan
unsur kebahasaan
yang benar dan
sesuai konteks
penunjuk waktu
- Nomina singular dan
plural secara tepat,
dengan atau tanpa a,
the, this, those, my,
their, dsb.
- Ucapan, tekanan
kata, intonasi, ejaan,
tanda baca, dan
tulisan tangan
Topik
Kegiatan, tindakan,
kejadian, peristiwa
yang dapat
menumbuhkanperilaku
yang termuat di KI
kalimat-kalimat di
dalamnya untuk
melengkapi teks rumpang
pada beberapa teks terkait.
- Mencermati beberapa
kalimat rumpang untuk
menentukan tense yang
tepat untuk kata kerja yang
diberikan dalam kurung
- Diberikan suatu kasus,
peserta didik membuat satu
teks pendek dengan
menerapkan kedua tense
tersebut
- Melakukan refleksi tentang
proses dan hasil belajar
3.7 Membedakan fungsi
sosial, struktur teks,
dan unsur
kebahasaan beberapa
teks recount lisan
dan tulis dengan
memberi dan
meminta informasi
terkait peristiwa
bersejarah sesuai
dengan konteks
penggunaannya
4.7 Teks recount –
peristiwa bersejarah
4.7.1 Menangkap makna
secara kontekstual
Fungsi Sosial
Melaporkan,
menceritakan, berbagi
pengalaman,
mengambil teladan,
membanggakan
Struktur Teks
Dapat mencakup:
- orientasi
- urutan
kejadian/kegiatan
- orientasi ulang
Unsur Kebahasaan
- Kalimat deklaratif
dan interogatif dalam
simple past, past
- Menyimak guru
membacakan peristiwa
bersejarah, menirukan
bagian demi bagian dengan
ucapan dan temakan kata
yang benar, dan bertanya
jawab tentang isi teks
- Menyalin teks tsb dalam
buku teks masing-masing
mengikuti seorang siswa
yang menuliskan di papan
tulis, sambil bertanya jawab
terkait fungsi sosial,
struktur teks, dan unsur
kebahasaan dalam teks
- Mencermati analisis
Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran
terkait fungsi sosial,
struktur teks, dan
unsur kebahasaan
teks recount lisan
dan tulis terkait
peristiwa bersejarah
4.7.2 Menyusun teks
recount lisan dan
tulis, pendek dan
sederhana, terkait
peristiwa bersejarah,
dengan
memperhatikan
fungsi sosial,
struktur teks, dan
unsur kebahasaan,
secara benar dan
sesuai konteks
continuous, present
perfect, dan lainnya
yang diperlukan
- Adverbia
penghubung waktu:
first, then, after that,
before, when, at last,
finally, dsb.
- Adverbia dan frasa
preposisional penujuk
waktu
- 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
Peristiwa bersejarah
yang dapat
menumbuhkan perilaku
yang termuat di KI
terhadap fungsi sosial,
rangkaian tindakan dan
kejadian dengan
menggunakan alat seperti
tabel, bagan, dan kemudian
mengerjakan hal sama
dengan teks tentang
peristiwa bersejarah lainnya
- Mengumpulkan informasi
untuk menguraikan
peristiwa bersejarah di
Indonesia
- Menempelkan karyanya di
dinding kelas dan bertanya
jawab dengan pembaca
(siswa lain, guru) yang
datang membacanya
- Melakukan refleksi tentang
proses dan hasil belajar.
3.8 Membedakan fungsi
sosial, struktur teks,
dan unsur
kebahasaan beberapa
teks naratif lisan dan
tulis dengan
memberi dan
meminta informasi
terkait legenda
rakyat, sederhana,
sesuai dengan
konteks
penggunaannya
4.8 Menangkap makna
secara kontekstual
terkait fungsi sosial,
struktur teks, dan
unsur kebahasaan
teks naratif, lisan
dan tulis sederhana
terkait legenda
rakyat
Fungsi Sosial
Mendapat hiburan,
menghibur,
mengajarkan nilai-nilai
luhur, mengambil
teladan
Struktur Teks
Dapat mencakup:
- Orientasi
- Komplikasi
- Resolusi
- Orientasi ulang
Unsur Kebahasaan
- Kalimat-kalimat
dalamsimple past
tense, past
continuous, dan
lainnya yang relevan
- Kosa kata: terkait
karakter, watak, dan
setting dalam legenda
- Adverbia
- Menyimak guru
membacakan legenda,
sambil dilibatkan dalam
tanya jawab tentang isinya
- Didiktekan guru
menuliskan legenda
tersebut dalam buku catatan
masing-masing, sambil
bertanya jawab terkait
fungsi sosial, struktur teks,
dan unsur kebahasaan yang
ada
- Dalam kelompok masing-
masing berlatih
membacakan legenda tsb
dengan intonasi, ucapan
dan tekanan kata yang
benar, dengan saling
mengoreksi
- Membaca satu legenda lain,
bertanya jawab tentang
isinya, dan kemudian
Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran
penghubung dan
penujuk waktu
- Ucapan, tekanan
kata, intonasi, ejaan,
tanda baca, dan
tulisan tangan
Topik
Cerita legenda yang
dapat menumbuhkan
perilaku yang termuat
di KI
mengidentifikasi kalimat-
kalimat yang memuat
bagian-bagian legenda yang
ditanyakan
- Melakukan refleksi tentang
proses dan hasil belajar.
3.9 Menafsirkan fungsi
sosial dan unsur
kebahasaan lirik lagu
terkait kehidupan
remaja
SMA/MA/SMK/
MAK
4.9 Menangkap makna
terkait fungsi sosial
dan unsur
kebahasaan secara
kontekstual lirik lagu
terkait kehidupan
remaja
SMA/MA/SMK/MA
K
Fungsi sosial
Mengembangkan nilai-
nilai kehidupan dan
karakter yang 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
- Membaca, menyimak, dan
menirukan lirik lagu secara
lisan
- Menanyakan hal-hal yang
tidak diketahui atau berbeda
- Mengambil teladan dari
pesan-pesan dalam lagu
- Menyebutkan pesan yang
terkait dengan bagian-
bagian tertentu
- Melakukan refleksi tentang
proses dan hasil belajarnya
Purworejo, 18 Juli 2016
Guru Mata Pelajaran Peneliti
Dwi Agus Tiyarini
NIP NIM 132120071
Mengetahui,
Kepala SMA
NIP