The Effect of Numbered Heads Together Technique on Students’ Speaking Skill

THE EFFECT OF NUMBERED HEADS TOGETHER TECHNIQUE ON STUDENTS’ SPEAKING SKILL

THESIS

Submitted as Partial Fulfillment of Requirements to Obtain Undergraduate (SI) Degree at English Education Program Faculty of Tarbiyah and Teacher Training

YURI APRILIANIS (TE 151644)

ENGLISH EDUCATION PROGRAM FACULTY OF TARBIYAH AND TEACHER TRAINING STATE ISLAMIC UNIVERSITY OF SULTHAN THAHA SAIFUDDIN JAMBI 2019

THE EFFECT OF NUMBERED HEADS TOGETHER TECHNIQUE ON STUDENTS’ SPEAKING SKILL

THESIS

Submitted as Partial Fulfillment of Requirements to Obtain Undergraduate (SI) Degree at English Education Program Faculty of Tarbiyah and Teacher Training

YURI APRILIANIS (TE 151644)

ENGLISH EDUCATION PROGRAM FACULTY OF TARBIYAH AND TEACHER TRAINING STATE ISLAMIC UNIVERSITY OF SULTHAN THAHA SAIFUDDIN JAMBI 2019

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DEDICATION

In the name of Allah SWT the most gracious and the most merciful, who has given the researcher mercy and blessing, health and ability to finish thesis. Sholawat to the Prophet Muhammad SAW his coming really change the world. Alhamdulillah, I can finish this thesis, but I cannot write this thesis without help of people that never stop giving their supports, attentions, guidances, and affections.

This thesis is heartedly dedicated to:

My parents, my beloved father Farizal and my beloved mother Yuli Rupika who always give me everlasting love, guidance, motivation and supporting me to finish this thesis and then never stop praying for my success in the future with their endless love. My beloved younger sisters, Yulfa Apriliska and Yulfiza Juliatysha who always give me support and never feel bored to listen to my complaint to finish this thesis. All of my family, my grandfathers Mastoni and Usman (Alm), grandmothers Rukiah and Suaibatul Islamiyah, aunts, uncles, and especially my greatest cousin Beni Hamdani who always be there and help me to finish the thesis. All of people who keep supporting me wherever you are.

May Allah SubhanahuWaTa’ala always love and bless them all. Aameen.

MOTTO

أُولَئِكَ الَّذِينَ يَعْلَمُ اللّهُ مَب فِي قُلُىبِهِمْ فَأَعْرِضْ عَنْهُمْ وَعِظْهُمْ وَقُل لَّهُمْفِي أَنفُسِهِمْقَىْالً بَلِيغًب ﴿٣٦﴾

“Those are the ones of whom Allah knows what is in their hearts, so turn away from them but admonish them and speak to them a far-reaching word.”(Q.S An-

Nissa: 63)

ACKNOWLEDGEMENTS

Alhamdulillah, firstly, the researcher expresses to Allah SWT the greatest gratefulness for all the blessing and chances given so that I could finally finish this thesis as one of the requirements to get undergraduate degree (S.1).secondly, sholawat and salam always be given to my prophet Muhammad SAW. The researcher realizes that this thesis would have not been completed without the help, advice and guidance from many people. Therefore, in this opportunity the researcher would like to express thanks and gratitude the following patties and their contribution: 1. Dr. H. Hadri Hasan, MA as the Rector of the State Islamic University of Sulthan Thaha Saifuddin Jambi. 2. Dr. Hj. Armida, M.Pd as the Dean of Faculty of Education and Teacher Training of TheState Islamic University of Sulthan Thaha Saifuddin Jambi. 3. Dr. H. Lukman Hakim, M.Pd. as The Vice of Academic Affair Dean Faculty of Education and Teacher Training, Dr. Zawaqi Afdhal Jamil, M. Pd.I as The Vice of General Administration Dean Faculty of Education and Teacher Training, and Dr. H. Kemas Imron Rosadi, M. Pd.,asThe Vice of Students Affair Dean Faculty of Education and Teacher Training. 4. Amalia Nurhasanah, M.Hum as the Chairwoman of English Education Program and also as my first advisor. 5. Faiqah Mahmudah, M.Pd as second advisor who had guided and assisted the researcher on writing and finishing this thesis. 6. Rahmat Fajar, M.Pd and Latipah Hanum Lubis, M.Pd as the raters for checking the reliability of speaking test made by students. 7. Ambok Pera Afrizal, MA as headmaster of MAN 2 Kota Jambi who facilitated the researcher to conduct the research. 8. Basyir, M.Pd as teacher that facilitated the researcher to get the data. 9. The students of X IIS 1 and X IIS 2 that welcomed the researcher into their environment and so willingly involved in the research.

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10. All lecturer of the English Department for teaching precious knowledge, sharing philosophy of live and giving wonderful experience. 11. My greatest family of English Education Program 2015 It is expected that this thesis will give contribution to the Students of English Education Program especially in learning process. Then, the researcher realized that this thesis is still far from being perfect. For that reason, the researcher hope constructive critics and suggestion from readers for the perfection of this thesis. May Allah SWT always gives guidance and blessing us. Amin Ya Rabbal „Alamin.

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ABSTRAK

Nama : Yuri Aprilianis NIM : TE.151644 Jurusan : Pendidikan Bahasa Inggris Judul : The Effect of Numbered Heads Together Technique on Students‟ Speaking Skill

Abstrak Penelitian ini membahas tentang penggunaan teknik Numbered Heads Together pada kemampuan berbicara Bahasa Inggris siswa di MAN 2 Kota Jambi. Penelitian ini bertujuan untuk menemukan pengaruh terhadap kemampuan berbicara siswa setelah diajarkan menggunakan teknik Numbered Heads Together dan untuk menemukan perbedaan yang signifikan antara siswa yang diajarkan menggunakan teknik Numbered Heads Together dan siswa yang diajarkan menggunakan teknik tersebut. Penelitian ini menggunakan metode kuasi eksperimental. Subjek peneletian berjumlah 60 siswa yang mana 30 siswa berasal dari kelas eksperimen dan 30 siswa berasal dari kelas control. Metode pengumpulan data menggunakan test dalam pretest dan post-test. Analisis data yang digunakan adalah speaking test. Hasil penelitian ini menunjukkan bahwa penerapan teknik Numbered Heads Together berpengaruh terhadap kemampuan berbicara siswa. Hal ini bisa dilihat pada hasil paired sample test and independent samples test. Hasil dari rata-rata kelompok yang sama yang diajarkan menggunakan teknik NHT mendapatkan nilai 0.000 yang mana dapat dilihat dari kriteria hipotesis jika hasil lebih rendah dari 0.05 berarti Ha diterima. Dan hasil dari independent sample test menunjukkan bahwa perbedaan rata-rata adalah 18.600 dan signifikan 2-tailed ≤ 0.05 (0.000 ≤ 0.05). Hal tersebut dapat dilihat bahwa ada perbedaan yang signifikan terhadap kemampuan berbicara siswa antara kelas eksperimen dan kelas kontrol. Dapat disimpulkan bahwa ada perbedaan efek yang signifikan terhadap kemampuan berbicara siswa antar siswa yang diajarkan menggunakan teknik Numbered Head Together dan siswa yang diajarkan menggunakan teknik konvensional di MAN 2 Kota Jambi.

Kata Kunci : Numbered Heads Together, Teknik Pembelajaran, Kemampuan Berbicara.

ABSTRACT

Name : Yuri Aprilianis Student’s ID : TE.151644 Subject : English Education Program Title : The Effect of Numbered Heads Together Technique on Students’ Speaking Skill

Abstract This study discussed about using Numbered heads together technique on students’ speaking skill at MAN 2 Kota Jambi. The goals of the research are to find out the effect of students’ speaking skill after being taught by using Numbered Heads Together (NHT) technique and to find out the significance different between students’ who are taught by using Numbered Heads Together (NHT) technique and those who are not. This research used quasi experimental method with quantitative approach. Samples of the research were 60 students which experimental class was 30 students and control class 30 students. The data collection is used pretest and posttest. Data analysis is used speaking test. The result of this research shows that applying NHT technique affected on students’ speaking skill. It can be seen at paired sample test and independent sample test. The result of the average students’ score from the same group who taught by using NHT technique got score 0.000 which can be seen from criteria of hypotheses if the score lower than 0.05 it means Ha is accepted. And the result of independent sample test shows that the mean of difference was 18.600 and the significant 2-tailed ≤ 0.05 (0.000 ≤ 0.05). It can be seen there are difference effect of students’ speaking skill between experimental and control class. To sum up, it can be concluded that there was any difference significant effect of students’ speaking skill between students who were taught by using Numbered Heads Together technique and students who were taught by using conventional technique at MAN 2 Kota Jambi.

Keywords: Numbered Heads Together, Teaching of Learning, Speaking Skill.

TABLE OF CONTENT

TITLE PAGE...... ii OFFICIAL NOTE ...... iii ORIGINALITY THESIS STATEMENT ...... iv DEDICATION ...... v MOTTO ...... vi ACKNOWLEDGEMENTS ...... vii ABSTRAK ...... ix ABSTRACT ...... x TABLE OF CONTENT ...... xi LIST OF TABLE ...... xiv LIST OF CHART ...... xv LIST OF APPENDIXES ...... xvi

CHAPTER I INTRODUCTION A. Background of The Research ...... 1 B. Formulation of The Problem ...... 3 C. Limitation of The Problem ...... 4 D. Objectives of The Study ...... 4 E. Significance of The Research ...... 4

CHAPTER II REVIEW OF LITERATURE A. Definition of Speaking ...... 6 B. Aspect of Speaking ...... 7 1. Accuracy ...... 7 2. Fluency ...... 8 3. Comprehension ...... 8 C. Teaching Speaking ...... 9 1. Principles in Teaching Speaking ...... 10

2. Basic Types of Speaking ...... 10 3. Classroom Speaking Activities ...... 11 D. Numbered Heads Together (NHT) ...... 15 1. Definition of Numbered Head Together (NHT) ...... 15 2. The Steps of Numbered Heads Together ...... 17 3. The Procedures of Numbered Heads Together ...... 18 4. The Advantages and Disadvantages of Numbered Heads Together ...... 19 E. Previous Study ...... 20 F. Hypothesis ...... 22

CHAPTER III METHODOLOGY OF RESEARCH A. Time and Place of The Study ...... 23 B. Research Design of The Study ...... 23 C. Population and Sample ...... 24 1. Population ...... 24 2. Sample ...... 24 D. Variable of The Research ...... 25 E. Technique of Data Collection ...... 25 F. Instruments of The Study ...... 26 1. Pre-test ...... 27 2. Post-test ...... 27 G. Validity and Reliability of The Data ...... 27 1. Validity ...... 27 2. Reliability ...... 28 H. Technique of Data Analysis ...... 28 I. Hypothesis of Statistic ...... 30 J. Schedule of The Research ...... 31

CHAPTER IV RESEARCH FINDING AND DISCUSSION A. Finding of the Study ...... 32 1. Descriptive Analysis ...... 32

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a. Pretest and Post-test in Experimental Class ...... 33 b. Pretest and Post-test in Control Class ...... 35 B. Data Statistical Analysis of The Test ...... 38 1. Normality Test ...... 38 2. Homogeneity Test ...... 39 3. Hypothesis Test ...... 41 1. Paired Samples Test ...... 41 2. Independent Samples Test ...... 42 C. Interpretation ...... 43

CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion ...... 47 B. Suggestion ...... 47

REFERENCES ...... 49 APPENDIXES CURRICULUM VITAE

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LIST OF TABLE

Table 3.1 The Quasi-Experimental Class...... 23 Table 3.2 The Population of 10th Grade at MAN 2 Kota Jambi ...... 24 Table 3.3 Sample of X IIS 1 and X IIS 2 at MAN 2 Kota Jambi ...... 25 Table 3.4 The Process of Collecting the Data ...... 26 Table 3.5 Criteria of Rubric Scoring ...... 28 Table 3.6 Rubric of Speaking Test ...... 29 Table 3.7 Research Schedule ...... 31 Table 4.1 Criteria if Rubric Scoring ...... 33 Table 4.2 Descriptive Analysis of Pretest and Post-test in Experimental Class ...... 34 Table 4.3 Descriptive Analysis of Pretest and Post-test in Control Class ...... 36 Table 4.4 Normality Test of Pretest in Experimental and Control Class ...... 38 Table 4.5 Normality Test of Post-test in Experimental and Control Class ...... 39 Table 4.6 Homogeneity Test of Pretest in Experimental and Control Class ...... 40 Table 4.7 Homogeneity Test of Post-test in Experimental and Control Class ...... 40 Table 4.8 Paired Samples Statistics ...... 41 Table 4.9 Paired Samples Test ...... 41 Table 4.10 Independent Samples Test ...... 42 Table 4.11 Group Statistics of Independent Samples Test ...... 43

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LIST OF CHART

Chart 01 Pretest in Experimental Class ...... 34 Chart 02 Post-test in Experimental Class ...... 35 Chart 03 Pretest in Control Class ...... 37 Chart 04 Post-test in Control Class ...... 37

LIST OF APPENDIX

Appendix 1 Statistical Data Analysis ...... 53 Appendix 2 Score Distribution in Five Aspects of Speaking Skill ...... 64 Appendix 3 Instrument of the Test ...... 72 Appendix 4 Syllabus ...... 77 Appendix 5 Lesson Plan ...... 86 Appendix 6 Reliability of the Test ...... 172 Appendix 7 Documentation ...... 178

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CHAPTER I INTRODUCTION

A. Background of The Research English is important part as a tool of communication. Students should learn English in second language. Through speaking, they can communicate with others and get information. According to Harmer (2001,p.269) as cited in Wahyuni (2016,p.6) states that comprehension of language feature is not only affected by competence to speak but also to get competence of get an information of language. This skill has to be learned by language learners. Brown (1994,p.217) states that English has four skills that must mastered among as listening, speaking, reading, and writing. Speaking is one of productive skills which allows a learner to get involved actively in communication. According to Taringan (1985,p.15) as cited in Susanti et al. (2013,p.2) explain that speaking is a skill of conveying words or sounds of articulation to express or deliver ideas, option, or feeling. Speaking also has some aspects such as pronunciation, fluency, grammar, vocabulary, accuracy, and comprehension which used in communication. In Indonesia, speaking has been taught to students starting from junior high school to university. Based on curriculum 2013, senior high school students are expected to be able to speak in form of spoken or written. Students should improve their communicative skills and they can learn how to interact with community such as social and culture. As we know that an international language is English, it is the reason why people compete to learn English as tool in this globalization era. Whereas, based on Kurniawati in her study (2015,p.2) said that in Indonesia, English is one of subjects that must learned from junior high school to university. Although it has been studied for a long time but students have many problems in learning English especially to speak English. It caused most of students think that speak English is difficult because they have lack of grammar, pronunciation, etc.

The problem was found when the researcher did the grand tour in MAN 2 Kota Jambi on October – December 2018. Based on the observation, the researcher found that students faced some problem such as most of students cannot speak English in the classroom, students did not know tenses well, students did not have self-confidence to English because they did not pronounce words well and students had lack of vocabulary. This is caused the teacher used conventional method. When the teacher taught in the classroom, the teacher used teacher-centered approach. The teacher was more likely focus on the reading skill, explained the material, asked students to read and translated the meaning of words. This was monotonous technique to teach English especially in speaking skill because the teacher was more active than the students. Because of that the researcher think consequently the students felt bored, lack of concentration, sleepy, and lazy to study. Furthermore the students was not interested to pay attention and listen the teacher, they told with their friend and the classroom was not quite. Based on the problems above, a teacher has to prepare interesting technique to motivate students’ spirit. The ages of senior high school students are about 15 until 17 years old. There are many ways to teach speaking mainly for the adult students. Considering the problem and the age of senior high school students, the researcher would apply one of technique in Cooperative Learning namely Numbered Heads Together (NHT) which is derived from the work of Kagan. According to Kagan as cited in Sambuaga (2018,p.3) NHT is a one of types cooperative learning with a syntax: a briefing to heterogeneous groups and students have a number, then give the material that work together as a group. Students present the result of group work, and make a discussion. In other definition, According to Petter (2011,p.89) as cited in Aziz (2016,p.22) stated that NHT is a effective technique to increase the concept of accountability because each students is aware of their responsibilities to the group and is given the opportunity to share within their group. Based on the definitions above, the researcher concludes that NHT is a technique that carry the students to communicate

each other in a group and also extend students’ ability. NHT technique is one of cooperative learning technique that the students is given questions or problems by the teacher and the students have to solve the problem and share their knowledge each other. The researcher does this research according to the previous study by Widya Natalia Sambuaga (2018) entitle ―Improving Speaking Skill through NHT Technique of The Eight Grade Students of SMPN 3 Langowan. She found that students’ speaking ability and automatically their outcomes. It is recommended to teachers that they have to be sure that method of teaching is effective or not. Sri Rahayu Ratnawati, Issy Yuliasri, and Rudi Hartono (2018) entitle ―Enhancing the Students’ Speaking Skill Using Three Steps Interview and Numbered Heads Together‖. The design is used experimental study. This study found that TSI and NHT can be used as techniques to enhance the students’ speaking skill no matter how students’ motivational is. On the other hand, Ardita Dwi Setyani (2017) entitle ―The Effect of Using ―Numbered Heads‖ Technique on Students’ Speaking Skill Viewed from Students’ Anxiety. The objectives of the study are (1) to find whether students taught by using Numbered Heads Technique get better score on speaking skill of 8 grade students, (2) to find out whether Numbered Heads Technique reduces students’ anxiety of 8 grade students, and (3) to find out whether there is any correlation between speaking skill and students anxiety in English Speaking. Based on statements above, the researcher is interested to investigate this study, entitled ―The Effect of Numbered Heads Together Technique on Students’ Speaking Skill‖.

B. Formulation of The Problem The researcher formulates the problem of this research, as follows: 1. Is there any significant effect of the students’ speaking skill after being taught by using Numbered Heads Together (NHT) technique?

2. Is there any significant different between students’ who are taught by using Numbered Heads Together (NHT) technique and those who are not?

C. Limitation of The Problem In this paper, the researcher focused on the effect of numbered heads together technique on students’ speaking skill for tenth grade at MAN 2 Kota Jambi in Academic Year 2019.

D. Objectives of The Study Based on the question above, the objectives of the study are: 1. To find out the effect of students’ speaking skill after being taught by using Numbered Heads Together (NHT) technique. 2. To find out the significance different between students’ who are taught by using Numbered Heads Together (NHT) technique and those who are not.

E. Significance of The Research The significance of the research are: 1. Theoretically Significant The result of this research expected to become an empirical media to support the implementation theories using Numbered Heads Together (NHT) technique. This research can also give more knowledge about this technique especially in teaching English. 2. Practically Significant a) For the teachers This research is useful as consideration for teacher to use attractive and appropriate learning process. The teacher can apply Numbered Heads Together technique to teach English especially in descriptive text.

b) For the students The result of this study can give motivation for students to express their ideas. This research can improve students’ speaking skill better. c) For the researcher This research is to fulfill the necessity of bachelor degree in English Education Program.

CHAPTER II REVIEW OF LITERATURE

A. Definition of Speaking There are a lot of speaking definitions. According to Hybel (2001,p.45) as cited in Adhini (2017,p.24) mentioned that speaking is any process in which people share information, ideas, and feeling. So, speaking is a process delivers an information that discussed between two or more people. Speaking can express our ideas by oral communication to give and receive message. Based on Taringan (1990,p.3-4) speaking is a language skill that is developed in child life, which is produced by listening skill, and at the period speaking skill is learned. Based on the Taringan’s theory, speaking is one of English skills that must be related in teaching and learning process. The students can communicate by using English in conversation well and also build students’ motivation and confidence. According to Chaney (1998) stated that speaking is the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts. In addition, speaking is process delivering information among two or more people. Through speaking, peoples can share their thought and express their feeling. According to Hornby (1995,p.427) said that in short speaking can be as the way to carry out feeling through words, even conversation with other. It means that speaking is the way to communicate with other by pronouncing the sound or words to transfer the idea. Brown (2004,p.140) says that speaking is productive skill that can be directly and empirically observed, those observations are invariably colored by the accuracy and effectiveness of a test-taker’s listening skill, which necessarily compromises the reliability and validity of an oral production. Speaking is not only utterance but also a tool of communication. Through communicating, people can create a relationship, interact with others, and share the information.

Based on explanation above, the researcher infers that speaking is a process of sharing idea, knowledge, information, or opinion. Speaking is an important skill that has to be taught in teaching English. Because it is not only speak but also understand about the grammatical rules and mastery of vocabularies. In general, speaking is skill which aim to say, to communicative, to share, and to give information, ideas or opinions.

B. Aspect of Speaking Whether peoples would like to speak English well, they have to master some aspects of speaking. The aspects are included of accuracy (grammar, vocabulary, and pronunciation), fluency, and comprehension. 1. Accuracy a) Grammar Grammar is description of language and the way in which linguistic units such as words and phrases are combined to produce sentences in the language (Richards 1999,p.161). Grammar is a words that arranged to be a sentence to deliver the meaning. According to Heaton (1988,p.5) as cited in Wahyuni (2016,p.15) that skill to use the structure and to differentiate grammar. Moreover, according to Harmer (2007,p.12) explains grammar as description of the ways in which words can change their forms and can be combined into sentences in the language. b) Vocabulary According to Hornby (1995,p.137), vocabulary is all the words of a language that can be used by everyone. Based on Oxford dictionary defines vocabulary is all the words that a person knows or uses. So, vocabulary is components of speaking. It is also words that have to be mastered when they are going to speak English. Vocabulary is the number of words in language (Hornby 1995,p.131). Without memorizing the vocabulary, people cannot

speak English effectively. Whether someone masters many vocabularies, she/he can speak easily. c) Pronunciation Pronunciation is way of pronouncing words through sound articulation. Further Oxford Dictionary illustrates-pronunciation is ways in which a language or a particular word or sound is spoken. Adult Migran English Program Research Centre (2002,p.1) thinks that pronunciation refers to the production of sounds that we use to make meaning. It concludes attention to the particular sounds of a language (segments), aspects of speech beyond the level the individual sound, such as intonation, phrasing, stress, timing, rhythm (supra segmental aspects), how to voice is projected (voice quality) and, in its broadest definition, attention, to gestures and expressions that are closely related to the way of speak a language. 2. Fluency Fluency is an ability that can speak to express language orally. Fluency in speaking is the aim of many language learners. Fluency should be target for beginning learners and should continue to be target as learners move toward more advanced stages in their language acquisition. This statement supported by Brown (2004,p.269). When the teacher checks the students’ fluency, she or he should give the students speak freely without breaking them to speak in learning process. It will help students to speak easily. 3. Comprehension According to Cohen et al. (2010,p.51) comprehension refers to the fact that participants fully understand the nature of the research project, even when the procedures are complicated and entail risks. So, comprehension is an ability which refers to students’ understanding about what teacher speaks to avoid misunderstanding. The teacher can interact with students whether they can understand about the topic. The teacher

and students can communicate whether there is comprehension among them.

C. Teaching Speaking Teaching speaking is how to teach students to interact with people orally. According to Fisher (2007,p.16), speaking is the uniquely human act or process of sharing and exchanging information, ideas, emotions by using oral language. The goal of teaching speaking skills is communicate efficiency. As cited Nunan in Kayi (2006,p.1), teaching speaking is to teach ESL learners to: (1) produce the English speech sounds and sound patterns, (2) use word and sentence stress, intonation patterns, and the rhythm of the second language, (3) select appropriate words and sentences according to the proper social setting, audience, situation and subject matter, (4) organize their thoughts in a meaningful and logical sequence, (5) use language as means of expressing values and judgments, (5) use the language quickly and confidently with few unnatural pauses, which is called as fluency. According to Brown (2004,p.237) states that social contact in interactive language functions is a key importance and in which it is not what you say that counts but how you say it what you convey with body language, gestures, eye contact, physical distance and other nonverbal messages. The goal of the classroom is not substitute for the outside world, but to bring students to the point where they can use the outside world for the further acquisition. According to Nunan as cited in Rahmadani (2017,p.10) Teaching speaking is to teach English language learners to: a) Produce the English speech sounds and sounds patterns. b) Use words and sentences stress, intonation patterns and the rhythm of the second language. c) Select appropriate words and sentences according to the proper social setting, audience, situation and subject matter. d) Organize their thoughts in a meaningful and logical sequence. e) Use language as a mean of expressing values and judgments.

f) Use the language quickly and confidently with few unnatural pauses, which is called fluency. Based on explanations above, teaching speaking is a important aspect that must be taught in process of teaching and learning. It means that speaking is habit which needed in communication to make conversation. 1. Principles in Teaching Speaking According to Nunan (2003), there are some principles for teaching speaking. Some of them are described below: a) Give students practice with both fluency and accuracy At the beginning and intermediate level of studies, learners must be given opportunities to improve their fluency and accuracy. Accuracy means using the target language correctly and fluency is using language quickly and confidently. Students have to practice on both of accuracy and fluency. b) Using group or pair work According to Nunan also, ―Pair work and group work can be used to increase the amount of tine that learners get to speak in the target language during lesson‖. By using group or pair work, the students can speak more. They can interact and communicate with others. The teacher should talk less and give the students chance to speak freely. 2. Basic Types of Speaking According to Brown (2004,p.141) says that oral production is shown in taxonomy, as follows: a) Imitative. At one end of a continuum of types speaking performance is the ability to simply parrot back (imitate) a word or phrase or possibly a sentence. While this is a purely phonetic level of oral production, a number of prosodic, lexical, and grammatical properties of language may be included in the criterion performance. b) Intensive. A second type of speaking frequently employed in assessment contexts is the production of short stretches of oral

language designed to demonstrate competence in a narrow band of grammatical, phrasal, lexical, or phonological relationships (such as prosodic elements—intonation, stress, rhythm, juncture). c) Responsive. Responsive assessment tasks include interaction test and comprehension but at the somewhat limited level of very short conversations, standard greeting and small talk, simple requests and comments, and the like. d) Interactive. The difference between responsive and interactive speaking in the length and complexity of the interaction, which sometimes includes multi exchanges and/or multiple participants. Interaction can take the two forms transactional language, which has the purpose of exchanging specific information or interpersonal exchanges, which have the purposive of maintaining social relationship. e) Extensive (monologue). Extensive oral production tasks include speeches, oral presentations, and story-telling, during which the opportunity in oral interaction from listeners is either highly limited (perhaps to nonverbal responses) or ruled out altogether. 3. Classroom Speaking Activities In the classroom, there are many kinds of speaking activities. The activities are used to make effective condition when the teacher teaches in the class so that teaching and learning process are going on well. The students can freely speak English. According to Harmer (2007, p. 348- 352), there are some kinds of speaking activities in the classroom, as follows: a) Acting from a script Teacher can ask the students to act out scenes from plays or their course books, sometimes filming the results. Students will open act out dialogues they have written themselves. In this activity, the students have to act out in front of the class.

b) Communication Games There are many communication games, all of which aim to get students talking as quickly and fluently as possible. Two categories of the game by Harmer which are information-gap games and television and radio games. Information-gap game is one students has to talk a partner in order to solve a puzzle, draw a picture (describe and draw), put things in the right order (describe and arrange) or find similarities and differences between picture. Television and radio game refers to when imported into the classroom, games from radio and TV often provided good fluency activities. c) Discussion Discussion is the way which can make students speak and share their ideas, opinions, arguments and so on with their other members of group before they are going to talk in the whole class. d) Prepared Talks Prepared talks is where a student (or students) make a presentation on a topic of their own choice. It is good for speakers and listeners because when the student makes a presentation, they teacher can give other students task to carry out as they listening. So, the listeners must be active as well as speaker. e) Questionnaries Questionnaries are useful because, by being pre-planned, they ensure that both questioner and respondent have something to say each other. Students can design questionnaries on any topic that is appropriate. As they do so, the teacher can act as a resource, helping them in the design process. f) Simulation and role-play Simulation and role-play give many benefits for the students. Students simulate a real life encounter (such as business meeting, an interview or a conversation in an aero plane cabin, a hotel foyer, a

shop or a cafeteria) as if they were doing so in the real world. Simulation and role-play can be used to encourage general oral fluency or to train students for specific situations.

4. Descriptive Text According to Peter at all. (2005, p.97) description enables the categorization and classification of an almost infinite range of experiences, observations and interactions into a system that orders them for immediate and future reference, and allows us to know them either objectively or subjectively, depending on the learning area or intent of the writer. Describing is also used extensively in many text types, such as information reports, literary descriptions, descriptive, recounts and, due to the need to classify and/or describe a process before explaining it, in the opening paragraph of most explanations. Describing is also a central feature of narrative texts providing the means for developing characterization, sense of place and key themes. Students describe when they are talking about a picture, talking about a character, or place in a story, and reporting an animal. a. Grammatical Features of Descriptive Text 1) Present tense When describing things from a technical or factual point of view, the present tense is predominantly used; For example: Has, eats, sings, looks, drinks 2) Relation verb Relation verbs are used when classifying and describing appearance/qualities and parts/functions of phenomena (is, are, has, have); For example: My favorite toy is a teddy bear because it is cuddly and friendly. It is my friend too.

Turtles do not have teeth, they have a sharp break instead. Eric the Red is an old man. Eric the Red has a greatcoat. 3) Action verb Action verbs are used when describing behaviors/uses; For example: An ants has three body parts. Some ants have wings. The queen ants lays the eggs. Ants live colonies. 4) Mental verb Mental verbs are used when describing feelings in the literary descriptions; For example: She felt unhappy. He liked dancing. 5) Adjective Adjectives are used to add extra information to nouns and may be technical, every day or literary, depending on the text; For example: It is grey and brown. Her appearance was majestic. b. Structure of Description Text According to Anderson (1997,p.103) the simple generic structure is divided into the following two elements; identification and description. Identification is a general opening statement identifies phenomenon to be described. Description is a series of paragraph about subject describe parts, qualities, characteristics. Generic structure specifies the text. By considering the generic structure of the text, the text will be more understandable.

Example of Descriptive Text

Turtles

Turtles are reptiles and are cold blooded. They depend on their surroundings for their body heat.

Turtles are covered with hard box-like shell which protects the soft body and organs. It is composed of an upper section called

a carapace and a lower plate called a plastron. The head, tail and legs of turtles are covered with scales. Turtles withdraw them inside the shell for protection. Turtles have four paddle shaped flippers which help them to swim. Turtles do not have teeth, the have a sharp beak instead.

Turtles can breathe on land and under water. They mainly eat jellyfish, sea snails and other soft-bodied, slow-moving sea

animals.

Female turtles lay their eggs in the sand on beaches. Once

the eggs are covered the female returns to the sea. When the eggs hatch the baby turtles crawl down to the sea and take care of themselves. Source: Peter at all. (2005, p.106)

D. Numbered Heads Together (NHT) 1. Definition of Numbered Head Together (NHT) Using a technique can helps teachers to know the students’ speaking skill in the classroom. There are a lot of techniques in teaching speaking which can motivate students to speak English in the classroom. One of those technique is Numbered Heads Together (NHT) that developed firstly by Spencer Kagan 1995. Based on Richard (2012,p.371) as cited in Hasanah (2017,p.17) defined that NHT is designed to involve more students in reviewing materials covered in a lesson and in checking their understanding of a lessons’ content.

According to Kagan (2011) Numbered heads together is a simple cooperative structure which include terms, positive inter pendent, and individual accountability, all of which lead to cooperative interaction among students. According to Stone (2004) as cited in Adhini (2017,p.125) stated that Numbered Heads Together (NHT) is a simple four-step structure. Its main strengths are in building mastery and reviewing previously learned information. Based on these opinions, NHT is a technique that brings the students to understand the material and communicate in discussion group. This technique also can train the students to share the information and listen their friends’ knowledge in a group. Meanwhile, according to Peter as cited in Aziz (2016,p.22) stated that Numbered Heads Together is effective technique to increase the concept of accountability because each student is aware of their responsibilities to the group and is given the opportunity to share within their group. It means that NHT is effective to share the students’ ideas and help teacher guide the students in speaking English. Moreover according to Lie (2010,p.59) as cited in Ria and Syaifuddin (2015,p.43) NHT is a type of cooperative teaching smart and not all students are considered together. In addition, according to Suprijono as cited in Wardhani (2016,p.12), Numbered Heads Together technique begins with the numbering, then questioning, head together, and answering. The teacher poses a question and the students ―put their heads together‖ to figurate out the answer. The teacher calls a specific number to respond as spoken person for the group. By having the work together in a group, this technique ensures that each member knows the answer to problems or questions asked by the teacher. Because no one knows which number will be called, all team members must be prepared. Based on definitions above, the researcher concluded that Numbered Heads Together (NHT) is a technique in teaching English that can be given a chance to all students share their ideas, knowledge, and

information that they know in small group discussion. The characteristics of this technique is teacher calls a student to represent the group, before that the teacher does not give information who will be represented group. And the teacher will give problems or questions to the groups, after that students will be given the time to discuss the answer it is called heads together. Last, the teacher calls a students based on the number of individual.

2. The Steps of Numbered Heads Together According to Kagan (2011,p.4), the game leads your class through a series of steps designed to promote learning through cooperation, active participation, and individual accountability. Five steps for using NHT, as follows: 1) Think Time Everyone thinks how to answer the question. No talking. 2) Write Answer Everyone privately writes his/her own answer on his/her own sheet of paper or response board. 3) Heads Together Teammates put their heads together and share their answers. They reach consensus on a team answer and discuss and teach if necessary so every knows the answer or knows how to solve the problem. 4) Who Answer? Using the game’s Student Selector spinner, one student on each team is selected. All selected student stand, ready to answer independently. They may no longer consult with teammates. 5) Answer Question. The teacher decides how to have students answer the question. Here are some options: a) Standing students all show their response boards. b) Teacher calls on one standing students to share answer aloud.

c) Teacher uses Team Selector to pick a student on a team to share. d) Teacher calls on multiple standing students to share. e) Students use response cards or fingers for True/False or Multiple Choice questions. f) Teacher has the selected team representative solve a similar.

3. The Procedures of Numbered Heads Together According to Kagan’s article as cited in Aziz (2016,p.23) states NHT has several procedures, as follows: a) Divide the students into groups of four and give each one a number from one to four. b) Pose a question or a problem to the class. c) Have students gather to think about the question or problem and to make sure everyone in their group understands and can give an answer. d) Ask the question or give a problem and call out the number randomly. e) The students with that number raise their hands and when called on, the students answers for his or her team. Moreover according to Lie (2010,p.60) as cited in Syaifuddin et al. (2015) states that the procedure of teaching speaking using NHT: a) Students are divided into some groups, each student in each group gets a number. b) Teachers give assignments and work each group. c) The groups discuss the correct answers and ensure that each member of the group can do/know the answer. d) Teacher calls one student number and called number to report the result of their cooperation. Based on the statements above, the researcher selects the procedure of Aziz (2016) to apply the NHT technique. In this study, the researcher used NHT in descriptive text material. And the researcher also uses the picture as media to facilitate learning process in the classroom.

4. The Advantages and Disadvantages of Numbered Heads Together (NHT) According to Aziz (2016,p.24) there are some advantages of applying NHT technique as follows: a) Positive interpendence The students are able to learn from each other. They must also work together to ensure there is one product to their learning. They must check that everyone can understand and answer the question. b) Individual accountability Students are able accountable to each other for sharing ideas. Students may also require to share their partner’s ideas to another pair or whole group. Every student must be able to give the group response the question. c) Equal Participation Each student within the group has an equal opportunity to share. It is possible that one student may try to dominate. The teacher can check this does not happen. d) Simulations interaction High degrees of interaction at any one moment all of the students will be actively engaged in purposeful speaking and listening. e) Multilevel This kind learning can be used in any kinds of level, but of course it has to be adjusted with the material give. Moreover, according to Febriani (2016,p.5) the advantages of using numbered heads together in teaching speaking is excess learning model NHT , namely: a) Self-esteem is higher, b) improve attendance, c) the acceptance of individuals become larger, d) less disruptive behavior, e) the conflict between personal diminished, f) a deeper understanding, g) increasing kindness, sensitivity and tolerance, h) the result of higher learning, i) the values of cooperation among students are higher.

However, NHT has also disadvantages in applying it. According to Febriani (2016,p.5) states that every model we choose, certainly has its own advantages and disadvantages. One drawback of learning NHT is a class tend to be crowded if teacher cannot properly conditioned, the crowd can become uncontrollable disrupting there by the learning process, not only the class itself but can also interfere with other classes. Especially for the class by the number of students more. Therefore, the researcher will control the students well and manage the time as well as to diminish the disadvantages of using this technique.

E. Previous Study There are several studies about using NHT technique that implemented successfully. First, Moh. Lutfi Aziz (2016) entitle ―The Effectiveness of Using Numbered Heads Together (NHT) Technique Towards Students’ Achievement in Speaking of The Eight Graders at MTsN Ngantru‖. The purpose of the research were to: 1) To know the students’ achievement in speaking before being taught by using Numbered Heads Together (NHT) technique, 2) To know the students’ achievement in speaking after being taught by using Numbered Heads Together (NHT) technique, 3) To find out the whether there is significant difference score of students’ speaking before and after being taught by using Numbered Heads Together (NHT) technique. Research method: 1) The research design is pre-experimental design using quantitative approach with one group pretest-posttest, 2) the population of this research are all students of second grade students of MTs Negeri Ngantru Tulungagung, 3) The sample was VIII D class consisting of 42 students, 4) the research instrument was speaking test, 5) The data analyzing was using Paired sample T test of SPSS 6.0. The result showed that the Sig. (2-tailed) is 0.000. If Sig. (2-tailed) > 0.05, Null Hypothesis (Ho) is accepted. Then the Sig. (2-tailed) < 0.05 Alternative hypothesis (Ha) is accepted. Based on the result alternative hypothesis (Ha) that states there is significant difference in students’ achievement before and after taught by using Numbered Head

Together (NHT) is accepted, while null hypothesis (Ho) that states there is no significant difference in students’ achievement before and after being taught by using Numbered Head Together (NHT) is rejected. Therefore, NHT technique can be used as alternative technique to teach speaking to the students. Second, Ardita Dwi Setyani (2017) conducted a research entitle ―The Effect of Using ―Numbered Heads‖ Technique on Students’ Speaking Skill Viewed from Students’ Anxiety‖. This article aims are (1) to find out whether students taught by using Numbered Heads Technique get better score on speaking skill of 8 grade students. (2) to find out whether Numbered Heads Technique reduces students’ anxiety of 8 grade students, (3) to find out whether there is correlation between speaking skill and students’ anxiety in English speaking. This study is quasi-experimental research. The populations were 66 students and the samples were 46 students, they were 8B and 8C. The results of the research are (1) there is any significant difference between score post-test of 8B and 8C where sig. (2-tailed) (0.030) < 0.05, taccount

(2.249) > ttable with degree of freedom (df) 41. (2) Numbered Heads

Technique can reduce students’ anxiety in speaking skill where taccount (1.611)

> ttable (0.90) (1.397) with df 8 for low anxiety, taccount (1.023) > ttable (0.80) (0.941) with df 4 for high anxiety. (3) there was significant and strong relationship between anxiety and speaking skill which wwas indicated by ry1 y2 = 0.609 and sig. (2-tailed) (0.004) < 0.05. Third, Ulfah Dina Mayanti, Hermawati Syarif, and Refnaldi (2018) entitle ―The Effect of Numbered Heads Together Strategy toward Students’ Speaking Skill‖. This article explains that teacher needs better strategy to help students in teaching speaking of spoken text. Numbered Heads Together is a cooperative learning strategy that holds each students accountable for learning materials in order to improve students’ speaking skill. The purpose of this study was to find out the effect of NHT strategy toward students’ speaking skill of spoken text. This research was quasi-experimental design. The population of this research was the eleventh grade of senior high school

located in Bengkulu province. Two classes were randomly selected as sample, namely XI IPS B as experimental class and XI IPS A as control class. The research used speaking test to collect the data were analyzed by using speaking test. The result shows that NHT strategy gives better result than Pair Work (PW) strategy on teaching speaking of spoken test. Furthermore, the conclusion of the previous study have some differences with researcher’s study. In this study, the researcher used quasi experimental design and quantitative approach. In the two of previous studies above choose junior high school students, however the researcher choose senior high school students. Based on explanation above, the researcher is interested to investigate the study in title ―The Effect of Numbered Heads Together Technique on Students’ Speaking Skill‖.

F. Hypothesis According to Sugiyono (2013,p.64) defined that hypothesis is the research that used quantitative approach. The hypothesis is the third step in research after To analyze the effect of guessing game technique on students’ speaking skill needs hypothesis answer of this study. The researcher is going to make

alternative hypothesis (Ha) and null hypothesis (Ho). 1. Alternative Hypothesis (Ha) There is significant effect of numbered heads together technique on students’ speaking skill. 2. Null Hypothesis (Ho) There is no significant effect of numbered heads together technique on students’ speaking skill.

CHAPTER III METHODOLOGY OF RESEARCH A. Time and Place of The Study Setting of this study is in MAN 2 Kota Jambi especially in tenth grade students in academic year 2018/2019 on April 2019. MAN 2 Kota Jambi has 36 classes which consist of 3 majors such as MIA, IIS, and IIK. The school also has language and science laboratory. The school is suitable to do this research. B. Research Design of The Study This study used quasi-experimental method by using quantitative approach with pre-test post-test design. According to Creswell (2012,p.294) stated that an experimental design is the traditional approach to conducting quantitative research. The researcher used pre-test post-test design which there is experiment group and control group and the sample did not take randomly. Latief (2015,p.98) says in educational settings, very often it is not possible to select the sample randomly out of all the population students. When the researcher can only assign randomly different treatments to two classes, the researcher used quasi-experimental research design. The result of this design will shows the difference score of experimental group and control group. Table 3.1 The Quasi-experimental Design

O1 X O2 ...... O3 O4

Descriptions: O1 & O3 = Pre-test X = Treatment O2 & O4 = Post-test

C. Population and Sample 1. Population According to Sugiyono (2013,p.80) defines populations consist of object or subject that has specific qualities and characteristics which set by the researcher to be learned and the make the conclusion. So, population is a whole of the students that selected by the researcher to conduct the study. The populations of study are 10th of MAN 2 Kota Jambi which consist of 12 classes. Table 3.2 The Populations of 10th Grade at MAN 2 Kota Jambi

No Class Male Female Amount 1. X MIA 1 7 19 26 2. X MIA 2 6 28 34 3. X MIA 3 5 27 32 4. X MIA 4 5 30 35 5. X MIA 5 8 26 34 6. X IIS 1 10 30 30 7. X IIS 2 8 22 30 8. X IIS 3 17 14 31 9. X IIS 4 14 19 33 10. X IIK 1 10 15 25 11. X IIK 2 15 20 35 12. X IIK 3 24 12 36 Amount 381

2. Sample Sample is a students who taken from population by researcher to be researched. The researcher will take students of X IIS 1 as experimental class and X IIS 2 as control class of MAN 2 Kota Jambi which consist of 60 students. In selecting the sample, the researcher used purposive sampling. The researcher usually try to obtain measures from some of the

members of the accessible population in much of the number than the accessible is called the sample (Latief 2015,p.182). The researcher take X IIS 1 and X IIS 2 as sample of this research because while the researcher did grand tour at MAN 2 Kota Jambi, the students were homogen. Table 3.3 Sample of X IIS 1 and X IISS 2 at MAN 2 Kota Jambi

Class Amount

X IIS 1 30

X IIS 2 30

Amount 60

D. Variable of The Research In experimental design, there are two kinds of variable used in the research, they are dependent variable and independent variable. According to Creswell (2012,p.112) variable is a characteristic or attribute of an individual or an organization that a researcher can measure or observe and varies among individuals or organization studied. 1. Dependent Variable Referring to Creswell (2012,p.115) states that an dependent variable is an attribute or characteristic that is dependent on or influenced by independent variable. Dependent variable in this study is students’ speaking skill. 2. Independent Variable Referring to Creswell (2012,p.116) states that an dependent variable is an attribute or characteristic that influence or affects an outcome or dependent variable. Independent variable in this study is numbered heads together.

E. Technique of Data Collection To do this research, the researcher used speaking test. According to Arikunto (2012,p.127) test method is a test of questions or stimulus which is given to the student or the subjects or respondents obtain the answer or

responses which can be used to measure the ability, skill, intelligence, knowledge, talent, or interest. In addition, Latief (2015,p.102) explains that in experimental using pre-test and post-test, if the post-test user the same instrument with the pre-test , the students might be learned from the pretest. The researcher are going to take the data by speaking test with both pre-test and post-test. Table 3.4 The Process of Collecting the Data

X IIS 1 Treatment Pre-test Post-test X IIS 2 -

First, the researcher will conduct the research by determining two groups, one of them as the experimental group (E) and as control group (C). Next, the researcher give pre-test for both experimental group and control group. Third, experimental group is given treatment. Fourth, the researcher give post-test for both experimental group and control group to know the effect of the variable that given treatment. Fifth, the researcher analyze the result of pre-test and post-test from both groups by using t-test formula 5% significant level to know whether the mean difference was significant or not. Last, the researcher will make conclusion to answer the research problems.

F. Instruments of The Study Deals with Arikunto (2012,p.127) test method is a test of questions or stimulus which is given to the student or the subjects or respondents obtain the answer or responses which can be used to measure the ability, skill, intelligence, knowledge, talent, or interest. In this study, the researcher used speaking test by using oral test in pre-rest and post-test. This design involved both group that pretest O1 and O3, a treatment is X, and post- tested O2 and O4. The students will be given questions to test their speaking while the researcher applies it.

1. Pre-test According to Creswell (2012,p.297) definite a pretest provides a measure on some attribute or characteristic that you assess for participants in an experiment before they receive a treatment. After the treatment, you take another reading on the attribute or characteristic. It means that pre-test is given before treatment. Pre-test is done to get students’ score before applying numbered heads together technique. In the pre-test, the researcher will ask the students two by two to come forward and sit in front of the researcher. Next, the researcher will show the picture and give two questions for each students and then they must answer the questions orally. 2. Post-test According to Creswell (2012,p.297) definite a posttest is a measure on some attribute or characteristic that is assessed for participants in an experiment after a treatment. Post-test is given after treatment. Post-test is done to know the students’ score after applying numbered heads together technique. The system of test is similar with pre-test. In post-test, the students will show the picture and give the 3 questions, but they must answer 2 questions orally.

G. Validity and Reliability of The Data 1. Validity In this research, the test is analyzed by using content validity to measure the test is good or not. According to Creswell (2012,p.156) stated that content validity is of prime importance for achievement test. A test score cannot accurately reflect a students’ achievement if it does not measure what the students was supposed to learn. To gain the content validity, the researcher will conduct the speaking performance text according to the standard competence and the basic competence of the curriculum K13. The content of structure on the test must relate to the purpose of the test in speaking. It was appropriate for the 10th at MAN 2 Kota Jambi.

2. Reliability According to Latief (2015,p.210) explains reliability of language skill assessment results refers to the degree of preciseness of representation of the language skill being assessed. According to Sugiyono (2013, p.128) states that reliabilities analysis use to examine constancy of test if it is given repeatedly for same object. The researcher will use two raters that have 500 points of TOEFL score to rate the score of the students’ speaking performance to gain the reliable score test.

H. Technique of Data Analysis In this study, the researcher used a quantitative data analysis technique which uses statistical method. This technique is used to find the significant score before and after being taught by numbered heads together technique. Table 3.5 Criteria of Rubric Scoring

Range 100 Range 10 IKIP Characters Qualification

80 – 100 8.0 – 10 8.1 – 10 A Very good

66 – 79 6.6 – 7.9 6.6 – 8.0 B Good

56 – 65 5.6 – 6.5 5.6 – 6.5 C Satisfactory

40 - 55 4.0 – 5.5 4.1 – 5.5 D Poor

30 – 39 3.0 – 3.9 0 – 4.0 E Very poor Source: Arikunto,S (2012)

While the count to score are Table 3.6 Rubric of Speaking Assessment Proficiency Score Weighting Description

Pronunciation 1 2 3 4 5 20%

Grammar 1 2 3 4 5 20%

Vocabulary 1 2 3 4 5 20%

Fluency 1 2 3 4 5 20%

Comprehension 1 2 3 4 5 20%

Source: Harris, 2005 Then to get the mean of the scores from all criteria, the researcher used the formula, as follow:

Skor = ( )

The researcher analyzed the by using sample T-test with paired sample T-test and Independent sample T-test. Paired sample t-test is used to see whether or not there is significant improvement of students’ speaking performance before and after the treatment. The data will be calculated by using SPSS 25. Before analyzing the data, the researcher are going to do normality and homogeneity test first. 1. Normality Test Normality test is used to know the data that analyzed are normally or not. In this study, the researcher intended to test the normality of the data by using IBM SPSS version 25 with Shapiro-Wilk. The hypothesis for testing the normality as follow:

Ho = Data is in normal distribution Ha = Data is not in normal distribution The criteria acceptance and rejection of hypothesis were: Ho is accepted when the significance value is higher than 0.05 Ha is accepted when the significance value is lower than 0.05 2. Homogeneity Test Homogeneity test is done to see what both sample groups have homogeneous variance or not. In this study, homogeneity test used IBM SPSS version 25. The hypothesis for testing the normality as follow: Ho = the variance of data is homogeneous Ha = the variance of data is not homogeneous The criteria of the test: Ho is accepted when the significance is higher than 0.05 Ha is accepted when the significance is lower than 0.05

I. Hypothesis of Statistic According to Sugiyono (2013, p.160) hypothesis of statistic is a statement which condition of population will be tested the correctness based on the data collected from research sample (statistic). The hypothesis of the research is two tail test.

Ho :

Ha :

Description:

Ha1 : There is a significant effect of numbered heads together technique on students’ speaking skill at MAN 2 Kota Jambi.

Ha2 : There is a significant different effect of numbered heads together technique on students’ speaking skill at MAN 2 Kota Jambi.

Ho1 : There is no significant effect of numbered heads together technique on students’ speaking skill at MAN 2 Kota Jambi.

Ho2 : There is no significant different effect of numbered heads together technique on students’ speaking skill at MAN 2 Kota Jambi. J. Schedule of The Research Schedule of this research can be changed because it is not permanent schedule. The schedule can be seen in table below:

Table 3.7 Research Schedule

Month

No Activities February March April May June July August September

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 Preparation of 1 X Proposal

Improvement of 2 X X proposal

3 Proposal seminar X

4 Research permit X Research 5 X X X preparation Conducting the 6 X X X X X X research

Arrangement of 7 writing task X

Improvement of 8 writing task X X X

9 Final report X

CHAPTER IV RESEARCH FINDING AND DISCUSSION

A. Finding of the Study In this chapter, the researcher used pretest and post-test as instrument in collecting data. Finding of this research described which there were different result between students’ who taught by using NHT technique and students’ who taught by using conventional technique in teaching Descriptive Text. After the researcher obtained the data, the researcher scored the data by using IBM SPSS version 25. The finding include: 1. Descriptive analysis of students’ reading comprehension test, 2. Statistical analysis of students’ reading comprehension test. 1. Descriptive Analysis The research was conducted in MAN 2 Kota Jambi in academic year 2018/2019. The sample of this research was 60 students of X IIS 1 and X IIS 2. The researcher gave pretest and post-test to the student. Moreover, the researcher collected the data by using speaking test. To calculate the English speaking test result, the researcher used rubric scoring by Harris which has several aspects such as pronunciation, grammar, vocabulary, fluency, and comprehension. The goals of giving pretest and post-test is to know student’s speaking skill before and after treatment. Then the result of this research is to know the NHT technique is effective or not in teaching speaking. The researcher analyzed the data from pretest and posttest. Those were explained as follows: a) The experimental and control class were given pretest and post-test where the researcher given 3 topics and the students choose one of the topics to describe orally in front of the class. The topics in pretest and post-test were same. b) The students were given to 5 minutes to make a short descriptive text.

c) The researcher scored the data by using Harris’s formula. In this research, the researcher showed the scores of pretest and post- test that conducted in MAN 2 Kota Jambi. Table 4.1 Criteria of Rubric Scoring

Range 100 Range 10 IKIP Characters Qualification

80 – 100 8.0 – 10 8.1 – 10 A Very good

66 – 79 6.6 – 7.9 6.6 – 8.0 B Good

56 – 65 5.6 – 6.5 5.6 – 6.5 C Satisfactory

40 - 55 4.0 – 5.5 4.1 – 5.5 D Poor

30 – 39 3.0 – 3.9 0 – 4.0 E Very poor Source: Arikunto,S (2012) a. Pretest and Post-test in Experimental Class Pretest was conducted on April, 20th 2019 with 30 students and post-test was conducted on May, 20th 2019 with the same number of students in experimental class. In pretest, the students were asked to describe one of 3 topics which are Taman Rimba Zoo, Muaro Jambi Temple and Indonesian Idol. Pretest was checked to know students’ speaking skill in speaking English. Whereas the post-test was given after giving treatment where the students were taught by using NHT technique. In post-test the students were given the same test where the students had to choose one of three topics such as Taman Rimba Zoo, Muaro Jambi Temple and Indonesian Idol. Post-test is to find students’ score after giving treatment.

Table 4.2 Descriptive Analysis of Pretest and Post-test in Experimental Class Std. N Minimum Maximum Mean Deviation Pretest 30 36.00 70.00 55.2000 9.87648 Posttest 30 52.00 96.00 78.6667 10.16191 Valid N 30

(listwise) From the calculation above, it was concluded that the total score of pre-test was 1656 while the highest score was 70 and the lowest score was 36. The mean of pre-test was 55.20 with standard deviation was 9.87648. Moreover, it can be seen that there was improvement on the students’ speaking skill after treatment. The total score of posttest was 2360 while the highest score was 96 and the lowest score was 52. The mean score was 78.67 with standard deviation was 10.16191. The researcher used IBM SPSS statistics version 25 to know the frequencies and percentages score of pretest and posttest, it can be seen from the chart below: Chart 01

From the Chart 01 above, it can be concluded that from 30 students, there were 5 students (16.7%) got score in interval 66-79 which could be categorized good, 9 students (30%) who got score in interval 56-65 which be categorized satisfactory, 14 students (46.7%) got score in interval 40-55 which could be categorized poor, and 2 students (6.7%) got score in interval < 39 which could be categorized very poor. Chart 02

From the Chart 02 above, it can be concluded that from 30 students, there were 15 students (50%) got score in interval 80-100 which could be categorized very good, 12 students (40%) got score in interval 66-79 which could be categorized good, 2 students (6.7%) got score in interval 56-65 which be categorized satisfactory, and 1 student (3.3%) got score in interval < 55 which could be categorized poor. b. Pretest and Post-test in Control Class Pretest was conducted on April, 22th 2019 with 30 students and post- test was conducted on May, 24th 2019 with the same number of students in control class. In pretest, the students were asked to describe one of 3 topics

which are Taman Rimba Zoo, Muaro Jambi Temple and Indonesian Idol. Pretest was checked to know students’ speaking skill in speaking English. Whereas in control class, the students’ were taught by using conventional method. In post-test the students were given the same test where the students had to choose one of three topics such as Taman Rimba Zoo, Muaro Jambi Temple and Indonesian Idol. Post-test is to find out students’ score after giving treatment. Table 4.3 Descriptive Analysis of Pretest and Post-test in Control Class Minimu Maximu Std. N m m Mean Deviation Pretest 30 32.00 72.00 51.6667 9.71431 Posttest 30 44.00 80.00 60.0667 7.62000 Valid N 30

(listwise) From the calculation above, it was concluded that the total score of pre-test was 1550 while the highest score was 72 and the lowest score was 32. The mean of pre-test was 51.67 with standard deviation was 9.71431. Moreover, it can be seen that there was improvement on the students’ speaking skill, but the improvement is a little big. The total score of posttest was 1802 while the highest score was 80 and the lowest score was 44. The mean score was 78.67 with standard deviation was 7.62000. The researcher used IBM SPSS statistics version 25 to know the frequencies and percentages score of pretest and posttest, it can be seen from the chart below:

Chart 03

From the Chart 03 above, it can be concluded that from 30 students, there were 3 students (10%) got score in interval 66-79 which could be categorized good, 8 students (26.7%) got score in interval 56-65 which could be categorized satisfactory, 17 students (56.7%) got score in interval 40-55 which be categorized poor, and 2 students (6.7%) got score in interval < 39 which could be categorized very poor. Chart 04

From the Chart 04 above, it can be concluded that from 30 students, there were 1 student (3.3%) got score in interval 80-100 which could be categorized very good, 6 students (20%) got score in interval 66-79 which could be categorized good, 15 students (50%) got score in interval 56-65 which be categorized satisfactory, and 8 students (26.7%) got score in interval < 55 which be categorized very poor.

B. Data Statistical Analysis of The Test 1. Normality Test Normality test is used to know the data that analyzed are normally or not. In this study, the researcher intended to test the normality of the data by using IBM SPSS version 25 with Shapiro-Wilk. The hypotheses for testing the normality as follow:

H0 = Data is in normal distribution Ha = Data is not in normal distribution The criteria acceptance and rejection of hypotheses were:

H0 is accepted if Sig (Pvalue) ≥ α = 0.05 Ha is accepted if Sig (Pvalue) ≤ α = 0.05 Table 4.4 Normality Test of Pretest in Experimental and Control Class Normality Shapiro-Wilk Pretest Statistic Df Sig. Experimental .951 30 .176 Control .945 30 .126 a. Lilliefors Significance Correction From the table above, Shapiro-Wilk method was used to calculate the normality test because the sample of research was 30 students. The result of table 4.7 showed that the normality pretest in experimental class was 0.176, it means that the data was higher than significant value 0.05. Furthermore, the normality pretest in control class was 0.126, it means the data was higher than significant value 0.05. So it can be concluded

that the data distribution of the students’ pretest in experimental class and control class were normal. Table 4.5 Normality Test of Post-test in Experimental and Control Class Normality Shapiro-Wilk Pretest Statistic Df Sig. Experimental .964 30 .388 Control .984 30 .916 a. Lilliefors Significance Correction From the table above, Shapiro-Wilk method was used to calculate the normality test because the sample of research was 30 students. The result of table 4.5 showed that the normality post-test in experimental class was 0.388, it means that the data was higher than significant value 0.05. Furthermore, the normality post-test in control class was 0.916, it means the data was higher than significant value 0.05. So it can be concluded that the data distribution of the students’ post-test in experimental class and control class were normal. 2. Homogeneity Test Homogeneity test is done to see what both sample groups have homogeneous variance or not. In this study, homogeneity test used IBM SPSS version 25. The hypotheses for testing the normality as follow:

H0 = the variance of data is homogeneous Ha = the variance of data is not homogeneous The criteria of the test:

H0 is accepted if Sig (Pvalue) ≥ α = 0.05 Ha is accepted if Sig (Pvalue) ≤ α = 0.05

Table 4.6 Homogeneity Test of Pretest in Experimental and Control Class Levene Statistic df1 df2 Sig. Students’ Based on Mean .083 1 58 .775 Learning Based on Median .241 1 58 .625 Outcome Based on Median and .241 1 55.271 .625 with adjusted df Based on trimmed .098 1 58 .755 mean Based on the table 4.6, the variance data of pretest in experimental and control class was 0.775 which was higher than significant value 0.05. So it can be concluded that the variance data was homogeneous.

Table 4.7 Homogeneity Test of Post-test in Experimental and Control Class Levene Statistic df1 df2 Sig. Students’ Based on Mean 4.038 1 58 .049 Learning Based on Median 3.935 1 58 .052 Outcome Based on Median and 3.935 1 57.073 .052 with adjusted df Based on trimmed 4.021 1 58 .050 mean Based on the table 4.7, the variance data of post-test in experimental and control class was 0.49 which was higher than significant value 0.05. So it can be concluded that the variance data was homogeneous.

3. Hypothesis Test 1. Paired Samples Test Paired sample T-test is used to compare two paired related groups. In this the researcher used T-test formula by using IBM SPSS statistics version 25. Paired sample T-test is used to know whether or not there is significant effect to students’ speaking skill before and after treatment. The criteria acceptance and rejection of hypotheses were:

H0 is accepted if Sig (Pvalue) ≥ α = 0.05 Ha is accepted if Sig (Pvalue) ≤ α = 0.05 Table 4.8 Paired Samples Statistics Std. Std. Error Mean N Deviation Mean Pair 1 Pretest 55.20 30 9.876 1.803 Post-test 78.67 30 10.162 1.855

Table 4.9 Paired Samples Test 95% Confidence Std. Interval of Erro the Sig. (2- Std. r Difference t df tailed) Mea Devia Mea Low Upp n tion n er er Pair 1 pretes - 8.693 1.58 - - - 29 .000 t – 23.4 7 26.7 20.2 14.78 postte 67 13 21 6 st The result of the test shows that there was a statistically significant improvement on students’ speaking skill before using Numbered Heads Together technique (Mean= 55.20 Std Deviation= 9.876), after using Numbered Heads Together technique (Mean= 78.67 Std Deviation= 10.162). Based on the table 4.9 it shows that the

value of paired samples test Sig. (2-tailed) was 0.000 ≤ 0.05, it means that Ha is accepted. It can be concluded that there is significant effect of NHT technique on students’ speaking skill.

2. Independent Samples Test Independent samples test is used to compare two means unrelated groups in order to determine whether there is statistical evidence that the associated population means are significantly different. The researcher used T-test formula by using IBM SPSS statistics version 25. Table 4.10 Independent Samples Test Levene's t-test Test for for Equality of Equal Variances ity of Mean s F Sig. t d Si Mean Std 95% f g. Differe . Confi (2 nce Err dence - or Interv tai Dif al of le fer the d) enc Differ e ence Lower Upp er S Equal 4.038 .049 8. 5 .0 18.600 2.3 13.95 23.2 c varianc 02 8 00 19 8 42 o es 1 r assume e d Equal 8. 5 .0 18.600 2.3 13.95 23.2 varianc 02 3 00 19 0 50 es not 1 . assume 7 d 7 9

Based on result of table 4.10 above, it showed that independent test Sig. (2-tailed) was 0.000 ≤ 0.05 it means that Ha is accepted. Table 4.11 Group Statistics of Independent Samples Test Std. Std. Error Class N Mean Deviation Mean Students’ Experimen 30 78.67 10.162 1.855 Learning t Outcome Control 30 60.07 7.620 1.391

Based on the result above, it shows that the mean of the differences is 18.600 and the significant 2-tailed ≤ 0.05 (0.000 ≤ 0.05). Therefore, it can be concluded there are difference effect of students’ speaking between experimental and control class. Although there is improvement in control class but not more than experimental class. To sum up, the researcher found that there was any difference significant effect of students’ speaking skill between students who were taught by using Numbered Heads Together technique and students who were taught by using conventional technique at MAN 2 Kota Jambi. To completed calculation can be seen table 4.10.

C. Interpretation In this section, the researcher described the interpretation of the research result. The hypotheses of this research shows that using Numbered Heads Together technique on students’ speaking skill at MAN 2 Kota Jambi in academic year 2018/2019 is effective. The aims of this research were to find out the effect of students’ speaking skill after being taught by using Numbered Heads Together (NHT) technique. Besides, it is to find out the significance different between students’ who are taught by using Numbered Heads Together (NHT) technique and those who are not. Based on the paired sample t-test, it shows that the result of the test shows that there was a statistically significant improvement on students’

speaking skill before using Numbered Heads Together technique (Mean= 55.20 Std Deviation= 9.876), after using Numbered Heads Together technique (Mean= 78.67 Std Deviation= 10.162). Based on the table 4.11 it shows that the value of paired samples test Sig. (2-tailed) was 0.000 ≤ 0.05, it means that Ha is accepted. It can be concluded that there is significant effect of NHT technique on students’ speaking skill. Moreover, based on the independents sample t-test that the value Levene’s test for equality of variances score is 4.038 (p=0.049) because Pvalue higher than 0.05, it can be concluded that the data was variance or homogenous. While the data was homogeneous, it was showed in table that independent test Sig. (2-tailed) was 0.000 ≤ 0.05 it means that Ha is accepted. Furthermore, based on the result above that the mean score of experimental class is higher than control class (78.67 > 60.07) with the significant difference between experiment and control scores. One of those technique is Numbered Heads Together (NHT) that developed firstly by Spencer Kagan 1995. Based on Richard (2012,p.371) as cited in Hasanah (2017,p.17) defined that NHT is designed to involve more students in reviewing materials covered in a lesson and in checking their understanding of a lessons’ content. Besides, NHT technique is used in experimental class which is one of the technique which students work in group. According to Kagan (2011) Numbered heads together is a simple cooperative structure which include terms, positive interpendence, and individual accountability, all of which lead to cooperative interaction among students. Meanwhile, according to Peter as cited in Aziz (2016,p.22) stated that Numbered Heads Together is effective technique to increase the concept of accountable because each student is aware of their responsibilities to the group and is given the opportunity to share within their group. It means that NHT is effective to share the students’ ideas and help teacher guide the students in speaking English.

Moreover according to Lie (2010,p.59) as cited in Ria and Syaifuddin (2015,p.43) NHT is a type of cooperative teaching smart and not all students are considered together. In addition, according to Suprijono as cited in Wardhani (2016,p.12), Numbered Heads Together technique begins with the numbering, then questioning, head together, and answering. The teacher poses a question and the students ―put their heads together‖ to figurate out the answer. The teacher calls a specific number to respond as spoken person for the group. By having the work together in a group, this technique ensures that each member knows the answer to problems or questions asked by the teacher. Because no one knows which number will be called, all team members must be prepared. Numbered Heads Together is one of the technique which students work in group. In first meeting, the researcher gave pretest where the students were given 3 topics and have to choose one topic to describe. In pretest, both of experimental and control class faced some problem to speaking English and it made the score of the pretest was low. Second meeting, the researcher explained the material by using picture to facilitate the learning process. And the second meeting, the researcher taught by using NHT technique in experimental class, where the students were divided into 6 groups where each students in group have different number and each group was given different picture. The students were asked to discuss with their member in group when they did not understand a question and share the information. By discussion, the learning process is more fun. Third meeting, the researcher was asked the one number of group to performance the result of their discussion in front of the class. Other group had to describe about the picture of the group who presented in class. While the learning process, the students’ more active, fell enjoyable, and have fun in speaking English. The fourth meeting, the researcher taught with the same technique in third meeting but in this meeting the researcher gave the reward to the group who more active to describe the picture. And the fifth meeting, the researcher gave reward for the group who always give opinion from the first meeting until the end and get highest score.

The sixth meeting the researcher gave post-test to the students. While the posttest, the students is better in speaking English than before taught by using NHT technique. The result of students’ speaking skill in experimental class is increased compered to pretest. The students’ speaking skill result in pretest was 1656 with the mean was 55.20 (maximum score was 70 and minimum score 36) and in post-test the students’ speaking skill result was 2360 with the mean was 78.67 (maximum score was 96 and minimum score was 52). It means that using NHT technique is effective to increase students’ speaking skill at MAN 2 Kota Jambi. Moreover, the result of pretest and posttest control class who taught by using conventional method also increased, but the it is not as same as in experimental class, which the amount of pretest was 1550 with mean was 51.67 (maximum score was 72 and minimum score was 32) and in post-test, the amount of post-test was 1802 with the mean was 60.07 (maximum score was 80 and minimum score was 44). To sum up, the students’ speaking skill was good but it did not work well as well as by using NHT technique. To sum up, the students’ speaking skill is better than before given treatment where it can be seen amount of pretest and posttest in experimental class. The students’ speaking skill result in pretest was 1656 and in post-test the students’ speaking skill result was 2360. Those means that there is a significant effect of NHT technique on students’ speaking skill at MAN 2

Kota Jambi. It can be concluded that Ha is accepted and H0 is rejected. The finding of this research that there was a positive effect of students’ speaking skill which taught by applying NHT technique at MAN 2 Kota Jambi.

CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion Based on the calculating result presented in the chapter IV, there are some conclusions which are can be drawn as follow. 1. Based on the paired samples test, it shows that there was a statistically significant improvement on students’ speaking skill before using Numbered Heads Together technique (Mean= 55.20 Std Deviation= 9.876), after using Numbered Heads Together technique (Mean= 78.67 Std Deviation= 10.162). The value of paired samples test Sig. (2-tailed) was 0.000 ≤ 0.05, it means that Ha is accepted. It can be concluded that there is significant effect of NHT technique on students’ speaking skill. 2. Moreover, based on the independents samples test shows that the mean of the differences is 18.600 and the significant 2-tailed ≤ 0.05 (0.000 ≤ 0.05). Therefore, it can be concluded there are difference effect of students’ speaking between experimental and control class. Although there is improvement in control class but not more than experimental class. To sum up, the researcher found that there was any difference significant effect of students’ speaking skill between students who were taught by using Numbered Heads Together technique and students who were taught by using conventional technique at MAN 2 Kota Jambi. B. Suggestion After concluding the research, the researcher give some suggestions for teacher, students, and other researcher. They are presented as follow: 1. For teacher The teacher can apply various technique in teaching English to increase students’ speaking skill. By implementing the various study, the students can feel happy and enjoyable in studying English.

NHT technique can be applied to teach English especially to increase students’ speaking skill. 2. For the students The students should take part actively in learning process. The students should feel confident to express their idea while speaking English. And them the students should seriously more pay attention, quiet, and discipline while learning process is going on. 3. Other researcher The goals of this research is to know the effect of applying NHT technique on students’ speaking skill, the researcher suggest to other researcher to improve this research because this research is not perfect yet. The result of this research can be used as references for other researchers who conduct the similar research.

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APPENDIX 1 Statistical Data Analysis

Descriptive Analysis of Experimental Class Std. Statistic Error Pretest Mean 55.2000 1.80319 95% Confidence Lower 51.5121

Interval for Mean Bound Upper 58.8879

Bound 5% Trimmed Mean 55.4074 Median 54.0000 Variance 97.545 Std. Deviation 9.87648 Minimum 36.00 Maximum 70.00 Range 34.00 Interquartile Range 15.00 Skewness -.124 .427 Kurtosis -1.016 .833 Post-test Mean 78.6667 1.85530 95% Confidence Lower 74.8721

Interval for Mean Bound Upper 82.4612

Bound 5% Trimmed Mean 79.0741 Median 80.0000 Variance 103.264 Std. Deviation 10.16191 Minimum 52.00 Maximum 96.00 Range 44.00 Interquartile Range 14.00 Skewness -.562 .427 Kurtosis .116 .833

Descriptive Analysis of Control Class

Std. Statistic Error pretest Mean 51.6667 1.77358 95% Confidence Lower 48.0393

Interval for Mean Bound Upper 55.2940

Bound 5% Trimmed Mean 51.5926 Median 49.0000 Variance 94.368 Std. Deviation 9.71431 Minimum 32.00 Maximum 72.00 Range 40.00 Interquartile Range 16.00 Skewness .383 .427 Kurtosis -.482 .833 posttest Mean 60.0667 1.39121 95% Confidence Lower 57.2213

Interval for Mean Bound Upper 62.9120

Bound 5% Trimmed Mean 59.9259 Median 60.0000 Variance 58.064 Std. Deviation 7.62000 Minimum 44.00 Maximum 80.00 Range 36.00 Interquartile Range 10.50 Skewness .301 .427 Kurtosis .605 .833

The Students’ Pre-Test and Post Test Scores (Experimental Class) No. Students Scores Scores (Pre Test) (Post Test) 1. S-1 60 72 2. S-2 62 84 3. S-3 62 86 4. S-4 70 84 5. S-5 36 52 6. S-6 44 82 7. S-7 44 64 8. S-8 70 96 9. S-9 62 90 10. S-10 46 78 11. S-11 54 86 12. S-12 54 86 13. S-12 64 82 14. S-14 44 68 15. S-15 44 76 16. S-16 52 72 17. S-17 48 76 18. S-18 60 86 19. S-19 60 72 20. S-20 52 76 21. S-21 64 72 22. S-22 48 70 23. S-23 48 88 24. S-24 60 92 25. S-25 70 84 26. S-26 50 68

27. S-27 38 62 28. S-28 68 76 29. S-29 68 88 30. S-30 54 92 Total 1656 2360 Mean 55.20 78.67 Maximum 70 96 Minimum 36 52

The Students’ Pre-Test and Post Test Scores (Control Group) No. Students Scores Scores (Pre Test) (Post Test) 1. S-1 38 48 2. S-2 48 60 3. S-3 50 64 4. S-4 48 64 5. S-5 44 56 6. S-6 42 56 7. S-7 48 60 8. S-8 68 54 9. S-9 44 54 10. S-10 50 62 11. S-11 64 72 12. S-12 56 64 13. S-12 50 52 14. S-14 44 58 15. S-15 58 66 16. S-16 58 66 17. S-17 46 62 18. S-18 60 66 19. S-19 46 60 20. S-20 44 70 21. S-21 46 58 22. S-22 60 52 23. S-23 44 54 24. S-24 62 60 25. S-25 50 70 26. S-26 64 50 27. S-27 32 44

28. S-28 68 80 29. S-29 46 60 30. S-30 72 60 Total 1550 1802 Mean 51.67 60.07 Maximum 72 80 Minimum 32 44

The Distribution of Frequency of Students’ Pre Test on Experimental Class Frequency Percent Valid Cumulative Percent Percent Valid 36 1 3.3 3.3 3.3 38 1 3.3 3.3 6.7 44 4 13.3 13.3 20.0 46 1 3.3 3.3 23.3 48 3 10.0 10.0 33.3 50 1 3.3 3.3 36.7 52 2 6.7 6.7 43.3 54 3 10.0 10.0 53.3 60 4 13.3 13.3 66.7 62 3 10.0 10.0 76.7 64 2 6.7 6.7 83.3 68 2 6.7 6.7 90.0 70 3 10.0 10.0 100.0 Total 30 100.0 100.0

The Distribution of Frequency of Students’ Post-test on Experimental Class

Frequency Percent Valid Cumulative Percent Percent Valid 52 1 3.3 3.3 3.3 62 1 3.3 3.3 6.7 64 1 3.3 3.3 10.0 68 2 6.7 6.7 16.7 70 1 3.3 3.3 20.0 72 4 13.3 13.3 33.3 76 4 13.3 13.3 46.7 78 1 3.3 3.3 50.0 82 2 6.7 6.7 56.7 84 3 10.0 10.0 66.7 86 4 13.3 13.3 80.0 88 2 6.7 6.7 86.7 90 1 3.3 3.3 90.0 92 2 6.7 6.7 96.7 96 1 3.3 3.3 100.0 Total 30 100.0 100.0

The Distribution of Frequency of Students’ Pre Test on Control Class Frequency Percent Valid Cumulative Percent Percent Valid 32 1 3.3 3.3 3.3 38 1 3.3 3.3 6.7 42 1 3.3 3.3 10.0 44 5 16.7 16.7 26.7 46 4 13.3 13.3 40.0 48 3 10.0 10.0 50.0 50 4 13.3 13.3 63.3 56 1 3.3 3.3 66.7 58 2 6.7 6.7 73.3 60 2 6.7 6.7 80.0 62 1 3.3 3.3 83.3 64 2 6.7 6.7 90.0 68 2 6.7 6.7 96.7 72 1 3.3 3.3 100.0 Total 30 100.0 100.0

The Distribution of Frequency of Students’ Post-test on Control Class Frequency Percent Valid Cumulative Percent Percent Valid 44 1 3.3 3.3 3.3 48 1 3.3 3.3 6.7 50 1 3.3 3.3 10.0 52 2 6.7 6.7 16.7 54 3 10.0 10.0 26.7 56 2 6.7 6.7 33.3 58 2 6.7 6.7 40.0 60 6 20.0 20.0 60.0 62 2 6.7 6.7 66.7 64 3 10.0 10.0 76.7 66 3 10.0 10.0 86.7 70 2 6.7 6.7 93.3 72 1 3.3 3.3 96.7 80 1 3.3 3.3 100.0 Total 30 100.0 100.0

APPENDIX 2 Score Distribution in Five Aspects of Speaking Skill

SCORE RATING OF SPEAKING TEST No Skill Score Figure 1 Pronunciation Pronunciation problems so severe 1 as to make speech virtually unintelligible. Very hard to understand because of 2 pronunciation problems. Pronunctiation problems necessitate 3 concentrated listening and occasionally load to understanding. Always intelligible, though one is 4 conscious of definite accent. 5 Has few traces of foreign accent. 2 Grammar Errors in grammar and word order 1 so severe as to make speech virtually unintelligible. Grammar and word-order errors make comprehension difficult. 2 Must often reprhase sentences and/or restrict himself to basic patterns. Makes frequent errors of grammar 3 and word-order which occasioanally obscure meaning. Occasionally makes grammatical 4 and/or word-order errors which do not, however, obscure, meaning. Makes few (if any) noticeable 5 errors of grammar or word order. 3 Vocabulary 1 Vocabulary limitations so extreme

as to make conversation virtually impossible. Misuse of word and very limited 2 vocabulary make comprehension quite difficult. Frequently uses the wrong word ; 3 conversation some what limited because of inadequate vocabulary. Sometimes use inapproriate terms 4 and/or must reprhase ideas because of lexical inadequacies. Use of vocabulary and idioms is 5 virtually that of a native speaker. 4 Fluency Speech is so halting and 1 fragmentary as to make conversation virtually impossible. Usually hesitant: often forced into 2 silence by language limitations. Speed and fluency are rather 3 strongly affected by language limitations. Speed of speech seems to be 4 slightly affected by language problems. Speech as fluent and effortless as 5 that a native speaker. 5 Comprehension Cannot be said to understand even 1 simple conversational English. Has great difficult following what 2 said. Can comprehend only ―social

conversation‖ spoken slowly and with frequent repetititons. Understand most of what is said at 3 slower-than-normal speech with repetitions. Understand nearly everything at 4 normal speed, although occasional repetitions may be necessary. Appears to understand everything 5 without difficulty. Source: Harris, 2005

The Score Distribution in Term Five Aspects of Speaking Skill From Rater 1 and Rater 2 at Pre-Test Experimental Class

No. Name Pronunciation Grammar Vocabulary Fluency Comprehension Total Score Last Score R1 R2 R1 R2 R1 R2 R1 R2 R1 R2 R1 R2 R1 + R2 : 2 1 Ananta Rifki 4 2 3 3 4 2 4 2 4 2 19 11 15 2 Anisa Putri Andrean 4 2 4 2 4 2 4 3 4 2 20 11 15,5 3 Artika Ardi 4 3 4 2 4 2 4 2 4 2 20 11 15,5 4 Aulia Wulandari 4 3 4 3 4 3 4 3 4 3 20 15 17,5 5 Cindy Mahesa 2 1 2 1 3 1 2 2 2 2 11 7 9 6 Dafa Reza Putra 3 2 3 1 3 1 3 2 3 1 15 7 11 7 Frissia Putri 3 1 3 2 3 2 2 1 3 2 14 8 11 8 Gaitsha Zahira Sofa 5 3 5 2 4 2 5 2 5 2 24 11 17,5 9 Haikal 4 2 4 2 4 3 4 2 4 2 20 11 15,5 10 Inggride Ratu 3 2 3 1 3 1 3 1 4 2 16 7 11,5

11 Izhar Bafadhal 3 2 4 3 3 2 3 1 4 2 17 10 13,5 12 Keisha Aprilla 3 2 3 2 3 2 3 2 3 4 15 12 13,5 13 Kevin Raihan 4 3 4 3 4 3 3 3 3 2 18 14 16 14 Kurniawan Annur 3 2 3 1 3 1 3 2 3 1 15 7 11 15 M Febrian Daniel Rindang 3 2 3 2 3 1 3 1 3 1 15 7 11

16 Mariska Nur Aini 3 2 3 3 3 2 3 2 3 2 15 11 13 17 Maya Andini 3 2 3 1 3 1 3 2 3 3 15 9 12 18 Muafah Riziq 4 2 4 2 4 2 4 2 4 2 20 10 15 19 Mulia Putri Ramadani 3 2 3 3 3 4 3 3 3 3 15 15 15 20 Nabila May Aulia 3 2 3 2 3 2 3 3 3 2 15 11 13 21 Nadiva Sianaya 3 3 3 3 3 4 3 3 3 4 15 17 16 22 Nur Wahyuni 3 2 3 2 3 2 3 2 3 1 15 9 12 23 Reyhand Apriliando 2 2 2 3 1 4 3 4 2 1 10 14 12 24 Rizki 4 2 4 2 4 2 4 2 4 2 20 10 15 25 Sakinah 3 4 3 4 3 4 3 4 4 3 16 19 17,5 26 Suci Rahmadanti 3 2 3 2 3 2 3 2 3 2 15 10 12,5 27 Syeh Ahmad Maulana 2 3 2 2 2 2 1 2 1 2 8 11 9,5 28 Tasya Hayaa Al Dinda 4 2 4 3 5 3 3 3 4 3 20 14 17 29 Tiesya SA 4 4 3 3 3 3 4 3 4 3 18 16 17 30 Yulli Rahmadani 3 2 4 2 3 2 3 2 3 3 16 11 13,5 Rater 1 Rater 2

Rahmat Fajar, S.Hum, MH Latipah Hanum Lubis, M.Pd

The Score Distribution in Term Five Aspects of Speaking Skill From Rater 1 and Rater 2 at Post-Test Experimental Class

No. Name Pronunciation Grammar Vocabulary Fluency Comprehension Total Score Last Score R1 R2 R1 R2 R1 R2 R1 R2 R1 R2 R1 R2 R1 + R2 : 2 1 Ananta Rifki 3 4 3 4 4 4 4 4 3 3 17 19 18 2 Anisa Putri Andrean 3 4 4 4 4 5 4 5 4 5 19 23 21 3 Artika Ardi 4 5 4 5 4 4 4 4 4 5 20 23 21,5 4 Aulia Wulandari 4 4 4 4 4 5 4 5 4 4 20 22 21 5 Cindy Mahesa 2 3 3 3 3 3 2 2 2 3 12 14 13 6 Dafa Reza Putra 4 4 4 4 4 5 4 4 3 5 19 22 20,5 7 Frissia Putri 3 4 3 3 3 3 3 4 3 3 15 17 16 8 Gaitsha Zahira Sofa 5 5 4 5 5 5 5 5 5 4 24 24 24 9 Haikal 4 5 4 5 4 5 4 4 5 5 21 24 22,5 10 Inggride Ratu 3 4 4 4 4 4 4 4 4 4 19 20 19,5 11 Izhar Bafadhal 4 4 4 4 4 5 4 5 4 5 20 23 21,5 12 Keisha Aprilla 4 5 4 5 4 4 4 4 4 5 20 23 21,5 13 Kevin Raihan 4 4 4 4 4 4 4 4 4 5 20 21 20,5 14 Kurniawan Annur 3 4 3 4 3 3 3 4 3 4 15 19 17 15 M Febrian Daniel Rindang 4 4 3 4 3 4 4 4 4 4 18 20 19 16 Mariska Nur Aini 3 4 3 4 4 4 3 4 3 4 16 20 18 17 Maya Andini 3 3 4 5 4 5 3 4 3 4 17 21 19 18 Muafah Riziq 4 5 4 5 3 5 4 5 4 4 19 24 21,5 19 Mulia Putri Ramadani 3 4 3 4 3 5 3 4 3 4 15 21 18 20 Nabila May Aulia 3 4 4 4 4 4 3 4 4 4 18 20 19 21 Nadiva Sianaya 3 3 3 4 3 5 3 5 3 4 15 21 18 22 Nur Wahyuni 3 4 3 3 4 4 3 4 3 4 16 19 17,5 23 Reyhand Apriliando 4 5 4 5 4 5 4 5 4 4 20 24 22 24 Rizki 5 5 4 4 4 5 4 5 5 5 22 24 23 25 Sakinah 4 4 3 5 3 5 4 5 4 5 18 24 21 27 Suci Rahmadanti 3 4 3 4 3 4 3 4 3 3 15 19 17 27 Syeh Ahmad Maulana 2 3 3 4 3 4 2 3 3 4 13 18 15,5 28 Tasya Hayaa Al Dinda 3 4 3 4 4 5 3 4 4 4 17 21 19

29 Tiesya SA 4 4 4 5 4 5 4 5 5 4 21 23 22 30 Yulli Rahmadani 4 5 5 4 5 4 5 4 5 5 24 22 23

Rater 1 Rater 2

Rahmat Fajar, S.Hum, MH Latipah Hanum Lubis, M.Pd

The Score Distribution in Term Five Aspects of Speaking Skill From Rater 1 and Rater 2 at Pre-Test Control Class

No. Name Pronunciation Grammar Vocabulary Fluency Comprehension Total Score Last Score R1 R2 R1 R2 R1 R2 R1 R2 R1 R2 R1 R2 R1 + R2 : 2 1 Achmad Ardhon 2 1 2 1 3 2 1 2 2 3 10 9 9,5 2 Akram Kurnia 3 2 3 1 3 2 2 3 3 2 14 10 12 3 Amanda Febri Astuti 3 2 3 2 3 2 3 2 3 2 15 10 12,5 4 Andi Al Kahfi 1 2 3 2 3 2 3 2 3 3 13 11 12 5 Annisa Ayu SP 2 3 1 2 2 2 3 3 3 1 11 11 11 6 Batstian Al hakim 2 2 3 2 3 2 1 3 2 1 11 10 10,5 7 Dea Veolyta 3 2 3 2 3 3 2 3 1 2 12 12 12 8 Desma Erlinda 4 4 4 3 4 3 3 3 3 3 18 16 17 9 Dilla Marshanda 3 2 2 1 2 3 2 3 2 2 11 11 11 10 Haina Nur Aisyah 3 2 3 2 2 2 3 2 3 3 14 11 12,5 11 Hana Sajida Adisti 3 3 3 3 3 4 4 3 3 3 16 16 16 12 Intan Zulaika 3 3 3 3 3 3 3 3 2 2 14 14 14 13 Khairunnisa Najwa 2 3 2 3 2 3 3 2 3 2 12 13 12,5 14 Lindy 3 1 3 2 2 2 2 3 2 2 12 10 11 15 M Farhan 3 3 3 2 4 3 3 2 3 3 16 13 14,5 16 M Raviansyah 2 3 4 2 4 2 3 3 3 3 16 13 14,5 17 Muzfah Al Azki 2 3 2 3 2 2 3 2 2 2 11 12 11,5 18 Nisaus Sholikah 4 3 3 3 2 3 3 3 3 3 15 15 15 19 Nurul Huda 2 2 2 3 2 2 3 3 2 2 11 12 11,5 20 Puji Pangestu 3 2 3 2 3 1 2 2 2 2 13 9 11 21 Putri Marhamah 2 2 2 1 2 2 3 3 3 3 12 11 11,5 23 Qonita Lutfiah 3 3 3 3 3 3 3 3 3 3 15 15 15 24 Riza Pustika 2 3 2 3 2 2 2 2 2 2 10 12 11 25 Santika Dwi Haryani 3 4 3 4 3 3 2 3 3 3 14 17 15,5 26 Silvia 3 3 3 2 3 2 3 2 2 2 14 11 12,5 27 Suprianti 3 3 4 4 4 3 3 2 3 3 17 15 16 28 Tria Amelia 1 2 1 1 1 2 2 2 2 2 7 9 8 29 Viona Meilindia 3 3 4 3 4 3 4 4 3 3 18 16 17 30 Wildhatul Khairiyah 3 2 2 2 3 2 2 2 3 2 13 10 11,5 30 Zian Muhammad 3 3 3 4 3 4 4 4 4 4 17 19 18

Rater 1 Rater 2

Rahmat Fajar, S.Hum, MH Latipah Hanum Lubis, M.Pd

The Score Distribution in Term Five Aspects of Speaking Skill From Rater 1 and Rater 2 at Post-Test Control Class

No. Name Pronunciation Grammar Vocabulary Fluency Comprehension Total Score Last Score R1 R2 R1 R2 R1 R2 R1 R2 R1 R2 R1 R2 R1 + R2 : 2 1 Achmad Ardhon 3 2 3 2 3 3 2 2 2 2 13 11 12 2 Akram Kurnia 3 2 2 5 3 4 3 3 3 2 14 16 15 3 Amanda Febri Astuti 4 3 3 4 3 3 3 3 3 3 16 16 16 4 Andi Al Kahfi 3 3 3 4 4 3 3 3 3 3 16 16 16 5 Annisa Ayu SP 3 2 2 3 3 3 3 3 3 3 14 14 14 6 Batstian Al hakim 3 3 3 3 3 2 3 3 3 2 15 13 14 7 Dea Veolyta 3 3 3 3 3 4 2 3 3 3 14 16 15 8 Desma Erlinda 3 3 3 2 3 3 2 2 3 3 14 13 13,5 9 Dilla Marshanda 3 2 3 2 3 3 3 3 2 3 14 13 13,5 10 Haina Nur Aisyah 3 3 3 3 3 3 3 4 3 3 15 16 15,5 11 Hana Sajida Adisti 4 3 3 3 3 4 4 4 5 3 19 17 18 12 Intan Zulaika 3 4 3 4 3 4 3 3 3 2 15 17 16 13 Khairunnisa Najwa 3 3 2 3 2 3 3 2 3 2 13 13 13 14 Lindy 3 4 3 2 3 3 2 3 3 3 14 15 14,5 15 M Farhan 3 4 2 4 4 3 3 4 3 3 15 18 16,5 16 M Raviansyah 3 3 4 3 3 3 4 3 3 4 17 16 16,5 17 Muzfah Al Azki 3 3 3 4 3 3 3 3 3 3 15 16 15,5 18 Nisaus Sholikah 3 4 3 3 3 3 3 4 4 3 16 17 16,5 19 Nurul Huda 3 3 3 3 3 3 3 3 3 3 15 15 15 20 Puji Pangestu 3 4 3 4 3 4 3 4 4 3 16 19 17,5 21 Putri Marhamah 3 3 3 3 3 3 3 2 3 3 15 14 14,5 22 Qonita Lutfiah 3 3 2 3 2 3 3 2 2 3 12 14 13 23 Riza Pustika 3 3 3 3 3 2 3 2 3 2 15 12 13,5 24 Santika Dwi Haryani 3 3 3 4 3 3 2 3 3 3 14 16 15 25 Silvia 4 3 3 4 4 5 3 4 2 3 16 19 17,5 26 Suprianti 2 3 3 2 2 3 2 3 2 3 11 14 12,5 27 Tria Amelia 2 2 2 2 2 2 2 3 3 2 11 11 11 28 Viona Meilindia 4 4 4 4 5 4 3 4 4 4 20 20 20 29 Wildhatul Khairiyah 3 3 3 3 3 3 3 3 3 3 15 15 15 30 Zian Muhammad 2 2 3 4 3 4 3 3 3 3 14 16 15

Rater 1 Rater 2

Rahmat Fajar, S.Hum, MH Latipah Hanum Lubis, M.Pd

APPENDIX 3 Instrument of the Test

Transcriptions of Speaking Test

Experimental Class 1. Gaitsha Sahira Sofa (Pretest) Taman Rimba zoo is a good destination for a family time on weekend day. There are many animals in there for example elephants, monkeys, bears, etc. Usually our family go to there on Sunday morning. Taman Rimba zoo open at 8 p.m. until evening. 2. Gaitsha Sahira Sofa (Posttest) Taman Rimba zoo is a good destination for a family time on weekend day. There are many animals in there for example elephants, monkeys, bears, etc. Usually our family go to there on Sunday morning. Taman Rimba zoo open at 8 p.m. until evening. When we want to enter taman Rimba zoo we must pay Rp.5000 for child and Rp.10.000 for adult.you can go there with your family, friends, etc. 3. Sakinah (Pretest) Muaro Jambi temple is a history for Jambi city and they are is oldest bulid and so many people visit to Muaro Jambi temple. If you wanna visit to temple, you should pay about Rp.5000 and you can holidayin temple with you family or your friends. 4. Sakinah (Post-test) Muaro Jambi temple is a history for Jambi city and they are is oldest build and so many people visit to Muaro Jambi temple. If you wanna visit to temple, you should pay about Rp.5000 and you can holiday in temple with you family or your friends. If you visit ti temple do not disturb the build and there you can play the bicycle around in area. Muaro Jambi temple is so many green.

Control Class 1. Viona Meilinda (Pretest) Indonesian idol is one of the competition ceremony held by one of the station television in Jakarta. Indonesian idol start many years. There are many star born by Indonesian idol such as Judika, Fatin, Marian Jola. The winners of Indonesian idol got much money. 2. Viona Meilinda (Post-test) Indonesian idol is one of the competition ceremony held by one of the station television in Jakarta. Indonesian idol start many years. There are many star born by Indonesian idol such as Judika, Fatin, Marian Jola. The winners of Indonesian idol got much money. They have beautiful voices in Indonesian idol. The judges are famous singer like Agnes Mo, Maia Estianty, Arman Maulana, etc. 3. M. Farhan (Pretest) This complex is an integrated tourism spot that offers sports facilities, recreational park and cultural attraction. In general, the complex is divided into two parts, Taman mini or mini park and Taman Rimba Zoo. 4. M. Farhan (Post-test) This complex is an integrated tourism spot that offers sports facilities, recreational park and cultural attraction. In general, the complex is divided into two parts, Taman mini or mini park and Taman Rimba Zoo. Taman mini is a tourism spot in Jambi that presents a cultural miniature that available in the province

APPENDIX 4 Syllabus

SILABUS Satuan Pendidikan : MAN 2 Kota Jambi Kelas : X (Sepuluh) Pelajran : Bahasa Inggris Kompetensi Inti :  KI-1 dan KI-2:Menghayati dan mengamalkan ajaran agama yang dianutnya. Menghayati dan mengamalkan perilaku jujur, disiplin, santun, peduli (gotong royong, kerjasama, toleran, damai), bertanggung jawab, responsif, dan pro-aktif dalam berinteraksi secara efektif sesuai dengan perkembangan anak di lingkungan, keluarga, sekolah, masyarakat dan lingkungan alam sekitar, bangsa, negara, kawasan regional, dan kawasan internasional‖.  KI 3: Memahami, menerapkan, dan menganalisis pengetahuan faktual, konseptual, prosedural, dan metakognitif 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  KI4: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, bertindak secara efektif dan kreatif, serta mampu menggunakan metode sesuai kaidah keilmuan

Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran

3.1 Menerapkan  Fungsi Sosial - Menyimak dan menirukanbeberapa fungsi sosial, contoh interaksi terkait jati diri dan struktur teks, dan Mengenalkan, unsur menjalin hubungan hubungan keluarga, dengan ucapan dan kebahasaan teks interpersonal dengan tekanan kata yang benar interaksi teman dan guru transaksional - Mengidentifikasi ungakapan-ungkapan lisan dan tulis  Struktur Teks penting dan perbedaan antara beberapa yang melibatkan - Memulai cara yang ada tindakan - Menanggapi memberi dan (diharapkan/di luar - Menanyakan hal-hal yang tidak meminta dugaan) diketahui atau yang berbeda. informasi terkait  Unsur Kebahasaan jati diri dan - Mempelajari contoh teks interaksi hubungan - Sebutan anggota terkait jati diri dan hubungan keluarga, sesuai keluarga inti dan dengan konteks yang lebih luas dan keluarganya yang dipaparkan figur-figur penggunaannya. orang-orang dekat terkenal. (Perhatikan lainnya; hobi, - Saling menyimak dan bertanya jawab unsur kebiasaan kebahasaan tentang jati diri masing-masing dengan pronoun: - Verba: be, have, go, teman-temannya subjective, work, live (dalam objective, - Melakukan refleksi tentang proses dan simple present possessive) hasil belajarnya 4.1 Menyusun teks tense) interaksi transaksional - Subjek Pronoun: I, lisan dan tulis You, We, They, He, pendek dan She, It sederhana yang melibatkan - Kata ganti tindakan

Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran memberi dan possessive my, meminta your, his, dsb. informasi terkait jati diri, dengan - Kata tanya Who? memperhatikan Which? How? Dst. fungsi sosial, - Nomina singular struktur teks, dan dan plural dengan unsur atau tanpa a, the, kebahasaan yang this, those, my, benar dan sesuai their, dsb. konteks - 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

3.2 Menerapkan  Fungsi Sosial - Menyimak dan menirukan beberapa fungsi sosial, contoh percakapan mengucapkan struktur teks, dan Menjaga hubungan unsur interpersonal dengan selamat dan memuji bersayap kebahasaan teks guru, teman dan orang (extended) yang diperagakan interaksi lain. guru/rekaman, dengan ucapan dan interpersonal tekanan kata yang benar lisan dan tulis  Struktur Teks yang melibatkan - Memulai - Bertanya jawab untuk mengidentifikasi tindakan - Menanggapi dan menyebutkan ungkapan pemberian memberikan (diharapkan/di luar selamat dan pujian serta tambahannya, n ucapan selamat dugaan) mengidentifikasi persamaan dan dan memuji  Unsur Kebahasaan bersayap perbedaannya (extended), serta - Ungkapan menanggapinya, memberikan ucapan - Menentukan ungkapan yang tepat secara sesuai dengan selamat dan memuji lisan/tulis dari berbagai situasi lain yang konteks bersayap serupa penggunaannya (extended), dan menanggapinya - Membiasakan menerapkan yang sedang 4.2 Menyusun teks - Nomina singular dipelajari. dalam interaksi dengan guru interaksi dan plural dengan interpersonal atau tanpa a, the, dan teman secara alami di dalam dan di lisan dan tulis this, those, my, luar kelas. sederhana yang their, dsb. melibatkan - Ucapan, tekanan - Melakukan refleksi tentang proses dan tindakan kata, intonasi, hasil belajar memberikan ejaan, tanda baca, ucapan selamat

Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran dan memuji dan tulisan tangan bersayap (extended), dan  Topik menanggapinya Interaksi antara guru dengan dan peserta didik di memperhatikan dalam dan di luar fungsi sosial, kelas yang melibatkan struktur teks, dan ucapan selamat dan unsur kebahasaan yang pujian yang dapat benar dan sesuai menumbuhkan konteks perilaku yang termuat di KI

3.3 Menerapkan  Fungsi Sosial - Mencermati beberapa contoh interaksi fungsi sosial, terkait niat melakukan suatu struktur teks, dan Menyatakan rencana, unsur menyarankan, dsb. tindakan/kegiatan dalam/dengan kebahasaan teks tampilan visual(gambar, video)  Struktur Teks interaksi transaksional - Memulai - Mengidentifikasidengan menyebutkan lisan dan tulis - Menanggapi persamaan dan perbedaan dan dari yang melibatkan (diharapkan atau di contoh-contoh yang ada dalam video luar dugaan) tindakan tersebut, dilihat dari isi dan cara memberi dan  Unsur Kebahasaan pengungkapannya meminta - Ungkapan informasi terkait pernyataan niat - Bertanya jawab tentang pernyataan niat melakukan yang sesuai, dengan beberapa tokoh tentang rencana suatu modalbe going to, melakukan perbaikan tindakan/kegiata would like to n, sesuai dengan - Nomina singular - Bermain game terkait dengan niat konteks dan plural dengan mengatasi masalah penggunaannya. atau tanpa a, the, (Perhatikan this, those, my, unsur their, dsb. - Membiasakan menerapkan yang sedang kebahasaan be - Ucapan, tekanan dipelajari. dalam interaksi dengan guru going to, would kata, intonasi, dan teman secara alami di dalam dan di like to) ejaan, tanda baca, luar kelas. 4.3 Menyusun teks dan tulisan tangan interaksi - Melakukan refleksi tentang proses dan  Topik transaksional hasil belajar. lisan dan tulis Interaksi antara guru pendek dan dan peserta didik di sederhana yang dalam dan di luar melibatkan kelas yang melibatkan tindakan pernyataan niatyang memberi dan meminta dapat menumbuhkan informasi terkait perilaku yang termuat niat melakukan di KI suatu

Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran tindakan/kegiata n, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks 3.4 Membedakan  Fungsi Sosial - Menyimak dan menirukan guru fungsi sosial, membacakan teks deskriptif sederhana struktur teks, dan Membanggakan, unsur menjual, tentang tempat wisata dan/atau kebahasaan mengenalkan, bangunan bersejarah terkenaldengan beberapa teks mengidentifikasi, intonasi, ucapan, dan tekanan kata yang deskriptif lisan mengkritik, dsb. benar. dan tulis dengan memberi dan  Struktur Teks - Mencermati danbertanya jawab tentang meminta Dapat mencakup contoh menganalisisdeskripsi dengan informasi terkait alat seperti tabel, mind map, dan tempat wisata - Identifikasi (nama kemudian menerapkannya untuk dan bangunan keseluruhan dan menganalisis beberapa deskripsi tempat bersejarah bagian) terkenal, pendek - Sifat (ukuran, wisata dan bangunan lain dan sederhana, warna, jumlah, sesuai dengan bentuk, dsb.) - Mencermati cara mempresentasikan konteks - Fungsi, manfaat, hasil analisis secara lisan, penggunaannya tindakan, kebiasaan mempraktekkan di dalam kelompok 4.4 Teks deskriptif  Unsur kebahasaan masing-masing, dan kemudian - Kosa kata dan mempresentasikan di kelompok lain 4.4.1 Menangkap istilah terkait makna secara dengan tempat - Mengunjungi tempat wisata atau kontekstual wisata dan bangunan bersejarah untuk terkait fungsi bangunan menghasilkan teks deskriptif tentang sosial, struktur bersejarah terkenal tempat wisata atau bangunan teks, dan unsur - Adverbia terkait bersejarahsetempat. kebahasaan teks sifat seperti quite, very, extremely, dst. deskriptif, lisan - Menempelkan teks di dinding kelas dan Kalimat dekalraif - bertanya jawab dengan pembaca (siswa dan tulis, pendek dan interogatif dan sederhana dalam tense yang lain, guru) yang datang membacanya terkait tempat benar - Melakukan refleksi tentang proses dan wisata dan - Nomina singular hasil belajar. bangunan dan plural secara bersejarah tepat, dengan atau terkenal tanpa a, the, this, those, my, their, 4.4.2 Menyusun teks dsb. deskriptif lisan dan tulis, pendek - Ucapan, tekanan dan sederhana, kata, intonasi,

Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran terkait tempat ejaan, tanda baca, wisata dan dan tulisan tangan bangunan bersejarah  Topik terkenal, dengan Deskripsi tempat memperhatikan wisata dan bangunan fungsi sosial, bersejarah yang dapat struktur teks, dan menumbuhkan unsur perilaku yang termuat kebahasaan, secara benar dan di KI sesuai konteks 3.5 Membedakan  Fungsi Sosial - Menyimak dan menirukan guru fungsi sosial, membacakan beberapa teks struktur teks, dan Menjalin hubungan unsur interpersonal dan pemberitahuan (announcement) dengan kebahasaan akademik antar intonasi, ucapan, dan tekanan kata yang beberapa teks peserta didik, guru, benar. khusus dalam dan sekolah bentuk - Bertanya dan mempertanyakan tentang pemberitahuan  Struktur Teks persamaan dan perbedaan fungsi sosial, (announcement), - Istilah khusus struktur teks dan unsur kebahasaannya dengan memberi terkait dengan jenis dan meminta pemberitahuannya - Mencermati danbertanya jawab tentang informasi terkait - Informasi khas yang contoh menganalisisdeskripsi dengan kegiatan sekolah, relevan alat seperti tabel dan kemudian sesuai dengan - Gambar, hiasan, menerapkannya untuk menganalisis konteks komposisi warna penggunaannya beberapa teks pemberitahuan lain  Unsur Kebahasaan 4.5 Teks pemberitahuan - Ungkapan dan kosa - Membuat teks pemberitahuan (announcement) kata yang lazim (announcement) untuk kelas atau teman 4.5.1 Menangkap digunakan dalam makna secara announcement - Melakukan refleksi tentang proses dan kontekstual (pemberitahuan) hasil belajar. terkait fungsi - Nomina singular sosial, struktur dan plural secara teks, dan unsur tepat, dengan atau kebahasaan teks tanpa a, the, this, khusus dalam those, my, their, bentuk dsb. pemberitahuan - Ucapan, tekanan (announcement) kata, intonasi, 4.5.2 Menyusun teks ejaan, tanda baca, khusus dalam dan tulisan tangan bentuk  Topik pemberitahuan (announcement), Pemberitahuan lisan dan tulis, kegiatan, kejadian pendek dan yang dapat sederhana, menumbuhkan dengan perilaku yang termuat memperhatikan

Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran fungsi sosial, di KI struktur teks, dan unsur  Multimedia kebahasaan, Layout dan dekorasi secara benar dan yang membuat sesuai konteks tampilan teks pemberitahuan lebih menarik.

3.6 Menerapkan  Fungsi Sosial - Menyimak dan menirukan beberapa fungsi sosial, contoh percakapan terkait dengan struktur teks, dan Menjelaskan, unsur mendeskripsikan, intonasi, ucapan dan tekanan kata yang kebahasaan teks menyangkal, tepat interaksi menanyakan, dsb. transaksional - Guru mendiktekan percakapan tersebut lisan dan tulis  Struktur Teks dan peserta didik menuliskannya dalam yang melibatkan - Memulai buku catatannya untuk tindakan - Menanggapi kemudianbertanya jawab terkait memberi dan (diharapkan/di luar perbedaan dan persamaan makna meminta dugaan) kalimat-kalimat yang menggunakan informasi terkait  Unsur Kebahasaan keadaan/tindakan kedua tense tersebut / kegiatan/ - Kalimat deklaratif kejadian yang dan interogative - Membaca beberapa teks pendek yang dilakukan/terjadi dalam simple past menggunakan kedua tense tersebut, dan di waktu lampau tense, present menggunakan beberapa kalimat-kalimat perfect tense. yang merujuk di dalamnya untuk melengkapi teks - Adverbial dengan waktu terjadinya rumpang pada beberapa teks terkait. dan since, ago, now; klause dan kesudahannya, - Mencermati beberapa kalimat rumpang sesuai dengan adveribial penunjuk untuk menentukan tense yang tepat konteks waktu penggunaannya. - Nomina singular untuk kata kerja yang diberikan dalam (Perhatikan dan plural secara kurung unsur tepat, dengan atau kebahasaan tanpa a, the, this, - Diberikan suatu kasus, peserta didik simple past tense those, my, their, membuat satu teks pendek dengan dsb. vs present menerapkan kedua tense tersebut perfect tense) - Ucapan, tekanan kata, intonasi, - Melakukan refleksi tentang proses dan 4.6 Menyusun teks ejaan, tanda baca, interaksi dan tulisan tangan hasil belajar transaksional, lisan dan tulis,  Topik pendek dan Kegiatan, tindakan, sederhana, yang kejadian, peristiwa melibatkan yang dapat tindakan memberi dan menumbuhkanperilak meminta u yang termuat di KI informasi terkait keadaan/tindakan

Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran / 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 3.7 Membedakan  Fungsi Sosial - Menyimak guru membacakan peristiwa fungsi sosial, bersejarah, menirukan bagian demi struktur teks, dan Melaporkan, unsur menceritakan, berbagi bagian dengan ucapan dan temakan kata kebahasaan pengalaman, yang benar, dan bertanya jawab tentang beberapa teks mengambil teladan, isi teks recount lisan dan membanggakan tulis dengan - Menyalin teks tsb dalam buku teks memberi dan  Struktur Teks masing-masing mengikuti seorang siswa meminta Dapat mencakup: yang menuliskan di papan tulis, sambil informasi terkait bertanya jawab terkait fungsi sosial, peristiwa - orientasi struktur teks, dan unsur kebahasaan bersejarah sesuai urutan - dalam teks dengan konteks kejadian/kegiatan penggunaannya - orientasi ulang - Mencermati analisis terhadap fungsi 4.7 Teks recount –  Unsur Kebahasaan sosial, rangkaian tindakan dan kejadian peristiwa - Kalimat deklaratif dengan menggunakan alat seperti tabel, bersejarah dan interogatif bagan, dan kemudian mengerjakan hal dalam simple past, 4.7.1 Menangkap sama dengan teks tentang peristiwa past continuous, bersejarah lainnya makna secara present perfect, dan kontekstual lainnya yang - Mengumpulkan informasi untuk terkait fungsi diperlukan menguraikan peristiwa bersejarah di sosial, struktur - Adverbia Indonesia teks, dan unsur penghubung waktu: kebahasaan teks first, then, after that, before, when, - Menempelkan karyanya di dinding kelas recount lisan dan at last, finally, dsb. dan bertanya jawab dengan pembaca tulis terkait - Adverbia dan frasa (siswa lain, guru) yang datang peristiwa preposisional membacanya bersejarah penujuk waktu - Nomina singular - Melakukan refleksi tentang proses dan 4.7.2 Menyusun teks dan plural dengan hasil belajar. recount lisan dan atau tanpa a, the, tulis, pendek dan this, those, my, sederhana, their, dsb.

Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran terkait peristiwa - Ucapan, tekanan bersejarah, kata, intonasi, dengan ejaan, tanda baca, memperhatikan dan tulisan tangan fungsi sosial, struktur teks, dan  Topik unsur Peristiwa bersejarah kebahasaan, yang dapat secara benar dan menumbuhkan sesuai konteks perilaku yang termuat di KI

3.8 Membedakan  Fungsi Sosial - Menyimak guru membacakan legenda, fungsi sosial, sambil dilibatkan dalam tanya jawab struktur teks, dan Mendapat hiburan, unsur menghibur, tentang isinya kebahasaan mengajarkan nilai- beberapa teks nilai luhur, - Didiktekan guru menuliskan legenda naratif lisan dan mengambil teladan tersebut dalam buku catatan masing- tulis dengan masing, sambil bertanya jawab terkait memberi dan  Struktur Teks fungsi sosial, struktur teks, dan unsur meminta Dapat mencakup: kebahasaan yang ada informasi terkait legenda rakyat, - Orientasi - Dalam kelompok masing-masing sederhana, sesuai - Komplikasi berlatih membacakan legenda tsb dengan konteks - Resolusi dengan intonasi, ucapan dan tekanan penggunaannya Orientasi ulang - kata yang benar, dengan saling 4.8 Menangkap  Unsur Kebahasaan makna secara mengoreksi kontekstual - Kalimat-kalimat terkait fungsi dalamsimple past - Membaca satu legenda lain, bertanya sosial, struktur tense, past jawab tentang isinya, dan kemudian teks, dan unsur continuous, dan mengidentifikasi kalimat-kalimat yang kebahasaan teks lainnya yang memuat bagian-bagian legenda yang naratif, lisan dan relevan ditanyakan tulis sederhana - Kosa kata: terkait terkait legenda karakter, watak, dan - Melakukan refleksi tentang proses dan setting dalam rakyat hasil belajar. legenda - Adverbia

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

Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran

3.9 Menafsirkan  Fungsi sosial - Membaca, menyimak, dan menirukan fungsi sosial dan lirik lagu secara lisan unsur Mengembangkan kebahasaan lirik nilai-nilai kehidupan - Menanyakan hal-hal yang tidak lagu terkait dan karakter yang kehidupan positif diketahui atau berbeda remaja SMA/MA/SMK/  Unsur kebahasaan - Mengambil teladan dari pesan-pesan MAK - Kosa kata dan tata dalam lagu 4.9 Menangkap bahasa dalam lirik - Menyebutkan pesan yang terkait dengan makna terkait lagu fungsi sosial dan bagian-bagian tertentu unsur - Ucapan, tekanan - Melakukan refleksi tentang proses dan kebahasaan kata, intonasi, hasil belajarnya secara ejaan, tanda baca, kontekstual lirik dan tulisan tangan lagu terkait kehidupan remaja  Topik SMA/MA/SMK/ Hal-hal yang dapat MAK memberikan keteladanan dan menumbuhkan perilaku yang termuat di KI

APPENDIX 5

Lesson Plan

RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Experimental Group

Sekolah : MAN 2 Kota Jambi Mata Pelajaran : Bahasa Inggris Kelas/Semester : X/ Ganjil Materi Pokok :Teks Deskriptif; Tempat Wisata dan Bangunan Bersejarah Terkenal Alokasi Waktu : 2 x 2 Jam Pelajaran @45 Menit A. Kompetensi Inti  KI-1 dan KI-2:Menghayati dan mengamalkan ajaran agama yang dianutnya. Menghayati dan mengamalkan perilaku jujur, disiplin, santun, peduli (gotong royong, kerjasama, toleran, damai), bertanggung jawab, responsif, dan pro-aktif dalam berinteraksi secara efektif sesuai dengan perkembangan anak di lingkungan, keluarga, sekolah, masyarakat dan lingkungan alam sekitar, bangsa, negara, kawasan regional, dan kawasan internasional‖.  KI 3: Memahami, menerapkan, dan menganalisis pengetahuan faktual, konseptual, prosedural, dan metakognitif 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  KI4: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, bertindak secara efektif dan kreatif, serta mampu menggunakan metode sesuai kaidah keilmuan

B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi Kompetensi Dasar Indikator 3.1 Menerapkan fungsi sosial,  Mengidentifikasi ungakapan-ungkapan struktur teks, dan unsur memberi dan meminta informasi terkait kebahasaan teks interaksi jati diri dan hubungan keluarga transaksional lisan dan tulis  Mengidentifikasi perbedaan cara yang melibatkan tindakan pengungkapan dari masing-masing memberi dan meminta konteks informasi terkait jati diri dan  Memahami struktur teks ungkapan hubungan keluarga, sesuai memberi dan meminta informasi terkait dengan konteks jati diri dan hubungan keluarga penggunaannya. (Perhatikan  Memahami unsur kebahasaan dari unsur kebahasaan pronoun: ungkapan memberi dan meminta subjective, objective, informasi terkait jati diri dan hubungan possessive) keluarga 4.1 Menyusun teks interaksi  Menyusun kalimat meminta infromasi transaksional lisan dan tulis terkait jati diri dan keluarga teman pendek dan sederhana yang  Menanggapi permintaan informasi terkait melibatkan tindakan memberi jati diri dan keluarganya dan meminta informasi terkait jati diri, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks

 Menjawab pertanyaan tentang tempat wisata dan bangunan bersejarah terkenal yang diajukan kepadanya  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

D. Materi Pembelajaran  Fungsi Sosial Membanggakan, menjual, mengenalkan, mengidentifikasi, mengkritik, dsb.  Struktur Teks 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

E. Metode Pembelajaran 1) Pendekatan : Saintifik

2) Model Pembelajaran : Discovery learning, Problem Based Learning (PBL) 3) Metode : Tanya jawab, wawancara, diskusi dan bermain peran

F. Media Pembelajaran 1. Media  Worksheet atau lembar kerja (siswa)  Lembar penilaian

2. Alat/Bahan  Penggaris, spidol, papan tulis  Laptop & infocus

G. Sumber Belajar  Buku Penunjang Kurikulum 2013 Mata Pelajaran Bahasa Inggris Kelas X, Kemendikbud, Revisi Tahun 2016  Kamus Bahasa Inggris  Pengalaman peserta didik dan guru

H. Langkah-Langkah Pembelajaran 1. Pertemuan ke- 1 (2x45 menit) Kegiatan Rincian Kegiatan Waktu Pemdahuluan Orientasi 10 menit ● Melakukan pembukaan dengan salam pembuka, memanjatkan syukur kepada Tuhan YME dan berdoa untuk memulai pembelajaran ● Memeriksa kehadiran peserta didik sebagai sikap disiplin ● Menyiapkan fisik dan psikis peserta didik dalam mengawali kegiatan pembelajaran.

Aperpepsi

● Mengaitkan materi/tema/kegiatan pembelajaran yang akan dilakukan dengan pengalaman peserta didik dengan materi/tema/kegiatan sebelumnya ● Mengingatkan kembali materi yang telah lalu dengan bertanya. ● Mengajukan pertanyaan yang ada keterkaitannya dengan pelajaran yang akan dilakukan.

Motivasi ● Memberikan gambaran tentang manfaat mempelajari pelajaran yang akan dipelajari dalam kehidupan sehari-hari. ● Menyampaikan tujuan pembelajaran pada pertemuan yang berlangsung ● Mengajukan pertanyaan Pemberian Acuan ● Memberitahukan materi pelajaran yang akan dibahas pada pertemuan saat itu. ● Memberitahukan tentang kompetensi inti, kompetensi dasar, indikator, dan KKM pada pertemuan yang berlangsung Pembagian kelompok belajar ● Menjelaskan mekanisme pelaksanaan pengalaman belajar sesuai dengan langkah-langkah pembelajaran. Inti Mengamati 70 menit  Siswa ditunjukkan gambar yang relevan terkait dengan materi ajaran.  Siswa menjawab pertanyaan dari guru tentang gambar tersebut.  Siswa membaca pengertian teks deskriptif, contoh dan penggunaannya.  Pemberian contoh - contoh materi Pengertian teks deskriptif, contoh dan penggunaannya. Menanya  Guru memberikan kesempatan pada peserta didik untuk mengidentifikasi sebanyak mungkin pertanyaan yang berkaitan dengan gambar yang disajikan dan akan dijawab melalui kegiatan belajar. Mengumpulkan Informasi

 Siswa dikelompokkan menjadi beberapa kelompok.  Siswa diminta untuk berhitung 1 sampai 6 dan mengingat nomornya masing-masing.  Guru meminta siswa yang mempunyai nomor yang sama membuat kelompok yang mana masing-masing kelompok terdiri dari 6 siswa dan memiliki nomor individu masing-masing.  Guru memberikan gambar kepada masing – masing kelompok untuk didiskusikan.  Guru men-drilling siswa dengan metode NHT technique melalui gambar tersebut.  Siswa berdiskusi dan menulis sebuah descriptive text berdasarkan gambar pada kelompoknya masing-masing  Masing – masing kelompok mengajukan pendapat yang berkaitan dengan gambar kepada kelompok yang maju di depan kelas.

Mengasosiasikan  Peserta didik dan guru secara bersama- sama membahas gambar pada masing- masing kelompok tentang contoh dan penggunaannya.  Guru memanggil satu nomor (misalnya nomor 2 dari kelompok 5) untuk mempresentasikan hasil diskusi kelompoknya di depan kelas. Mengomunikasikan  Peserta didik menyampaikan hasil diskusinya di depan kelas secara bergantian.  Masing – masing perwakilan kelompok menanggapi gambar kelompok lain berdasarkan hasil diskusi kelompoknya.  Peserta didik minimal membuat 5 kalimat descriptive text tentang gambar kelompok lain.  Kelompok yang aktif akan mendapatkan reward dari guru.

Penutup  Peserta didik menyimpulkan materi. 10 menit  Guru memberikan feedback.  Guru dan siswa bersama-sama menyimpulkan pelajaran.  Guru menutup pelajaran dengan mengucapkan alhamdulillah.

2.Pertemuan ke- 2 (2x45 menit) Kegiatan Rincian Kegiatan Waktu Pendahuluan Orientasi 10 menit ● Melakukan pembukaan dengan salam pembuka, memanjatkan syukur kepada Tuhan YME dan berdoa untuk memulai pembelajaran ● Memeriksa kehadiran peserta didik sebagai sikap disiplin ● Menyiapkan fisik dan psikis peserta didik dalam mengawali kegiatan pembelajaran. Aperpepsi ● Mengaitkan materi/tema/kegiatan pembelajaran yang akan dilakukan dengan pengalaman peserta didik dengan materi/tema/kegiatan sebelumnya ● Mengingatkan kembali materi prasyarat dengan bertanya. ● Mengajukan pertanyaan yang ada keterkaitannya dengan pelajaran yang akan dilakukan. Motivasi ● Memberikan gambaran tentang manfaat mempelajari pelajaran yang akan dipelajari dalam kehidupan sehari- hari. ● Menyampaikan tujuan pembelajaran pada pertemuan yang berlangsung ● Mengajukan pertanyaan Pemberian Acuan ● Memberitahukan materi pelajaran yang akan dibahas pada pertemuan saat itu. ● Memberitahukan tentang

kompetensi inti, kompetensi dasar, indikator, dan KKM pada pertemuan yang berlangsung ● Pembagian kelompok belajar ● Menjelaskan mekanisme pelaksanaan pengalaman belajar sesuai dengan langkah-langkah pembelajaran. Inti Mengamati 70 menit  Siswa ditunjukkan gambar yang relevan terkait dengan materi ajaran.  Siswa membaca pengertian teks deskriptif, contoh dan penggunaannya.  Pemberian contoh - contoh materi Pengertian teks deskriptif, contoh dan penggunaannya untuk dapat dikembangkan peserta didik, dari media interaktif, dan sebagainya. Menanya  Guru memberikan kesempatan pada peserta didik untuk mengidentifikasi sebanyak mungkin pertanyaan yang berkaitan dengan gambar yang disajikan dan akan dijawab melalui kegiatan belajar Mengumpulkan Informasi  Siswa dikelompokkan menjadi beberapa kelompok.  Siswa diminta untuk berhitung 1 sampai 6 dan mengingat nomornya masing-masing.  Guru meminta siswa yang mempunyai nomor yang sama membuat kelompok yang mana masing-masing kelompok terdiri dari 6 siswa dan memiliki nomor individu masing-masing.  Guru memberikan gambar kepada masing – masing kelompok untuk didiskusikan.  Guru men-drilling siswa dengan metode NHT technique melalui gambar tersebut.  Siswa berdiskusi dan menulis sebuah descriptive text berdasarkan

gambar pada kelompoknya masing- masing  Masing – masing kelompok mengajukan pendapat yang berkaitan dengan gambar kepada kelompok yang maju di depan kelas. Mengasosiasikan  Peserta didik dan guru secara bersama-sama membahas gambar pada masing-masing kelompok tentang contoh dan penggunaannya.  Guru memanggil satu nomor (misalnya nomor 2 dari kelompok 5) untuk mempresentasikan hasil diskusi kelompoknya di depan kelas. Mengomunikasikan  Peserta didik menyampaikan hasil diskusinya di depan kelas secara bergantian.  Masing – masing perwakilan kelompok menanggapi gambar kelompok lain berdasarkan hasil diskusi kelompoknya.  Peserta didik minimal membuat 5 kalimat descriptive text tentang gambar kelompok lain.  Kelompok yang aktif akan mendapatkan reward dari guru. Penutup  Peserta didik menyimpulkan materi. 10 menit  Guru memberikan feedback.  Guru dan siswa bersama-sama menyimpulkan pelajaran.  Guru menutup pelajaran dengan mengucapkan alhamdulillah.

I. Penilaian Hasil Pembelajaran 1. Sikap - Penilaian Observasi Penilaian observasi berdasarkan pengamatan sikap dan perilaku peserta didik sehari-hari, baik terkait dalam proses pembelajaran maupun

secara umum. Pengamatan langsung dilakukan oleh guru. Berikut contoh instrumen penilaian sikap Aspek Perilaku yang N Jumla Skor Kode Nama Siswa Dinilai o h Skor Sikap Nilai BS JJ TJ DS 1 2

Keterangan : • BS : Bekerja Sama • JJ : Jujur • TJ : Tanggun Jawab • DS : Disiplin Catatan : 1. Aspek perilaku dinilai dengan kriteria: 100 = Sangat Baik 75 = Baik 50 = Cukup 25 = Kurang 2. Skor maksimal = jumlah sikap yang dinilai dikalikan jumlah kriteria = 100 x 4 = 400 3. Skor sikap = jumlah skor dibagi jumlah sikap yang dinilai = 275 : 4 = 68,75 4. Kode nilai / predikat : 75,01 – 100,00 = Sangat Baik (SB) 50,01 – 75,00 = Baik (B) 25,01 – 50,00 = Cukup (C) 00,00 – 25,00 = Kurang (K)

2. Penilaian Pengetahuan Tabel Penilaian Aspek Pengetahuan Aspek yang Skor Skor No Kriteria Dinilai 1-5 1-4

Sangat memahami 5 4 Memahami 4 3 Tujuan 1 Cukup memahami 3 2 Komunikatif Kurang 2 1 memahami Hampir tidak memahami Tidak memahami 1 Struktur teks yang digunakan sangat 5 4 Runtut Struktur teks yang digunakan 4 3 runtut Struktur teks yang digunakan 3 2 cukup runtut Keruntutan Struktur teks 2 Teks yang digunakan Struktur teks 2 1 kurang yang runtut digunakan Struktur teks hampir yang tidak runtut 1 digunakan tidak runtut Sangat variatif dan tepat 5 4 Variatif dan tepat 4 3 Cukup variatif dan tepat 3 2 Pilihan 3 Kurang variatif Kosakata dan 2 1 Hampir tidak Tepat variatif dan Tidak variatif tepat dan 1 Tepat Pilihan tata bahasa sangat tepat 5 4 Pilihan tata bahasa tepat 4 3

Pilihan Tata Pilihan tata bahasa cukup tepat 3 2 4 Bahasa Pilihan tata Pilihan tata bahasa 2 1 bahasa kurang tepat hampir tidak Pilihan tata tepat 1 bahasa

tidak tepat

3. Penilaian Keterampilan a. Penilaian Kemampuan Berbicara (Speaking Skill) Aspek yang No Kriteria Skor 1-5 Dinilai Hampir sempurna 5 Ada beberapa kesalahan, tetapi tidak 4 mengganggu makna Ada beberapa kesalahan dan 3 mengganggu makna Pengucapan 1 Banyak (pronounciation) kesalahan Hampir 2 dan mengganggu semua makna salah dan Terlalu banyak mengganggu kesalahan dan makna 1 mengganggu makna Hampir sempurna 5 Ada beberapa kesalahan, tetapi tidak 4 mengganggu makna Ada beberapa kesalahan dan 3 mengganggu makna Intonasi 2 Banyak (intonation) kesalahan Hampir 2 dan mengganggu semua makna salah dan Terlalu banyak mengganggu kesalahan dan makna 1 mengganggu makna Sangat lancar 5 Lancar 4 Kelancaran 3 Cukup lancar 3 (fluency) Kurang lancar Sangat tidak 2 Tidak lancar lancar 1

100

Sangat tepat 5 Tepat 4 Ketepatan 4 Makna Cukup tepat 3 (accuracy) Kurang tepat Hampir 2 Tidak tepat tidak tepat 1 b. Rubrik Penilaian Proficiency Score Weighting Description Pronunciation 1 2 3 4 5 20% Grammar 1 2 3 4 5 20% Vocabulary 1 2 3 4 5 20% Fluency 1 2 3 4 5 20% Comprehension 1 2 3 4 5 20% c. Penilaian Tes Siswa

Skor = ( )

101

102

RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Experimental Group

103

104

E. Metode Pembelajaran 1) Pendekatan : Saintifik

105

2) Model Pembelajaran : Discovery learning, Problem Based Learning (PBL) 3) Metode : Tanya jawab, wawancara, diskusi dan bermain peran

F. Media Pembelajaran 3. Media  Worksheet atau lembar kerja (siswa)  Lembar penilaian

4. Alat/Bahan  Penggaris, spidol, papan tulis  Laptop & infocus

G. Sumber Belajar  Buku Penunjang Kurikulum 2013 Mata Pelajaran Bahasa Inggris Kelas X, Kemendikbud, Revisi Tahun 2016  Kamus Bahasa Inggris  Pengalaman peserta didik dan guru

H. Langkah-Langkah Pembelajaran 1. Pertemuan ke- 3 (2x45 menit) Kegiatan Rincian Kegiatan Waktu Pemdahuluan Orientasi 10 menit ● Melakukan pembukaan dengan salam pembuka, memanjatkan syukur kepada Tuhan YME dan berdoa untuk memulai pembelajaran ● Memeriksa kehadiran peserta didik sebagai sikap disiplin ● Menyiapkan fisik dan psikis peserta didik dalam mengawali kegiatan pembelajaran.

Aperpepsi

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2.Pertemuan ke- 4 (2x45 menit) Kegiatan Rincian Kegiatan Waktu Pendahuluan Orientasi 10 menit ● Melakukan pembukaan dengan salam pembuka, memanjatkan syukur kepada Tuhan YME dan berdoa untuk memulai pembelajaran ● Memeriksa kehadiran peserta didik sebagai sikap disiplin ● Menyiapkan fisik dan psikis peserta didik dalam mengawali kegiatan pembelajaran. Aperpepsi ● Mengaitkan materi/tema/kegiatan pembelajaran yang akan dilakukan dengan pengalaman peserta didik dengan materi/tema/kegiatan sebelumnya ● Mengingatkan kembali materi prasyarat dengan bertanya. ● Mengajukan pertanyaan yang ada keterkaitannya dengan pelajaran yang akan dilakukan. Motivasi ● Memberikan gambaran tentang manfaat mempelajari pelajaran yang akan dipelajari dalam kehidupan sehari- hari. ● Menyampaikan tujuan pembelajaran pada pertemuan yang berlangsung ● Mengajukan pertanyaan Pemberian Acuan ● Memberitahukan materi pelajaran yang akan dibahas pada pertemuan saat itu. ● Memberitahukan tentang

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I. Penilaian Hasil Pembelajaran 1. Sikap - Penilaian Observasi Penilaian observasi berdasarkan pengamatan sikap dan perilaku peserta didik sehari-hari, baik terkait dalam proses pembelajaran maupun

111

secara umum. Pengamatan langsung dilakukan oleh guru. Berikut contoh instrumen penilaian sikap Aspek Perilaku yang N Jumla Skor Kode Nama Siswa Dinilai o h Skor Sikap Nilai BS JJ TJ DS 1 2

2. Penilaian Pengetahuan Tabel Penilaian Aspek Pengetahuan Aspek yang Skor Skor No Kriteria Dinilai 1-5 1-4

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Pilihan Tata Pilihan tata bahasa cukup tepat 3 2 4 Bahasa Pilihan tata Pilihan tata bahasa 2 1 bahasa kurang tepat hampir tidak Pilihan tata tepat 1 bahasa

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tidak tepat

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Skor = ( )

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RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Experimental Group

B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi

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Kompetensi Dasar Indikator 3.1 Menerapkan fungsi sosial,  Mengidentifikasi ungakapan-ungkapan struktur teks, dan unsur memberi dan meminta informasi terkait kebahasaan teks interaksi jati diri dan hubungan keluarga transaksional lisan dan tulis  Mengidentifikasi perbedaan cara yang melibatkan tindakan pengungkapan dari masing-masing memberi dan meminta konteks informasi terkait jati diri dan  Memahami struktur teks ungkapan hubungan keluarga, sesuai memberi dan meminta informasi terkait dengan konteks jati diri dan hubungan keluarga penggunaannya. (Perhatikan  Memahami unsur kebahasaan dari unsur kebahasaan pronoun: ungkapan memberi dan meminta subjective, objective, informasi terkait jati diri dan hubungan possessive) keluarga 4.1 Menyusun teks interaksi  Menyusun kalimat meminta infromasi transaksional lisan dan tulis terkait jati diri dan keluarga teman pendek dan sederhana yang  Menanggapi permintaan informasi terkait melibatkan tindakan memberi jati diri dan keluarganya dan meminta informasi terkait jati diri, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks

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E. Metode Pembelajaran 1) Pendekatan : Saintifik

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2) Model Pembelajaran : Discovery learning, Problem Based Learning (PBL) 3) Metode : Tanya jawab, wawancara, diskusi dan bermain peran

F. Media Pembelajaran 4. Media  Worksheet atau lembar kerja (siswa)  Lembar penilaian

5. Alat/Bahan  Penggaris, spidol, papan tulis  Laptop & infocus

G. Sumber Belajar  Buku Penunjang Kurikulum 2013 Mata Pelajaran Bahasa Inggris Kelas X, Kemendikbud, Revisi Tahun 2016  Kamus Bahasa Inggris  Pengalaman peserta didik dan guru

H. Langkah-Langkah Pembelajaran 1. Pertemuan ke- 5 (2x45 menit) Kegiatan Rincian Kegiatan Waktu Pemdahuluan Orientasi 10 menit ● Melakukan pembukaan dengan salam pembuka, memanjatkan syukur kepada Tuhan YME dan berdoa untuk memulai pembelajaran ● Memeriksa kehadiran peserta didik sebagai sikap disiplin ● Menyiapkan fisik dan psikis peserta didik dalam mengawali kegiatan pembelajaran.

Aperpepsi

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2.Pertemuan ke- 6 (2x45 menit) Kegiatan Rincian Kegiatan Waktu Pendahuluan Orientasi 10 menit ● Melakukan pembukaan dengan salam pembuka, memanjatkan syukur kepada Tuhan YME dan berdoa untuk memulai pembelajaran ● Memeriksa kehadiran peserta didik sebagai sikap disiplin ● Menyiapkan fisik dan psikis peserta didik dalam mengawali kegiatan pembelajaran. Aperpepsi ● Mengaitkan materi/tema/kegiatan pembelajaran yang akan dilakukan dengan pengalaman peserta didik dengan materi/tema/kegiatan sebelumnya ● Mengingatkan kembali materi prasyarat dengan bertanya. ● Mengajukan pertanyaan yang ada keterkaitannya dengan pelajaran yang akan dilakukan. Motivasi ● Memberikan gambaran tentang manfaat mempelajari pelajaran yang akan dipelajari dalam kehidupan sehari- hari. ● Menyampaikan tujuan pembelajaran pada pertemuan yang berlangsung ● Mengajukan pertanyaan Pemberian Acuan ● Memberitahukan materi pelajaran yang akan dibahas pada pertemuan saat itu. ● Memberitahukan tentang

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I. Penilaian Hasil Pembelajaran 1. Sikap - Penilaian Observasi Penilaian observasi berdasarkan pengamatan sikap dan perilaku peserta didik sehari-hari, baik terkait dalam proses pembelajaran maupun

125

secara umum. Pengamatan langsung dilakukan oleh guru. Berikut contoh instrumen penilaian sikap Aspek Perilaku yang N Jumla Skor Kode Nama Siswa Dinilai o h Skor Sikap Nilai BS JJ TJ DS 1 2

2. Penilaian Pengetahuan Tabel Penilaian Aspek Pengetahuan Aspek yang Skor Skor No Kriteria Dinilai 1-5 1-4

126

Pilihan Tata Pilihan tata bahasa cukup tepat 3 2 4 Bahasa Pilihan tata Pilihan tata bahasa 2 1 bahasa kurang tepat hampir tidak Pilihan tata tepat 1 bahasa

127

tidak tepat

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Sangat tepat 5 Tepat 4 Ketepatan 4 Makna Cukup tepat 3 (accuracy) Kurang tepat Hampir 2 Tidak tepat tidak tepat 1

b. Rubrik Penilaian Proficiency Score Weighting Description Pronunciation 1 2 3 4 5 20% Grammar 1 2 3 4 5 20% Vocabulary 1 2 3 4 5 20% Fluency 1 2 3 4 5 20% Comprehension 1 2 3 4 5 20%

c. Penilaian Tes Siswa

Skor = ( )

129

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RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Control Group

A. Kompetensi Inti  KI-1 dan KI-2:Menghayati dan mengamalkan ajaran agama yang dianutnya. Menghayati dan mengamalkan perilaku jujur, disiplin, santun, peduli (gotong royong, kerjasama, toleran, damai), bertanggung jawab, responsif, dan pro-aktif dalam berinteraksi secara efektif sesuai dengan perkembangan anak di lingkungan, keluarga, sekolah, masyarakat dan lingkungan alam sekitar, bangsa, negara, kawasan regional, dan kawasan internasional‖.  KI 3: Memahami, menerapkan, dan menganalisis pengetahuan faktual, konseptual, prosedural, dan metakognitif 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  KI4: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, bertindak secara efektif dan kreatif, serta mampu menggunakan metode sesuai kaidah keilmuan

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B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi Kompetensi Dasar Indikator

3.1 Menerapkan fungsi sosial,  Mengidentifikasi ungakapan-ungkapan struktur teks, dan unsur memberi dan meminta informasi terkait kebahasaan teks interaksi jati diri dan hubungan keluarga transaksional lisan dan tulis  Mengidentifikasi perbedaan cara yang melibatkan tindakan pengungkapan dari masing-masing memberi dan meminta konteks informasi terkait jati diri dan  Memahami struktur teks ungkapan hubungan keluarga, sesuai memberi dan meminta informasi terkait dengan konteks jati diri dan hubungan keluarga penggunaannya. (Perhatikan  Memahami unsur kebahasaan dari unsur kebahasaan pronoun: ungkapan memberi dan meminta subjective, objective, informasi terkait jati diri dan hubungan possessive) keluarga

4.1 Menyusun teks interaksi  Menyusun kalimat meminta infromasi transaksional lisan dan tulis terkait jati diri dan keluarga teman pendek dan sederhana yang  Menanggapi permintaan informasi terkait melibatkan tindakan memberi jati diri dan keluarganya dan meminta informasi terkait jati diri, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks

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 Mengidentifikasi perbedaan cara pengungkapan dari masing-masing konteks  Memahami struktur teks ungkapan memberi dan meminta informasi terkait tempat wisata dan bangunan bersejarah terkenal  Memahami unsur kebahasaan dari ungkapan memberi dan meminta informasi terkait tempat wisata dan bangunan bersejarah terkenal  Menyusun kalimat meminta infromasi terkait tempat wisata dan bangunan bersejarah terkenal  Menjawab pertanyaan tentang tempat wisata dan bangunan bersejarah terkenal yang diajukan kepadanya  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

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- 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

E. Metode Pembelajaran 1) Pendekatan : Saintifik 2) Model Pembelajaran : Discovery learning, Problem Based Learning (PBL) 3) Metode : Tanya jawab, wawancara, diskusi dan bermain peran

F. Media Pembelajaran 5. Media  Worksheet atau lembar kerja (siswa)  Lembar penilaian

6. Alat/Bahan  Penggaris, spidol, papan tulis  Laptop & infocus

G. Sumber Belajar  Buku Penunjang Kurikulum 2013 Mata Pelajaran Bahasa Inggris Kelas X, Kemendikbud, Revisi Tahun 2016  Kamus Bahasa Inggris  Pengalaman peserta didik dan guru

H. Langkah-Langkah Pembelajaran 1. Pertemuan ke- 1 (2x45 menit) Kegiatan Rincian Kegiatan Waktu

134

Pendahuluan Orientasi 10 menit ● Melakukan pembukaan dengan salam pembuka, memanjatkan syukur kepada Tuhan YME dan berdoa untuk memulai pembelajaran ● Memeriksa kehadiran peserta didik sebagai sikap disiplin ● Menyiapkan fisik dan psikis peserta didik dalam mengawali kegiatan pembelajaran. Aperpepsi ● Mengaitkan materi/tema/kegiatan pembelajaran yang akan dilakukan dengan pengalaman peserta didik dengan materi/tema/kegiatan sebelumnya ● Mengingatkan kembali materi prasyarat dengan bertanya. ● Mengajukan pertanyaan yang ada keterkaitannya dengan pelajaran yang akan dilakukan. Motivasi ● Memberikan gambaran tentang manfaat mempelajari pelajaran yang akan dipelajari dalam kehidupan sehari-hari. ● Menyampaikan tujuan pembelajaran pada pertemuan yang berlangsung ● Mengajukan pertanyaan Pemberian Acuan ● Memberitahukan materi pelajaran yang akan dibahas pada pertemuan saat itu. ● Memberitahukan tentang kompetensi inti, kompetensi dasar, indikator, dan KKM pada pertemuan yang berlangsung ● Pembagian kelompok belajar ● Menjelaskan mekanisme pelaksanaan pengalaman belajar sesuai dengan langkah-langkah pembelajaran. Inti Mengamati 70 menit  Siswa ditunjukkan gambar yang relevan terkait dengan materi ajaran.  Siswa membaca pengertian teks deskriptif, contoh dan penggunaannya.  Pemberian contoh - contoh materi Pengertian teks deskriptif, contoh dan penggunaannya untuk dapat dikembangkan peserta didik, dari

135

media interaktif, dan sebagainya. Menanya  Guru memberikan kesempatan pada peserta didik untuk mengidentifikasi sebanyak mungkin pertanyaan yang berkaitan dengan gambar yang disajikan dan akan dijawab melalui kegiatan belajar. Mengumpulkan Informasi  Secara disiplin melakukan kegiatan literasi dengan mencari dan membaca berbagai referensi dari berbagai sumber guna menambah pengetahuan dan pemahaman tentang materi Pengertian teks deskriptif, contoh dan penggunaannya yang sedang dipelajari.sedang dipelajari.  Mengajukan pertanyaan berkaiatan dengan materi Pengertian teks deskriptif, contoh dan penggunaannya yang telah disusun dalam daftar pertanyaan kepada guru. Mengasosiasikan  Peserta didik dan guru secara bersama- sama membahas contoh dalam buku paket mengenai materi Pengertian teks deskriptif, contoh dan penggunaannya.  Peserta didik mengkomunikasikan secara lisan atau mempresentasikan materi dengan rasa percaya diri Pengertian teks deskriptif, contoh dan penggunaannya sesuai dengan pemahamannya. Mengomunikasikan  Peserta didik menyampaikan hasil diskusi tentang materi pengertian teks deskriptif, contoh dan penggunaannya berupa kesimpulan berdasarkan hasil analisis secara lisan, tertulis, atau media lainnya untuk mengembangkan sikap jujur, teliti, toleransi, kemampuan berpikir sistematis, mengungkapkan pendapat dengan sopan.  Mempresentasikan hasil diskusi kelompok secara klasikal tentang

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materi : Pengertian teks deskriptif, contoh dan penggunaannya

2.Pertemuan ke- 2 (2x45 menit) Kegiatan Rincian Kegiatan Waktu Pendahuluan Orientasi 10 menit ● Melakukan pembukaan dengan salam pembuka, memanjatkan syukur kepada Tuhan YME dan berdoa untuk memulai pembelajaran ● Memeriksa kehadiran peserta didik sebagai sikap disiplin ● Menyiapkan fisik dan psikis peserta didik dalam mengawali kegiatan pembelajaran. Apersepsi ● Mengaitkan materi/tema/kegiatan pembelajaran yang akan dilakukan dengan pengalaman peserta didik dengan materi/tema/kegiatan sebelumnya ● Mengingatkan kembali materi prasyarat dengan bertanya. ● Mengajukan pertanyaan yang ada keterkaitannya dengan pelajaran yang akan dilakukan. Motivasi ● Memberikan gambaran tentang manfaat mempelajari pelajaran yang akan dipelajari dalam kehidupan sehari- hari. ● Menyampaikan tujuan pembelajaran

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pada pertemuan yang berlangsung ● Mengajukan pertanyaan Pemberian Acuan ● Memberitahukan materi pelajaran yang akan dibahas pada pertemuan saat itu. ● Memberitahukan tentang kompetensi inti, kompetensi dasar, indikator, dan KKM pada pertemuan yang berlangsung ● Pembagian kelompok belajar ● Menjelaskan mekanisme pelaksanaan pengalaman belajar sesuai dengan langkah-langkah pembelajaran. Inti Mengamati 70 menit  Siswa ditunjukkan gambar yang relevan terkait dengan materi ajaran.  Siswa membaca pengertian teks deskriptif, contoh dan penggunaannya.  Pemberian contoh - contoh materi Pengertian teks deskriptif, contoh dan penggunaannya untuk dapat dikembangkan peserta didik, dari media interaktif, dan sebagainya Menanya  Guru memberikan kesempatan pada peserta didik untuk mengidentifikasi sebanyak mungkin pertanyaan yang berkaitan dengan gambar yang disajikan dan akan dijawab melalui kegiatan belajar Mengumpulkan Informasi  Secara disiplin melakukan kegiatan literasi dengan mencari dan membaca berbagai referensi dari berbagai sumber guna menambah pengetahuan dan pemahaman tentang materi Pengertian teks deskriptif, contoh dan penggunaannya yang sedang dipelajari.sedang dipelajari.  Mengajukan pertanyaan berkaiatan dengan materi Pengertian teks deskriptif, contoh dan

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penggunaannya yang telah disusun dalam daftar pertanyaan kepada guru. Mengasosiasikan  Peserta didik dan guru secara bersama-sama membahas contoh dalam buku paket mengenai materi Pengertian teks deskriptif, contoh dan penggunaannya.  Peserta didik mengkomunikasikan secara lisan atau mempresentasikan materi dengan rasa percaya diri Pengertian teks deskriptif, contoh dan penggunaannya sesuai dengan pemahamannya.

Mengomunikasikan  Peserta didik menyampaikan hasil diskusi tentang materi pengertian teks deskriptif, contoh dan penggunaannya berupa kesimpulan berdasarkan hasil analisis secara lisan, tertulis, atau media lainnya untuk mengembangkan sikap jujur, teliti, toleransi, kemampuan berpikir sistematis, mengungkapkan pendapat dengan sopan.  Mempresentasikan hasil diskusi kelompok secara klasikal tentang materi : Pengertian teks deskriptif, contoh dan penggunaannya Penutup  . Peserta didik menyimpulkan 10 menit materi.  Guru memberikan feedback.  Guru dan siswa bersama-sama menyimpulkan pelajaran.  Guru menutup pelajaran dengan mengucapkan alhamdulillah.

I. Penilaian Hasil Pembelajaran 1. Sikap - Penilaian Observasi

139

Penilaian observasi berdasarkan pengamatan sikap dan perilaku peserta didik sehari-hari, baik terkait dalam proses pembelajaran maupun secara umum. Pengamatan langsung dilakukan oleh guru. Berikut contoh instrumen penilaian sikap Aspek Perilaku yang N Jumla Skor Kode Nama Siswa Dinilai o h Skor Sikap Nilai BS JJ TJ DS 1 2

2. Penilaian Pengetahuan

140

Tabel Penilaian Aspek Pengetahuan Aspek yang Skor Skor No Kriteria Dinilai 1-5 1-4 Sangat memahami 5 4 Memahami 4 3 Tujuan 1 Cukup memahami 3 2 Komunikatif Kurang 2 1 memahami Hampir tidak memahami Tidak memahami 1 Struktur teks yang digunakan sangat 5 4 runtut Struktur teks yang digunakan 4 3 runtut Struktur teks yang digunakan 3 2 cukup runtut Keruntutan Struktur teks 2 Teks yang digunakan Struktur teks 2 1 kurang yang runtut digunakan Struktur teks hampir yang tidak runtut 1 digunakan tidak runtut Sangat variatif dan tepat 5 4 Variatif dan tepat 4 3 Cukup variatif dan tepat 3 2 Pilihan 3 Kurang variatif Kosakata dan 2 1 Hampir tidak tepat variatif dan Tidak variatif tepat dan 1 tepat Pilihan tata bahasa sangat tepat 5 4 Pilihan Tata 4 Pilihan tata bahasa tepat 4 3 Bahasa Pilihan tata bahasa cukup tepat 3 2

141

Pilihan tata bahasa Pilihan tata 2 1 kurang tepat bahasa Pilihan tata hampir tidak bahasa tepat 1 tidak tepat

142

(fluency) Lancar 4 Cukup lancar 3

Kurang lancar Sangat tidak 2 Tidak lancar lancar 1 Sangat tepat 5 Tepat 4 Ketepatan 4 Makna Cukup tepat 3 (accuracy) Kurang tepat Hampir 2 Tidak tepat tidak tepat 1 d. Rubrik Penilaian Proficiency Score Weighting Description Pronunciation 1 2 3 4 5 20% Grammar 1 2 3 4 5 20% Vocabulary 1 2 3 4 5 20% Fluency 1 2 3 4 5 20% Comprehension 1 2 3 4 5 20% e. Penilaian Tes Siswa

Skor = ( )

143

144

RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Control Group

144

145

B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi Kompetensi Dasar Indikator

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147

- 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

E. Metode Pembelajaran 1) Pendekatan : Saintifik 2) Model Pembelajaran : Discovery learning, Problem Based Learning (PBL) 3) Metode : Tanya jawab, wawancara, diskusi dan bermain peran

F. Media Pembelajaran 7. Media  Worksheet atau lembar kerja (siswa)  Lembar penilaian

8. Alat/Bahan  Penggaris, spidol, papan tulis  Laptop & infocus

G. Sumber Belajar  Buku Penunjang Kurikulum 2013 Mata Pelajaran Bahasa Inggris Kelas X, Kemendikbud, Revisi Tahun 2016  Kamus Bahasa Inggris  Pengalaman peserta didik dan guru

H. Langkah-Langkah Pembelajaran 1. Pertemuan ke- 3 (2x45 menit) Kegiatan Rincian Kegiatan Waktu

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149

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materi : Pengertian teks deskriptif, contoh dan penggunaannya

2.Pertemuan ke- 4 (2x45 menit) Kegiatan Rincian Kegiatan Waktu Pendahuluan Orientasi 10 menit ● Melakukan pembukaan dengan salam pembuka, memanjatkan syukur kepada Tuhan YME dan berdoa untuk memulai pembelajaran ● Memeriksa kehadiran peserta didik sebagai sikap disiplin ● Menyiapkan fisik dan psikis peserta didik dalam mengawali kegiatan pembelajaran. Apersepsi ● Mengaitkan materi/tema/kegiatan pembelajaran yang akan dilakukan dengan pengalaman peserta didik dengan materi/tema/kegiatan sebelumnya ● Mengingatkan kembali materi prasyarat dengan bertanya. ● Mengajukan pertanyaan yang ada keterkaitannya dengan pelajaran yang akan dilakukan. Motivasi ● Memberikan gambaran tentang manfaat mempelajari pelajaran yang akan dipelajari dalam kehidupan sehari- hari. ● Menyampaikan tujuan pembelajaran

151

152

I. Penilaian Hasil Pembelajaran 1. Sikap - Penilaian Observasi

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2. Penilaian Pengetahuan

154

Tabel Penilaian Aspek Pengetahuan Aspek yang Skor Skor No Kriteria Dinilai 1-5 1-4 Sangat memahami 5 4 Memahami 4 3 Tujuan 1 Cukup memahami 3 2 Komunikatif Kurang 2 1 memahami Hampir tidak memahami Tidak memahami 1 Struktur teks yang digunakan sangat 5 4 Runtut Struktur teks yang digunakan 4 3 runtut Struktur teks yang digunakan 3 2 cukup runtut Keruntutan Struktur teks 2 Teks yang digunakan Struktur teks 2 1 kurang yang runtut digunakan Struktur teks hampir yang tidak runtut 1 digunakan tidak runtut Sangat variatif dan tepat 5 4 Variatif dan tepat 4 3 Cukup variatif dan tepat 3 2 Pilihan 3 Kurang variatif Kosakata dan 2 1 Hampir tidak Tepat variatif dan Tidak variatif tepat dan 1 Tepat Pilihan tata bahasa sangat tepat 5 4 Pilihan Tata 4 Pilihan tata bahasa tepat 4 3 Bahasa Pilihan tata bahasa cukup tepat 3 2

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Pilihan tata bahasa Pilihan tata 2 1 kurang tepat bahasa Pilihan tata hampir tidak bahasa tepat 1 tidak tepat

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(fluency) Lancar 4 Cukup lancar 3

Kurang lancar Sangat tidak 2 Tidak lancar lancar 1 Sangat tepat 5 Tepat 4 Ketepatan 4 Makna Cukup tepat 3 (accuracy) Kurang tepat Hampir 2 Tidak tepat tidak tepat 1

b. Rubrik Penilaian Proficiency Score Weighting Description Pronunciation 1 2 3 4 5 20% Grammar 1 2 3 4 5 20% Vocabulary 1 2 3 4 5 20% Fluency 1 2 3 4 5 20% Comprehension 1 2 3 4 5 20%

c. Penilaian Tes Siswa

Skor = ( )

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RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Control Group

A. Kompetensi Inti  KI-1 dan KI-2:Menghayati dan mengamalkan ajaran agama yang dianutnya. Menghayati dan mengamalkan perilaku jujur, disiplin, santun, peduli (gotong royong, kerjasama, toleran, damai), bertanggung jawab, responsif, dan pro- aktif dalam berinteraksi secara efektif sesuai dengan perkembangan anak di lingkungan, keluarga, sekolah, masyarakat dan lingkungan alam sekitar, bangsa, negara, kawasan regional, dan kawasan internasional‖.  KI 3: Memahami, menerapkan, dan menganalisis pengetahuan faktual, konseptual, prosedural, dan metakognitif 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  KI4: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah

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secara mandiri, bertindak secara efektif dan kreatif, serta mampu menggunakan metode sesuai kaidah keilmuan

B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi Kompetensi Dasar Indikator

3.1 Menerapkan fungsi sosial,  Mengidentifikasi ungakapan-ungkapan struktur teks, dan unsur memberi dan meminta informasi terkait kebahasaan teks interaksi jati diri dan hubungan keluarga transaksional lisan dan tulis  Mengidentifikasi perbedaan cara yang melibatkan tindakan pengungkapan dari masing-masing konteks memberi dan meminta  Memahami struktur teks ungkapan informasi terkait jati diri dan memberi dan meminta informasi terkait hubungan keluarga, sesuai jati diri dan hubungan keluarga dengan konteks  Memahami unsur kebahasaan dari penggunaannya. (Perhatikan ungkapan memberi dan meminta informasi unsur kebahasaan pronoun: terkait jati diri dan hubungan keluarga subjective, objective, possessive)

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C. Tujuan Pembelajaran Setelah mengikuti proses pembelajaran, peserta didik diharapkan dapat:  Mengidentifikasi ungakapan-ungkapan memberi dan meminta informasi terkait tempat wisata dan bangunan bersejarah terkenal  Mengidentifikasi perbedaan cara pengungkapan dari masing-masing konteks  Memahami struktur teks ungkapan memberi dan meminta informasi terkait tempat wisata dan bangunan bersejarah terkenal  Memahami unsur kebahasaan dari ungkapan memberi dan meminta informasi terkait tempat wisata dan bangunan bersejarah terkenal  Menyusun kalimat meminta infromasi terkait tempat wisata dan bangunan bersejarah terkenal  Menjawab pertanyaan tentang tempat wisata dan bangunan bersejarah terkenal yang diajukan kepadanya  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

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- 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

E. Metode Pembelajaran 1) Pendekatan : Saintifik 2) Model Pembelajaran : Discovery learning, Problem Based Learning (PBL) 3) Metode : Tanya jawab, wawancara, diskusi dan bermain peran

F. Media Pembelajaran 9. Media  Worksheet atau lembar kerja (siswa)  Lembar penilaian

10. Alat/Bahan  Penggaris, spidol, papan tulis  Laptop & infocus

G. Sumber Belajar  Buku Penunjang Kurikulum 2013 Mata Pelajaran Bahasa Inggris Kelas X, Kemendikbud, Revisi Tahun 2016

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 Kamus Bahasa Inggris  Pengalaman peserta didik dan guru

H. Langkah-Langkah Pembelajaran 1. Pertemuan ke- 5 (2x45 menit) Kegiatan Rincian Kegiatan Waktu Pendahuluan Orientasi 10 menit ● Melakukan pembukaan dengan salam pembuka, memanjatkan syukur kepada Tuhan YME dan berdoa untuk memulai pembelajaran ● Memeriksa kehadiran peserta didik sebagai sikap disiplin ● Menyiapkan fisik dan psikis peserta didik dalam mengawali kegiatan pembelajaran. Aperpepsi ● Mengaitkan materi/tema/kegiatan pembelajaran yang akan dilakukan dengan pengalaman peserta didik dengan materi/tema/kegiatan sebelumnya ● Mengingatkan kembali materi prasyarat dengan bertanya. ● Mengajukan pertanyaan yang ada keterkaitannya dengan pelajaran yang akan dilakukan. Motivasi ● Memberikan gambaran tentang manfaat mempelajari pelajaran yang akan dipelajari dalam kehidupan sehari-hari. ● Menyampaikan tujuan pembelajaran pada pertemuan yang berlangsung ● Mengajukan pertanyaan Pemberian Acuan ● Memberitahukan materi pelajaran yang akan dibahas pada pertemuan saat itu. ● Memberitahukan tentang kompetensi inti, kompetensi dasar, indikator, dan KKM

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pada pertemuan yang berlangsung ● Pembagian kelompok belajar ● Menjelaskan mekanisme pelaksanaan pengalaman belajar sesuai dengan langkah-langkah pembelajaran. Inti Mengamati 70 menit  Siswa ditunjukkan gambar yang relevan terkait dengan materi ajaran.  Siswa membaca pengertian teks deskriptif, contoh dan penggunaannya.  Pemberian contoh - contoh materi Pengertian teks deskriptif, contoh dan penggunaannya untuk dapat dikembangkan peserta didik, dari media interaktif, dan sebagainya. Menanya  Guru memberikan kesempatan pada peserta didik untuk mengidentifikasi sebanyak mungkin pertanyaan yang berkaitan dengan gambar yang disajikan dan akan dijawab melalui kegiatan belajar. Mengumpulkan Informasi  Secara disiplin melakukan kegiatan literasi dengan mencari dan membaca berbagai referensi dari berbagai sumber guna menambah pengetahuan dan pemahaman tentang materi Pengertian teks deskriptif, contoh dan penggunaannya yang sedang dipelajari.sedang dipelajari.  Mengajukan pertanyaan berkaiatan dengan materi Pengertian teks deskriptif, contoh dan penggunaannya yang telah disusun dalam daftar pertanyaan kepada guru. Mengasosiasikan  Peserta didik dan guru secara bersama- sama membahas contoh dalam buku paket mengenai materi Pengertian teks deskriptif, contoh dan penggunaannya.  Peserta didik mengkomunikasikan

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secara lisan atau mempresentasikan materi dengan rasa percaya diri Pengertian teks deskriptif, contoh dan penggunaannya sesuai dengan pemahamannya. Mengomunikasikan  Peserta didik menyampaikan hasil diskusi tentang materi pengertian teks deskriptif, contoh dan penggunaannya berupa kesimpulan berdasarkan hasil analisis secara lisan, tertulis, atau media lainnya untuk mengembangkan sikap jujur, teliti, toleransi, kemampuan berpikir sistematis, mengungkapkan pendapat dengan sopan.  Mempresentasikan hasil diskusi kelompok secara klasikal tentang materi : Pengertian teks deskriptif, contoh dan penggunaannya

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Apersepsi ● Mengaitkan materi/tema/kegiatan pembelajaran yang akan dilakukan dengan pengalaman peserta didik dengan materi/tema/kegiatan sebelumnya ● Mengingatkan kembali materi prasyarat dengan bertanya. ● Mengajukan pertanyaan yang ada keterkaitannya dengan pelajaran yang akan dilakukan. Motivasi ● Memberikan gambaran tentang manfaat mempelajari pelajaran yang akan dipelajari dalam kehidupan sehari-hari. ● Menyampaikan tujuan pembelajaran pada pertemuan yang berlangsung ● Mengajukan pertanyaan Pemberian Acuan ● Memberitahukan materi pelajaran yang akan dibahas pada pertemuan saat itu. ● Memberitahukan tentang kompetensi inti, kompetensi dasar, indikator, dan KKM pada pertemuan yang berlangsung ● Pembagian kelompok belajar ● Menjelaskan mekanisme pelaksanaan pengalaman belajar sesuai dengan langkah-langkah pembelajaran. Inti Mengamati 70 menit  Siswa ditunjukkan gambar yang relevan terkait dengan materi ajaran.  Siswa membaca pengertian teks deskriptif, contoh dan penggunaannya.  Pemberian contoh - contoh materi Pengertian teks deskriptif, contoh dan penggunaannya untuk dapat dikembangkan peserta didik, dari media interaktif, dan sebagainya Menanya  Guru memberikan kesempatan pada peserta didik untuk mengidentifikasi sebanyak mungkin pertanyaan yang

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berkaitan dengan gambar yang disajikan dan akan dijawab melalui kegiatan belajar Mengumpulkan Informasi  Secara disiplin melakukan kegiatan literasi dengan mencari dan membaca berbagai referensi dari berbagai sumber guna menambah pengetahuan dan pemahaman tentang materi Pengertian teks deskriptif, contoh dan penggunaannya yang sedang dipelajari.sedang dipelajari.  Mengajukan pertanyaan berkaiatan dengan materi Pengertian teks deskriptif, contoh dan penggunaannya yang telah disusun dalam daftar pertanyaan kepada guru. Mengasosiasikan  Peserta didik dan guru secara bersama- sama membahas contoh dalam buku paket mengenai materi Pengertian teks deskriptif, contoh dan penggunaannya.  Peserta didik mengkomunikasikan secara lisan atau mempresentasikan materi dengan rasa percaya diri Pengertian teks deskriptif, contoh dan penggunaannya sesuai dengan pemahamannya.

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materi : Pengertian teks deskriptif, contoh dan penggunaannya

Penutup  . Peserta didik menyimpulkan materi. 10 menit  Guru memberikan feedback.  Guru dan siswa bersama-sama menyimpulkan pelajaran.  Guru menutup pelajaran dengan mengucapkan alhamdulillah.

I. Penilaian Hasil Pembelajaran 1. Sikap - Penilaian Observasi Penilaian observasi berdasarkan pengamatan sikap dan perilaku peserta didik sehari-hari, baik terkait dalam proses pembelajaran maupun secara umum. Pengamatan langsung dilakukan oleh guru. Berikut contoh instrumen penilaian sikap Aspek Perilaku yang N Jumla Skor Kode Nama Siswa Dinilai o h Skor Sikap Nilai BS JJ TJ DS 1 2

Keterangan : • BS : Bekerja Sama • JJ : Jujur • TJ : Tanggun Jawab • DS : Disiplin Catatan : 1. Aspek perilaku dinilai dengan kriteria: 100 = Sangat Baik

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75 = Baik 50 = Cukup 25 = Kurang 2. Skor maksimal = jumlah sikap yang dinilai dikalikan jumlah kriteria = 100 x 4 = 400 3. Skor sikap = jumlah skor dibagi jumlah sikap yang dinilai = 275 : 4 = 68,75 4. Kode nilai / predikat : 75,01 – 100,00 = Sangat Baik (SB) 50,01 – 75,00 = Baik (B) 25,01 – 50,00 = Cukup (C) 00,00 – 25,00 = Kurang (K)

4. Penilaian Pengetahuan

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Struktur teks yang digunakan Struktur teks 2 1 kurang yang runtut digunakan Struktur teks hampir yang tidak runtut 1 digunakan tidak runtut Sangat variatif dan tepat 5 4 Variatif dan tepat 4 3 Cukup variatif dan tepat 3 2 Pilihan 3 Kurang variatif Kosakata dan 2 1 Hampir tidak tepat variatif dan Tidak variatif tepat dan 1 tepat Pilihan tata bahasa sangat tepat 5 4 Pilihan tata bahasa tepat 4 3 Pilihan tata bahasa cukup tepat 3 2 Pilihan Tata 4 Pilihan tata Bahasa bahasa Pilihan tata 2 1 kurang tepat bahasa Pilihan tata hampir tidak bahasa tepat 1 tidak tepat

2. Penilaian Keterampilan a. Penilaian Kemampuan Berbicara (Speaking Skill) Aspek yang No Kriteria Skor 1-5 Dinilai Pengucapan Hampir sempurna 5 1 (pronounciation) Ada beberapa kesalahan, tetapi 4

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tidak mengganggu makna Ada beberapa kesalahan dan 3 mengganggu makna Banyak kesalahan Hampir 2 dan mengganggu semua makna salah dan Terlalu banyak mengganggu kesalahan dan makna 1 mengganggu makna Hampir sempurna 5 Ada beberapa kesalahan, tetapi tidak 4 mengganggu makna Ada beberapa kesalahan dan 3 mengganggu makna Intonasi 2 Banyak (intonation) kesalahan Hampir 2 dan mengganggu semua makna salah dan Terlalu banyak mengganggu kesalahan dan makna 1 mengganggu makna Sangat lancar 5 Lancar 4 Kelancaran 3 Cukup lancar 3 (fluency) Kurang lancar Sangat tidak 2 Tidak lancar lancar 1 Sangat tepat 5 Ketepatan Tepat 4 4 Makna (accuracy) Cukup tepat 3 Kurang tepat Hampir 2

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Tidak tepat tidak tepat 1

b. Rubrik Penilaian Proficiency Score Weighting Description Pronunciation 1 2 3 4 5 20% Grammar 1 2 3 4 5 20% Vocabulary 1 2 3 4 5 20% Fluency 1 2 3 4 5 20% Comprehension 1 2 3 4 5 20%

c. Penilaian Tes Siswa

Skor = ( )

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APPENDIX 6

Reliability of the Test

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TOEFL SCORE AND IJAZAH OF RATER 1

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IJAZAH OF RATER 2

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APPENDIX 7

Documentation

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Teaching in Experimental Class

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Teaching in Control Class