the effect of think-pair-share strategy on speaking
TRANSCRIPT
THE EFFECT OF THINK-PAIR-SHARE STRATEGY
ON SPEAKING ABILITY OF TENTH GRADE STUDENTS
AT MAN 2 MUARO JAMBI
THESIS
ASMARANI
NIM. TE.151546
ENGLISH EDUCATION PROGRAM
FACULTY OF TARBIYAH AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY OF SULTAN THAHA
SAIFUDDIN JAMBI
2019
ii
THE EFFECT OF THINK-PAIR-SHARE STRATEGY
ON SPEAKING ABILITY OF TENTH GRADE STUDENTS
AT MAN 2 MUARO JAMBI
THESIS
Submitted as Partial Fulfillment of Requirements to Obtain Undergraduate (S1)
Degree at English Education Program Faculty of Tarbiyah and Teacher Training
ASMARANI
NIM. TE.151546
ENGLISH EDUCATION PROGRAM
FACULTY OF TARBIYAH AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY OF SULTAN THAHA
SAIFUDDIN JAMBI
2019
iii
iv
v
vi
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, finally I can finish this thesis, but I cannot write this thesis
without help of people that never stop giving their supports, attentions,
guidance, and affection.
This thesis is heartedly dedicated to My Parents, my beloved father
Martono and my beloved mother Siti Rukamah who always give me everlasting
love, guidance, motivation, always praying for me, supporting me to finish this
thesis and to be successful in the future.
My beloved old sisters , Arum Puspa Ningsih and Ayu Sri Utami who
always give me support, guide me, listen to my story in arranging this thesis and
force me to graduate as fast as possible although in fact I cannot do it
My beloved old brother Bayu Krishna, S.Pt who always be there for me, supports
me, safes me, helps me and guides me. I Love You So Much
My beloved young sister Umi Salamah who always help me and listen to
my complaints. My beloved friends Dini Eka Andestina, Dewi Pusvita Sari, Cici
Fitriana, Yuyun and Dini Andika who always be there for me and give me
advices, Yuri Aprillianis who always helps me in finishing this thesis and also big
thanks to all of my friends in English Education Program academic year 2015.
May Allah.Swt always love and bless them all. Ameen.
vii
MOTTO
(٦) (٥)
5). But lord with hardship goeth ease 6). Lord with hardship goeth ease
viii
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. Prof. Dr. Su‟aidi, MA, Ph.D 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.
5. Ayuliamita Abadi, S.Pd.I.,M.Pd as the second advisor who had guided and
assisted the researcher on writing and finishing this thesis
6. Monalisa, S.Pd.,M.Pd as the first advisor who had guided and assisted the
researcher on writing and finishing this thesis
7. Riski Safitri, M.Pd and Rachmat Fajar, M.A as the raters for checking
reliability of speaking test made by students.
8. All lecturers at the Faculty of Education and Teacher Training of The State
Islamic University of Sultha Thaha Saifuddin Jambi.
9. Mudrika, S.Pd as the English teacher of MAN 2 Muaro Jambi
ix
10. Osnedi, S.Sos as the headmaster of MAN 2 Muaro Jambi
11. All lecturer of the English Department for teaching precious knowledge,
sharing philosophy of live and giving wonderful experience.
x
xi
ABSTRAK
Nama : Asmarani
Jurusan : Pendidikan Bahasa Inggris
Judul : The Effect of Think-Pair-Share Strategy on Speaking Ability of Tenth
Grade Students at MAN 2 Muaro Jambi
Abstrak
Penelitian ini membahas tentang pengaruh dari strategi think-pair-share terhadap
kemampuan berbicara siswa. Tujuan dari penelitian ini adalah untuk mengeetahui
efek dari pengunaan strategi think-pair-share terhadap kemampuan berbicara
siswa dan untuk mengetahui perbedaan yang signifikan terhadap kemampuan
berbicara siswa yang di ajar dengan menggunakan strategi think-pair-share dan
yang tidak di ajar menggunakan strategi think-pair-share. Penelitian ini di
laksanakan di MAN 2 Muaro Jambi pada siswa kelas X. Metode yang di gunakan
dalam penelitian ini adalah metode quasi experimental. Dalam kelas berbicara
masalah yang iasa di hadapi oleh siswa adalah mereka kesulitan untuk
mengungkapkan perasaan mereka karena mereka tidak memiliki ide. Populasi dari
penelitian ini adalah seluruh siswa kelas X MIA yang ada di MAN 2 Muaro
Jambi. Sampel dari penelitian ini adalah siswa kelas X MIA1 yang terdiri dari 20
siswa sebagai kelas eksperimen dan siswa kelas X MIA3 yang terdiri dari 20
siswa sebagai kelas kontrol. Instrumen yang di gunakan dalam penelitian ini
adalah tes lisan dalam bentuk pre-test dan post-test. Hasil dari penelitian ini
menujukkan bahwa ada efek yang signifikan dan perbedaan yang signifikan
terhadap kemampuan berbicara siswa setelah di ajar menggunakan strategi think-
pair-share. Hal tersebut di dukung dengan hasil penghitungan dari apaired sample
t-test dan independent t-test. Hasil paired sample t-test menunjukkan bahwa nilai
signifikan 2-tailed lebih rendah dari 0.05 (0.000 ≤ 0.05).Kemudian, independent t-
test memiliki nilai signifikan 2-tailed 0.000 yang lebih rendah dari 0.05 (0.000 ≤
0.05). Oleh karena itu, berdasarkan hasil penghitungan tersebut dapat di
simpulkan bahwa ada pengaruh yang signifikan terhadap kemampuan berbicara
siswa di kelas X MAN 2 Muaro Jambi setelah di ajar menggunakan strategi TPS
dan ada perbedaan yang signifikan terhadap kemampuan berbicara siswa antara
siswa yang di ajar menggunakan TPS dan tidak menggunakan TPS.
Kata Kunci: Think-Pair-Share, Strategi mengajar, Kemampuan berbicara,
Masalah berbicara
xii
ABSTRACT
Name : Asmarani
Students‟ ID : TE.151546
Subject : English Education Program
Title : The Effect of Think-Pair-Share Strategy on Speaking Ability of
Tenth Grade Students at MAN 2 Muaro Jambi
Abstract
This research discussed about the effect of think-pair-share strategy on speaking
ability of tenth grade students at MAN 2 Muaro Jambi. The objectives of this
research were to find out the effect of think-pair-share strategy on students‟
speaking ability and to find out the significant difference on students‟ speaking
ability who are taught using TPS strategy and who are not. This research was
conducted at the tenth grade students of MAN 2 Muaro Jambi. Quasi experimental
is used as the method in this research. In speaking class, the common problem
faced by the students is they are difficulty to express their feelings because they
have no idea. The population of this research is all of tenth grade students of MIA
in MAN 2 Muaro Jambi. The sample of of this research is X MIA1 that consists of
20 students as the experimental class and X MIA3 that consists of 20 students as
the control class. The instrument of this research is oral test. The test is given in
pre-test and post-test form. The result of this research shows that there is effect
and significant different on students‟ speaking ability after taught using TPS
strategy. It is supported by the result of paired sample t-test and independent
sample test. The paired sample t-test shows that the sig (2-tailed) 0.000 is lower
than significant value 0.05 (0.000 ≤ 0.05). Then, the result of independent t-test
states has the value of sig (2-tailed) 0.000. It is lower than significant value 0.05
(0.000 ≤ 0.05). Therefore, based on the calculation result it can be concluded that
there is effect and significant different on speaking ability of tenth grade students
at MAN 2 Muaro Jambi.
Keywords: Think-pair-Share, Teaching strategy, Speaking ability, Speaking
problem
xiii
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 .................................................................................................. xii
LIST OF CHART………………………………………………………………..xiv
LIST OF APPENDIX............................................................................................xv
CHAPTER I ...................................................................................................................... 1
INTRODUCTION ............................................................................................................. 1
A. Background of The Study ....................................................................................... 1
B. Identification Problem............................................................................................. 3
C. Formulation of The Problem ................................................................................... 4
D. Limitation of The Problem ...................................................................................... 4
E. The objective of The Research ................................................................................ 4
F. The Significance of The Research .......................................................................... 4
CHAPTER II ..................................................................................................................... 6
REVIEW OF LITERATURE .......................................................................................... 6
A. Speaking Skill ......................................................................................................... 6
1. The Nature of Speaking ...................................................................................... 6
2. The Function of Speaking ................................................................................... 7
3. Teaching Strategies ............................................................................................. 8
4. Factors that Influence Speaking Skill ............................................................... 10
5. Measuring of Students‟ Speaking Skill ............................................................. 11
6. The Types of Speaking ..................................................................................... 13
B. Cooperative Learning ............................................................................................ 13
1. Definition of Cooperative Learning .................................................................. 13
2. The Advantages of Cooperative Learning ........................................................ 14
xiv
3. Types of Cooperative Learning ......................................................................... 15
C. Think-Pair-Share ................................................................................................... 16
1. The Purpose of Think-Pair-Share ..................................................................... 17
2. The Steps of Think-Pair-Share .......................................................................... 18
D. Related Study ........................................................................................................ 19
CHAPTER III ................................................................................................................. 22
RESEARCH METHODOLOGY .................................................................................. 22
A. Time and Place of The Research ........................................................................... 22
B. Method and The Design of The Research ............................................................. 22
C. Population and Sample.......................................................................................... 23
1. Population ......................................................................................................... 23
2. Sample of The Research ................................................................................... 23
D. Variable of The Research ...................................................................................... 24
E. Technique of Data Collection ............................................................................... 24
F. Teaching Procedure .............................................................................................. 26
G. Instrument of The Research .................................................................................. 28
1. Pre-test .............................................................................................................. 28
2. Post-test ............................................................................................................. 28
H. Validity and Reliability of The Data ..................................................................... 28
I. Technique of Data Analysis .................................................................................. 29
J. Statistical Hypothesis ............................................................................................ 32
K. Schedule of the research ....................................................................................... 33
CHAPTER IV.................................................................................................................. 34
RESEARCH FINDING AND DISCUSSION ............................................................... 34
A. Descriptive Analysis ............................................................................................. 34
1) The Data of Experimental Class ....................................................................... 35
2) The Data of Control Class ................................................................................. 37
B. Statistical Analysis of The Test ............................................................................ 39
1. Analysis of Normality Test ............................................................................... 39
2. Analysis of Homogeneity Test .......................................................................... 41
3. Analysis of T-test .............................................................................................. 42
a. Paired Sample Test ........................................................................................... 42
b. Independent Sample T-test................................................................................ 43
xv
C. Discussion ............................................................................................................. 45
CHAPTER V ................................................................................................................... 48
CONCLUSION AND SUGGESTION .......................................................................... 48
A. Conclusion ............................................................................................................ 48
B. Suggestion ............................................................................................................. 49
REFERENCES
APPENDIXES
CURRICULUM VITAE
CHAPTER I
INTRODUCTION
A. Background of The Study
Language is important for being human. It is a tool for
communication. It helps human to interact to others. It also ease the human
to understand someone feelings. Without language human will difficult to
communicate with others. There are so many languages in the world.
However, there are only several languages that often used by people. One
of the language is English because English is an international language.
English is one of subject that must be studied by students in every
school in Indonesia because of international language in which people
around the world will use English to communicate to other people in
different countries. Unfortunately, learning English is not easy for students
because they have to master the four language skills those skills are
listening, speaking, reading and writing. However, there is a skill that will
often be used by students that is speaking.
Generally, speaking is very essential skill. It is because speaking
facilitates us in communication especially in daily activity. Furthermore, it
is needed in unexpectedly time for instance when we keep interacting to
someone. Usually someone whom we are talk to is waiting for our respond
in a conversation. Besides, it helps us to gather some information from
other people. According to Chaney as cited in Agustin (2018, p31)
speaking is the process of building and sharing meaning through the use of
verbal and non-verbal symbols, in a variety of contexts. Then, Brown
(2004, p.140) also states that speaking is an interactive process of
constructing meaning that involves producing and receiving and
processing information.
Teaching speaking is a challenge for a teacher. There are some
aspects in speaking that must be taught to the students. According to
2
Brown (2004, p.257) pronunciation, grammar, vocabulary, fluency, and
comprehension are some aspects in speaking. The mentioned aspects must
be studied by students well to master speaking skill. However, for most of
teachers it is not easy thing because every student has different
characteristic in which they bring their uniqueness into the classroom. So
that, the teacher feels difficult to make all of students in the class
understand what he or she explains.
Moreover, in 2013 curriculum, students should be able to express
meaning in a transactional conversation (to get things done) and
interpersonal conversation (social) using a variety of short simple spoken
language accurately, fluently, and acceptable to interact with the
immediate environment. In addition, the students should be able to state
the meaning of short functional spoken text and monolog of descriptive in
a formal way orally. These purposes relate to the indicator of syllabus in
curriculum 2013 which the students are able to express kinds of
information text of descriptive, the students are able to identify of short
informative text that they heard, the students are able to identify the
characteristics of linguistic text that they heard, and the students are able to
do short monolog of descriptive text.
English teacher plays very important role in the success of
teaching and learning activity especially in speaking. Harmer (2007,
p.117) argues that the teacher is described as a facilitator in teaching
process. Teacher must have a good strategy to make teaching learning
process in speaking skill more enjoyable and meaningful. The teachers
must be able to make the students participate in speaking actively. The
English teacher should use appropriate approach, design, and procedures.
By good teaching strategy, it can help the students to be interested in
learning speaking. This way can make students enjoy and have fun, and if
the students enjoy and fun automatically they will be more confidence,
students are not shy to speak and brave to speak since they do practicing
speaking with their friends
3
Furthermore, after the researcher conducts preliminary study on
20 july 2019 by interviewing the English teacher of MAN 2 Muaro Jambi,
the teacher stated that most of the students were unconfident when they
want to speak English. They always feel shy if they want to talk in front of
the class alone. Then, they are afraid of making mistakes when they talk.
So, the other friends will laugh at them. Besides, the teacher stated that
they have no ideas to express their feelings. Most of them also lack of
vocabulary. Hence, the students often look bored when the teacher
explained the lesson in the classroom. In addition, when the researcher did
pretest to the students most of them got score under average while the
passing score (KKM) is 75.
To overcome the problems above the teacher should use an
appropriate strategy. One of strategy can be used by the teacher in teaching
speaking is think-pair-share strategy. It is really important in teaching
speaking because it will attract students‟ attention to learn. Furthermore,
students will be more motivated to speak in the class. In this case, think-
pair-share strategy is chosen by the researcher as a strategy to overcome
the students‟ speaking problems above. According to Rika (2017) think-
pair-share is an appropriate strategy to teach speaking. It helps students to
increase their speaking ability by sharing the idea and working together.
Then, Awad (2017) also states that think-pair-share motivated students in
speaking. Students have begun to have opportunities so they can show
how good they are in speaking and sharing ideas. In addition, Hemant
(2018) argues that TPS strategy provides an opportunity for all students to
share their thinking with at least one other student which, in turn, increases
their sense of involvement in classroom learning and critical thinking.
Based on the elaboration above, the researcher is interested in
carrying out the study entitled “The Effect of Think Pair Share Strategy on
Speaking Ability of Tenth Grade Students at MAN 2 Muaro Jambi”
B. Identification Problem
Based on the observation and interviewed with the English Teacher at
MAN 2 Muaro Jambi that was administered by the researcher found that
4
most of students‟ had some difficulties in speaking skill. To solve those
problem, the researcher identities the problem as follow :
1. The students were unconfident when they want to speak English
2. The students had difficulty to express their feelings spoken language
because they have no ideas
3. The students were afraid of making mistakes when they talk because of
unconfident
4. The students feel shy when they want to talk in front of the class alone
5. The students look bored when the teacher teaches in the classroom
C. Formulation of The Problem
The problem of this research can be formulated in the following
questions:
1. Is there any significant effect of using think-pair-share strategy on
students‟ speaking skill of tenth grade students at MAN 2 Muaro
Jambi?
2. Is there any significant difference in students‟ speaking test
achievement between those taught by using think-pair-share strategy
and those taught without using think-pair-share strategy?
D. Limitation of The Problem
In this research, it is necessary to limit the problems. The problem is
focused on the effect of think-pair-share strategy on speaking ability of
Tenth Grade Students at MAN 2 Muaro Jambi.
E. The objective of The Research
Based on the research question above the objective of the research are:
1. To find out whether any significant effect on students‟ speaking ability
after taught by using Think-Pair-Share strategy?
2. To find out the significant difference between students who taught by
using Think-Pair-Share strategy and those who are not?
F. The Significance of The Research
1. For The English Teacher
By implementing think-pair-share strategy the teacher can use the
research as a guidance or source information to apply Think-Pair-Share
5
strategy in teaching speaking activity to enhance students‟ speaking
ability.
2. For The Students
After the students were taught speaking, they have motivation in
speaking activity, especially by using Think-Pair-Share as a strategy to
speak English fluently and appropriately. Then, they will struggle to
express their opinions or ideas in speaking.
3. For The Researcher
This paper made to fulfill one of requirement to complete her
undergraduate degree at English Education Department of faculty of
education and Teacher Training in State Islamic University of Sultan
Thaha Saifuddin Jambi.
6
CHAPTER II
REVIEW OF LITERATURE
A. Speaking Skill
1. The Nature of Speaking
Brown argued that speaking is an interactive process of
constructing meaning that involves producing and receiving and processing
information. Hardiyanti et.al (2013, p.1) says speaking skill also can be
defined as oral communication that shows how well a speaker is able to
arrange the words in order to express his or her thought and can be understood
by listener. Furthermore, as said by Harmer (2001:46) that speaking happens
when two people are communicating to each other. It is clear that the people
have reasons to communicate, may be to say or express something. According
to Richards (2008:19) speaking is an oral interaction. It involves two or more
people interact with each other for sharing opinions. It means that the speakers
should communicate with others, for example, through group work, task work,
and other strategies which they present it in comprehensible order. Hence,
speaking is a means of communication that performs through direct interaction
and occurs of verbal exchange between two people or more than it.
For many years, teaching speaking component has been
undervalued and English language teachers have continued to teach it just as a
repetition of drills or memorization of dialogues. However, today's world
believes that the goal of teaching speaking component should improve
students' communicative skills, because, only in that way, students can express
themselves and learn how to follow the appropriate social and cultural rules in
each communicative circumstance. Speaking is a productive skill and one of
the important part of second language learning. The ability to communicate in
a second language clearly and efficiently contributes to the success of the
students in school and later in every phase of their life.
According to Amila (2017,p37) speaking is a form of
communication that allows students to express their feelings, ideas and
arguments orally. Brown (2004, p.271) describes six categories of speaking
7
skill area. Those six categories are as follows: Imitative focusing on
pronunciation, Intensiveis the students‟ speaking performance that is
practicing some phonological and grammatical aspects of language,
Responsive is interaction and test comprehension, Transactional (dialogue)is
conveying or exchanging specific information, Interpersonal (dialogue)is
maintaining social relationships than for the transmission such as; interview,
role play, discussions, conversations, and games. Extensive (monologue)
extended monologues in the form of oral reports, summaries, and short
speeches.
Mary (2005:34) says speaking is a process to interact with others
by using verbal language and it must be mastered by learning and practicing it
especially for daily conversation where the speaker and the listener will
engage in a conversation and they are able to make each other understood.
Spratt et al. have asserted that speaking is a productive skill. It promotes to use
speech act in order to show the meaning to others. In speaking, the speaker
creates the verbal exchange to others in order to give information. It means
that people express their ideas or feelings in spoken and it serves a form of
social behaviour because speaking is as a basis of oral communication among
people in society from the first until now
From the definitions above, speaking is an ability to express
something by means of verbal language. The goal of speaking for sharing
information such as,experiences, news, stories, knowledge, ideas, etc. It
involves more than one person in communicative interaction, which is, the
speaker who delivers a message and the listener who receives and responds it
because the speaking activity is not only to produce words or sounds but also
to obtain a meaning.
2. The Function of Speaking
Speaking is defined as one of essential means of effective
communication. It would be Shappened if two people or more than it engaged
in an interaction. According to Richard (2008:21) there are three functions of
speaking as described below:
8
1) Talk as interaction. It refers to the conversation and describes the
interaction that serves a primarily social function. For example, when people
meet each other, they exchange greetings, engage in small talk, and so on.
2) Talk as transaction. It refers to situations where the focus is on what is said
or done. The speakers should deliver the message accurately in order to make
the listeners understand clearly, so the process of the transaction can run well.
3) Talk as performance. It refers to public talk that transmits information, such
as classroom presentation, public announcement, and speech. It tends to be in
the form of monolog rather than dialogue and it closers to written language
than conversational language.
Hence, the function of speaking is talk as interaction (social
function), talk as transaction (to have things done), and talk as performance
(public speaking).
3. Teaching Strategies
According to Majid (2013:7) teaching strategy is comprehensive approach
inside of a teaching system that contains the general guidance and the course
activity plan in order to reach the instructional goals which is explained in the
angle of philosophy view or certain learning theory. Teaching strategy is one of
important components in teaching-learning process. There are many types of
teaching strategy that can be used by teacher. Madjid divides teaching strategy
into six types, namely direct instructional, indirect instructional, interactive, self-
learning, experiental and think-pair-share.
a. Direct Instructional Strategy
Direct instruction is a variation on the theme of teacher presentations in that it
is teacher-dominated and directed (Cruickshank, Jenkins, and Metcalf, 2012).
Cruickshank et. al (2012) also said that teacher centrality is one of the key
characteristic of this way of teaching. It can be summed up that this strategy
focuses on teachers centered. Teachers have a big role in this strategy and they
are key success of this strategy.
b. Indirect Instructional Strategy
Indirect instructional strategy is a strategy that focused in students centered. It
is support by Majid (2013) statement that indirect instructional strategy is
commonly students centered, although both of direct and indirect instructional
9
strategy can complete each other. Both of strategy means direct instructional
strategy and indirect instructional strategy.
In this strategy, teachers‟ role is shifted from lecture to fasilitator, advocate,
and resource person (Majid, 2013). It means that teachers do not have the
authority to organize students such as in direct strategy, but they only as a
facilitator.
c. Interactive Strategy
Interactive strategy is strategy that involves two ways communication. Madjid
(2013) said that interactive strategy refers to a discussion and sharing between
students. From that definition can be concluded that interactive strategy is focus
on interaction between teachers-students, students-students , and students-
teaching sources to get a knowledge and achieve the goal. In interactive strategy,
teachers becomes a fasilitator, mediator, and motivator in teaching-learning
process.
d. Self-Learning Strategy
The base concept of self-learning is the design of learning program that is
well organized, so every student can choose or determine the material and the
development of self-learning . In addition, Madjid also said that self-learning
strategy is teaching strategy that is purposed to build individual initiative, self-
rule, and self-improvement. According to that statement, can be conluded that
self-learning strategy is strategy that gives a chance to students to choose the
material that will be used in teaching-learning process.
e. Experiental Strategy
Madjid defined experiental strategy as teaching strategy through experience
using inductive sequence form, student centered, and activities oriented. It means
students use their experience to build their knowledge and the teacher's role is to
provide guidance to the students. In this strategy, teachers have a role to create a
situation in which students can learn naturally by direct experiencing.
f. Think-Pair-Share Strategy
As cited in Lyman, Abdurrahman (2015:39) says that the think-pair-share
strategy is a strategy designed to provide students to think a given topic by
enabling them to formulate individual ideas and share these ideas with another
student. This strategy is a learning strategy developed by Lyman to encourage
10
student classroom participation. The think-pair-share strategy is a cooperative
discussion strategy to help students work in group.
4. Factors that Influence Speaking Skill
Brown (2001,p.270) states that there are some cases in speaking skill, they
are:
a. Clustering
Fluent speech is phrasal, not word by word. Learners can organize
their output both cognitively and physically (in breath groups) through
such clustering.
b. Redundancy
The speaker has an opportunity to make meaning clearer through the
redundancy of language. Leaner can capitalize on this feature of
spoken language.
c. Reduced Forms
Contraction, elisions, reduced vowels, etc, all from special problem
teaching spoken English.
d. Performance Variables
One of the advantages of spoken language is that the process of
thinking as you speak allows you to manifest a certain number of
performance hesitations, pauses, black tracking, and correction.
e. Colloquial Language
Acquaint the words, idioms and phrases of colloquial language and get
practice in producing these forms.
f. Rate of Delivery
Achieve and acceptable speed along with other attributes o fluency
g. Stress, Rhythm, and Intonation
The stress-timed rhythm of spoken English and its intonation patterns
convey important messages.
h. Interaction
Learning to produce waves of language in a vacuum-without
interlocutors-would rob speaking skill of its richest component: the
creativity of conversational negoitation.
11
5. Measuring of Students’ Speaking Skill
There are five aspects that are generally recognized in analyzing
speaking skill such as pronunciation, grammar, vocabulary, fluency and
comprehension.
a. Pronunciation.
Thornbury (2005, p.128) says pronunciation refers to the ability of
someone to produce comprehensible utterances to fulfil the task
requirements, i.e it refers to the production of individual sounds, the
appropriate linking of words and the use of stress and intonation to convey
the intended meaning. Thornbury also declared that pronunciation is the
lowest level of knowledge learners typically pay attention to it. In order to
speak English language accurately, learners should master phonological
rules and they should be aware of the various sounds and their
pronunciations. In addition, Nunan (2003, p.27) says that pronunciation is
more than precise enunciations of individual vowel and consonant sounds,
but includes broader dimensions of spoken language such as speed of
speech, tone, pausing patterns, intonation, and even the use of our whole
bodies as complementary tools for getting spoken messages across.
b. Grammar
Based on oxford dictionary (2008, p.193) Grammar means the rules
for forming words and making sentences. Furtherfmore, according to
Nunan (2003,.154) as cited in Longman Dictionary o f Applied Linguistics
grammar can be defined as a description of the structure of a language and
the way in which units such as words and phrases are combined to produce
sentences in the language. Grammar remains us how to make the use of
words: that is to say, it teaches us how to make the use of them in proper
manner, to be to choose the words which ought to be placed.
c. Vocabulary
According to Leong (2017:37) as cited in Mazouzi the second
characteristic of speaking performance is accuracy. Learners should be
fluent in learning a foreign language. Therefore, teachers should
emphasize accuracy in their teaching process. He says accuracy covers
12
grammatical structures, vocabulary and pronunciation. Oxford dictionary
(2008, p.495) defines that vocabulary means all the words in a language
that have meaning. Vocabulary is one of word include in language, have
many words that must be mastered by a person speaking or writing
something. Vocabulary is the acquisition of an adequate, vocabulary as
essential for successful second language use, because without an extensive
vocabulary we will be unable to use the structures and the function that we
have learned fir comprehensible communication. It means that vocabulary
mastery is one of the important components in communication.
d. Fluency
According to Maria (2018, p.32) as cited in Richard fluency means
an ability to talk in coherent and fill time with talk. In other definition, this
word can be define as “flow” in latin origin. People with a good speaking
skill tend to more fluent, accurate, smooth, lucid, and efficient when they
engage conversation. Leong (2017:37) says the first characteristic of
speaking performance is fluency and it is the main aim of teachers in
teaching speaking skill. Hughes as cited in Leong (2017:37) stated that
fluency is the learners‟ ability to speak in understandable way in order not
to break down communication because listeners may lose their interest. He
also expressed that fluency is the ability to answer coherently by
connecting the words and phrases, pronouncing the sounds clearly, and
using stress and intonation.
e. Comprehension
Brown (2001, p.407) defines comprehension is a student‟s
competence to comprehend all of speaker says to them. Comprehension
becomes an important factor in speaking. This measures the understanding
of conversation. According to Utami and Bambang (2006;274)
comprehension is the most important aspect after fluency. This component
is used to understand the sociolinguistic side of language in which it
enables speakers to know what comments are appropriate, how to ask
questions during interaction and how to respond nonverbally according to
the purpose of the speaking.
13
6. The Types of Speaking
Speaking is an ability to express every activity to others verbally.
Brown (2001:251) has mentioned that there are two types of spoken language
as follows.
a. Monolog
In monolog, one speaker uses spoken language for any length of time,
such as in lectures, speeches, news broadcasts, etc. Thus, the listeners need
to process the presentation without interruption. Monologs are divided into
two such as planned and unplanned monologs. Planned monologs are quite
difficult to understand because they manifest little redundancy such as,
speeches and prewritten materials. Meanwhile, unplanned monologs are
easy to understand because it showed more redundancy, but the existence
of other hesitations can interfere comprehensions such as lectures and long
stories.
b. Dialog
Dialog engages two speakers and it can be categorized into
interpersonal and transactional conversation. Interpersonal conversation is
purposed to maintain the social relationship among the participants, and
transactional conversation is aimed to share information. In this case, the
participants share knowledge or background information. If the
participants know each other so it is easy to create assumptions and
meanings to understand the conversation. Otherwise, if the participants do
not know each other, they have to explain explicitly to keep away
misunderstanding during the conversation.
B. Cooperative Learning
1. Definition of Cooperative Learning
Cooperative learning is one of the most remarkable and fertile areas
of theory, research, and practice in education. Suyadi (2013:62) says
cooperative learning can be defined as the kind of learning by grouping
system or little team with heterogenous academic background. According to
Sharma (2018:92) Cooperative learning is a student-centered, instructor-
facilitated instructional strategy in which a small group of students is
14
responsible for its own learning and the learning of all group members.
Students interact with each other in the same group to acquire and practice the
elements of a subject matter in order to solve a problem, complete a task or
achieve a goal. Isjoni (2012:15) as cited in Johnson says that cooperation
means working together to accomplish shared goals. In cooperative activities
individual seeks outcomes that are beneficial to al other groups members.
Cooperative learning is the instructional use of small groups that allows
students to work together to maximize their own and each other as learning.
Cooperative learning is a method where students learn more by doing
something active cooperatively without any gaps between the strong and the
week students, moreover the strong students will help explaining and
clarifying material to weaker students. In addition, students working alone
may tend to delay completing assignments or skip them, but when they know
that others are counting on them, they are motivated to do the work.
In conclusion, Cooperative Learning has been proven to be effective
for all types of students, including academically gifted, mainstream students
and English language learners because it promotes learning and fosters respect
and friendships among diverse groups of students. Students in cooperative-
learning groups were more likely to attribute success to hard work and ability
than to luck.
2. The Advantages of Cooperative Learning
Kagan (2009: 2.15) states eight advantages of using cooperative
learning. They are presented as follows.
1) Students taught with cooperative learning have a more enjoyable learning
experience and are more motivated to continue learning beyond school,
especially from and with others
2) Many of our students will have the responsibility for caring for elders.
Students taught with cooperative learning become more helpful, caring
and better prepared to serve our aging population.
3) Promote a higher self-esteem.
4) Students taught with cooperative learning construct meaning and make
learning more relevant
15
5) Increasingly employers are using teams in the workplace. Students taught
with cooperative learning are more prepared for the workplace.
6) Many of our classrooms struggle with discipline problems. Students taught
with cooperative learning are less disruptive and spend more time on task.
7) Students taught with cooperative learning are far more active; their
classroom is far more stimulating than a teacher-centered classroom.
3. Types of Cooperative Learning
According to Madjid (2017:182) there are some types of cooperative
learning they are:
a. Jigsaw
Students are organized into groups with equal numbers of
participants. Each group is given a portion of some larger task being
covered during the class. A group of five is set up and each member of
group learns different material. Each group works to learn their material
so well that they will be able to teach it to others. After each group has
read and learned their portion of the material, the groups are reconfigured
so that each new group has a participant from each of the previous
groups. Then each member teaches the others his or her version of the
material until everyone has taught their material and all the content has
been covered.
b. STAD (Student Teams-Achievement Divisions)
In STAD (Slavin, 1994), students are assigned to four-member
learning teams which are mixed in performance level, sex and ethnicity.
The teacher presents a lesson, and the students work within their teams to
make sure that all team members have mastered the lesson. Finally, all
students take individual quizzes on the material, at which time they are
not allowed to help one another
c. Group Investigation
After the teacher presents an introduction to the unit, the students
discuss what they have learned and outline possible topics for further
examination. From this list of student-generated topics, each learning
group chooses one and determines subtopics for each group member or
16
team. Each student or group of students is responsible for researching his
or her individual piece and preparing a brief report to bring back to the
group. The group then designs a presentation (discourage a strict lecture
format) and shares its findings with the entire class. Allow time for
discussion at the end of the presentation. A class evaluation for each
presentation can be an effective way of providing feedback to the groups.
d. Think-Pair-Share
Think, Pair and Share (TPS) is a strategy that allows students to
engage in individual and small-group thinking before they are asked to
answer questions in front of the whole class. There are four steps to this
method. The first step, groups of four students listen to a question posed
by the teacher. Secondly, individual students are given time to think and
then write their responses. Thirdly, pairs of students read and discuss their
responses. Finally, a few students are called on by the teacher to share
their thoughts and ideas with the whole class.
e. Numbered Heads Together
Numbered heads together is a technique that has been developed
by Spencer Kagan (1992). This technique allows students to share the
ideas and consider the right answer. A team of four is established. Each
member is given numbers of 1, 2, 3, 4. Questions are asked of the group.
Groups work together to answer the question so that all can verbally
answer the question. The teacher calls out a number (two) and each two is
asked to give the answer.
C. Think-Pair-Share
Think-Pair-Share is a strategy of cooperative learning. Isjoni
(2012;370) states that Think-Pair-Share is developed by Frank Lyman in 1985.
Think-Pair-Share is an effective way to change learning circumstance in the
classroom. It gives more time to the students to think, to respond, and to help
each other but it is not a way for cheating. Hence, Think-Pair-Share is a
strategy in teaching and learning process to gain students more understandable
and actively discussing in the class.
17
In addition, Isjoni (20012:25) states that think pair share is a
cooperative learning structure that is very useful, the point is when the teacher
presenting a lesson, asking students to think the anwer of teacher‟ question,
and pairing with partner discussion to reach consensus on the question.
Finally, the teacher asks students to share the discussion. Think pair share
provides students with the opportunity to carefully think and talk about what
they have learned. The technique requires a minimal effort on the part of the
teacher yet encourages a great deal of participation from students, even
reluctant students.
Think-Pair-Share is very simple but it is very useful. In this strategy,
the teacher gives a topic or a question to the students. The students are asked
to think the answer by themselves, and then in pairs, the students try to find an
agreement for the answer. Finally, the teacher asks the students to share their
agreed answer to the whole of class. Furthermore, this strategy gives an
opportunity to the students to work by themselves and cooperate with others.
Hence, the students have an opportunity to produce their English speaking
ability when they work together to share or exchange information.
Moreover, Think-Pair-Share is a strategy which is designed to
provide students to think a given topic by enabling them to formulate
individual ideas and share ideas with another student. The students can share
their ideas that appear in their minds as the responses to the teachers‟
questions in the teaching and learning process. The students then turn to a
partner and share their responses with others.
Based on the definitions above, Think-Pair-Share refers to
cooperative learning that sets students working in pairs or in a small group.
The students have to think about a topic or a problem, or it might be an answer
individually then, they share ideas with pairs. Therefore, they have
opportunities to convey their ideas and share it with the whole class or in the
group.
1. The Purpose of Think-Pair-Share
Think-Pair-Share is an effective way to make the students interaction
and discussion with others in the class easily. As cited in Putri (2017:10)
18
Sonthara and Vanna have stated that there are three purposes of Think-Pair-
Share as follows.
a) Providing thinking time to increase students‟ response and self-
confidence.
b) Providing pairing time to discuss a problem to be solved which the
students should share their ideas in pairs
c) Giving the students an opportunity to share their ideas in order to
encourage and to make sense of those new ideas in terms of their prior
knowledge
2. The Steps of Think-Pair-Share
According to Madjid (2017:191) there are some steps in
impelementing Think-Pair-share they are:
a) Phase 1: Thinking
In this phase, the teacher proposes the question or an issue associated with
the lesson. Then, the students are given the time to think about the
question or an issue individually.
b) Phase 2: Pairing
Next, the teacher asks students to pair off and discuss what they have been
thinking about. Interaction during this period can be sharing answers if a
question has been posed or sharing ideas if a specific issue was identified.
Usually, teachers allow no more than four or five minutes for pairing.
c) Phase 3: Sharing
In the final step, the teacher asks the pairs to share what they have been
talking about with the whole class. It is effective to simply go around the
room from pair to pair and continue until about a fourth or a half of the
pairs have had a chance to report.8 In this stage, the teacher can modify
the structure of sharing time which the students finished to discuss a topic
in pairs, the teacher can ask students individually to what they have
discussed before. It attracts students to explain their answers more
challenging.
19
D. Related Study
To avoid the same title used in the research, the writer shows the
relevant research. The first was done by Erlinna (2015) that studied about
Improving Students‟ Speaking Abilty Using Think Pair Share of Cooperative
Learning for The Eighth Grade students of MTsN Karang Mojo. The objective
of this research was to improve students speaking ability in MTsN Karang
Mojo by using Think Pair Share of Cooperative Learning. The sample of this
research was students of class VIIC of MTsN Karang Mojo. This research was
classroom action research. The action was implemented in two cycles based
on the class schedule. In this research, the researcher used qualitative and
quantitative method to collect the data. The qualitative data consisted of
observation and interview. Then, the quantitative data consisted of pre-test and
post-test. Furthermore, after the researcher conducted the whole procedure the
result is gathered. The result showed that the use of the Think-Pair-Share
technique was able to improve the students‟ speaking ability.
Second, Endang (2012) in her research entitled Teaching Speaking for
Senior High School Students Using Cooperative Learning “Think Pair
Share”. This research was conducted in SMA of Puwerkerto. The research
used an experimental design. The participants of this research were 22
students in class XI IPS II and XI IPS III in which class XI IPS II as an
experimental group and XI IPS III as a control group. The objective of this
research was to investigate the effectiveness of think pair share technique in
teaching speaking. In this research, the researcher used purposive sampling for
taking the sample. Then the data were collected by giving pre-test and post-
test. Next, after the procedures of the research was conducted the result is
acquired. The result of this research showed that think pair share is effective in
teaching speaking. It can be proved by the result of t-test and t-table in which
t-test is higher than t-table (7,567>4,10).
Third, Oktaviani (2013) that studied about Improving The Students‟
Speaking Skills Through Think Pair And Share Technique Of Cooperative
Learning Of Grade Xi Ipa Students Of Sma Islam 1 Gamping In The Academic
Year Of 2013/2014. In this research the researcher used classroom action
20
research design. The researcher conducted the research in two cycle. The
members consisted of the researcher, the collaborator, the English teacher, and
the students of grade XI IPA. The steps were: planning, actions and
observation, and reflection. The data were obtained by interviewing the
English teacher and the students of grade XI IPA, observing the teaching and
learning process, having students‟ speaking performances, and taking pictures
and videos of the teaching and learning process. In analyzing the data, two
methods were used. They were qualitative and quantitative. The qualitative
data were anlyzed in five steps, they were assembling the data, coding the
data, comparing the data, building interpretation and reporting the outcomes.
The quantitative data were analyzed from the students‟ speaking performance
scores. Time and investigator triangulation were used in order to make the
data reliable. After the procedure of the research was administered the result
showed that the use of Think Pair and Share technique was successful to
improve the students‟ speaking skills. It can be seen from the mean of the
score of students‟ speaking performance. In Cycle 1, the mean score was
65.17, and 74.9 in Cycle 2.
Based on the explanation above the researcher gets some differences
between those studies and the current one. In the first study, the researcher
used classroom action research design. Then, she conducted the study in
Junior High School while in this study the researcher uses an experimental
study and takes the study in Senior High School. Next, the second study the
researcher used experimental study and took it in Senior High school.
However, in the second study the researcher took the eleventh grade students
as the sample while in this study the researcher take the tenth grade students as
the sample. Lastly, in the third study the researcher took the study in senior
high school but in her research she used classroom action research as the
design while in this study the researcher uses an experimental study as the
design.
E. Hypothesis
According to Sugiyono (2017, p.63) hypothesis is the transient
answer toward research problem of the study where the research problem has
21
been stated in a question form. In this research the hypothesis is stated in
statistical hypothesis as follow:
Ha: There is significant effect of using think-pair-share strategy on students
speaking ability at MAN 2 Muaro Jambi.
Ho: There is no significant effect of using think-pair-share strategy on
students‟ speaking ability at MAN 2 Muaro Jambi.
Ha = There is significant difference between the students‟ taught by Think-
Pair-Share strategy and those who are not taught by Think-Pair-Share strategy
in MAN 2 Muaro Jambi
Ho = There is no significant difference between students‟ taught by Think-
Pair-Share and those who are not taught by Think-Pair-Share strategy in MAN
2 Muaro Jambi
.
22
CHAPTER III
RESEARCH METHODOLOGY
A. Time and Place of The Research
This research was conducted on tenth grade students of MAN 2
Muaro Jambi in the academic year of 2018/2019. The research was carried out
on September to October 2019.
B. Method and The Design of The Research
The design of this research used quantitative method that was the
method that used numerical data and statistical analysis and experimental
research belonged to this design. According to Creswell (2012,p.295)
experimental research is used to establish the cause and effect between
independent and dependent variable. Quasi experimental is chosen as the kind
of this design.
This design requireed at least two groups (experimental and
controlled class). The pretest and treatment are administered in this research.
Then, in the end of this research the post-test was conducted. Then, the Post-
test scores were compared to determine the effectiveness of the treatment.
This research consists of two variables; the independent variable symbolized
by “X” that is the use of think-Pair-Share strategy and the dependent one as
“Y” which refers to students‟ speaking skill. In brief, the research could be
designed by following table:
Table 3.1
Research Design
Class Pret-est Treatment Post-test
Control - X2
Experimental Group Y1 T Y2
23
C. Population and Sample
1. Population
According to Creshwell (2016:142) population is a group of
individuals who have the same characteristic. The population of this
research was all the tenth grade students of MAN 2 Muaro Jambi they are
X MIA 1, X MIA 2 and X MIA 3 with the total population was 60
students. Furthermore, the total of population could be seen from the table
below:
Table 3.2
Distribution of The Research Population and Sample
2. Sample of The Research
Creswell (2012, p.142) cites that sample is a subgroup of the
target population that the researcher plans to study for generalizing about
the target population. In choosing the sample, the researcher used cluster
random sampling technique in this research. Sugiyono,(2017, p.83) stated
that cluster random sampling was used to take sample if the object that
will be researched is very wide. To decide which of the population that
will be taken as sample, the sample was taken based on the population that
specified.
Based on the explanation above, the researcher wrote in a piece
of paper one as an experimental in lotteries form and every chairman get
that paper. The class that got experiment class, it would be supposed that a
sample class. Finally it was found that class MIA1 as a sample of this
research with the number of students was 20 students. Furthermore, the
total of sample can be seen from the table below:
No Class The Number of The Students Total Population
Male Female
1 X MIA 1 5 15 20
2 X MIA 2 9 11 20
3 X MIA 3 6 14 20
Total 20 40 60
24
Table 3.3
Sample of The Tenth Grade Students at MAN 2 Muaro Jambi
No Class The Number of The
Students
Total
Sample
Sample
Male Female
1 X MIA 1 5 15 20 Experimental
class
2 X MIA 3 6 14 20 Control Class
Total 11 29 40
D. Variable of The Research
Referring to Latief (2015:11) variable is defined as characteristics that
tend to differ from individual to individual, though any two or more
individuals may have the same variable to trait or measure. Then, Latif also
stated that there are two variables used in experimental design. The variables
are:
a. Independent Variable
Based on Creswell (2012:116) independent variable means an outcome or
dependent variable that influenced by an attribute or characteristic. The
independent variable in this research is Think-Pair-Share strategy
b. Dependent Variable
Creswell (2012:115) says dependent variable can be defined as an attribute
or characteristic that is dependent on or influenced by the independent
variable. Students‟ speaking ability is a dependent variable in this research
E. Technique of Data Collection
In conducting the research to collect the data the researcher did the
oral test as the technique. The test was used to find out whether there is or no
significant effect of using-think-pair share strategy on students‟ speaking
ability. The kind of the test is oral test by using record. The test consisted of
pre-test and post-test. The test was done by giving students a topic related to
the material and then the students were asked to make a description about the
topic. The researcher used the following rating sheet form to analyze students‟
25
speaking ability. There were some aspects that could be used to asses
students‟ speaking ability as follow:
Table 3.4
Scoring Rubric of Speaking
Aspects Score Requirements
Grammar
1 Errors in grammar are frequent, but speaker can
be understood by a native speaker used to
dealing with foreigners attempting to speak his
language
2 Can usually handle elementary constructions
quite accurately but does not have thorough or
confident control of the grammar
3 Control of the grammar is good. Able to speak
the language with sufficient structural
4 Able to use the language accurately on all levels
normally pertinent to professional needs. Errors
in grammar are quite rare.
5 Equivalent to that of an educated native speaker.
Vocabulary
1
Speaking vocabulary inadequate to express
anything but the most elementary needs.
2
Has speaking vocabulary sufficient to express
himself simply with some circumlocutions.
3
Able to speak the language with sufficient
vocabulary to participate effectively in most
formal and informal conversations on practical,
social, and professional topics. Vocabulary is
broad enough that he rarely has to grope for a
word
4 Can understand and participate in any
conversation within the range of his/her
experience with a high degree of percision of
vocabulary
5 Speech on all levels is fully accepted by
educated ntive speakers in all its features
including breadth of vocabulary and idioms,
cooloquialisms, and pertinent cultural
references
1 Within the scope of his very limited language
experience, can understand simple questions
and statements if delivered with slowed speech
repitition, or phraprase.
2 Can get the gist of most conversations of non-
technica subjects (i.e, topics that require no
26
Comprehension
specializedknowledge)
3 Comprehension is quite complete at a normal
rate of speech
4 Can understand any conversation within the
range of his eperience
5 Equivalent to that of an educated native speaker
Fluency
1 (No specific fluency description. Refer to other
four language areas for implied level of fuency.)
2 Can handle with confidence but not with facility
most social situations, including introductions
and casual conversations about current events,
as well as work, family, and autobiographical
information.
3
Can discuss particular interests of competence
with reasonable ease. Rarely has to grope for
words.
4
Able to use the language fluently on all levels
normally pertinent to professional needs. Can
participate in any conversatiion within the range
of this experience with ahigh degree of fluency
5
Has complete fluency in the language such that
his speech fully accepted by educated native
speakers
Pronunciation
1
Error in pronunciation are error frequent but can
be understood by a native speaker used to
dealing with foreigners attempting to speak his
language.
2 Accent is intelligible though often quite faulty
3 Errors never interfere with understanding and
rarely disturb the native speaker. Accent may be
obviously foreign
4 Error in pronunciation are quite rare
5 Equivalent to and fully accepted by educated
native speaker
Source: Brown, (2004,p.172)
F. Teaching Procedure
The procedure of teaching process was elaborated in this
section. In conducted teaching process, there were some procedures that
27
was done by the researcher. Firstly, the choice of subjects should be
clearly approved by the school‟s headmaster and the classroom‟s teacher.
The researcher asked permission to the school headmaster of MAN 2
Muaro Jambi to collect the data by doing observation in the school
classrooms. After the permission was given, the researcher met the
English teacher to consult the instrument to get students‟ classes‟
number, name list, students‟ number, teaching schedule and the students‟
information. The next step was determining whether the class X MIA 1
as the experimental group and the Class X MIA 3 as the control group.
Next, before the researcher conducted the real experiment the
researcher conducted the validity of the instrument first. The researcher
used content validity in this research in which the researcher matched the
instrument to the material of the lesson in the syllabus. Next, after the
researcher conducted the validity the researcher taught the students in
experimental group. In experimental group, the procedures of think-pair-
share strategy were: First, the students were given a picture by the
researcher. Second, the researcher gave the time to the students to think
the picture. Third, the researcher asked the students to pair off with their
friend. In this process, the students discussed what they had thought
about to found the answer or solution. Lastly, they were asked to share
what they had been thinking about with the whole students in the class.
This experiment was conducted in order to determine whether there is
significant difference in speaking test achievement between the
experimental group and control group. Then, in control group the
researcher also conducted teaching and learning process but the
researcher used teacher‟s strategy that was lecturing method to teach the
students in order to know the difference between students who are taught
using TPS strategy and who are not. After the researcher conducted
teaching process in both class the researcher did a reliability of the test.
In this research, the researcher used inter-rater reliability in which the
researcher used raters who had filled requirements as a rater to assess
students‟ speaking skill.
28
G. Instrument of The Research
1. Pre-test
In Experimental research, pre-test was done to know the
participants‟ ability before the treatment was given. Creswell (2016, p.297) in
his book stated that pre-test was used to measure the competence or
characteristic of participants before the participants received the treatment.
Based on the statement above, the researcher conducted the pre-test first
before applying think-pair-share strategy. In pre-test, the researcher gave
three topics to the students. The topics were about things such as my favorite
doll, my favorite things and my favorite book. Then they were asked to choose
one of the topics. The speaking test that was done in this research was oral test
by using record.
2. Post-test
In conducting experimental research, after the pre-test was
administered to know the participants‟ ability then the researcher conducted
the post-test to know their ability after given the treatment. According to
Creswell (2012, p.297) post-test is a measure on some attribute or
characteristic that is assessed for participants in an experiment after a
treatment. Post-test is given to the students after the students taught by using
think-pair-share strategy. The post-test that was used in this research was oral
test. In post-test the researcher also gave three topics to the students. The
topics were different to the pre-test. In pre-test the researcher gave topics
about “My Idol” such as My father, My Mother and My Teacher.Then they
were asked to choose one of the topics.
H. Validity and Reliability of The Data
a. Validity
Sugiyono (2017, p.121) says valid means the instrument of the
research can be used to measure what should be measured. Content
validity was used for the instrument in the form of test. In this
research, the researcher used content validity, construct validiry and
criteria validity to get the validity of the quantitative data. In this
research testing validity was done by comparing the content of the
29
instrument with the material of the lesson in curriculum 2013. Then,
construct validity was done by experts. In addition, criterion validity
was using an instrument to estimate some important form of behaviour
that is external to the measuring instrument itself. In conducting
speaking skill research, the test that was done by the researcher is oral
test.
b. Reliability
Creswell (2012, p.159) defines reliability as the scores of the
instrument is stable or consistent. The result of language skill
assessment has high reliability if the result precisely represents, if the
language skill assessment result is too far away different from the true
level of skill being assessed then the assessment result has low
reliability. In this research, the researcher used inter-rater reliability to
know whether the test was reliable or not. According to Brown (2004,
p.21) inter-rater reliability occurs when two or more scores yield
inconsistent scores of the same test, possibly for lack of attention to
scoring criteria, inexperience, inattention, or even preconceived biases.
There were two raters who have filled requirements as the rater to
assess students‟ speaking skill in this research.
I. Technique of Data Analysis
After collecting the data, the researcher then analyze the data by using
normality test, homogeneity test and T-test to know is there significant effect
or not on students‟ speaking ability who taught by using think pair share and
without think pair share strategy. However, to know the significant score
before and after being taught by think-pair-share strategy the researcher used
the technique as follow:
Table 3.5
Criteria of Scoring Rubric
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
30
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 to count the score are:
Table 3.6
Rubric of Speaking Assessment
Proficiency
Description Score Weighting
Pronunciation 1 2 3 4 5 10%
Grammar 1 2 3 4 5 20%
Vocabulary 1 2 3 4 5 15%
Fluency 1 2 3 4 5 30%
Comprehension 1 2 3 4 5 25%
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 V21. Before analyzing the data, the researcher counted normality
and homogeneity test first.
31
a. Normality Test
According to Susetyo (2010, p. 137), Normality test was to
determine whether the data from population normally or not. This test
was purpose for ensuring the distribution of data which were
accomplished from the population had normal distribution or not.
Normality test was calculated by using SPSS V21. The criteria of the
testing as follow:
1) If the value (p) > significant (α=0,05) it means H0 was accepted
and Ha was rejected (normal distribution).
2) If the value (p) < significant (α=0,05) it means H0 was rejected and
Ha was accepted (not normal distribution).
b. Homogeneity test
In quantitative research, homogeneity test was used to know
whether two groups (experimental and control class) that are taken
from population have homogeneity or not. Homogeneity test was done
as a requirement in analysis of independent sample t-test. In this
research, the researcher used statistical computation by using SPSS
V21. If probability > 0.05 it means the data is normally distributed.
However, if the value is < 0.05 then the data is not normally
distributed. The researcher used SPSS V21 to calculate the
homogeneity. The criteria for acceptance or rejection as follow:
H0 = The variance of data is homogenous
Ha = The variance of data is not homogenous
c. T-Test
T-test is used to look any significant effect and different
between experimental class and control class. Standard significant of
the successful test is 0.05 between pretest and post-test or experimental
class and control class (Anas Sudijono, 2009, p:346).
This research used 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 effect to students‟ speaking ability before and
32
after the treatment. The independent sample t-test is used to compare
the means of one variable for two groups of cases.
In analyzing data, the researcher used score of pre-test and
post-test of the students. The T-test is a type of statistical test that used
to compare the means of two groups. In this research, the researcher
used paired sample t-Test and independent sample t-Test. Paired
sample t-Test was used to know the significant effect on students‟
speaking after and before the treatment while independent sample t-
Test was used to compare the means of both group to know the
significance difference on students‟ speaking ability between students
who are taught using TPS and who are not. In this research, the
researcher used SPSS V21 to calculate the t-test.
J. Statistical Hypothesis
Creswell (2012:111) argues that hypotheses are statements in
quantitative research in which the investigator makes a prediction or a
conjecture about the outcome of a relationship among attributes or
characteristics. There are four hypotheses that will be tested in this
research they are:
Ha = There is significant effect of Think-Pair-Share strategy on students‟
speaking ability of tenth grade students at MAN 2 Muaro Jambi
Ho = There is no significant effect of Think-Pair-Share strategy on
speaking ability of tenth grade students at MAN 2 Muaro Jambi
Ha = There is significant difference between the students‟ taught by
Think-Pair-Share strategy and those who are not taught by Think-Pair-
Share strategy
Ho = There is no significant difference between students‟ taught by Think-
Pair-Share and those who are not taught by Think-Pair-Share strategy.
33
K. Schedule of the research
This research is going to be conducted on August 2019.
Table 3.7
The schedule of the research
No Activities
Month
June July August September October November
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 Proposal
Arrangement √ √
2 Consultation
of proposal √ √ √ √
3 Acc Seminar √
4 Seminar √
5 Research
Improvement √
6 Collecting
the data √ √ √ √
7 Writing
thesis √ √ √ √
√ √
8 Thesis
Examination
√
34
CHAPTER IV
RESEARCH FINDING AND DISCUSSION
In this chapter, the data are presented and analyzed based on what the
researcher obtained from experimental and control group conducted at the tenth
grade students of MAN 2 Muaro Jambi. To measure the data, Normality,
homogeneity and t-test were applied to calculate the result of pre-test and post-test
from experimental and control group. In calculating the data, the researcher used
IBM SPSS version 21 to know the normality, homogeneity and t-test. In this
research, the research finding was presented in two forms. The first was
descriptive analysis and the second one was statistical analysis.
A. Descriptive Analysis
The data described here were the result of speaking test. As what had
been mentioned before, this research used a quasi-experimental design. This
research was mainly intended to find out whether the students‟ speaking
ability improved after taught by using think-pair-share strategy. In this
research, there were two techniques of data collection, namely pre-test and
post-test. The research was conducted in MAN 2 Muaro Jambi in academic
year 2018/2019. The sample of the research was 40 students of class MIA in
which MIA 1 as the experimental class while MIA 3 as the control class. Each
class consisted of 20 students. In calculating the test score of students‟
speaking, the researcher used scoring rubric of Harris (2005) which consisted
of some aspects. Those were pronunciation, grammar, vocabulary, fluency,
and comprehension.
In conducting the research, firstly the researcher did pre-test to the
experimental class before did the treatment. The researcher gave three topics
to the students. Then the researcher asked the students to make a short
description about the topics that had been chose. Next, the researcher
instructed the students to present in front of the class individually. Moreover,
the researcher recorded the students‟ voice that would be assessed by the
raters later. After the researcher did pre-test, the researcher did teaching and
learning process by using TPS strategy for eight times. In teaching process the
35
researcher used the picture as the media to ease them in making descriptive
text. It was applied in thinking phase. Then, in pairing phase the students were
instructed to make the draft by using paper and pen. In addition, the researcher
made cue cards or list of questions to help them in telling the picture. Lastly,
the researcher conducted post-test in the last meeting. The material of the post-
test was same with the pre-test but the topics were different. In control class,
in the first meeting the researcher also did pre-test. Then, the researcher
conducted teaching and learning process for eight meetings. In contrast, the
researcher did not TPS strategy in control class. However, the researcher used
teacher‟s strategy in Control class. Furthermore, the researcher did post-test in
the last meeting and recorded the students‟ voice and took the recording to the
raters to be assessed.
1) The Data of Experimental Class
The researcher started conducting the research in experimental class on
October, 3rd
2019. The sample of experimental class was 20 students. In the
first day, the researcher did pre-test in this class. In addition, after
administering the pre-test the researcher did a teaching learning process by
applying think-pair-share strategy for eight meeting. Then, in the last meeting
the researcher conducted post-test in this class. The result of the tests as
follow:
Table 3.8
The result of pre-test and post-test of Experimental Class
Descriptive Statistics
N Minim
um
Maximum Mean Std. Deviation
Pretest 20 38.00 58.00 47.0000 6.06977
Posttest 20 70.00 92.00 79.6000 5.49066
Valid N
(listwise)
20
Based on the table above it can be seen that the lowest score of the student
in pre-test was 30 while in the post-test was 70. Then, the highest score in the
pre-test was 58 while in the post test was 92. In addition, the mean score of the
36
pretest was 47.00 with standard deviation 6.06977 and posttest was 79.6 with
standard deviation 5.49066. From the result above we can conclude that there
is improvement on students‟ speaking ability after taught by using TPS
strategy because the students‟ score become more increased. To know the
category of students‟ score in pretest and posttest the researcher used bar chart
as follow:
Chart 01
The chart 3.8.1 showed that, from 20 students there was 10% students who
got score in range (55-65), 80% students who got score in range (40-55) and
10 % students who got score in range (30-39). From the explanation above, we
can conclude that in pretest of experimental class there was only 10% students
who had speaking skill categorized satisfactory. While, there was 80%
students who had speaking skill poor categorized even though only 10%
students who had speaking skill very poor categorized. It means students‟
speaking skill still low.
37
Chart 02
Then, the chart 3.8.2 described that in posttest there was 65% students who
got score in range (80-100) and 35% students who got score in range (66-79).
In addition, the chart also showed that 65% students‟ speaking skill was
categorized very good and 35% was categorized good. Briefly, based on the
statements above students‟ speaking skill was increased in posttest.
2) The Data of Control Class
The research was administered in control class on October, 3rd
2019. The
sample of this class was 20 students. In conducting the research, the researcher
did the same way like in experimental class. The researcher did pretest in the
first meeting and posttest in the last meeting. Besides, the researcher also did
teaching and learning process in this class for eight meeting. In contrary, in
control class the researcher taught by using conventional strategy while in
experimental class the researcher used TPS strategy. The result of the tests as
follow:
38
Table 3.9
The result of pretest and posttest in Control class
Descriptive Statistics
N Minimum Maximum Mean Std. Deviation
Pretest 20 20.00 52.00 40.4000 8.57413
Posttest 20 40.00 72.00 51.8000 9.75273
Valid N
(listwise)
20
According to the table above, the lowest score gained in pretest was 20
while in posttest was 40. Next, the highest score gained in pretest was 52
meanwhile in posttest was 72. Then, the mean score in pretest was 40.40 with
standard deviation 8.57413 whereas the mean score in posttest was 51.80 with
standard deviation 9.75273. It proved that, there was the effect of TPS strategy
on students‟ speaking ability. In addition, the researcher added bar chart below
to describe the percentage of pretest and posttest result in control class:
Chart 03
From the chart 3.9.1 we could see that there was 50% students got score in
range (40-55) and 50% students got score in range (30-39). The chart also
informed that based on the gained score there was 50% students who had speaking
39
skill with poor categorize and 50% students who got speaking skill with very poor
categorize. In summary, the result of pretest calculation proved that the students‟
speaking skill in control class was low.
Chart 04
The chart 3.9.2 described that there was a little improvement in posttest of
control class than before. As seen, there was 20% students who got score in range
(66-79), 10% students who got score in range (56-65) and 70% students got score
in range (40-55). In addition, based on the gained score only 20% students who
had speaking skill with good categorize and 10% students satisfactory categorize.
However, there was 70% students that still had speaking skill with poor
categorize.
B. Statistical Analysis of The Test
1. Analysis of Normality Test
The normality test was carried out in order to know whether the
sample had normal distribution or not. The normality test is tested by
using Shapiro-Wilk method of SPSS V.21. If the result of significance
was higher than 0.05 then the data is normal distribution. However, if the
result of significance was lower than 0.05 it means the data is not normal
distribution. The hypothesis for testing as follow:
40
H0 = Data is normal distribution
Ha = Data is not normal distribution
The criteria acceptance and rejection of hypothesis were:
H0 is accepted if Sig (Pvalue) ≥ α= 0,05
Ha is accepted if Sig (Pvalue) ≤ α= 0,05
Table 4.0
The Normality Test of Pretest
in Experimental Class and Control Class
Shapiro-Wilk
Statistic df Sig.
Pretest of Experimental
Class
.945 20 .293
Pretest of Control
Class
.943 20 .276
a. Lilliefors Significance Correction
From the table 4.0 showed that the significance of pretest in
experimental class was 0.293. It was higher than 0.05. It means that the
data of pretest in experimental was normal. In addition, the significant
result of pretest in control class was 0.276. It was also higher than 0.05. It
means the data was normal. Based on the elaboration above, it can be
concluded that the data of pretest in experimental and control were
normally distributed.
Table 4.1
The Normality Test of Posttest
in Experimental and Control Class
Shapiro-Wilk
Statistic df Sig.
Posttest of
Experimental Class
.912 20 .069
Posttest of Control
Class
.861 20 .008
a. Lilliefors Significance Correction
From table 4.1 it could be seen that the test was significantly
normal. It was stated that the data of experimental class was 0.69 and the
data of control class was 0.08. Based on the data, it was found that both
41
experimental and control class data was higher than significance score
0.05. In other words, the results of posttest in both experimental and
control class were normally distributed.
2. Analysis of Homogeneity Test
The homogeneity test was done in order to know whether the data
were homogeneous or not. In calculating the homogeneity of the data the
researcher used SPSS V21. Then, if the result of the data calculation was
higher than criteria of the test 0.05, the data were homogeneous. The
hypothesis for testing 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 4.2
Homogeneity Test of Pretest
in Experimental and Control Class
Levene
Statistic
df1 df2 Sig.
Students'
Learning
Outcome
Based on Mean 2.443 1 38 .126
Based on Median 2.249 1 38 .142
Based on Median and with
adjusted df
2.249 1 33.872 .143
Based on trimmed mean 2.588 1 38 .116
From the table 4.2 above, it can be seen that the significant result
was 0.126 while the significant value was 0.05. In brief, the data was
homogeneous because the data variance was higher than significant value
(0.126 ≥ 0.05).
42
The table 4.3 showed that the significant result of experimental and control
class was 0.14. It means the data of posttest in experimental and control class was
homogeneous because the significant result was higher than significant value that
is 0.05 (0.14 ≥ 0.05).
3. Analysis of T-test
After the normality and homogeneity test was done T-test analysis was
carried out. In this research the researcher calculated paired sample test and
independent test. The analysis was presented below:
a. Paired Sample Test
Paired sample T-test was done to compare the two paired related
groups. In this test the sample used was same. However, both of the
samples were given different treatment. In this research, to calculate the
data the researcher used SPSS V21. The hypothesis for testing as follow:
H0 = There is significant effect on students‟ speaking ability
Ha = There is no significant effect on students‟ speaking ability
The criteria acceptance and rejection of hypothesis were:
H0 is accepted if Sig (Pvalue) ≤ α= 0.05
Ha is accepted if Sig (Pvalue) ≥ α= 0.05
Table 4.3
Homogeneity Test of Posttest
in Experimental and Control Class
Levene
Statistic
df1 df2 Sig.
Students'
Learning
Outcome
Based on Mean 6.676 1 38 .014
Based on Median 2.305 1 38 .137
Based on Median and with
adjusted df
2.305 1 30.302 .139
Based on trimmed mean 5.694 1 38 .022
43
Table 4.4
Paired Samples Statistics
Mean N Std.
Deviation
Std. Error Mean
Pair1
Pretest 47.00 20 60.70 1.357
Posttest 79.60 20 54.91 1.228
Based on table 4.4 it can be seen that the mean score of pretest was
47.00 with standard deviation 60.70 and the posttest was 79.60 with
standard deviation 54.91. The result of mean score showed that there was
improvement on students‟ speaking ability after the treatment. Then, from
table 4.5 stated that in paired sample test the score of significant two tailed
was 0.000. It was lower than 0.05. It means there was significant effect on
students‟ speaking ability after taught by using think-pair-share strategy.
b. Independent Sample T-test
Independent sample test was comparative test that used to compare two
means unrelated group to know whether there was statistical evidence that
associated population means were significantly different. The researcher
used t-test formula by using SPSS V21.
Table 4.5
Paired Samples Test
Paired Differences t df Sig.
(2-
tail
ed)
Mean Std.
Deviat
ion
Std.
Error
Mean
95% Confidence
Interval of the
Difference
Lower Upper
P
a
i
r
1
Pretest
–
Posttest
-
32.60
0
6.992 1.563 -35.872 -29.328 -20.852 19 .00
0
44
Table 4.6
Independent Samples Test
Levene's
Test for
Equality
of
Variance
s
T-test for Equality of Means
F Sig. t df Si
g.
(2-
tail
ed)
Mean
Diffe
rence
Std.
Error
Diffe
rence
95%
Confidence
Interval of
the
Difference
Low
er
Upp
er
Students'
Learning
Outcome
Equal
variances
assumed
6.6
76
.01
4
11.10
8
38 .00
0
27.80
0
2.503 22.7
34
32.8
66
Equal
variance
s not
assumed
11.10
8
29.94
5
.00
0
27.80
0
2.503 22.6
89
32.9
11
The table 4.6 showed that the score of mean difference was 27.800.
In addition the result of sig (2 tailed) was 0.000. It is lower than
Significant value (0.000 ≤ 0.05). Furthermore, the table 4.7 above also
showed that the mean score of experimental group also was higher than
Control group. In the other hand, the result of calculation showed that
there is different significant on students‟ speaking ability who were taught
Table 4.7
Group Statistics
Class N Mean Std.
Deviation
Std.
Error
Mean
Students'
Learning
Outcome
Experimental Group
20 79.60 5.491 1.228
Control Group 20 51.80 9.753 2.181
45
using think-pair-share strategy and who were not. It means think-pair-
share strategy was effective to teach speaking because it can improve
students‟ speaking ability.
C. Discussion
The researcher elaborated the result and process of the research in this
part. The goal of this research were to find out whether there is significant
effect and significant different on students‟ speaking ability who were taught
using think pair-share-strategy and who are not. Based on the explanation in
previous analysis the result showed that there is significant effect and
significant different on students‟ speaking ability after taught using think-pair-
share strategy. It can be proved by the result of pretest and posttest of the both
group. However, before the researcher elaborated the result of the research the
process would be discussed first in this part.
In conducting the research the researcher did pretest and posttest to
each group. In the pretest, the experimental and the controlled class did the
test well. There were 20 students in experimental. In experimental class the
students were asked to make a descriptive text about the topic that had been
provided by the researcher. Then, they were given time for 7 minutes to
prepare their description before presented it in front of the class. In preparing
their description, the students implemented think-pair-share strategy. The
steps were they think about the theme for a while, getting a partner (in pairs)
to share their ideas about the theme, and last, they share their answers to the
whole students about the theme orally and individually in short monolog.
Think-Pair-Share is an effective way to make the students more confidence
and reduce their nervous to speak up in front of the class. According to Arends
as cited in Hidayana (2017, p.47), there are three steps in doing Think-Pair-
Share such as, think alone about the answers, in pairs to discuss what they
have been thinking about, and share what they have talking to the whole class.
Furthermore, through Think-Pair-Share, students‟ speaking ability of grade
tenth was improved. After giving the treatments in implementing Think-Pair-
Share for 8 times, the students‟ mean score of pretest was post-test was 79.60.
The minimum score in pre-test was 38 and the maximum score was 58. The
46
minimum score in post-test was 70 and the maximum score was 92. To sum
up, the minimum and the maximum score in post-test are higher than pre-test
in experimental class.
Meanwhile, in control class was very different from experimental class.
In the control class the students were taught without implemented think-pair-
share strategy. They were taught by using conventional strategy. After giving
the treatment without using TPS strategy for eight times the students mean
score of posttest was 51.80 and pretest was 40.40. The minimum score in
pretest was 20 and the maximum score was 52. In addition, the minimum
score in posttest was 40 and maximum score was 72. In contrast, the
experimental class got the higher score than the controlled class. It proves that
implementing Think-Pair-Share is effective to improve students‟ speaking
ability
Moreover, from the calculation of normality test the result was
normally distributed. It can be seen from the calculation result that revealed
the significant result of pretest in experiment class was 0.293 and control class
was 0.276. Both of group had significant score that was higher than 0.05.
Next, the significant result of posttest in control class was 0.08 and experiment
class was 0.14. The significant score of group both were also higher than 0.05.
Therefore, the researcher concluded that the data was normally distributed
because the significant result of pretest and posttest in experimental and
control group was higher than 0.05. In addition the homogeneity of the test
was showed by the result of pretest in experimental and control class that was
0.126. The data variance was homogeneous because it was higher than 0.05
(0.126 ≥ 0.05). Then, the result of pretest and posttest in experimental and
control class was 0.14. So, from the result the researcher concluded that the
data variance was homogeneous because the result was higher than significant
value that is 0.05 (0.14 ≥ 0.05).
Furthermore, to answer the formulation of the research the paired
sample t-test and independent test would be elaborated below. The result of
paired sample test showed that the value of sig (2-tailed) was 0.000.
Meanwhile, the significant value was 0.05. Therefore, the researcher
47
concluded that there is significant effect on students‟ speaking ability after
they taught by using think-pair-share strategy. Besides, the result of
independent test stated that there is significant different on students‟ speaking
ability who were taught using TPS strategy because the score of sig (2-tailed)
was lower than significant value (0.000 ≤ 0.05). The result was not only given
positive effect in present research but also in previous research. It was proved
by Rika (2017) in her research that stated TPS strategy motivated students to
do speaking activity in the class. This strategy gives the students an
opportunity to practice the target language. Then, she also added that TPS
keeps students more active in cooperation and makes them more confident in
the class. Awad (2017) in his research he also argued that TPS strategy could
increase students‟ speaking skill because it allowed students to present in front
of the class and share their ideas to their friends.
TPS was s strategy of cooperative learning. It was developed by Frank
Lyman in 1985. TPS strategy was used to trained students‟ cooperation in
doing something. Isjoni (2012) stated that TPS was very useful strategy. It
provided the students to think the answer of teacher‟s question and paired to
another students then present in front of the class.
In conclusion, there is significant effect and significant different on
students‟ speaking ability who were taught using think-pair-share strategy and
who were not. Implementing Think-Pair-Share provided the positive effect to
students‟ speaking ability. The students are able to speak fluently and
confidently after they had been taught by using Think-Pair-Share. As a result,
the steps in conducting Think-Pair-Share facilitated them for having
opportunities to practice and to encourage their motivation in speaking
English. Also, Think-Pair-Share required them to be an active speaker in every
activity and teaching speaking using Think-Pair-Share was fun and helpful
especially for the tenth grade students of MAN 2 Muaro Jambi
48
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the finding of Chapter IV, it showed that the students‟ speaking
ability of tenth grade at MAN 2 Muaro Jambi can be improved through Think-
Pair-Share. It could be seen by the students‟ mean score was increased. The mean
score of pre-test was 47.00 in experimental class, while the mean score of pre-test
was 40.40 in controlled class. After doing the treatment followed by conducting
post-test the students‟ achievement in speaking ability was improved. The mean
score of post-test in experimental class was 79.60, and the mean score of post-test
in controlled class was 51.80. This meant that there was a significant score of
post-test in both classes. It can be stated that there was the effect of Think-Pair-
Share on students‟ speaking ability. It followed by the result of normality test and
homogeneity test in pre-test and post-test of the experimental and controlled class
was distributed normal and homogeneous. It was also supported by the result of
the paired sample t-test that had sig (2-tailed) 0.000 in which the value was lower
than 0.05 (0.000≤0.05). In addition, the result of independent t-test also showed
that the sig (2-tailed) was 0.000. It was lower than 0.05 (0.000 ≤ 0.05). So that, the
researcher can conclude that, there was significant effect and significant different
on students speaking ability after taught using TPS strategy. Furthermore, there
was an improvement on students‟ speaking ability who were taught by using
think-pair-share strategy and who were not. It was also indicated by teaching
speaking ability through Think-Pair-Share could be affected because the students
practiced in English confidently and fluently. Besides, the media, drafting and
question list that was used by the researcher in TPS strategy also supported
students‟ achievement in speaking skill. It helped them to trigged students in
telling the descriptive text. Based on the explanation above, it can be concluded
that Think-Pair-Share can improve students‟ speaking ability of MAN 2 Muaro
Jambi.
49
B. Suggestion
Based on the findings and discussions stated in the previous chapter, some
suggestions are given to the participants who are closely related to this study.
They are presented as follows:
1. For the English Teachers
The English teachers should consider the students‟ needs and interest
before designing speaking materials. It is important for the teachers to
use various activities that is appropriate to the students‟ needs because
it can reduce the students‟ boredom and monotonous during teaching
and learning process. It is useful for them to use Think-Pair-Share as
one of the appropriate activities in teaching speaking. Also, through
Think-Pair-Share the class would be fun and increased students‟
motivation in order to speak English well.
2. For Students
By using Think-Pair-Share in the class, the students have opportunities
to speak English confidently and fluently in sharing their ideas. It also
improves students‟ speaking ability wherever they are.
3. For Other Researchers
The weakness of this study is its limited time in implementing the
actions. Other researchers who are interested in the same field are
recommended to implement the actions in a longer period of time to
get more maximum results so that the improvement will be more
significantly seen.
50
REFERENCES
Usman, Abdurrahman (2015) Using the Think-Pair-Share Strategy to Improve
Students‟ Speaking Ability at Stain Ternate. Journal of Education and
Practice 6(10): 38-39
Agustin Maria, Daniastuti.(2018). The Effectiveness of Simulation and Role Play
Techniqueto Teach Speaking for High and Low Motivation
Students.Leksika Jurnal.12(1):30-36
Amila Riska, Desta.(2017).Think and Pair Technique in Teaching Speaking.
Research in English and Education (READ), 2(1), 37-46
Awad, Ahmad. (2017). The Influenvce of Think-Pair-Share (TPS)on Improving
Student‟ Oral Communication Skill in EFL Classroom. Research Gate. 8
(1): 12-23
Brown, H. Douglas. (2001). Teaching by Principles; an Interactive Approach to
Language Pedagogy, Second Edition. New York: Addison Wesley
Longman, Inc
Brown, Douglas H. (2004). Language Assessment Principles and Classroom
Practices.SanFransisco:Longman
Bygate, Martin. (1987). Teaching Speaking. Oxford: Oxford University Press
Cresswell, John W. (2012). Educational Research: Planning, Conducting, and
Evaluating Qualitative and Quantitative 4th
Edition. New Jersey: Pearson
Education.
Harmer, Jeremy.(2001). The Parctice of English Language Teaching, Third
Edition. Cambridge: Longman
Harmer, Jeremy (2007). The Practice of English Language Teaching, Fourth
edition. Cambridge: Pearson Longman
Isjoni. (2012). Cooperative Learning. Alfabeta: Bandung
Kagan, Spencer. (2009).Cooperative Learning. San Clemente, CA: Kagan
Publishing.
Kusrini, Endang. (2012). Teaching Speaking for Senior High school Using
Coopersative Learning „Think Pair Share: Jurnal Aktif 18 (10): 1-5
Latief, Muhammad Adnan. (2015). Research Methods on Language Learning an
Introduction.Semarang:UNS
Leong, Lai-Mei dkk. (2017). An Analysis of Factors Influencing Learners‟
English Speaking Skill. University of Sains Malaya: www.ijreeonline.com
Madjid, Abdul. (2013). Strategi Pembelajaran. PT Remaja Rosdakarya: Bandung
Nunan, David.(2015). Teaching English to Speakers of Other Languages. New
York: Routletdge
51
Nunan, David. (2003). Practical English Language Teaching First Edition. New
York: Mc Graw Hill
Pollard, Lucy. (2008). Guide to Teaching English. London: London University.
Putri, Hidayana. (2017). The Effect of Think-Pair-Share on Students‟ Speaking
Ability of Short Monolog. English Education Department. Fakultas
Keguruan dan Ilmu Pendidikan. UIN Syarif Hidayatullah Jakarta
Richards, J. C. (2008). Teaching Listening and Speaking. USA: Cambridge
University
Spratt, Mary. (2005). The TKT Course. Cambridge: Cambridge University.
Sudijono, Anas. (2009). Pengantar Statistik Pendidikan. Jakarta: RajaGrafindo
Persada.
Sugiyono. (2013). Metode Penelitian Kuantitatif Kualiatif dan R&D. Bandung:
Alfabeta.
Susetyo, B. (2010). Statistika untuk Analisis Data Penelitian. Bandung: Aditama.
Widiati, Utami dkk. (2006). The Teaching of EFL Speaking In The Indonesian
Context: The State of The Art. Teflin Journal. 34 (2): 269-292
Yasar Eyup, Kurum.(2017). How to Teach Speaking. Hacettepe University:
https://www.researchgate.net/publication/312538107
52
APPENDIX 1
53
Descriptive Analysis of Experimental Class
Statistic Std. Error
pretest
Mean 47.0000 1.35724
95%
Confidence
Interval for
Mean
Lower
Bound
44.1593
Upper
Bound
49.8407
5% Trimmed Mean 46.8889
Median 48.0000
Variance 36.842
Std. Deviation 6.06977
Minimum 38.00
Maximum 58.00
Range 20.00
Interquartile Range 9.50
Skewness .056 .512
Kurtosis -1.010 .992
postest
Mean 79.6000 1.22775
95%
Confidence
Interval for
Mean
Lower
Bound
77.0303
Upper
Bound
82.1697
5% Trimmed Mean 79.4444
Median 82.0000
Variance 30.147
Std. Deviation 5.49066
Minimum 70.00
Maximum 92.00
Range 22.00
Interquartile Range 7.50
Skewness -.124 .512
Kurtosis .233 .992
Descriptive Analysis of Control Class
54
Statistic Std. Error
pretest
Mean 40.40 1.917
95%
Confidence
Interval for
Mean
Lower
Bound
36.39
Upper
Bound
44.41
5% Trimmed Mean 40.89
Median 39.00
Variance 73.516
Std. Deviation 8.574
Minimum 20
Maximum 52
Range 32
Interquartile Range 12
Skewness -.571 .512
Kurtosis .001 .992
postest
Mean 51.80 2.181
95%
Confidence
Interval for
Mean
Lower
Bound
47.24
Upper
Bound
56.36
5% Trimmed Mean 51.33
Median 48.00
Variance 95.116
Std. Deviation 9.753
Minimum 40
Maximum 72
Range 32
Interquartile Range 14
Skewness 1.002 .512
Kurtosis -.104 .992
55
The scores of Pre-Test and Post-Test in Experimental Class
No Students Scores of Pre-
Test
Scores of
Post-test
1 S.1 50 82
2 S.2 48 82
3 S.3 50 82
4 S.4 46 92
5 S.5 38 82
6 S.6 44 80
7 S.7 54 84
8 S.8 50 84
9 S.9 50 74
10 S.10 40 72
11 S.11 50 82
12 S.12 40 74
13 S.13 40 78
14 S.14 38 70
15 S.15 48 82
16 S.16 44 80
17 S.17 56 82
18 S.18 42 76
19 S.19 58 70
20 S.20 54 84
TOTAL 940 1.592
MEAN 47 70
MAX 58 92
MIN 38 70
56
The Scores of Pre-test and Post-Test in Control Class
No Students Scores of Pre-
test
Scores of Post-
Test
1 S.1 38 50
2 S.2 46 46
3 S.3 48 46
4 S.4 46 42
5 S.5 52 40
6 S.6 52 48
7 S.7 50 48
8 S.8 48 72
9 S.9 36 42
10 S.10 36 58
11 S.11 28 60
12 S.12 48 46
13 S.13 44 48
14 S.14 38 46
15 S.15 32 64
16 S.16 36 72
17 S.17 40 48
18 S.18 38 64
19 S.19 32 52
20 S.20 20 44
TOTAL 808 1036
MEAN 40.4 51.8
MAX 52 72
MIN 20 40
57
The Distribution of Frequency of Students’ Pre-Test on Experimental Study
pretest
Frequency Percent Valid
Percent
Cumulative
Percent
Valid
38. 2 10.0 10.0 10.0
40. 3 15.0 15.0 25.0
42. 1 5.0 5.0 30.0
44. 2 10.0 10.0 40.0
46. 1 5.0 5.0 45.0
48. 2 10.0 10.0 55.0
50. 5 25.0 25.0 80.0
54. 2 10.0 10.0 90.0
56. 1 5.0 5.0 95.0
58. 1 5.0 5.0 100.0
Total 20 100.0 100.0
58
The Distribution of Freuency of Students’ Post-Test on
Experimental Study
Frequency Percent Valid
Percent
Cumulative
Percent
Valid
70 2 10.0 10.0 10.0
72. 1 5.0 5.0 15.0
74 2 10.0 10.0 25.0
76 1 5.0 5.0 30.0
78 1 5.0 5.0 35.0
80 2 10.0 10.0 45.0
82 7 35.0 35.0 80.0
84 3 15.0 15.0 95.0
92 1 5.0 5.0 100.0
Total 20 100.0 100.0
59
The Distribution of Freuency of Sttudents’ Pre-Test
on Control Class
Frequency Percent Valid
Percent
Cumulative
Percent
Valid
20 1 5.0 5.0 5.0
28 1 5.0 5.0 10.0
32 2 10.0 10.0 20.0
36 3 15.0 15.0 35.0
38 3 15.0 15.0 50.0
40 1 5.0 5.0 55.0
44 1 5.0 5.0 60.0
46 2 10.0 10.0 70.0
48 3 15.0 15.0 85.0
50 1 5.0 5.0 90.0
52 2 10.0 10.0 100.0
Total 20 100.0 100.0
60
The Distribution of Frequency of Students’ Post-Test
on Control Class
Frequency Percent Valid
Percent
Cumulative
Percent
Valid
40 1 5.0 5.0 5.0
42 2 10.0 10.0 15.0
44 1 5.0 5.0 20.0
46 4 20.0 20.0 40.0
48 4 20.0 20.0 60.0
50 1 5.0 5.0 65.0
52 1 5.0 5.0 70.0
58 1 5.0 5.0 75.0
60 1 5.0 5.0 80.0
64 2 10.0 10.0 90.0
72 2 10.0 10.0 100.0
Total 20 100.0 100.0
61
APPENDIX 2
62
63
64
65
66
APPENDIX 3
67
INSTRUMENT OF THE STUDY
Pre-Test
Post-Test
1. Create a description about historical building for example prambanan temple,
borobudur temple, kota tua and others
2. You can describe it as you want (e.g. where is it located, how is the building and
why does it created) with your own words
3. You have 7 minutes to prepare your description before presentation.
4. Present your description in front of the class orally.
5. Last, the researcher will record the description
1. Create a description about national figure for example Jokowi, Cut Nyak Dien,
Soeharto and others
2. You can describe it as you want (e.g. where does he born, her or his job etc with
your own words
3. You have 7 minutes to prepare your description before presentation.
4. Present your description in front of the class orally.
5. Last, the researcher will record the description
68
Students’ Speaking Test
1. Ahyar Mubarok (Pre-Test in Experimental Class)
I have a favorite thing. The thing is a mug. My mother gave it to me on my
birthday last month. It is a white mug with my name written on it. It has a
handle so i can use it to drink hot Milk safety.
2. Efri Dea Sasmita (Post-Test in Experimental Class)
My father name is Burhanuddin. He is 45 years old. He is very handsome. His
body is high and fat. He works as a farmer. My father is a hero for me because
he always gives what I need and fight for me. He always comes home at night
for work. I love him very much
3. Karina (Pre-Test in Control Class)
My panda doll. I have a panda doll. It is my favorite one. It was my birthday
present last year. It is a big Panda doll with white and black color. It has cute
face and very soft.
4. Aldina (Post-Test in Control Class)
Miss Rika is my favorite teacher. She is an English teacher. She has high and
slim body. She is 30 years old. She always wears glasses. I likes her very
much because she never angry when teaches her students. She is a patient
teacher.
5. Tio Saputra (Pre-Test in Experimental Class)
I have a favorite phone. Hmmm... I buy it last year by using the money that i
get from my grandmother. My phone is an android. The color is black. It is
samsung brand.
6. Zakia Salsabillah (Post-Test in Experimental Class)
I have a mom. Her name is Siti Zubaidah. She has high and fat body. She is a
house wife. She always wears long dress. She loves her children very much.
Every morning she always makes breakfast for us. She is a hero for me
because she always spend most of her time to care me and educate me. I love
my mom very much.
69
SILABUS SMA/MA
Satuan Pendidikan : MAN 2 Muaro Jambi
Mata Pelajaran : Bahasa Inggris
Kelas : X
Kompetensi Inti :
KI 1 : Menghayati dan mengamalkan ajaran agama yang dianutnya
KI 2 : Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli
(gotong royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif dan
menunjukkan sikap sebagai bagian dari solusi atas berbagai permasalahan dalam
berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam
menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia
KI 3 : Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual,
prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi,
seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan,
kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta
menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai
dengan bakat dan minatnya untuk memecahkan masalah.
KI 4 : Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait
dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan
mampu menggunakan metoda sesuai kaidah keilmuan.
Kompetensi
Dasar
Materi
Pokok Pembelajaran Penilaian
Aloka
si
Wakt
u
Sumber
Belajar
1.1. Mensyu
kuri
kesemp
atan
dapat
mempel
ajari
bahasa
Inggris
sebagai
bahasa
pengant
ar
Teks lisan
dan tulis
sederhan
a, untuk
memapar
kan,
menanya
kan, dan
merespon
pemapar
an jati
Mengamati
Siswa
mendengarkan/
membaca
pemaparan jati
diri dengan
memperhatikan
fungsi sosial,
struktur teks,
unsur
kebahasaan,
maupun format
Kriteria
penilaian:
Pencapaian
fungsi
sosial
Kelengkap
an dan
keruntutan
struktur
teks
memaparka
n dan
2 x
2 JP
Audio
CD/
VCD/
DVD
SUA
RA
GUR
U
Koran
/
70
Kompetensi
Dasar
Materi
Pokok Pembelajaran Penilaian
Aloka
si
Wakt
u
Sumber
Belajar
Komuni
kasi
internasi
onal
yang
diwujud
kan
dalam
semang
at
belajar
2.2. Menunju
kkan
perilaku
jujur,
disiplin,
percaya
diri, dan
bertangg
ung
jawab
dalam
melaksa
nakan
Komuni
kasi
transaksi
onal
dengan
guru dan
teman.
3.1. Mengan
alisis
fungsi
sosial,
struktur
teks, dan
unsur
kebahasa
an dari
teks
pemapar
an jati
diri,
sesuai
dengan
diri
Fungsi
sosial
Menjalin
hubunga
n dengan
guru,
teman
dan
orang
lain
Ungkapan
My name
is... I‟m
... I live
in ... I
have … I
like ….
dan
semacam
nya
Unsur
kebahasaa
n:
(1) Kata
terka
it
deng
an
hubu
ngan
keke
luarg
aan
dan
keke
rabat
an,
prof
esi
penyampaian/pe
nulisannya.
Siswa mencoba
menirukan
pengucapannya
dan menuliskan
pemaparan jati
diri yang
digunakan.
Mempertanyakan
Dengan
bimbingan dan
arahan guru,
siswa
mempertanyaka
n antara lain,
perbedaan
antara berbagai
pemaparan jati
diri dalam
bahasa Inggris,
perbedaannya
dengan yang ada
dalam bahasa
Indonesia.
Siswa
mempertanyaka
n pengucapan
dan isi teks yang
memaparkan jati
diri
Mengeksplorasi
Siswa mencari
pemaparan jati
diri dari
berbagai
sumber.
Siswa berlatih
memaparkan jati
diri dengan
teman melalui
simulasi.
menanyaka
n jati diri
Ketepatan
unsur
kebahasaan
: tata
bahasa,
kosa kata,
ucapan,
tekanan
kata,
intonasi,
ejaan, dan
tulisan
tangan
Kesesuaian
format
penulisan/
penyampai
an
Unjuk kerja
Melakukan
monolog
yang
menyebutk
an jati diri
didepan
kelas
Ketepatan
mengguna
kan
struktur
dan unsur
kebahasaan
dalam
menyebutk
an jati diri
Pengamatan
(observations
):
Bukan
penilaian
formal seperti
majal
ah
berba
hasa
Inggri
s
www.
dailye
nglish
.com
http://
ameri
canen
glish.s
tate.g
ov/fil
es/ae/
resour
ce_fil
es
http://
learne
nglish
.britis
hcoun
cil.org
/en/
71
Kompetensi
Dasar
Materi
Pokok Pembelajaran Penilaian
Aloka
si
Wakt
u
Sumber
Belajar
konteks
penggun
aannya.
4.1. Menyus
un teks
lisan dan
tulis
sederhan
a, untuk
memapa
rkan,
menanya
kan, dan
merespo
n
pemapar
an jati
diri,
dengan
memper
hatikan
fungsi
sosial,
struktur
teks, dan
unsur
kebahasa
an,
secara
benar
dan
sesuai
dengan
konteks.
peke
rjaan
,
hobi.
(2) Kata
kerja
dala
m
simp
le
pres
ent
tense
: be,
have
dala
m
simp
le
pres
ent
tense
(3) Kata
tany
a
Wha
t?
Who
?
Whic
h?
(4) Uca
pan,
teka
nan
kata,
inton
asi,
ejaa
n,
tulis
an
tang
an
yang
rapi
(5) Ruju
Siswa berlatih
memaparkan jati
diri melalui
tulisan
Mengasosiasi
Siswa
menganalisis
ungkapan
memaparkan jati
diri dengan
mengelompokan
nya berdasarkan
penggunaan.
Secara
berkelompok
siswa
mendiskusikan
ungkapan
memaparkan jati
diri yang mereka
temukan dari
sumber lain dan
membandingkan
nya dengan yang
digunakan guru
Siswa
memperoleh
balikan
(feedback) dari
guru dan teman
tentang fungsi
sosial dan unsur
kebahasaan
yang sampaikan
dalam kerja
kelompok.
Mengkomunikasik
an
Siswa
mendemonstrasi
kan penggunaan
pemaparan jati
diri secara lisan
tes, tetapi
untuk tujuan
memberi
balikan.
Sasaran
penilaian:
Berperilak
u jujur,
disiplin,
percaya
diri, dan
bertanggu
ng jawab
dalam
melaksana
kan
Komunika
si
Kesunggu
han siswa
dalam
proses
pembelajar
an dalam
setiap
tahapan
Portofolio
Kumpulan
karya
siswa
yang
mencermi
nkan hasil
atau
capaian
belajar
berupa
rekaman
pengguna
an
ungkapan
dan skrip
percakapa
n
72
Kompetensi
Dasar
Materi
Pokok Pembelajaran Penilaian
Aloka
si
Wakt
u
Sumber
Belajar
kan
kata
Topik
Ketelada
nan
tentang
perilaku
terbuka,
menghar
gai
perbedaa
n,
perdamai
an.
dan tertulis di
kelas dengan
memperhatikan
fungsi sosial,
ungkapan, dan
unsur
kebahasaan
yang benar dan
sesuai dengan
konteks
Siswa
menuliskan
permasalahan
dalam
menggunakan
bahasa Inggris
untuk
memaparkan jati
diri dalam jurnal
belajar (learning
journal).
Kumpulan
hasil tes
dan
latihan.
Catatan
atau
rekaman
penilaian
diri dan
penilaian
sejawat,
berupa
komentar
atau cara
penilaian
lainnya.
Penilaian
Diri dan
Penilaian
Sejawat
Bentuk:
diary, jurnal,
format
khusus,
komentar,
atau bentuk
penilaian lain
1.1 Mensyu
kuri
kesemp
atan
dapat
mempel
ajari
bahasa
Inggris
sebagai
bahasa
pengant
ar
Komuni
kasi
internas
Teks
lisan dan
tulis
untuk
memuji
bersayap
(extended
) serta
responny
a
Fungsi
sosial
Menjaga
Mengamati
Siswa
mendengarkan/m
enonton interaksi
memuji
bersayap.
Siswa mengikuti
interaksi memuji
bersayap.
Siswa menirukan
model interaksi
memuji bersayap
Dengan
KRITERIA
PENILAIAN:
Pencapaian
fungsi
sosial
Kelengkap
an dan
keruntutan
struktur
teks
memuji
bersayap
Ketepatan
unsur
kebahasaan
1 x 2
JP
Audio
CD/
SUA
RA
GUR
U
Koran
/
majal
ah ber
www.
dailye
nglish
73
Kompetensi
Dasar
Materi
Pokok Pembelajaran Penilaian
Aloka
si
Wakt
u
Sumber
Belajar
ional
yang
diwujud
kan
dalam
semang
at
belajar.
2.1. Menunju
kkan
perilaku
santun
dan
peduli
dalam
melaksa
nakan
Komuni
kasi
interpers
onal
dengan
guru dan
teman.
3.2. Mengan
alisis
fungsi
sosial,
struktur
teks, dan
unsur
kebahasa
an pada
ungkapa
n
memuji
bersayap
serta
responny
a, sesuai
dengan
konteks
penggun
aannya.
4.2. Menyus
un teks
hubunga
n
interpers
onal
dengan
guru,
teman
dan
orang
lain.
Ungkapan
“Excellent
! You
really did
it well,
Tina.”
“That‟s
nice,
Anisa. I
really like
it.” “It
was great.
I like it,
thank
you,”
Unsur
kebahasaa
n:
Ucapan,
tekanan
kata,
intonasi
bimbingan dan
arahan guru,
siswa
mengidentifikasi
ciri-ciri interaksi
memuji bersayap
(fungsi sosial,
struktur teks, dan
unsur
kebahasaan).
Mempertanyakan
(questioning)
Dengan bimbingan
dan arahan guru,
siswa
mempertanyakan
antara lain
perbedaan antara
berbagai ungkapan
memuji bersayap
dalam bahasa
Inggris, perbedaan
ungkapan dengan
yang ada dalam
bahasa Indonesia,
kemungkinan
menggunakan
ungkapan lain, dsb.
Mengeksplorasi
Siswa memuji
bersayap dengan
bahasa Inggris
dalam konteks
simulasi, role-play,
dan kegiatan lain
yang terstruktur.
Mengasosiasi
Siswa
membandingkan
ungkapan
: tata
bahasa,
kosa kata,
ucapan,
tekanan
kata,
intonasi,
ejaan, dan
tulisan
tangan
Kesesuaian
format
penulisan/
penyampai
an
CARA
PENILAIAN:
Unjuk kerja
Bermain
peran (role
play)
dalam
bentuk
interaksi
yang berisi
pernyataan
pujian dan
responnya
.
Ketepatan
dan
kesesuaian
mengguna
kan
struktur
dan unsur
kebahasaa
n dalam
menyampa
ikan pujian
serta
responnya
Pengamatan
(observations
.com
http://
ameri
canen
glish.s
tate.g
ov/fil
es/ae/
resour
ce_fil
es
http://
learne
nglish
.britis
hcoun
cil.org
/en/
74
Kompetensi
Dasar
Materi
Pokok Pembelajaran Penilaian
Aloka
si
Wakt
u
Sumber
Belajar
lisan dan
tulis
untuk
menguca
pkan dan
merespo
n pujian
bersayap
, dengan
memper
hatikan
fungsi
sosial,
struktur
teks, dan
unsur
kebahasa
an yang
benar
dan
sesuai
konteks.
memuji
bersayap yang
telah dipelajari
dengan yang ada
di berbagai
sumber lain.
Siswa
membandingkan
antara ungkapan
dalam bahasa
Inggris dan
dalam bahasa
siswa.
Mengkomunikasik
an
Siswa memuji
dengan bahasa
Inggris, di
dalam dan di
luar kelas.
Siswa
menuliskan
permasalahan
dalam
menggunakan
bahasa Inggris
untuk memuji
dalam jurnal
belajar (learning
journal).
):
Bukan
penilaian
formal seperti
tes, tetapi
untuk tujuan
memberi
balikan.
Sasaran
penilaian:
Upaya
mengguna
kan
bahasa
Inggris
untuk
menyatak
an pujian
dan
responnya
ketika
muncul
kesempata
n.
Kesunggu
han siswa
dalam
proses
pembelaja
ran di
setiap
tahapan.
Kesantuna
n dan
kepedulia
n dalam
melaksana
kan
Komunika
si
1.1. Mensyu
kuri
kesempa
Teks
lisan dan
tulis
Mengamati
Siswa
KRITERIA
PENILAIAN:
1 x 2
JP
Audio
CD/
75
Kompetensi
Dasar
Materi
Pokok Pembelajaran Penilaian
Aloka
si
Wakt
u
Sumber
Belajar
tan dapat
mempela
jari
bahasa
Inggris
sebagai
bahasa
penganta
r
Komuni
kasi
internasi
onal
yang
diwujud
kan
dalam
semanga
t belajar.
2.1. Menunju
kkan
perilaku
santun
dan
peduli
dalam
melaksa
nakan
Komuni
kasi
interpers
onal
dengan
guru dan
teman.
3.3. Mengan
alisis
fungsi
sosial,
struktur
teks, dan
unsur
kebahasa
an pada
ungkapa
n
untuk
menunju
kkan
perhatian
(care)
Fungsi
sosial
Menjaga
hubunga
n
interpers
onal
dengan
guru,
teman
dan
orang
lain.
Ungkapan
Ungkapan
untuk
memberi
perhatian
dan cara
meresponn
ya: You
look pale .
Are you
OK? Not,
really. I‟ve
got a
headache.
Unsur
kebahasaa
n:
Ucapan,
tekanan
kata,
mendengarkan/m
enonton interaksi
menunjukkan
perhatian.
Siswa
mengikuti
interaksi
menunjukkan
perhatian.
Siswa
menirukan
model interaksi
menunjukkan
perhatian.
Dengan
bimbingan dan
arahan guru,
siswa
mengidentifikas
i ciri-ciri
interaksi
menunjukkan
perhatian.
(fungsi sosial,
struktur teks,
dan unsur
kebahasaan).
Mempertanyakan
(questioning)
Dengan
bimbingan dan
arahan guru,
siswa
mempertanyaka
n antara lain
perbedaan
antara berbagai
ungkapan
menunjukan
perhatian dalam
bahasa Inggris,
perbedaan
Pencapaian
fungsi
sosial
Kelengkap
an dan
keruntutan
struktur
teks
menunjukk
an
perhatian
Ketepatan
unsur
kebahasaan
: tata
bahasa,
kosa kata,
ucapan,
tekanan
kata,
intonasi,
ejaan, dan
tulisan
tangan
Kesesuaian
format
penulisan/
penyampai
an
CARA
PENILAIAN:
Unjuk kerja
Bermain
peran (role
play)
dalam
bentuk
interaksi
yang berisi
pernyataan
dan
pertanyaan
untuk
menunjukk
an
SUA
RA
GUR
U
Koran
/
majal
ah ber
www.
dailye
nglish
.com
http://
ameri
canen
glish.s
tate.g
ov/fil
es/ae/
resour
ce_fil
es
http://
learne
nglish
.britis
hcoun
cil.org
/en/
76
Kompetensi
Dasar
Materi
Pokok Pembelajaran Penilaian
Aloka
si
Wakt
u
Sumber
Belajar
menunju
kan
perhatia
n (care),
serta
responny
a, sesuai
dengan
konteks
penggun
aannya.
4.3. Menyus
un teks
lisan dan
tulis
untuk
menguca
pkan dan
merespo
n
ungkapa
n
perhatia
n (care),
dengan
memper
hatikan
fungsi
sosial,
struktur
teks, dan
unsur
kebahasa
an, yang
benar
dan
sesuai
konteks.
intonasi ungkapan
dengan yang
ada dalam
bahasa
Indonesia,
kemungkinan
menggunakan
ungkapan lain,
dsb.
Mengeksplorasi
Siswa menunjukan
perhatian dengan
bahasa Inggris
dalam konteks
simulasi, role-play,
dan kegiatan lain
yang terstruktur.
Mengasosiasi
Siswa
membandingkan
ungkapan
menunjukan
perhatian yang
telah dipelajari
dengan yang ada
di berbagai
sumber lain.
Siswa
membandingkan
antara ungkapan
dalam bahasa
Inggris dan
dalam bahasa
siswa.
Mengkomunikasik
an
Siswa
menunjukan
perhatian
dengan bahasa
perhatian
Ketepatan
dan
kesesuaian
mengguna
kan
struktur
dan unsur
kebahasaa
n dalam
menyampa
ikan
ungkapan
untuk
menunjukk
an
perhatian
Pengamatan
(observations
):
Bukan
penilaian
formal seperti
tes, tetapi
untuk tujuan
memberi
balikan.
Sasaran
penilaian:
Upaya
mengguna
kan
bahasa
Inggris
untuk
menunjuk
kan
perhatian
(care)
ketika
muncul
kesempata
n.
Kesunggu
77
Kompetensi
Dasar
Materi
Pokok Pembelajaran Penilaian
Aloka
si
Wakt
u
Sumber
Belajar
Inggris, di
dalam dan di
luar kelas.
Siswa
menuliskan
permasalahan
dalam
menggunakan
bahasa Inggris
untuk
menunjukan
perhatian dalam
jurnal belajar
(learning
journal).
han siswa
dalam
proses
pembelaja
ran di
setiap
tahapan.
Kesantuna
n dan
kepedulia
n dalam
melaksana
kan
Komunika
si
1.1. Mensyu
kuri
kesemp
atan
dapat
mempel
ajari
bahasa
Inggris
sebagai
bahasa
pengant
ar
komuni
kasi
internasi
onal
yang
diwujud
kan
dalam
semang
at
belajar
2.2. Menunju
kkan
perilaku
jujur,
disiplin,
percaya
Teks lisan
dan tulis
pernyataa
n dan
pertanyaa
n tentang
niat
melakuka
n sesuatu
Fungsi
Sosial
Menyat
akan
rencana
Struktur
Teks
„I‟d like
to tell
my
name,‟ I
will tell
him
about
my job,
I‟m
Mengamati
Siswa
mendengarkan
dan membaca
banyak kalimat
menyatakan dan
menanyakan
tentang niat
melakukan
sesuatu dalam
berbagai
konteks
Siswa
mengikuti
interaksi tentang
pernyataan dan
pertanyaan
tentang
menyatakan dan
menanyakan
tentang niat
melakukan
sesuatu dengan
bimbingan guru
Siswa
menirukan
contoh-contoh
kalimat yang
menyatakan dan
Kriteria
penilaian:
Pencapaian
fungsi
sosial
Kelengkap
an dan
keruntutan
struktur
teks
pernyataan
dan
pertanyaan
tentang
niat
melakukan
sesuatu
Ketepatan
unsur
kebahasaan
: tata
bahasa,
kosa kata,
ucapan,
tekanan
kata,
intonasi,
ejaan, dan
tulisan
2 x 2
JP Audio
CD/
VCD/
DVD
SUA
RA
GUR
U
Koran
/
majal
ah
berba
hasa
Inggri
s
www.
dailye
nglish
.com
http://
ameri
canen
glish.s
tate.g
ov/fil
es/ae/
resour
78
Kompetensi
Dasar
Materi
Pokok Pembelajaran Penilaian
Aloka
si
Wakt
u
Sumber
Belajar
diri, dan
bertangg
ung
jawab
dalam
melaksa
nakan
komunik
asi
transaksi
onal
dengan
guru dan
teman.
3.4. Mengan
alisis
fungsi
sosial,
struktur
teks, dan
unsur
kebahasa
an untuk
menyata
kan dan
menanya
kan
tentang
niat
melakuk
an
sesuatu,
sesuai
dengan
konteks
penggun
aannya
4.4. Menyus
un teks
lisan dan
tulis
untuk
menyata
kan dan
menanya
kan
going to
introduc
e my
friend
Unsur
Kebahasa
an
Kata
kerja I‟d
like to ..,
I will ..,
I‟m
going to
...; tata
bahasa,
ucapan,
tekanan
kata,
intonasi,
ejaan,
tanda
baca,
tulisan
tangan
dan cetak
yang
jelas dan
rapi.
menanyakan
tentang niat
melakukan
sesuatu
Dengan
bimbingan dan
arahan guru
siswa
mengidentifikas
i ciri kalimat
yang
menyatakan dan
menanyakan
tentang niat
melakukan
sesuatu
Mempertanyakan
Dengan bimbingan
dan arahan guru,
siswa
mempertanyakan
antara lain
perbedaan antara
berbagai ungkapan
menyatakan dan
menanyakan
tentang niat
melakukan sesuatu
dalam bahasa
Inggris, perbedaan
ungkapan dengan
yang ada dalam
bahasa Indonesia,
kemungkinan
menggunakan
ungkapan lain dsb.
Mengekslorasi
Siswa
menyatakan dan
menanyakan
tentang niat
tangan
Kesesuaian
format
penulisan/
penyampai
an
Cara
Penilaian:
Pengamatan
(observasi)
Bukan
penilaian
formal seperti
tes, tetapi
untuk tujuan
memberi
balikan.
Upaya
mengguna
kan
Bahasa
Inggris
untuk
menyataka
n dan
menanyak
an tentang
niat
melakukan
sesuatu
ketika
muncul
kesempata
n.
Kesunggu
han siswa
dalam
proses
pembelajar
an dalam
setiap
tahapan
Berperilak
ce_fil
es
http://
learne
nglish
.britis
hcoun
cil.org
/en/
79
Kompetensi
Dasar
Materi
Pokok Pembelajaran Penilaian
Aloka
si
Wakt
u
Sumber
Belajar
tentang
niat
melakuk
an
sesuatu,
dengan
memper
hatikan
fungsi
sosial,
struktur
teks, dan
unsur
kebahasa
an, yang
benar
dan
sesuai
konteks
melakukan
sesuatu dalam
konteks simulasi,
role-play dan
kegiatan lain
yang terstuktur
Siswa berusaha
menyatakan dan
bertanya tentang
niat melakukan
sesuatu
Mengasosiasi
Siswa
membandingkan
antara ungkapan
niat melakukan
sesuatu dalam
bahasa Inggris
yang telah
dipelajari
dengan yang ada
dari berbagai
sumber lain.
Siswa
membandingkan
ungkapan
menyatakan dan
menanyakan
tentang niat
melakukan
sesuatu dalam
bahasa inggris
dan dalam
bahasa
Indonesia
Mengkomunikasik
an
Setiap
menyatakan dan
menanyakan
ungkapan
tentang niat
u jujur,
disiplin,
percaya
diri, dan
bertanggu
ng jawab
dalam
melaksana
kan
Komunika
si
80
Kompetensi
Dasar
Materi
Pokok Pembelajaran Penilaian
Aloka
si
Wakt
u
Sumber
Belajar
melakukan
sesuatu dalam
bahasa Inggris
di dalam dan di
luar kelas
Siswa
menuliskan
permasalahan
dalam jurnal
belajar (learning
journal)
1.1 Mensyu
kuri
kesempa
tan dapat
mempela
jari
bahasa
Inggris
sebagai
bahasa
penganta
r
komunik
asi
internati
onal
yang
diwujud
kan
dalam
semanga
t belajar
2.3
Menunju
kkkan
perilaku
tanggun
g jawab,
peduli,
kerjasam
a, dan
cinta
Teks lisan
dan tulis
untuk
mengucap
kan dan
merespon
ucapan
selamat
bersayap
(extended
)
Fungsi
Sosial
Menjaga
hubunga
n
interpers
onal
dengan
guru,
teman,
dan
orang
lain.
Struktur
text
Ungkapa
n baku
dari
sumber-
Mengamati
Siswa
memperhatikan
beberapa pesan
yang berisi
ucapan selamat
dari berbagai
sumber (a.l.
film, tape, surat
kabar, majalah).
Siswa
membacakan
contoh-contoh
teks pesan berisi
ucapan selamat
tersebut dengan
ucapan,
intonasi,
tekanan kata,
dengan benar
dan lancar.
Dengan
bimbingan dan
arahan guru,
siswa
mengidentifikas
i ciri-ciri pesan
yang berisi
ucapan selamat
(fungsi sosial,
struktur teks,
dan unsur
kebahasaan).
Kriteria
penilaian:
Pencapaian
fungsi
sosial
Kelengkap
an dan
keruntutan
struktur
teks
ucapan
selamat
bersayap
Ketepatan
unsur
kebahasaan
: tata
bahasa,
kosa kata,
ucapan,
tekanan
kata,
intonasi,
ejaan, dan
tulisan
tangan
Kesesuaian
format
penulisan/
penyampai
an
2 x 2
JP
Audio
CD/
VCD/
DVD
SUA
RA
GUR
U
Koran
/
majal
ah
berba
hasa
Inggri
s
www.
dailye
nglish
.com
http://
ameri
canen
glish.s
tate.g
ov/fil
es/ae/
resour
ce_fil
es
http://
learne
81
Kompetensi
Dasar
Materi
Pokok Pembelajaran Penilaian
Aloka
si
Wakt
u
Sumber
Belajar
damai,
dalam
melaksa
nakan
Komuni
kasi
fungsion
al
3.5. Mengan
alisis
fungsi
sosial,
struktur
teks, dan
unsur
kebahasa
an dari
ungkapa
n ucapan
selamat
bersayap
, sesuai
dengan
konteks
penggun
aannya.
4.5. Menyus
un teks
lisan dan
tulis
untuk
menguca
pkan dan
merespo
n ucapan
selamat
bersayap
(extende
d),
dengan
memper
hatikan
tujuan,
struktur
teks,
sumber
otentik.
Unsur
kebahasaa
n
(1) Kata
dan
tata
baha
sa
baku
(2) Ejaa
n
dan
tulis
an
tang
an
dan
ceta
k
yang
jelas
dan
rapi.
(3) Uca
pan,
teka
nan
kata,
inton
asi,
ketik
a
mem
pres
entas
ikan
secar
a
lisan
Topik
Ketelada
nan
Mempertanyakan(
questioning)
Dengan
bimbingan dan
arahan guru,
siswa
mempertanyaka
n antara lain
perbedaan antar
berbagai pesan
yang berisi
ucapan selamat
dalam bahasa
Inggris,
perbedaan
ungkapan
dengan yang
ada dalam
bahasa
Indonesia,
kemungkinan
menggunakan
ungkapan lain,
dsb.
Mengeksplorasi
Siswa secara
mandiri dan
dalam
kelompok
mencari ucapan
selamat yang
lain dari
berbagai sumber
Siswa
bergantian
membacakan
ucapan selamat
Cara
Penilaian:
Unjuk kerja
Melakukan
role-play
(bermain
peran)
mengguna
kan
ungkapan
berbentuk
pesan
berisi
ucapan
selamat
serta
responnya
dalam
situasi
nyata
Ketepatan
dan
kesesuaian
mengguna
kan
struktur
dan unsur
kebahasaa
n dalam
menyampa
ikan
ucapan
selamat
bersayap
serta
responnya
Pengamatan
(observations
):
Bukan
penilaian
formal seperti
tes, tetapi
nglish
.britis
hcoun
cil.org
/en/
82
Kompetensi
Dasar
Materi
Pokok Pembelajaran Penilaian
Aloka
si
Wakt
u
Sumber
Belajar
dengan
memper
hatikan
tujuan,
struktur
teks, dan
unsur
kebahasa
an,
secara
benar
dan
sesuai
dengan
konteks.
tentang
perilaku
peduli
dan cinta
damai.
dengan unsur
kebahasaan
yang tepat
Siswa
mengucapkan
dan merespon
ucapan selamat
yang
disampaikan
teman dan guru.
Mengasosiasi
Siswa
membandingka
n berbagai
ucapan selamat
terkait dengan
tujuan, struktur
teks, dan unsur
kebahasaan,
dilihat dari segi
ketepatan,
efisiensi,
efektivitasnya.
Siswa
memperoleh
balikan
(feedback) dari
guru dan teman
tentang hasil
analisis yang
disampaikan
dalamkerja
kelompok.
Mengkomunikasi
kan
Siswa berkreasi
membuat teks-
teks ucapan
untuk tujuan
memberi
balikan.
Sasaran
penilaian:
Perilaku
tanggung
jawab,
peduli,
kerjasama,
dan cinta
damai,
dalam
melaksana
kan
Komunika
si
Ketepatan
dan
kesesuaian
dalam
menyampa
ikan dan
menulis
teks berisi
ucapan
selamat
Kesungguh
an siswa
dalam
proses
pembelajar
an di setiap
tahapan
Portofolio
Kumpulan
catatan
kemajuan
belajar
berupa
catatan
atau
rekaman
monolog.
83
Kompetensi
Dasar
Materi
Pokok Pembelajaran Penilaian
Aloka
si
Wakt
u
Sumber
Belajar
selamat dan
menyampaikann
ya di depan
guru dan teman
untuk mendapat
feedback.
Siswa membuat
kartu ucapan
selamat
Siswa
memperoleh
feedback dari
guru dan teman
sejawat
Kumpulan
karya
siswa yang
mendukun
g proses
penulisan
teks
ucapan
selamat
berupa:
draft,
revisi,
editing
sampai
hasil
terbaik
untuk
dipublikasi
Kumpulan
hasil tes
dan
latihan.
Catatan
atau
rekaman
penilaian
diri dan
penilaian
sejawat,
berupa
komentar
atau cara
penilaian
lainnya
1.1. Mensyu
kuri
kesempa
tan dapat
mempela
jari
bahasa
Inggris
sebagai
bahasa
penganta
Tindakan/
kejadian
yang
dilakukan
/terjadi di
waktu
lampau
yang
merujuk
waktu
Mengamati
Siswa
mendengarkan
dan membaca
banyak kalimat
Past Simple dan
Present perfect
tense, dalam
berbagai konteks.
Kriteria
penilaian:
Pencapaian
fungsi
sosial
Ketepatan
unsur
kebahasaan
: tata
bahasa,
2 x 2
JP
Audio
CD/
VCD/
DVD
SUA
RA
GUR
U
Koran
/
84
Kompetensi
Dasar
Materi
Pokok Pembelajaran Penilaian
Aloka
si
Wakt
u
Sumber
Belajar
r
komunik
asi
internasi
onal
yang
diwujud
kan
dalam
semanga
t belajar.
2.2. Menunju
kkan
perilaku
jujur,
disiplin,
percaya
diri, dan
bertangg
ung
jawab
dalam
melaksa
nakan
komunik
asi
transaksi
onal
dengan
guru dan
teman.
3.6. Mengan
alisis
fungsi
sosial,
struktur
teks, dan
unsur
kebahasa
an pada
pernyata
an dan
pertanya
an
tindakan
/kejadian
terjadinya
dengan
yang
merujuk
pada
kesudaha
nnya
(Past
Simple
dan
Present
Perfect
Tense)
Fungsi
sosial
Menyata
kan dan
menanya
kan
tentang
tindakan/
kejadian
yang
dilakuka
n/terjadi
di waktu
lampau
yang
merujuk
waktu
terjadiny
a dengan
yang
merujuk
pada
kesudaha
nnya
Struktur
Siswa
berinteraksi
menggunakan
kalimat Past
Simple dan
Present perfect
tense selama
proses
pembelajaran,
dengan
bimbingan guru.
Siswa menirukan
contoh-contoh
kalimat Past
Simple dan
Present Perfect
tense,
Dengan
bimbingan dan
arahan guru,
siswa
mengidentifikasi
ciri-ciri kalimat
Past Simple dan
Present Perfect
tense, (fungsi
sosial, struktur
teks, dan unsur
kebahasaan).
Mempertanyakan
Dengan
bimbingan dan
arahan guru,
siswa
mempertanyakan
antara lain
perbedaan antar
berbagai past
simple dan
present perfect
yang ada dalam
bahasa Inggris,
dan perbedaan
ungkapan dalam
bahasa Inggris
kosa kata,
ucapan,
tekanan
kata,
intonasi,
ejaan, dan
tulisan
tangan
Kelengkap
an dan
keruntutan
struktur
teks
Kesesuaian
format
penulisan/
penyampai
an
Cara
Penilaian:
Pengamatan
(observations
):
Bukan
penilaian
formal seperti
tes, tetapi
untuk tujuan
memberi
balikan.
Sasaran
penilaian
Perilaku
jujur,
disiplin,
percaya diri,
dan
bertanggung
jawab
dalam
melaksanak
an
majal
ah
berba
hasa
Inggri
s
www.
dailye
nglish
.com
http://
ameri
canen
glish.s
tate.g
ov/fil
es/ae/
resour
ce_fil
es
http://
learne
nglish
.britis
hcoun
cil.org
/en/
85
Kompetensi
Dasar
Materi
Pokok Pembelajaran Penilaian
Aloka
si
Wakt
u
Sumber
Belajar
yang
dilakuka
n/terjadi
di waktu
lampau
yang
merujuk
waktu
terjadiny
a dengan
yang
merujuk
pada
kesudah
annya,
sesuai
dengan
konteks
penggun
aannya.
4.6. Menyus
un teks
lisan dan
tulis
untuk
menyata
kan dan
menanya
kan
tentang
tindakan
/kejadian
yang
dilakuka
n/terjadi
di waktu
lampau
yang
merujuk
waktu
terjadiny
a dengan
yang
merujuk
pada
kesudah
annya,
teks
I had
plowed
into a
big
green
Buick. I
hollered
farewells
to my
friends
and
poured
myself
into the
car
My
friend
has
prepared
everythi
ng
before
we left
Unsur
kebahas
aan
(1) Past
Simple
,
Presen
t
Perfect
(2) Tata
bahasa
,
ucapan
,
tekana
n kata,
intonas
dengan yang ada
dalam bahasa
Indonesia.
Mengeksplorasi
Siswa
menyatakan dan
menanyakan
tindakan/kejadia
n yang
dilakukan/terjad
i di waktu
lampau yang
merujuk waktu
terjadinya
dengan yang
merujuk pada
kesudahannya
dalam bahasa
Inggris dalam
konteks
simulasi, role-
play, dan
kegiatan lain
yang terstruktur.
Siswa berusaha
menyatakan dan
menanyakan
tindakan/kejadia
n yang
dilakukan/terjad
i di waktu
lampau yang
merujuk waktu
terjadinya
dengan yang
merujuk pada
kesudahannya
dalam bahasa
Inggris selama
proses
pembelajaran.
Mengasosiasi
Siswa
membandingkan
Komunikasi
Ketepatan
dan
kesesuaian
dalam
menyampai
kan dan
menulis
teks
Kesungguha
n siswa
dalam
proses
pembelajara
n di setiap
tahapan
Portofolio
Kumpulan
karya
siswa yang
mencermin
kan hasil
atau
capaian
belajar
Kumpulan
hasil tes
dan
latihan.
Catatan
penilaian
diri dan
penilaian
sejawat,
berupa
komentar
atau cara
penilaian
lainnya
86
Kompetensi
Dasar
Materi
Pokok Pembelajaran Penilaian
Aloka
si
Wakt
u
Sumber
Belajar
dengan
memper
hatikan
fungsi
sosial,
struktur
teks, dan
unsur
kebahasa
an, yang
benar
dan
sesuai
konteks.
i,
ejaan,
tanda
baca,
tulisan
tangan
dan
cetak
yang
jelas
dan
rapi.
Topik
Berbagai
hal terkait
dengan
interaksi
antara
guru dan
siswa
selama
proses
pembelajar
an, di
dalam
maupun di
luar kelas.
kalimat Past
Simple dan
Present Perfect
tense yang telah
dipelajari dengan
ungkapan-
ungkapan
lainnya.
Siswa
membandingkan
antara kalimat
Past Simple dan
Present Perfect
tense dalam
bahasa Inggris
dengan kalimat
tentang
tindakan/kejadia
n yang
dilakukan/terjadi
di waktu lampau
yang merujuk
waktu terjadinya
dengan yang
merujuk pada
kesudahannya
dalam bahasa ibu
atau bahasa
Indonesia.
Mengkomunikasik
an
Siswa
menyatakan dan
menanyakan
tentang
tindakan/kejadia
n yang
dilakukan/terjad
i di waktu
lampau yang
merujuk waktu
terjadinya
dengan yang
merujuk pada
kesudahannya
87
Kompetensi
Dasar
Materi
Pokok Pembelajaran Penilaian
Aloka
si
Wakt
u
Sumber
Belajar
dengan bahasa
Inggris, di
dalam dan di
luar kelas.
Siswa
menuliskan
permasalahan
dalam
menggunakan
bahasa Inggris
untuk
menyatakan dan
menanyakan
tentang
tindakan/kejadia
n yang
dilakukan/terjad
i di waktu
lampau yang
merujuk waktu
terjadinya
dengan yang
merujuk pada
kesudahannya
dalam jurnal
belajarnya.
1.1
Mensyu
kuri
kesempa
tan dapat
mempela
jari
bahasa
Inggris
sebagai
bahasa
penganta
r
komunik
asi
internasi
onal
Teks
deskriptif
lisan dan
tulis,
sederhana
, tentang
orang,
tempat
wisata,
dan
bangunan
bersejara
h terkenal
Fungsi
sosial
Memban
Mengamati
Siswa
memperhatikan /
menonton
beberapa contoh
teks/ film
tentang
penggambaran
orang, tempat
wisata, dan
bangunan
bersejarah.
Siswa
menirukan
contoh secara
terbimbing.
Siswa belajar
menemukan
Kriteria
penilaian:
Pencapaian
fungsi
sosial
Kelengkap
an dan
keruntutan
struktur
teks
deskriptif
Ketepatan
unsur
kebahasaa
n: tata
bahasa,
kosa kata,
ucapan,
tekanan
9 x 2
JP
Audio
CD/
VCD/
DVD
SUA
RA
GUR
U
Koran
/
majal
ah
berba
hasa
Inggri
s
88
Kompetensi
Dasar
Materi
Pokok Pembelajaran Penilaian
Aloka
si
Wakt
u
Sumber
Belajar
yang
diwujud
kan
dalam
semanga
t belajar
2.3
Menunju
kkankan
perilaku
tanggun
g jawab,
peduli,
kerjasam
a, dan
cinta
damai,
dalam
melaksa
nakan
komunik
asi
fungsion
al
3.7. Mengan
alisis
fungsi
sosial,
struktur
teks, dan
unsur
kebahasa
an pada
teks
deskripti
f
sederhan
a tentang
orang,
tempat
wisata,
dan
ggakan,
mengena
lkan,
mengide
ntifikasi,
memuji,
mengriti
k,
mempro
mosikan,
dsb.
Struktur
text
(1) Penye
butan
nama
orang,
tempa
t
wisata
, dan
bangu
nan
bersej
arah
terken
al dan
nama
bagia
n-
bagia
nnya
yang
dipilih
untuk
didesk
ripsik
an
(2) Penye
butan
sifat
orang,
tempa
t
gagasan pokok,
informasi rinci
dan informasi
tertentu dari teks
Mempertanyakan
(questioning)
Dengan
bimbingan dan
arahan guru,
siswa
mempertanyakan
antara lain
perbedaan antar
berbagai teks
deskripsi yang
ada dalam bahasa
Inggris,
perbedaan teks
dalam bahasa
Inggris dengan
yang ada dalam
bahasa Indonesia
Siswa
mempertanyakan
gagasan pokok,
informasi rinci
dan informasi
tertentu dari teks
deskriptif
Mengeksplorasi
Siswa secara
kelompok
membacakan
teks deskriptif
lain dari berbagai
sumber dengan
pengucapan,
tekanan kata dan
intonasi yang
tepat
Siswa
berpasangan
menemukan
kata,
intonasi,
ejaan, dan
tulisan
tangan
Kesesuaian
format
penulisan/
penyampai
an
Unjuk kerja
Melakukan
monolog
tentang
deskripsi
orang,
tempat
wisata,
bangunan
bersejarah
terkenal di
depan
kelas /
berpasanga
n
Ketepatan
dan
kesesuaian
dalam
mengguna
kan
struktur
teks dan
unsur
kebahasaa
n dalam
membuat
teks
deskriptif
Pengamatan
(observations
):
Bukan
www.
dailye
nglish
.com
http://
ameri
canen
glish.s
tate.g
ov/fil
es/ae/
resour
ce_fil
es
http://
learne
nglish
.britis
hcoun
cil.org
/en/
89
Kompetensi
Dasar
Materi
Pokok Pembelajaran Penilaian
Aloka
si
Wakt
u
Sumber
Belajar
banguna
n
bersejara
h
terkenal,
sesuai
dengan
konteks
penggun
aannya.
4.8. Menang
kap
makna
dalam
teks
deskripti
f lisan
dan tulis
sederhan
a.
4.9. Menyunt
ing teks
deskripti
f lisan
dan tulis,
sederhan
a,
tentang
orang,
tempat
wisata,
dan
banguna
n
bersejara
h
terkenal,
dengan
memper
hatikan
fungsi
sosial,
struktur
teks, dan
unsur
kebahasa
wisata
, dan
bangu
nan
bersej
arah
terken
al dan
bagia
nnya,
dan
(3) Penye
butan
tindak
an
dari
atau
terkait
denga
n
orang,
tempa
t
wisata
, dan
bangu
nan
bersej
arah
terken
al.
yang
semuanya
sesuai
dengan
fungsi
sosial
yang
hendak
dicapai.
Unsur
kebahasaa
n
(1) Kata
gagasan pokok,
informasi rinci
dan informasi
tertentu serta
fungsi sosial dari
teks deskripsi
yang
dibaca/didengar.
Siswa
menyunting teks
deskripsi yang
diberikan guru
dari segi struktur
dan kebahasaan
Berkelompok,
siswa
menggambarkan
tempat wisata
lain dalam
konteks
penyampaian
informasi yang
wajar terkait
dengan tujuan
yang hendak
dicapai dari
model yang
dipelajari
Mengasosiasi
Dalam kerja
kelompok
terbimbing
siswa
menganalisis
dengan
membandingkan
berbagai teks
yang
menggambarkan
orang, tempat
wisata,
bangunanan
bersejarah
terkenal dengan
fokus pada
penilaian
formal seperti
tes, tetapi
untuk tujuan
memberi
balikan.
Sasaran
penilaian
Perilaku
tanggung
jawab,
peduli,
kerjasama,
dan cinta
damai,
dalam
melaksana
kan
Komunika
si
Ketepatan
dan
kesesuaian
dalam
menyampa
ikan dan
menulis
teks
deskriptif
Kesungguh
an siswa
dalam
proses
pembelajar
an dalam
setiap
tahapan
Ketepatan
dan
kesesuaian
mengguna
kan
strategi
dalam
90
Kompetensi
Dasar
Materi
Pokok Pembelajaran Penilaian
Aloka
si
Wakt
u
Sumber
Belajar
an yang
benar
dan
sesuai
konteks.
4.10. Men
yusun
teks
deskript
if lisan
dan
tulis
sederha
na
tentang
orang,
tempat
wisata,
dan
bangun
an
bersejar
ah
terkenal
,
dengan
memper
hatikan
tujuan,
struktur
teks,
dan
unsur
kebahas
aan,
secara
benar
dan
sesuai
dengan
konteks
.
.
benda
yang
terkait
denga
n
orang,
tempa
t
wisata
, dan
bangu
nan
bersej
arah
terken
al
(2) Kata
sifat
yang
terkait
denga
n
orang,
tempa
t
wisata
, dan
bangu
nan
bersej
arah
terken
al
(3) Ejaan
dan
tulisa
n
tanga
n dan
c etak
yang
jelas
dan
rapi
(4) Ucapa
n,
tekana
struktur teks,
dan unsur
kebahasaan.
Siswa
mengelompokka
n teks deskripsi
sesuai dengan
fungsi sosialnya.
Siswa
memperoleh
balikan
(feedback) dari
guru dan teman
tentang setiap
yang dia
sampaikan
dalam kerja
kelompok.
Mengkomunikasik
an
Berkelompok,
siswa menyusun
teks deskripsi
tentang orang/
tempat wisata/
bangunan
bersejarah sesuai
dengan fungsi
sosial tujuan,
struktur dan
unsur
kebahasaannya
Siswa
menyunting
deskripsi yang
dibuat teman.
Siswa
menyampaikan
deskripsinya
didepan guru dan
teman dan
mempublikasika
membaca
Portofolio
Kumpulan
catatan
kemajuan
belajar
berupa
catatan
atau
rekaman
monolog
teks
deskriptif.
Kumpulan
karya
siswa
yang
mendukun
g proses
penulisan
teks
diskriptif
berupa:
draft,
revisi,
editing
sampai
hasil
terbaik
untuk
dipublikas
i
Kumpulan
hasil tes
dan
latihan.
Catatan
atau
rekaman
penilaian
diri dan
penilaian
sejawat,
berupa
91
Kompetensi
Dasar
Materi
Pokok Pembelajaran Penilaian
Aloka
si
Wakt
u
Sumber
Belajar
n
kata,
intona
si,
ketika
memp
resent
asikan
secara
lisan.
(5) Rujuk
an
kata
Topik
Ketelada
nan
tentang
perilaku
toleran,
kewiraus
ahaan,
nasionali
sme,
percaya
diri.
nnya di mading.
Siswa membuat
kliping deskripsi
tentang orang,
tempat wisata
atau bangunan
bersejarah yang
mereka sukai.
Siswa membuat
laporan evaluasi
diri secara
tertulis tentang
pengalaman
dalam
menggambarkan
tempat wisata
dan bangunan
termasuk
menyebutkan
dukungan dan
kendala yang
dialami.
Siswa dapat
menggunakan
„learning
journal‟
komentar
atau cara
penilaian
lainnya
Penilaian
Diri dan
Penilaian
Sejawat
Bentuk:
diary,
jurnal,
format
khusus,
komentar,
atau
bentuk
penilaian
lain
1.1. Mensyu
kuri
kesempa
tan dapat
mempela
jari
bahasa
Inggris
sebagai
bahasa
penganta
r
komunik
asi
internati
Teks tulis
berbentuk
announce
ment
(pemberit
ahuan)
Fungsi
sosial
Memberi
kan
informas
i dengan
Mengamati
Siswa
mendengarkan/
membaca teks
announcement
dari berbagai
sumber dengan
memperhatikan
fungsi sosial,
struktur teks,
unsur
kebahasaan,
maupun format
penyampaian/pe
Kriteria
penilaian:
Pencapaian
fungsi
sosial
Kelengkap
an dan
keruntutan
struktur
teks
announcem
ent
Ketepatan
2 x 2
JP
Audio
CD/
VCD/
DVD
SUA
RA
GUR
U
Koran
/
majal
ah
berba
hasa
92
Kompetensi
Dasar
Materi
Pokok Pembelajaran Penilaian
Aloka
si
Wakt
u
Sumber
Belajar
onal
yang
diwujud
kan
dalam
semanga
t belajar
2.3
Menunju
kkan
perilaku
tanggun
g jawab,
peduli,
kerjasam
a, dan
cinta
damai,
dalam
melaksa
nakan
komunik
asi
fungsion
al
3.8. Mengan
alisis
fungsi
sosial,
struktur
teks, dan
unsur
kebahasa
an dari
teks
pemberit
ahuan
(announ
cement),
sesuai
dengan
konteks
penggun
atau
tanpa
perintah
atau
petunjuk
yang
harus
diikuti,
untuk
memperl
ancar
informas
i antara
guru,
siswa,
kepala
sekolah,
dan staf
administ
rasi
Struktur
Teks
Ungkapa
n yang
lazim
digunaka
n dalam
teks
announc
ement di
media
massa
maupun
di
internet,
secara
urut dan
runtut.
Unsur
kebahasaa
nulisannya.
Siswa mencoba
menirukan
pengucapannya
dan menuliskan
teks yang
digunakan.
Siswa belajar
membaca cepat
untuk mendapat
gambaran umum
dari teks melalui
proses skimming
dan scanning
untuk
mendapatkan
informasi
khusus.
Mempertanyakan
Dengan bimbingan
dan arahan guru,
siswa
mempertanyakan
antara lain
perbedaan berbagai
teks pemberitahuan
dalam bahasa
Inggris, perbedaan
teks pemberitahuan
dengan yang ada
dalam bahasa
Indonesia,
kemungkinan
menggunakan
ungkapan lain, dsb.
Mengeksplorasi
Siswa mencari
teks lain untuk
mendengarkan/
membaca teks
unsur
kebahasaan
: tata
bahasa,
kosa kata,
ucapan,
tekanan
kata,
intonasi,
ejaan, dan
tulisan
tangan
Kesesuaian
format
penulisan/
penyampai
an
Cara
Penilaian
Unjuk kerja
Melakuka
n
monolog
dalam
bentuk
pemberita
huan
(announce
ment) di
depan
kelas
Ketepatan
dan
kesesuaia
n dalam
mengguna
kan
struktur
teks dan
unsur
kebahasaa
n dalam
teks
pemberita
Inggri
s
www.
dailye
nglish
.com
http://
ameri
canen
glish.s
tate.g
ov/fil
es/ae/
resour
ce_fil
es
http://
learne
nglish
.britis
hcoun
cil.org
/en/
93
Kompetensi
Dasar
Materi
Pokok Pembelajaran Penilaian
Aloka
si
Wakt
u
Sumber
Belajar
aannya.
4.11. Men
angkap
makna
pemberi
tahuan
(announ
cement)
.
4.12. Men
yusun
teks
tulis
pemberi
tahuan
(announ
cement)
, sangat
pendek
dan
sederha
na,
dengan
memper
hatikan
fungsi
sosial,
struktur
teks,
dan
unsur
kebahas
aan
yang
benar
dan
sesuai
konteks
.
n
Kosa
kata ,
tata
bahasa,
ucapan,
rujukan
kata,
tekanan
kata,
intonasi,
ejaan,
dan
tanda
baca
yang
tepat,
dengan
penguca
pan yang
lancar
dan
penulisa
n dengan
tulisan
tangan
atau
cetak
yang
jelas dan
rapi
Multimedi
a:
Layout,
dekorasi,
yang
membuat
tampilan
teks lebih
announcement
dengan strategi
yang digunakan
dari berbagai
sumber.
Siswa berlatih
membaca teks
announcement
dengan strategi
yang digunakan
bersama teman
Mengasosiasi
Siswa
menganalisis
teks
announcement
dengan
memperhatikan
format
penulisannya
melalui strategi
yang digunakan.
Siswa
membandingkan
teks
announcement
yang
didengar/dibaca
kan dari guru
dengan yang
dipelajari dari
berbagai sumber
lain.
Secara
berkelompok
siswa
mendiskusikan
teks
announcement
yang mereka
temukan dari
sumber lain.
Siswa
memperoleh
huan
(announc
ement)
Pengamatan
(observations
):
Bukan
penilaian
formal seperti
tes, tetapi
untuk tujuan
memberi
balikan.
Sasaran
penilaian:
- kesantunan
saat
melakukan
tindakan
komunikas
i
- perilaku
tanggung
jawab,
peduli,
kerjasama,
dan cinta
damai,
dalam
melaksana
kan
komunikas
i
- Kesungguh
an siswa
dalam
proses
94
Kompetensi
Dasar
Materi
Pokok Pembelajaran Penilaian
Aloka
si
Wakt
u
Sumber
Belajar
menarik
balikan
(feedback) dari
guru dan teman
tentang fungsi
sosial dan unsur
kebahasaan
yang sampaikan
dalam kerja
kelompok.
Mengkomunikasik
an
Siswa membuat
teks
announcement
dalam kerja
kelompok
Siswa
menyampaikan
pemberitahuan
secara tertulis
dengan
memperhatikan
fungsi sosial,
struktur, dan
unsur
kebahasaan
yang benar dan
sesuai dengan
konteks
Membuat jurnal
belajar (learning
journal)
pembelajar
an di setiap
tahapan
- Ketepatan
dan
kesesuaian
mengguna
kan
strategi
dalam
membaca
Portofolio
Kumpulan
catatan
kemajuan
belajar
berupa
catatan
atau
rekaman
monolog
teks
pemberitah
uan
Kumpulan
karya
siswa yang
mendukun
g proses
penulisan
teks
pemberitah
uan
berupa:
draft,
revisi,
editing
sampai
hasil
terbaik
untuk
dipublikasi
Kumpulan
hasil tes
dan
95
Kompetensi
Dasar
Materi
Pokok Pembelajaran Penilaian
Aloka
si
Wakt
u
Sumber
Belajar
latihan.
Penilaian
Diri dan
Penilaian
Sejawat
Bentuk: diary,
jurnal, format
khusus,
komentar,
atau bentuk
penilaian lain
1.1. Mensyu
kuri
kesempa
tan dapat
mempela
jari
bahasa
Inggris
sebagai
bahasa
penganta
r
komunik
asi
internati
onal
yang
diwujud
kan
dalam
semanga
t belajar
2.3
Menunju
kkan
perilaku
tanggun
g jawab,
peduli,
kerjasam
a, dan
Teks
recount
lisan dan
tulis,
sederhana
, tentang
pengalam
an
/kegiatan/
kejadian/
peristiwa.
Fungsi
sosial
Menelad
ani,
memban
ggakan,
bertinda
k teratur,
teliti dan
disiplin,
melapor
kan.
Struktur
a. Menye
butkan
tindaka
Mengamati
Siswa
menyimak
berbagai contoh
teks recount
tentang
pengalaman/keg
iatan/kejadianb/
peristiwa yang
diberikan/
diperdengarkan
guru
Siswa
mengamati
fungsi sosial,
struktur dan
unsur
kebahasaannya
Siswa belajar
menentukan
gagasan pokok,
informasi rinci
dan informasi
tertentu dari teks
recount
Mempertanyakan
(questioning)
Dengan
bimbingan dan
arahan guru,
Kriteria
penilaian:
Pencapaian
fungsi
sosial
Kelengkap
an dan
keruntutan
struktur
teks
recount
Ketepatan
unsur
kebahasaan
: tata
bahasa,
kosa kata,
ucapan,
tekanan
kata,
intonasi,
ejaan, dan
tulisan
tangan
Kesesuaian
format
penulisan/
penyampai
an
Cara
Penilaian
7 x 2
JP
Audio
CD/
VCD/
DVD
SUA
RA
GUR
U
Koran
/
majal
ah
berba
hasa
Inggri
s
www.
dailye
nglish
.com
http://
ameri
canen
glish.s
tate.g
ov/fil
es/ae/
resour
ce_fil
es
96
Kompetensi
Dasar
Materi
Pokok Pembelajaran Penilaian
Aloka
si
Wakt
u
Sumber
Belajar
cinta
damai,
dalam
melaksa
nakan
komunik
asi
fungsion
al
3.9. Mengan
alisis
fungsi
sosial,
struktur
teks, dan
unsur
kebahasa
an pada
teks
recount
sederhan
a tentang
pengala
man/keja
dian/peri
stiwa,
sesuai
dengan
konteks
penggun
aannya.
4.13. Men
angkap
makna
dalam
teks
recount
lisan
dan tulis
sederha
na.
4.14. Men
yusun
teks
recount
n/
peristi
wa/kej
adian
secara
umum
b. Menye
butkan
urutan
tindaka
n/
kejadia
n/perist
iwa
secara
kronol
ogis,
dan
runtut
c. Jika
perlu,
ada
kesimp
ulan
umum.
Unsur
kebahasaa
n
(1) Kata-
kata
terkait
denga
n
perjua
ngan
hidup,
profes
ionalis
me
dalam
bekerj
a,
kejadi
an/per
istiwa
siswa
mempertanyaka
n antara lain
perbedaan
berbagai teks
tentang
pengalaman/keja
dian/peristiwa
yang ada dalam
bahasa Inggris,
perbedaan teks
dalam bahasa
Inggris dengan
yang ada dalam
bahasa
Indonesia,.
Siswa
mempertanyaka
n mengenai
gagasan pokok
informasi rinci
dan informasi
tertentu dalam
recount
Mengeksplorasi
Siswa mencari
beberapa text
recount dari
berbagai
sumber.
Siswa berlatih
menemukan
gagasan pokok,
informasi rinci
dan informasi
tertentu dari teks
Siswa
membacakan
teks recount
kepada teman
dengan
menggunakan
unsur
kebahasaan
Unjuk kerja
Melakuka
n
monolog
dalam
bentuk
recount
dalam
kelompok
/
berpasang
an/
didepan
kelas
Ketepatan
dan
kesesuaia
n dalam
mengguna
kan
struktur
teks dan
unsur
kebahasaa
n dalam
teks
recount
Pengamatan
(observations
):
Bukan
penilaian
formal seperti
tes, tetapi
untuk tujuan
memberi
balikan.
Sasaran
penilaian:
- kesantunan
saat
melakukan
http://
learne
nglish
.britis
hcoun
cil.org
/en/
97
Kompetensi
Dasar
Materi
Pokok Pembelajaran Penilaian
Aloka
si
Wakt
u
Sumber
Belajar
lisan
dan tulis
sederha
na
tentang
pengala
man/
kegiatan
/kejadia
n/peristi
wa,
dengan
memper
hatikan
fungsi
sosial,
struktur
teks,
dan
unsur
kebahas
aan,
secara
benar
dan
sesuai
dengan
konteks
yang
sedan
g
banya
k
dibica
rakan.
(2) Penye
butan
kata
benda
(3) Ejaan
dan
tulisan
tangan
dan c
etak
yang
jelas
dan
rapi
(4) Ucapa
n,
tekana
n kata,
intona
si,
ketika
memp
resent
asikan
secara
lisan
(5)
Rujuk
an
kata
Topik
Ketelada
nan
tentang
perilaku
kewiraus
ahaan,
yang tepat
Siswa berlatih
menysun
kalimat-kalimat
yang diberikan
menjadi text
recount.
Siswa secara
berkelompok
menuliskan
/menyalin teks
recount lisan
dan tulis,
sederhana,
tentang
pengalaman/keg
iatan/
kejadian/peristi
wa dengan
memperhatikan
fungsi sosial,
struktur, dan
unsur
kebahasaan
dengan runtut
Mengasosiasi
Secara
berpasangan
siswa saling
menganalisis
teks recount
tulis dengan
fokus pada
fungsi sosial,
struktur, dan
unsur
kebahasaan.
Siswa
mendiskusikan
tindakan
- perilaku
tanggung
jawab,
peduli,
kerjasama,
dan cinta
damai,
dalam
melaksana
kan
komunikas
i
- Kesungguh
an siswa
dalam
proses
pembelajar
an di setiap
tahapan
- Ketepatan
dan
kesesuaian
mengguna
kan
strategi
dalam
membaca
Portofolio
Kumpulan
catatan
kemajuan
belajar
berupa
catatan
atau
rekaman
monolog
teks
recount.
Kumpulan
karya
siswa yang
98
Kompetensi
Dasar
Materi
Pokok Pembelajaran Penilaian
Aloka
si
Wakt
u
Sumber
Belajar
daya
juang,
percaya
diri,
tanggung
jawab,
disiplin.
gagasan pokok,
informasi rinci
dan informasi
tertentu dari
teks.
Siswa
memperoleh
balikan
(feedback) dari
guru dan teman
tentang hasil
analisis yang
disampaikan
dalam kerja
kelompok.
Mengkomunikasik
an
Siswa membuat
teks recount
sederhana
tentang
keteladanan
dengan
memperhatikan
fungsi sosial,
struktur dan
unsur
kebahasaannya.
Siswa
mempresentasik
annya di kelas
Siswa membuat
kliping teks
recount dengan
menyalin dari
beberapa
sumber.
Siswa membuat
jurnal belajar
(learning
mendukun
g proses
penulisan
teks
recount
berupa:
draft,
revisi,
editing
sampai
hasil
terbaik
untuk
dipublikasi
Kumpulan
hasil tes
dan
latihan.
Catatan
atau
rekaman
penilaian
diri dan
penilaian
sejawat,
berupa
komentar
atau cara
penilaian
lainnya
Penilaian
Diri dan
Penilaian
Sejawat
Bentuk:
diary,
jurnal,
format
khusus,
komentar,
atau
bentuk
penilaian
lain
99
Kompetensi
Dasar
Materi
Pokok Pembelajaran Penilaian
Aloka
si
Wakt
u
Sumber
Belajar
journal)
Siswa
diberikan
pelatihan
sebelum
dituntut
untuk
melaksana
kannya.
1.1. Mensyu
kuri
kesempa
tan dapat
mempela
jari
bahasa
Inggris
sebagai
bahasa
penganta
r
komunik
asi
internati
onal
yang
diwujud
kan
dalam
semanga
t belajar
2.3
Menunju
kkan
perilaku
tanggun
g jawab,
peduli,
kerjasam
a, dan
cinta
damai,
dalam
Teks
naratif
lisan dan
tulis
berbentu
k legenda
sederhan
a.
Fungsi
sosial
Menelad
ani nilai-
nilai
moral,
cinta
tanah air,
menghar
gai
budaya
lain.
Struktur
a. Penge
nalan
tokoh
dan
settin
g
b. Komp
likasi
terhad
ap
Mengamati
Siswa
menyimak
berbagai contoh
teks legenda
yang diberikan/
diperdengarkan
guru
Siswa
mengamati
fungsi sosial,
struktur dan
unsur
kebahasaannya
Siswa
mengamati
keteladanan dari
cerita legenda
Siswa belajar
menemukan
gagasan utama,
informasi rinci
dan informasi
tertentu dari teks
legenda
Mempertanyakan
(questioning)
Dengan
bimbingan dan
arahan guru,
siswa
mempertanyaka
n antara lain
Kriteria
penilaian:
Pencapaian
fungsi
sosial
Kelengkap
an dan
keruntutan
struktur
teks naratif
Ketepatan
unsur
kebahasaan
: tata
bahasa,
kosa kata,
ucapan,
tekanan
kata,
intonasi,
ejaan, dan
tulisan
tangan
Kesesuaian
format
penulisan/
penyampai
an
Unjuk kerja
Melakuka
n
monolog
dalam
6 x 2
JP
Audio
CD/
VCD/
DVD
SUA
RA
GUR
U
Koran
/
majal
ah
berba
hasa
Inggri
s
www.
dailye
nglish
.com
http://
ameri
canen
glish.s
tate.g
ov/fil
es/ae/
resour
ce_fil
es
http://
learne
nglish
100
Kompetensi
Dasar
Materi
Pokok Pembelajaran Penilaian
Aloka
si
Wakt
u
Sumber
Belajar
melaksa
nakan
komunik
asi
fungsion
al.
3.9. Mengan
alisis
fungsi
sosial,
struktur
teks, dan
unsur
kebahasa
an pada
teks
naratif
sederhan
a
berbentu
k
legenda
rakyat,
sesuai
dengan
konteks
penggun
aannya.
4.15.
Menang
kap
makna
teks
naratif
lisan
dan tulis
berbent
uk
legenda,
sederha
na
tokoh
utama
c. Solusi
dan
akhir
cerita
Unsur
kebahasaa
n
(3) Kata-
kata
terkait
karakt
er,
watak,
dan
setting
dalam
legend
a
(4) Modal
auxilia
ry
verbs.
(4) Ejaan
dan
tulisan
tangan
dan c
etak
yang
jelas
dan
rapi
(5) Ucapa
n,
tekana
n kata,
intonas
i,
ketika
mempr
esentas
ikan
perbedaan antar
berbagai teks
naratif yang ada
dalam bahasa
Inggris,
perbedaan teks
dalam bahasa
Inggris dengan
yang ada dalam
bahasa
Indonesia.
Siswa
mempertanyaka
n gagasan
utama, informasi
rinci dan
informasi
tertentu
Mengeksplorasi
Siswa membaca
beberapa text
legenda dari
berbagai
sumber.
Siswa berlatih
menemukan
gagasan utama,
informasi rinci
dan informasi
tertentu
Siswa
melengkapi
rumpang dari
beeberapa teks
legenda
sederhana
Siswa secara
berkelompok
menuliskan
/menyalin teks
recount dengan
memperhatikan
bentuk
teks
naratif
dalam
kelompok
/
berpasang
an/
didepan
kelas
Mengguna
kan
struktur
teks dan
unsur
kebahasaa
n dalam
teks
naratif
Pengamatan
(observations
):
Bukan
penilaian
formal seperti
tes, tetapi
untuk tujuan
memberi
balikan.
Sasaran
penilaian:
Berperilak
u
tanggung
jawab,
peduli,
kerjasama
, dan cinta
damai,
dalam
melakuka
n
Komunika
.britis
hcoun
cil.org
/en/
101
Kompetensi
Dasar
Materi
Pokok Pembelajaran Penilaian
Aloka
si
Wakt
u
Sumber
Belajar
secara
lisan
(6) Rujuka
n kata
Topik
Keteladan
an tentang
perilaku
dan nilai-
nilai luhur
dan
budaya.
fungsi sosial,
struktur, dan
unsur
kebahasaan
dengan runtut
Siswa
membacakan
teks recount
kepada teman
dengan
menggunakan
unsur
kebahasaan
yang tepat
Mengasosiasi
Secara
berpasangan
siswa
menganalisis
beberapa teks
legenda dengan
fokus pada
fungsi sosial,
struktur, dan
unsur
kebahasaan
Siswa
memperoleh
balikan
(feedback) dari
guru dan teman
tentang hasil
analisis yang
disampaikan
dalam kerja
kelompok.
Mengkomunikasik
an
Siswa
si
Ketepatan
dan
kesesuaia
n
mengguna
kan
strategi
dalam
membaca
Kesunggu
han siswa
dalam
proses
pembelaja
ran di
setiap
tahapan
Portofolio
Kumpulan
catatan
kemajuan
belajar
berupa
catatan
atau
rekaman
monolog
teks naratif
Kumpulan
karya
siswa yang
mendukun
g proses
penulisan
teks naratif
berupa:
draft,
revisi,
editing
sampai
102
Kompetensi
Dasar
Materi
Pokok Pembelajaran Penilaian
Aloka
si
Wakt
u
Sumber
Belajar
menyampaikan
informasi fungsi
social, struktur,
dan unsure
kebahasanyang
ditemukan
setelah
membaca teks
legenda.
Siswa
menceritakan
kembali teks
legenda
sederhana yang
dibaca dengan
memperhatikan
fungsi sosial,
struktur dan
unsur
kebahasaannya.
Siswa membuat
kliping teks
legenda dengan
menyalin dan
beberapa
sumber.
Siswa membuat
„learning
journal‟
hasil
terbaik
untuk
dipublikasi
Kumpulan
hasil tes
dan
latihan.
Catatan
atau
rekaman
penilaian
diri dan
penilaian
sejawat,
berupa
komentar
atau cara
penilaian
lainnya
Penilaian
Diri dan
Penilaian
Sejawat
Bentuk: diary,
jurnal, format
khusus,
komentar,
atau bentuk
penilaian lain
1.1
Mensyu
kuri
kesempa
tan dapat
mempela
jari
bahasa
Inggris
sebagai
Lagu
sederhan
a
Fungsi
sosial
Menghib
ur,
mengung
kapkan
Mengamati
Siswa
mendengarkan/me
mbaca beberapa
lirik lagu
berbahasa Inggris
dan menyalinnya
Siswa menirukan
penguncapan
dengan
Pengamatan
(observations
):
Bukan
penilaian
formal seperti
tes, tetapi
untuk tujuan
memberi
2 x 2
JP
Audio
CD/
VCD/
DVD
www.
youtu
be
SUA
RA
GUR
103
Kompetensi
Dasar
Materi
Pokok Pembelajaran Penilaian
Aloka
si
Wakt
u
Sumber
Belajar
bahasa
penganta
r
komunik
asi
internati
onal
yang
diwujud
kan
dalam
semanga
t belajar
2.3
Menunju
kkan
perilaku
tanggun
g jawab,
peduli,
kerjasam
a, dan
cinta
damai,
dalam
melaksa
nakan
komunik
asi
fungsion
al
3.11.
Menyeb
utkan
fungsi
sosial
dan
unsur
kebahas
aan
dalam
perasaan
,
mengajar
kan
pesan
moral
Unsur
kebahasaa
n
(1) Kata
,
ungk
apan
, dan
tata
baha
sa
dala
m
kary
a
seni
berb
entu
k
lagu.
(2) Ejaa
n
dan
tulis
an
tang
an
dan
ceta
k
yang
jelas
dan
rapi.
(3) Uca
pan,
teka
nan
kata,
menyanyikan
sesuai dengan
lagu yang
didengar
Mempertanyakan
Dengan
bimbingan dan
arahan guru,
siswa
mempertanyakan
antara lain
perbedaan pesan
yang ada dalam
lagu bahasa
Inggris, perbedaan
lagu dalam bahasa
Inggris dengan
yang ada dalam
bahasa Indonesia.
Siswa
memperoleh
pengetahuan
tambahan tentang
kosa kata dan
pesan dalam lagu
Mengeksplorasi
Siswa
membacakan
lirik lagu yang
disalin kepada
teman sebangku
Siswa
menyanyikan
lagu yang
disalin dengan
pengucapan dan
balikan.
Sasaran
penilaian:
- Perilaku
tanggung
jawab,
peduli,
kerjasama
dan cinta
damai
dalam
melaksana
kan
Komunika
si
- Ketepatan
dan
kesesuaian
dalam
pengucapa
n dan
penyalinan
lirik lagu
- Kesunggu
han siswa
dalam
proses
pembelajar
an dalam
setiap
tahapan
Portofolio
Kumpulan
kemajuan
U
Koran
/
majal
ah
berba
hasa
Inggri
s
www.
dailye
nglish
.com
http://
ameri
canen
glish.s
tate.g
ov/fil
es/ae/
resour
ce_fil
es
http://
learne
nglish
.britis
hcoun
cil.org
/en/
104
Kompetensi
Dasar
Materi
Pokok Pembelajaran Penilaian
Aloka
si
Wakt
u
Sumber
Belajar
lagu.
4.16.
Menang
kap
makna
lagu
sederha
na.
inton
asi,
ketik
a
mem
pres
entas
ikan
secar
a
lisan
Topik
Ketelada
nan
tentang
perilaku
yang
mengins
pirasi.
tekanan kata
yang tepat
Siswa berdiskusi
tentang pesan
lagu yang
didengar
Mengasosiasi
Secara individu
siswa
membandingkan
pesan yang
terdapat dalam
beberapa lagu
yang
dibaca/didengar
Siswa membuat
kumpulan lagu-
lagu yang
bertema
perdamaian
dengan
menyalin
siswa
berupa
kumpulan
lagu yang
disalin
dengan
tulisan
tangan
beserta
kesan
terhadap
lagu
kumpulan
hasil tes
dan
latihan.
Catatan
atau
rekaman
penilaian
diri dan
penilaian
sejawat,
berupa
komentar
atau cara
penilaian
lainnya
Penilaian
Diri dan
Penilaian
Sejawat
Bentuk: diary,
jurnal, format
khusus,
komentar,
atau bentuk
penilaian lain
105
Kompetensi
Dasar
Materi
Pokok Pembelajaran Penilaian
Aloka
si
Wakt
u
Sumber
Belajar
Mengkomunikasik
an
Siswa
melaporkan
kumpulan lagu
favorit mereka
yang sudah
dianalis tentang
pesan di dalam
lagu-lagu
tersebut
Antarsiswa
melakukan
penilaian
terhadap
kumpulan lagu
yang dibuat.
106
S
107
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
EXPERIMENTAL GROUP
Nama sekolah : MAN 2 Muaro Jambi
Mata Pelajaran : Bahasa Inggris
Kelas/semester : X/1
Materi pokok : Teks deskriptif lisan dan tulis sederhana tentang tempat
wisata
Alokasi waktu : 2 x 45 Menit
Pertemuan : 1
A. Kompetensi Inti (KI)
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 indicator pencapaian kompetensi:
Kompetensi Dasar Indikator
3.7 Menganalisis fungsi sosial,
struktur teks, dan unsur kebahasaan
Mengidentifikasi fungsi sosial,
struktur teks pada teks
108
beberapa teks deskriptif lisan dan tulis
dengan memberi dan meminta
informasi terkait tempat wisata dan
bangunan bersejarah terkenal, pendek
dan sederhana, sesuai dengan konteks
penggunaannya
deskriptif tentang tempat
wisata dan bangunan bersejarah
terkenal.
Memahami unsur kebahasaan
pada teks deskriptif
4.8 Menangkap makna dalam teks
deskriptif lisan dan tulis
Memahami makna dalam teks
deskriptif, lisan dan tulis,
sederhana, terkait tempat wisata
dan bangunan bersejarah
4.9 Menyusun teks deskriptif lisan dan
tulis, sederhana, tentang tempat
wisata, dan bangunan bersejarah
terkenal, dengan memperhatikan
fungsi sosial, struktur teks, dan unsur
kebahasaan yang benar dan sesuai
konteks
Membuat teks deksriptif tentang
tempat wisata, dan bangunan
bersejarah terkenal, dengan
memperhatikan fungsi sosial,
struktur teks, dan unsur
kebahasaan yang benar dan
sesuai konteks
Mendeskripsikan tempat wisata,
dan bangunan bersejarah
terkenal dengan memperhatikan
fungsi sosial, struktur teks, dan
unsur kebahasaan yang benar
dan sesuai konteks
C. Tujuan pembelajaran
Mengidentifikasi fungsi sosial, structure tesk dan unsur kebahasaan pada
teks deskriptif sederhana tentang tempat wisata atau bangunan terkenal
Merespon makna dalam teks deskriptif, lisan dan tulis, sederhana, tentang
tempat wisata
109
Menyusun teks deskriptif lisan dan tulis sederhana tentang tempat wisata
dunia atau bangunan terkenal.
D. Materi pembelajaran,
Struktur Descriptive Text (generic structure) adalah :
- Identification (identifikasi) adalah pendahuluan , berupa gambaran
umum tentang suatu topik.
- Description (deskripsi) adalah berisi ciri-ciri khusus yang dimiliki
benda, tempat, atau orang yang dideskripsikan.
Ciri-ciri Descriptive Text :
- Menggunakan simple present tense
- Menggunakan attribute verb, seperti be (am, is, are)
- Hanya fokus pada satu objek tersebut.
Unsur kebahasaan
- Kata benda yang terkait dengan orang/benda/tempat/binatang
- Kata sifat yang terkait dengan sifat orang/binatang/benda
- Kata kerja bentuk pertama (present tense)
- Ejaan dan tulisan tangan dan cetak yang jelas dan rapi
- Ucapan, tekanan kata, intonasi, ketika mempresentasikan secara lisan.
- Rujukan kata
Gentala Arasy
Gentala Arasy bridge is one of the icons in Jambi. This bridge was
built in 2012 and was inaugurated by Mr. Jusuf Kalla as Vice President
at that time. Actually there are two objects in this location, the tower of
Gentala Arasy and Pedestrian bridge. But most people prefer to call
Gentala Arasy bridge. Pedestrian bridge, as seen from its name, is a
bridge for pedestrians. The shape that resembles the letter "S" is a
stretch of winding over Batang Hari river that roughly about 530
meters long. This bridge is made special for pedestrians, and it is
suitable for those who want jogging at morning and noon. While,
Gentala Arasy tower is a museum that keep the history of the incoming
and the development of Islam in Jambi. The tower‟s shape is also very
unique and very 'Islamic', just like architecture of a mosque.
110
In addition, at the end of the Gentala Arasy bridge there is a
culinary center and a place to hang out in the afternoon until evening.
There are many culinary merchants that can be enjoyed. In addition,
we can also enjoy the views of the bridge.
To get into this Gentala Arasy bridge you do not have to pay for a
ticket because there is no ticket counter. We can go up to the bridge
Pedestrian for free while enjoying the view from the bridge. We can
also view traffic conditions in Batang Hari River that never deserted
from the busy days of the boats and small vessels.
If you want to enjoy downing the river by boat. Try A rental boat
around the bridge, for there are many boats are lined up around the
bridge, especially along the Batang Hari river.
E. Metode/Teknik Pembelajaran:
Think Pair Share (TPS)
Model Pembelajaran Cooperative Learning
F. Media, Alat, dan Sumber Pembelajaran:
1. Media : Video dan Power Point Presentation
2. Alat : Laptop, LCD, dan Speaker Active
G. Sumber Belajar :
1. Bahasa Inggris. 2013. Kementrian Pendidikan dan Kebudayaan
2. http://www.kursusmudahbahasainggris.com/2013/09/pengertian-tujuan-
struktur-ciri-dan.html di akses pada 24 juli 2019
H. Langkah-langkah pembelajaran
Aktifitas Deskripsi Aktifitas Waktu
Pembukaan Guru memberi salam.
Guru mengajak peserta didik untuk
mengawali kegiatan dengan berdoa.
Guru memeriksa kehadiran peserta didik.
Guru menyiapkan peserta didik secara
psikis dan fisik
Guru menyampaikan cakupan materi dan
uraian kegiatan sesuai RPP
15 Menit
111
Kegiatan inti Mengamati
Guru menyajikan gambar-gambar
tentang tempat wisata dan bangunan
bersejarah terkenal
Siswa memperhatikan gambar dan
melakukan tanya jawab berkaitan
dengan ciri-ciri bentuk dan lokasi tempat
sesuai dengan pengalamannya
Mengeksplorasi
Siswa mengeksplore gambar tentang
tempat wisata “Taj Mahal”
Siswa diminta untuk berfikir sejenak
tentang pertanyann yang diajukan oleh
guru yang berkaitan dengan gambar
(THINK)
Secara berpasangan bertukar pendapat
mengenai gambar yang di tunjukkan
oleh guru (PAIR)
Mengasosiasi
Dalam bekerja sama (berpasangan)
siswa menganalisis gambar pada fungsi
sosial, struktur teks dan unsur
kebahasaan
Siswa menyimpulkan hasil diskusi
Mengkomunikasikan
Siswa membuat teks deskripsi sedehana
mengenai gambar yang telah di berikan
oleh guru
Siswa menyampaikan hasil diskusi
mereka di depan kelas secara
berpasangan (SHARE)
60 Menit
112
Penutup Guru dan peserta didik secara bersamasama
membuat ringkasan bahan yang sudah
dipelajari pada pertemuan ini.
Guru mengajukan pertanyaan kepada
peserta didik untuk membantu mereka
melakukan refleksi terhadap kegiatan
belajar yang telah mereka lakukan.
Guru mengingatkan peserta didik untuk
mempelajari kembali materi hari ini
dirumah.
Guru menjelaskan rencana kegiatan
pembelajaran yang akan datang.
15 Menit
I. Penilaian hasil pembelajaran
a) Scoring rubric of speaking
No Skill Score Figure
1 Pronunciation 1
Pronunciation problems so severe as to make speech virtually unintelligible.
2 Very hard to understand because of pronunciation problems.
3 Pronunctiation problems necessitate concentrated listening and occasionally load to understanding.
4 Always intelligible, though one is conscious of definite accent.
5 Has few traces of foreign accent.
2 Grammar 1
Errors in grammar and word order so severe as to make speech virtually unintelligible.
2
Grammar and word-order errors make comprehension difficult. Must often reprhase sentences and/or restrict himself to basic patterns.
3 Makes frequent errors of grammar and word-order which occasioanally obscure meaning.
4 Occasionally makes grammatical and/or word-order errors which do not, however, obscure, meaning.
5 Makes few (if any) noticeable errors of grammar or word order.
3 Vocabulary 1 Vocabulary limitations so extreme as
113
to make conversation virtually impossible.
2 Misuse of word and very limited vocabulary make comprehension quite difficult.
3 Frequently uses the wrong word ; conversation some what limited because of inadequate vocabulary.
4 Sometimes use inapproriate terms and/or must reprhase ideas because of lexical inadequacies.
5 Use of vocabulary and idioms is virtually that of a native speaker.
4 Fluency 1
Speech is so halting and fragmentary as to make conversation virtually impossible.
2 Usually hesitant: often forced into silence by language limitations.
3 Speed and fluency are rather strongly affected by language limitations.
4 Speed of speech seems to be slightly affected by language problems.
5 Speech as fluent and effortless as that a native speaker.
5 Comprehension 1 Cannot be said to understand even simple conversational English.
2
Has great difficult following what said. Can comprehend only “social conversation” spoken slowly and with frequent repetititons.
3 Understand most of what is said at slower-than-normal speech with repetitions.
4 Understand nearly everything at normal speed, although occasional repetitions may be necessary.
5 Appears to understand everything without difficulty.
114
115
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
EXPERIMENTAL GROUP
Nama sekolah : MAN 2 Muaro Jambi
Mata Pelajaran : Bahasa Inggris
Kelas/semester : X/1
Materi pokok : Teks deskriptif lisan dan tulis sederhana tentang tempat
wisata
Alokasi waktu : 2 x 45 Menit
Pertemuan : 2
B. Kompetensi Inti (KI)
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 indicator pencapaian kompetensi:
Kompetensi Dasar Indikator
3.7 Menganalisis fungsi sosial,
struktur teks, dan unsur kebahasaan
Mengidentifikasi fungsi sosial,
struktur teks pada teks
116
beberapa teks deskriptif lisan dan tulis
dengan memberi dan meminta
informasi terkait tempat wisata dan
bangunan bersejarah terkenal, pendek
dan sederhana, sesuai dengan konteks
penggunaannya
deskriptif tentang tempat wisata
dan bangunan bersejarah
terkenal.
Memahami unsur kebahasaan
pada teks deskriptif
4.8 Menangkap makna dalam teks
deskriptif lisan dan tulis
Memahami makna dalam teks
deskriptif, lisan dan tulis,
sederhana, terkait tempat wisata
dan bangunan bersejarah
4.9 Menyusun teks deskriptif lisan dan
tulis, sederhana, tentang orang, tempat
wisata, dan bangunan bersejarah
terkenal, dengan memperhatikan
fungsi sosial, struktur teks, dan unsur
kebahasaan yang benar dan sesuai
konteks
Membuat teks deksriptif tentang
tempat wisata, dan bangunan
bersejarah terkenal, dengan
memperhatikan fungsi sosial,
struktur teks, dan unsur
kebahasaan yang benar dan
sesuai konteks
Mendeskripsikan tempat wisata,
dan bangunan bersejarah
terkenal dengan memperhatikan
fungsi sosial, struktur teks, dan
unsur kebahasaan yang benar
dan sesuai konteks
C. Tujuan pembelajaran
Mengidentifikasi fungsi sosial, structure tesk dan unsur kebahasaan pada
teks deskriptif sederhana tentang tempat wisata atau bangunan terkenal
Merespon makna dalam teks deskriptif, lisan dan tulis, sederhana, tentang
tempat wisata
Menyusun teks deskriptif lisan dan tulis sederhana tentang tempat wisata
dunia atau bangunan terkenal.
117
D. Materi pembelajaran,
Struktur Descriptive Text (generic structure) adalah :
- Identification (identifikasi) adalah pendahuluan , berupa gambaran
umum tentang suatu topik.
- Description (deskripsi) adalah berisi ciri-ciri khusus yang dimiliki
benda, tempat, atau orang yang dideskripsikan.
Ciri-ciri Descriptive Text :
- Menggunakan simple present tense
- Menggunakan attribute verb, seperti be (am, is, are)
- Hanya fokus pada satu objek tersebut.
Unsur kebahasaan
- Kata benda yang terkait dengan orang/benda/tempat/binatang
- Kata sifat yang terkait dengan sifat orang/binatang/benda
- Kata kerja bentuk pertama (present tense)
- Ejaan dan tulisan tangan dan cetak yang jelas dan rapi
- Ucapan, tekanan kata, intonasi, ketika mempresentasikan secara lisan.
- Rujukan kata
E. Metode Teknik Pembelajaran:
a. Think Pair Share (TPS)
b. Model Pembelajaran Cooperative Learning
F. Media, Alat, dan Sumber Pembelajaran:
a. Media : Video dan Power Point Presentation
b. Alat : Laptop, LCD, dan Speaker Active
G. Sumber Belajar :
a. Bahasa Inggris. 2013. Kementrian Pendidikan dan Kebudayaan
b. http://www.kursusmudahbahasainggris.com/2013/09/pengertian-tujuan-
struktur-ciri-dan.html diakses pada 24 Agustus2016
118
H. Langkah-langkah pembelajaran
Aktifitas Deskripsi Aktifitas Waktu
Pembukaan Guru memberi salam.
Guru mengajak peserta didik untuk
mengawali kegiatan dengan berdoa.
Guru memeriksa kehadiran peserta didik.
Guru menyiapkan peserta didik secara
psikis dan fisik
Guru menyampaikan cakupan materi dan
uraian kegiatan sesuai RPP
15 Menit
Kegiatan inti Mengamati
Guru menyajikan gambar-gambar
tentang tempat wisata dan bangunan
bersejarah terkenal
Siswa memperhatikan gambar dan
melakukan tanya jawab berkaitan
dengan ciri-ciri bentuk dan lokasi tempat
sesuai dengan pengalamannya
Mengeksplorasi
Siswa mengeksplore gambar tentang
tempat wisata
Siswa diminta untuk berfikir sejenak
tentang pertanyann yang diajukan oleh
guru yang berkaitan dengan gambar
“Borobudur Temple” (THINK)
Secara berpasangan bertukar pendapat
mengenai gambar yang di tunjukkan
oleh guru (PAIR)
Mengasosiasi
Dalam bekerja sama (berpasangan)
siswa menganalisis gambar pada fungsi
sosial, struktur teks dan unsur
60 Menit
119
kebahasaan
Siswa menyimpulkan hasil diskusi
Mengkomunikasikan
Siswa membuat teks deskripsi sedehana
mengenai gambar yang telah di berikan
oleh guru
Siswa menyampaikan hasil diskusi
mereka di depan kelas secara
berpasangan (SHARE)
Penutup Guru dan peserta didik secara bersamasama
membuat ringkasan bahan yang sudah
dipelajari pada pertemuan ini.
Guru mengajukan pertanyaan kepada
peserta didik untuk membantu mereka
melakukan refleksi terhadap kegiatan
belajar yang telah mereka lakukan.
Guru mengingatkan peserta didik untuk
mempelajari kembali materi hari ini
dirumah.
Guru menjelaskan rencana kegiatan
pembelajaran yang akan datang.
15 Menit
I. Penilaian hasil pembelajaran
a) Scoring rubric of speaking
No Skill Score Figure
1 Pronunciation 1
Pronunciation problems so severe as to make speech virtually unintelligible.
2 Very hard to understand because of pronunciation problems.
3 Pronunctiation problems necessitate concentrated listening and occasionally load to understanding.
4 Always intelligible, though one is conscious of definite accent.
5 Has few traces of foreign accent.
2 Grammar 1 Errors in grammar and word order so
120
severe as to make speech virtually unintelligible.
2
Grammar and word-order errors make comprehension difficult. Must often reprhase sentences and/or restrict himself to basic patterns.
3 Makes frequent errors of grammar and word-order which occasioanally obscure meaning.
4 Occasionally makes grammatical and/or word-order errors which do not, however, obscure, meaning.
5 Makes few (if any) noticeable errors of grammar or word order.
3 Vocabulary 1
Vocabulary limitations so extreme as to make conversation virtually impossible.
2 Misuse of word and very limited vocabulary make comprehension quite difficult.
3 Frequently uses the wrong word ; conversation some what limited because of inadequate vocabulary.
4 Sometimes use inapproriate terms and/or must reprhase ideas because of lexical inadequacies.
5 Use of vocabulary and idioms is virtually that of a native speaker.
4 Fluency 1
Speech is so halting and fragmentary as to make conversation virtually impossible.
2 Usually hesitant: often forced into silence by language limitations.
3 Speed and fluency are rather strongly affected by language limitations.
4 Speed of speech seems to be slightly affected by language problems.
5 Speech as fluent and effortless as that a native speaker.
5 Comprehension 1 Cannot be said to understand even simple conversational English.
2
Has great difficult following what said. Can comprehend only “social conversation” spoken slowly and with frequent repetititons.
3 Understand most of what is said at slower-than-normal speech with repetitions.
4 Understand nearly everything at normal speed, although occasional repetitions may be necessary.
5 Appears to understand everything without difficulty.
121
122
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
EXPERIMENTAL GROUP
Nama sekolah : MAN 2 Muaro Jambi
Mata Pelajaran : Bahasa Inggris
Kelas/semester : X/1
Materi pokok : Teks deskriptif lisan dan tulis sederhana tentang tempat
wisata
Alokasi waktu : 2 x 45 Menit
Pertemuan : 3
A. Kompetensi Inti (KI)
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 indicator pencapaian kompetensi:
Kompetensi Dasar Indikator
123
3.7 Menganalisis fungsi sosial,
struktur teks, dan unsur kebahasaan
beberapa teks deskriptif lisan dan tulis
dengan memberi dan meminta
informasi terkait tempat wisata dan
bangunan bersejarah terkenal, pendek
dan sederhana, sesuai dengan konteks
penggunaannya
Mengidentifikasi fungsi sosial,
struktur teks pada teks
deskriptif tentang tempat wisata
dan bangunan bersejarah
terkenal.
Memahami unsur kebahasaan
pada teks deskriptif
4.8 Menangkap makna dalam teks
deskriptif lisan dan tulis
Memahami makna dalam teks
deskriptif, lisan dan tulis,
sederhana, terkait tempat wisata
dan bangunan bersejarah
4.9 Menyusun teks deskriptif lisan dan
tulis, sederhana, tentang orang, tempat
wisata, dan bangunan bersejarah
terkenal, dengan memperhatikan
fungsi sosial, struktur teks, dan unsur
kebahasaan yang benar dan sesuai
konteks
Membuat teks deksriptif tentang
tempat wisata, dan bangunan
bersejarah terkenal, dengan
memperhatikan fungsi sosial,
struktur teks, dan unsur
kebahasaan yang benar dan
sesuai konteks
Mendeskripsikan tempat wisata,
dan bangunan bersejarah
terkenal dengan memperhatikan
fungsi sosial, struktur teks, dan
unsur kebahasaan yang benar
dan sesuai konteks
C. Tujuan pembelajaran
Mengidentifikasi fungsi sosial, structure tesk dan unsur kebahasaan pada
teks deskriptif sederhana tentang tempat wisata atau bangunan terkenal
Merespon makna dalam teks deskriptif, lisan dan tulis, sederhana, tentang
tempat wisata
124
Menyusun teks deskriptif lisan dan tulis sederhana tentang tempat wisata
dunia atau bangunan terkenal.
D. Materi pembelajaran,
Struktur Descriptive Text (generic structure) adalah :
- Identification (identifikasi) adalah pendahuluan , berupa gambaran
umum tentang suatu topik.
- Description (deskripsi) adalah berisi ciri-ciri khusus yang dimiliki
benda, tempat, atau orang yang dideskripsikan.
Ciri-ciri Descriptive Text :
- Menggunakan simple present tense
- Menggunakan attribute verb, seperti be (am, is, are)
- Hanya fokus pada satu objek tersebut.
Unsur kebahasaan
- Kata benda yang terkait dengan orang/benda/tempat/binatang
- Kata sifat yang terkait dengan sifat orang/binatang/benda
- Kata kerja bentuk pertama (present tense)
- Ejaan dan tulisan tangan dan cetak yang jelas dan rapi
- Ucapan, tekanan kata, intonasi, ketika mempresentasikan secara lisan.
E. Metode/Teknik Pembelajaran:
a. Think Pair Share (TPS)
b. Model Pembelajaran Cooperative Learning
F. Media, Alat, dan Sumber Pembelajaran:
a. Media : Video dan Power Point Presentation
b. Alat : Laptop, LCD, dan Speaker Active
G. Sumber Belajar :
a. Bahasa Inggris. 2013. Kementrian Pendidikan dan Kebudayaan
b. http://www.kursusmudahbahasainggris.com/2013/09/pengertian-tujuan-
struktur-ciri-dan.html
H. Langkah-langkah pembelajaran
125
Aktifitas Deskripsi Aktifitas Waktu
Pembukaan Guru memberi salam.
Guru mengajak peserta didik untuk
mengawali kegiatan dengan berdoa.
Guru memeriksa kehadiran peserta didik.
Guru menyiapkan peserta didik secara
psikis dan fisik
Guru menyampaikan cakupan materi dan
uraian kegiatan sesuai RPP
15 Menit
Kegiatan inti Mengamati
Guru menyajikan gambar-gambar
tentang tempat wisata dan bangunan
bersejarah terkenal
Siswa memperhatikan gambar dan
melakukan tanya jawab berkaitan
dengan ciri-ciri bentuk dan lokasi tempat
sesuai dengan pengalamannya
Mengeksplorasi
Siswa mengeksplore gambar tentang
tempat wisata
Siswa diminta untuk berfikir sejenak
tentang pertanyann yang diajukan oleh
guru yang berkaitan dengan gambar
“Gentala Ar‟rasy” (THINK)
Secara berpasangan bertukar pendapat
mengenai gambar yang di tunjukkan
oleh guru (PAIR)
Mengasosiasi
Dalam bekerja sama (berpasangan)
siswa menganalisis gambar pada fungsi
sosial, struktur teks dan unsur
60 Menit
126
kebahasaan
Siswa menyimpulkan hasil diskusi
Mengkomunikasikan
Siswa membuat teks deskripsi sedehana
mengenai gambar yang telah di berikan
oleh guru
Siswa menyampaikan hasil diskusi
mereka di depan kelas secara
berpasangan (SHARE)
Penutup Guru dan peserta didik secara bersamasama
membuat ringkasan bahan yang sudah
dipelajari pada pertemuan ini.
Guru mengajukan pertanyaan kepada
peserta didik untuk membantu mereka
melakukan refleksi terhadap kegiatan
belajar yang telah mereka lakukan.
Guru mengingatkan peserta didik untuk
mempelajari kembali materi hari ini
dirumah.
Guru menjelaskan rencana kegiatan
pembelajaran yang akan datang.
15 Menit
I. Penilaian hasil pembelajaran
a) Scoring rubric of speaking
No Skill Score Figure
1 Pronunciation 1
Pronunciation problems so severe as to make speech virtually unintelligible.
2 Very hard to understand because of pronunciation problems.
3 Pronunctiation problems necessitate concentrated listening and occasionally load to understanding.
4 Always intelligible, though one is conscious of definite accent.
5 Has few traces of foreign accent.
2 Grammar 1 Errors in grammar and word order so
127
severe as to make speech virtually unintelligible.
2
Grammar and word-order errors make comprehension difficult. Must often reprhase sentences and/or restrict himself to basic patterns.
3 Makes frequent errors of grammar and word-order which occasioanally obscure meaning.
4 Occasionally makes grammatical and/or word-order errors which do not, however, obscure, meaning.
5 Makes few (if any) noticeable errors of grammar or word order.
3 Vocabulary 1
Vocabulary limitations so extreme as to make conversation virtually impossible.
2 Misuse of word and very limited vocabulary make comprehension quite difficult.
3 Frequently uses the wrong word ; conversation some what limited because of inadequate vocabulary.
4 Sometimes use inapproriate terms and/or must reprhase ideas because of lexical inadequacies.
5 Use of vocabulary and idioms is virtually that of a native speaker.
4 Fluency 1
Speech is so halting and fragmentary as to make conversation virtually impossible.
2 Usually hesitant: often forced into silence by language limitations.
3 Speed and fluency are rather strongly affected by language limitations.
4 Speed of speech seems to be slightly affected by language problems.
5 Speech as fluent and effortless as that a native speaker.
5 Comprehension 1 Cannot be said to understand even simple conversational English.
2
Has great difficult following what said. Can comprehend only “social conversation” spoken slowly and with frequent repetititons.
3 Understand most of what is said at slower-than-normal speech with repetitions.
4 Understand nearly everything at normal speed, although occasional repetitions may be necessary.
5 Appears to understand everything without difficulty.
128
129
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
EXPERIMENTAL GROUP
Nama sekolah : MAN 2 Muaro Jambi
Mata Pelajaran : Bahasa Inggris
Kelas/semester : X/1
Materi pokok : Teks deskriptif lisan dan tulis sederhana tentang tempat
wisata
Alokasi waktu : 2 x 45 Menit
Pertemuan : 4
A. Kompetensi Inti (KI)
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 indicator pencapaian kompetensi:
Kompetensi Dasar Indikator
3.7 Menganalisis fungsi sosial, Mengidentifikasi fungsi sosial,
130
struktur teks, dan unsur kebahasaan
beberapa teks deskriptif lisan dan tulis
dengan memberi dan meminta
informasi terkait tempat wisata dan
bangunan bersejarah terkenal, pendek
dan sederhana, sesuai dengan konteks
penggunaannya
struktur teks pada teks
deskriptif tentang tempat wisata
dan bangunan bersejarah
terkenal.
Memahami unsur kebahasaan
pada teks deskriptif
4.8 Menangkap makna dalam teks
deskriptif lisan dan tulis
Memahami makna dalam teks
deskriptif, lisan dan tulis,
sederhana, terkait tempat wisata
dan bangunan bersejarah
4.9 Menyusun teks deskriptif lisan dan
tulis, sederhana, tentang orang, tempat
wisata, dan bangunan bersejarah
terkenal, dengan memperhatikan
fungsi sosial, struktur teks, dan unsur
kebahasaan yang benar dan sesuai
konteks
C. Tujuan pembelajaran
Mengidentifikasi fungsi sosial, structure tesk dan unsur kebahasaan pada
teks deskriptif sederhana tentang tempat wisata atau bangunan terkenal
Merespon makna dalam teks deskriptif, lisan dan tulis, sederhana, tentang
tempat wisata
Menyusun teks deskriptif lisan dan tulis sederhana tentang tempat wisata
dunia atau bangunan terkenal.
D. Materi pembelajaran,
Struktur Descriptive Text (generic structure) adalah :
- Identification (identifikasi) adalah pendahuluan , berupa gambaran
umum tentang suatu topik.
- Description (deskripsi) adalah berisi ciri-ciri khusus yang dimiliki
benda, tempat, atau orang yang dideskripsikan.
Ciri-ciri Descriptive Text :
131
- Menggunakan simple present tense
- Menggunakan attribute verb, seperti be (am, is, are)
- Hanya fokus pada satu objek tersebut.
Unsur kebahasaan
- Kata benda yang terkait dengan orang/benda/tempat/binatang
- Kata sifat yang terkait dengan sifat orang/binatang/benda
- Kata kerja bentuk pertama (present tense)
- Ejaan dan tulisan tangan dan cetak yang jelas dan rapi
- Ucapan, tekanan kata, intonasi, ketika mempresentasikan secara lisan.
- Rujukan kata
E. Metode/Teknik Pembelajaran:
a. Think Pair Share (TPS)
b. Model Pembelajaran Cooperative Learning
F. Media, Alat, dan Sumber Pembelajaran:
a. Media : Video dan Power Point Presentation
b. Alat : Laptop, LCD, dan Speaker Active
G. Sumber Belajar :
a. Bahasa Inggris. 2013. Kementrian Pendidikan dan Kebudayaan
b. http://www.kursusmudahbahasainggris.com/2013/09/pengertian-tujuan-
struktur-ciri-dan.html diakses pada 24 juli 2019
H. Langkah-langkah pembelajaran
Aktifitas Deskripsi Aktifitas Waktu
Pembukaan Guru memberi salam.
Guru mengajak peserta didik untuk
mengawali kegiatan dengan berdoa.
Guru memeriksa kehadiran peserta didik.
Guru menyiapkan peserta didik secara
psikis dan fisik
Guru menyampaikan cakupan materi dan
15 Menit
132
uraian kegiatan sesuai RPP
Kegiatan inti Mengamati
Guru menyajikan gambar-gambar
tentang tempat wisata dan bangunan
bersejarah terkenal
Siswa memperhatikan gambar dan
melakukan tanya jawab berkaitan
dengan ciri-ciri bentuk dan lokasi tempat
sesuai dengan pengalamannya
Mengeksplorasi
Siswa mengeksplore gambar tentang
tempat wisata
Siswa diminta untuk berfikir sejenak
tentang pertanyann yang diajukan oleh
guru yang berkaitan dengan gambar
“Muaro Jambi Temple” (THINK)
Secara berpasangan bertukar pendapat
mengenai gambar yang di tunjukkan
oleh guru (PAIR)
Mengasosiasi
Dalam bekerja sama (berpasangan)
siswa menganalisis gambar pada fungsi
sosial, struktur teks dan unsur
kebahasaan
Siswa menyimpulkan hasil diskusi
Mengkomunikasikan
Siswa membuat teks deskripsi sedehana
mengenai gambar yang telah di berikan
oleh guru
Siswa menyampaikan hasil diskusi
mereka di depan kelas secara
60 Menit
133
berpasangan (SHARE)
Penutup Guru dan peserta didik secara bersamasama
membuat ringkasan bahan yang sudah
dipelajari pada pertemuan ini.
Guru mengajukan pertanyaan kepada
peserta didik untuk membantu mereka
melakukan refleksi terhadap kegiatan
belajar yang telah mereka lakukan.
Guru mengingatkan peserta didik untuk
mempelajari kembali materi hari ini
dirumah.
Guru menjelaskan rencana kegiatan
pembelajaran yang akan datang.
15 Menit
I. Penilaian hasil pembelajaran
a) Scoring rubric of speaking
No Skill Score Figure
1 Pronunciation 1
Pronunciation problems so severe as to make speech virtually unintelligible.
2 Very hard to understand because of pronunciation problems.
3 Pronunctiation problems necessitate concentrated listening and occasionally load to understanding.
4 Always intelligible, though one is conscious of definite accent.
5 Has few traces of foreign accent.
2 Grammar 1
Errors in grammar and word order so severe as to make speech virtually unintelligible.
2
Grammar and word-order errors make comprehension difficult. Must often reprhase sentences and/or restrict himself to basic patterns.
3 Makes frequent errors of grammar and word-order which occasioanally obscure meaning.
4 Occasionally makes grammatical and/or word-order errors which do not, however, obscure, meaning.
5 Makes few (if any) noticeable errors of grammar or word order.
134
3 Vocabulary 1
Vocabulary limitations so extreme as to make conversation virtually impossible.
2 Misuse of word and very limited vocabulary make comprehension quite difficult.
3 Frequently uses the wrong word ; conversation some what limited because of inadequate vocabulary.
4 Sometimes use inapproriate terms and/or must reprhase ideas because of lexical inadequacies.
5 Use of vocabulary and idioms is virtually that of a native speaker.
4 Fluency 1
Speech is so halting and fragmentary as to make conversation virtually impossible.
2 Usually hesitant: often forced into silence by language limitations.
3 Speed and fluency are rather strongly affected by language limitations.
4 Speed of speech seems to be slightly affected by language problems.
5 Speech as fluent and effortless as that a native speaker.
5 Comprehension 1 Cannot be said to understand even simple conversational English.
2
Has great difficult following what said. Can comprehend only “social conversation” spoken slowly and with frequent repetititons.
3 Understand most of what is said at slower-than-normal speech with repetitions.
4 Understand nearly everything at normal speed, although occasional repetitions may be necessary.
5 Appears to understand everything without difficulty.
135
136
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
EXPERIMENTAL GROUP
Nama sekolah : MAN 2 Muaro Jambi
Mata Pelajaran : Bahasa Inggris
Kelas/semester : X/1
Materi pokok : Teks deskriptif lisan dan tulis sederhana tentang tempat
wisata
Alokasi waktu : 2 x 45 Menit
Pertemuan : 5
A. Kompetensi Inti (KI)
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 indicator pencapaian kompetensi:
Kompetensi Dasar Indikator
3.7 Menganalisis fungsi sosial, Mengidentifikasi fungsi sosial,
137
struktur teks, dan unsur kebahasaan
beberapa teks deskriptif lisan dan tulis
dengan memberi dan meminta
informasi terkait tempat wisata dan
bangunan bersejarah terkenal, pendek
dan sederhana, sesuai dengan konteks
penggunaannya
struktur teks pada teks
deskriptif tentang tempat
wisata dan bangunan bersejarah
terkenal.
Memahami unsur kebahasaan
pada teks deskriptif
4.8 Menangkap makna dalam teks
deskriptif lisan dan tulis
Memahami makna dalam teks
deskriptif, lisan dan tulis,
sederhana, terkait tempat wisata
dan bangunan bersejarah
4.9 Menyusun teks deskriptif lisan dan
tulis, sederhana, tentang tempat
wisata, dan bangunan bersejarah
terkenal, dengan memperhatikan
fungsi sosial, struktur teks, dan unsur
kebahasaan yang benar dan sesuai
konteks
Membuat teks deksriptif tentang
tempat wisata, dan bangunan
bersejarah terkenal, dengan
memperhatikan fungsi sosial,
struktur teks, dan unsur
kebahasaan yang benar dan
sesuai konteks
Mendeskripsikan tempat wisata,
dan bangunan bersejarah
terkenal dengan memperhatikan
fungsi sosial, struktur teks, dan
unsur kebahasaan yang benar
dan sesuai konteks
C. Tujuan pembelajaran
Mengidentifikasi fungsi sosial, structure tesk dan unsur kebahasaan pada
teks deskriptif sederhana tentang tempat wisata atau bangunan terkenal
Merespon makna dalam teks deskriptif, lisan dan tulis, sederhana, tentang
tempat wisata
138
Menyusun teks deskriptif lisan dan tulis sederhana tentang tempat wisata
dunia atau bangunan terkenal.
D. Materi pembelajaran,
Struktur Descriptive Text (generic structure) adalah :
- Identification (identifikasi) adalah pendahuluan , berupa gambaran
umum tentang suatu topik.
- Description (deskripsi) adalah berisi ciri-ciri khusus yang dimiliki
benda, tempat, atau orang yang dideskripsikan.
Ciri-ciri Descriptive Text :
- Menggunakan simple present tense
- Menggunakan attribute verb, seperti be (am, is, are)
- Hanya fokus pada satu objek tersebut.
Unsur kebahasaan
- Kata benda yang terkait dengan orang/benda/tempat/binatang
- Kata sifat yang terkait dengan sifat orang/binatang/benda
- Kata kerja bentuk pertama (present tense)
- Ejaan dan tulisan tangan dan cetak yang jelas dan rapi
- Ucapan, tekanan kata, intonasi, ketika mempresentasikan secara lisan.
- Rujukan kata
E. Metode/Teknik Pembelajaran:
a. Think Pair Share (TPS)
b. Model Pembelajaran Cooperative Learning
F. Media, Alat, dan Sumber Pembelajaran:
a. Media : Video dan Power Point Presentation
b. Alat : Laptop, LCD, dan Speaker Active
G. Sumber Belajar :
a. Bahasa Inggris. 2013. Kementrian Pendidikan dan Kebudayaan
b. http://www.kursusmudahbahasainggris.com/2013/09/pengertian-tujuan-
struktur-ciri-dan.html di akses pada 24 juli 2019
139
H. Langkah-langkah pembelajaran
Aktifitas Deskripsi Aktifitas Waktu
Pembukaan Guru memberi salam.
Guru mengajak peserta didik untuk
mengawali kegiatan dengan berdoa.
Guru memeriksa kehadiran peserta didik.
Guru menyiapkan peserta didik secara
psikis dan fisik
Guru menyampaikan cakupan materi dan
uraian kegiatan sesuai RPP
15 Menit
Kegiatan inti Mengamati
Guru menyajikan gambar-gambar
tentang tempat wisata dan bangunan
bersejarah terkenal
Siswa memperhatikan gambar dan
melakukan tanya jawab berkaitan
dengan ciri-ciri bentuk dan lokasi tempat
sesuai dengan pengalamannya
Mengeksplorasi
Siswa mengeksplore gambar tentang
tempat wisata “Monas”
Siswa diminta untuk berfikir sejenak
tentang pertanyann yang diajukan oleh
guru yang berkaitan dengan gambar
(THINK)
Secara berpasangan bertukar pendapat
mengenai gambar yang di tunjukkan
oleh guru (PAIR)
Mengasosiasi
60 Menit
140
Dalam bekerja sama (berpasangan)
siswa menganalisis gambar pada fungsi
sosial, struktur teks dan unsur
kebahasaan
Siswa menyimpulkan hasil diskusi
Mengkomunikasikan
Siswa membuat teks deskripsi sedehana
mengenai gambar yang telah di berikan
oleh guru
Siswa menyampaikan hasil diskusi
mereka di depan kelas secara
berpasangan (SHARE)
Penutup Guru dan peserta didik secara bersamasama
membuat ringkasan bahan yang sudah
dipelajari pada pertemuan ini.
Guru mengajukan pertanyaan kepada
peserta didik untuk membantu mereka
melakukan refleksi terhadap kegiatan
belajar yang telah mereka lakukan.
Guru mengingatkan peserta didik untuk
mempelajari kembali materi hari ini
dirumah.
Guru menjelaskan rencana kegiatan
pembelajaran yang akan datang.
15 Menit
I. Penilaian hasil pembelajaran
a) Scoring rubric of speaking
No Skill Score Figure
1 Pronunciation 1
Pronunciation problems so severe as to make speech virtually unintelligible.
2 Very hard to understand because of pronunciation problems.
3 Pronunctiation problems necessitate concentrated listening and
141
occasionally load to understanding.
4 Always intelligible, though one is conscious of definite accent.
5 Has few traces of foreign accent.
2 Grammar 1
Errors in grammar and word order so severe as to make speech virtually unintelligible.
2
Grammar and word-order errors make comprehension difficult. Must often reprhase sentences and/or restrict himself to basic patterns.
3 Makes frequent errors of grammar and word-order which occasioanally obscure meaning.
4 Occasionally makes grammatical and/or word-order errors which do not, however, obscure, meaning.
5 Makes few (if any) noticeable errors of grammar or word order.
3 Vocabulary 1
Vocabulary limitations so extreme as to make conversation virtually impossible.
2 Misuse of word and very limited vocabulary make comprehension quite difficult.
3 Frequently uses the wrong word ; conversation some what limited because of inadequate vocabulary.
4 Sometimes use inapproriate terms and/or must reprhase ideas because of lexical inadequacies.
5 Use of vocabulary and idioms is virtually that of a native speaker.
4 Fluency 1
Speech is so halting and fragmentary as to make conversation virtually impossible.
2 Usually hesitant: often forced into silence by language limitations.
3 Speed and fluency are rather strongly affected by language limitations.
4 Speed of speech seems to be slightly affected by language problems.
5 Speech as fluent and effortless as that a native speaker.
5 Comprehension 1 Cannot be said to understand even simple conversational English.
2
Has great difficult following what said. Can comprehend only “social conversation” spoken slowly and with frequent repetititons.
3 Understand most of what is said at slower-than-normal speech with repetitions.
4 Understand nearly everything at
142
normal speed, although occasional repetitions may be necessary.
5 Appears to understand everything without difficulty.
143
144
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
EXPERIMENTAL GROUP
Nama sekolah : MAN 2 Muaro Jambi
Mata Pelajaran : Bahasa Inggris
Kelas/semester : X/1
Materi pokok : Teks deskriptif lisan dan tulis sederhana tentang tempat
wisata
Alokasi waktu : 2 x 45 Menit
Pertemuan : 6
A. Kompetensi Inti (KI)
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 indicator pencapaian kompetensi:
Kompetensi Dasar Indikator
3.7 Menganalisis fungsi sosial, Mengidentifikasi fungsi sosial,
145
struktur teks, dan unsur kebahasaan
beberapa teks deskriptif lisan dan tulis
dengan memberi dan meminta
informasi terkait tempat wisata dan
bangunan bersejarah terkenal, pendek
dan sederhana, sesuai dengan konteks
penggunaannya
struktur teks pada teks
deskriptif tentang tempat
wisata dan bangunan bersejarah
terkenal.
Memahami unsur kebahasaan
pada teks deskriptif
4.8 Menangkap makna dalam teks
deskriptif lisan dan tulis
Memahami makna dalam teks
deskriptif, lisan dan tulis,
sederhana, terkait tempat wisata
dan bangunan bersejarah
4.9 Menyusun teks deskriptif lisan dan
tulis, sederhana, tentang tempat
wisata, dan bangunan bersejarah
terkenal, dengan memperhatikan
fungsi sosial, struktur teks, dan unsur
kebahasaan yang benar dan sesuai
konteks
Membuat teks deksriptif tentang
tempat wisata, dan bangunan
bersejarah terkenal, dengan
memperhatikan fungsi sosial,
struktur teks, dan unsur
kebahasaan yang benar dan
sesuai konteks
Mendeskripsikan tempat wisata,
dan bangunan bersejarah
terkenal dengan memperhatikan
fungsi sosial, struktur teks, dan
unsur kebahasaan yang benar
dan sesuai konteks
C. Tujuan pembelajaran
Mengidentifikasi fungsi sosial, structure tesk dan unsur kebahasaan pada
teks deskriptif sederhana tentang tempat wisata atau bangunan terkenal
Merespon makna dalam teks deskriptif, lisan dan tulis, sederhana, tentang
tempat wisata
146
Menyusun teks deskriptif lisan dan tulis sederhana tentang tempat wisata
dunia atau bangunan terkenal.
D. Materi pembelajaran,
Struktur Descriptive Text (generic structure) adalah :
- Identification (identifikasi) adalah pendahuluan , berupa gambaran
umum tentang suatu topik.
- Description (deskripsi) adalah berisi ciri-ciri khusus yang dimiliki
benda, tempat, atau orang yang dideskripsikan.
Ciri-ciri Descriptive Text :
- Menggunakan simple present tense
- Menggunakan attribute verb, seperti be (am, is, are)
- Hanya fokus pada satu objek tersebut.
Unsur kebahasaan
- Kata benda yang terkait dengan orang/benda/tempat/binatang
- Kata sifat yang terkait dengan sifat orang/binatang/benda
- Kata kerja bentuk pertama (present tense)
- Ejaan dan tulisan tangan dan cetak yang jelas dan rapi
- Ucapan, tekanan kata, intonasi, ketika mempresentasikan secara lisan.
- Rujukan kata
E. Metode/Teknik Pembelajaran:
a. Think Pair Share (TPS)
b. Model Pembelajaran Cooperative Learning
F. Media, Alat, dan Sumber Pembelajaran:
a. Media : Video dan Power Point Presentation
b. Alat : Laptop, LCD, dan Speaker Active
G. Sumber Belajar :
a. Bahasa Inggris. 2013. Kementrian Pendidikan dan Kebudayaan
b. http://www.kursusmudahbahasainggris.com/2013/09/pengertian-tujuan-
struktur-ciri-dan.html di akses pada 24 juli 2019
H. Langkah-langkah pembelajaran
147
Aktifitas Deskripsi Aktifitas Waktu
Pembukaan Guru memberi salam.
Guru mengajak peserta didik untuk
mengawali kegiatan dengan berdoa.
Guru memeriksa kehadiran peserta didik.
Guru menyiapkan peserta didik secara
psikis dan fisik
Guru menyampaikan cakupan materi dan
uraian kegiatan sesuai RPP
15 Menit
Kegiatan inti Mengamati
Guru menyajikan gambar-gambar
tentang tempat wisata dan bangunan
bersejarah terkenal
Siswa memperhatikan gambar dan
melakukan tanya jawab berkaitan
dengan ciri-ciri bentuk dan lokasi tempat
sesuai dengan pengalamannya
Mengeksplorasi
Siswa mengeksplore gambar tentang
tempat wisata “Jambi Paradise”
Siswa diminta untuk berfikir sejenak
tentang pertanyann yang diajukan oleh
guru yang berkaitan dengan gambar
(THINK)
Secara berpasangan bertukar pendapat
mengenai gambar yang di tunjukkan
oleh guru (PAIR)
Mengasosiasi
Dalam bekerja sama (berpasangan)
siswa menganalisis gambar pada fungsi
sosial, struktur teks dan unsur
60 Menit
148
kebahasaan
Siswa menyimpulkan hasil diskusi
Mengkomunikasikan
Siswa membuat teks deskripsi sedehana
mengenai gambar yang telah di berikan
oleh guru
Siswa menyampaikan hasil diskusi
mereka di depan kelas secara
berpasangan (SHARE)
Penutup Guru dan peserta didik secara bersamasama
membuat ringkasan bahan yang sudah
dipelajari pada pertemuan ini.
Guru mengajukan pertanyaan kepada
peserta didik untuk membantu mereka
melakukan refleksi terhadap kegiatan
belajar yang telah mereka lakukan.
Guru mengingatkan peserta didik untuk
mempelajari kembali materi hari ini
dirumah.
Guru menjelaskan rencana kegiatan
pembelajaran yang akan datang.
15 Menit
I. Penilaian hasil pembelajaran
a) Scoring rubric of speaking
No Skill Score Figure
1 Pronunciation 1
Pronunciation problems so severe as to make speech virtually unintelligible.
2 Very hard to understand because of pronunciation problems.
3 Pronunctiation problems necessitate concentrated listening and occasionally load to understanding.
4 Always intelligible, though one is conscious of definite accent.
5 Has few traces of foreign accent.
2 Grammar 1 Errors in grammar and word order so
149
severe as to make speech virtually unintelligible.
2
Grammar and word-order errors make comprehension difficult. Must often reprhase sentences and/or restrict himself to basic patterns.
3 Makes frequent errors of grammar and word-order which occasioanally obscure meaning.
4 Occasionally makes grammatical and/or word-order errors which do not, however, obscure, meaning.
5 Makes few (if any) noticeable errors of grammar or word order.
3 Vocabulary 1
Vocabulary limitations so extreme as to make conversation virtually impossible.
2 Misuse of word and very limited vocabulary make comprehension quite difficult.
3 Frequently uses the wrong word ; conversation some what limited because of inadequate vocabulary.
4 Sometimes use inapproriate terms and/or must reprhase ideas because of lexical inadequacies.
5 Use of vocabulary and idioms is virtually that of a native speaker.
4 Fluency 1
Speech is so halting and fragmentary as to make conversation virtually impossible.
2 Usually hesitant: often forced into silence by language limitations.
3 Speed and fluency are rather strongly affected by language limitations.
4 Speed of speech seems to be slightly affected by language problems.
5 Speech as fluent and effortless as that a native speaker.
5 Comprehension 1 Cannot be said to understand even simple conversational English.
2
Has great difficult following what said. Can comprehend only “social conversation” spoken slowly and with frequent repetititons.
3 Understand most of what is said at slower-than-normal speech with repetitions.
4 Understand nearly everything at normal speed, although occasional repetitions may be necessary.
5 Appears to understand everything without difficulty.
150
151
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
EXPERIMENTAL GROUP
Nama sekolah : MAN 2 Muaro Jambi
Mata Pelajaran : Bahasa Inggris
Kelas/semester : X/1
Materi pokok : Teks deskriptif lisan dan tulis sederhana tentang tempat
wisata
Alokasi waktu : 2 x 45 Menit
Pertemuan : 7
A. Kompetensi Inti (KI)
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 indicator pencapaian kompetensi:
Kompetensi Dasar Indikator
3.7 Menganalisis fungsi sosial,
struktur teks, dan unsur kebahasaan
Mengidentifikasi fungsi sosial,
struktur teks pada teks
152
beberapa teks deskriptif lisan dan tulis
dengan memberi dan meminta
informasi terkait tempat wisata dan
bangunan bersejarah terkenal, pendek
dan sederhana, sesuai dengan konteks
penggunaannya
deskriptif tentang tempat
wisata dan bangunan bersejarah
terkenal.
Memahami unsur kebahasaan
pada teks deskriptif
4.8 Menangkap makna dalam teks
deskriptif lisan dan tulis
Memahami makna dalam teks
deskriptif, lisan dan tulis,
sederhana, terkait tempat wisata
dan bangunan bersejarah
4.9 Menyusun teks deskriptif lisan dan
tulis, sederhana, tentang tempat
wisata, dan bangunan bersejarah
terkenal, dengan memperhatikan
fungsi sosial, struktur teks, dan unsur
kebahasaan yang benar dan sesuai
konteks
Membuat teks deksriptif tentang
tempat wisata, dan bangunan
bersejarah terkenal, dengan
memperhatikan fungsi sosial,
struktur teks, dan unsur
kebahasaan yang benar dan
sesuai konteks
Mendeskripsikan tempat wisata,
dan bangunan bersejarah
terkenal dengan memperhatikan
fungsi sosial, struktur teks, dan
unsur kebahasaan yang benar
dan sesuai konteks
C. Tujuan pembelajaran
Mengidentifikasi fungsi sosial, structure tesk dan unsur kebahasaan pada
teks deskriptif sederhana tentang tempat wisata atau bangunan terkenal
Merespon makna dalam teks deskriptif, lisan dan tulis, sederhana, tentang
tempat wisata
153
Menyusun teks deskriptif lisan dan tulis sederhana tentang tempat wisata
dunia atau bangunan terkenal
D. Materi pembelajaran,
Struktur Descriptive Text (generic structure) adalah :
- Identification (identifikasi) adalah pendahuluan , berupa gambaran
umum tentang suatu topik.
- Description (deskripsi) adalah berisi ciri-ciri khusus yang dimiliki
benda, tempat, atau orang yang dideskripsikan.
Ciri-ciri Descriptive Text :
- Menggunakan simple present tense
- Menggunakan attribute verb, seperti be (am, is, are)
- Hanya fokus pada satu objek tersebut.
Unsur kebahasaan
- Kata benda yang terkait dengan orang/benda/tempat/binatang
- Kata sifat yang terkait dengan sifat orang/binatang/benda
- Kata kerja bentuk pertama (present tense)
- Ejaan dan tulisan tangan dan cetak yang jelas dan rapi
- Ucapan, tekanan kata, intonasi, ketika mempresentasikan secara lisan.
- Rujukan kata
E. Metode/Teknik Pembelajaran:
a. Think Pair Share (TPS)
b. Model Pembelajaran Cooperative Learning
F. Media, Alat, dan Sumber Pembelajaran:
a. Media : Video dan Power Point Presentation
b. Alat : Laptop, LCD, dan Speaker Active
G. Sumber Belajar :
a. Bahasa Inggris. 2013. Kementrian Pendidikan dan Kebudayaan
b. http://www.kursusmudahbahasainggris.com/2013/09/pengertian-tujuan-
struktur-ciri-dan.html di akses pada 24 juli 2019
154
H. Langkah-langkah pembelajaran
Aktifitas Deskripsi Aktifitas Waktu
Pembukaan Guru memberi salam.
Guru mengajak peserta didik untuk
mengawali kegiatan dengan berdoa.
Guru memeriksa kehadiran peserta didik.
Guru menyiapkan peserta didik secara
psikis dan fisik
Guru menyampaikan cakupan materi dan
uraian kegiatan sesuai RPP
15 Menit
Kegiatan inti Mengamati
Guru menyajikan gambar-gambar
tentang tempat wisata dan bangunan
bersejarah terkenal
Siswa memperhatikan gambar dan
melakukan tanya jawab berkaitan
dengan ciri-ciri bentuk dan lokasi tempat
sesuai dengan pengalamannya
Mengeksplorasi
Siswa mengeksplore gambar tentang
tempat wisata “Taj Mahal”
Siswa diminta untuk berfikir sejenak
tentang pertanyann yang diajukan oleh
guru yang berkaitan dengan gambar
(THINK)
Secara berpasangan bertukar pendapat
mengenai gambar yang di tunjukkan
oleh guru (PAIR)
Mengasosiasi
Dalam bekerja sama (berpasangan)
siswa menganalisis gambar pada fungsi
60 Menit
155
sosial, struktur teks dan unsur
kebahasaan
Siswa menyimpulkan hasil diskusi
Mengkomunikasikan
Siswa membuat teks deskripsi sedehana
mengenai gambar yang telah di berikan
oleh guru
Siswa menyampaikan hasil diskusi
mereka di depan kelas secara
berpasangan (SHARE)
Penutup Guru dan peserta didik secara bersamasama
membuat ringkasan bahan yang sudah
dipelajari pada pertemuan ini.
Guru mengajukan pertanyaan kepada
peserta didik untuk membantu mereka
melakukan refleksi terhadap kegiatan
belajar yang telah mereka lakukan.
Guru mengingatkan peserta didik untuk
mempelajari kembali materi hari ini
dirumah.
Guru menjelaskan rencana kegiatan
pembelajaran yang akan datang.
15 Menit
H. Penilaian hasil pembelajaran
a) Scoring rubric of speaking
No Skill Score Figure
1 Pronunciation 1
Pronunciation problems so severe as to make speech virtually unintelligible.
2 Very hard to understand because of pronunciation problems.
3 Pronunctiation problems necessitate concentrated listening and occasionally load to understanding.
4 Always intelligible, though one is conscious of definite accent.
156
5 Has few traces of foreign accent.
2 Grammar 1
Errors in grammar and word order so severe as to make speech virtually unintelligible.
2
Grammar and word-order errors make comprehension difficult. Must often reprhase sentences and/or restrict himself to basic patterns.
3 Makes frequent errors of grammar and word-order which occasioanally obscure meaning.
4 Occasionally makes grammatical and/or word-order errors which do not, however, obscure, meaning.
5 Makes few (if any) noticeable errors of grammar or word order.
3 Vocabulary 1
Vocabulary limitations so extreme as to make conversation virtually impossible.
2 Misuse of word and very limited vocabulary make comprehension quite difficult.
3 Frequently uses the wrong word ; conversation some what limited because of inadequate vocabulary.
4 Sometimes use inapproriate terms and/or must reprhase ideas because of lexical inadequacies.
5 Use of vocabulary and idioms is virtually that of a native speaker.
4 Fluency 1
Speech is so halting and fragmentary as to make conversation virtually impossible.
2 Usually hesitant: often forced into silence by language limitations.
3 Speed and fluency are rather strongly affected by language limitations.
4 Speed of speech seems to be slightly affected by language problems.
5 Speech as fluent and effortless as that a native speaker.
5 Comprehension 1 Cannot be said to understand even simple conversational English.
2
Has great difficult following what said. Can comprehend only “social conversation” spoken slowly and with frequent repetititons.
3 Understand most of what is said at slower-than-normal speech with repetitions.
4 Understand nearly everything at normal speed, although occasional repetitions may be necessary.
5 Appears to understand everything
157
without difficulty.
158
159
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
EXPERIMENTAL GROUP
Nama sekolah : MAN 2 Muaro Jambi
Mata Pelajaran : Bahasa Inggris
Kelas/semester : X/1
Materi pokok : Teks deskriptif lisan dan tulis sederhana tentang tempat
wisata
Alokasi waktu : 2 x 45 Menit
Pertemuan : 8
A. Kompetensi Inti (KI)
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 indicator pencapaian kompetensi:
Kompetensi Dasar Indikator
3.7 Menganalisis fungsi sosial,
struktur teks, dan unsur kebahasaan
Mengidentifikasi fungsi sosial,
struktur teks pada teks
160
beberapa teks deskriptif lisan dan tulis
dengan memberi dan meminta
informasi terkait tempat wisata dan
bangunan bersejarah terkenal, pendek
dan sederhana, sesuai dengan konteks
penggunaannya
deskriptif tentang tempat
wisata dan bangunan bersejarah
terkenal.
Memahami unsur kebahasaan
pada teks deskriptif
4.8 Menangkap makna dalam teks
deskriptif lisan dan tulis
Memahami makna dalam teks
deskriptif, lisan dan tulis,
sederhana, terkait tempat wisata
dan bangunan bersejarah
4.9 Menyusun teks deskriptif lisan dan
tulis, sederhana, tentang tempat
wisata, dan bangunan bersejarah
terkenal, dengan memperhatikan
fungsi sosial, struktur teks, dan unsur
kebahasaan yang benar dan sesuai
konteks
Membuat teks deksriptif tentang
tempat wisata, dan bangunan
bersejarah terkenal, dengan
memperhatikan fungsi sosial,
struktur teks, dan unsur
kebahasaan yang benar dan
sesuai konteks
Mendeskripsikan tempat wisata,
dan bangunan bersejarah
terkenal dengan memperhatikan
fungsi sosial, struktur teks, dan
unsur kebahasaan yang benar
dan sesuai konteks
C. Tujuan pembelajaran
Mengidentifikasi fungsi sosial, structure tesk dan unsur kebahasaan pada
teks deskriptif sederhana tentang tempat wisata atau bangunan terkenal
Merespon makna dalam teks deskriptif, lisan dan tulis, sederhana, tentang
tempat wisata
161
Menyusun teks deskriptif lisan dan tulis sederhana tentang tempat wisata
dunia atau bangunan terkenal.
D. Materi pembelajaran,
Struktur Descriptive Text (generic structure) adalah :
- Identification (identifikasi) adalah pendahuluan , berupa gambaran
umum tentang suatu topik.
- Description (deskripsi) adalah berisi ciri-ciri khusus yang dimiliki
benda, tempat, atau orang yang dideskripsikan.
Ciri-ciri Descriptive Text :
- Menggunakan simple present tense
- Menggunakan attribute verb, seperti be (am, is, are)
- Hanya fokus pada satu objek tersebut.
Unsur kebahasaan
- Kata benda yang terkait dengan orang/benda/tempat/binatang
- Kata sifat yang terkait dengan sifat orang/binatang/benda
- Kata kerja bentuk pertama (present tense)
- Ejaan dan tulisan tangan dan cetak yang jelas dan rapi
- Ucapan, tekanan kata, intonasi, ketika mempresentasikan secara lisan.
- Rujukan kata
E. Metode/Teknik Pembelajaran:
a. Think Pair Share (TPS)
b. Model Pembelajaran Cooperative Learning
F. Media, Alat, dan Sumber Pembelajaran:
a. Media : Video dan Power Point Presentation
b. Alat : Laptop, LCD, dan Speaker Active
G. Sumber Belajar :
a. Bahasa Inggris. 2013. Kementrian Pendidikan dan Kebudayaan
162
b. http://www.kursusmudahbahasainggris.com/2013/09/pengertian-tujuan-
struktur-ciri-dan.html di akses pada 24 juli 2019
H. Langkah-langkah pembelajaran
Aktifitas Deskripsi Aktifitas Waktu
Pembukaan Guru memberi salam.
Guru mengajak peserta didik untuk
mengawali kegiatan dengan berdoa.
Guru memeriksa kehadiran peserta didik.
Guru menyiapkan peserta didik secara
psikis dan fisik
Guru menyampaikan cakupan materi dan
uraian kegiatan sesuai RPP
15 Menit
Kegiatan inti Mengamati
Guru menyajikan gambar-gambar
tentang tempat wisata dan bangunan
bersejarah terkenal
Siswa memperhatikan gambar dan
melakukan tanya jawab berkaitan
dengan ciri-ciri bentuk dan lokasi tempat
sesuai dengan pengalamannya
Mengeksplorasi
Siswa mengeksplore gambar tentang
tempat wisata “Sipin Lake”
Siswa diminta untuk berfikir sejenak
tentang pertanyann yang diajukan oleh
guru yang berkaitan dengan gambar
(THINK)
Secara berpasangan bertukar pendapat
mengenai gambar yang di tunjukkan
oleh guru (PAIR)
Mengasosiasi
60 Menit
163
Dalam bekerja sama (berpasangan)
siswa menganalisis gambar pada fungsi
sosial, struktur teks dan unsur
kebahasaan
Siswa menyimpulkan hasil diskusi
Mengkomunikasikan
Siswa membuat teks deskripsi sedehana
mengenai gambar yang telah di berikan
oleh guru
Siswa menyampaikan hasil diskusi
mereka di depan kelas secara
berpasangan (SHARE)
Penutup Guru dan peserta didik secara bersamasama
membuat ringkasan bahan yang sudah
dipelajari pada pertemuan ini.
Guru mengajukan pertanyaan kepada
peserta didik untuk membantu mereka
melakukan refleksi terhadap kegiatan
belajar yang telah mereka lakukan.
Guru mengingatkan peserta didik untuk
mempelajari kembali materi hari ini
dirumah.
Guru menjelaskan rencana kegiatan
pembelajaran yang akan datang.
15 Menit
I. Penilaian hasil pembelajaran
a) Scoring rubric of speaking
No Skill Score Figure
1 Pronunciation 1
Pronunciation problems so severe as to make speech virtually unintelligible.
2 Very hard to understand because of pronunciation problems.
3 Pronunctiation problems necessitate concentrated listening and
164
occasionally load to understanding.
4 Always intelligible, though one is conscious of definite accent.
5 Has few traces of foreign accent.
2 Grammar 1
Errors in grammar and word order so severe as to make speech virtually unintelligible.
2
Grammar and word-order errors make comprehension difficult. Must often reprhase sentences and/or restrict himself to basic patterns.
3 Makes frequent errors of grammar and word-order which occasioanally obscure meaning.
4 Occasionally makes grammatical and/or word-order errors which do not, however, obscure, meaning.
5 Makes few (if any) noticeable errors of grammar or word order.
3 Vocabulary 1
Vocabulary limitations so extreme as to make conversation virtually impossible.
2 Misuse of word and very limited vocabulary make comprehension quite difficult.
3 Frequently uses the wrong word ; conversation some what limited because of inadequate vocabulary.
4 Sometimes use inapproriate terms and/or must reprhase ideas because of lexical inadequacies.
5 Use of vocabulary and idioms is virtually that of a native speaker.
4 Fluency 1
Speech is so halting and fragmentary as to make conversation virtually impossible.
2 Usually hesitant: often forced into silence by language limitations.
3 Speed and fluency are rather strongly affected by language limitations.
4 Speed of speech seems to be slightly affected by language problems.
5 Speech as fluent and effortless as that a native speaker.
5 Comprehension 1 Cannot be said to understand even simple conversational English.
2
Has great difficult following what said. Can comprehend only “social conversation” spoken slowly and with frequent repetititons.
3 Understand most of what is said at slower-than-normal speech with repetitions.
4 Understand nearly everything at
165
normal speed, although occasional repetitions may be necessary.
5 Appears to understand everything without difficulty.
166
167
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
CONTROL GROUP
Nama sekolah : MAN 2 Muaro Jambi
Mata Pelajaran : Bahasa Inggris
Kelas/semester : X/1
Materi pokok : Teks deskriptif lisan dan tulis sederhana tentang tempat
wisata
Alokasi waktu : 2 x 45 Menit
Pertemuan : 1
C. Kompetensi Inti (KI)
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 indicator pencapaian kompetensi:
Kompetensi Dasar Indikator
3.7 Menganalisis fungsi sosial,
struktur teks, dan unsur kebahasaan
Mengidentifikasi fungsi sosial,
struktur teks pada teks
168
beberapa teks deskriptif lisan dan tulis
dengan memberi dan meminta
informasi terkait tempat wisata dan
bangunan bersejarah terkenal, pendek
dan sederhana, sesuai dengan konteks
penggunaannya
deskriptif tentang tempat
wisata dan bangunan bersejarah
terkenal.
Memahami unsur kebahasaan
pada teks deskriptif
4.8 Menangkap makna dalam teks
deskriptif lisan dan tulis
Memahami makna dalam teks
deskriptif, lisan dan tulis,
sederhana, terkait tempat wisata
dan bangunan bersejarah
4.9 Menyusun teks deskriptif lisan dan
tulis, sederhana, tentang tempat
wisata, dan bangunan bersejarah
terkenal, dengan memperhatikan
fungsi sosial, struktur teks, dan unsur
kebahasaan yang benar dan sesuai
konteks
Membuat teks deksriptif tentang
tempat wisata, dan bangunan
bersejarah terkenal, dengan
memperhatikan fungsi sosial,
struktur teks, dan unsur
kebahasaan yang benar dan
sesuai konteks
Mendeskripsikan secara lisan
tempat wisata, dan bangunan
bersejarah terkenal dengan
memperhatikan fungsi sosial,
struktur teks, dan unsur
kebahasaan yang benar dan
sesuai konteks
C. Tujuan pembelajaran
Mengidentifikasi fungsi sosial, structure tesk dan unsur kebahasaan pada
teks deskriptif sederhana tentang tempat wisata atau bangunan terkenal
Merespon makna dalam teks deskriptif, lisan dan tulis, sederhana, tentang
tempat wisata
169
Menyusun teks deskriptif lisan dan tulis sederhana tentang tempat wisata
dunia atau bangunan terkenal.
D. Materi pembelajaran,
Struktur Descriptive Text (generic structure) adalah :
- Identification (identifikasi) adalah pendahuluan , berupa gambaran
umum tentang suatu topik.
- Description (deskripsi) adalah berisi ciri-ciri khusus yang dimiliki
benda, tempat, atau orang yang dideskripsikan.
Ciri-ciri Descriptive Text :
- Menggunakan simple present tense
- Menggunakan attribute verb, seperti be (am, is, are)
- Hanya fokus pada satu objek tersebut.
Unsur kebahasaan
- Kata benda yang terkait dengan orang/benda/tempat/binatang
- Kata sifat yang terkait dengan sifat orang/binatang/benda
- Kata kerja bentuk pertama (present tense)
- Ejaan dan tulisan tangan dan cetak yang jelas dan rapi
- Ucapan, tekanan kata, intonasi, ketika mempresentasikan secara lisan.
- Rujukan kata
My Favorite Bag
I like something mostly because of it is simple. The same
reason makes me love this backpack. It is not only simple
because we can put the bag on my back, but also because it has
a wide space in it that I can almost bring anything I need with
only one bag. I bought this bag myself five years ago, and it is
still usable until now. Its durability is unquestionable.
The colour of my favorite bag is black. It is made of thick
cotton. The backpack is divided into three pouch, the big
pouch, the average pouch, and the small pouch. Each of it has
its own zipper. The small pouch is a little bit different from the
other, because it is covered by rubber. The small pouch is
where I usually keep my flash drive, car's key, and pen. I will
170
tell you a secret, if you saw my bag from the front side, you
will only see two pouch, it is because the big pouch is not
accessible from the front side, the zipper is hidden on the back
side of the bag and it can only be accessed if I take off the bag
from my back, it is very tricky, right? I decorated my bag with
fake ant and fake spider by sticking them on it
E. Metode/Teknik Pembelajaran:
Lecturing
Model Pembelajaran Cooperative Learning
F. Media, Alat, dan Sumber Pembelajaran:
3. Media : Video dan Power Point Presentation
4. Alat : Laptop, LCD, dan Speaker Active
G. Sumber Belajar :
3. Bahasa Inggris. 2013. Kementrian Pendidikan dan Kebudayaan
4. http://www.kursusmudahbahasainggris.com/2013/09/pengertian-tujuan-
struktur-ciri-dan.html di akses pada 24 juli 2019
H. Langkah-langkah pembelajaran
Aktifitas Deskripsi Aktifitas Waktu
Pembukaan Guru memberi salam.
Guru mengajak peserta didik untuk
mengawali kegiatan dengan berdoa.
Guru memeriksa kehadiran peserta didik.
Guru menyiapkan peserta didik secara
psikis dan fisik
Guru menyampaikan cakupan materi dan
uraian kegiatan sesuai RPP
15 Menit
Kegiatan inti Mengamati
Guru menyajikan gambar-gambar
tentang tempat wisata dan bangunan
bersejarah terkenal
Siswa memperhatikan gambar dan
171
melakukan tanya jawab berkaitan
dengan ciri-ciri bentuk dan lokasi tempat
sesuai dengan pengalamannya
Mengeksplorasi
Siswa mengeksplore gambar tentang
tempat wisata “Taj Mahal”
Siswa diminta untuk berfikir sejenak
tentang pertanyann yang diajukan oleh
guru yang berkaitan dengan gambar
secara individu
Mengasosiasi
siswa menganalisis gambar pada fungsi
sosial, struktur teks dan unsur
kebahasaan
Siswa menyimpulkan hasil analisisnya
Mengkomunikasikan
Siswa membuat teks deskripsi sedehana
mengenai gambar yang telah di berikan
oleh guru
Siswa menyampaikan hasil analisis
mereka masing-masing di depan kelas
60 Menit
Penutup Guru dan peserta didik secara bersamasama
membuat ringkasan bahan yang sudah
dipelajari pada pertemuan ini.
Guru mengajukan pertanyaan kepada
peserta didik untuk membantu mereka
melakukan refleksi terhadap kegiatan
belajar yang telah mereka lakukan.
Guru mengingatkan peserta didik untuk
mempelajari kembali materi hari ini
dirumah.
15 Menit
172
Guru menjelaskan rencana kegiatan
pembelajaran yang akan datang.
I. Penilaian hasil pembelajaran
a) Scoring rubric of speaking
No Skill Score Figure
1 Pronunciation 1
Pronunciation problems so severe as to make speech virtually unintelligible.
2 Very hard to understand because of pronunciation problems.
3 Pronunctiation problems necessitate concentrated listening and occasionally load to understanding.
4 Always intelligible, though one is conscious of definite accent.
5 Has few traces of foreign accent.
2 Grammar 1
Errors in grammar and word order so severe as to make speech virtually unintelligible.
2
Grammar and word-order errors make comprehension difficult. Must often reprhase sentences and/or restrict himself to basic patterns.
3 Makes frequent errors of grammar and word-order which occasioanally obscure meaning.
4 Occasionally makes grammatical and/or word-order errors which do not, however, obscure, meaning.
5 Makes few (if any) noticeable errors of grammar or word order.
3 Vocabulary 1
Vocabulary limitations so extreme as to make conversation virtually impossible.
2 Misuse of word and very limited vocabulary make comprehension quite difficult.
3 Frequently uses the wrong word ; conversation some what limited because of inadequate vocabulary.
4 Sometimes use inapproriate terms and/or must reprhase ideas because of lexical inadequacies.
5 Use of vocabulary and idioms is virtually that of a native speaker.
4 Fluency 1
Speech is so halting and fragmentary as to make conversation virtually impossible.
2 Usually hesitant: often forced into
173
silence by language limitations.
3 Speed and fluency are rather strongly affected by language limitations.
4 Speed of speech seems to be slightly affected by language problems.
5 Speech as fluent and effortless as that a native speaker.
5 Comprehension 1 Cannot be said to understand even simple conversational English.
2
Has great difficult following what said. Can comprehend only “social conversation” spoken slowly and with frequent repetititons.
3 Understand most of what is said at slower-than-normal speech with repetitions.
4 Understand nearly everything at normal speed, although occasional repetitions may be necessary.
5 Appears to understand everything without difficulty.
174
175
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
CONTROL GROUP
Nama sekolah : MAN 2 Muaro Jambi
Mata Pelajaran : Bahasa Inggris
Kelas/semester : X/1
Materi pokok : Teks deskriptif lisan dan tulis sederhana tentang tempat
wisata
Alokasi waktu : 2 x 45 Menit
Pertemuan : 2
D. Kompetensi Inti (KI)
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 indicator pencapaian kompetensi:
Kompetensi Dasar Indikator
3.7 Menganalisis fungsi sosial,
struktur teks, dan unsur kebahasaan
beberapa teks deskriptif lisan dan tulis
Mengidentifikasi fungsi sosial,
struktur teks pada teks
deskriptif tentang tempat
176
dengan memberi dan meminta
informasi terkait tempat wisata dan
bangunan bersejarah terkenal, pendek
dan sederhana, sesuai dengan konteks
penggunaannya
wisata dan bangunan bersejarah
terkenal.
Memahami unsur kebahasaan
pada teks deskriptif
4.8 Menangkap makna dalam teks
deskriptif lisan dan tulis
Memahami makna dalam teks
deskriptif, lisan dan tulis,
sederhana, terkait tempat wisata
dan bangunan bersejarah
4.9 Menyusun teks deskriptif lisan dan
tulis, sederhana, tentang tempat
wisata, dan bangunan bersejarah
terkenal, dengan memperhatikan
fungsi sosial, struktur teks, dan unsur
kebahasaan yang benar dan sesuai
konteks
Membuat teks deksriptif tentang
tempat wisata, dan bangunan
bersejarah terkenal, dengan
memperhatikan fungsi sosial,
struktur teks, dan unsur
kebahasaan yang benar dan
sesuai konteks
Mendeskripsikan tempat wisata,
dan bangunan bersejarah
terkenal dengan memperhatikan
fungsi sosial, struktur teks, dan
unsur kebahasaan yang benar
dan sesuai konteks
C. Tujuan pembelajaran
Mengidentifikasi fungsi sosial, structure tesk dan unsur kebahasaan pada
teks deskriptif sederhana tentang tempat wisata atau bangunan terkenal
Merespon makna dalam teks deskriptif, lisan dan tulis, sederhana, tentang
tempat wisata
Menyusun teks deskriptif lisan dan tulis sederhana tentang tempat wisata
dunia atau bangunan terkenal.
177
D. Materi pembelajaran,
Struktur Descriptive Text (generic structure) adalah :
- Identification (identifikasi) adalah pendahuluan , berupa gambaran
umum tentang suatu topik.
- Description (deskripsi) adalah berisi ciri-ciri khusus yang dimiliki
benda, tempat, atau orang yang dideskripsikan.
Ciri-ciri Descriptive Text :
- Menggunakan simple present tense
- Menggunakan attribute verb, seperti be (am, is, are)
- Hanya fokus pada satu objek tersebut.
Unsur kebahasaan
- Kata benda yang terkait dengan orang/benda/tempat/binatang
- Kata sifat yang terkait dengan sifat orang/binatang/benda
- Kata kerja bentuk pertama (present tense)
- Ejaan dan tulisan tangan dan cetak yang jelas dan rapi
- Ucapan, tekanan kata, intonasi, ketika mempresentasikan secara lisan.
- Rujukan kata
E. Metode/Teknik Pembelajaran:
Lecturing
Model Pembelajaran Cooperative Learning
F. Media, Alat, dan Sumber Pembelajaran:
1. Media : Video dan Power Point Presentation
2. Alat : Laptop, LCD, dan Speaker Active
G. Sumber Belajar :
1. Bahasa Inggris. 2013. Kementrian Pendidikan dan Kebudayaan
2. http://www.kursusmudahbahasainggris.com/2013/09/pengertian-tujuan-
struktur-ciri-dan.html di akses pada 24 juli 2019
178
H. Langkah-langkah pembelajaran
Aktifitas Deskripsi Aktifitas Waktu
Pembukaan Guru memberi salam.
Guru mengajak peserta didik untuk
mengawali kegiatan dengan berdoa.
Guru memeriksa kehadiran peserta didik.
Guru menyiapkan peserta didik secara
psikis dan fisik
Guru menyampaikan cakupan materi dan
uraian kegiatan sesuai RPP
15 Menit
Kegiatan inti Mengamati
Guru menyajikan gambar-gambar
tentang tempat wisata dan bangunan
bersejarah terkenal
Siswa memperhatikan gambar dan
melakukan tanya jawab berkaitan
dengan ciri-ciri bentuk dan lokasi tempat
sesuai dengan pengalamannya
Mengeksplorasi
Siswa mengeksplore gambar tentang
tempat wisata “Borobudur Temple”
Siswa diminta untuk berfikir sejenak
tentang pertanyann yang diajukan oleh
guru yang berkaitan dengan gambar
secara individu
Mengasosiasi
siswa menganalisis gambar pada fungsi
sosial, struktur teks dan unsur
kebahasaan
Siswa menyimpulkan hasil analisisnya
Mengkomunikasikan
Siswa membuat teks deskripsi sedehana
60 Menit
179
mengenai gambar yang telah di berikan
oleh guru
Siswa menyampaikan hasil analisis
mereka masing-masing di depan kelas
Penutup Guru dan peserta didik secara bersamasama
membuat ringkasan bahan yang sudah
dipelajari pada pertemuan ini.
Guru mengajukan pertanyaan kepada
peserta didik untuk membantu mereka
melakukan refleksi terhadap kegiatan
belajar yang telah mereka lakukan.
Guru mengingatkan peserta didik untuk
mempelajari kembali materi hari ini
dirumah.
Guru menjelaskan rencana kegiatan
pembelajaran yang akan datang.
15 Menit
I. Penilaian hasil pembelajaran
a) Scoring rubric of speaking
No Skill Score Figure
1 Pronunciation 1
Pronunciation problems so severe as to make speech virtually unintelligible.
2 Very hard to understand because of pronunciation problems.
3 Pronunctiation problems necessitate concentrated listening and occasionally load to understanding.
4 Always intelligible, though one is conscious of definite accent.
5 Has few traces of foreign accent.
2 Grammar 1
Errors in grammar and word order so severe as to make speech virtually unintelligible.
2
Grammar and word-order errors make comprehension difficult. Must often reprhase sentences and/or restrict himself to basic patterns.
3 Makes frequent errors of grammar and word-order which occasioanally
180
obscure meaning.
4 Occasionally makes grammatical and/or word-order errors which do not, however, obscure, meaning.
5 Makes few (if any) noticeable errors of grammar or word order.
3 Vocabulary 1
Vocabulary limitations so extreme as to make conversation virtually impossible.
2 Misuse of word and very limited vocabulary make comprehension quite difficult.
3 Frequently uses the wrong word ; conversation some what limited because of inadequate vocabulary.
4 Sometimes use inapproriate terms and/or must reprhase ideas because of lexical inadequacies.
5 Use of vocabulary and idioms is virtually that of a native speaker.
4 Fluency 1
Speech is so halting and fragmentary as to make conversation virtually impossible.
2 Usually hesitant: often forced into silence by language limitations.
3 Speed and fluency are rather strongly affected by language limitations.
4 Speed of speech seems to be slightly affected by language problems.
5 Speech as fluent and effortless as that a native speaker.
5 Comprehension 1 Cannot be said to understand even simple conversational English.
2
Has great difficult following what said. Can comprehend only “social conversation” spoken slowly and with frequent repetititons.
3 Understand most of what is said at slower-than-normal speech with repetitions.
4 Understand nearly everything at normal speed, although occasional repetitions may be necessary.
5 Appears to understand everything without difficulty.
181
182
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
CONTROL GROUP
Nama sekolah : MAN 2 Muaro Jambi
Mata Pelajaran : Bahasa Inggris
Kelas/semester : X/1
Materi pokok : Teks deskriptif lisan dan tulis sederhana tentang tempat
wisata
Alokasi waktu : 2 x 45 Menit
Pertemuan : 3
E. Kompetensi Inti (KI)
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 indicator pencapaian kompetensi:
Kompetensi Dasar Indikator
3.7 Menganalisis fungsi sosial,
struktur teks, dan unsur kebahasaan
beberapa teks deskriptif lisan dan tulis
Mengidentifikasi fungsi sosial,
struktur teks pada teks
deskriptif tentang tempat
183
dengan memberi dan meminta
informasi terkait tempat wisata dan
bangunan bersejarah terkenal, pendek
dan sederhana, sesuai dengan konteks
penggunaannya
wisata dan bangunan bersejarah
terkenal.
Memahami unsur kebahasaan
pada teks deskriptif
4.8 Menangkap makna dalam teks
deskriptif lisan dan tulis
Memahami makna dalam teks
deskriptif, lisan dan tulis,
sederhana, terkait tempat wisata
dan bangunan bersejarah
4.9 Menyusun teks deskriptif lisan dan
tulis, sederhana, tentang tempat
wisata, dan bangunan bersejarah
terkenal, dengan memperhatikan
fungsi sosial, struktur teks, dan unsur
kebahasaan yang benar dan sesuai
konteks
Membuat teks deksriptif tentang
tempat wisata, dan bangunan
bersejarah terkenal, dengan
memperhatikan fungsi sosial,
struktur teks, dan unsur
kebahasaan yang benar dan
sesuai konteks
Mendeskripsikan secara lisan
tempat wisata, dan bangunan
bersejarah terkenal dengan
memperhatikan fungsi sosial,
struktur teks, dan unsur
kebahasaan yang benar dan
sesuai konteks
C. Tujuan pembelajaran
Mengidentifikasi fungsi sosial, structure tesk dan unsur kebahasaan pada
teks deskriptif sederhana tentang tempat wisata atau bangunan terkenal
Merespon makna dalam teks deskriptif, lisan dan tulis, sederhana, tentang
tempat wisata
184
Menyusun teks deskriptif lisan dan tulis sederhana tentang tempat wisata
dunia atau bangunan terkenal.
D. Materi pembelajaran,
Struktur Descriptive Text (generic structure) adalah :
- Identification (identifikasi) adalah pendahuluan , berupa gambaran
umum tentang suatu topik.
- Description (deskripsi) adalah berisi ciri-ciri khusus yang dimiliki
benda, tempat, atau orang yang dideskripsikan.
Ciri-ciri Descriptive Text :
- Menggunakan simple present tense
- Menggunakan attribute verb, seperti be (am, is, are)
- Hanya fokus pada satu objek tersebut.
Unsur kebahasaan
- Kata benda yang terkait dengan orang/benda/tempat/binatang
- Kata sifat yang terkait dengan sifat orang/binatang/benda
- Kata kerja bentuk pertama (present tense)
- Ejaan dan tulisan tangan dan cetak yang jelas dan rapi
- Ucapan, tekanan kata, intonasi, ketika mempresentasikan secara lisan.
- Rujukan kata
E. Metode/Teknik Pembelajaran:
Lecturing
Model Pembelajaran Cooperative Learning
F. Media, Alat, dan Sumber Pembelajaran:
1. Media : Video dan Power Point Presentation
2. Alat : Laptop, LCD, dan Speaker Active
G. Sumber Belajar :
1. Bahasa Inggris. 2013. Kementrian Pendidikan dan Kebudayaan
185
2. http://www.kursusmudahbahasainggris.com/2013/09/pengertian-tujuan-
struktur-ciri-dan.html di akses pada 24 juli 2019
H. Langkah-langkah pembelajaran
Aktifitas Deskripsi Aktifitas Waktu
Pembukaan Guru memberi salam.
Guru mengajak peserta didik untuk
mengawali kegiatan dengan berdoa.
Guru memeriksa kehadiran peserta didik.
Guru menyiapkan peserta didik secara
psikis dan fisik
Guru menyampaikan cakupan materi dan
uraian kegiatan sesuai RPP
15 Menit
Kegiatan inti Mengamati
Guru menyajikan gambar-gambar
tentang tempat wisata dan bangunan
bersejarah terkenal
Siswa memperhatikan gambar dan
melakukan tanya jawab berkaitan
dengan ciri-ciri bentuk dan lokasi tempat
sesuai dengan pengalamannya
Mengeksplorasi
Siswa mengeksplore gambar tentang
tempat wisata “Gentala Arrasy”
Siswa diminta untuk berfikir sejenak
tentang pertanyann yang diajukan oleh
guru yang berkaitan dengan gambar
secara individu
Mengasosiasi
siswa menganalisis gambar pada fungsi
sosial, struktur teks dan unsur
kebahasaan
60 Menit
186
Siswa menyimpulkan hasil analisisnya
Mengkomunikasikan
Siswa membuat teks deskripsi sedehana
mengenai gambar yang telah di berikan
oleh guru
Siswa menyampaikan hasil analisis
mereka masing-masing di depan kelas
Penutup Guru dan peserta didik secara bersamasama
membuat ringkasan bahan yang sudah
dipelajari pada pertemuan ini.
Guru mengajukan pertanyaan kepada
peserta didik untuk membantu mereka
melakukan refleksi terhadap kegiatan
belajar yang telah mereka lakukan.
Guru mengingatkan peserta didik untuk
mempelajari kembali materi hari ini
dirumah.
Guru menjelaskan rencana kegiatan
pembelajaran yang akan datang.
15 Menit
I. Penilaian hasil pembelajaran
a) Scoring rubric of speaking
No Skill Score Figure
1 Pronunciation 1
Pronunciation problems so severe as to make speech virtually unintelligible.
2 Very hard to understand because of pronunciation problems.
3 Pronunctiation problems necessitate concentrated listening and occasionally load to understanding.
4 Always intelligible, though one is conscious of definite accent.
5 Has few traces of foreign accent.
2 Grammar 1
Errors in grammar and word order so severe as to make speech virtually unintelligible.
2 Grammar and word-order errors
187
make comprehension difficult. Must often reprhase sentences and/or restrict himself to basic patterns.
3 Makes frequent errors of grammar and word-order which occasioanally obscure meaning.
4 Occasionally makes grammatical and/or word-order errors which do not, however, obscure, meaning.
5 Makes few (if any) noticeable errors of grammar or word order.
3 Vocabulary 1
Vocabulary limitations so extreme as to make conversation virtually impossible.
2 Misuse of word and very limited vocabulary make comprehension quite difficult.
3 Frequently uses the wrong word ; conversation some what limited because of inadequate vocabulary.
4 Sometimes use inapproriate terms and/or must reprhase ideas because of lexical inadequacies.
5 Use of vocabulary and idioms is virtually that of a native speaker.
4 Fluency 1
Speech is so halting and fragmentary as to make conversation virtually impossible.
2 Usually hesitant: often forced into silence by language limitations.
3 Speed and fluency are rather strongly affected by language limitations.
4 Speed of speech seems to be slightly affected by language problems.
5 Speech as fluent and effortless as that a native speaker.
5 Comprehension 1 Cannot be said to understand even simple conversational English.
2
Has great difficult following what said. Can comprehend only “social conversation” spoken slowly and with frequent repetititons.
3 Understand most of what is said at slower-than-normal speech with repetitions.
4 Understand nearly everything at normal speed, although occasional repetitions may be necessary.
5 Appears to understand everything without difficulty.
188
189
190
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
CONTROL GROUP
Nama sekolah : MAN 2 Muaro Jambi
Mata Pelajaran : Bahasa Inggris
Kelas/semester : X/1
Materi pokok : Teks deskriptif lisan dan tulis sederhana tentang tempat
wisata
Alokasi waktu : 2 x 45 Menit
Pertemuan : 4
3. Kompetensi Inti (KI)
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 indicator pencapaian kompetensi:
Kompetensi Dasar Indikator
3.7 Menganalisis fungsi sosial,
struktur teks, dan unsur kebahasaan
beberapa teks deskriptif lisan dan tulis
Mengidentifikasi fungsi sosial,
struktur teks pada teks
deskriptif tentang tempat
191
dengan memberi dan meminta
informasi terkait tempat wisata dan
bangunan bersejarah terkenal, pendek
dan sederhana, sesuai dengan konteks
penggunaannya
wisata dan bangunan bersejarah
terkenal.
Memahami unsur kebahasaan
pada teks deskriptif
4.8 Menangkap makna dalam teks
deskriptif lisan dan tulis
Memahami makna dalam teks
deskriptif, lisan dan tulis,
sederhana, terkait tempat wisata
dan bangunan bersejarah
4.9 Menyusun teks deskriptif lisan dan
tulis, sederhana, tentang tempat
wisata, dan bangunan bersejarah
terkenal, dengan memperhatikan
fungsi sosial, struktur teks, dan unsur
kebahasaan yang benar dan sesuai
konteks
Membuat teks deksriptif tentang
tempat wisata, dan bangunan
bersejarah terkenal, dengan
memperhatikan fungsi sosial,
struktur teks, dan unsur
kebahasaan yang benar dan
sesuai konteks
Mendeskripsikan secara lisan
tempat wisata, dan bangunan
bersejarah terkenal dengan
memperhatikan fungsi sosial,
struktur teks, dan unsur
kebahasaan yang benar dan
sesuai konteks
C. Tujuan pembelajaran
Mengidentifikasi fungsi sosial, structure tesk dan unsur kebahasaan pada
teks deskriptif sederhana tentang tempat wisata atau bangunan terkenal
Merespon makna dalam teks deskriptif, lisan dan tulis, sederhana, tentang
tempat wisata
192
Menyusun teks deskriptif lisan dan tulis sederhana tentang tempat wisata
dunia atau bangunan terkenal.
D. Materi pembelajaran,
Struktur Descriptive Text (generic structure) adalah :
- Identification (identifikasi) adalah pendahuluan , berupa gambaran
umum tentang suatu topik.
- Description (deskripsi) adalah berisi ciri-ciri khusus yang dimiliki
benda, tempat, atau orang yang dideskripsikan.
Ciri-ciri Descriptive Text :
- Menggunakan simple present tense
- Menggunakan attribute verb, seperti be (am, is, are)
- Hanya fokus pada satu objek tersebut.
Unsur kebahasaan
- Kata benda yang terkait dengan orang/benda/tempat/binatang
- Kata sifat yang terkait dengan sifat orang/binatang/benda
- Kata kerja bentuk pertama (present tense)
- Ejaan dan tulisan tangan dan cetak yang jelas dan rapi
- Ucapan, tekanan kata, intonasi, ketika mempresentasikan secara lisan.
- Rujukan kata
E. Metode/Teknik Pembelajaran:
Lecturing
Model Pembelajaran Cooperative Learning
F. Media, Alat, dan Sumber Pembelajaran:
1. Media : Video dan Power Point Presentation
2. Alat : Laptop, LCD, dan Speaker Active
G. Sumber Belajar :
1. Bahasa Inggris. 2013. Kementrian Pendidikan dan Kebudayaan
193
2. http://www.kursusmudahbahasainggris.com/2013/09/pengertian-tujuan-
struktur-ciri-dan.html di akses pada 24 juli 2019
H. Langkah-langkah pembelajaran
Aktifitas Deskripsi Aktifitas Waktu
Pembukaan Guru memberi salam.
Guru mengajak peserta didik untuk
mengawali kegiatan dengan berdoa.
Guru memeriksa kehadiran peserta didik.
Guru menyiapkan peserta didik secara
psikis dan fisik
Guru menyampaikan cakupan materi dan
uraian kegiatan sesuai RPP
15 Menit
Kegiatan inti Mengamati
Guru menyajikan gambar-gambar
tentang tempat wisata dan bangunan
bersejarah terkenal
Siswa memperhatikan gambar dan
melakukan tanya jawab berkaitan
dengan ciri-ciri bentuk dan lokasi tempat
sesuai dengan pengalamannya
Mengeksplorasi
Siswa mengeksplore gambar tentang
tempat wisata “Muaro Jambi Temple”
Siswa diminta untuk berfikir sejenak
tentang pertanyann yang diajukan oleh
guru yang berkaitan dengan gambar
secara individu
Mengasosiasi
siswa menganalisis gambar pada fungsi
sosial, struktur teks dan unsur
kebahasaan
60 Menit
194
Siswa menyimpulkan hasil analisisnya
Mengkomunikasikan
Siswa membuat teks deskripsi sedehana
mengenai gambar yang telah di berikan
oleh guru
Siswa menyampaikan hasil analisis
mereka masing-masing di depan kelas
Penutup Guru dan peserta didik secara bersamasama
membuat ringkasan bahan yang sudah
dipelajari pada pertemuan ini.
Guru mengajukan pertanyaan kepada
peserta didik untuk membantu mereka
melakukan refleksi terhadap kegiatan
belajar yang telah mereka lakukan.
Guru mengingatkan peserta didik untuk
mempelajari kembali materi hari ini
dirumah.
Guru menjelaskan rencana kegiatan
pembelajaran yang akan datang.
15 Menit
I. Penilaian hasil pembelajaran
a) Scoring rubric of speaking
No Skill Score Figure
1 Pronunciation 1
Pronunciation problems so severe as to make speech virtually unintelligible.
2 Very hard to understand because of pronunciation problems.
3 Pronunctiation problems necessitate concentrated listening and occasionally load to understanding.
4 Always intelligible, though one is conscious of definite accent.
5 Has few traces of foreign accent.
2 Grammar 1
Errors in grammar and word order so severe as to make speech virtually unintelligible.
2 Grammar and word-order errors
195
make comprehension difficult. Must often reprhase sentences and/or restrict himself to basic patterns.
3 Makes frequent errors of grammar and word-order which occasioanally obscure meaning.
4 Occasionally makes grammatical and/or word-order errors which do not, however, obscure, meaning.
5 Makes few (if any) noticeable errors of grammar or word order.
3 Vocabulary 1
Vocabulary limitations so extreme as to make conversation virtually impossible.
2 Misuse of word and very limited vocabulary make comprehension quite difficult.
3 Frequently uses the wrong word ; conversation some what limited because of inadequate vocabulary.
4 Sometimes use inapproriate terms and/or must reprhase ideas because of lexical inadequacies.
5 Use of vocabulary and idioms is virtually that of a native speaker.
4 Fluency 1
Speech is so halting and fragmentary as to make conversation virtually impossible.
2 Usually hesitant: often forced into silence by language limitations.
3 Speed and fluency are rather strongly affected by language limitations.
4 Speed of speech seems to be slightly affected by language problems.
5 Speech as fluent and effortless as that a native speaker.
5 Comprehension 1 Cannot be said to understand even simple conversational English.
2
Has great difficult following what said. Can comprehend only “social conversation” spoken slowly and with frequent repetititons.
3 Understand most of what is said at slower-than-normal speech with repetitions.
4 Understand nearly everything at normal speed, although occasional repetitions may be necessary.
5 Appears to understand everything without difficulty.
196
197
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
CONTROL GROUP
Nama sekolah : MAN 2 Muaro Jambi
Mata Pelajaran : Bahasa Inggris
Kelas/semester : X/1
Materi pokok : Teks deskriptif lisan dan tulis sederhana tentang tempat
wisata
Alokasi waktu : 2 x 45 Menit
Pertemuan : 5
3. Kompetensi Inti (KI)
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 indicator pencapaian kompetensi:
Kompetensi Dasar Indikator
3.7 Menganalisis fungsi sosial,
struktur teks, dan unsur kebahasaan
beberapa teks deskriptif lisan dan tulis
Mengidentifikasi fungsi sosial,
struktur teks pada teks
deskriptif tentang tempat
198
dengan memberi dan meminta
informasi terkait tempat wisata dan
bangunan bersejarah terkenal, pendek
dan sederhana, sesuai dengan konteks
penggunaannya
wisata dan bangunan bersejarah
terkenal.
Memahami unsur kebahasaan
pada teks deskriptif
4.8 Menangkap makna dalam teks
deskriptif lisan dan tulis
Memahami makna dalam teks
deskriptif, lisan dan tulis,
sederhana, terkait tempat wisata
dan bangunan bersejarah
4.9 Menyusun teks deskriptif lisan dan
tulis, sederhana, tentang tempat
wisata, dan bangunan bersejarah
terkenal, dengan memperhatikan
fungsi sosial, struktur teks, dan unsur
kebahasaan yang benar dan sesuai
konteks
Membuat teks deksriptif tentang
tempat wisata, dan bangunan
bersejarah terkenal, dengan
memperhatikan fungsi sosial,
struktur teks, dan unsur
kebahasaan yang benar dan
sesuai konteks
Mendeskripsikan secara lisan
tempat wisata, dan bangunan
bersejarah terkenal dengan
memperhatikan fungsi sosial,
struktur teks, dan unsur
kebahasaan yang benar dan
sesuai konteks
C. Tujuan pembelajaran
Mengidentifikasi fungsi sosial, structure tesk dan unsur kebahasaan pada
teks deskriptif sederhana tentang tempat wisata atau bangunan terkenal
Merespon makna dalam teks deskriptif, lisan dan tulis, sederhana, tentang
tempat wisata
199
Menyusun teks deskriptif lisan dan tulis sederhana tentang tempat wisata
dunia atau bangunan terkenal.
D. Materi pembelajaran,
Struktur Descriptive Text (generic structure) adalah :
- Identification (identifikasi) adalah pendahuluan , berupa gambaran
umum tentang suatu topik.
- Description (deskripsi) adalah berisi ciri-ciri khusus yang dimiliki
benda, tempat, atau orang yang dideskripsikan.
Ciri-ciri Descriptive Text :
- Menggunakan simple present tense
- Menggunakan attribute verb, seperti be (am, is, are)
- Hanya fokus pada satu objek tersebut.
Unsur kebahasaan
- Kata benda yang terkait dengan orang/benda/tempat/binatang
- Kata sifat yang terkait dengan sifat orang/binatang/benda
- Kata kerja bentuk pertama (present tense)
- Ejaan dan tulisan tangan dan cetak yang jelas dan rapi
- Ucapan, tekanan kata, intonasi, ketika mempresentasikan secara lisan.
- Rujukan kata
E. Metode/Teknik Pembelajaran:
Lecturing
Model Pembelajaran Cooperative Learning
F. Media, Alat, dan Sumber Pembelajaran:
1. Media : Video dan Power Point Presentation
2. Alat : Laptop, LCD, dan Speaker Active
G. Sumber Belajar :
1. Bahasa Inggris. 2013. Kementrian Pendidikan dan Kebudayaan
200
2. http://www.kursusmudahbahasainggris.com/2013/09/pengertian-tujuan-
struktur-ciri-dan.html di akses pada 24 juli 2019
I. Langkah-langkah pembelajaran
Aktifitas Deskripsi Aktifitas Waktu
Pembukaan Guru memberi salam.
Guru mengajak peserta didik untuk
mengawali kegiatan dengan berdoa.
Guru memeriksa kehadiran peserta didik.
Guru menyiapkan peserta didik secara
psikis dan fisik
Guru menyampaikan cakupan materi dan
uraian kegiatan sesuai RPP
15 Menit
Kegiatan inti Mengamati
Guru menyajikan gambar-gambar
tentang tempat wisata dan bangunan
bersejarah terkenal
Siswa memperhatikan gambar dan
melakukan tanya jawab berkaitan
dengan ciri-ciri bentuk dan lokasi tempat
sesuai dengan pengalamannya
Mengeksplorasi
Siswa mengeksplore gambar tentang
tempat wisata “Monas”
Siswa diminta untuk berfikir sejenak
tentang pertanyann yang diajukan oleh
guru yang berkaitan dengan gambar
secara individu
Mengasosiasi
siswa menganalisis gambar pada fungsi
sosial, struktur teks dan unsur
kebahasaan
60 Menit
201
Siswa menyimpulkan hasil analisisnya
Mengkomunikasikan
Siswa membuat teks deskripsi sedehana
mengenai gambar yang telah di berikan
oleh guru
Siswa menyampaikan hasil analisis
mereka masing-masing di depan kelas
Penutup Guru dan peserta didik secara bersamasama
membuat ringkasan bahan yang sudah
dipelajari pada pertemuan ini.
Guru mengajukan pertanyaan kepada
peserta didik untuk membantu mereka
melakukan refleksi terhadap kegiatan
belajar yang telah mereka lakukan.
Guru mengingatkan peserta didik untuk
mempelajari kembali materi hari ini
dirumah.
Guru menjelaskan rencana kegiatan
pembelajaran yang akan datang.
15 Menit
H. Penilaian hasil pembelajaran
a) Scoring rubric of speaking
No Skill Score Figure
1 Pronunciation 1
Pronunciation problems so severe as to make speech virtually unintelligible.
2 Very hard to understand because of pronunciation problems.
3 Pronunctiation problems necessitate concentrated listening and occasionally load to understanding.
4 Always intelligible, though one is conscious of definite accent.
5 Has few traces of foreign accent.
2 Grammar 1
Errors in grammar and word order so severe as to make speech virtually unintelligible.
2 Grammar and word-order errors
202
make comprehension difficult. Must often reprhase sentences and/or restrict himself to basic patterns.
3 Makes frequent errors of grammar and word-order which occasioanally obscure meaning.
4 Occasionally makes grammatical and/or word-order errors which do not, however, obscure, meaning.
5 Makes few (if any) noticeable errors of grammar or word order.
3 Vocabulary 1
Vocabulary limitations so extreme as to make conversation virtually impossible.
2 Misuse of word and very limited vocabulary make comprehension quite difficult.
3 Frequently uses the wrong word ; conversation some what limited because of inadequate vocabulary.
4 Sometimes use inapproriate terms and/or must reprhase ideas because of lexical inadequacies.
5 Use of vocabulary and idioms is virtually that of a native speaker.
4 Fluency 1
Speech is so halting and fragmentary as to make conversation virtually impossible.
2 Usually hesitant: often forced into silence by language limitations.
3 Speed and fluency are rather strongly affected by language limitations.
4 Speed of speech seems to be slightly affected by language problems.
5 Speech as fluent and effortless as that a native speaker.
5 Comprehension 1 Cannot be said to understand even simple conversational English.
2
Has great difficult following what said. Can comprehend only “social conversation” spoken slowly and with frequent repetititons.
3 Understand most of what is said at slower-than-normal speech with repetitions.
4 Understand nearly everything at normal speed, although occasional repetitions may be necessary.
5 Appears to understand everything without difficulty.
203
204
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
CONTROL GROUP
Nama sekolah : MAN 2 Muaro Jambi
Mata Pelajaran : Bahasa Inggris
Kelas/semester : X/1
Materi pokok : Teks deskriptif lisan dan tulis sederhana tentang tempat
wisata
Alokasi waktu : 2 x 45 Menit
Pertemuan : 6
3. Kompetensi Inti (KI)
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 indicator pencapaian kompetensi:
Kompetensi Dasar Indikator
3.7 Menganalisis fungsi sosial,
struktur teks, dan unsur kebahasaan
beberapa teks deskriptif lisan dan tulis
Mengidentifikasi fungsi sosial,
struktur teks pada teks
deskriptif tentang tempat
205
dengan memberi dan meminta
informasi terkait tempat wisata dan
bangunan bersejarah terkenal, pendek
dan sederhana, sesuai dengan konteks
penggunaannya
wisata dan bangunan bersejarah
terkenal.
Memahami unsur kebahasaan
pada teks deskriptif
4.8 Menangkap makna dalam teks
deskriptif lisan dan tulis
Memahami makna dalam teks
deskriptif, lisan dan tulis,
sederhana, terkait tempat wisata
dan bangunan bersejarah
4.9 Menyusun teks deskriptif lisan dan
tulis, sederhana, tentang tempat
wisata, dan bangunan bersejarah
terkenal, dengan memperhatikan
fungsi sosial, struktur teks, dan unsur
kebahasaan yang benar dan sesuai
konteks
Membuat teks deksriptif tentang
tempat wisata, dan bangunan
bersejarah terkenal, dengan
memperhatikan fungsi sosial,
struktur teks, dan unsur
kebahasaan yang benar dan
sesuai konteks
Mendeskripsikan secara lisan
tempat wisata, dan bangunan
bersejarah terkenal dengan
memperhatikan fungsi sosial,
struktur teks, dan unsur
kebahasaan yang benar dan
sesuai konteks
C. Tujuan pembelajaran
Mengidentifikasi fungsi sosial, structure tesk dan unsur kebahasaan pada
teks deskriptif sederhana tentang tempat wisata atau bangunan terkenal
Merespon makna dalam teks deskriptif, lisan dan tulis, sederhana, tentang
tempat wisata
206
Menyusun teks deskriptif lisan dan tulis sederhana tentang tempat wisata
dunia atau bangunan terkenal.
D. Materi pembelajaran,
Struktur Descriptive Text (generic structure) adalah :
- Identification (identifikasi) adalah pendahuluan , berupa gambaran
umum tentang suatu topik.
- Description (deskripsi) adalah berisi ciri-ciri khusus yang dimiliki
benda, tempat, atau orang yang dideskripsikan.
Ciri-ciri Descriptive Text :
- Menggunakan simple present tense
- Menggunakan attribute verb, seperti be (am, is, are)
- Hanya fokus pada satu objek tersebut.
Unsur kebahasaan
- Kata benda yang terkait dengan orang/benda/tempat/binatang
- Kata sifat yang terkait dengan sifat orang/binatang/benda
- Kata kerja bentuk pertama (present tense)
- Ejaan dan tulisan tangan dan cetak yang jelas dan rapi
- Ucapan, tekanan kata, intonasi, ketika mempresentasikan secara lisan.
- Rujukan kata
E. Metode/Teknik Pembelajaran:
Lecturing
Model Pembelajaran Cooperative Learning
F. Media, Alat, dan Sumber Pembelajaran:
1. Media : Video dan Power Point Presentation
2. Alat : Laptop, LCD, dan Speaker Active
G. Sumber Belajar :
1. Bahasa Inggris. 2013. Kementrian Pendidikan dan Kebudayaan
2. http://www.kursusmudahbahasainggris.com/2013/09/pengertian-tujuan-
struktur-ciri-dan.html di akses pada 24 juli 2019
H. Langkah-langkah pembelajaran
207
Aktifitas Deskripsi Aktifitas Waktu
Pembukaan Guru memberi salam.
Guru mengajak peserta didik untuk
mengawali kegiatan dengan berdoa.
Guru memeriksa kehadiran peserta didik.
Guru menyiapkan peserta didik secara
psikis dan fisik
Guru menyampaikan cakupan materi dan
uraian kegiatan sesuai RPP
15 Menit
Kegiatan inti Mengamati
Guru menyajikan gambar-gambar
tentang tempat wisata dan bangunan
bersejarah terkenal
Siswa memperhatikan gambar dan
melakukan tanya jawab berkaitan
dengan ciri-ciri bentuk dan lokasi tempat
sesuai dengan pengalamannya
Mengeksplorasi
Siswa mengeksplore gambar tentang
tempat wisata “Jambi Paradise”
Siswa diminta untuk berfikir sejenak
tentang pertanyann yang diajukan oleh
guru yang berkaitan dengan gambar
secara individu
Mengasosiasi
siswa menganalisis gambar pada fungsi
sosial, struktur teks dan unsur
kebahasaan
Siswa menyimpulkan hasil analisisnya
Mengkomunikasikan
Siswa membuat teks deskripsi sedehana
60 Menit
208
mengenai gambar yang telah di berikan
oleh guru
Siswa menyampaikan hasil analisis
mereka masing-masing di depan kelas
Penutup Guru dan peserta didik secara bersamasama
membuat ringkasan bahan yang sudah
dipelajari pada pertemuan ini.
Guru mengajukan pertanyaan kepada
peserta didik untuk membantu mereka
melakukan refleksi terhadap kegiatan
belajar yang telah mereka lakukan.
Guru mengingatkan peserta didik untuk
mempelajari kembali materi hari ini
dirumah.
Guru menjelaskan rencana kegiatan
pembelajaran yang akan datang.
15 Menit
I. Penilaian hasil pembelajaran
a) Scoring rubric of speaking
No Skill Score Figure
1 Pronunciation 1
Pronunciation problems so severe as to make speech virtually unintelligible.
2 Very hard to understand because of pronunciation problems.
3 Pronunctiation problems necessitate concentrated listening and occasionally load to understanding.
4 Always intelligible, though one is conscious of definite accent.
5 Has few traces of foreign accent.
2 Grammar 1
Errors in grammar and word order so severe as to make speech virtually unintelligible.
2
Grammar and word-order errors make comprehension difficult. Must often reprhase sentences and/or restrict himself to basic patterns.
3 Makes frequent errors of grammar and word-order which occasioanally
209
obscure meaning.
4 Occasionally makes grammatical and/or word-order errors which do not, however, obscure, meaning.
5 Makes few (if any) noticeable errors of grammar or word order.
3 Vocabulary 1
Vocabulary limitations so extreme as to make conversation virtually impossible.
2 Misuse of word and very limited vocabulary make comprehension quite difficult.
3 Frequently uses the wrong word ; conversation some what limited because of inadequate vocabulary.
4 Sometimes use inapproriate terms and/or must reprhase ideas because of lexical inadequacies.
5 Use of vocabulary and idioms is virtually that of a native speaker.
4 Fluency 1
Speech is so halting and fragmentary as to make conversation virtually impossible.
2 Usually hesitant: often forced into silence by language limitations.
3 Speed and fluency are rather strongly affected by language limitations.
4 Speed of speech seems to be slightly affected by language problems.
5 Speech as fluent and effortless as that a native speaker.
5 Comprehension 1 Cannot be said to understand even simple conversational English.
2
Has great difficult following what said. Can comprehend only “social conversation” spoken slowly and with frequent repetititons.
3 Understand most of what is said at slower-than-normal speech with repetitions.
4 Understand nearly everything at normal speed, although occasional repetitions may be necessary.
5 Appears to understand everything without difficulty.
210
211
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
CONTROL GROUP
Nama sekolah : MAN 2 Muaro Jambi
Mata Pelajaran : Bahasa Inggris
Kelas/semester : X/1
Materi pokok : Teks deskriptif lisan dan tulis sederhana tentang tempat
wisata
Alokasi waktu : 2 x 45 Menit
Pertemuan : 7
3. Kompetensi Inti (KI)
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 indicator pencapaian kompetensi:
Kompetensi Dasar Indikator
3.7 Menganalisis fungsi sosial,
struktur teks, dan unsur kebahasaan
Mengidentifikasi fungsi sosial,
struktur teks pada teks
212
beberapa teks deskriptif lisan dan tulis
dengan memberi dan meminta
informasi terkait tempat wisata dan
bangunan bersejarah terkenal, pendek
dan sederhana, sesuai dengan konteks
penggunaannya
deskriptif tentang tempat
wisata dan bangunan bersejarah
terkenal.
Memahami unsur kebahasaan
pada teks deskriptif
4.8 Menangkap makna dalam teks
deskriptif lisan dan tulis
Memahami makna dalam teks
deskriptif, lisan dan tulis,
sederhana, terkait tempat wisata
dan bangunan bersejarah
4.9 Menyusun teks deskriptif lisan dan
tulis, sederhana, tentang tempat
wisata, dan bangunan bersejarah
terkenal, dengan memperhatikan
fungsi sosial, struktur teks, dan unsur
kebahasaan yang benar dan sesuai
konteks
Membuat teks deksriptif tentang
tempat wisata, dan bangunan
bersejarah terkenal, dengan
memperhatikan fungsi sosial,
struktur teks, dan unsur
kebahasaan yang benar dan
sesuai konteks
Mendeskripsikan secara lisan
tempat wisata, dan bangunan
bersejarah terkenal dengan
memperhatikan fungsi sosial,
struktur teks, dan unsur
kebahasaan yang benar dan
sesuai konteks
C. Tujuan pembelajaran
Mengidentifikasi fungsi sosial, structure tesk dan unsur kebahasaan pada
teks deskriptif sederhana tentang tempat wisata atau bangunan terkenal
Merespon makna dalam teks deskriptif, lisan dan tulis, sederhana, tentang
tempat wisata
213
Menyusun teks deskriptif lisan dan tulis sederhana tentang tempat wisata
dunia atau bangunan terkenal.
D. Materi pembelajaran,
Struktur Descriptive Text (generic structure) adalah :
- Identification (identifikasi) adalah pendahuluan , berupa gambaran
umum tentang suatu topik.
- Description (deskripsi) adalah berisi ciri-ciri khusus yang dimiliki
benda, tempat, atau orang yang dideskripsikan.
Ciri-ciri Descriptive Text :
- Menggunakan simple present tense
- Menggunakan attribute verb, seperti be (am, is, are)
- Hanya fokus pada satu objek tersebut.
Unsur kebahasaan
- Kata benda yang terkait dengan orang/benda/tempat/binatang
- Kata sifat yang terkait dengan sifat orang/binatang/benda
- Kata kerja bentuk pertama (present tense)
- Ejaan dan tulisan tangan dan cetak yang jelas dan rapi
- Ucapan, tekanan kata, intonasi, ketika mempresentasikan secara lisan.
- Rujukan kata
E. Metode/Teknik Pembelajaran:
Lecturing
Model Pembelajaran Cooperative Learning
F. Media, Alat, dan Sumber Pembelajaran:
1. Media : Video dan Power Point Presentation
2. Alat : Laptop, LCD, dan Speaker Active
G. Sumber Belajar :
1. Bahasa Inggris. 2013. Kementrian Pendidikan dan Kebudayaan
2. http://www.kursusmudahbahasainggris.com/2013/09/pengertian-tujuan-
struktur-ciri-dan.html di akses pada 24 juli 2019
214
H. Langkah-langkah pembelajaran
Aktifitas Deskripsi Aktifitas Waktu
Pembukaan Guru memberi salam.
Guru mengajak peserta didik untuk
mengawali kegiatan dengan berdoa.
Guru memeriksa kehadiran peserta didik.
Guru menyiapkan peserta didik secara
psikis dan fisik
Guru menyampaikan cakupan materi dan
uraian kegiatan sesuai RPP
15 Menit
Kegiatan inti Mengamati
Guru menyajikan gambar-gambar
tentang tempat wisata dan bangunan
bersejarah terkenal
Siswa memperhatikan gambar dan
melakukan tanya jawab berkaitan
dengan ciri-ciri bentuk dan lokasi tempat
sesuai dengan pengalamannya
Mengeksplorasi
Siswa mengeksplore gambar tentang
tempat wisata “Prambanan Temple”
Siswa diminta untuk berfikir sejenak
tentang pertanyann yang diajukan oleh
guru yang berkaitan dengan gambar
secara individu
Mengasosiasi
siswa menganalisis gambar pada fungsi
sosial, struktur teks dan unsur
kebahasaan
Siswa menyimpulkan hasil analisisnya
Mengkomunikasikan
60 Menit
215
Siswa membuat teks deskripsi sedehana
mengenai gambar yang telah di berikan
oleh guru
Siswa menyampaikan hasil analisis
mereka masing-masing di depan kelas
Penutup Guru dan peserta didik secara bersamasama
membuat ringkasan bahan yang sudah
dipelajari pada pertemuan ini.
Guru mengajukan pertanyaan kepada
peserta didik untuk membantu mereka
melakukan refleksi terhadap kegiatan
belajar yang telah mereka lakukan.
Guru mengingatkan peserta didik untuk
mempelajari kembali materi hari ini
dirumah.
Guru menjelaskan rencana kegiatan
pembelajaran yang akan datang.
15 Menit
I. Penilaian hasil pembelajaran
a) Scoring rubric of speaking
No Skill Score Figure
1 Pronunciation 1
Pronunciation problems so severe as to make speech virtually unintelligible.
2 Very hard to understand because of pronunciation problems.
3 Pronunctiation problems necessitate concentrated listening and occasionally load to understanding.
4 Always intelligible, though one is conscious of definite accent.
5 Has few traces of foreign accent.
2 Grammar 1
Errors in grammar and word order so severe as to make speech virtually unintelligible.
2
Grammar and word-order errors make comprehension difficult. Must often reprhase sentences and/or restrict himself to basic patterns.
3 Makes frequent errors of grammar
216
and word-order which occasioanally obscure meaning.
4 Occasionally makes grammatical and/or word-order errors which do not, however, obscure, meaning.
5 Makes few (if any) noticeable errors of grammar or word order.
3 Vocabulary 1
Vocabulary limitations so extreme as to make conversation virtually impossible.
2 Misuse of word and very limited vocabulary make comprehension quite difficult.
3 Frequently uses the wrong word ; conversation some what limited because of inadequate vocabulary.
4 Sometimes use inapproriate terms and/or must reprhase ideas because of lexical inadequacies.
5 Use of vocabulary and idioms is virtually that of a native speaker.
4 Fluency 1
Speech is so halting and fragmentary as to make conversation virtually impossible.
2 Usually hesitant: often forced into silence by language limitations.
3 Speed and fluency are rather strongly affected by language limitations.
4 Speed of speech seems to be slightly affected by language problems.
5 Speech as fluent and effortless as that a native speaker.
5 Comprehension 1 Cannot be said to understand even simple conversational English.
2
Has great difficult following what said. Can comprehend only “social conversation” spoken slowly and with frequent repetititons.
3 Understand most of what is said at slower-than-normal speech with repetitions.
4 Understand nearly everything at normal speed, although occasional repetitions may be necessary.
5 Appears to understand everything without difficulty.
217
218
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
CONTROL GROUP
Nama sekolah : MAN 2 Muaro Jambi
Mata Pelajaran : Bahasa Inggris
Kelas/semester : X/1
Materi pokok : Teks deskriptif lisan dan tulis sederhana tentang tempat
wisata
Alokasi waktu : 2 x 45 Menit
Pertemuan : 8
3. Kompetensi Inti (KI)
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 indicator pencapaian kompetensi:
Kompetensi Dasar Indikator
3.7 Menganalisis fungsi sosial,
struktur teks, dan unsur kebahasaan
beberapa teks deskriptif lisan dan tulis
Mengidentifikasi fungsi sosial,
struktur teks pada teks
deskriptif tentang tempat
219
dengan memberi dan meminta
informasi terkait tempat wisata dan
bangunan bersejarah terkenal, pendek
dan sederhana, sesuai dengan konteks
penggunaannya
wisata dan bangunan bersejarah
terkenal.
Memahami unsur kebahasaan
pada teks deskriptif
4.8 Menangkap makna dalam teks
deskriptif lisan dan tulis
Memahami makna dalam teks
deskriptif, lisan dan tulis,
sederhana, terkait tempat wisata
dan bangunan bersejarah
4.9 Menyusun teks deskriptif lisan dan
tulis, sederhana, tentang tempat
wisata, dan bangunan bersejarah
terkenal, dengan memperhatikan
fungsi sosial, struktur teks, dan unsur
kebahasaan yang benar dan sesuai
konteks
Membuat teks deksriptif tentang
tempat wisata, dan bangunan
bersejarah terkenal, dengan
memperhatikan fungsi sosial,
struktur teks, dan unsur
kebahasaan yang benar dan
sesuai konteks
Mendeskripsikan secara lisan
tempat wisata, dan bangunan
bersejarah terkenal dengan
memperhatikan fungsi sosial,
struktur teks, dan unsur
kebahasaan yang benar dan
sesuai konteks
C. Tujuan pembelajaran
Mengidentifikasi fungsi sosial, structure tesk dan unsur kebahasaan pada
teks deskriptif sederhana tentang tempat wisata atau bangunan terkenal
Merespon makna dalam teks deskriptif, lisan dan tulis, sederhana, tentang
tempat wisata
220
Menyusun teks deskriptif lisan dan tulis sederhana tentang tempat wisata
dunia atau bangunan terkenal.
D. Materi pembelajaran,
Struktur Descriptive Text (generic structure) adalah :
- Identification (identifikasi) adalah pendahuluan , berupa gambaran
umum tentang suatu topik.
- Description (deskripsi) adalah berisi ciri-ciri khusus yang dimiliki
benda, tempat, atau orang yang dideskripsikan.
Ciri-ciri Descriptive Text :
- Menggunakan simple present tense
- Menggunakan attribute verb, seperti be (am, is, are)
- Hanya fokus pada satu objek tersebut.
Unsur kebahasaan
- Kata benda yang terkait dengan orang/benda/tempat/binatang
- Kata sifat yang terkait dengan sifat orang/binatang/benda
- Kata kerja bentuk pertama (present tense)
- Ejaan dan tulisan tangan dan cetak yang jelas dan rapi
- Ucapan, tekanan kata, intonasi, ketika mempresentasikan secara lisan.
- Rujukan kata
E. Metode/Teknik Pembelajaran:
Lecturing
Model Pembelajaran Cooperative Learning
F. Media, Alat, dan Sumber Pembelajaran:
1. Media : Video dan Power Point Presentation
2. Alat : Laptop, LCD, dan Speaker Active
221
G. Sumber Belajar :
1. Bahasa Inggris. 2013. Kementrian Pendidikan dan Kebudayaan
2. http://www.kursusmudahbahasainggris.com/2013/09/pengertian-tujuan-
struktur-ciri-dan.html di akses pada 24 juli 2019
H. Langkah-langkah pembelajaran
Aktifitas Deskripsi Aktifitas Waktu
Pembukaan Guru memberi salam.
Guru mengajak peserta didik untuk
mengawali kegiatan dengan berdoa.
Guru memeriksa kehadiran peserta didik.
Guru menyiapkan peserta didik secara
psikis dan fisik
Guru menyampaikan cakupan materi dan
uraian kegiatan sesuai RPP
15 Menit
Kegiatan inti Mengamati
Guru menyajikan gambar-gambar
tentang tempat wisata dan bangunan
bersejarah terkenal
Siswa memperhatikan gambar dan
melakukan tanya jawab berkaitan
dengan ciri-ciri bentuk dan lokasi tempat
sesuai dengan pengalamannya
Mengeksplorasi
Siswa mengeksplore gambar tentang
tempat wisata “Sipin Lake”
Siswa diminta untuk berfikir sejenak
tentang pertanyann yang diajukan oleh
guru yang berkaitan dengan gambar
secara individu
Mengasosiasi
siswa menganalisis gambar pada fungsi
60 Menit
222
sosial, struktur teks dan unsur
kebahasaan
Siswa menyimpulkan hasil analisisnya
Mengkomunikasikan
Siswa membuat teks deskripsi sedehana
mengenai gambar yang telah di berikan
oleh guru
Siswa menyampaikan hasil analisis
mereka masing-masing di depan kelas
Penutup Guru dan peserta didik secara bersamasama
membuat ringkasan bahan yang sudah
dipelajari pada pertemuan ini.
Guru mengajukan pertanyaan kepada
peserta didik untuk membantu mereka
melakukan refleksi terhadap kegiatan
belajar yang telah mereka lakukan.
Guru mengingatkan peserta didik untuk
mempelajari kembali materi hari ini
dirumah.
Guru menjelaskan rencana kegiatan
pembelajaran yang akan datang.
15 Menit
I. Penilaian hasil pembelajaran
a) Scoring rubric of speaking
No Skill Score Figure
1 Pronunciation 1
Pronunciation problems so severe as to make speech virtually unintelligible.
2 Very hard to understand because of pronunciation problems.
3 Pronunctiation problems necessitate concentrated listening and occasionally load to understanding.
4 Always intelligible, though one is conscious of definite accent.
5 Has few traces of foreign accent.
2 Grammar 1 Errors in grammar and word order so
223
severe as to make speech virtually unintelligible.
2
Grammar and word-order errors make comprehension difficult. Must often reprhase sentences and/or restrict himself to basic patterns.
3 Makes frequent errors of grammar and word-order which occasioanally obscure meaning.
4 Occasionally makes grammatical and/or word-order errors which do not, however, obscure, meaning.
5 Makes few (if any) noticeable errors of grammar or word order.
3 Vocabulary 1
Vocabulary limitations so extreme as to make conversation virtually impossible.
2 Misuse of word and very limited vocabulary make comprehension quite difficult.
3 Frequently uses the wrong word ; conversation some what limited because of inadequate vocabulary.
4 Sometimes use inapproriate terms and/or must reprhase ideas because of lexical inadequacies.
5 Use of vocabulary and idioms is virtually that of a native speaker.
4 Fluency 1
Speech is so halting and fragmentary as to make conversation virtually impossible.
2 Usually hesitant: often forced into silence by language limitations.
3 Speed and fluency are rather strongly affected by language limitations.
4 Speed of speech seems to be slightly affected by language problems.
5 Speech as fluent and effortless as that a native speaker.
5 Comprehension 1 Cannot be said to understand even simple conversational English.
2
Has great difficult following what said. Can comprehend only “social conversation” spoken slowly and with frequent repetititons.
3 Understand most of what is said at slower-than-normal speech with repetitions.
4 Understand nearly everything at normal speed, although occasional repetitions may be necessary.
5 Appears to understand everything without difficulty.
224
225
226
227