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THE USE OF COMMUNITY LANGUAGE LEARNING (CLL)
METHOD TO INCREASE STUDENTS PARTICIPATION AND
ACHIEVEMENT IN ENGLISH CONVERSATION ACTIVITY
IN ENGLISH CLASS FOR THE FIRST YEAR STUDENTS OF
SMK PLUS AL MADINAH PABELAN SEMARANG DISTRICT
IN THE ACADEMIC YEAR 2016/2017
A GRADUATING PAPER
Submitted to the Board Examiners as a Partial Fulfillment of Requirements
for the Degree of Sarjana Pendidikan(S.Pd.) of
English Education Department of Teacher Training and Education Faculty
State Institute for Islamic Studies (IAIN) Salatiga
By:
IRA NURUSSOFA
113 12 039
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATEINSTITUTE FOR ISLAMIC STUDIES (IAIN)
SALATIGA
2017
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MOTTO
فإن مع العسر يسرا
( EVERY DIFFICULTY THERE IS DEFINITELY EASE)
(Al Insyirah: 5)
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DEDICATION
I dedicate this graduation paper to:
1. My God, Allah SWT who always besides me, listens to me, takes care of me,
and gives me the best thing ever.
2. My great parents (Rahmad and YunanikMaskanah). Thank you very much for
everything. May Allah keep you and give you happiness. I do love you.
3. My beloved brother ( Muhammad Ubayyu Azji), my beloved sisters
(DarojatirRofiah and SabilaYasaro) and my big family who fill my life with
love and affection.
4. My “Bapak”(KH.Drs. Nasafi, M.Pd). Thank you very much for your advices.
Your advice always motivates me to do my best. I love you so much.
5. My boarding house‟s friends ( PondokPesantren NURUL ASNA) who always
give me support
6. My beloved friends “TBI B 2012”. Thank you very much for our memories.
7. All of my friends at IAIN Salatiga that I cannot mention one by one.
8. Thank you for everyone who supports my live.
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ACKNOWLEDGEMENT
Bismillahirrahmanirrahim,
In the name of Allah, the most gracious and merciful, the kings of universe
and space. Thanks to Allah because the researcher could complete this research as
one of requirement to finish study in English and Education Department of States
Institute for Islamic Studies.
This graduating paper would not have been completed without support, and
guidance from individual and institution. Therefore, the researcher would like to
express special thanks to:
1. Dr. Rahmat Hariyadi, M. Pd. as the Rector of State Institute for Islamic
Studies (IAIN) Salatiga.
2. Suwardi, M.Pd., as Dean of Teacher Training and Education Faculty of
State Institute for Islamic Studies (IAIN) Salatiga.
3. Noor Malihah, Ph. D. as the Head of English Education Department of
States Institute for Islamic Studies (IAIN) Salatiga. Thanks for all her
suggestions, recommendations and supports for this graduating paper from
the beginning until the end. She is really outstanding lecturer and mom for
students of English Education Department.
4. Sari Famularsih, M.Aas counselor who has educated, supported, directed
and given the researcher advices, suggestions and recommendations for
this graduating paper from beginning until the end. Thanks for her
patience and care. Without her, this graduating paper seemed will not be
finished. She really gave big contributions to this graduating paper.
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ABSTRACT
Nurussofa, Ira. 2016. “The use of Community Language Learning (CLL) method
to increase students participation and achievement in English conversation
activity in English class for the first year students of SMK PLUS Al
MadinahPabelanSemarang District in the academic year 2016/2017”. A
Graduating Paper. English Education Department of Teacher Training and
Education Faculty. State Institute for Islamic Studies (IAIN)Salatiga.
Consultant: Sari Famularsih, M.A
Key Words: Community Language Learning (CLL), Conversation
This research is about increasing students participation used Community
Language Learning (CLL) as a method of language teaching for the first year students of
SMK PLUS Al MadinahPabelan in the academic year 2016/2017. The objective of this
research is to find out the profile of students participationand achievement in English
conversation activity in English class for the first year students of SMK PLUS Al
Madinah PabelanSemarang District in the academic year 2016/2017, to find out the
improvement or result of students participationand achievement in English conversation
activity in English class for the first year students of SMK PLUS Al Madinah Pabelan
SemarangDistrict in the academic year 2016/2017 and to find out the improvement of
achievement in English conversation activity in English class for the first year
students of SMK PLUS Al Madinah Pabelan SemarangDistrict in the academic
year 2016/2017.Based on the observation participated during teaching and learning
process, the students were less participation in English conversation. The method of the
research was classroom action research which consists of two cycles. The number of the
students in this research was 14 students. In completing the research, the researcher used
observation sheet, documentation and essay tests as the instrument of collecting data. By
conducting classroom action research, it was found that the implementation of
Community Language Learning (CLL) method increase students participationand
achievement in English conversation in English class. The result of this research showed
that the findings in cycle II was higher than the KKM (Minimum Completeness Criteria)
at SMK PLUS Al MadinahPabelan SemarangDistrict in the score of 70 in the academic
year 2016/2017. The mean score ofpost- test in cycle II was 77,8. Based on the result of
this research, it could be concluded that the implementation of Community Language
Learning (CLL) method increased students participationand achievement in English
conversation in English class for the first year students of SMK PLUS Al
MadinahPabelanSemarangDistrictin the academic year 2016/2017.
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TABLE OF CONTENTS
TITLE PAGE ………………………………………………..………....……... i
DECLARATION ............................................................................................... ii
ATTENTIVE COUNSELOR NOTES ............................................................ iii
CERTIFICATION PAGE .................................................................................. iv
MOTTO............................................................................................................... v
DEDICATION ................................................................................................ vi
ACKNOWLEDGMENT ................................................................................... vii
ABSTRACT ...................................................................................................... ix
TABLE OF CONTENTS.................................................................................... x
CHAPTER I INTRODUCTION
A. Background of the Study ……............................................... 1
B. Problem Statements …………............................................... 3
C. Objectives of the Study ........................................................3
D. Limitation of the Study ………............................................. 4
E. Benefits of the Study …......................................................... 4
F. Clarification of Key Term ………………………................. 5
G. Graduating Paper Organization…………………………….. 6
CHAPTER II THEORETICAL FRAMEWORK
A. Community Language Learning (CLL) Method………….... 7
1. Concept of CLL…………………………..…………….. 7
2. Design of CLL …………………………………….…… 8
a. Types of Learning and Teaching …………………... 8
b. Learner Roles ……………………………………….10
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c. Teacher Roles …………………………………….. 12
B. Students Participation ... ………………………………....... 15
1. Definition of Students Participation… …………………15
2. Suggestion to Increase Students Participation ………… 15
C. Speaking …………………………………………......….... 16
1. Definition of Speaking ……………….……………….. 16
2. Conversation Activity in English class .. ……………... 17
a. The basic Principles of Teaching Conversation........ 17
b. The Steps to Teach Conversation..……………….... 20
CHAPTER III RESEARCH METHOD
A. Place and Time of Study………………………………….. 22
B. General Situation of SMK PLUS Al MadinahPabelan….. 23
C. Type of Study ……………………………………………. 25
D. Subject of the Study……………………………………… 26
E. The Procedure of Study…………………………………... 27
F. Technique ofCollecting Data…………………………….. 30
G. Technique of Data Analysis……………………………….. 31
CHAPTER IV DATA ANALYSIS
A. Data Analysis…………………………………………….. 37
1. Cycle 1……………………………………………….. 37
2. Cycle 2…………..…………………………………… 49
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion .......................................................................... 61
B. Sugesstion ........................................................................... 63
BIBLIOGRAPHY
APPENDICE
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LIST OF TABLES
Table 3.1Schedule of the Study…………………………………………… 23
Table 3.2 The List of X class of SMK PLUS Al MadinahPabelan……….. 27
Table 3.3The List of X1 class of SMK PLUS Al MadinahPabelan………. 28
Table 3.4Speaking Rubric………………………………………….……… 34
Table 4.1 The Result of pre and post test CI…………………..……………. 43
Table 4.2 The students participation C2 ………………………………… 47
Table 4.3The Result of pre and post test Cycle 2 ...........................………....54
Table 4.4The students participation cycle 2………………………………… 57
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LIST OF APPENDICES
Appendix 1 Lesson Plan
Appendix 2 Student‟s Pre-test
Appendix 3 Student‟s Post-test
Appendix 4 Student‟s Participation sheet
Appendix 5 Observation Sheet
Appendix 6 Consultation Sheet
Appendix 7 Research Permission Letter
Appendix 8 Recommendation from SMK PLUS Al MadinahPabelan
Appendix 9 Documentation
Appendix 10 Curriculum Vitae
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CHAPTER 1
INTRODUCTION
A. Background of The Study
Language is a purely human and non-instinctive method of
communicating ideas, emotions, and desire by mean of a system of
voluntarily produced symbols(Sapir, 1949:08). People need language to look
for and give people benefit information. People need a language as a tool
in communication to express their feeling, thought and desire. Especially in
English learning, the researcher need not to be a master linguists, but he
cannot to teach a part (the particular language) of reality without knowing
how that part fits into the whole (language in general) (Brown, 1980:06). In
English teaching and learning, there are four skills which are very important
for English learners, there are reading, speaking, listening and writing.
Oktarina in Azizah (2014) underlines that speaking skill is the ability of
arranging sentences since communication happens through the various
society.Especially in English Class, we can increase our speaking skill by
conversation. Fauziati(2005) said that Learning becomes a group effort with
minimum competition and allows each students grow in self-understanding
and in appreciation of themself and others as they increases in knowledge. It
can be defined, caught, the word we teach in the foreign language.
The Community Language Learning (CLL)Method is the name ofa
method in language teaching develop by Charles A.Community Language
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Learning used Counseling Learning to teach language. Counseling Learning
is a way of learning and teaching in which one or more persons involved to
act as a „counselor‟ to the others,in order that the work(s), whether that work
is learning or teaching, may be fuller,smoother, and more satisfying (Stevick,
1980:107). The researcher acts as a counselor while the learner as “a client‟.
Teacher can help student in English Conversation Class in order to get new
vocabularies and find many informations about grammar to increase in
speaking skill by Participation in English Conversation activity. Sometimes
they also found some problems about grammar, difficulties of new
vocabulary based on the English dialogue by the community. Then, they can
look for the solution of the problems by asking to the researcher (counselor)
or their friends. Indirectly, students will increase their Participation
inEnglish Conversation activity by Community Language Learning (CLL)
method.
Based on the explanation above the writer is interested to
conduct the research entitled “THE USE OF COMMUNITY
LANGUAGE LEARNING (CLL) METHOD TO INCREASE
STUDENTS PARTICIPATION AND ACHIEVEMENT IN ENGLISH
CONVERSATION ACTIVITY IN ENGLISH CLASS FOR THE FIRST
YEAR STUDENTS OF SMK PLUS AL MADINAH PABELAN
KABUPATEN SEMARANG IN THE ACADEMIC YEAR 2016/2017”
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B. Problem Statement
Based on the background of the study, The Researcher finds out the
following problems, they are :
1. How is the profile of students participation and achievement in English
conversation activity in English class for the first year students of SMK
PLUS Al MadinahPabelan Kabupaten Semarang in the academic year
2016/2017?
2. How is the improvementof students participationin English conversation
activity in English class for the first year students of SMK PLUS Al
MadinahPabelan Kabupaten Semarang in the academic year 2016/2017?
3. How is the improvement of achievement in English conversation activity in
English class for the first year students of SMK PLUS Al MadinahPabelan
Kabupaten Semarang in the academic year 2016/2017?
C. Objectives of The Study
The study has some following purposes, they are:
1. To find out the profile of students participation and achievement in
English conversation activity in English class for the first year students of
SMK PLUS Al MadinahPabelanKabupaten Semarang in the academic
year 2016/2017?
2. To find out the improvementof students participation in English
conversation activity in English class for the first year students of SMK
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PLUS Al MadinahPabelan Kabupaten Semarang in the academic year
2016/2017?
3. To find out the improvement of achievement in English conversation
activity in English class for the first year students of SMK PLUS Al
MadinahPabelan Kabupaten Semarang in the academic year 2016/2017?
D. Limitation of the Studys
The study is focuses on students participation in English conversation
activity in English class for the first year of SMK PLUS AL MADINAH
PABELAN. In this research, The Researcher takes two classes for the first
year students. The Action research is used to know the ability in English
conversation activity in English Class by using Community Language
Learning(CLL) as a method of English language teaching.
E. Benefit of the study
This study is expected to give theoretical and practical benefits :
1. The Researcher
The researcher will understand more about using Community Language
Learning(CLL) method to increase students participation in English
conversation activity in English class deeply.
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2. The Reader
The finding of this research will be useful for the readers to know the
importance of Community Language Learning(CLL) method to increase
the students participation in English conversation activity in English class.
3. The Students
The students can improve their ability in English conversation activity in
English class by using Community Language Learning (CLL) method.
F. Clarification of Key Term
The Researcher clarifies the term to avoid a mistake in understanding
the title above:
1. Community Language Learning (CLL)
Community Language Learning (CLL) Method is the name of a
method in language teaching develop by Charles A. Community Language
Learning used Counseling Learning to teach language (Richard, 1986:90).
2. Conversation
Conversation is the way in which people socialize, develop, and
sustain their relationships with each other. When people conversing they
engage in a form of linguistic communication, but it is much more going
on in a conversation than just the use of a linguistic code (Liddicoat,
2007:1).
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G. Review Previous Research
To support this study, the writer did previous research review with the
previous research. There are two previous researches as follow:
According to Munirotul Azizah in her thesis “Theuse of Community
Language Learning (CLL) to improve Speaking Skill ( An Experimental
Study of the Second Grade Students of SMP N 2 Banyubiru in the Academic
Year of 2013/2014”, the students improve speaking skill by Community
Language Learning (CLL) method (2014)
In the other side, Siti Nurhasanah in her thesis entitled “The Use of
Community Language Learning (CLL) Method to increase The Students‟
Participation In Classroom Conversation”,She asserts that used Community
Language Learning (CLL) method can increase students‟ participation in
classroom conversation. (2014) but this research is different from the research
above, this research increase students participation and achievement in
English conversation activity in English class (2017)
H. Graduating Paper Organization
This research is divided into five chapters:Chapter I contains
background of the study, limitation of the study, statements of the
problems, objective of the research, significant of the study, definition of
key terms, research methodology.Chapter II contains the theoretical
framework, the researcher explains about; review of related information
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about Community Language Learning and conversation.Chapter III
contain general situation of SMK PLUS Al MadinahPabelan Kabupaten
Semarang The histories, location of the school, geographical placed
the education condition of the researchers and the students, the condition
of medium and infrastructure. Chapter IV the researcher explains the data
analysis of the data interpretation that discusses the result of the
tests.Chapter V the researcher finishes the graduating paper by giving
conclusion andsuggestion.
Appendix
Bibliography
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CHAPTER II
THEORITICAL FRAMEWORK
A. Community Language Learning (CLL) Method
Method is an overall plan for the orderly presentation of language
material, no part of which contradicts, and all of which is based upon, the
selected approach. An approach is axiomatic, a method is procedural
(Richards, 1986:19). Within one approach, there can be many methods to
teach language learning. One of the methods is Community Language
Learning (CLL). The Community Language Learning (CLL) Method is
the names of a method in language teaching develop by Charles A that
used Counseling Learning to teach language.
1. Concept of CLL
Since Community Language Learning is the name of a method
which is oriented on humanistic approach. One term to Community
Language Learning is counseling learning where it is a non-direct
therapies approach which is designed to easing the learners in
acquiring the target language.
In accordance with the statement above, The Researcher
particularly needs to formulate the example of Community Language
Learning takes place in the classroom. A group of learners sit in a
circle with the researcher standing outside of the circle, and a student
whispers a message in the native language (L1): next, the researcher
translates the message of the learners into the foreign language (L2),
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while, the students repeats the messages in the foreign language into a
cassette; students compose further messages in the foreign language
with teacher‟s help; so students reflect about their feelings and wishes.
It means that the client-counselor in psychological counseling have
relationship between the learner-knower in Community Language
Learning. Furthermore, Community Language Learning represents the
use of counseling-learning theory to teach languages.
2. Design of CLL
This design of CLL discusses about activities of teaching
learning using CLL technique such as:objective, the syllabus, type
learning and teaching activities, learner roles, and teacher roles.
a. Types of Learning and Teaching
Activity In accordance with types of learning and teaching
activity, here Community Language Learning involve learning task
and activities take place in learning and teaching process as
follows:
1) Translation.
Learners from a small circle.A learner whisper a message
or meaning he or she want to express, the researcher translates
it into the target language, and the learner repeats the
researcher‟s translation.
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2) Group work.
Learners may engage in various group tasks, such as small
group discussion of a topic, preparing a conversation, preparing
a summary of a topic for presentation to other group. Preparing
a story that will be presented to the researcher and the rest of
the class.
3) Recording.
Students record conversations in the target language.
4) Transcription.
Students transcribe utterances and conversation they have
recorded for practice and analysis of linguistic forms.
5) Analysis.
Stu dents analyze and study transcriptions of target
language sentence in order to focus on particular lexical usage
or on the application of particular grammar rules.
6) Reflection and observation.
Learners reflect and report on their experience of the class.
This usually consist of expression of feeling, sense of one
another, concern for something to say.
7) Listening.
Students listen to a monologue by the researcher involving
elements they might have elicited or over hear in class
interactions.
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8) Free conversation.
Students engage in free conversation with the researcher or
with other learners. This included discussion of what they have
learned as well as feelings they have about how they have
learned.
b. Learner Roles
In Community Language Learning, here the learners roles
as the part of community, their fellow learners and the researcher
and learn through interacting each other with the member of the
community. Learners are expected to listen attentively what the
counselor advised, provide them a chances freely whatever the
meanings they wish to expressed, to repeat target utterance without
hesitation, to report deep inner feelings and frustrations and to
become counselors to other languages.
Meanwhile, Laforge (in Richard, 1986: 121) stated that
there are five stages of Community Language Learning as follows:
1) Embryonic Stage.
The learner is completely dependent upon the knower for
linguistic content. When a learner decides to address the group,
speaks in his native language, the counselor translate him to the
target language. Then, the learner speaks to the group in the
target language.
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2) Self Assertion Stage,
The child achieves a measure of independence from the
parent. Member of CLL group begin to use simple phrases on
their own with great personal satisfaction. They pick up
expressions which they have heard and employ them as the
beginning of their self-affirmation and independence.
3) Separated Existence Stage.
Individuals In the group learn from understanding the other
members direcly in the foreign language. The learner also
begins to resent any assistance which the researcher would like
to provide, especially when he offers knowledge which the
learner already possess.
4) Reversal Stage.
The child begins to express himself quite independently of
the parent or the knower. He communicate by himself and
undergoes a transformation into independence in the foreign
language.
5) Independent Stage.
Theoretically. The learner knows all that the researcher has
to teach. Although the language may be independent, he may
need more subtle linguistic refinements and correction. The
correct usage and situation and appropriate use of the foreign
language.
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Furthermore, learning is a whole person process and the
learner at each stage is involved not only in the accomplishment of
cognitive (language learning) but also in the solution of affective
conflicts and respect for the enactment of values.
c. Teacher Roles
In this part of types of learning and teaching activity, the
researchers have significant roles to capture all the learner
problem and then to solve it well. The researchers (counselor‟s
role) is to respond calmly and non judgmentally, in a supportive
manner and help the client try to understand his or her problems
better by applying order and analysis to them.
Concerning with the statement above, Curran (in Richard,
at all, 1986: 26) stated that “one of the functions of the
counseling response is to relate affect to cognition.
Understanding the language of feeling, the counselor replies in
the language of cognition”
The researcher‟s role, teachers operate in supportive roles
and providing target language translation and imitation on
request of the clients. Later, interaction may be initiated by the
students and the researcher monitors learners utterances,
providing assistance when requested. So the student become
increasingly capable to accept the criticism and the researcher
may directly intervene to correct deviants utterances, supply
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idioms and advice on usage of words as well as fine usage of
grammar.
One continuing role of the researcher is particularly notable
in Community Language Learning that is responsible for
providing safe environment in which students (clients) can learn
and grow. Here, the learners feels secure and free to direct their
energies to the tasks of communication and learning rather than
to building and maintaining their defensive positions. To
support the statement, Curran (in Richard, 1986: 6) describes the
importance of a secure environment as follows:
“As whole persons, we seem to learn best in an atmosphere
of personal security, feeling secure, we are freed to approach the
learning situation with the attitude of willing openness. Both the
learner‟s and knower‟s level of security determine the
psychological tone of the entire learning experience”.
Dieter Stroinigg (in Stevick 1980: 185) present a protocol
of what a first day‟s CLL class covered, which is outline here:
1) Informal greetings and self-introductions were made.
2) The researcher made a statement of the goal and guidelines
for the course.
3) A conversation in the foreign language took place.
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A circle was formed so that everyone had visual
contact with each other.
(a) One student initiated conversation with another student
by giving a message in the L1.
(b) The researcher standing behind the student, whispered a
close equivalent of the message in the L2.
(c) The student then repeated the L2 message to its
addressee and into the tape recorder as well.
(d) Each student had a chance to compose and record a few
message.
(e) The tape recorder was rewound and replayed at
intervals.
(f) Each student repeated the meaning in Bahasa of what he
or she had said in the L2 and helped to refresh the
memory of others.
4) Than students participated in a reflection period, in which
they were asked to express their feelings about the previous
experience with total frankness.
5) From the materials just recorded the instructor chose
sentences to write on the blackboard that highlighted
elements of grammar, spelling, and peculiarities of
capitalization in the L2.
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6) Students were encouraged to ask question about any of the
items above.
7) Students were encouraged to copy sentences from the board
with notes on meaning and usage. This become
:textbookfor home study.
B. Students Participation
1. Definition of Students Participation
Rudduck and Flutter‟s definition of student participation is
twofold: firstly, it takes (seriously) into account pupils‟ views on their
experience of learning, and whatthey identify as good and bad
practices. Secondly, it involves finding effective ways to
include these views in the process of designing the learning
environment and thelearning experience, from the classroom to the
institutional level Rudduck and Flutter (in Bruno : 2008)
2. Suggestion to Increase Students Participation
Here some suggestion to increase student participation:
a. To make it clear that everyone will do the activity at some point, if
there is no way to avoid participation, people will eventually
abandon their reluctance.
b. To include time for a planning phase. If students have advances
warning and can think about what they want to say.
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c. To build steps in a pair work or group work during the preparation
phrase, so that the learners can interact with and benefit from
others.
d. To demonstrate the activity for the first time you use it so that
students will understand what is expected of them.
e. To create a conductive and comfortable climate in your classroom
in general where oral mistakes are seen as natural learning
opportunities instead of lapses judgment or evidence rhat the
students not motivated (Nunan, 1991:52).
The suggestion above may suggest the researchers to give their
students a new feeling of assurance so they will venture participate
in English Conversation Activity in English Class by Community
Language Learning (CLL).
C. Speaking
There are four language skills in English, there are reading,
speaking, listening and writing. Speaking is the second skills that needed
to comprehend by the people in their life. In reality, for the first time
someone comes to the new world, he is proud of his ear to listen
surrounding.
1. Definition of Speaking
Speaking skill is needed by learner in real communication to
express any message and information (Nasin in Munir, 2005: 10).
Morries(1966) states that speaking is the novice means of
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communication among member of society in expressing their thought
and is the representation of social behavior. On the other hand, in
Oktarina in Azizah (2014) underlines that speaking skill is the ability
of arranging sentences since communication happens through the
various society. In different statement, Chaney in Azizah (2014) says
that speaking is the process of building and sharing meaning through
the use of verbal and non-verbal symbols, in a variety of contexts.
Conversation is the way to build the use of verbal symbols.
2. Conversation Activity in English Class
To most people, mastering the art of speaking is the single most
important aspect of learning a second or foreign language, and success
is measure in terms of the ability to carry out a conversation in the
language (Fauziati, 2005:126).
a. The Basic Principles of Teaching Conversation
1) Focus on communication and fluency, not correctness
Any student should be emphasized that it‟s not a matter of
holding the conversation correctly but whether or not the
classmates understand him.
2) Lay the groundwork
Before entering in academic conversations, students
have to agree on some basic rules, there are:
(a) Advance one‟s own opinions clearly and politely while
considering the audience
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(b) Listen to each other courteously
(c) Listen actively by clarifying meaning and ask for
examples
3) Student directed: student chooses of topics
It depends on different social and cultural background of
students. The students are allowed to come up with own topics
to use over the course of the term. They do not have to take
academic topics but some students are interested in and can
discuss for an extended time.
4) Based on arranging the students in groups
It declares that conversation occurs successfully and
productively in small, not large groups. Having students work
in small groups help to develop their conversational skill.
5) Encourage students to rotate partners
Some teachers assign conversational partners or groups for
the term. This has advantages such as students get to know
each other better and they can quickly get into their groups
when asked to. But the occasional rotation of partners or
groups every few weeks gives students an opportunity to get to
know more of their peers and to get exposed to more ideas
while being the member of the same group for a long period of
time.
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6) Teaching conversation strategies
English teachers believe that it is very important to teach
students conversation strategies because even a native speaker
can fail if he doesn‟t know them. They say that students can
carry on an everyday conversation on any topic without
difficulty in an informal setting but they can‟t have a «real
conversation» on the same topic in the classroom.
7) Teach vocabulary
It is clear that students are not able to enter a specific
conversation if they don‟t have the vocabulary on the topic.
They had to be introduced some key phrases and words related
to the topic.
8) Teaching both formal and informal conversational skills
There are specific strategies for entering, extending, and
ending conversations both formally and informally. Knowing
these strategies for different types of conversations help
students avoid confusion and gain experience in different types
of conversations.
9) Correctness
Students should be assessed mostly informally
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b. The Steps to Teach Conversation
1) Teach a content lesson
Focus on key vocabulary on the topic and review simple
grammar rules before students are given the chance to practice
conversation.
2) Separate students into pairs or small groups
So as they feel less self-conscious about their skills and
have more opportunities to speak
3) Set parameters for the conversation
Discussions can focus on agreement or disagreement over a
definite issue, sharing ideas about current events, brainstorming
solutions to an issue
4) Assign roleplaying activities
So as the students can practice specific vocabulary or
phrases in realistic situation
5) Practice simulations
Simulations include more elaborate settings such as TV
host, singer, etc. Because a simulation can help students practice
their conversational skills and feel more confident while speaking
in front of the class
22
6) Ask students to be reporters or to interview one another
Students who act as the reporter or interviewer use
their conversational skills to get information, and students who act
as the subjects use their skills to make up answers to the questions
7) Allow students to play games together having made a rule that
students have to speak in English while playing (Milova:2015).
CLL is a method to teach English conversation activity in English
class. The Researcher believes that the method can increase students
participation in English conversation activity in English class of SMK
PLUS AL MADINAH Pabelan Kabupaten Semarang.
23
CHAPTER III
RESEARCH METHOD
A. Place and Time of Study
The study is located at SMK PLUS AL MADINAH on Jl. Raden
Fatah No. 30 Blambangan, Rt 03 Rw 02 KaumanKidul, Sidorejo, Salatiga.
The study was applied for the first year students in this school. Based on
The Researcher observation, this class has low participate in conversation
activity in English class.
The classroom action research is finished on August, 24th
2016 the
schedule of study can be drawn in the table below:
Table 3.1Schedule of the Study
No Date and Time Activities Place
1.
Tuesday
August, 16th
2016
Observation SMK PLUS AL
MADINAH Pabelan
Kabupaten Semarang
2.
Tuesday
August,
23rd
2016
Teaching
learning
process by
Community
Language
A class for the first year of
SMK PLUS AL
MADINAH Pabelan
Kabupaten Semarang
24
B. General Situation of SMK PLUS AL MADINAH PabelanKabupaten
Semarang
AL MADINAH PLUS Vocational High School (SMK PLUS AL
MADINAH) PabelanKabupaten Semarang is one of private Vocational
High Schools in Salatiga. It is located at Jl. Raden Fatah No. 30
Blambangan, RT 03 RW 02 KaumanKidul, Sidorejo, Salatiga.This
school focus on Computer Networking. Facilities and infrastructure in
SMKs PLUS AL MADINAH Pabelan consist of classroom, computer
laboratory, library, head master room, administrative room, field, mosque,
and toilet. AL MADINAH PLUS Vocational High School (SMK PLUS
AL MADINAH) PabelanKabupaten Semarang has history, vision and
mission. They are:
Learning
(CLL)
3.
Wednesday
August, 24th
2016
Teaching
learning
process by
Community
Language
Learning
(CLL)
A class for the first year of
SMK PLUS AL
MADINAH Pabelan
Kabupaten Semarang
25
1. The history of SMK PLUS AL MADINAH
The founder of AL MADINAH PLUS Vocational High School is
Institute of HidayatullahSalatiga. SMK PLUS AL MADINAH is
optional way of education for low and middle economy families but
they have high motivation to study. Learning process in this school
begin in June 2009.
In 2009 SMK PLUS Al-MADINAH located at Jl. KH. Abdul
Wahid (complex of Ar-Ridho mosque), Cabean, Sidomukti, Salatiga.
On 2011 SMK Plus Al-Madinah moved on Jl. RadenPatah No. 30
BlambanganRt 02 / IV KaumanKidul, Sidorejo, Salatiga.
2. Vision
Realizing SMK Plus Al-MadinahSalatiga as a human resources
professional printer independent, have a skill, intellectual, emotional,
and spiritual as well as an information center and technology for society
3. Mission
a) To organize Islamic vocational education quality.
b) To implement of education that combines skill, intellectual, moral,
and spiritual.
c) To provide skills and life skill for the students and the surrounding
community.
d) To print secondary graduates experts in the field of technology
26
e) To provide information technology development center for the wider
community.
4. Students of SMK PLUS AL MADINAH
There are 22 students of SMK PLUS AL MADINAH Pabelan in
the academic year 2016/2017. There are 6 students for the tenth grade,
8 students for the eleventh grade and 7 students for the twelfth grade.
C. Type of Study
The researcher use classroom action research (CAR) in this
research. Mertler (2009: 5) states Research is simply one of many means
by which humen beings seek answers to questions.
Besides, Arikunto (2006:2-3) informs that CAR consists of three
words, so there are three definitions, which can be explained:
1. Study-indicates an activity to observe the object by using of
methodologies and some ways to get the useful data or information to
improve the quality of thing and that is necessary for writer.
2. Action is a movement activity, which is done deliberately with a
certain purpose.
3. Classroom- in this case is not bound by the terms of the classroom, but
it has a more specific meaning. The word of class means groups of
students who are in the same time to receive the same lesson from the
same teacher.
27
Based on three of main words above, CAR means an observation
toward learning process that organized as an action, which is appeared
deliberately and happened simultaneously in the classroom.
D. Subject of the Study
The Subject of this study is the first year students of SMK PLUS
AL MADINAH Pabelan in the academic year 2016/2017. The researcher
took X and XI classes. There are 14 students. Based on The Researchers
observation, this class had low score in English ConversationActivity in
English class (based on teacher interview). She wants to apply the learning
method in order to increase students participation in English conversation
activity in English class. The position of The Researcher in this study is as
a teacher. The sample and the populations are as follow:
Table 3.2.The List ofXclass of SMK PLUS AL MADINAH
No Name
1. Denes DwiPrayitno
2. Nurkhamidah
3. ShintaAmaliaPutri
4. SulthoniAuliyaulhaq
5. Widia Sari Lestari
6. AshwindyEkaDoniFaniyanyo
28
Table 3.3.The List ofX1 class ofSMK PLUS AL MADINAH
No Name
1. Ahmad Rif‟anNur Huda
2. FikaNurdiyan
3. Millennia A
4. Oki Rahayu
5. RiandiksWijaya
6. Tutik Indah Wati
7. Yuliana M
8. Rijal R. Putra
E. The Procedure of Study
This study applies Kemmis and Mc Taggart‟s model of classroom
action study method. Arikunto (2010: 137) informs that the principal
concept of CAR according to both of those experts consists of four steps,
they are planning, acting, observing, and reflecting.
This study uses classroom action study, The Researcher do study in
two cycles those are cycle 1 and cycle II. The steps in each cycle are same.
The steps in each cycle are as follows:
29
Figure 3.1Cyclical Action Research model based on
kemmisandMcTaggart (1988)
1. Planning
The activities in the planning are as follow:
a. Preparing the materials and lesson plan in doing the action.
b. Preparing list of the students‟ name and scoring.
c. Preparing teaching aids
d. Preparing checklist for class observation (to know the situationsof
teaching learning process when the method or mode is applied).
e. Preparing a test (Pre- test and Post- test to know whether students
increase or not).
30
2. Action
The activities in the planning are as follow:
a. Giving Pre- test
b. Teaching speaking by English conversation using Community
Language Learning (CLL)
c. Giving opportunity to the students to ask about difficulties or
problems.
d. Asking the students to identify the conversation in a group.
e. Giving Post- test
3. Observation
Observation is one of the instruments in collecting data. As a
scientific method, observation can be systematically used to observe
and investigated the students condition and something they do in
teaching learning process. The Researcher will analyze the result of
Pre- test and Post- test to know whether the students participation in
English conversation activity increase or not.
4. Reflection
Reflection is result from observation then being reflected by the
researcher and The Researcher, this includes analysis, and evaluating
the result. It is to remember what happened that has been recorded in
observation. Reflection seeks to make sense of the process, problem
and real issues in strategic action.
31
F. Technique of Collecting Data
Explanation in this classroom action research, the researcher used
some techniques to collect qualitative and quantitative data. The
researcher use test to get the data as the technique of collecting
Quantitative data. Test is a series of question or exercise or other device
used to measure the skills, knowledge intelligence, ability or talent
processed by individuals groups as defines by Arikunto (1998: 138). In
this research the researcher usePre- test and Post–test. The first test is
Pre- test, do before the researcher does not use Community Language
Learning (CLL)method to increase students‟ participation in English
conversation.
The second test is Post- test do after the researcher use Community
Language Learning (CLL) as method of Language teaching in order to
know the result of this study before and after use photograph.
To collect the qualitative data, the researcher used some
technique, they are: observation and document.
1. Observation
Observation monitor the students‟ activity during English
teaching and learning. The researcher observes the situation in the
class during lesson, respond and attitude when they give the English
explanation and doing task and their difficulties. The researcher
decided to use observation sheet.
32
2. Documentation
According to Arikunto (1998: 274), documentation is an
activity to look for variable like notes, transcribes, books,
newspapers, magazines, etc. In this method, researcher holds a
check- list to look for the variable that had been decided.
G. Technique of Data Analysis
After collecting the data, the next step of this study is analyzing the
data. There are two ways to analyze the data, they are:
1. Descriptive technique (Qualitative)
A descriptive technique is used to know students‟ behavior during
the teaching learning process. In this case The Researcher analyzes the
observation checklist used field note in which has been made by his
partner and recorded all the activities in the classroom.
2. Statistical technique (Quantitative)
A statistical technique is used to summarize the data using
numbers. This technique is used to know the students‟ score of writing
ineach cycle. To analyze the data of the study, The Researcher used
Mean formula. David (1969:137) said that the mean is the most
frequently used measure of central tendency in test statistics. So, The
Researcher used Meanformula to analyze the data of the study.
33
a. Mean score:
Explanation:
M = Mean
∑Χ= The sum of the item score
N = The number of group
b. Standard Deviation
SD =√
(
)
Where,
SD : Deviation Standart
D : Difference between pre-test post-test
N : Total number of student
c. Test
To be able to know whether there is a significant improvement
or not between pre-test and post-test, researcher using t-test
after calculate the SD. The formula is:
to= (
)
√
Where,
34
to: T-test for the differences of pre-test and pos-test
SD : Deviation Standart for one sample t-test
D : Different between pre-test and post-test
N : Number of observation in sample.
Explanation:
P : Percentage
F :Frequecy
N : The number of group
Table 3.4. Speaking Rubric
Aspect Score Details
Pronounciation 25 Easy to understand
pronounciation and
have a native accent
20 Easy to understand
though with a certain
accent
15 There is a problem of
pronounciationthat
make the listener must
35
concentrated fully and
sometimes there are
misunderstandings
10 It is difficult to
understand because of
pronounciation
problems, often asked
to repeat
5 A serious
pronounciation
problems that cannot be
understood
Grammar 25 No or few grammatical
error
20 Occasionally makes
grammatical errors but
does not affect the
meaning
15 Often make
grammatical errors
which affect meaning
10 A lot of grammatical
errors that impede
36
meaning and often
rearranging sentences
5 A grammatical error is
so severe that is
difficult to understand
Vocabulary 25 Using the vocabulary
words and phrases such
as native speakers
20 Sometimes uses
inappropriate
vocabulary
15 Frequent use of
inappropriate
vocabulary,
conversation is limited
due to limited
vocabulary
10 Using the wrong
vocabulary and
vocabulary is limited so
it is difficult to
understand
5 A very limited
37
vocabulary so that the
conversation is not
possible
Content 25 Easy to express ideas
although there is
repeating in certain part
20 Sometimes difficult to
express ideas due to
limited vocabulary
15 Little difficult to
express ideas verbally
and a lot of repeating
10
Difficult to express
ideas searching for
vocabulary does not
complete utterances
5 Limited to express ideas
communication difficult
although in simple
dialogue
Brown (2004: 243)
38
CHAPTER IV
DATA ANALYSIS AND DISCUSSION
In this chapter, The Researcher would like to analyze the data gathered
from the action study activities. The data has obtained from teaching learning
process and evaluation. The data analysis is to measure the students‟ participation
inEnglish conversation activity in English class by Community Language
Learning (CLL) method.
In this study, the data consisted of field note, the result of pretest and Post-
test. There has two cycles in this study, cycle I and cycle II. For the whole stages
of each cycle would be explained in the description bellow:
A. Data Analysis
1. Cycle I
a. Planning
The Researcher prepared some instruments of the study.
They are as follow:
1) Lesson plan as teaching guidance in learning process.
2) The Researcher preparing the material.
3) Checklist for classroom observation (to know the
situations of teaching learning process which CLL
method is applied)
4) Teaching aids
39
5) Pre- test and Post- test
Pre- test was given to the students before applying
“CLL method” and Post- test was given after applying
this CLL method.
b. Implementation of the action
On Tuesday August 23rd
2016, the researcher (the
researcher) and the observer entered X and XI class of SMK AL
MADINAH PLUS Pabelan. The condition of the class was quiet
and the researcher accosted the students soon. Next, The
Researcher introduced herself and she explained what is her
purpose in SMK AL MADINAH PLUSPabelan. Before the
researcher would explain the material, she asked the students to
introduce themselves in front of the class and she asked the
students to do Pre- test. The researchers give a hand out (
exampleof English conversation) and students ask the students to
make a conversation in pair. After the students have finished
doing Pre- test, she asked the students to perform their English
conversation in front of the class and collect the answer sheet on
my table. The researcher gave the materials and began to discuss
the material would be studied. The English conversation among
teacher and students in speaking lesson were as follows:
40
Teacher : “Assalamualaikumwr.wb”.
Students : “Waalaikumsalamwr.wb”.
Students :“Good morning bu”.
Teacher :“Good morning students. How are you
today?”Students : “I’m fine thank you, and you ?”
Teacher : “I’m fine too,thank you.”
Teacher : “Guys, let’s start our meeting by saying
basmalah together.”
Students :“Bismillahirrahmaanirrakhim.”
Teacher : “Before we start our lesson, firstly I will
introduce myself. My name is Ira Nurussofa. I
am a university student in IAIN Salatiga.
Before explaining the material today, she asked the
students to introduce themselves in front of the class to know the
ability in speaking skill. The English conversation among teacher
and students in introduction session were following:
Teacher :“Please introducing yourself and say anything
about yourself.”
When the researcher asked to them, the students were less
participation. They just looked at the researcher and say
”sayatidak miss” (I can‟t miss).
41
Teacher :“You can say anything, if you don’t know in
English, you can say in Bahasa.” Finally, they
was done.
The researcher asked the students to do a Pre- test. The researchers
gave hand out (example of English conversation) and askedthestudents to
make an English conversation in pair. After the students have finished
doing Pre- test and she asked the students to perform their conversation in
front of the class and collect the answer sheet on my table.
In this session, Tutik Indah Wati was less participation. She
did not come forward to perform her conversation‟s assignment.
The researcher began to discuss the material used CLL method.
The researcher gave materials about reservation. The English conversation
among teacher and students discussingthematerial used CLL method,
were as follows:
Teacher :“This material about reservation.
Do you know about the material?.”
Students :“No, I do not”
Teacher :“I will explain about reservation. Do you ever study
about reservation?.”
Students: “Ya Miss pernah”. ( Yes, I do)
42
The researcher asked the students to write the material and
explained to them. She was not give the permission to open dictionary.
But, if they were not understand the meaning, they could ask to their
friends or teacher.
Rif‟an:“ What is the meaning of single room bu?”
Teacher : ”They need one room for one person”
( Merekamemesansaturuangtidruntuksatu orang).”
Rif‟an : “Oh, yes bu.”
Teacher :“Any others questions?.”
Sulthony :“Reserve a seat to Jakarta apabu?.”
Teacher :“DiaatauMerekamemesansatukursiuntukke Jakarta.”
Sulthony :“Kokkursibuk?.” (why chair miss?)
Teacher :”It’s mean a seat flight to Jakarta.”
Ashwindy :“Flight apabu?” ( what is flight miss?)
Teacher :“Penerbangan mas windy. Okey, any others question?”
Students :“No bu.”
Teacher :“Are you understand?”
Students :“Insyaallah”
43
Most of the students understood with the material. The researcher
gave them hand out in pair in Post- test. She asked them to read anddiscuss
with friends, if they were notunderstood with the hand out she gave them
10 minute and then they must performed in front of class. Teacher
corrected their pronounciation.
There were many words were corrected, such as I’d( I would), else
( how to pronounce), we’d ( we would), and we’ve ( we have). The
researcher gave them how to pronounce and students repeated it. She ask
them to collect hand out in my desk and she gave them questions to Post-
test.
Table 4.1 The Result of Pre- test and Post- test 1
No Name Pre- test1
(X)
Post- test 1
(Y)
D
1. Denes Dwi P 60 70 10 100
2. Nurkhamidah 50 65 15 225
3. Shinta A 60 75 15 225
4. Sulthoni A 55 65 10 100
5. Widia Sari 55 60 5 25
6. Ashwindy E 50 65 15 225
7. A. Rif‟an 60 65 5 25
8. Fika N 60 70 10 100
44
1) M
1. Mean of Post- test in cycle 1
2. Standard Deviation of Cycle 1
SD =√
(
)
SD =√
(
)
SD = √ ( )( )
SD = √
SD = √
SD = 3,13
9. Millennia A 55 70 15 225
10. Oki Rahayu 50 65 15 225
11. Riandika W 55 65 10 100
12. TutikWati 50 65 15 225
13. Yuliana M 60 75 15 225
14. Rijal R. Putra 50 60 10 100
Total 770 935 175 2325
45
3. Calculated of T-test Value
to=(
)
√
to= (
)
√
to=
√
to=
√
to=
to= 14,53
(a) Calculated of df
df= n-1
df= 14-1
df= 13
46
(b) Consult with t-table
With df=13, the value of t-table with level of significant
0,05% is 1.7103
(c) Comparing t-test with t-table
From the result data above, ascertainable that the cycle 1 t-
test value is 14,53 and t-table value is 1,7103. Because the
result of t-test ≥ t-table = 14,53 ≥ 1,7103. So, the alternative
hypothesis (Ha) was accepted and the null hypothesis (Ho)
was rejected. It means that there is a significant difference
between pre-test and post-test
Explanation:
P : Percentage
F :Frequecy
N : The number of group
Excellent
Good
Good Enough
Poor
47
By analyzing the result of pretest and Post- test above, there was an
increase of the students‟ score in the first year of SMK PLUS AL
MADINAH Pabelan in the academic year 2016/2017. It was 2,28from
70,14to 72,42. This increase of the students‟ score showed a little
improvement of the student speaking skill by English conversation. Thus,
the researcher appreciated of the student participation in English activity in
English class to be good or excellent.
Table 4.2 Students Participation to the Lesson of Cycle 1
No Expression Always Often Rare Never
1.
Students are
motivated to
follow this lesson
V
2.
Students are
disadvantages if
they do not follow
this lesson
V
3.
Students believe
this lesson are
useful
V
4.
Students try to
collect the task on
time
V
48
5.
Students try to
understand this
lesson
V
6.
Students ask to the
researcher if they
do not understand
the material
V
7.
Every student
expresses her/his
ideas
V
8.
Students discuss
the material with
friends
V
9.
Students try to be
active in the
classroom
V
10.
Students try to
look for the
material in the
V
49
library or internet
The Researcher makes scale of students participation as below :
Number of Students Criteria
33 Students Always
48 Students Often
52 Students Rare
6 Students Never
c. Observation
In the first cycle, The Researcher and the observer have
observed the teaching learning process. The researcher could see
that the students of SMK PLUS Al MadinahPabelan in the first
year in the academic year of 2016/2017 wasmotivated to learn
foreign language especially in the conversation activity. Most of
student could speak but the grammar was incorrect and some
students feelnervous to speak in front of their class.
d. Reflection
After analyzing the result of action in cycle 1, the
researcher could assume that it is very important for the researcher
to increase comfortable condition in English class activity. The
researcher must helped student to enjoy with English learning,
50
such as gave permission to speak in Bahasa and then the
researchertranslated what student spoke.
Action 1 did not give satisfactory result because student
were less confident and afraid making mistake grammar, such
Tutik. The indicator of Students Participation is the score of
students Post- test was higer than KKM.There were students who
still unfocused on the lesson KKM score is 70 and from the post-
test , it is only 5 students passed the score. Therefore, it was very
important to continue to next cycle to increase students
participation in English conversation in English class.
2.Cycle 2
a. Planning
The Researcher prepared some instruments of the study.
They were as follow:
1) Lesson plan as teaching guidance in learning process.
2) The Researcher preparing the material.
3) Checklist for classroom observation (to know the situations of
teaching learning process when CLL method is applied)
4) Teaching aids
5) Pre- test and Post- test
Pre- test was given to the students before applying “CLL
method” and Post- test was given after applying this CLL
method.
51
b. Implementation of the action
On Wednesday, August 24th
2016, the researcherand
the observer entered X and XI class of SMK AL MADINAH
PLUS Pabelan. The researcher asked the students to do a Pre-
test. The researchers gave hand out. The researcher asked the
student to make a conversation based on the questions and
students could not open dictionary. About 15 minutes, the
researcher ask students to present their assignment in pair. The
conversation between teacher and students in speaking lesson
were as follows:
Teacher :“Assalamualaikumwr.wb”.
Students :“Waalaikumsalamwr.wb”.
Students :“Good morning miss”.
Teacher :“Good morning students. How are you
today?”
Students :“I’m fine thank you, and you ?”
Teacher :“I’m fine too,thank you.”
Teacher : “Guys, let’s start our meeting by saying
basmalah together.”
Students :“Bismillahirrahmaanirrakhim.”
Teacher : “We will continue our lesson today”
Students :“Yes bu.”
52
The researcher gave questions about feeling or emotion and
hand out. The conversation between teacher and students to
introduction session were as follow:s
Teacher:“How do you feel if you can not do the
examination?”.
Shinta : “I feel sad bu”
Teacher: “ Are you cry shinta?”
Shinta : “ Maybebu,hehe”
Teacher:“Okeshinta”.
Now, the researcher will give you a hand out, please do and
practice in pair”.
Students :“Okeybu, Bolehbukakamus?” (could open
dictionary?
Teacher :“No”
When the researcher asked to them, the students were more
participate. They were brave to ask with the researcher.
After the students have finished doing pre- test, they was
practice in front of class in pair. In this session, they were less
pronouncation.
The researcher began to discuss the material would be
studied used CLL method. The researcher gave materials about
emoticon or feeling. The conversation between teacher and
53
students in discuss the material used CLL method, were as
follows:
Teacher: “I will make you in pair”.
Students: “Yes bu”
After the researcher asked the students in pair, the
researcher explained the material used CLL method.
Teacher : “I will explain about emoticon or feeling. Do you
ever study about emoticon or feeling?”
(pernahkah kalian belajartentangperasaan?)
Students :“ Belum miss”. ( no, I do not)
Teacher :“Okey, I will explained about emoticon or feeling
someone.”
The researcher asked the students to write the material and
the researcher explained to them. The researcher did not
permission to open dictionary. But, if they didn‟t understand the
meaning, they would ask to their friends or teacher.
Teacher :“We will discuss about the hand out”
Students :“Yes bu”
Teacher :“Please discuss with your friends.”
The researcher gave 10 minutes to discuss. After 10
minutes, the researcher asked students if there were any question.
Teacher :“Any question guys?”
54
Denes :“Bahasainggrisnyamumetapabu?”
Teacher :“Confused denes”
The researcher think most of students was understood with
the material. She gave them hand out to Post- test. She asked them
to fill the question in the hand out for 25 minutes and asked them
to collect hand out in my desk.
Table 4.3The Result of Pre- test and Post- test 2
No Name Pre- test
2
Post- test
2
D D
1. Denes Dwi P 65 85 20 400
2. Nurkhamidah 60 70 10 100
3. Shinta A 70 85 15 225
4. Sulthoni A 65 80 15 225
5. Widia Sari 60 75 15 225
6. Ashwindy E 60 75 15 225
7. A. Rif‟an 70 80 10 100
8. Fika N 60 80 20 400
9. Millennia A 65 85 20 400
10. Oki Rahayu 60 75 15 225
11. Riandika W 65 75 10 100
12. TutikWati 60 70 10 100
13. Yuliana M 65 85 20 400
55
14. Rijal R. Putra 60 70 10 100
Total 885 1090 205 3222
1. Mean of Post- test in cycle 2
2.Standard Deviation of Cycle 2
SD =√
(
)
SD =√
(
)
SD =√ ( )
SD =√
SD =√
SD = 3,97
3.Calculated of T-test Value
to= (
)
√
to= (
)
√
to= (
)
√
to=
to= 13,30
56
(d) Calculated of df
df= n-1
df= 14-1
df= 13
(e) Consult with t-table
With df=13, the value of t-table with level of significant
0,05% is 1.7103
(f) Comparing t-test with t-table
From the result data above, ascertainable that the cycle 1 t-
test value is 13,30 and t-table value is 1,7103. Because the
result of t-test ≥ t-table = 13,30 ≥ 1,7103. So, the alternative
hypothesis (Ha) was accepted and the null hypothesis (Ho)
was rejected. It means that there is a significant difference
between pre-test and post-test
Explanation:
P : Percentage
F :Frequecy
N : The number of group
57
Excellent
Good
Good Enough
Poor
By analyzing the result of pretest and Post- test above, there
was an increase of the students‟ score in the first year of SMK PLUS
AL MADINAH Pabelan in the academic year 2016/2017. It was 7,28
from 74,5 to 81,78. This increased of the students‟ score show a little
improvement of the student speaking skill by English conversation.
Thus, CLL method is appropriate to be implemented for the students in
the first year of SMK PLUS Al MadinahPabelan in the academic year
of 2016/2017 to increase the students participation in English
conversation in English class. They have tried their motivation to
increase their speaking, from good to be excellent.
Table 4.4Students Participation to the Lesson of Cycle 2
No Expression Always Often Rare Never
1.
Students are motivated
to follow this lesson
V
Students are V
58
2.
disadvantages if they do
not follow this lesson
3.
Students believe this
lesson are useful
V
4.
Students try to collect
the task on time
V
5.
Students try to
understand this lesson
V
6.
Students ask to the
researcher if they do not
understand the material
V
7.
Every student expresses
her/his ideas
V
8.
Students discuss the
material with friends
V
9.
Students try to be active
in the classroom
V
10.
Students try to look for
the material in the
library or internet
V
59
The Researcher makes scale of students participation as below :
Number of Students Criteria
47 Students Always
40 Students Often
48 Students Rare
5 Students Never
c. Observation
In the cycle 2, The Researcher was accompanied by
the observer have observed teaching and learning though CLL
method. The Researcher monitored the students English
conversation activity and the researcher could know that
students have motivated to speak in English. The second cycle
wereshows better than cycle 1.In the second cycle, the
students more confident to speak in front of their friend in the
classroom.
The researcher could say that CLL method is
appropriate to be applied for the first students of SMK PLUS
Al Madinah in the academic year of 2016/2017 because the
relation among teacher and students like counselor and client
60
was applied in this activity. The researcherhave a roleto
implement CLL method according to CLL design. The
students felt enjoy to speak English with less
pronounciationwithout frightened.
d. Reflection
After analyzing the result in cycle 1 and 2, the researcher
could conclude that CLL (Community Language Learning)
method could increase the students participation and
achievement in English conversation activity in English class
in the academic year of 2016/2017. In Post- test cycle 2
showed that the indicator of Students Participation was focus
because most of students score higer than KKM.
In addition, it was very important for each teacher to give
motivation and to make students enjoyable with our lesson.
CLL (Community Language Learning) method was
appropriate to be applied in teaching and learning foreign
language. This method involved psychological aspect, the
students enjoyable with our learning to speak naturally. The
researcher as a counselor for the students could help students
to learn foreign language. In a group work, students could
increase their speaking skill directly. They would speak more
and freely without frightened.
61
CHAPTER V
CLOSURE
A. Conclusion
After analyzed the data the researcher conclude that using
Community Language Learning (CLL) methodis the strategy that can
develop and increase students participation and achievement in English
conversation activity in English class.
1. The profile of students participation in English conversation activity
in English class for the first year students of SMK PLUS Al
Madinah Pabelan Semarang District in the academic year
2016/2017 was less participation. When the researcher asked them,
the students were less participation.
2. The findings showed that the improvement of students participation
in English conversation activity in English class is significant after
students got CLL method. It could be seen from the comparison
between all the score of cycle I, cycle II. The findings displayed that
students participation in English conversation activity in English
class increased from Pre to Post- test able to develop students
participation in English conversation activity in English class.
3. The achievment showed that the mean of Pre-test 1 was 55, the
mean of Post- test1 was 66,8, and the mean of Pre-test 2 was 63,2,
the mean of Post- test 2 was 77,8. The percentage of Pre- test cycle
62
1 are, Excellent is 0%, Good is 71,42% Good enough is 28,57%,
poor is 0%. The percentage of Post- test 1 are, Excellent is 0%,
Good is 92,85%, Good enough is 7,14%, Poor is 0%. The
percentage of Pre- test 2 are, Excellent is 0%, Good is 92,85%,
Good enough is 7,14%, Poor is 0%, and the percentage of Post- test
2 are, Excellent is 28,57%, Good is 71,42%, Good enough is 0%,
Poor is 0%. We can conclude that the researcher appreciated of the
student participation in English activity in English class to be
excellent. It means that CLL method is able to develop students
participation and achievement in English conversation activity in
English class.
B. Suggestion
Having known the findings of the research, the researcher gave
suggestions as follows:
1. To the researcher
Teacher should use CLL method as a strategy to develop
students participation in English conversation in English class.
This method can develop studentsparticipation. The researcher
should motivate the students to active, respond, and listen what
their teacher and friend said. In addition, the researcher should
know the need of the students related with the competencies they
need.
2. To the student
63
d.The students should be obligated to ask teacher when they did
not understand.
e. The students should be obligated to participate in English
class.
f. The students need to have a big spirit and study harder.
g.The students should extend their skill in many ways, using
new words along in English class or their daily life.
3. To the institution
It has been known from the result of the study that the use
of CLL method could improve students participation in English
conversation in English class. Based on the explanation, The
Researcher would like to suggest the other researcher; the result of
the study could be used as additional reference to further research
with the different sample and occasions
1
BIBLIOGRAPHY
Arikunto, Suharsimi. 1998. ProsedurPenelitian: SuatuPendekatanPraktek.
EdisiRevisi IV. Jakarta: RinekaCipta
Arikunto, Suharsimi.2010.Prosedur Penelitian: SuatuPendekatanPraktik. Jakarta:
RinekaCipta
Arikunto, Suharsini. Dkk, 2006.PenelitianTindakanKelas. Jakarta. BumiAksara.
Azizah, Munirotul. 2014. The use of Community Language Learning (CLL) to Improve Speaking Skill (An Experimental Study of the Second Grade Students of SMP N 2Banyubiru in the Academic Year of 2013/2014. STAIN SALATIGA
Branen, Julia, Mixing Methods. 1993. Qualitative and Quantitative research.
Avenbury: Englands
Brown, H Douglas. 1980. The principle of language learning and teaching. New
Jersey: Prentice-Hall,Inc
Classroom. America: United Stated of America
FauziatiEndang. 2005 .Teaching Of English As A Foreign Language, Surakarta:
Muhammadiyah University Press
Harris, David P. 1969. Teaching English as a Second Language.United State of
America.McGraw- hill book company
Liddicoat, J. Anthony. 2007. An Introduction to Conversation Analysis. London:
11 York Road
Mertler, A craig (2009). Action Research Teacher As Researcher In The School
Milova, Оksana Ye.2015.Teaching Conversation in English LanguageClassroom:
Conversational Techniques. Kyiv: Boris Grinchenko Kyiv University
Morries, W. 1966.The Grollier International Dictionary.Danbur: The GloilerInc
Munir, Ahmad. 2005. Communication Strategies Toward Student’s Speaking
Ability. STKIP Thesis S-1. Unpublished
Nunan, David.1991.Language Teaching Methoddology. Paractice hall: New York.
Richards, Jack C. 1986. Approaches and Methods in Language Teaching. New
York: Cambridge
2
Sapir, Edward. 1949. Language an introduction to the study of speech. New York:
Harcourt, Brace and Company
Selun, Bruno. 2008. Teacher Perspectives and Student Participation in a London
Independent School. Department of Education London Metropolitan
University
Stevick, E.W. 1980. Teaching Language: A Way and Ways.Rowley. Mass:
Newbury House
3
APPENDICES
4
5
6
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Nama Sekolah : SMK PLUS AL MADINAH
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : X /1
Skill : Berbicara
Alokasi Waktu : 1 x 90menit
A. Standar Kompetensi:
Berkomunikasi dengan Bahasa Inggris setara LevelNovice
B. Kompetensi Dasar:
Menghasilkantuturansederhana yang cukupuntukfungsi-fungsidasar
C. Indikator:
Indikator Karakter peserta didik yang
diharapkan
1. Ungkapan penawaran
barang dan jasa digunakan
secara tepat.
a. Religius
b. Jujur (Honest)
c. Kerja keras (Hard work)
d. Mandiri (Independent)
e. Kreatif (Creative)
D. Tujuan Pembelajaran:
Pada akhir pembelajaran, siswa dapat:
7
Mengungkapan penawaran barang dan jasa digunakan secara tepat.
E. MetodePembelajaran
Community Language Learning (CLL)
F. MateriPembelajaran
Penawaran Barang dan Jasa
How to offer something?
It is common to use both “ Would you like” and modal forms as “
Can I …”, May l …”
Modal Expressing offers
- Can I help you?
- I could give you a lift.
- May I carry your suitcase, Ma‟am?
- Shall I copy this document for you?
- I will make you some coffee.
Offering something
- Can I get you some …?
- Would you like some …?
- May I offer you some …?
- Would you like me to get you some …?
8
Accepting / Refusing the offers
The following phrases are commonly used when accepting
offers:
Accepting an Offer Refusing an Offer
- I‟d love to
- That would be nice
- OK, sounds great.
- Yes, please.
- Just what I need.
- Sorry, I can‟t. Thanks
anyway.
- No, I can‟t …
- No, it‟s OK. Thanks.
- Thanks. But I …
G. Langkah-langkah Kegiatan
1. Kegiatan Pendahuluan/Motivasi
a. Greeting (memberi salam dan tegur sapa)
b. Do‟a
c. Absen
2. Kegiatan Inti
1. Eksplorasi
a. Teachers introduce the expression supply of goods and
services are used appropriately
b. Teacher asks students about a word or phrase has ever
encountered students (idiom supply of goods and services
areused appropriately)
9
c. Teacher gives an example of a word or phrase phrase
supply of goods and services are used appropriately
3. Elaborasi
a. Asks the students to read examples of conversations that have
given teachers.
b. Ask the students to look for difficult words in a conversation.
c. The teacher tells or answer the difficult words to the students.
d. Ask the students to devide into group (2 or 3 students) and to
make conversation about the expression of the supply of
goods and services are used appropriately
e. Ask the students to present the results of the each group.
4. Confirmation
Students give the reflections or comments about things that have
been known about the expression of the supply of goods and
services are used appropriately.
5. KegiatanPenutup
a. Summing up the matter.
b. Ask the students the difficulties about learning the material is
taught in the classroom (Expression supply of goods and services
H. Sumber belajar
a. “English for Technology School” (LP2IP Yogyakarta)
10
I. Evaluation
a. Tes tertulis.
b. Penampilan siswa selama proses belajar berlangsung.
J. Penilaian
a. Pedoman Penilaian.
Speaking Rubric
Aspect Score Details
Pronounciation 25 Easy to understand
pronounciation and
have a native accent
20 Easy to understand
though with a certain
accent
15 There is a problem of
pronounciationthat
make the listener must
concentrated fully and
sometimes there are
misunderstandings
10 It is difficult to
understand because of
pronounciation
11
problems, often asked
to repeat
5 A serious
pronounciation
problems that cannot be
understood
Grammar 25 No or few grammatical
error
20 Occasionally makes
grammatical errors but
does not affect the
meaning
15 Often make
grammatical errors
which affect meaning
10 A lot of grammatical
errors that impede
meaning and often
rearranging sentences
5 A grammatical error is
so severe that is
difficult to understand
12
Vocabulary 25 Using the vocabulary
words and phrases such
as native speakers
20 Sometimes uses
inappropriate
vocabulary
15 Frequent use of
inappropriate
vocabulary,
conversation is limited
due to limited
vocabulary
10 Using the wrong
vocabulary and
vocabulary is limited so
it is difficult to
understand
5 A very limited
vocabulary so that the
conversation is not
possible
Content 25 Easy to express ideas
although there is
13
repeating in certain part
20 Sometimes difficult to
express ideas due to
limited vocabulary
15 Little difficult to
express ideas verbally
and a lot of repeating
10 Difficult to express
ideas searching for
vocabulary does not
complete utterances
5 Limited to express ideas
communication difficult
although in simple
dialogue
Brown (2004: 243)
Salatiga, 23 Agustus 2016
Praktisi
Ira Nurussofa
14
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Nama Sekolah : SMK PLUS AL MADINAH
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : X /1
Skill : Berbicara
Alokasi Waktu : 1 x 90menit
K. Standar Kompetensi:
Berkomunikasi dengan Bahasa Inggris setara LevelNovice
L. Kompetensi Dasar:
Menghasilkantuturansederhana yang cukupuntukfungsi-fungsidasar
M. Indikator:
Indikator Karakter peserta didik yang
diharapkan
1. Ungkapan berbagai
perasaan disampaikan
dengan tepat
f. Religius
g. Jujur (Honest)
h. Kerja keras (Hard work)
i. Mandiri (Independent)
j. Kreatif (Creative)
15
N. Tujuan Pembelajaran:
Pada akhir pembelajaran, siswa dapat:
Mengungkapan berbagai perasaan disampaikan dengan tepat
O. MetodePembelajaran
Community Language Learning (CLL)
P. MateriPembelajaran
Ungkapan berbagai perasaan
Recognize the importance of expressing emotions.
Unexpressed emotions affect your life. If you want to take control
over your emotional life, you need to learn how to express your
emotions. Expressing emotions is the best way to release the pent up
feelings.
Examples expressing feelings or emotions:
- That‟s really great. I‟m so happy.
- I‟m happy to hear that.
- It gives me a great pleasure.
- Good News! It makes me happy.
- What should I do to cheer you up?
- I really care about you.
- Don‟t worry. i/m with you.
- What‟s wrong?
- Hope you will be fine.
16
- Are you OK?
- I am glad to know that you will help me doing my
homework.
- I feel disappointed cause I couldn‟t meet my favorite
singer.
- I felt happy because I have won the swimming competition.
- I felt excited because I will go to Singapore nest month.
Q. Langkah-langkah Kegiatan
A. Kegiatan Pendahuluan/Motivasi
d. Greeting (memberi salam dan tegur sapa)
e. Do‟a
f. Absen
B. Kegiatan Inti
2. Eksplorasi
a. Teachers introduce the expressions feelings appropriately.
b. Teacher asks the students about a word or phrase has ever
encountered students (expression of feelings used
appropriately)
c. Teacher gives an example of a word or phrase used phrase
these feelings appropriately.
17
3. Elaborasi
a. Teacher asks the studentsof group work (2 or 3 students)
b. The teacher give hand-out for each group
c. The teacher ask the students to make conversation about the
hand-out and practice in front of class
3. .Konfirmasi
Students give the reflections or comments about things that
have been known about the expression of feelings that are used
appropriately
C. Kegiatan Penutup
1. Summing up the matter.
2. Asking the student the difficulties in learning the material being
taught..
R. Sumber belajar
b. “English for Technology School” (LP2IP Yogyakarta)
S. Evaluation
a. Testertulis.
b. Penampilan siswa selama proses belajar berlangsung.
18
T. Penilaian
a. Pedoman Penilaian.
Speaking Rubric
Aspect Score Details
Pronounciation 25 Easy to understand
pronounciation and have
a native accent
20 Easy to understand
though with a certain
accent
15 There is a problem of
pronounciationthat make
the listener must
concentrated fully and
sometimes there are
misunderstandings
10 It is difficult to
understand because of
pronounciation problems,
often asked to repeat
19
5 A serious pronounciation
problems that cannot be
understood
Grammar 25 No or few grammatical
error
20 Occasionally makes
grammatical errors but
does not affect the
meaning
15 Often make grammatical
errors which affect
meaning
10 A lot of grammatical
errors that impede
meaning and often
rearranging sentences
5 A grammatical error is so
severe that is difficult to
understand
Vocabulary 25 Using the vocabulary
words and phrases such
as native speakers
20
20 Sometimes uses
inappropriate vocabulary
15 Frequent use of
inappropriate vocabulary,
conversation is limited
due to limited vocabulary
10 Using the wrong
vocabulary and
vocabulary is limited so it
is difficult to understand
5 A very limited vocabulary
so that the conversation
is not possible
Content 25 Easy to express ideas
although there is
repeating i n certain part
20 Sometimes difficult to
express ideas due to
limited vocabulary
15 Little difficult to express
ideas verbally and a lot of
repeating
21
10 Difficult to express ideas
searching for vocabulary
does not complete
utterances
5 Limited to express ideas
communication difficult
although in simple
dialogue
Brown (2004: 243)
Salatiga, 24Agustus 2016
Praktisi
Ira Nurussofa
22
PRE-TEST ASSIGNMENT
1. Read the Conversation!
2.Please make a Conversation with your group about making Reservation!
3.Then, practice the Conversation in front of class!
For examples :
Conversation for making Reservations
A : Good Morning, welcome to Melati hotel, can I help you?
B : I would like to make a hotel reservation.
A : What day will you be arriving?
B : I will be arriving on May 14th
.
A : How long will you be staying?
B : I need the room for 3 nights.
A : How many people will be staying in the room?
B : I will be staying in the room alone.
A : Would you like a smoking or nonsmoking room?
B : We need a nonsmoking room.
A : We have booked a room for you. Please be sure to arrive before 4:00
on your check-in date.
23
MENU
1. Pizza Hut
2. Pizza Hut with Salami
3. Coffee
4. Juice (Orange Juice, Apple Juice, Avocado Juice, Pineapple Juice)
For example :
Conversation for order in Restaurant
Tom and Yeni are going to the cinema. The film starts at eight thirty. It is seven
forty-five now and they are in Pizza Hut, next door to the cinema complex.
Waiter : Good evening. Can I have your order, please?
Tom : Two pizzas with salami, please.
Waiter : And to drink? Do you want anything to drink?
Tom :Yes. I would like a cup of coffee. Do you want any coffee, yeni?
Yeni : No. thanks. Not for me. But I would like a glass of orange juice,please.
Waiter : Two pizzas with salami, a cup of coffee and a glass of orange juice. Is
that all?
Tom : Yes. That‟s all.
(it is eight twenty now)
Tom : finished?
Yeni : Yes. Thank you.
Waiter : anything else?
Tom : No. how about you, Yeni?
Yeni : No. look at the time, Tom. We‟ve only got ten minutes.
Tom : we‟d like the bill, please.
Waiter : Yes, Sir. It‟s coming.
24
POST-TEST ASSIGNMENT
1. Read the Menu!
2. Please, make a conversation with your group about making request and
offer!
3. Then, practice the conversation in front of class!
MENU
1. Roasted chicken, peas and roasted or boiled potatoes
2. Roasted lamb, beans and roasted or boiled potatoes
3. Fried chicken, cooked rice and special sauce with mixed vegetables
4. Dessert ( Vanilla or Chocolate ice cream, fruit salad with cream,
cheese and biscuits)
5. Beverage ( red or white wine, fruit juice: avocado, pineapple,
watermelon, orange)
6. Coffee ( black coffee, coffee white sugar, coffee with cream)
25
PRE- TEST ASSIGNMENT
Work in Pairs, Express your feeling in the situations given and make
conversation about their feeling!
For example:
1. Someone steal your money. (angry – report to the police)
A: How do you feel if someone steal your money?
B: I feel angry with her/him.
A: What are you going to do?
B: I will report it to the police.
1. Someone introduces you to your favorite singer. ( happy - take picture)
2. A stranger comes to your house. ( surprised – ask who he is)
3. You cannot do your mathematics homework. ( sad – ask the teacher)
4. You see a very beautiful scenery on top of the mountain. ( amazed – take a
deep breath)
5. Your sister goes out somewhere with a stranger. ( worried – report to the
police)
26
POST-TEST ASSIGNMENT
Work in Pairs,practice responding to questions involving feelings and make
conversation about their feeling!
For example:
2. Happy – pass the exam
A: How do you feel?
B: I feel happy because I have passed the exam.
1. Worried – heard bad news
2. Nervous – will do the English debate
3. Angry – my friend forgot his promise
4. Excellent – have done all homework
5. Hopeless – no one helps me solve math problems
Students’ Participation Sheet
27
No Name Participation Cycle 1 Participation Cycle 2
1. Sulthoni Always : 4 Often : 2 Rare : 1 Never : 3
Always : 6 Often : 4 Rare : 0 Never : 0
No Name Participation Cycle 1 Participation Cycle 2
2. Millenia Always : 2 Often : 7 Rare : 1 Never : 0
Always : 3 Often : 3 Rare : 4 Never : 0
No Name Participation Cycle 1 Participation Cycle 2
3. Tutik Always : 1 Often : 2 Rare : 6 Never : 1
Always : 3 Often : 2 Rare : 5 Never : 0
No Name Participation Cycle 1 Participation Cycle 2
4. Oki Always : 1 Often : 2 Rare : 7 Never : 0
Always : 2 Often : 3 Rare : 5 Never : 0
No Name Participation Cycle 1 Participation Cycle 2
5. Yulliana Always : 2 Often : 5 Rare : 3 Never : 0
Always : 4 Often : 4 Rare : 2 Never : 0
No Name Participation Cycle 1 Participation Cycle 2
6. Rif’an Always : 0 Often : 5 Rare : 5 Never : 0
Always : 2 Often : 2 Rare : 5 Never : 1
No Name Participation Cycle 1 Participation Cycle 2
7. Rizal Always : 0 Often : 0
Always : 2 Often : 0
28
Rare : 10 Never : 0
Rare : 8 Never : 0
No Name Participation Cycle 1 Participation Cycle 2
8. Riandika Always : 0 Often : 4 Rare : 6 Never : 0
Always : 3 Often : 2 Rare : 5 Never : 0
No Name Participation Cycle 1 Participation Cycle 2
9. Fika Always : 0 Often : 3 Rare : 7 Never : 0
Always : 3 Often : 3 Rare : 4 Never : 0
No Name Participation Cycle 1 Participation Cycle 2
10. Nurkhamidah Always : 5 Often : 4 Rare : 1 Never : 0
Always : 6 Often : 4 Rare : 0 Never : 0
No Name Participation Cycle 1 Participation Cycle 2
11. Denes Always : 1 Often : 6 Rare : 3 Never : 0
Always : 4 Often : 3 Rare : 3 Never : 0
No Name Participation Cycle 1 Participation Cycle 2
12. Shinta Always : 7 Often : 1 Rare : 0 Never : 2
Always : 8 Often : 2 Rare : 0 Never : 0
No Name Participation Cycle 1 Participation Cycle 2
13. Aswindhy Always : 6 Often : 2 Rare : 2 Never : 0
Always : 6 Often : 3 Rare : 1 Never : 0
29
No Name Participation Cycle 1 Participation Cycle 2
14. Widia Always : 4 Often : 5 Rare : 1 Never : 0
Always : 7 Often : 3 Rare : 0 Never : 0
30
TEACHER’S OBSERVATION SHEET
NO INDICATOR YES NO Note
1 Teacher prepared
the material.
√ Teacher made the material to
teach the lesson, and all the
material ready to use..
2 Teacher
communicates
goals and objectives
in lesson opening
and closing.
√ Teacher gave explanation about
the goal and sometimes
motivates them in the opening.
3 Teacher responds to
misunderstanding
students
√ Teacher asked to several
students to read the
conversation, but they made an
error in pronunciation part,
teacher checked it and corrected
it.
4 The teacher gave
some questions to
the students
√ The teacher gave some question,
some of students were
enthusiastic responding
teacher‟s question. Although
some of them made an error and
answered it in Indonesian
language.
5 Teacher uses varied
media to present
content, visual,
auditory
√ Teacher using only white board
and paper of material, she did
not use laptop or other
technology to present the
content.
6 Teacher
demonstrating
effective teaching
practices
√ Teacher circulates around the
classroom, monitoring students‟
performance and providing
assistance as needed to complete
the assigned task.
7 Teacher uses varied
of method of
language teaching
√ When teaching the lesson, the
teacher used Community
Language Learning (CLL)
method only.
8 Teacher using full
English in teaching
learning process
√ When teaching learning process
the teacher did not use full
English, but she mix language
with Indonesian language.
9 The teacher gives
speaking test by
conversation to the
students
√ Teacher gave speaking test by
conversation to the students
(pre- test and post- test)
31
10 The teacher gives
the material with
clear explanation
√ Teacher gave explanation to the
students clearly, because in
doing research the teacher focus
on conversation, and it
explained in four meeting.
32
33
34
35
CURRICULUM VITAE
Name : IRA NURUSSOFA
NIM : 113 12 039
Place and Date of Birth : MagelangRegency, July, 2rd
1994
Faculty/Department : English Education Department / Teacher Training
and Education Faculty 2012
Address : Seworan, RT 04/ RW 03, Grabag, Magelang,
56196
Phone Number : 085 799 686 993
E-mail : [email protected]
Education Background :
1. SDN Kalipucang 2006
2. SMP N 1 Grabag 2009
3. SMK SyubbanulWathon2012
4. Institute for Islamic Studies (IAIN) Salatiga
2017
36
2
1
2
1