CHAPTER III DISCUSSION - Bina Sarana Informatika...taken from the field research at SMPN 24...
Transcript of CHAPTER III DISCUSSION - Bina Sarana Informatika...taken from the field research at SMPN 24...
-
16
CHAPTER III
DISCUSSION
In this chapter the writer wants to elaborate and explain the phases of
researching that the writer had during the research. It consists of teaching
description, teaching analysis, and teaching evaluation. It also explains about
teaching activities in the classroom, the problem during teaching process, and the
effectiveness using role play method in teaching speaking English. The data is
taken from the field research at SMPN 24 Tangerang.
3.1. Teaching Description
The writer as the teacher did research at SMPN 24 Tangerang for seventh
grade, with thirty six students, consists of seventeen female students and nineteen
male students. In this school, the writer has teaching time up to two meetings in a
week for one class, 7B, on Monday at 10.30 a.m. until 11.50 a.m. and on Tuesday
at 11.10 a.m. until 01.00 p.m.
3.1.1. Teaching Preparation
Before teaching, a teacher should prepare everything well to make the
teaching and learning process going well. There are several things that must be
prepared by the writer before teaching that are lesson plan, attendance, assessment
score sheets, teaching aids (white board, black markers, eraser board, textbooks,
students worksheets, pens).
Lesson plan is the teacher’s guide to teaching in the classroom in one time.
It helps the teacher to control time management in the delivery topic in the class.
-
17
Lesson plan also can build teachers’ confidence in teaching in the front of the
students. The contents of lesson plan includes; topic, objectives, prior knowledge,
teaching aids, times, procedures, task, interactions, and purpose. Lesson plan
contains warming up, presentation, practice, summary, production, and closure.
3.1.2. Teaching Process
In teaching process there are five parts, it is consists; first warming up, it is
process of greeting, introduction of the teacher, and taking attendance. Second is
presentation, in this parts teacher give a brainstorm about the topic, and explaining
the topic. Third is practice, teacher gives some exercise to the students. Fourth is
production, teacher gives an exercise again with another command. The last is
closure, in this part teacher gives conclusion about the topic that day, teacher give
homework to the students, and says goodbye.
a. Warming Up
Before the teacher delivers the material to the students, the teacher does a
warming up session. In the warming up session the teacher greet the students and
asks their news. Because it is the teacher’s first day of teaching, the writer firstly
introduces herself, after that the teacher takes attendance to find out who absent
that day, this session takes fifteen minutes. Warming up can make the students
more relax and enjoy before studying.
Teacher : Hi. Good morning everyone?
Students : Hallo. Good morning Miss.
Teacher : How are you today?
Students : I am fine, thank you and you?
Teacher : I am very well, thank you. Before we start learning, let’s pray
together. Pray start.
Students : *praying*
-
18
Teacher : Finished. Ok everyone first let me introduce myself. My name is
Hanny Akbari, you can call me Miss Hanny. I am a college
student. I am studing at BSI, and I am here to replace Miss Lisa
for one month. So, please be nice to me. Ok?
Students : Ok Miss Hanny.
Teacher : Now, let me take your attendance. Are you ready?
Students : Ready Miss!
*teacher taking attendance*
b. Presentation
After the warming up session, the teacher starts to the material. In this part,
the teacher will deliver the topic about “Expression of Gratitude and How to
Respond it”. Before the teacher explains the topic, the teacher invites the students
to brainstorming about the topic. After the students begin to understand, the
teacher starts to deliver the topic and gives them a list of expression of gratitude
and how to respond it.
Teacher : Ok guys, now I have two pictures. Here it is.
Figures III. 1. Student A borrowing his pencil to his friend.
-
19
Figures III. 2. A young man help old woman putting her stuff in the car.
Teacher : What do you thing about the first picture?
Students : *silent*
Teacher : What about the first picture?
Student : He borrowing his pencil to his friend, Miss.
Teacher : Nice, and how about the second picture?
Student : He helping old woman to putting her groceries in the car.
Teacher : Good. Now, if someone help you or lend you something, what do
you say to them?
Students : Say thank you, Miss.
Teacher : Do you know how to express you gratitude?
Student : With polite and gentle voice tone?
Teacher : Yes, that is right. And what expressions are commonly used in
expressing gratitude?
Students : Thank you, thanks you very much, and thanks a lot.
Teacher : Actually there is many more expression that you can use in
expressing gratitude. Today we will discuss about “Expression
Gratitude and How to Respond it”. Do you remember when you
can use the expression of gratitude?
Students : When someone helps us, lend something, and when someone
gives something to us.
-
20
Teacher : Good everyone. And then this is the table about list of
expression of gratitude and the respond.
Table III. 1. List of Expression of Gratitude
How to Express Gratitude : Responses :
Thank you / Thanks
Thank you very much
Thanks a lot
I am really grateful to you for...
I should like to express my gratitude for..
I should like to express my appreciation
for..
I want to thank you for you to help me
You have been really helpful for me
I just cannot thank you enough
It means a lot for me
I cannot repay you for what you have
done
That was very kind you
I really appreciate what you have done
How can I ever thank you?
It was very nice of you to help me
My pleasure
You are welcome
No problem
I am glad that I can help you
Do not mention it
Forget it
That is what friends are
It is all right
It is nothing
That is okay
It was my pleasure
No need to thank me
That is quite all right
Teacher : Now follow and repeat after me. Thank you.
Students : Thank you.
Teacher : one more time and louder. Thank you!
Students : Thank you!
*after repeating all sentences*
Teacher : I have a dialogue, it is about expressing gratitude. I need two
students to read it. I want Dani and Ira read the dialogue. Dani
as Jim and Ira as Kimmy. Please read it loud, so, your friends
can hear it.
-
21
Table III. 2. Example of Short Dialogue 1.
*In front of Kimmy’s house. Kimmy looks panic, so Jim ask her*
Jim : Hi Kimmy. Why you are look so panic? Something wrong?
Kimmy : Oh hi Jim. I am in rush now. I will miss my flight if I am not rush to go
to airport now.
Jim : So, what are you waiting for?
Kimmy : But my car is still fixed in garage. I cannot go by bus, the time will not
enough.
Jim : If you do not mind, I can usher you to the airport by motorcycle.
Kimmy : Actually, I am not accustomed to go by motorcycle, it will make my hair
ruins. But I have no choice. Let’s go then.
Jim : Okay, do you have helmet?
Kimmy : Yes, wait a minute. By the way, thank you very much for your kindness.
Jim : It is my pleasure.
*After read the dialogue*
Teacher : Thank you Dani and Ira. Give applause for Dani and Ira.
Students : *applause*
Teacher : So, what can we know from the dialogue that was read by Dani
and Ira?
Students : Kimmy looks panic, Jim asks her and help her.
Teacher : Why Kimmy looks panic?
Students : Because she needs to go to airport but her car is still fixed.
Teacher : Good. Is there an expression and respond of gratitude in this
dialogue?
Students : Yes.
Teacher : Can you mention it?
-
22
Students : There are thank you very much for your kindness and it is my
pleasure.
Teacher : Nice everyone. Now, let’s create a dialogue together. So, the
situation is in class there are two students, Budi and Bagus. Budi
looks so sad because he feels very hungry but he lost his money
and Bagus asks about Budi’s situation.
*teacher writes the situation in the white board*
Teacher : So, if you are in the Budi’s position, what do you feel? You are
hungry but you lost your money.
Student 1 : I feel sad, Miss.
Student 2 : upset and angry.
Teacher : So, what would Budi say when he felt hungry and knew that his
money was gone?
Student 1 : Oh my god, I am so sad, what should I do?
Students 2 : Oh no, I lost my money
Teacher : Ok, Let’s write in the whiteboard “Oh no, what should I do?”
*teacher write in the whiteboard*
Teacher : After that Bagus came and saw Budi who was sad. If you see
your friend who is sad, what will you do?
Student 1 : Just ignore it, Miss haha
Student 2 : No, you can’t do that. You have to ask about their situation.
Student 3 : yeah, that’s right.
Teacher : Hahahaha, so, what should Budi do?
Students : asking why looks sad, Miss.
Teacher : What sentences fit to be written in the dialogue?
Students : What’s wrong Budi?
Student : Why you looks so sad, Budi?
Student : Something happen?
Teacher : So, Bagus will say “What’s wrong Budi? You look so sad, is
there something happen?”
*teacher writes the dialogue in the white board*
Teacher : After being asked by Bagus, what will Budi say?
-
23
Student : I lost my money, but I am so hungry
Student : So, I can’t buy something to eat.
Teacher : Budi say “I lost my money, but I am so hungry. So, I can’t buy
something to eat”
*teacher writes the dialogue in the white board*
Teacher : After knowing that Budi lost his money, what will Bagus do?
Student 1 : Pray for Budi to find the money back!
*everyone laughed*
Teacher : That’s a good idea. But, is there any other ideas?
Student 2 : Lend his money, Miss.
Teacher : Awesome. So, what Bagus says to Budi?
Student 3 : It’s ok Budi. I will lend you some money.
*teacher writes the idea in the white board*
Teacher : If you lose money and very hungry, and then there is someone
who wants to lend you the money, what would you say to that
person?
Student 1 : Oh you are so nice.
Student 2 : Thank you so much.
Student 3 : Thanks
Teacher : So, Budi will say Thank you, right? Because “thank you” is very
often said, let’s find a different word.
Students : You have been really helpful for me.
*teacher write in the whiteboard*
Teacher : After Budi expressed his gratitude to Bagus, what should Bagus
say?
Students : That is what friend is
*teacher write in the white board*
Teacher : We have managed to create a dialogue that contains the
expression of gratitude and how to respond it. Good job
everyone. Now, I want Fairus and Ilham to read the dialogue we
have created.
*Fairus and Ilham read the dialogue*
-
24
Table III. 3. Example of Short Dialogue 2.
In the class, Budi looks so sad. Bagus asked him.
Budi : Oh no. What should I do?
Bagus : What’s wrong Budi? You look so sad. Something
happen?
Budi : I lost my money, but I’m so hungry. So I can’t buy
something to eat.
Bagus : It’s ok Budi. I will lend you some money.
Budi : You have been really helpful for me.
Bagus : That is what friend is
c. Practice
After the students understand the material, the teacher gave them exercise.
The purpose of giving exercise is to find out how far the students understand the
material that has been delivered. This session spent thirty minutes.
Teacher : So, Have you already understand about Expression of gratitude
and how to respond it?
Students : Yes, Miss.
Teacher : Now, you can team up with your chair mate to make a role play
dialogue about expression of gratitude. The dialogue must
consist of one expression of gratitude and one respond of
expression of gratitude. You can use the expression of gratitude
from the list before. The situation is, you are in the supermarket,
one as a customer and the other as a salesperson. The customer
asks about the butcher with the sales person. Do you
understand?
Students : Yes, Miss.
Teacher : Ok, I will give you 5 minutes to make the dialogue.
Students : Ok, Miss.
*after five minutes*
-
25
Teacher : Have you done?
Students : Not yet, Miss. Can you give us five minutes more, please?
Teacher : Ok, after five minutes I want you to finish the dialogue.
Students : Ok, Miss. Thank you.
*after five minutes*
Teacher : Have you done guys?
Students : Yes, Miss.
Teacher : Let’s see, who will be the first group who will be read their
dialogue. Ok, Ammara and Nara, please read your dialogue.
*teacher appointed several group to read out their dialogue*
d. Production
Teacher : Now, I will form a group by dividing it up according to your
absence number. One group consists of three people. How it
works is still same as before. I will give you the situation and
you will make the dialogue. But, now you will choose the
situation. I have set up a box containing ten cards that have three
different situations. Now, I will define the group.
*teacher defines the group*
Teacher : Now I want you to join your group that I mentioned earlier.
*students join their own group*
Teacher : Ok, now decide who will be the leader in your group. Each
group leader must take one card in the box.
*students choose group leader for their own group*
Teacher : Is it determined who will be the group leader?
Students : Yes, Miss.
Teacher : Ok, I want the group leader to come forward and take the card
in the box.
*every group leader comes forward to take the card in the box*
-
26
Table III. 4. Situations for Role Play
Situation 1.
In the hospital, the first one as doctor.
The second as nurse. The last as patient
Teacher : Are all the groups already get their cards?
Students : Yes, miss.
Teacher : Okay, now I will give you fifteen minutes to make a dialogue.
After that I want you to present your dialogue in front of the
class.
Students : Ok Miss
*the students start make a dialogue, teacher circles the class to see who needs
help*
Teacher : have you done guys?
Students : Yes miss!
Teacher : Ok, now I will call one by one group to present their dialogue
in front of the class. The first is Adelia, Adrian Dwi , dan
Adrian Sahputra.
*the students present their dialogue in front of the class*
Teacher : give applause to our first team!
*applause*
Situation 2.
In the hotel, the first one as guest. The
second one as receptionist, the last one as
bellboy.
Situation 3.
In the restaurant, the first one as guest.
The second one as waitress. The last one
as cashier.
-
27
Teacher : now, the second team is Tio, Fauzi and Ammara. Let’s present
your dialogue.
*teacher call one by one group to present their dialogue in front of the class*
e. Closure
Teacher : So, can anyone review what we have learned today?
Student : I am Miss
Teacher : Yes Marsha?
Student : Today we learned about expression of gratitude and how to
respond it. If you want to express your gratitude, you must be
polite and with gentle voice tone.
Teacher : Good job Marsha. Give big applause to Marsha.
Students : *applause*
Teacher : thank you Marsha for helping me to review our lesson today.
The bell will ring shortly. We had better end our class today.
Thank you for your attention everyone. See you tomorrow
guys.
Students : You are welcome and See you miss.
3.2. Teaching Analysis
This chapter contains the analysis of teaching activities when using role play
method as a way for teaching expression of gratitude and how to respond it. After
teacher applied role play in her teaching process, the teacher find the result of the
problem.
The data of teaching analysis is taken from the field research in the SMPN
24 Tangerang. The data of analysis collects from the beginning of teaching
process. It includes from the warming up session, presentations, practice,
production, and closure. In the learning process, the teacher finds that the
-
28
students’ speaking skill is still low. It is because they feel shy and do not have
confident to speak in front of the class.
Table III. 5. Assessment Criteria
No. Aspect Criteria Score
1. Pronunciation
Very good 4
There are some mistakes but they
do not interfere with meaning
3
There are some mistakes and
interfere with meaning
2
Many mistakes and interfere with
meaning
1
2. Intonation
Very good 4
There are some mistakes but they
do not interfere with meaning
3
There are some mistakes and
interfere with meaning
2
Many mistakes and interfere with
meaning
1
3. Fluency
Very fluent 4
Fluent 3
Quite fluently 2
Less fluent 1
4. Performance
Very interesting 4
Interesting 3
Quite interesting 2
Less interesting 1
Source : Syllabus of SMPN 24 Tangerang
Scoring: (score maximum 4 x 4 = 16)
Value of achievement = Acquisition score x 100
16
-
29
Table III. 6. Practice Score
NO NAME
Practice
Practice Production
1 ADELIA NUR ANGGRAENI 44 56
2 ADRIAN DWI SAPUTRA 63 75
3 ADRIAN SAHPUTRA 37 69
4 AGUSTIO BAYU SETIAWAN 69 75
5 AHMAD FAUZI KAMAL 44 69
6 AMMARA KHASHI SAMIRA 81 94
7 ATIKAH FARAH 50 69
8 BAGUS DWI DARMAWANSYAH 56 81
9 CHAIRUNISSA NURDJANAH 50 81
10 DANI WIDIYONO 25 56
11 DESY NURMELIA PUTRI 81 94
12 ELSA HERLIANA PUTRI 50 81
13 FAIRUS MUZAKI 25 56
14 FIRDAUS AL SIDDIQ 50 88
15 GILANG MULIA ALVIANTO 56 88
16 HAFIDZA NAZWA NURAULIA 50 88
17 HANDI SOBIRIN 38 81
18 IFTAH NORMALIA 38 81
19 ILHAM RIZKY ALFARIZ 32 75
20 IRA PUSPITA SARI 32 75
21 JULIAN NAUFAL YEHEZKIEL 31 75
22 KHAIRUNNISA 69 94
23 M. RIZKI RAMADHAN 31 75
24 MARSHA ARTIKHA SURYO YUWONO 88 94
25 MUHAMAD ARIF FIRDAUS 25 75
26 MUHAMAD RIFAI 63 88
27 MUHAMMAD DAVI SODRI 63 88
28 MUHAMMAD ZAIDAN FIRJATULLAH 78 88
29 NAJMAH HAKIMAH 50 75
30 NARA YAUMI AZKA 81 94
31 NILOFAR ZHAFIRA HANIFA 69 88
32 POPPY DWIDIA GUSTANTI 50 81
33 RIYADHATUL ARIKAL BILQIS 50 81
34 SANDHIKA CIPTA DEWANTO 75 81
35 SEPTI AULIA 50 81
36 TEGAR ATTAR ARDIANSYAH 63 88
Mean 53 80
-
30
Example of value of students achivement :
Name: Marsha Artikha Suryo Yuwono
Table III. 7. Example of value of students achievement
No. Aspect Criteria Score
1. Pronunciation
Very Good.
Reason: There is no mistake in her
pronunciation.
4
2. Intonation
Very Good.
Reason: Her intonation is really fit
with the situation. 4
3. Fluency Fluent
Reason: 3
4. Performance Very Interesting
Reason: 4
Acquisition score = 4 + 4 + 3 + 4 = 15
Value of Achievement = 15 x 100
16
= 93,75 94
Based on the result of the data analysis, it is proven that the students’ score
of speaking taught by using role play is better. It means that the use of role play in
teaching quite effective. Another reason based on the student’s responses is
because most students find that role play is enjoyable.
3.3. Teaching Evaluation
In teaching evaluation, the writer explains about the problems that arise in
the process of teaching speaking skill using role play method in SMPN 24
-
31
Tangerang and how to solve the problems. There are several problems that appear
during the teaching process. The writer will explain with mention the solution.
The first problem is, the students feel shy and do not have confident to
speak English in front of the class. In that case, the teacher must build an
enjoyable atmosphere in the classroom, so that the students feel more relaxed.
Second problem is, the students had difficult about pronunciations, intonation,
fluent. The writer mentions the vocabulary and the students follow it together. It
helps the students to make good pronunciations.
Using role play method in the class is very time consuming. The teacher’s
must manage the time carefully in the lesson plan and follow it. The students
sometimes makes noisy and chaos during the teaching process. If it happens, the
writer must create a new rule for the students who are noisy, for example; if there
are the students who are noisy will get a punishment. The punishment is the
students who are making noisy; he/she will write something in English.