THE IMPROVEMENT OF STUDENT’S SPEAKING SKILL THROUGH GUESSING GAMES TECHNIQUE

THE IMPROVEMENT STUDENTS’ SPEAKING SKILL THROUGH GUESSING GAMES TECHNIQUE ( A Classroom Action Research at SDN Kelapa Dua -Tangerang )

THESIS Submitted As the Fulfillment of the Degree of Sarjana Pandidikan

Written --------------------------------------

ENGLISH DEPARTEMENT SCHOOL OF TEACHER TRAINING AND EDUCATION KUSUMA NEGARA JAKARTA 2009

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CHAPTER I INTRODUCTION

A. Back Backgro groun und d of the the Study Study

As a professional professional teachers in the language teaching, especially especially the teaching of English a foreign language, teachers mostly spend much of time on appropriate teachin teaching g methodo methodolog logist ist for greater greater effecti effectivene veness ss in student studentss acquisi acquisition tionss on English, English, designi designing ng and implem implement enting ing materi materials, als, test, test, and practic practicee Teacher Teacher are responsible to educate the students from little or no knowledge to sufficient English speaking environment. Mostly of the teaching method before the past few decades, found the teach teacher er tend tend to carry carry out out the the teach teaching ing proce process ss in the the clas classr sroom oom by appl applyi ying ng traditional and monolingual principle ways of teaching with unsatisfactory. This show showss that that teac teache hers rs need need enri enrich chme ment ntss with with appr approp opri riat atee ways ways of teac teachi hing ng atmosphere, that why in teaching English as the second language by applying new and modified fashions in order that the result of the teaching learning process would contribute more input to reach satisfied learning outcome. Whole around the world recently, where the people encourage that English as their target or second langu languag agee used used based based on whol wholee inter interact actio ions ns and and commu communic nicat atio ion n holdin holding g the the dominant role of very aspects of their life. English is most widely used in teaching























3

It is reasonable that English is progemmed as the first foreign or second language in many countries on this earth, furthermore in present global era. That is why experts on language and language teaching range must invent today English teaching and learning environment. Accor Accordin ding g to the the 2006 2006 Engli English sh Curr Curric iculu ulum m and and its its supp supple leme ment, nt, the emphasis emphasis of the curriculum is that the students students are able to communicate communicate in English by mastering mastering the whole skills. skills.1 However, it is not easy to master all the skills; there must be one important skill that covers the whole skills. Based on the statement above speaking is the most important skill that should be mastered by students in order to communicate in English fluently. In this case, the students must study hard to master it and the teacher should create a good atmosphere in class. However, it is contrary to the real situation in class. class. Speakin Speaking g activit activities ies do not work work in class class because because many many factor factorss prevent prevent student studentss from from speakin speaking g Englis English h with with their their friends friends.. They They are afraid afraid of making making mistakes, of being laughed at by his or her friends and of having lack of confidence in their ability. Considering problem, relating to speaking activities in class and helping students to improve their speaking skill is part of the teacher’s job. He or she is expected to have right teaching techniques to provide students with appropriate teaching materials and to create a positive classroom environment. Therefore, the























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learning process should not only happen between teacher and students but also between between students and students. students. Speaking is an activity used by someone to communicate with other. It takes place very where and has become part of our daily activities. When someone speaks, he or she interacts and uses the language to express his or her ideas, feeling and thought. He or she also shares information to other trough communication. In the classroom, the teacher must create the situation that can encourage real communication, many activities can be designed to make majors’ element lively. Games is one of the techniques that can be applied in teaching speaking because games games in one of potential potential activity activity that gives students students feeling of freedom freedom to express themselves. Games are also potentially useful to encourage students of interact with each other orally. In this research, the researcher focuses on the guessing games. The reason for using guessing games is you give more opportunities to students to make turns in speaki speaking ng during during the times times allocat allocated. ed. The resear researcher cher assume assumess that guessi guessing ng games are combination between language practice and fun. They can express their ideas freely because they do activities activities with their friends. This game is also easy to admiser and flexible in terms of subject matter and design.

B. Th Thee Ident Identifi ifica catio tion n of the the Prob Problem lem























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1.

How far far the the effe effect ctiv iveeness ness of spe speakin aking g thr throu oug gh gam gamees te techni chniqu quee?

2.

How The The Eng Engllish ish by by ga games mor moree int inteerested to te teach spe speaking

trough games technique 3.

How the teachers more int interested to teach speaking trough

games technique 4.

How to make make stude tudent ntss con confi fide dent nt to talk talk in lear learni ning ng spea speaki king ng??

5.

How Eng Engllish pla play ga game mor moree int interestin sting g for for st student dent to to lear learn n

English. 6.

Why ga games su suitable ble to to te teach ach sp speaki aking at fo fourth gr grade? de?

C. Th Thee Limi Limita tatio tion n of the the Pro Probl blem em

The researcher limits the discussing of the study about, “The Improvement Student Student’s ’s Speaking Speaking Skill Skill throug through h Guessi Guessing ng Games Games Techniq Technique”. ue”.Bec Because ause the researcher find, the effective method to teach using this games. Especially for elementary students for fourth grade.

D.

Thee Fo Th Formul rmulat atio ion n of of the the Prob Proble lem m

Based Based on limita limitatio tion n of proble problem m mentio mentioned ned above, above, the proble problem m of the research can be formulated as follows; How to improvement student is speaking skill through guessing games to the fourth grade of SDN Kelapa Dua II?























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The researcher hopes that this thesis can develop education institution to perform perform a language laboratory, laboratory, teacher to use the approach approach and method properly properly in teaching speaking to their students; it can be refer for English teacher in study studying ing whic which h purs pursua uant nt and guide guide liner liner of the the bett better er ways ways to achie achieve ve the successful English Study. The benefit of this research for elementary in SDN Kelapa Dua II that the headmas headmaster ter of the school school knows knows actuall actually y teaching teaching and teaching teaching speaking speaking are really acceded by the teacher. The students of course the headmaster tries provide the equipment of speaking so that, the students speaking can be improved by practicing practicing actively. actively. The students of STKIP Kusuma Negara can have a good reference for their knowledge and someday they will make tries connected with learning speaking. Then they may make some references of this thesis because this thesis can be put in the library of STKIP Kusuma Negara and every body can read it. By using guessing games in teaching speaking skill to the fourth grade students of SDN Kelapa Dua II Tangerang. It motivates and encourages students of SDN Kelapa Dua II; it motivates and encourages students to practice speaking English. It makes them enjoy expressing their feeling, ideas, opinion and even in messages and suggestions. Since it is fun activity, it helps students to take port in practice. practice.

























CHAPTER II THEORETICAL FRAMEWORK

A.

Defi efinitio ition n of of Tea Teaching ing

Teaching is a process to give guidance the students to reach the goals. Teach Teaching ing know known n as “Inst “Instru ruct ctio ion” n” it mean meanss proce process ss that that make makess some someone one do learning. Teaching is a media for learning process includes behavior individual changes through pre- planned. Teaching is an exiting job. Today, many references help teachers to get some solutions of problems in teaching learning process. The teachers can use some references to find out some techniques of teaching in their classroom. On the other hand, teaching is not easy to do. The teacher should do much of his work before entering the classroom. According to Brown, Teaching is a superior job, is the demanding job. Among the demanding tasks are modifying the approaches, Syllabus, technique, and exercises to adopt and maximize the learning of a class as well as of most of its























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tactics. The teacher must decide what goals it would be best to teach and what strategies and tactics are best suited for teaching these goals. According to Patricia, “It is important for teacher to include as many techniques as possible to enhance student learning”3.The knowledge gives the intelligence concerning to import, as a knowledge before unknown, or rules for practice to inculcate as true or important to exhibits impressively as, to teach arithmetic, dancing, music, or the like to teach morals. The objective of language is to encourage effective communication in daily life, life, by practi practicing cing effecti effective ve expres expression sion,, increas increasing ing vocabul vocabulary, ary, give give sample sample opportunities that use language to describe, to compare and relate experiences, thoughts and felling, creating stories dramas, song, poems, etc. Language should be embedded embedded throughout throughout all all activities. activities. Moreover, young learner can learn easily many languages. Young learner are equipped by language acquisition device, therefore, they will not have any difficulty to learn two or three different language at the same time.























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“Speaking “Speaking is to expres expresss the needs–r needs–reque equest, st, informa informatio tion, n, service service,, etc.” etc.”4 The speakers say words to the listener not only to express what in her mind but also to express what he needs whether information service. Most people might spend of their everyday life in communicating with other. Revell defines communication as foll follow ow:: “Com “Commu muni nica cati tion on,, of idea ideas, s, of opin opinio ions ns,, of feel feelin ing. g.””5 Therefore, communication involves at least two people where both sender and receiver need to communicate to exchange information, ideas, opinions, views, or feelings. Meanwhile, Jones stated, “Speaking is a form of communication.”6 We can say that the speaker must consider the person they are talking to as listeners. The activity that the person does primary based on particular goal. So, it is important that that ever everyth ything ing we wants wants to say say is conve conveyed yed in an effe effect ctive ive way, way, becau because se speaking is not only producing sounds but also a process of achieving goals that involves transferring messages across. Jone said, “How you say something can be important as what you say in getting your meaning across.”7 Therefore, speaking process process should pay attention attention to want and how to say as well as to whom























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In expression one’s need-request, information, service, we must consider some points about speaking. Jones stated, “Some point should be considered about speaking, they are clarity, variety, audience and tone.”8 Albert Valdman said, “The ability to speak a foreign language is without doubt the most highly prized language skills, and rightly. So, because he was can speak the language well can also understand it and can learn to read it with relative case an also the ability to speak a language will greatly expedite and facilitate learning to write it.”9 According to M. Solahudin in his book speaking is, “ Kemampuan Kemampuan berbicara dengan bahasa Inggris dan pembicaraan kita dipahami oleh orang lain.”10 In order to express his or her needs, ideas, feeling and thought in real communication, one must be able to ask as well as answer questions. Yusnai Yusnaini ni Lubis Lubis says, says, “Questi “Question on and answer answer,, major major element elementss in natural natural conversation conversation sessions.” sessions.”11 Besi Beside de on that that stat statem emen entt we concl conclude ude that that one of important aspects in speaking is there is a communication or interacting between the speaker and listener. So it will make the good attraction / understanding about























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It means that the words that the speakers use, must be clear, so that listeners can understand what the speaker says. Here, the speaker must consider speed and volume. The speed at which you speak is relevant her. If you speak quickly, listeners may have difficulty. The volume with which you speak can also have a bearing. Speak out and do not mumble. Your words have to be loud enough to reach all your listeners.

b. Variety

Here the speakers must try to vary way of speaking such as pitch (rise and fall of voice), emphasis, speed, variation, volume and pause. The spea speake kerr is expe expect cted ed to fine fine vari variat atio ion n in sayi saying ng word wordss do not not spea speak k monotonously.

c. Audi Audien encce and and Tone Tone

The way you speak and the tone you use will be affected by audience to whom you are speaking. If you are discussing something with your friends.

























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you would speak differently differently from way you would if you were putting putting a point of view about which you felt strongly.

C.

Defi Defini niti tion on of of Gues Guessi sing ng Ga Games

According to Klippel, “The basic rule of guessing games is eminently simple; one person knows something that another one wants to find out.” 12 Wright and Buck say, “Essentially, in guessing and speculating games, some one knows something and the others must find out what it is.” 13 In addition, according to Merriem Webster, “Guessing games is game in which the participates compete individually or team in the identification of something indicate obscurely (as in riddles or charades).”14























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3. Guess Guess what is there there in my bag today? today? 4. Gues Guesss whe where re is it? it? Then the description ofc each concept is a s follow: a. Gu Guess ess Wh What at is is it? it? Is Is it……… it……….? .?

The students’ things things of an object or a person the class knoes the name of, and the other ask question, putting up their hand waiting to be called on : 1. Is a green” green” Is Is it it Mart Marty’s y’s desk desk.. 2. Is it my face face?? 3. Is it the the po pond? nd? 4. Is it Bill Billy y and and Pete Peter? r?























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Everybody imagines him self to be some body else – a living well known locally, nationally or internationally or an historical figures such as Napoleon, Napoleon, Ghandy, Julius Caesar, Caesar, Galileo, Galileo, Etc. Each makes up sentences sentences about him self, e.g. 1. I lived lived….. …..ab about out….. …..yea years rs ago ago. 2. I was a king king / poet poet / genera generall / scientis scientist, t, Etc. Etc. There is not much difficulty in guessing, but it should not to be made too easy (e.g. one should not say, if one is Shakespeare. I lived in Stratford-on-Avon and wrote Hamlet).

c. Guess what what is there in my my bag today? today?























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Students turn round the close their eyes while a small object or several object suh as coin, a ring, a sweet, a doll, is hidden. Question: 1. Is it behin behind d the the cup cupboa board rd 2. Is it in Mr. Mr. Cla Claus us’s ’s bag 3. Is it it mam mam’s ’s desk desk 4.

In yo your sh shoe

5.

Unde Underr thos thosee book bookss / etc. etc.

Each student makes at least one guess. Statements can be made instead of question: it is behind the cupboard / in Mr. Claus’s pocket, etc.

D.

Gues Gu essi sing ng Game Gamess in in Tea Teach chin ing g Spe Speak akin ing g























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There are many reasons a teacher uses games in teaching speaking. Games give students chance to use English orally, it means that students can practice practice and develop their their ability to speak English. Games provide fun and relax while remaining very much within the framework of language learning. It is expected for shy or slow learners can be active participants to show their ability and find their confidence in communicating in the foreign language. Among many techniques of guessing in teaching speaking, guessing games can be applied in the teaching of speaking. This assumption is beside on some experts’ comments. In fact, there are many categories of guessing games. Patricia and Amato say: Although the categories can overlap, the games here

























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Guessing games can be painless to develop or reinforce any number concepts. “Guessing what I am,” Guess who I am” for example, can be used teach about animals profession or people in different age groups (baby, child, teenager, young adult, elderly person).18 Those statements say that by given some concepts of guessing games like “Guess What I am” or “Guess Who I am”. The teacher can teach many kinds of topics such as about animals, profession or























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be applied applied at various age level in general, general, the challenge challenge to guess arouses arouses conside considerabl rablee intere interest st and encoura encourages ges the learne learners rs to communi communicat cate….” e….”21 That statement says that guessing games can be applied at various age levels. It has the same idea Klippel, he says, “Every body knows guessing games it is not only children that like guessing games; adults like guessing too, as shown by many popular popular TV program programmer.” mer.”22























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During their playtime children often and spontaneously begin, object play, fantasy fantasy play, and sociodramatic sociodramatic play. Object play is reality reality based and involves manipulation of and reference to the object them. Speaking Speaking by using games method English English learning for young learner is fun and enjoyable. Speaking pleasure by using combining word and picture cards students are ready and interested in seeing the written forms of the language.























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If you put a new message in the same place every time-on an overhead or on the board-students will learn to look for it when they come into the room. Music serves the same purpose it set a positive mood for the session. 2. Wr Write ite three three import important ant goals goals for for the class class so that that student studentss can see them.























21

A habit habit is patte pattern rn of behavi behavior or that that is acqu acquir ired ed thro throug ugh h repe repeti titi tion. on. Researches indicate that following study habits are characteristic of successful students. The teacher must make motivation to the students not only by technique of the teaching but we can improvement by positive habits from students.

F.

Definition Ac Action Re Research

























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Put simply, action research is “learning by doing “it is conducted by the























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1.identify an issue, interest or problem























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Action research for development, teacher can become more autonomous,























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above speaking is the most important skill that should be mastered by students in























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integ integrat ratee to all all comp compone onents nts of chil childr dren en devel develop opme ment nt are are phys physic ical al,, social social





















































































































































































































































































































































































































































































































































































































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Knowing, The Head Master

Researcher

(H. Miftahudin, S. Pd. I)

(Jubaedah)















63

Appendix 7 RENCANA PELAKSANAAN PEMBELAJARAN Mata Pelajaran Kelas / Semester Pertemuan Ke Alokasi Waktu

: Bahasa Inggris : IV / 1 : 1 (satu) : 2 x 35 Menit

Standar Kompetensi Speaking : Mengungkapkan intruksi dan informasi sangat sederhana dalam konteks kelas Kompetensi Dasar Bercakap-cakap untuk menyertai tindakan secara berterima yang melibatkan tindak tutur: Mengenalkan diri, memberi salam atau sapaan, memberi salam perpisahan dan memberi aba-aba. Indikator 1. Siswa dapat mengulang/meni mengulang/menirukan rukan percaka percakapan pan dalam dalam konteks konteks dialog dialog sederhana sederhana 2. Siswa dapat mencocokan mencocokan kalimat suatu percakapan percakapan sederhana sederhana dengan dengan gambar gambar I. 1. 2.

Tujuan Pembelajaran Mengu Mengula lang ng atau atau meni meniruk rukan an perc percaka akapa pan n seder sederha hana na Menco Mencocok cokan an kalim kalimat at suat suatu u per perca cakap kapan an sede sederha rhana na deng dengan an gam gambar bar

II.

Materi Pokok Greeting

III. III. Meto Metode de Pem Pembela belaja jara ran n Speaking, Tanya jawab IV. IV. No.

1.

Lang Langkah kah-ka -kang ngkah kah Pemb Pembela elajar jaran an Kegiatan Pembelajaran

Kegiatan Awal Guru mengkondisikan siswa • Guru mengabsen siswa • Mengucapkan salam Menanyakan kabar • Pre-test (mengajak siswa untuk membalas salam) •

Pengorganisasian Siswa Waktu

Klasikal Individu Klasikal Klasikal

15 menit























64

No.

2.

3.

V.


Kegiatan Pembelajaran

Kegiatan Inti Guru memperlihatkan gambar tentang waktu saat • melakukan salam Guru menjelaskan tentang waktu melakukan salam • Guru memperlihatkan gambar kedua tentang • mengekpresikan saat mengucapkan salam Guru memberikan penjelasan tentang fungsi serta cara • mengekspresikan salam Guru mengucapakan dialog sederhana • Siswa menirukan/mengulang dialog yang diucapkan guru • Contoh dialog: Mother : Good morning, Andy! Andy : Good morning, Mom! Mother : Good afternoon, Andy! Andy : Good afternoon, Mom! Guru mengajak siswa untuk menebak gambar tentang waktu • saat melakukan salam Guru mengajak siswa melengkapi dialog dalam gambar • Siswa secara berpasangan mendemonstrasikan percakapan • sederhana Latihan, mencocokan percakapan dengan gambar • (terlampir) Kegiatan Akhir Guru memberikan penguatan serta menyimpulkan • Memberitahukan pelajaran yang akan datang • Melaksanakan evaluasi (post-test) • Guru mengucapkan salam sebelum keluar kelas •

Klasikal Klasikal

60 menit

Klasikal Individu

Klasikal Individu

Alat / Bahan / Sumber Buku Speed Up English 4 dan Picture Card, • Karangan Dra. Rita Kurniawan. Dra. Naning Pratini (Yudisthira)

15 menit























65

Prosedur Penilaian a. Tes proses b. Tes akhir akhir

Jenis Penilaian a. Tes Tes pros proses es : Gur Guru u meng mengam amat atii sis siswa wa mela melakuk kukan an per perca cakap kapan an b. Tes akhir akhir : Secara Secara tertulis tertulis

Bentuk Penilaian Pengamatan kegiatan siswa Lisan (Pre-test)


Researcher

(H. Miftahudin, S. Pd. I)

(Jubaedah)























66

Appendix 8 Kisi-kisi soal Mata Pelajaran Kelas Kompeten etensi si Dasa Dasarr

No .

1.

: Bahasa Inngris : IV : Bercakap-c Bercakap-cakap akap untuk menyertai menyertai tindakan tindakan secara secara berterima berterima yang melibatkan melibatkan tindak tutur: Mengenalkan diri, memberi salam atau sapaan, memberi salam perpisahan dan memberi abaaba.

Material

Greeting

Sub. Material

Daily activities

Indicators

Questioning

1. Mengu enguca capk pkan an salam yang tepat 2. Tanya Tanya jawab jawab fungsi fungsi serta waktu di saat mengucapkan salam 3. Mema Memaha hami mi mak makna na serta mengekspresikan ucapan salam yang benar

1. Good Good morn orning ing 2. Good Good afte aftern rnoo oon n 3. Good Good even evenin ing g 4. Good ood ni night 5. Good bye 6. See See you you late later r 7. How How are are you you? 8. I’m I’m fine fine,, than thank k you 9. Nice Nice to meet eet you

Type of Question

Practice

















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Appendix 9 Teaching-Learning Activities

I.

Look at the pictures and repeat the dialogue!

Mother: Good morning, Andy! Andy Andy : Goo Good d morn mornin ing, g, Mom Mom!!

Mother: Good afternoon, Andy! Andy : Good afternoon, Mom!

Any : Good ood eveni vening ng,, An Andy! dy! Andy Andy : Goo Good d eve eveni ning ng,, Any Any!!

Father: Good night, Andy!























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II. The dialogue!

Good bye, Doni ! Good-bye, Sir! See you tomorrow!

Hello, how are you today Maya?

I am fine, too. Thank you. Okay, I must go now. Good-bye, Maya! Nice to see you

Bye-bye, Budi! See you later!

I am very well, thanks. And you?























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Appendix 10 Exercise Match the picture with the correct greetings!























70

RENCANA PELAKSANAAN PEMBELAJARAN Mata Pelajaran Kelas / Semester Pertemuan Ke Alokasi Waktu

: Bahasa Inggris : IV / 1 : 2 (dua) : 2 x 35 Menit

Standar Kompetensi Speaking : Mengungkapkan intruksi dan informasi sangat sederhana dalam konteks kelas Kompetensi Dasar Bercakap-cakap untuk menyertai tindakan secara berterima yang melibatkan tindak tutur: Mengenalkan diri, memberi salam atau sapaan, memberi salam perpisahan dan memberi aba-aba. Indikator 1. Siswa Siswa dapat dapat memper memperkena kenalka lkan n diriny dirinyaa 2. Siswa Siswa dapat melengka melengkapi pi percakapa percakapan n sederha sederhana na tentang tata tata cara cara memper memperkena kenalkan lkan diri 3. Siswa Siswa dapat mencoc mencocokan okan kalimat kalimat percaka percakapan pan bahasa bahasa Inggris Inggris sederhana sederhana ke bahasa Indonesia I. 1. 2. 3. II.

Tujuan Pembelajaran Memp Memper erken kenal alkan kan diriny dirinyaa Melengkapi Melengkapi percakapan percakapan sederhana sederhana tentang tata cara cara memperke memperkenalkan nalkan diri Mencocokan Mencocokan kalimat kalimat percakapa percakapan n bahasa Inggris sederhana sederhana ke bahasa bahasa Indonesia Indonesia Materi Pokok Introduction























71

No.


Guru mengabsen siswa Menanyakan kabar • Pre-test (Melakukan tanya jawab tentang pelajaran lalu) •

2.

Kegiatan Inti • Guru memperlihatkan gambar tentang dialog sederhana mengenai salam dan cara memperkenalkan diri Guru mengu menguca capk pkan an perc percak akap apan an seder sederhan hanaa diiku diikuti ti • Guru seluruh siswa uru dan dan siswa mengu ngulang-u ng-ullang melafal afalka kan n • Guru percakapan percakapan Guru member memberika ikan n kesemp kesempata atan n bagi bagi siswa siswa yang siap siap • Guru untuk memperkenalkan diri Siswaa seca secara ra berp berpas asan anga gan n memb membua uatt perc percak akap apan an • Sisw sederh sederhana ana kemudia kemudian n mendemo mendemonstr nstrasi asikann kannya ya di depan depan kelas. • Latihan Contoh soal: Lengkapilah percakapan dibawah ini! 1. A : Good…………………… B : …………………………. 2. A : How……….you? B : I………fine. Thank you

Pengorganisasian Siswa Waktu Klasikal 15 menit Individu

Klasikal Klasikal Klasikal Klasikal Individu

60 menit

























72

VI.

Penilaian Prosedur Penilaian c. Tes proses d. Tes ak akhir

Jenis Penilaian a. Tes Tes pro prose sess : Guru Guru meng mengam amat atii sisw siswaa dala dalam m mela melakuk kukan an per percak cakap apan an b. Tes akhir akhir : Secara Secara tertulis tertulis

Bentuk Penilaian Praktek pengamatan kegiatan siswa Lisan (Pre-test)


Researcher























73

Appendix 12 Kisi-kisi soal Mata Pelajaran Kelas Kompeten etensi si Dasa Dasarr

No .

1.

: Bahasa Inngris : IV : Bercakap-c Bercakap-cakap akap untuk menyertai menyertai tindakan tindakan secara secara berterima berterima yang melibatkan melibatkan tindak tutur: Mengenalkan diri, memberi salam atau sapaan, memberi salam perpisahan dan memberi abaaba.

Material

Introduction

Sub. Material

Daily ac activities

Indicators

1. Sisw iswa da dapat memperkenalkan dirinya. 2. Sisw iswa da dapat mengucapkan percakapa percakapan n sederhana tentang tata cara memperkenalkan diri

Questioning

1. Go od morning 2. Go od afternoon 3. Wh at is yor name? 4. See you later 5. Ho w are you? 6. I’m fine, thank you 7. Nic e to meet you 8. Wh ere do you live? 9. See you tommorow

Type of Question

Practice























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75

Appendix 13 The dialogue!

Hello, good morning! Hi, good morning! My name is Andre. What is your name?

I am Ronny

Where do you live?

I live in Jl. Dago























76

Appendix 14 Exercise Name :……………………………. Complete the dialog!

Hello, good ………….! Hi, good morning! My name is Andre. What is …………?

I am Ronny

Where do you ……...……?

I live in Jl. Dago

























RENCANA PELAKSANAAN PEMBELAJARAN

Mata Pelajaran Kelas / Semester Pertemuan Ke Alokasi Waktu

Standar Kompetensi

: Bahasa Inggris : IV / 1 : 3 (tiga) : 2 x 35 Menit























V.

Lang Langka kahh-ka kang ngka kah h Pemb Pembel elaj ajar aran an

No.

1


Kegiatan Awal Guru mengkondisikan siswa • Guru mengabsen siswa • Menanyakan kabar • Pre-test (Melakukan 78anya jawab tentang pelajaran • sebelumnya ) Kegiatan Inti


Klasikal Klasikal Individu Klasikal

15 menit























VII. VII. Peni Penila laia ian n Prosedur Penilaian e. Tes proses f. Tes akhir

Jenis Penilaian a. Tes Tes pro prose sess : Guru Guru Men Menga gamat matii sisw siswaa dala dalam m mela melakuk kukan an per percak cakap apan an b. Tes akhir akhir : Secara Secara tertulis tertulis























Appendix 15 A Model Dialogue

Rahmat

: Hallo, Susan. What are you doing?

Susan

: I make a painting.

Rahmat

: Is that your hobby?

Susan

: Yes, I am.























Make the dialogue with your friends about introduction theme! Make the dialogue with your friends about hobby theme!

EVALUATION For individual Make the dialogue from three themes Greeting, Introduction, and Hobby!

























The result of data collection The post-test and evaluation after research























No.

Kelompok Nama

Aspek yang dinilai























B : I am fine. Thank you 4. A : Nice Nice to meet meet you. you.























THE IMPROVEMENT OF STUDENT’S SPEAKING SKILL THROUGH GUESSING GAMES TECHNIQUE

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