LESSON PLAN
School : SMAN 2 Metro
Subject : English
Grade/Semester : XII/1 IPA/IPS
Time Allocation : 1 meeting (2x45 minutes)
Skill : Speaking
Standard Competence:
4. Expressing the meaning of short functional text monolog in the form of;
Narrative, Explanation, and Discussion text.
Basic Competence:
4.1 Expressing the meaning that stated in short monolog text formal and informal
accurately, fluently, and acceptable in various context of daily life in the
form of Narrative.
Indicators:
1. Getting the topic of Narrative text
2. Analyzing generic structure of Narrative text
3. Doing monologue in Narrative text
Objectives:
1. Students will be able to get the topic of Narrative text
2. Students will be able to analyze generic structure of Narrative text
3. Students will be able to retell monologue in Narrative
Method:
Communicative Language Teaching (CLT)
Technique:
Game
Teaching Learning Activities:
Pre Activity (10 minutes)
Teacher’s Students’
- Greet the students - Response
- Pray with the students
- Review the last material they learned
Whilst Activity (65 minutes)
Teacher’s Students’
- Explain to the students about the generic structure of
Narrative text
- Give the students a Narrative text
- Give the students background knowledge about the text
- Ask the students to analyze the generic structure of - Analyze
the Narrative text
- Ask the students some questions related to the text
and they must answer it orally
- Ask the students to make a circle and give them a ball
- Play the music and when the song stops, the student - Tell the
who holds the ball must retell the story, story
one student only speak one
sentence
- Correct the students’ pronunciation and ask - Repeat
them to repeat the words with good pronunciation
Post Activity (15 minutes)
Teacher’s Students’
- Ask the students to make a conclusion about - Make a
Narrative text conclusion
- Give a chance to students to ask questions
- Give some advises and motivation to the students
- Give students’ homework
- End the class
Source:
Informational English for SMA Grade XII by Tony Rogers
Media:
• White board
• Marker
• Paper
• Worksheet
• A ball
• Cassette and radio/ music player
Material:
Social function / communicative purpose:
To amuse, entertain and to deal with actual or vicarious experience in different ways; Narrative deal with problem attic event which lead to a crisis or turning point of some kind, which is turn finds a resolution.
Generic structure:
1. Orientation : sets the scene and introduction the participants (character,
place and time).
2. Complication : crisis arises.
3. Resolution : the crisis is resolved, for better or for worse.
4. Re-orientation: optional.
Example:
Once there was animal was farmer from Laos. Every morning and every evening, he ploughed his field with buffalo. One day, a tiger saw the farmer and his buffalo working. The tiger was surprise to see a big animal listening to a small animal. He wanted to know more about the buffalo and the man.
After the man went home, the tiger spoke to the buffalo. “You are so big and strong. Why do you do everything the man tells you?” The buffalo answer, “Oh the man is very intelligent. The tiger asked “Can you tell me how intelligent he is?” No, I can’t tell you, said the buffalo, ‘but you can ask him. So the next day the tiger said to the man, Can I see your intelligence? “But the man answered it at home.” Can you go and get it? Asked the Tiger. Yes, said the man, “but I am afraid you will kill my buffalo when I am gone. Can I tie you to a tree? After the man tied the tiger to the tree, he did not go home to get his tree; he took his plough and hit the tiger. Then he said, “Now you know about my intelligence even you have not seen it.”
Generic structure
Orientation
Once there was animal was farmer from Laos. Every morning and every evening, he ploughed his field with buffalo.
Complication
One day, a tiger saw the farmer and his buffalo working. The tiger was surprise to see a big animal listening to a small animal. He wanted to know more about the buffalo and the man.
Resolution
After the man went home, the tiger spoke to the buffalo. “You are so big and strong. Why do you do everything the man tells you?” The buffalo answer, “Oh the man is very intelligent.
Complication
The tiger asked “Can you tell me how intelligent he is?” No, I can’t tell you, said the buffalo, ‘but you can ask him. So the next day the tiger said to the man, Can I see your intelligence? “But the man answered it at home.” Can you go and get it? Asked the Tiger. Yes, said the man, “but I am afraid you will kill my buffalo when I am gone. Can I tie you to a tree?
Resolution
After the man tied the tiger to the tree, he did not go home to get his tree; he took his plough and hit the tiger. Then he said, “Now you know about my intelligence even you have not seen it.”
Evaluation:
- Technique : Performance
- Form : Ask the students to retell the story
- Instrument : Student’s performance (their activity)
- Scoring system :
1. Fluency : 20%
2. Pronunciation : 20%
3. Accuracy : 20%
4. Performance : 20%
5. Grammar : 10%
6. Vocabulary : 10%
"Romeo and Juliet's Romantic and Tragic Story"
In the town of Verona there lived two families, the Capulets and the Montagues. They engaged in a bitter feud. Among the Montagues was Romeo, a hot-blooded young man with an eye for the ladies. One day, Romeo attended the feast of the Capulets', a costume party where he expected to meet his love, Rosaline, a haughty beauty from a well-to-do family. Once there, however, Romeo's eyes felt upon Juliet, and he thought of Rosaline no more.
The vision of Juliet had been invading his every thought. Unable to sleep, Romeo returned late that night to the Juliet's bedroom window. There, he was surprised to find Juliet on the balcony, professing her love for him and wishing that he were not a "Montague", a name behind his own. "What's in a name? That which we call a rose by any other name would smell as sweet." Romeo was ready to deny his name and professed his love. The two agreed to meet at nine o-clocks the next morning to be married.
Early the next morning, Romeo came to Friar Lawrence begging the friar to marry him to Juliet. The Friar performed the ceremony, praying that the union might someday put an end to the feud between the two families. He advised Romeo kept the marriage a secret for a time.
On the way home, Romeo chanced upon his friend Mercutio arguing with Tybalt, a member of the Capulet clan. That quarrelling last caused Merquito died. Romeo was reluctant no longer. He drew his sword and slew Tybalt died. Romeo realized he had made a terrible mistake. Then Friar Lawrence advised Romeo to travel to Mantua until things cool down. He promised to inform Juliet.
In the other hand, Juliet's father had decided the time for her to marry with Paris. Juliet consulted Friar Lawrence and made a plot to take a sleeping potion for Juliet which would simulate death for three days. The plot proceeded according to the plan. Juliet was sleeping in death.
Unfortunately, The Friar's letter failed to reach Romeo. Under the cover of darkness, he broke into Juliet's tomb. Romeo kissed the lips of his Juliet one last time and drank the poison. Meanwhile, the effects of the sleeping potion wear off. Juliet woke up calling for Romeo. She found her love next to her but was lying dead, with a cup of poison in his hand. She tried to kiss the poison from his lips, but failed. Then Juliet put out his dagger and plunged it into her breast. She died
Instruction:
Each student should answer the questions orally based on Narrative text.
1. The text tells us about ……
2. Can you tell us what the problems in the story?
3. How to solve the problems based on the story?
Worksheet
Answer key:
1. The story tells us about the love story between Romeo and Juliet.
2. Juliet's father had decided the time for her to marry with Paris. Juliet
consulted Friar Lawrence and made a plot to take a sleeping potion for Juliet
which would simulate death for three days. The plot proceeded according to the
plan. Juliet was sleeping in death.
3. The Friar's letter failed to reach Romeo. Under the cover of darkness, he broke
into Juliet's tomb. Romeo kissed the lips of his Juliet one last time and drank
the poison. Meanwhile, the effects of the sleeping potion wear off. Juliet woke
up calling for Romeo. She found her love next to her but was lying dead, with a
cup of poison in his hand. She tried to kiss the poison from his lips, but
failed. Then Juliet put out his dagger and plunged it into her breast. She died
Homework
Silent Love
Once, there was a couple who love very much each other. From the very Beginning, the girl's family objected strongly on her dating this guy. Saying that it has got to do with family background & that the girl will have to suffer for the rest of her life if she were to be with him.
Due to family's pressure, the couple quarrel very often. Though the girl love the guy deeply, but she always ask him: "How deep is your love for me?"
As the guy is not good with his words, this often causes the girl to be very upset. With that & the family's pressure, the girl often vents her anger on him. As for him, he only endures it in silence.
After a couple of years, the guy finally graduated & decided to further his studies in overseas. Before leaving, he proposed to the girl: "I'm not very good with words. But all I know is that I love you. If you allow me, I will take care of you for the rest of my life. As for your family, I'll try my best to talk them round. Will you marry me?"
The girl agreed, & with the guy's determination, the family finally gave in & agreed to let them get married. So before he leaves, they got engaged.
The girl went out to the working society, whereas the guy was overseas, continuing his studies. They sent their love through emails & phone calls. Though it's hard, but both never thought of giving up.
One day, while the girl was on her way to work, she was knocked down by a car that lost control. When she woke up, she saw her parents beside her bed. She realized that she was badly injured. Seeing her mum crying, she wanted to comfort her. But she realized that all that could come out of her mouth was just a sigh. She has lost her voice......The doctors say that the impact on her brain has caused her to lose her voice. Listening to her parents' comfort, but with nothing coming out from her, she broke down.
During the stay in hospital, besides silence cry ...it’s still just silence cry that companied her. Upon reaching home, everything seems to be the same. Except for the ringing tone of the phone. This pierced into her heart every time it rang. She does not wish to let the guy know. & not wanting to be a burden to him, she wrote a letter to him saying that she does not wish to wait any longer.
With that, she sent the ring back to him. In return, the guy sent millions & millions of reply, and countless of phone calls, all the girl could do, besides crying, is still crying....
The parents decided to move away, hoping that she could eventually forget everything & be happy.With a new environment, the girl learns sign language & started a new life. Telling her everyday that she must forget the guy. One day, her friend came & told her that he's back. She asked her friend not to let him know what happened to her. Since then, there wasn't anymore news of him.
A year has passed & her friend came with an envelope, containing an invitation card for the guy's wedding. The girl was shattered. When she opens the letter, she saw her name in it instead.
When she was about to ask her friend what's going on, she saw the guy standing in front of her. He used sign language telling her "I've spent a year's time to learn sign language. Just to let you know that I've not forgotten our promise. Let me have the chance to be your voice. I Love You. With that, he slipped the ring back into her finger. The girl finally smiled.
Questions:
Instruction:
Each student should answer the questions orally based on Narrative text.
1. The text tells us about ……
2. Can you tell us what the problems in the story?
3. How to solve the problems based on the story?
Worksheet
Answer key:
1. The story tells us about the silent love of a couple.
2. The guy finally graduated & decided to further his studies in overseas. She sent
the ring back to him. In return, the guy sent millions & millions of reply, and
countless of phone calls, all the girl could do, besides crying, is still
crying.... A year has passed & her friend came with an envelope, containing an
invitation card for the guy's wedding. The girl was shattered. When she opens
the letter, she saw her name in it instead.
3. When she was about to ask her friend what's going on, she saw the guy standing
in front of her. He used sign language telling her "I've spent a year's time to
learn sign language. Just to let you know that I've not forgotten our promise.
Let me have the chance to be your voice. I Love You. With that, he slipped the
ring back into her finger. The girl finally smiled.
Appendix
Song lyric
"Where'd You Go?"
Where'd you go?
I miss you so,
Seems like it's been forever,
That you've been gone.
She said "Some days I feel like shit,
Some days I wanna quit, and just be normal for a bit,"
I don't understand why you have to always be gone,
I get along but the trips always feel so long,
And, I find myself trying to stay by the phone,
'Cause your voice always helps me to not feel so alone,
But I feel like an idiot, workin' my day around the call,
But when I pick up I don't have much to say,
So, I want you to know it's a little fucked up,
That I'm stuck here waitin', at times debatin',
Tellin' you that I've had it with you and your career,
Me and the rest of the family here singing "Where'd you go?"
I miss you so,
Seems like it's been forever,
That you've been gone.
Where'd you go?
I miss you so,
Seems like it's been forever,
That you've been gone,
Please come back home...
You know the place where you used to live,
Used to barbecue up burgers and ribs,
Used to have a little party every Halloween with candy by the pile,
But now, you only stop by every once and a while,
Shit, I find myself just fillin' my time,
With anything to keep the thought of you from my mind,
I'm doin' fine, I plan to keep it that way,
You can call me if you find that you have something to say,
And I'll tell you, I want you to know it's a little fucked up,
That I'm stuck here waitin', at times debatin',
Tellin' you that I've had it with you and your career,
Me and the rest of the family here singing "Where'd you go?"
I miss you so,
Seems like it's been forever,
That you've been gone.
Where'd you go?
I miss you so,
Seems like it's been forever,
That you've been gone,
Please come back home...
I want you to know it's a little fucked up,
That I'm stuck here waitin', no longer debatin',
Tired of sittin' and hatin' and makin' these excuses,
For why you're not around, and feeling so useless,
It seems one thing has been true all along,
You don't really know what you've got 'til it's gone,
I guess I've had it with you and your career,
When you come back I won't be here and you can sing it...
Where'd you go?
I miss you so,
Seems like it's been forever,
That you've been gone.
Where'd you go?
I miss you so,
Seems like it's been forever,
That you've been gone,
Please come back home...
Please come back home...
Please come back home...
Please come back home...
Please come back home...
Senin, 03 Januari 2011
ET Method Final Task (Annisa Putri 0853042004)
ET METHOD FINAL TASKS
(LESSON PLAN)
BY :
ANNISA PUTRI
0853042004
clip_image002
ENGLISH EDUCATION PROGRAM
TEACHER TRAINING AND EDUCATION FACULTY
UNIVERSITY OF LAMPUNG
2010/2011
School : SMAN 4 Metro
Subject : English
Class/Semester : VII/I
Aspect : Speaking/Listening
Type of Text : Transactional/interpersonal
Theme : Daily Activities
Time : 2x45 Minutes
Standard Competence
Expressing the meaning of very simple transactional and interpersonal conversation in daily life context in Korean Language.
Basic Competence
Expressing the meaning of simple transactional (to get things done) and interpersonal (socialization) formal and informal conversation accurately, fluently and acceptable in daily life conversation such as an introduction.
Indicators
• The students are able to use and respond an introduction Korea Language.
• The students are able to use and respond Wh-question in Korea Language.
Teaching Procedures
a. Pre-Activities
1. The teachers greet the students and check the students’ attendance list.
2. Teacher explains the material about Korean Language.
b. While Activities
1. The teacher gives some examples about introduction in Korean.
2. The teacher asked 4 students to move forward, make a circle.
3. The teacher start the lesson with asked the first student to ask the second student with the question “How are you?” in Korean Language. Teacher whisper the Korean language behind the first student. Then the first student asks the second student with the question in Korean Language.
4. Then the teacher move to the second student and asked to say “I’m Fine” in Korea language. The teacher whisper behind the second student too. And the second student answers the question in Korea Language.
5. Next, the teacher asked the second student to ask the third student with the question “What is your name?” in Korean Language. Teacher whisper the question in Korean Language behind the second student.
6. Then, the teacher moves to the third student and tell the answer of the question in Korean Language. The teacher whispers the answer behind the third student.
7. Next, the teacher asked the third student to ask the fourth student with the question “Where do you live?” in Korean Language. Teacher whisper the question in Korean Language behind the third student.
8. Then, the teacher moves to the fourth student and tell the answer of the question in Korean Language. The teacher whispers the answer behind the fourth student.
9. Next, the teacher asked the fourth student to ask the fifth student with the question “Where do you come from?” in Korean Language. Teacher whisper the question in Korean Language behind the fourth student.
10. Then, the teacher moves to the fifth student and tell the answer of the question in Korean Language. The teacher whispers the answer behind the fifth student.
11. The teacher should make the situation in class as natural as the teacher can do.
c. Post-Activity
1. The teacher concludes the material that has been learned.
2. The teacher asked the student how they feel after learn the material.
Source
1. Korean conversation book.
Media
1. Dialogue script
2. Korean dictionary
Method
CLT (Communicative Language Teaching)
Techniques
Dialogue
Material
Maria : How are you?
Jal jinae sijyo?
Apa kabar?
Fara : I am fine
Joh-eun sosig-i iss-eosseoyo
Kabar saya baik
What is your name?
Dangshinui ireumirel moatseumika?
Siapa nama mu?
Annisa : My name is Annisa
Annisa-imnida
Nama saya Annisa
Where do you live?
Eodie sarayo?
Di mana kamu tinggal?
Dewi : I live in Metro
Naega jihacheol-e salgo
Saya tinggal di Metro
Where do you come from?
Oedie watseoyo?
Darimana kamu berasal?
Jenny : I come from Netherland
Jeon nedeollandeu gugga-esseo on
Saya berasal dari Belanda.
Evaluation
The teacher asked the students to make another Korean Language conversation based on what the students have learnt.
Assessment
- Pronunciation, maximal score : 50
- Performance, maximal score : 30
- Intonation, maximal score : 20
The sum of maximal score : 100
ET Method Final Task (Monica Ambarita 0853042024)
ET METHOD FINAL TASKS
LESSON PLAN
School : SMAN 4 Metro
Subject : English
Class/Semester : VII/I
Aspect : Speaking/Listening
Type of Text : Transactional/interpersonal
Theme : Daily Activities
Time : 2x45 Minutes
Standard Competence
Expressing the meaning of very simple transactional and interpersonal conversation in daily life context in French.
Basic Competence
Expressing the meaning of simple transactional (to get things done) and interpersonal (socialization) formal and informal conversation accurately, fluently and acceptable in daily life conversation such as an introduction.
Indicators
• The students are able to use and respond an introduction French.
• The students are able to use and respond Wh-question in French.
Teaching Procedures
a. Pre-Activities
1. The teachers greet the students and check the students’ attendance list.
2. Teacher explains the material about Language of France.
b. While Activities
Teacher’s Students’
* · Read the dialogue Listen
* · Read the dialog sentence by sentence and
ask students to repeat it (3-6 times)
(if the teacher detects an error , teacher correct it
and ask the students to repeat it) - Repeat after teacher
* · Divide the students become 2 group, - Practice
one group as 1st speaker and another as
2nd speaker, then practice the dialog
* · Ask 5- 6 students to do the conversation
with the teacher (drill the students) - Respond
* · Ask the students to practice the dialog in pairs - Practice
* · Ask the students to practice the dialog in pairs
In front of the class
c. Post-Activity
1. The teacher concludes the material that has been learned.
2. The teacher asked the student how they feel after learn the material.
Source
1. The conversation book.
Media
1. Dialogue script
2. French Dictionary
Method
* ALM (Audio Lingual Method)
Technique
* · Drilling
* · Practice in pairs
* · Performance in front of class
·
Material
Teacher : Good Afternoon
Bonjour (repeat)
Selamat siang
Students : Bonjour
Teacher : Good Afternoon too
Aussi bonne journée
Selamat siang juga
How are you?
Comment vous?
Apa kabar?
Students : Aussi bonne journée
Comment vous?
Teacher : I am fine
J’ai de bones novellas
Kabar saya baik
How are you?
Comment vous?
Apa kabar?
Students : J’ai de bones novellas
Comment vous?
Teacher : I am very well, thank you
Je suis très bien, merci
Kabar saya sangat baik, terima kasih
What is your name?
Quell est. ton nom?
Siapa nama mu?
Students : Je suis très bien, merci
Evaluation
The teacher asked the students to make another conversation based on what the students have learnt.
Assessment
* · Grammar : 10%
* · Pronunciation : 15%
* · Fluency : 30%
* · Accuracy : 20%
* · Performance : 25%
* Total maximum Score : 100%
ET METHOD FINAL TASKS
(LESSON PLAN)
BY :
MONICA ROITO AMBARITA
0853042024
clip_image002
ENGLISH EDUCATION PROGRAM
TEACHER TRAINING AND EDUCATION FACULTY
UNIVERSITY OF LAMPUNG
2010/2011
LESSON PLAN
School : SMAN 4 Metro
Subject : English
Class/Semester : VII/I
Aspect : Speaking/Listening
Type of Text : Transactional/interpersonal
Theme : Daily Activities
Time : 2x45 Minutes
Standard Competence
Expressing the meaning of very simple transactional and interpersonal conversation in daily life context in French.
Basic Competence
Expressing the meaning of simple transactional (to get things done) and interpersonal (socialization) formal and informal conversation accurately, fluently and acceptable in daily life conversation such as an introduction.
Indicators
• The students are able to use and respond an introduction French.
• The students are able to use and respond Wh-question in French.
Teaching Procedures
a. Pre-Activities
1. The teachers greet the students and check the students’ attendance list.
2. Teacher explains the material about Language of France.
b. While Activities
Teacher’s Students’
* · Read the dialogue Listen
* · Read the dialog sentence by sentence and
ask students to repeat it (3-6 times)
(if the teacher detects an error , teacher correct it
and ask the students to repeat it) - Repeat after teacher
* · Divide the students become 2 group, - Practice
one group as 1st speaker and another as
2nd speaker, then practice the dialog
* · Ask 5- 6 students to do the conversation
with the teacher (drill the students) - Respond
* · Ask the students to practice the dialog in pairs - Practice
* · Ask the students to practice the dialog in pairs
In front of the class
c. Post-Activity
1. The teacher concludes the material that has been learned.
2. The teacher asked the student how they feel after learn the material.
Source
1. The conversation book.
Media
1. Dialogue script
2. French Dictionary
Method
* ALM (Audio Lingual Method)
Technique
* · Drilling
* · Practice in pairs
* · Performance in front of class
·
Material
Teacher : Good Afternoon
Bonjour (repeat)
Selamat siang
Students : Bonjour
Teacher : Good Afternoon too
Aussi bonne journée
Selamat siang juga
How are you?
Comment vous?
Apa kabar?
Students : Aussi bonne journée
Comment vous?
Teacher : I am fine
J’ai de bones novellas
Kabar saya baik
How are you?
Comment vous?
Apa kabar?
Students : J’ai de bones novellas
Comment vous?
Teacher : I am very well, thank you
Je suis très bien, merci
Kabar saya sangat baik, terima kasih
What is your name?
Quell est. ton nom?
Siapa nama mu?
Students : Je suis très bien, merci
Evaluation
The teacher asked the students to make another conversation based on what the students have learnt.
Assessment
* · Grammar : 10%
* · Pronunciation : 15%
* · Fluency : 30%
* · Accuracy : 20%
* · Performance : 25%
* Total maximum Score : 100%
ELT Method Anugerah Dining R 0813042018
LESSON PLAN
School : SMP Negeri 4 Bandar Lampung
Subject : English
Class/Semester : VII/2
Time Allocation : 1 meeting (2 × 40 minutes)
Skill : Listening and Speaking
• Standard Competence:
1. Understanding very simple instructions with some actions in class and school context.
2. Understanding the meaning of some words that are said by teachers.
• Basic Competence:
1. Responding simple instructions that related to public services and describing location by the actions in class and school context.
2. Responding some words that are heard from teachers.
• Indicators :
1. Identify the expression to describe location to public services.
2. Mention some public services through which the character on the pictures with pronunciation and intonation appropriately.
3. Repeat pronunciation expression model to indicate direction toward public services.
• Objectives:
1. Students will be able to identify some expression to describe location to public services.
2. Students will be able to practice or repeat what has been heard by the teacher that related to public places in showing direction.
• Method:
Audio-lingual Method
• Techniques:
1. Face to face
Getting pronunciation expression model and language attitude from the teacher, especially in:
+ Identify the pronunciation about public services and direction to show it correctly.
+ Identify the pronunciation and intonation model in showing that position.
2. Independent Task
+ Practice by listening to the teacher.
• Teaching Learning Activities:
o Pre Activity (10 minutes)
1. The teacher greets students.
2. The teacher checks attendance list.
3. The teacher introduces the topic will be learned.
o While Activity (60 minutes)
1. Activity 1
- A short dialogue
* The teacher gives a brief summary about describing location. The dialogue is not translated but equivalent translation of key phrases should be given in order to the language learners to comprehend the dialogue.
* The teacher read or recites the dialogue at normal speed several times and students listen attentively.
* The teacher asks students to repeat each sentence. If the teacher detects an error, the offending learner is corrected and is asked to repeat again the sentence.
* The teacher asks students to continue the dialogue about describing location with groups decreasing in size, which is, first the two halves of the class, then thirds, and then single rows or smaller group.
* The teacher asks students to act out the dialogue in pairs of individual students in front of the classroom.
2. Activity 2
- Explanation Material
* The teacher explains all about the materials by showing the illustration picture that discuss about describing location to public services.
3. Activity 3
- Drill Students by using Repetition Drill and Command Drill
* The teacher read the example map, and students repeat what the teacher says.
* The teacher asks some students to stand in front of the classroom, and then call out a command for students to perform. For example:
Command : Jono is the left side of Joni
Action : Jono stand in the left side of Joni
4. Activity 4
- Doing Exercises
* The teacher asks students to do exercises that relates to describing locations.
o Post Activity (10 minutes)
1. The teacher asks students to correct their work together.
2. The teacher ends the class by greeting.
• Source :
Handbook: Communicative and meaningful English for Junior High School Grade 2, The English Team, by Yudhistira
• Media:
o Picture
o White board
o Board market
o Paper
•Material:
The simple and short dialogue that is used for Activity 1 in While Activity
The illustration of the dialogue:
Romeo is asking someone named Waty the location of certain places in the city.
Romeo : Excuse me ladies, could you help me, please?
Waty : What can I do for you?
Romeo : Where is Ramayana Department Store?
Waty : It’s not far from here. It’s on Fitri Street.
Romeo : And where is Bambu Kuning?
Waty : It’s also on Fitri Steet.
Romeo : Is Ramayana Department Store on the right side or the left side
of Fitri Street?
Waty : It’s on the left side of the street and across from Bambu Kuning.
Romeo : I see. Thank you very much for your help, Pretty Girl.
Waty : Oh... You’re welcome, Sir.
The illustration picture and explanation for Activity 2 in While Activity
The example map of Repetition Drill for Activity 3 in While Activity
Listen and Repeat!
Teacher : The restaurant is next to the butcher’s shop.
Student 1 : The restaurant is next to the butcher’s shop.
Teacher : The hotel is between the post office and the supermarket.
Student 2 : The hotel is between the post office and the supermarket.
Teacher : The florist is right across the street from butcher.
Student 3 : The florist is right across the street from butcher.
Teacher : The post office is beside the hotel.
Student 4 : The post office is beside the hotel.
Teacher : The dress shop is on the corner of the street.
Student 5 : The dress shop is on the corner of the street.
Teacher : The butcher is across from florist.
Student 6 : The butcher is across from florist.
• Evaluation
Exercises for Activity 4 in While Activity
Look at the picture below. Answer the questions based on the picture.
For example: “Where is the restaurant?”
It’s on the first street or it’s beside the Department Store
Questions:
1. I need to borrow some book. Can you tell me where the library is?
2. Where is the supermarket?
3. Can you tell me where the fire station is?
4. Where is the Church?
5. Let’s go to the movies. Where is it?
6. Could you tell me where the bank is?
7. The museum must have a good collection. Where is it?
8. I need a new shirt. Where the department store is?
9. Where is the post office?
10.Is there a hotel in this city?
Answer Key:
1. It’s on the corner of Fourth Street and Hope Street.
2. The supermarket in front of the department store or it’s on the First Street.
3. The fire station is across from Cinema. It’s on the Third Street.
4. The Church is between Bank and Royal Hotel. Bank is on the left of Church. Royal Hotel is on the right of Church.
5. Cinema is across from Fire Station. It’s beside Post Office.
6. The bank is beside Church.
7. It’s on the corner of Brown Street and Second Street
8. Department Store is opposite Supermarket. It’s behind Cabaca Restaurant.
9. Post office is beside Cinema. It’s on the Second Street.
10.Yes, there is.
• Scoring System:
First, use the following three point rubric to evaluate students’ work during the lesson:
1. Three points : Students were highly engaged in class and group discussion; clearly responded all the names of public places; pronounced it clearly and showed direction correctly.
2.Two points : Students participated in class and group discussion; adequately responded most of the name of public places; pronounced what was heard unclearly.
3. One point : Students participated minimally in class and group discussion; were unable to respond most of the name of public places; pronounced it incorrectly.
Second, we use number to give the students score.
* The question contains 10 answers.
The correct answer is true score
School : SMP Negeri 4 Bandar Lampung
Subject : English
Class/Semester : VII/2
Time Allocation : 1 meeting (2 × 40 minutes)
Skill : Listening and Speaking
• Standard Competence:
1. Understanding very simple instructions with some actions in class and school context.
2. Understanding the meaning of some words that are said by teachers.
• Basic Competence:
1. Responding simple instructions that related to public services and describing location by the actions in class and school context.
2. Responding some words that are heard from teachers.
• Indicators :
1. Identify the expression to describe location to public services.
2. Mention some public services through which the character on the pictures with pronunciation and intonation appropriately.
3. Repeat pronunciation expression model to indicate direction toward public services.
• Objectives:
1. Students will be able to identify some expression to describe location to public services.
2. Students will be able to practice or repeat what has been heard by the teacher that related to public places in showing direction.
• Method:
Audio-lingual Method
• Techniques:
1. Face to face
Getting pronunciation expression model and language attitude from the teacher, especially in:
+ Identify the pronunciation about public services and direction to show it correctly.
+ Identify the pronunciation and intonation model in showing that position.
2. Independent Task
+ Practice by listening to the teacher.
• Teaching Learning Activities:
o Pre Activity (10 minutes)
1. The teacher greets students.
2. The teacher checks attendance list.
3. The teacher introduces the topic will be learned.
o While Activity (60 minutes)
1. Activity 1
- A short dialogue
* The teacher gives a brief summary about describing location. The dialogue is not translated but equivalent translation of key phrases should be given in order to the language learners to comprehend the dialogue.
* The teacher read or recites the dialogue at normal speed several times and students listen attentively.
* The teacher asks students to repeat each sentence. If the teacher detects an error, the offending learner is corrected and is asked to repeat again the sentence.
* The teacher asks students to continue the dialogue about describing location with groups decreasing in size, which is, first the two halves of the class, then thirds, and then single rows or smaller group.
* The teacher asks students to act out the dialogue in pairs of individual students in front of the classroom.
2. Activity 2
- Explanation Material
* The teacher explains all about the materials by showing the illustration picture that discuss about describing location to public services.
3. Activity 3
- Drill Students by using Repetition Drill and Command Drill
* The teacher read the example map, and students repeat what the teacher says.
* The teacher asks some students to stand in front of the classroom, and then call out a command for students to perform. For example:
Command : Jono is the left side of Joni
Action : Jono stand in the left side of Joni
4. Activity 4
- Doing Exercises
* The teacher asks students to do exercises that relates to describing locations.
o Post Activity (10 minutes)
1. The teacher asks students to correct their work together.
2. The teacher ends the class by greeting.
• Source :
Handbook: Communicative and meaningful English for Junior High School Grade 2, The English Team, by Yudhistira
• Media:
o Picture
o White board
o Board market
o Paper
•Material:
The simple and short dialogue that is used for Activity 1 in While Activity
The illustration of the dialogue:
Romeo is asking someone named Waty the location of certain places in the city.
Romeo : Excuse me ladies, could you help me, please?
Waty : What can I do for you?
Romeo : Where is Ramayana Department Store?
Waty : It’s not far from here. It’s on Fitri Street.
Romeo : And where is Bambu Kuning?
Waty : It’s also on Fitri Steet.
Romeo : Is Ramayana Department Store on the right side or the left side
of Fitri Street?
Waty : It’s on the left side of the street and across from Bambu Kuning.
Romeo : I see. Thank you very much for your help, Pretty Girl.
Waty : Oh... You’re welcome, Sir.
The illustration picture and explanation for Activity 2 in While Activity
The example map of Repetition Drill for Activity 3 in While Activity
Listen and Repeat!
Teacher : The restaurant is next to the butcher’s shop.
Student 1 : The restaurant is next to the butcher’s shop.
Teacher : The hotel is between the post office and the supermarket.
Student 2 : The hotel is between the post office and the supermarket.
Teacher : The florist is right across the street from butcher.
Student 3 : The florist is right across the street from butcher.
Teacher : The post office is beside the hotel.
Student 4 : The post office is beside the hotel.
Teacher : The dress shop is on the corner of the street.
Student 5 : The dress shop is on the corner of the street.
Teacher : The butcher is across from florist.
Student 6 : The butcher is across from florist.
• Evaluation
Exercises for Activity 4 in While Activity
Look at the picture below. Answer the questions based on the picture.
For example: “Where is the restaurant?”
It’s on the first street or it’s beside the Department Store
Questions:
1. I need to borrow some book. Can you tell me where the library is?
2. Where is the supermarket?
3. Can you tell me where the fire station is?
4. Where is the Church?
5. Let’s go to the movies. Where is it?
6. Could you tell me where the bank is?
7. The museum must have a good collection. Where is it?
8. I need a new shirt. Where the department store is?
9. Where is the post office?
10.Is there a hotel in this city?
Answer Key:
1. It’s on the corner of Fourth Street and Hope Street.
2. The supermarket in front of the department store or it’s on the First Street.
3. The fire station is across from Cinema. It’s on the Third Street.
4. The Church is between Bank and Royal Hotel. Bank is on the left of Church. Royal Hotel is on the right of Church.
5. Cinema is across from Fire Station. It’s beside Post Office.
6. The bank is beside Church.
7. It’s on the corner of Brown Street and Second Street
8. Department Store is opposite Supermarket. It’s behind Cabaca Restaurant.
9. Post office is beside Cinema. It’s on the Second Street.
10.Yes, there is.
• Scoring System:
First, use the following three point rubric to evaluate students’ work during the lesson:
1. Three points : Students were highly engaged in class and group discussion; clearly responded all the names of public places; pronounced it clearly and showed direction correctly.
2.Two points : Students participated in class and group discussion; adequately responded most of the name of public places; pronounced what was heard unclearly.
3. One point : Students participated minimally in class and group discussion; were unable to respond most of the name of public places; pronounced it incorrectly.
Second, we use number to give the students score.
* The question contains 10 answers.
The correct answer is true score
ELT Method Anugerah Dining Reswari 0813042018
LESSON PLAN
School : SMP Negeri 4 Bandar Lampung
Subject : English
Class/Semester : VII/2
Time Allocation : 1 meeting (2 × 40 minutes)
Skill : Listening and Speaking
• Standard Competence:
1.Understanding very simple instructions with some actions in class and school context.
2.Understanding the meaning of some words that are said by teachers.
• Basic Competence:
1. Responding simple instructions that related to public services and describing location by the actions in class and school context.
2. Responding some words that are heard from teachers.
• Indicators :
1. Identify the expression to describe location to public services.
2. Mention some public services through which the character on the pictures with pronunciation and intonation appropriately.
3. Repeat pronunciation expression model to indicate direction toward public services.
• Objectives:
1. Students will be able to identify some expression to describe location to public services.
2. Students will be able to practice or repeat what has been heard by the teacher that related to public places in showing direction.
• Method:
Audio-lingual Method
• Techniques:
1.Face to face
Getting pronunciation expression model and language attitude from the teacher, especially in:
+ Identify the pronunciation about public services and direction to show it correctly.
+ Identify the pronunciation and intonation model in showing that position.
2.Independent Task
+ Practice by listening to the teacher.
• Teaching Learning Activities:
o Pre Activity (10 minutes)
1.The teacher greets students.
2.The teacher checks attendance list.
3.The teacher introduces the topic will be learned.
o While Activity (60 minutes)
1.Activity 1
- A short dialogue
* The teacher gives a brief summary about describing location. The dialogue is not translated but equivalent translation of key phrases should be given in order to the language learners to comprehend the dialogue.
* The teacher read or recites the dialogue at normal speed several times and students listen attentively.
* The teacher asks students to repeat each sentence. If the teacher detects an error, the offending learner is corrected and is asked to repeat again the sentence.
* The teacher asks students to continue the dialogue about describing location with groups decreasing in size, which is, first the two halves of the class, then thirds, and then single rows or smaller group.
* The teacher asks students to act out the dialogue in pairs of individual students in front of the classroom.
2. Activity 2
- Explanation Material
* The teacher explains all about the materials by showing the illustration picture that discuss about describing location to public services.
3. Activity 3
- Drill Students by using Repetition Drill and Command Drill
* The teacher read the example map, and students repeat what the teacher says.
* The teacher asks some students to stand in front of the classroom, and then call out a command for students to perform. For example:
Command : Jono is the left side of Joni
Action : Jono stand in the left side of Joni
4. Activity 4
- Doing Exercises
*The teacher asks students to do exercises that relates to describing locations.
o Post Activity (10 minutes)
1. The teacher asks students to correct their work together.
2. The teacher ends the class by greeting.
• Source :
Handbook: Communicative and meaningful English for Junior High School Grade 2, The English Team, by Yudhistira
• Media:
o Picture
o White board
o Board market
o Paper
• Material:
The simple and short dialogue that is used for Activity 1 in While Activity
The illustration of the dialogue:
Romeo is asking someone named Waty the location of certain places in the city.
Romeo : Excuse me ladies, could you help me, please?
Waty : What can I do for you?
Romeo : Where is Ramayana Department Store?
Waty : It’s not far from here. It’s on Fitri Street.
Romeo : And where is Bambu Kuning?
Waty : It’s also on Fitri Steet.
Romeo : Is Ramayana Department Store on the right side or the left side
of Fitri Street?
Waty : It’s on the left side of the street and across from Bambu Kuning.
Romeo : I see. Thank you very much for your help, Pretty Girl.
Waty : Oh... You’re welcome, Sir.
The illustration picture and explanation for Activity 2 in While Activity
School : SMP Negeri 4 Bandar Lampung
Subject : English
Class/Semester : VII/2
Time Allocation : 1 meeting (2 × 40 minutes)
Skill : Listening and Speaking
• Standard Competence:
1.Understanding very simple instructions with some actions in class and school context.
2.Understanding the meaning of some words that are said by teachers.
• Basic Competence:
1. Responding simple instructions that related to public services and describing location by the actions in class and school context.
2. Responding some words that are heard from teachers.
• Indicators :
1. Identify the expression to describe location to public services.
2. Mention some public services through which the character on the pictures with pronunciation and intonation appropriately.
3. Repeat pronunciation expression model to indicate direction toward public services.
• Objectives:
1. Students will be able to identify some expression to describe location to public services.
2. Students will be able to practice or repeat what has been heard by the teacher that related to public places in showing direction.
• Method:
Audio-lingual Method
• Techniques:
1.Face to face
Getting pronunciation expression model and language attitude from the teacher, especially in:
+ Identify the pronunciation about public services and direction to show it correctly.
+ Identify the pronunciation and intonation model in showing that position.
2.Independent Task
+ Practice by listening to the teacher.
• Teaching Learning Activities:
o Pre Activity (10 minutes)
1.The teacher greets students.
2.The teacher checks attendance list.
3.The teacher introduces the topic will be learned.
o While Activity (60 minutes)
1.Activity 1
- A short dialogue
* The teacher gives a brief summary about describing location. The dialogue is not translated but equivalent translation of key phrases should be given in order to the language learners to comprehend the dialogue.
* The teacher read or recites the dialogue at normal speed several times and students listen attentively.
* The teacher asks students to repeat each sentence. If the teacher detects an error, the offending learner is corrected and is asked to repeat again the sentence.
* The teacher asks students to continue the dialogue about describing location with groups decreasing in size, which is, first the two halves of the class, then thirds, and then single rows or smaller group.
* The teacher asks students to act out the dialogue in pairs of individual students in front of the classroom.
2. Activity 2
- Explanation Material
* The teacher explains all about the materials by showing the illustration picture that discuss about describing location to public services.
3. Activity 3
- Drill Students by using Repetition Drill and Command Drill
* The teacher read the example map, and students repeat what the teacher says.
* The teacher asks some students to stand in front of the classroom, and then call out a command for students to perform. For example:
Command : Jono is the left side of Joni
Action : Jono stand in the left side of Joni
4. Activity 4
- Doing Exercises
*The teacher asks students to do exercises that relates to describing locations.
o Post Activity (10 minutes)
1. The teacher asks students to correct their work together.
2. The teacher ends the class by greeting.
• Source :
Handbook: Communicative and meaningful English for Junior High School Grade 2, The English Team, by Yudhistira
• Media:
o Picture
o White board
o Board market
o Paper
• Material:
The simple and short dialogue that is used for Activity 1 in While Activity
The illustration of the dialogue:
Romeo is asking someone named Waty the location of certain places in the city.
Romeo : Excuse me ladies, could you help me, please?
Waty : What can I do for you?
Romeo : Where is Ramayana Department Store?
Waty : It’s not far from here. It’s on Fitri Street.
Romeo : And where is Bambu Kuning?
Waty : It’s also on Fitri Steet.
Romeo : Is Ramayana Department Store on the right side or the left side
of Fitri Street?
Waty : It’s on the left side of the street and across from Bambu Kuning.
Romeo : I see. Thank you very much for your help, Pretty Girl.
Waty : Oh... You’re welcome, Sir.
The illustration picture and explanation for Activity 2 in While Activity
Andimari Purbo
TEACHING LEARNING INSTRUMENT
ET METHOD
(Communicative Language Teaching Method)
NAME : ANDIMARI PURBO
NPM : 0853042003
ENGLISH STUDY PROGRAM
TEACHER TRAINING AND EDUCATION FACULTY
LAMPUNG UNIVERSITY
2011
School : SMAN 1 Terbanggi Besar
Subject : English
Class / semester : X / I
Skill : Speaking
Type of text : Narrative
Topic :Telling the story
Time allocation : 2 x 45 minutes
Standard competence
Expressing the meaning in short functional and monologue text in form of simple narrative in daily life context.
Basic Competence
Expressing the meaning in short monologue text by using oral language system accurately, fluently and acceptable in form of narrative in daily life context.
Indicator
1. The students are able to do monologue to tell the narrative by using their own words.
2. The students are able to use past tense sentence in delivering an event.
3. The students are able to express their experience in chronological order in front of class.
4. The students are able to identify the generic structure of narrative.
Method : CLT (Communicative Language Teaching)
CLT is regarded more as an approach since aim of CLT are:
1. to make the communicative competence the goal of language teaching.
2. to develop procedure for the teaching of four Language skills
Material
Narrative is piece of writing that tells the story. the story can be imaginary or based on real incident. narrative always deals with some problem which leads to the climax and then turn into solution to the problem.
The communicative purpose of narrative text :
1. To tell the story about something or someone
2. To amuse or entertain the reader or listener.
3. the example of narrative text : short story, folk tales, legend ,fable, novel and picture book.
The generic structure of narrative :
Orientation
set the scene( when and where the story happen) and introduce the participant of the story ( who and what is involved in the story).
Complication
Tell the beginning of problem which leads to the crisis ( climax of the main participant )
Resolution
Provide solution to the problem either happy ending or sad (tragic) ending.
text of narrative
Why do The moon and The Sun never appear together ?
Long, long ago the sun and the moon lived happily together in the sky. they always appear together during the day and during the night.
one day the sun shone brightly so that it almost burned the moon. the sunlight hurt the moon’s eyes very much. this made the moon blind. the moon left the sun although the sun had asked on apology to the moon.
The sun loved the moon very much, so he chased her through the years and centuries but never caught the moon until now.
that’s why the sun shines during the day and at night the moon appears. they will never unite again.
Teaching Learning Activity
Pre Activity
• the teacher greets and checks the students’ attendance list.
• The teacher brainstorms the students about the narrative text.
• The teacher tells a short narrative story
While activity
• The teacher explains o the students about the generic structure of narrative.
• The teacher asks the students for finding the story in form of narrative.
• The teacher asks the students for telling the story in front of class.
Post Activity
• The teacher gives assessment based on the students’ performance.
• The teacher asks the students’ difficulty.
• The teachers concludes the material which has been learnt.
• The teacher gives assignment to the students.
Source :
Look Ahead an English Course For Senior High School Students Year X, Erlangga.
Media:
• Dictionary
• Relevant book
• white board
Evaluation
Finding the narrative text and telling the story in front of class.
Scoring system
sheet of speaking assessment
No Name Pronunciation Vocabulary Comprehensibility Fluency
Range
excellent : 76 – 100
Good : 51 – 75
Fair : 26 – 50
Poor : 1 – 25
Excellent : on a par with an educated native speaker. completely at
ease in his use of English on all topics discussed.
Good : although he cannot be mistaken for a native speaker, he
expresses himself quite clearly. he experiences little
difficulty in understanding English and there is no strain
at all in communicating with him.
Fair : Although verbal communication is usually fairly
satisfactory, the native speaker may occasionally
experience some difficulty in communicating with him.
Poor : Much difficult in communication on any subject. failure
to understand adequately and to make himself
understood.
ET METHOD
(Communicative Language Teaching Method)
NAME : ANDIMARI PURBO
NPM : 0853042003
ENGLISH STUDY PROGRAM
TEACHER TRAINING AND EDUCATION FACULTY
LAMPUNG UNIVERSITY
2011
School : SMAN 1 Terbanggi Besar
Subject : English
Class / semester : X / I
Skill : Speaking
Type of text : Narrative
Topic :Telling the story
Time allocation : 2 x 45 minutes
Standard competence
Expressing the meaning in short functional and monologue text in form of simple narrative in daily life context.
Basic Competence
Expressing the meaning in short monologue text by using oral language system accurately, fluently and acceptable in form of narrative in daily life context.
Indicator
1. The students are able to do monologue to tell the narrative by using their own words.
2. The students are able to use past tense sentence in delivering an event.
3. The students are able to express their experience in chronological order in front of class.
4. The students are able to identify the generic structure of narrative.
Method : CLT (Communicative Language Teaching)
CLT is regarded more as an approach since aim of CLT are:
1. to make the communicative competence the goal of language teaching.
2. to develop procedure for the teaching of four Language skills
Material
Narrative is piece of writing that tells the story. the story can be imaginary or based on real incident. narrative always deals with some problem which leads to the climax and then turn into solution to the problem.
The communicative purpose of narrative text :
1. To tell the story about something or someone
2. To amuse or entertain the reader or listener.
3. the example of narrative text : short story, folk tales, legend ,fable, novel and picture book.
The generic structure of narrative :
Orientation
set the scene( when and where the story happen) and introduce the participant of the story ( who and what is involved in the story).
Complication
Tell the beginning of problem which leads to the crisis ( climax of the main participant )
Resolution
Provide solution to the problem either happy ending or sad (tragic) ending.
text of narrative
Why do The moon and The Sun never appear together ?
Long, long ago the sun and the moon lived happily together in the sky. they always appear together during the day and during the night.
one day the sun shone brightly so that it almost burned the moon. the sunlight hurt the moon’s eyes very much. this made the moon blind. the moon left the sun although the sun had asked on apology to the moon.
The sun loved the moon very much, so he chased her through the years and centuries but never caught the moon until now.
that’s why the sun shines during the day and at night the moon appears. they will never unite again.
Teaching Learning Activity
Pre Activity
• the teacher greets and checks the students’ attendance list.
• The teacher brainstorms the students about the narrative text.
• The teacher tells a short narrative story
While activity
• The teacher explains o the students about the generic structure of narrative.
• The teacher asks the students for finding the story in form of narrative.
• The teacher asks the students for telling the story in front of class.
Post Activity
• The teacher gives assessment based on the students’ performance.
• The teacher asks the students’ difficulty.
• The teachers concludes the material which has been learnt.
• The teacher gives assignment to the students.
Source :
Look Ahead an English Course For Senior High School Students Year X, Erlangga.
Media:
• Dictionary
• Relevant book
• white board
Evaluation
Finding the narrative text and telling the story in front of class.
Scoring system
sheet of speaking assessment
No Name Pronunciation Vocabulary Comprehensibility Fluency
Range
excellent : 76 – 100
Good : 51 – 75
Fair : 26 – 50
Poor : 1 – 25
Excellent : on a par with an educated native speaker. completely at
ease in his use of English on all topics discussed.
Good : although he cannot be mistaken for a native speaker, he
expresses himself quite clearly. he experiences little
difficulty in understanding English and there is no strain
at all in communicating with him.
Fair : Although verbal communication is usually fairly
satisfactory, the native speaker may occasionally
experience some difficulty in communicating with him.
Poor : Much difficult in communication on any subject. failure
to understand adequately and to make himself
understood.
ELT Method Devina Adinda 0813042026
Name : Devina Adinda
SRN : 0813042026
Lesson Plan
School : SMP N 2 Bandar Lampung
Subject : English
Class/semester : X / I
Meeting : 5
Time : 40 minutes
Skill : Speaking
Standard Competence
Understanding the simple instruction and information as an action or language in the students surroundings.
Basic Competence
1. Disclose the instructions and information very simple in the context of learners.
2. Make a conversation to accompany the action involving speech act of likes and dislikes.
Indicator
Students are able to:
1.differentiate the expression of likes and dislikes
2.respond the question of likes and dislikes
Objective
Students can interact with other people in terms or revealing what they like and dislike.
Material : What do/don’t you like?
Technique : Game
Method : Communicative Language Teaching (CLT)
Teaching Learning Activity
1.Pre-activity (5 minutes)
a.The teacher begins the class by greeting the students.
b.The teacher asks the students to arrange their seats in round position and the teacher is in the middle of them.
c.The teacher asks four of the students to come to the middle as models.
2.While (25 minutes)
a.The teacher tells the students that they will play a game of snake and ladder.
b.The teacher tells the rules of the game:
Each player start from getting a chance to throw a dice each and they move the number of steps according to the dice number result shown after they threw. They play the steps on the board from base to top, right, then left and so on.
Ladder: ladders are what every player wishes to step on. When they step on a ladder, they will move ahead to the steps their ladder leads to. Ladder will only lead them move steps ahead, so stepping on a ladder is definitely a boost in the game. Snake: Snakes are what every player tries to avoid stepping on. When they step on a snake, they will move down to the steps their ladder leads them to. Snakes will only lead the players to move steps down. The first player to reach the last steps of the board is the winner. Adding rules in the game are some steps of the board have question cards. The player who steps to the question card will answer the question that will be red by other players. The questions are about like and dislike.
c.The students start the game until it finish. When it finish, they can be replaced by other students who also want to play.
3.Post-activity (10 minutes)
a.The teacher asks the students to work in pairs and give one question card for very pair. The student who gets the question card should read the question and his/her partner should answer the question. They can take in turns with their partner.
b.The teacher ends the class by saying goodbye.
Media
-Board of snake and ladder
-Question cards
Scoring system:
Fluency 40%
Grammar 30%
Pronunciation 30%
Total 100%
Example of material
Questions for the Question Cards:
1. What colour do you like?
2. What fruit don’t you like?
3. Do you like football?
4. Do you like cooking?
5. Do you like reading?
6. What books do you like to read?
7. What food don’t you like?
8. Do you like coffee?
9. What sport do you like?
10. Do you like durians?
11. What animal don’t you like?
12. What film do you like?
SRN : 0813042026
Lesson Plan
School : SMP N 2 Bandar Lampung
Subject : English
Class/semester : X / I
Meeting : 5
Time : 40 minutes
Skill : Speaking
Standard Competence
Understanding the simple instruction and information as an action or language in the students surroundings.
Basic Competence
1. Disclose the instructions and information very simple in the context of learners.
2. Make a conversation to accompany the action involving speech act of likes and dislikes.
Indicator
Students are able to:
1.differentiate the expression of likes and dislikes
2.respond the question of likes and dislikes
Objective
Students can interact with other people in terms or revealing what they like and dislike.
Material : What do/don’t you like?
Technique : Game
Method : Communicative Language Teaching (CLT)
Teaching Learning Activity
1.Pre-activity (5 minutes)
a.The teacher begins the class by greeting the students.
b.The teacher asks the students to arrange their seats in round position and the teacher is in the middle of them.
c.The teacher asks four of the students to come to the middle as models.
2.While (25 minutes)
a.The teacher tells the students that they will play a game of snake and ladder.
b.The teacher tells the rules of the game:
Each player start from getting a chance to throw a dice each and they move the number of steps according to the dice number result shown after they threw. They play the steps on the board from base to top, right, then left and so on.
Ladder: ladders are what every player wishes to step on. When they step on a ladder, they will move ahead to the steps their ladder leads to. Ladder will only lead them move steps ahead, so stepping on a ladder is definitely a boost in the game. Snake: Snakes are what every player tries to avoid stepping on. When they step on a snake, they will move down to the steps their ladder leads them to. Snakes will only lead the players to move steps down. The first player to reach the last steps of the board is the winner. Adding rules in the game are some steps of the board have question cards. The player who steps to the question card will answer the question that will be red by other players. The questions are about like and dislike.
c.The students start the game until it finish. When it finish, they can be replaced by other students who also want to play.
3.Post-activity (10 minutes)
a.The teacher asks the students to work in pairs and give one question card for very pair. The student who gets the question card should read the question and his/her partner should answer the question. They can take in turns with their partner.
b.The teacher ends the class by saying goodbye.
Media
-Board of snake and ladder
-Question cards
Scoring system:
Fluency 40%
Grammar 30%
Pronunciation 30%
Total 100%
Example of material
Questions for the Question Cards:
1. What colour do you like?
2. What fruit don’t you like?
3. Do you like football?
4. Do you like cooking?
5. Do you like reading?
6. What books do you like to read?
7. What food don’t you like?
8. Do you like coffee?
9. What sport do you like?
10. Do you like durians?
11. What animal don’t you like?
12. What film do you like?
HARITS SETYAWAN 0743042012/ THE FINAL ASSIGNMENT OF SLA
AN ANALYSIS OF SIGNAL AND RESPONSE IN THE NEGOTIATION OF MEANING IN CONVERSATION CONDUCTED BETWEEN UPPER AND LOWER STUDENTS
(a final assignment)
NAME : HARITS SETYAWAN
NPM : 0743042012
P. STUDY : S1 ENGLISH NR’07
SUBJECT : SLA
UNIVERSITY OF LAMPUNG
2010
CONTENTS
INTRODUCTION ……………………………………………………………………… 3
1.1 Background of the problem ……………………………………………………… 3
1.2 The Problem of the research ………………………………………………..…….. 4
1.3 The objective of the research ……………………………………………………… 5
1.4 The uses of the research ……………………………………………………… 5
1.5 The target of the research ..…………………………………………………….. 5
FRAME OF THEORIES ...……………………………………………………………. 6
2.1 Negotiation of meaning in interactions ...……………………………………. 6
2.2 The procedures of the research ...……………………………………………. 6
2.3 Analyzing data ...……………………………………………………………. 7
RESULT ..…………………………………………………………………………….. 9
3.1 Transcript ...……………………………………………………………………. 9
3.2 Coding ...……………………………………………………………………………. 15
3.3 Quantifying the tape ...……………………………………………………………. 22
CONCLUTION ……………………………………………………………………… 24
EDUCATIONAL IMPLICATION ……………………………………………………… 26
REFERENCES ……………………………………………………………………… 27
INTRODUCTION
1.1 Background of the problem
In the second language acquisition, we know the term of negotiation of meaning. (Yufrizal, 2008) negotiation of meaning is defined as a series of exchanges conducted by addressors and addresses to help themselves understand and be understood by interlocutor. It implies that negotiation of meaning is very important because it helps us to understand and be understood.
Van den Branden (1997) defines negotiation of meaning as a side sequences to the main flow of conversation aimed at signaling and solving problems of message comprehensibility, that is, aimed at restoring mutual understanding. On the other word, negotiation of meaning solves our problem in conversation so that we get understanding of the conversation.
Furthermore, Pica et al (1989) suggest that negotiations of meaning basically consist of four interrelated moves. The moves are trigger, signal, response, and follow-up moves. Trigger is defined as an utterance or portion of utterance on the part of the speaker, which results in some indications of non-understanding on the part of the hearer. Signal is an indication of non-understanding on the part of the hearer. Signal can be classified into two signals. The signals are signal of clarification request and signal of confirmation check. Response is the reaction to the signals. Response can be classified into nine responses. They are switch to a new topic, repetition of trigger, modification of trigger, repetition of indicator, confirm indicator, inability to respond, ignore indicator, and response unnecessary. Follow-up is the reply that is given in the case that trigger has been understood by hearer or it is an indication of understanding on the part of the hearer.
From explanation above, we find out that signal and response can be classified into some kinds of signal and response. But, we do not know yet which signal and response that are more frequently used in negotiation of meaning in a conversation. For this reason, the researcher conducted a research to find out which signal and response that are more frequently used in negotiation of meaning in a conversation titled An Analysis of Signal and Response in the Negotiation of Meaning conducted in Conversation between upper and lower students.
1.2 The Problem of the research
Considering the background above, the researcher formulates the problem of research as stated below:
Which signal and response are more frequently used in the negotiation of meaning conducted in conversation between upper and lower students?
1.3 The objective of the research
As stated in the background and the problem of the research, the researcher states that the objective of this research is:
To find out which signal and response are more frequently used in the negotiation of meaning conducted in conversation between upper and lower students.
1.4 The uses of the research
The researcher describes the uses of research as follows:
1. Theoretically, the results of this research are expected to confirm and clarify the previous theories about negotiation of meaning.
2. Practically, the results of this research can be used as an alternative consideration in developing second language acquisition.
1.5 The target of the research
Berli : an English student of STKIP Pringsewu semester 1
Linda : an English student of STKIP Pringsewu semester 1
Irwan : a third year student of SMA N 1 Gadingrejo
Ana : a third year student of SMA N 3 Pringsewu
FRAME OF THEORIES
2.1 Negotiation of meaning in interactions
Negotiation of meaning is defined as a series of exchanges conducted by addressors and addresses to help themselves understand and be understood by interlocutor. It implies that negotiation of meaning is very important because it helps us to understand and be understood. Pica et al (1989) suggest that negotiations of meaning basically consist of four interrelated moves. The moves are trigger, signal, response, and follow-up moves.
Van den Branden (1997) divides the negotiation of meaning into two elements: indicator and response. The indicator includes clarification request, confirmation request with trigger unmodified, confirmation request with trigger modified, non verbal indicator. The response includes Inability to respond confirm indicator, repetition of trigger, modification of trigger, modification of indicator, ignore indicator, response unnecessary, repetition of indicator, switch to a new topic.
2.2 The procedures of the research
The procedures of the research are stated below:
1. The researcher defines task: jigsaw task
2. The teacher chooses the target language: two boys and two girls, upper students and lower
students
3. The researcher asks the target to interact based on the task that is given
4. The researcher records the conversation conducted between upper and lower students
5. The researcher transcribes the record of conversation
6. The researcher codes the transcript
7. The researcher quantifies the record
8. The researcher analyzes signal and response in the negotiation of meaning.
2.3 Analyzing data
Data that is got will be analyzed by using Tally Sheet. The reason of the researcher uses Tally Sheet is Tally Sheet has many advantages. The advantages are stated below:
1. Objective
2. Good for observer to use while watching class
3. Good for self-analysis by teacher
4. Easy to compare different interaction categories
5. Easy to focus on specific elements
6. Orients one’s mind set as observer
7. Visual presentation – easy to overview.
RESULT
3.1 Transcript
CONVERSATION 1
Berli (upper) : in this picture, I find newspapers, a laptop, a hand phone, a clock, a watch, a ceramic, a swan picture, an owner room’s photo, a fan, and a pink bear doll. I don’t know where these things are put on. Could you tell me based on a sheet of paper you are handing?
Irwan (lower) : yes, of course!
……. (silent)
Irwan (lower) : the newspapers are put on the carpet. It is… near by the sofa in the right side.
The laptop is put on the table. It is in front of a glass and two books.
Berli (upper) : in front of a glass and two books?
Irwan (lower) : yes, it is in front of a glass and two books.
…….(silent)
Irwan (lower) : the hand phone is put on the sofa that is in the right side.
The clock is put on the wall. It is in the up.. left side.
Berli : iya..
……(silent)
Berli : where is the watch put on?
Irwan : the watch?
Berli : yes
Irwan : the watch is… on the pillow. It is near the window screen.
……(silent)
Berli : where is the ceramic put on?
Irwan : sorry?
Berli : where is the ceramic put on?
Irwan : o… ceramic. It is put on the floor. It is near the sofa in the right side.
…….(silent)
Irwan : on the wall in the up right side, there is a swan picture.
Berli : above the shelf?
Irwan : yes, above the shelf.
…….(silent)
Berli : where is the owner room’s photo put on?
Irwan : it is put on the wall. It is between the windows.
Berli : pardon?
Irwan : the owner room’s photo is put on the wall between the windows.
Berli : between the windows?
Irwan : yes, between the window in the up side.
……(silent)
Berli : how about the fan?
Irwan : the fan is put on the shelf. It is in the middle part of the shelf.
Berli : in the middle part of the shelf?
Irwan : yes
……(silent)
Irwan : the pink bear doll is put on the sofa that faces us.
Berli : sorry?
Irwan : the pink bear doll is put on the sofa that faces us.
Berli : the sofa that faces us?
Irwan : yes, it is.
…..(silent)
Berli : where is the television?
Irwan : television?
Berli : yes, television.
Irwan : the television is put behind the little table. It is under the clock.
CONVERSATION 2
Linda (upper) : will you begin now?
Ana (lower) : well, I will begin to explain where these things are put.
…..(silent)
Ana (lower) : newspapers are put on the carpet. It is on the corner of the right side.
Linda (upper) : pardon?
Ana (lower) : the newspapers are put on the carpet. It is on the corner of the
right side of the carpet.
Linda (upper) : on the carpet. On the corner of the right side of the carpet?
Ana (lower) : yes, it is..
….(silent)
Ana (lower) : the lap top is put on the table. It is on the border of the table.
Linda : ya..
…..(silent)
Ana : the watch is put on the pillow. The pillow near the table. The
pillow… that is put on the front side.
Ana : The ceramic is put on the left side of the sofa faces the window.
Linda : on the left side of the sofa faces the window?
Ana : yes
…..(silent)
Ana : The hand phone is put on the sofa faces the window.
The pink bear doll is put on the sofa faces us. It is on the right side.
Linda : pardon?
Ana : the pink bear doll is put on the sofa faces us. It is on the right side.
Linda : on the sofa faces us. On the right side?
Ana : that’s it…
…..(silent)
Linda : where is the fan?
Ana : pardon?
Linda : the fan
Ana : o.. the fan is put on the middle part of the shelf. It is between the
two pots.
…..(silent)
Ana : the television is put on the left corner of this room. It is behind the
little table.
Linda : the left corner?
Ana : yes the left corner.
…..(silent)
Ana : the owner room’s photo is put on the wall. It is on the narrow area
between the two window.
Linda : on the narrow part between the window?
Ana : yes, it is…
…..(silent)
Ana : the Clock is put on the wall. On the up corner of the left side.
The swan picture is put on the corner of the right side of this room.
3.2 Coding
CONVERSATION 1
Berli (upper) : in this picture, I find newspapers, a laptop, a hand phone, a clock, a watch, a ceramic, a swan picture, an owner room’s photo, a fan, and a pink bear doll. I don’t know where these things are put on. Could you tell me based on a sheet of paper you are handing? → trigger
Irwan (lower) : yes, of course! → follow-up
……. (silent)
Irwan : the newspapers are put on the carpet. It is… near by the sofa in the right side.
The laptop is put on the table. It is in front of a glass and two books. → trigger
Berli : in front of a glass and two books? → signal: confirmation check
Irwan : yes, it is in front of a glass and two books. → response: confirm indicator
…….(silent)
Irwan : the hand phone is put on the sofa that is in the right side.
The clock is put on the wall. It is in the up.. left side. → trigger
Berli : iya.. → follow-up
……(silent)
Berli : where is the watch put on? → trigger
Irwan : the watch? → signal: confirmation check
Berli : yes → response: inability to respond
Irwan : the watch is… on the pillow. It is near the window screen. → follow-up
……(silent)
Berli : where is the ceramic put on? → trigger
Irwan : sorry? → signal: clarification request
Berli : where is the ceramic put on? → response: repetition of trigger
Irwan : o… ceramic. It is put on the floor. It is near the sofa in the right side. →
follow-up
…….(silent)
Irwan : on the wall in the up right side, there is a swan picture. → trigger
Berli : above the shelf? → signal: confirmation check
Irwan : yes, above the shelf. → response: repetition of indicator
…….(silent)
Berli : where is the owner room’s photo put on? → trigger
Irwan : it is put on the wall. It is between the windows. → follow-up/ trigger
Berli : pardon? → signal: clarification request
Irwan : the owner room’s photo is put on the wall between the windows. → trigger
Berli : between the windows? → signal: confirmation check
Irwan : yes, between the window in the up side. → response: modification of
indicator
……(silent)
Berli : how about the fan? → trigger
Irwan : the fan is put on the shelf. It is in the middle part of the shelf. → follow-up/
trigger
Berli : in the middle part of the shelf? → signal: confirmation check
Irwan : yes → response: inability to respond
……(silent)
Irwan : the pink bear doll is put on the sofa that faces us. → trigger
Berli : sorry? → signal: clarification request
Irwan : the pink bear doll is put on the sofa that faces us. → response: repetition of
trigger
Berli : the sofa that faces us? → signal: confirmation check
Irwan : yes, it is. → response: confirm indicator
…..(silent)
Berli : where is the television? → trigger
Irwan : television? → signal: confirmation check
Berli : yes, television. → response: confirm indicator
Irwan : the television is put behind the little table. It is under the clock. → follow-up
CONVERSATION 2
Linda (upper) : will you begin now? → trigger
Ana (lower) : well, I will begin to explain where these things are put. →
follow-up
…..(silent)
Ana : newspapers are put on the carpet. It is on the corner of the right
side. → trigger
Linda : pardon? → signal: clarification request
Ana : the newspapers are put on the carpet. It is on the corner of the
right side of the carpet. → response: modification of trigger
Linda : on the carpet. On the corner of the right side of the carpet? →
signal: confirmation check
Ana : yes, it is.. → response: confirm indicator
….(silent)
Ana : the lap top is put on the table. It is on the border of the table. →
trigger
Linda : ya.. → follow-up
…..(silent)
Ana : the watch is put on the pillow. The pillow near the table. The
pillow… that is put on the front side. → trigger
Ana : The ceramic is put on the left side of the sofa faces the window.
→ follow-up/ trigger
Linda : on the left side of the sofa faces the window? → signal:
confirmation check
Ana : yes → response: inability to respond
…..(silent)
Ana : The hand phone is put on the sofa faces the window.
The pink bear doll is put on the sofa faces us. It is on the right side. → trigger
Linda : pardon? → signal: clarification request
Ana : the pink bear doll is put on the sofa faces us. It is on the right
side. → response: repetition of trigger
Linda : on the sofa faces us. On the right side? → signal:
confirmation check
Ana : that’s it… → response: confirm indicator
…..(silent)
Linda : where is the fan? → trigger
Ana : pardon? → signal: clarification request
Linda : the fan → response: modification of trigger
Ana : o.. the fan is put on the middle part of the shelf. It is between the
two pots. → follow-up
…..(silent)
Ana : the television is put on the left corner of this room. It is behind the
little table. → trigger
Linda : the left corner? → signal: confirmation check
Ana : yes the left corner. → response: confirm indicator
…..(silent)
Ana : the owner room’s photo is put on the wall. It is on the narrow area
between the two window. → trigger
Linda : on the narrow part between the window? → signal:
confirmation check
Ana : yes, it is… → response: confirm indicator
…..(silent)
Ana : the Clock is put on the wall. On the up corner of the left side.
The swan picture is put on the corner of the right side of this room. → trigger
3.3 Quantifying the tape
The utterances both in tape 1 and in tape 2 are about 80 words per minute. The quantification of signal and response is stated bellow:
CONVERSATION 1
NAME TALLY TOTAL
Signal
- Clarification request
- Confirmation check
III
IIII III
3 times
7 times
Response
- Inability to respond
- Confirm indicator
- Repetition of trigger
- Modification of trigger
- Modification of indicator
- Ignore indicator
- Response unnecessary
- Repetition of indicator
- Switch to a new topic
II
II
III
I
I
-
-
-
-
2 times
2 times
3 times
1 times
1 times
-
-
-
-
CONVERSATION 2
NAME TALLY TOTAL
Signal
- Clarification request
- Confirmation check
III
IIII I
3 times
5 times
Response
- Inability to respond
- Confirm indicator
- Repetition of trigger
- Modification of trigger
- Modification of indicator
- Ignore indicator
- Response unnecessary
- Repetition of indicator
- Switch to a new topic
II
III
I
I
-
-
-
-
-
2 times
3 times
1 times
1 times
-
-
-
-
-
CONCLUTION
Having analyzed the data, the researcher concludes that in the use of signal, signal confirmation check is dominantly used in negotiation of meaning in conversation conducted between upper and lower students. In conversation 1, the total use of signal clarification check is 3 times. In conversation 2, the total use of signal clarification request is 3 times. From the two conversations, the total use of signal clarification request is 6 times. On the other hand, the total use of confirmation check in conversation 1 is 7 times and in conversation 2, the total use of confirmation check is 5 times. From the two conversations, the total use of confirmation check is 12 times. The researcher assumes that this happens because the listeners have already had background knowledge of English, but the are not used to implementing it orally so that when they heard the others spoke English, they felt doubtful of what the others were saying. As we know, spelling and pronunciation in English are rather different from spelling and pronunciation in Indonesian language.
In the case of kinds of response that are found in negotiation of meaning in conversation conducted between upper and lower students, the researcher finds 5 kinds of response in conversation 1. The 5 kinds of response are inability to respond, confirm indicator, repetition of trigger, modification of trigger, and modification of indicator. Inability to respond is used 2 times. Confirm indicator is used 2 times. Repetition of trigger is used 3 times. Modification of trigger is used 1 time. Modification of indicator is used 1 time. In conversation 2, the researcher finds 4 kinds of response. The 4 kinds of response are inability to respond, confirm indicator, repetition of trigger, and modification of trigger. Inability to respond is used 1 time. Confirm indicator is used 3 times. Repetition of trigger is used 1 time. Modification of trigger is used 2 times. From the analysis of the two conversations above, response: confirm indicator is dominantly used in negotiation of meaning in conversation conducted between upper and lower students. The researcher assumes that this happens because the tellers tried to give information to the listeners based on the picture they were handing, so that when they knew that the listeners were doubtful of what was being said, the tellers gave the listeners confirmation through response: confirm indicator. Besides that the tellers have knowledge of English, especially in responding a question, so that it makes the other kinds of response are not dominantly used.
EDUCATIONAL IMPLICATION
This research is very valuable for education, especially English, because it provides learners opportunity to get comprehensible input and produce comprehensible output. Yufrizal (2008: 105) states that one of the activities that can provide opportunity for learners to get comprehensible input and produce comprehensible output is through negotiation of meaning, which also provides learners opportunity to use the target language as much as possible.
This research is a useful way of ensuring the relevance of teacher-education programs. Walker (1985) sees research as a useful way of ensuring the relevance of teacher-education programs. Involving student teachers in real research is likely to make teacher-educational programs more relevant.
Having this research, we have stimulated processes of second language acquisition. Nunan (1989: 45) states that the SLA research has been concerned with identifying those types of communicative tasks which seem to stimulate processes of second language acquisition.
REFERENCES
Yufrizal, Hery (2008) An Introduction to Second Language Acquisition, Bandung: Pustaka Reka Cipta.
Nunan, David (1989) Understanding Language Classrooms, New York: Prentice Hall International English Language Teaching.
Setiadi, Ag. Bambang (2001) Penelitian Dalam Pengajaran Bahasa Inggris, Bandar Lampung: University of Lampung.
Universitas Lampung (2007) Format Penulisan Karya Ilmiah, Bandar Lampung: University of Lampung.
(a final assignment)
NAME : HARITS SETYAWAN
NPM : 0743042012
P. STUDY : S1 ENGLISH NR’07
SUBJECT : SLA
UNIVERSITY OF LAMPUNG
2010
CONTENTS
INTRODUCTION ……………………………………………………………………… 3
1.1 Background of the problem ……………………………………………………… 3
1.2 The Problem of the research ………………………………………………..…….. 4
1.3 The objective of the research ……………………………………………………… 5
1.4 The uses of the research ……………………………………………………… 5
1.5 The target of the research ..…………………………………………………….. 5
FRAME OF THEORIES ...……………………………………………………………. 6
2.1 Negotiation of meaning in interactions ...……………………………………. 6
2.2 The procedures of the research ...……………………………………………. 6
2.3 Analyzing data ...……………………………………………………………. 7
RESULT ..…………………………………………………………………………….. 9
3.1 Transcript ...……………………………………………………………………. 9
3.2 Coding ...……………………………………………………………………………. 15
3.3 Quantifying the tape ...……………………………………………………………. 22
CONCLUTION ……………………………………………………………………… 24
EDUCATIONAL IMPLICATION ……………………………………………………… 26
REFERENCES ……………………………………………………………………… 27
INTRODUCTION
1.1 Background of the problem
In the second language acquisition, we know the term of negotiation of meaning. (Yufrizal, 2008) negotiation of meaning is defined as a series of exchanges conducted by addressors and addresses to help themselves understand and be understood by interlocutor. It implies that negotiation of meaning is very important because it helps us to understand and be understood.
Van den Branden (1997) defines negotiation of meaning as a side sequences to the main flow of conversation aimed at signaling and solving problems of message comprehensibility, that is, aimed at restoring mutual understanding. On the other word, negotiation of meaning solves our problem in conversation so that we get understanding of the conversation.
Furthermore, Pica et al (1989) suggest that negotiations of meaning basically consist of four interrelated moves. The moves are trigger, signal, response, and follow-up moves. Trigger is defined as an utterance or portion of utterance on the part of the speaker, which results in some indications of non-understanding on the part of the hearer. Signal is an indication of non-understanding on the part of the hearer. Signal can be classified into two signals. The signals are signal of clarification request and signal of confirmation check. Response is the reaction to the signals. Response can be classified into nine responses. They are switch to a new topic, repetition of trigger, modification of trigger, repetition of indicator, confirm indicator, inability to respond, ignore indicator, and response unnecessary. Follow-up is the reply that is given in the case that trigger has been understood by hearer or it is an indication of understanding on the part of the hearer.
From explanation above, we find out that signal and response can be classified into some kinds of signal and response. But, we do not know yet which signal and response that are more frequently used in negotiation of meaning in a conversation. For this reason, the researcher conducted a research to find out which signal and response that are more frequently used in negotiation of meaning in a conversation titled An Analysis of Signal and Response in the Negotiation of Meaning conducted in Conversation between upper and lower students.
1.2 The Problem of the research
Considering the background above, the researcher formulates the problem of research as stated below:
Which signal and response are more frequently used in the negotiation of meaning conducted in conversation between upper and lower students?
1.3 The objective of the research
As stated in the background and the problem of the research, the researcher states that the objective of this research is:
To find out which signal and response are more frequently used in the negotiation of meaning conducted in conversation between upper and lower students.
1.4 The uses of the research
The researcher describes the uses of research as follows:
1. Theoretically, the results of this research are expected to confirm and clarify the previous theories about negotiation of meaning.
2. Practically, the results of this research can be used as an alternative consideration in developing second language acquisition.
1.5 The target of the research
Berli : an English student of STKIP Pringsewu semester 1
Linda : an English student of STKIP Pringsewu semester 1
Irwan : a third year student of SMA N 1 Gadingrejo
Ana : a third year student of SMA N 3 Pringsewu
FRAME OF THEORIES
2.1 Negotiation of meaning in interactions
Negotiation of meaning is defined as a series of exchanges conducted by addressors and addresses to help themselves understand and be understood by interlocutor. It implies that negotiation of meaning is very important because it helps us to understand and be understood. Pica et al (1989) suggest that negotiations of meaning basically consist of four interrelated moves. The moves are trigger, signal, response, and follow-up moves.
Van den Branden (1997) divides the negotiation of meaning into two elements: indicator and response. The indicator includes clarification request, confirmation request with trigger unmodified, confirmation request with trigger modified, non verbal indicator. The response includes Inability to respond confirm indicator, repetition of trigger, modification of trigger, modification of indicator, ignore indicator, response unnecessary, repetition of indicator, switch to a new topic.
2.2 The procedures of the research
The procedures of the research are stated below:
1. The researcher defines task: jigsaw task
2. The teacher chooses the target language: two boys and two girls, upper students and lower
students
3. The researcher asks the target to interact based on the task that is given
4. The researcher records the conversation conducted between upper and lower students
5. The researcher transcribes the record of conversation
6. The researcher codes the transcript
7. The researcher quantifies the record
8. The researcher analyzes signal and response in the negotiation of meaning.
2.3 Analyzing data
Data that is got will be analyzed by using Tally Sheet. The reason of the researcher uses Tally Sheet is Tally Sheet has many advantages. The advantages are stated below:
1. Objective
2. Good for observer to use while watching class
3. Good for self-analysis by teacher
4. Easy to compare different interaction categories
5. Easy to focus on specific elements
6. Orients one’s mind set as observer
7. Visual presentation – easy to overview.
RESULT
3.1 Transcript
CONVERSATION 1
Berli (upper) : in this picture, I find newspapers, a laptop, a hand phone, a clock, a watch, a ceramic, a swan picture, an owner room’s photo, a fan, and a pink bear doll. I don’t know where these things are put on. Could you tell me based on a sheet of paper you are handing?
Irwan (lower) : yes, of course!
……. (silent)
Irwan (lower) : the newspapers are put on the carpet. It is… near by the sofa in the right side.
The laptop is put on the table. It is in front of a glass and two books.
Berli (upper) : in front of a glass and two books?
Irwan (lower) : yes, it is in front of a glass and two books.
…….(silent)
Irwan (lower) : the hand phone is put on the sofa that is in the right side.
The clock is put on the wall. It is in the up.. left side.
Berli : iya..
……(silent)
Berli : where is the watch put on?
Irwan : the watch?
Berli : yes
Irwan : the watch is… on the pillow. It is near the window screen.
……(silent)
Berli : where is the ceramic put on?
Irwan : sorry?
Berli : where is the ceramic put on?
Irwan : o… ceramic. It is put on the floor. It is near the sofa in the right side.
…….(silent)
Irwan : on the wall in the up right side, there is a swan picture.
Berli : above the shelf?
Irwan : yes, above the shelf.
…….(silent)
Berli : where is the owner room’s photo put on?
Irwan : it is put on the wall. It is between the windows.
Berli : pardon?
Irwan : the owner room’s photo is put on the wall between the windows.
Berli : between the windows?
Irwan : yes, between the window in the up side.
……(silent)
Berli : how about the fan?
Irwan : the fan is put on the shelf. It is in the middle part of the shelf.
Berli : in the middle part of the shelf?
Irwan : yes
……(silent)
Irwan : the pink bear doll is put on the sofa that faces us.
Berli : sorry?
Irwan : the pink bear doll is put on the sofa that faces us.
Berli : the sofa that faces us?
Irwan : yes, it is.
…..(silent)
Berli : where is the television?
Irwan : television?
Berli : yes, television.
Irwan : the television is put behind the little table. It is under the clock.
CONVERSATION 2
Linda (upper) : will you begin now?
Ana (lower) : well, I will begin to explain where these things are put.
…..(silent)
Ana (lower) : newspapers are put on the carpet. It is on the corner of the right side.
Linda (upper) : pardon?
Ana (lower) : the newspapers are put on the carpet. It is on the corner of the
right side of the carpet.
Linda (upper) : on the carpet. On the corner of the right side of the carpet?
Ana (lower) : yes, it is..
….(silent)
Ana (lower) : the lap top is put on the table. It is on the border of the table.
Linda : ya..
…..(silent)
Ana : the watch is put on the pillow. The pillow near the table. The
pillow… that is put on the front side.
Ana : The ceramic is put on the left side of the sofa faces the window.
Linda : on the left side of the sofa faces the window?
Ana : yes
…..(silent)
Ana : The hand phone is put on the sofa faces the window.
The pink bear doll is put on the sofa faces us. It is on the right side.
Linda : pardon?
Ana : the pink bear doll is put on the sofa faces us. It is on the right side.
Linda : on the sofa faces us. On the right side?
Ana : that’s it…
…..(silent)
Linda : where is the fan?
Ana : pardon?
Linda : the fan
Ana : o.. the fan is put on the middle part of the shelf. It is between the
two pots.
…..(silent)
Ana : the television is put on the left corner of this room. It is behind the
little table.
Linda : the left corner?
Ana : yes the left corner.
…..(silent)
Ana : the owner room’s photo is put on the wall. It is on the narrow area
between the two window.
Linda : on the narrow part between the window?
Ana : yes, it is…
…..(silent)
Ana : the Clock is put on the wall. On the up corner of the left side.
The swan picture is put on the corner of the right side of this room.
3.2 Coding
CONVERSATION 1
Berli (upper) : in this picture, I find newspapers, a laptop, a hand phone, a clock, a watch, a ceramic, a swan picture, an owner room’s photo, a fan, and a pink bear doll. I don’t know where these things are put on. Could you tell me based on a sheet of paper you are handing? → trigger
Irwan (lower) : yes, of course! → follow-up
……. (silent)
Irwan : the newspapers are put on the carpet. It is… near by the sofa in the right side.
The laptop is put on the table. It is in front of a glass and two books. → trigger
Berli : in front of a glass and two books? → signal: confirmation check
Irwan : yes, it is in front of a glass and two books. → response: confirm indicator
…….(silent)
Irwan : the hand phone is put on the sofa that is in the right side.
The clock is put on the wall. It is in the up.. left side. → trigger
Berli : iya.. → follow-up
……(silent)
Berli : where is the watch put on? → trigger
Irwan : the watch? → signal: confirmation check
Berli : yes → response: inability to respond
Irwan : the watch is… on the pillow. It is near the window screen. → follow-up
……(silent)
Berli : where is the ceramic put on? → trigger
Irwan : sorry? → signal: clarification request
Berli : where is the ceramic put on? → response: repetition of trigger
Irwan : o… ceramic. It is put on the floor. It is near the sofa in the right side. →
follow-up
…….(silent)
Irwan : on the wall in the up right side, there is a swan picture. → trigger
Berli : above the shelf? → signal: confirmation check
Irwan : yes, above the shelf. → response: repetition of indicator
…….(silent)
Berli : where is the owner room’s photo put on? → trigger
Irwan : it is put on the wall. It is between the windows. → follow-up/ trigger
Berli : pardon? → signal: clarification request
Irwan : the owner room’s photo is put on the wall between the windows. → trigger
Berli : between the windows? → signal: confirmation check
Irwan : yes, between the window in the up side. → response: modification of
indicator
……(silent)
Berli : how about the fan? → trigger
Irwan : the fan is put on the shelf. It is in the middle part of the shelf. → follow-up/
trigger
Berli : in the middle part of the shelf? → signal: confirmation check
Irwan : yes → response: inability to respond
……(silent)
Irwan : the pink bear doll is put on the sofa that faces us. → trigger
Berli : sorry? → signal: clarification request
Irwan : the pink bear doll is put on the sofa that faces us. → response: repetition of
trigger
Berli : the sofa that faces us? → signal: confirmation check
Irwan : yes, it is. → response: confirm indicator
…..(silent)
Berli : where is the television? → trigger
Irwan : television? → signal: confirmation check
Berli : yes, television. → response: confirm indicator
Irwan : the television is put behind the little table. It is under the clock. → follow-up
CONVERSATION 2
Linda (upper) : will you begin now? → trigger
Ana (lower) : well, I will begin to explain where these things are put. →
follow-up
…..(silent)
Ana : newspapers are put on the carpet. It is on the corner of the right
side. → trigger
Linda : pardon? → signal: clarification request
Ana : the newspapers are put on the carpet. It is on the corner of the
right side of the carpet. → response: modification of trigger
Linda : on the carpet. On the corner of the right side of the carpet? →
signal: confirmation check
Ana : yes, it is.. → response: confirm indicator
….(silent)
Ana : the lap top is put on the table. It is on the border of the table. →
trigger
Linda : ya.. → follow-up
…..(silent)
Ana : the watch is put on the pillow. The pillow near the table. The
pillow… that is put on the front side. → trigger
Ana : The ceramic is put on the left side of the sofa faces the window.
→ follow-up/ trigger
Linda : on the left side of the sofa faces the window? → signal:
confirmation check
Ana : yes → response: inability to respond
…..(silent)
Ana : The hand phone is put on the sofa faces the window.
The pink bear doll is put on the sofa faces us. It is on the right side. → trigger
Linda : pardon? → signal: clarification request
Ana : the pink bear doll is put on the sofa faces us. It is on the right
side. → response: repetition of trigger
Linda : on the sofa faces us. On the right side? → signal:
confirmation check
Ana : that’s it… → response: confirm indicator
…..(silent)
Linda : where is the fan? → trigger
Ana : pardon? → signal: clarification request
Linda : the fan → response: modification of trigger
Ana : o.. the fan is put on the middle part of the shelf. It is between the
two pots. → follow-up
…..(silent)
Ana : the television is put on the left corner of this room. It is behind the
little table. → trigger
Linda : the left corner? → signal: confirmation check
Ana : yes the left corner. → response: confirm indicator
…..(silent)
Ana : the owner room’s photo is put on the wall. It is on the narrow area
between the two window. → trigger
Linda : on the narrow part between the window? → signal:
confirmation check
Ana : yes, it is… → response: confirm indicator
…..(silent)
Ana : the Clock is put on the wall. On the up corner of the left side.
The swan picture is put on the corner of the right side of this room. → trigger
3.3 Quantifying the tape
The utterances both in tape 1 and in tape 2 are about 80 words per minute. The quantification of signal and response is stated bellow:
CONVERSATION 1
NAME TALLY TOTAL
Signal
- Clarification request
- Confirmation check
III
IIII III
3 times
7 times
Response
- Inability to respond
- Confirm indicator
- Repetition of trigger
- Modification of trigger
- Modification of indicator
- Ignore indicator
- Response unnecessary
- Repetition of indicator
- Switch to a new topic
II
II
III
I
I
-
-
-
-
2 times
2 times
3 times
1 times
1 times
-
-
-
-
CONVERSATION 2
NAME TALLY TOTAL
Signal
- Clarification request
- Confirmation check
III
IIII I
3 times
5 times
Response
- Inability to respond
- Confirm indicator
- Repetition of trigger
- Modification of trigger
- Modification of indicator
- Ignore indicator
- Response unnecessary
- Repetition of indicator
- Switch to a new topic
II
III
I
I
-
-
-
-
-
2 times
3 times
1 times
1 times
-
-
-
-
-
CONCLUTION
Having analyzed the data, the researcher concludes that in the use of signal, signal confirmation check is dominantly used in negotiation of meaning in conversation conducted between upper and lower students. In conversation 1, the total use of signal clarification check is 3 times. In conversation 2, the total use of signal clarification request is 3 times. From the two conversations, the total use of signal clarification request is 6 times. On the other hand, the total use of confirmation check in conversation 1 is 7 times and in conversation 2, the total use of confirmation check is 5 times. From the two conversations, the total use of confirmation check is 12 times. The researcher assumes that this happens because the listeners have already had background knowledge of English, but the are not used to implementing it orally so that when they heard the others spoke English, they felt doubtful of what the others were saying. As we know, spelling and pronunciation in English are rather different from spelling and pronunciation in Indonesian language.
In the case of kinds of response that are found in negotiation of meaning in conversation conducted between upper and lower students, the researcher finds 5 kinds of response in conversation 1. The 5 kinds of response are inability to respond, confirm indicator, repetition of trigger, modification of trigger, and modification of indicator. Inability to respond is used 2 times. Confirm indicator is used 2 times. Repetition of trigger is used 3 times. Modification of trigger is used 1 time. Modification of indicator is used 1 time. In conversation 2, the researcher finds 4 kinds of response. The 4 kinds of response are inability to respond, confirm indicator, repetition of trigger, and modification of trigger. Inability to respond is used 1 time. Confirm indicator is used 3 times. Repetition of trigger is used 1 time. Modification of trigger is used 2 times. From the analysis of the two conversations above, response: confirm indicator is dominantly used in negotiation of meaning in conversation conducted between upper and lower students. The researcher assumes that this happens because the tellers tried to give information to the listeners based on the picture they were handing, so that when they knew that the listeners were doubtful of what was being said, the tellers gave the listeners confirmation through response: confirm indicator. Besides that the tellers have knowledge of English, especially in responding a question, so that it makes the other kinds of response are not dominantly used.
EDUCATIONAL IMPLICATION
This research is very valuable for education, especially English, because it provides learners opportunity to get comprehensible input and produce comprehensible output. Yufrizal (2008: 105) states that one of the activities that can provide opportunity for learners to get comprehensible input and produce comprehensible output is through negotiation of meaning, which also provides learners opportunity to use the target language as much as possible.
This research is a useful way of ensuring the relevance of teacher-education programs. Walker (1985) sees research as a useful way of ensuring the relevance of teacher-education programs. Involving student teachers in real research is likely to make teacher-educational programs more relevant.
Having this research, we have stimulated processes of second language acquisition. Nunan (1989: 45) states that the SLA research has been concerned with identifying those types of communicative tasks which seem to stimulate processes of second language acquisition.
REFERENCES
Yufrizal, Hery (2008) An Introduction to Second Language Acquisition, Bandung: Pustaka Reka Cipta.
Nunan, David (1989) Understanding Language Classrooms, New York: Prentice Hall International English Language Teaching.
Setiadi, Ag. Bambang (2001) Penelitian Dalam Pengajaran Bahasa Inggris, Bandar Lampung: University of Lampung.
Universitas Lampung (2007) Format Penulisan Karya Ilmiah, Bandar Lampung: University of Lampung.
FINAL TASK OF ET.METHOD (By. RIZKA MAHARDIKA / 0853042033)
ET. METHOD
FINAL TASK
TEACHING LEARNING INSTRUMENT
By:
RIZKA MAHARDIKA
0853042033
ENGLISH EDUCATION STUDY PROGRAM
ART AND LANGUAGE EDUCATION DEPARTMENT
SCHOOL OF EDUCATION AND PEDAGOGY
UNIVERSITY OF LAMPUNG
2010
FINAL TASK
TEACHING LEARNING INSTRUMENT
By:
RIZKA MAHARDIKA
0853042033
ENGLISH EDUCATION STUDY PROGRAM
ART AND LANGUAGE EDUCATION DEPARTMENT
SCHOOL OF EDUCATION AND PEDAGOGY
UNIVERSITY OF LAMPUNG
2010
Name of School : SLTP N 5 Terbanggi Besar Lampung Tengah
Lesson : English
Kelas/Semester : VII / II
Competence Standard : 9. Speaking
Expressing the meaning of very simple transectional and interpersonal conversation to interact with the nearest society
Basic Competence : 9.1. Expressing the meaning of very simple transectional and interpersonal conversation by using oral language accurately, fluently, and respondable to interact with the nearest environment including: requesting and giving help, something (goods), and fact.
Indicator : Asking and answering information
9.1.1 Requesting and giving help
9.1.2 Requesting and giving something (goods)
9.1.3 Requesting and giving fact
Type of Text : Short functional text
Skill : Speaking
Time Allocation : 2 x 40 minute
A. Objective :
In the end of the learning and teaching process, the students are able to :
Pada akhir pembelajaran siswa dapat :
a. Expressing about requesting help
b. Expressing about giving help
c. Expressing about requesting something(goods)
d. Expressing about giving something(goods)
e. Expressing about requesting fact
f. Expressing about giving fact
B. Material :
a. Short and simple conversations consist of any word expression :
X : Pass me the pencil, please.
Y : Sure, here you are.
A : Give me the paper, please.
B : Certainly, here it is
b. Related Vocabulary
Noun : Salt, paper, sugar, dictionary
Adjective : Beautiful, handsome, clever
Adverb : Well, beautifully, carefully
Responses : Sure, alright, ok, certainly
Personal pronoun as object : We, me, us, them, him, her
C. Method : ALM
D. Activities
a. Pre-activities :
– Praying, greeting, giving motivation, checking the attendance list (7’)
– Students response the questions about the related material. (5’)
b. Whilst-activities :
1. Delivering a short dialogue about asking and answering information. (5’)
2. Asking the students to repeat what the teacher said sentence per sentence.
3. The students repeat the dialogue delivered by the teacher. (8’)
4. The teacher lead the student in Substitution Drill. (10’)
5. And after the students get accustommed the teacher calls a students to go in front of the class to demonstrate the Response Drill to the students. (10’)
6. Then the teacher asks the students to work in pairs and have Response Drill. (15’)
7. For additional task, the teacher asks the students to create very short dialogue in pairs and practice it in front of the class. (5’)
8. The students practice their own dialogues. (10’)
c. Post-activity :
§ Asking the students’ obstacles in learning process
§ Concluding the material that have been learned (5’)
E. Sources :
· Relevant book if any
· Conversation script made by teacher
· Relevant pictures from the newspaper
F. Assessment :
a. Technique : oral text
b. Form : performance, response the word expression
c. Instrument :
I. Listen the expression and give your response orally !
1. Get me a disctionary, please.
………………………………
2. May I borrow your pencil, please.
………………………………..
3. Close the door, please.
……………………………….
4. Can you lend me your umbrella, please.
…………………………………
5. Open the window, please.
……………………………….
II. Perform the dialogue with your friend in front of the class
1. Ratih : Good morning, mam
Librarian : Good morning. Can I help you, Ratih ?
Ratih : Oh, yes. I like to written this book.
Librarian : Put it here, please.
Ratih : Thanks, mam.
2. Lisa : Hi, Doni. Do you need any help ?
Doni : Hi, lisa. Yes, lend me your pen, please ?
Lisa ; Sure. here you are
Doni : That very kind of you
Lisa : You are well come
3. Wati : Good afternoon, Ms Tris. I’ m hungry.
Ms.Tris : Good afternoon, Wati. What do you want to eat ?
Wait : Can I have a bowl of soup, please ?
Ms.Tris : Of course. Sit down and wait a minutes, please.
Wati : Thank you.
d. Assessment Guidance
1. For I : Score in every right answer : 2
2. For II : - Pronunciation, max. score : 5
- Performance, max. score : 3
- Intonation, max. score : 2
3. The sum of max. score I : 5 x 2 = 10
II : = 10
20
4.. Max. mark : 10
5. Students’ mark : Achieved-Mark = SM
2
5. Remedial or Enrichment if needed.
Langganan:
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