Cover - Rev 2

IMPROVING STUDENTS’ SPEAKING SKILL THROUGH
COMMUNICATIVE LANGUAGE TEACHING METHOD USING SMALL

GROUP DISCUSSION TECHNIQUE
(A Classroom Action Research at The Twelfth Grade Students, Odd Semester,

2019/2020 Academic Year of SMA Negeri 1 Tambun Utara)
A THESIS
By
Name : Maselah Apriyani
NPM : 20148100542
ENGLISH EDUCATION DEPARTEMENT

SCHOOL OF TEACHER TRAINING AND EDUCATION
( STKIP ) KUSUMANEGARA
JAKARTA
2019
ABSTRACT
1
MASELAH APRIYANI, 20148100542. Improving Students Speaking Skill
Through Communicative Language Teaching Method Using Small Group
Discussion Technique: ( A Classroom Research At 12th Grade Of SMA Negeri 1
Tambun Utara) Thesis. Jakarta : English Department. School Of Teacher Training and
Education Kusuma Negara Jakarta, 2019.
The objective of the research is to improve students speaking skill through

communicative language teaching method using small group discussion technique. The
research is done at the twelfth grade of SMAN 01 Tambun Utara. The researcher took
34 students of twelfth Grade IPA A, as a subject of research. The method of the research
is Class Room Action Research. The research consists of three cycles, and each cycle
consists of four steps, they are planning, acting, observing, and reflecting. The time of
the research is from 18th of July to 6th of August 2019. To collect the data, the researcher
used observation, interview, test and discussion.
The result of the research showed that, there was improvement in every cycle.
In cycle one, the average score is 75,05. There are 15 students or 44,11% of students
who could pass the standard score. In the cycle two the average score was 78,23. There
were 17 students or about 50% of students could achieve the standard score. In the
cycle three, the average score is 83,06. There are 31 students or 91,17% who could
achieve the standard score.
Based on the result mentioned above, it could be concluded that learning
speaking through Communicative Language Teaching method using Small Group
Discussion technique was effective and able to improve students speaking skill.
Keyword: communicative language teaching, speaking, small group discussion
ACKNOWLEDGEMENT
2
All thanks to Allah for His Blessing and merciful, who has helped me in
arranging this thesis. The thesis is intended to be requirement for the first strata degree,
which entitle : Improving Students’ Speaking Skill Through Communicative Language
Teaching Method Using Small Group Discussion Technique ( A Classroom Action
Research at The Twelfth Grade Students of SMA Negeri 1 Tambun Utara ).
This thesis has been through the process of assessment by researcher thesis
supervisors and has been declared eligible to be used in the feasibility of learning
process at SMA Negeri 1 Tambun Utara.
In this great opportunity, the researcher would like to say thank sincerely and
rewarded not limited to :
1. Dr. H. Herinto Sidik Iriansyah, M.Si as the head of STKIP Kusuma Negara who
has given the policy in examining this thesis.
2. Drs. H. Romdanih, M.Pd as the vice chairman of STKIP Kusuma Negara
Jakarta
3. Dr. Siti Yulidhar Harunsari, M.Pd as The Head of English program of STKIP
Kusuma Negara Jakarta which providing guidance and encouragement was
invaluable.
4. Yuesi Setyorini ,M.Pd, as my first advisor, who has spent much time for guiding
the matter until this thesis has been completed.
5. Ali Satri Efendi, M.Pd as my second advisor, who has spent much time for
guiding the matter until this thesis has been completed.
3
6. All lectures of English Department of STKIP Kusuma Negara Jakarta, who had
taught the writer from zero to hero.
7. My parents, my brother and sisters. For every support, motivation, trust and
prayers.
8. All of the researcher’s friends who always helped and motivated the writer to
finish the thesis.
The researcher hopes that the thesis can be a beneficial one to all parties that
involved. The researcher realizes that this thesis still needs to be improved
quality.
Jakarta, … August 2019
The Researcher
TABLE OF CONTENTS
ABSTRACT……..………………………………………………………… …………i
APPROVAL SHEET …………………………………………...……………ii
4
ACKNOWLEDGEMENT ………………………………………………………..iii
TABLE OF CONTENT ………………………………………………………...v
LIST OF APPENDIX …………………………………………………….….ix
CHAPTER I INTRODUCTION
A. Background of the study………………………………….1
B. Identification of the problem……………………………...3
C. Limitation of the study………………………………...….4
D. Formulation of the problem………...…………………….4
E. Benefit of the study………..………………………….…..5
CHAPTER II THEORETICAL DESCRIPTION, FRAMEWORK OF
THINKING AND ACTION HYPOTHESIS
A. Theoretical Description
1. The Essence of Speaking
a. Definition of Speaking……………………………...7
b. Elements of Speaking…………………………..…..9
c. Types of Speaking skill…………………………...12
d. The Function of Speaking…………………………14
e. Teaching Speaking…………………………….…..16
f. Assessment of Speaking………….……………….18
2. The Essence of Communicative Language Teaching
Method (CLT)
a. Definition of Communicative Language Teaching
Method (CLT)……………………………….…….23
5
b. Principle of Communicative Language Teaching
Method (CLT)……………………………...……...24
c. Steps Teaching Using Communicative Language
Teaching (CLT)…………………………………...26
d. Characteristic of Communicative Language Teaching
Method (CLT)……………………………..……...28
e. Technique of Communicative Language Teaching
Method
(CLT)……………………………………….……..29
3. The Essence of Small Group Discussion Technique
(SGD)
a. Definition of Small Group Discussion Technique
(SGD)……………………………………..…….....32
b. Teaching Speaking of Through Small Group
Discussion Technique (SGD)………………..........34
c. The Advantage of Small Group Discussion
Technique (SGD)……………………………..…...36
d. The Disadvantage of Small Group Discussion
Technique (SGD)…………………..……………...37
B. Framework of
Thinking…………………………………………………39
C. Action Hypothesis……………………………………….39
CHAPTER III RESEARCH METHODOLOGY
6
A. The Objective of the Research ……………………...…. 40
B. Place and Time of The Research………………….......... 40
1. Place
2. Time
C. Method of The Research ………………………………..40
D. Steps of The Research…………………………………...42
E. Source of Data…………………………………………...49
F. Technique of Data Collection…………………………...49
G. Technique of Data Analysis……………………..………50
1. Data Reduction
2. Data Description
3. Data Verification
H. Validity of Data…………………………………………51
I. Criteria of Successful Research…………………………51
CHAPTER IV : RESEARCH FINDING AND DISCUSSION
A. Research Finding
1. Pre-action Description…………………………….….52
2. Action Description…………….……………………...53
a. Cycle 1 …………………………………….…53
b. Cycle 2 …………………………………….…57
c. Cycle 3 …………………………………….…60
7
B. Discussion…………………………………………….....64
CHAPTER V : CONCLUSION AND SUGGESTION
A. Conclusion ………………………………...…………….67
B. Suggestion ………………………………………………68
BIBLIOGRAPHY …………………………………………………………….…71
APPENDICES …………………………………………………………..…...73
LIST OF APPENDICES
Appendix 1 English Syllabus ……………………………………………..………73
Appendix 2 Lesson Plans …………………………………………………………79
Appendix 3 Post Test Instrument ………………………………………………..125
Appendix 4 Collaborator’s Observation Sheet for Researcher ………..…………126
Appendix 5 Collaborator’s Observation Sheet for Students ……………………..129
Appendix 6 Researcher’s Observation Sheet for Students………………………132
Appendix 7 Post Test Result ……………………………………………………,137
8
Appendix 8 Photos Of Activities…………………………………………..……138
Appendix 9 Interviews …………………………………………………………..139
Appendix 10 Permit Letters ………………………………………………………144
Appendix 11 Biography…………………………………………………………..145
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CHAPTER I
INTRODUCTION
A. Background of The Study
There are many ways of communicating language. One of the ways is
speaking. It is the way that a language communicated orally. Speaking indeed, is
not the way that determines whether the communication is running as expected or
not. People can also write to communicate the language. But most people speak,
they speak everyday. Therefore, the researcher limits study by carrying out a
research on speaking, especially English speaking.
In general, people tend to assume that the success of mastering a foreign
language is to communicate the language (in this case, orally), in each school
students learn the language, students should be able to communicate the language
verbally, not only on written forms. Those students of foreign language learning
should be able to implement the knowledge (theory) of language into its real
performance .At this time, students tend to write rather than to speak. In the contrary
from what it is expected, today lots of foreign language (English) learners “failed”
in mastering English as a means of communication. The students were great at
answering some extracted questions, but when they had to use English in an oral
way spontaneously, they found themselves difficult to do so. Their pronunciation
was not good, so was their organization of structure. Both their performance and
motivation of speaking were not satisfying.
10
According to the researcher’s observation the study of English at SMAN 1
Tambun Utara at 12th grade, there are some problems in class, they are : less
participation, students’ low performance, student fearness. The lack of participation
from students seem to be in doubt and nervous to speak English. Next, the students
do not know how to apply different transactional and interactional expressions for
different situations. Also, students are afraid of making mistakes in grammar,
pronunciation and the students are afraid to be laughed at by others and have no
courage to express the English ability, and students never use English in for daily
communication although in English classroom because of students limited
vocabulary.
For this reason, the researcher assumed students need a more communicative,
attractive way of teaching English which is focusing on real and contextual
communication and stimulating, to produce the language to train students
transactional and interactional speaking. The goal of language teaching is to develop
communicative competence. Communicative competence is one of the English
language approach that developing from previous method. In Communicative
Language Teaching (CLT) is not only ability to compose correct sentences but also
the ability to communicate.
Furthermore, the teacher has to prepare interesting aids to make the students
have strong interest in learning process especially in learning speaking. The
7
technique used by the teacher becomes a factor that determines whether the students
can develop their speaking skill. In this case, the researcher use Small Group
Discussion (SGD) as a technique in the teaching learning process. Small group
discussion is friendly technique and it also a technique which gives students have
much time to speak English during an English lesson, their confident will be
improving when they apply their English speaking skill.
Based on the research by Honang Adi Riyanto from IAIN Salatiga University
have been success to improve speaking skill through communicative language
teaching method using small group discussion technique. So, the researcher believes
that it is compatible technique.
From the discussions above, the researcher interest to make a research "
IMPROVING STUDENTS’ SPEAKING SKILL THROUGH
COMMUNICATIVE LANGUAGE TEACHING METHOD USING SMALL
GROUP DISCUSSION TECHNIQUE ". Researcher hopes by using a
communicative teaching, the teachers can help students to develop their English
skills both, oral and spoken.
B. Identification of The Problem
The problem that is going to be discussed in this study is as follow:
1. How does the researcher improve students’ speaking skill through
Communicative Language Teaching (CLT) Method using Small Group
Discussion (SGD) Technique in the classroom ?
7
2. How does the researcher overcome the students’ low motivation in studying
English subject ?
3. How does the researcher overcome the students’ nervousness in speaking
English ?
4. How does the researcher overcome the students’ fear in English subject ?
5. How does the researcher overcome the students’ reluctance in studying
English ?
6. Does the researcher use compatible method to encourage students to speak
English ?
C. Limitation of the study
Based on the background and identification of the problem above, the
researcher limits this study focus on improving students’ speaking skill through
Communicative Language Teaching (CLT) Method using Small Group Discussion
Technique at the twelfth grade Students odd semester 2019/2020 Academic Year
of at SMA Negeri 1 Tambun Utara.
D. Formulation of the problem
Based on the limitation of the problem, the researcher makes the
formulation of the problem that is “How does the researcher improve Students’
speaking skill through Communicative Language Teaching (CLT) Method using
Small Group Discussion (SGD) Technique?”
7
E. Benefit of the Study
The benefits of research are as follows:
1. For students
The result of the research students can improve their speaking skill well.
Besides, they will have ability to work together. Apply their knowledge and
students will develop a willingness to share ideas in solve their problem or
answer questions from teacher which therefore the student more active.
2. For the teachers
This research can give contribution to English teacher to develop their
method to teach about English, exactly speaking ability.
3. For at SMA Negeri 1 Tambun Utara
As a reference for schools to improve the quality in the learning process and
learning outcomes of student to be more than ever.
4. For the Researcher
The results of this study can be used as a means of learning to develop
knowledge and information about the descriptions of improving students’
speaking skill through communicative language teching (CLT) method
using small group discussion (SGD) technique of at SMA Negeri 1 Tambun
Utara and to fulfill the requirements in achieving S1 degree in English
Education.
7
5. For STKIP Kusuma Negara
The result of this research can be functioned as information and reference
for further researchers and can be used as guide as good as possible for
achievement teaching and improvement at the class and to enrich the
institution’s treasury of researches on improving students’ speaking skill.
7
CHAPTER II
THEORETICAL DESCRIPTION, FRAMEWORK OF THINKING, AND
ACTION HYPOTHESIS
A. Theoritical Description
1. The Essence of Speaking Skill
a. Definition of Speaking
Speaking is an ability to communicate with other that use by someone,
speaking is very important to express the idea feeling and thought, their also share
information to other through communication with friend in the classroom and
presentation.
By the end of the twentieth century English was already well on its way
to becoming a genuine lingua franca, that is a language used widely for
communication between people who do not share the same first (or even second)
language.1
According to Harmer and Pourhosein Gilakjani, human communication is a
complex process. Persons need communication when they want to say something
and transmit information. Speakers use communication when they
1
Jeremy Harmer, The Practice of English Language Teaching fourth edition, (England : Pearson
Education Limited, 2007 ) p.13
7
are going to inform someone about something. Speakers apply language
according to their own goals. So speakers should be both listeners and speakers
at the same time for the effective communication.2
Thombury suggest “Various dimensions of different speaking between
transactional and interpersonal function. Transactional function has as its main
purpose conveying information and facilitating the exchange of goods and
services, whereas the interpersonal function is all about maintaining and
sustaining good relations between people”.3
From Abi Hurairah said, Rasulullah saw said that :
‫َم ْن َدعَا إ ِ َلى ُهدًى َكانَ َلهُ مِنَ ْا َأل ْج ِر ِم ْث ُل ُأ ُج ْو ِر َم ْن تَبِعَهُ ََل‬
َ ‫ َو َم ْن َدعَا إ ِ َلى‬،‫ص َذ ِل َك ِم ْن ُأ ُج ْو ِر ِه ْم َش ْيئًا‬

‫ َكانَ عَ َل ْي ِه‬، ‫ض ََل َل ٍة‬ ُ ‫يَ ْن ُق‬
ُ ‫اْل ْث ِم ِم ْث ُل آ َثا ِم َم ْن تَبِعَهُ ََل يَ ْن ُق‬

‫ص َذ ِل َك ِم ْن آ َثا ِم ِه ْم َش ْيئًا‬ ِ ْ َ‫مِن‬
Meaning: "whoever calls on the path of guidance, for him the reward is as the
reward of those who follow him, who are not diminished from the rewards of
their deeds altogether, whoever calls on a misleading path, for him sin such as
sin those who follow it, who are not reduced from their sins at all ". 4
2
Lai-Mei Leong & Seyedeh Masoumeh Ahmadi(2017). An Analysis of Factors Influencing Learners’
English Speaking Skill. accessed on February 6th 2018 from http://ijreeonline.com/article-1-38-
en.pdf
3
Jeremy Harmer, Op.Cit. p. 343
4
HR.Muslim
40
The word "da'a" means to exclaim or speak. The word "huda" which
means clue. In the Qur'an the word was repeated many times. This method is
a method often used in conveying or inviting people to follow the teachings
that have been determined. The relationship between the verse and this title
that speaking is the process of conveying the goodness or knowledge
conveyed by a teacher to the students.
From the some meaning above, researcher can conclusion that speaking is
a very important and needed thing for everyone to shere the information,
knowledge, idea, convey and receive messages to connect between humans
and other people. So, with speaking the researcher can know all definitions or
translations that the researcher don’t know.
b. Elements of Speaking
Learning speaking is very important for students to acquire the ability
to express their thought and opinions. Consequently, this competency should
be mastered by the students. According to Harmer the ability to speak fluently
presupposes not only knowledge of language features, but also the ability to
process information and language on the spot as follow :
1) Language Features
Among the elements necessary for spoken production, are the
following:
40
a) Connected Speech
Connected speech: in connected speech sounds are modified
(assimilation), omitted (elision), added (linking r), or weakened
(through contractions and stress patterning). It is for this reason
that we should involve students in activities designed specifically
to improve their connected speech.
b) Expressive devices
native speakers of English change the pitch and stress of particular
parts of utterances, vary volume and speed, and show by other
physical and non-verbal (paralinguistic) means how they are
feeling (especially in face t- to – face interaction). The use of these
devices contributes to the ability to convey meanings.
c) Lexis and grammar
Spontaneous speech id marked by the use of a number of common
lexical phrases, especially I the performance of certain language
function.
d) Negotiation language
Negotiation language: effective speaking benefits from the
negotiator language we use to seek clarification and show the
structure of what we are saying.
40
2) Mental/social processing
If part of speaker’s production ability involves the knowledge of
language skills such as those discussed above, success is also
dependent upon the rapid processing skills.
a) Language processing
effective speakers need to able to process language in their own
heads and put it into logical order so that it comes out in forms
that are not only comprehensible, but also convey the meanings
that are intended. Language processes involves the retrieval of
words and phrases from memory and their assembly into
syntactically and propositionally appropriate sequences. One of
the main reasons for including speaking activities in language
lessons is to help students develop habits of rapid language
processing in English.
b) Interactive with others
most speaking involves interaction with one or more
participants. This means that effective speaking also involves a
good deal of listening, an understanding of how the other
participants are feeling. A knowledge of how linguistically to
take turns or allow others to do.
40
c) Information processing (on the spot)
quite a part from our response others feeling, we also need to be
able to process the information they tells us the moment we get
it. The longer it takes for the penny to drop the less effective we
are as instant communicators. However, it should be
remembered that this instant response is very culture-specific
and it is not prized by speakers in many other language
communities.5
c. Types of Speaking skill
According to Brown “Speaking is a productive skill that can be
directly and empirically observed, those observations are invariably
colored by the accuracy and effectiveness of a test-takers listening skill,
which necessarily compromises the reliability and validity of an oral
production test”6.
In the other page of his book, Brown says that there are five basic types
of speaking. They are:
5
Jeremy Harmer, The Practice of English language teaching Third Edition, (England: longman,
2001), p.269
6
H.Douglas Brown, Principle and Classroom Practise (New York:Pearson Education,2004), p.140
40
1) Imitative
This type of speaking performance is the ability to imitate a word or
phrase or possibly a sentence. (e.g., "Excuse me." or "Can you help
me?") for clarity and accuracy.
2) Intensive
This second type of speaking frequently employed in assessments
context is in the production of short stretches of oral language
designed to demonstrate competence in a narrow band of
grammatical, phrasal, lexical or phonological relationships.
3) Responsive
This type includes interaction and test comprehension but at the
somewhat limited level of very short conversations, standard greeting
and small talk, simple request and comments and the like. The
stimulus is usually a spoken prompt in order to preserve authenticity.
4) Interactive
Interaction can take the two forms of transactional language, which
has the purpose of exchanging specific information, or interpersonal
exchanges, which have the purpose of maintaining social
relationships.
40
5) Extensive (monologue)
Extensive oral production tasks include speeches, oral presentations,
and story telling, during which the opportunity for oral interaction
from listeners is either highly limited or ruled out altogether.7
d. The Function of Speaking
1) Talk as interaction
Talk as interaction refers to what we normally mean by
“conversation” and describes interaction that serves a primarily
social function. When people meet, they exchange greetings, engage
in small talk, recount recent experiences, and so, on because they
wish to be friendly and to establish a comfortable zone of interaction
with others. The focus is more on the speakers and how they wish to
present themselves to each other than on the message. Such
exchanges may be either casual or more formal, depending on the
circumstances, and their nature has been well described by Brown
and Yule
7
Ibid., p.140
40
2) Talk as Transaction
Talk as transaction refers to situations where the focus is on what is
said or done. The message and making oneself understood clearly
and accurately is the central focus, rather than the participants and
how they interact socially with each other. Burns distinguishes
between two different types of talk as transaction. The first type
involves situations where the focus is on giving and receiving
information and where the participants focus primarily on what is
said or achieved. The second type is transactions that focus on
obtaining goods or services, such as checking into hotel. In this type
of spoken language, students and teachers usually focus on meaning.
3) Talk as performance
Talk as performance refers to public talk, that is talk that transmits
information before an audience, such as classroom oral presentations,
public announcements and speeches. Talks as performance tends to
be in the form of monolog rather than dialog, often follows a
recognizable format ( e.g., a speech of welcome), and is closer to
written language then conversational language.8
8
Richards. Teaching Listening and speaking from Theory to Practice.(New York : Cambridge
University Press, 2008). p. 21-28
40
e. Teaching Speaking
According to Richards there are three core issue need to be
addressed in planning speaking activities for an English class. The first
one is determining the focus of the speaking skill. The second issue is
identifying the teaching strategies to teach. Last, the teacher need to
determine the expected level of the speaking task and the criteria that will
be used to assess the performance.9
In teaching speaking, the teacher needs to consider some
principles in order to make the activities fit to the students’ needs.
Nunan mentions five principles for teaching speaking as below :
1) Be aware of the differences between second language and foreign
language learning contexts. Speaking is learned in two broad
contexts: foreign language and second language situations. The
teacher must be able to determine the position of English, whether it
is teaching English as a second language or teaching English as a
foreign language.
2) Give students practice with both fluency and accuracy in the learning
process, students must be given enough opportunities to develop their
fluency and accuracy. The teacher must provide students with many
9
Richards.Op.Cit. p.29-39
40
fluency-building practices. Students also should know that making
mistakes in learning new language is natural.
3) Provide opportunities for students to talk by using group work or pair
work, and limiting teacher talk. Speaking activities should concern
more on how to provide more time for students to practice their
speaking. Pair or group work activity is one of the ways to increase
students’ opportunities to speak target language during the learning
process.
4) Plan speaking tasks that involve negotiation for meaning negotiation
for meaning involves checking to see if students have understood
what their friends have said, clarifying their understanding and
confirming that the students have understood their friends’ meaning.
By asking for clarification, repetition, or explanations during
conversations, students get the people they are speaking with to talk
to them with language at a level they can learn and understand
5) Design classroom activities that involve guidance and practice in
both transactional and interactional speaking activities in the
classroom should include both interactional and transactional
purposes because student will have to speak the target language in
both transactional and interactional settings10
10
Nunan. Practical English language teaching.(New York : McGraw-Hill, 2003). P.54-56
40
From above explanation, we can see that all of principles for
designing speaking techniques are very necessary for us. Teaching
speaking should include students’ participation. Speaking is one of the
English skill that should be mastered by students in the learning process.
The students’ participation and involvement can be created through
various speaking tasks. To make it successful, teachers have to establish
situation in encouraging students to practice their language. Teacher also
must motivate them to speak English.
Ur states that “the process of teaching foreign language” is a complex
one as with many other subjects, it has necessary to be broken down into
component for purpose of study. There are three such components as
teaching of act of :
1. Presenting and explaining new material
2. Providing practice
3. Testing11
f. Assessments of Speaking skill
Assessment of speaking becomes a crucial thing to determine the
extent of student’s learning progress. Louma stated that the aim in all
11
Penny Ur, A Cource in Language Teaching Practice and Theory, (Cambridge : Cambridge University
Press, 1991) page 10
40
assessments is to focus on the right thing, developers of speaking
assessments must have a clear understanding of what speaking is like and
then define the kind of speaking they want to test in a particular context,
develop tasks and rating criteria that test this inform the examinees about
what they test and make sure that the testing and rating processes actually
follow the stated plans.12
Here the band scores of oral proficiency scoring catagories I
speaking skill.13 It can be seen on the tables bellow:
Table 2.1
Scoring Categories Pronounciation

Score Proficiency Description
Errors in pronunciation are frequent but can be understood b

1 a native speaker used To dealing with foreigner attempting to
speak his language.
2 Accent is intelligible though often quite faulty.
Errors never interfere with understanding and rarely disturb

3
the native speaker. Accent may be obviously foreign.
4 Errors pronunciation quite rare.
Equivalent to and fully accepted by educated native

5
speakers.
12
Louma. Assessing speaking. (Cambridge: Cambridge University press, 2004) p.28
13
H. Douglas Brown, Language Assesment Principles and Classroom Practises, (California :
Longman, 2003) p.172
40
Scoring Categories Grammar
Errors in grammar are frequent, but speaker can be
1
understood by a native speaker used to dealing with foreigner
Canusually handle elementary constructions quite accurately

2
but does not have through or confident control of the grammar
Control of grammar is good. Able to speak the language with
sufficient structural accuracy to participate effectively in most

3
formaland informal conversations on practical, social and
professional topics.
Able to use the language accurately on all levels normally
4 pertinent to professional needs. Errors in grammar are quite
rare.
5 Equivalent to that of an educated native speaker.
Scoring Categories Vocabulary

Speaking vocabulary inadequate to express anything but the
1
most elementary needs.
Has speaking vocabulary sufficient to express himself simply

2
with some circumlocutions.
Able to speak the Language with Sufficient vocabulary to

3
participate Effectively in most formal and informal
40
conversations on practical, social and professional topics.
Vocabulary is broad enough that he rarely has to grope for a
word.
Can understand and participate in any conversation within the
4 range of his experience with a high degree of precision of
vocabulary
Speech on all levels is fully accepted by educated native

speakers in all its features including breadth of vocabulary and
5
idioms, colloquialism and pertinent cultural references.
Scoring Categories Comprehension

Within the scope of his very limited language experience,can

1 understand simple questions and statements if delivered with
slowedspeech, repetition or paraphrase.
Can get the gist of most conversation of non-technical subjects.
2
(i.e., topics that require no specialized knowledge)
3 Comprehension is quite complete at a normal rate of speech.
Can understand any conversation within the range of his

4
experience.
5 Equivalent to that of an educated native speaker.
40
Scoring Categories Fluency
(no specific fluency description. Refer to other four language

1
area for implied level of fluency.)
Can handle with confidence but not with facility most social
situations, including introductions and casual conversations

2
about current events, as well as work, family and
autobiographical information.
Can discuss particular interests of competence with reasonable

3
ease. Rarely has to grope for words.
Able to use the language fluently on all levels normally
pertinent to Professional needs. Can participate in any

4
conversation within the range of this experience with high
degree of fluency.
Has complete fluency in the language such that his speech is

5 fully accepted by educated native speakers.
Source : Brown 2004, Language Assesment Principles and Classroom

Practice. New York : Perason Education,Inc,
According to the theory above there are five components to
analyze speech performance. The researcher uses those speaking
scoring rubric to collect data. According to the theory above the
40
researcher would be interpreted of the aspect in speaking skill. The first
is pronounciation, the best category for this aspect is if the student have
clear pronunciation and pleasant, so another people can understand it
easily. The second is grammar, the students can get the hifh score if they
have aquivalent to that of an educated native speaker. The third aspect
is Fluency, the good fluency if the students can speak English without
onstruction when they deliver their conversation. The fourth aspect is
vocabulary, the students can get the high score if they have many
vocabulary and can use them become a good sentence. The last aspect
is comprehension, the student can get high score if they understand how
to use the expression.
2. The Essence of Communicative Language Teaching Method ( CLT )
a. Definition of Communicative Language Teaching ( CLT )
Communicative Language Teaching (CLT) is an approach in teaching
language that emphasizes authentic communication from beginning of class is
defined by Horwitz14.
According to Richard Communicative language teaching can be
understood as a set of principles about the goals of language teaching , how
14
Manalullaili, (2015). Applying Communicative Language Teaching in Teaching English for Foreign
language Learners. accessed on February 10th 2018 from
http://www.journal.uad.ac.id/index.php/ADJES/article/download/1723/1190
40
learners learn a language, the kinds of classroom activities that best facilitate
learning, and the roles of teachers and learners in the classroom.15
Brown gives his definition of CLT as “an approach to language teaching
methodology that emphasizes authenticity, interaction, student-centered
learning, task based activities, and communication for the real world,
meaningful purposes”16
Berlin claimed that communicative approach is underpinning to take on
variety of forms, communicative approach is considered as “an umbrella”
because it cover four English skills; listening speaking, reading and writing.17
From the some meaning above, researcher can conclusion that
Communicative Language Teaching ( CLT ) is an approach in student-
centered language teaching and is considered an umbrella because it includes
four English language skills.
b. Principles of communicative language teaching ( CLT )

According to Finacchiaro and Brumfit as quoted by Setiadi in his
book that there are 21 principle of Communicative Language Teaching (
CLT ) as follows :
15
Jack C Richard, Communicative Language Teaching Today.(New York:Cambridge University
Press,2006) p.2
16
Joseph Wood, (2011). Communicative Language Teaching (CLT) and communication strategies
(CSs): Theory and practice. accessed on February 13th 2018 from https://nufs-
nuas.repo.nii.ac.jp/?action=repository_action_common_download&item_id=22&item_no=1&attribute
_id=22&file_no=1
17
Manalullaili, Op.Cit. p.2
40
1) Meaning is paramount
2) Dialogues , if used center around communicative functions and are
normally memorized
3) Language meaning is learning to communicative
4) Effective communication is sought
5) Drilling may occur, but peripherally
6) Comprehensible Pronunciation is sought
7) Any device which helps the learners is accepted – varying
according to their age, interest, etc.
8) Attempt to communicative maybe encouraged from the very
beginning
9) Judicious use of native language is accepted where feasible
10) Translation may be used where the students need or benefit from
it.
11) Reading and writing can start from the first day, if desired
12) The target linguistic system will be learned best through the
process
13) Communicative competence is desired goal
14) Linguistic variation is a central concept in materials and met
hodology
15) Sequencing is determine by any consideration of content, function,
or meaning which maintains interest
40
16) Teacher helps learners in any way that motivates them work with
the language
17) Language is created by the individual often through trial and error
18) Fluency and acceptable language is the primary goal accuracy is
judged not in the abstract but context
19) Students are expected to interact with other people , either in the
flesh, through pair and group work , on in their writing
20) The teacher can not know exactly what language the students will
use
21) Intrinsic motivation will spring from and interest in what is being
communicated by the language18
c. Steps of Teaching Using Communicative Language Teaching
Before teaching speaking using Communicative Language Teaching, the
teacher must know steps of teaching about it , communicative activities
are the steps of teaching. Based on Bambang setyadi Communicative
activities can be defined into 2 categories as follows :
1. Functional Communicative Activities
They include
 Working out likely sequence of event in sets of picture
18
Ag. Bambang Setiyadi , Teaching English as A Foreign Language, (Yogyakarta : Graha Ilmu, 2006)
page 145-146
40
 Such task as learners comparing sets of pictures and noting
similarities and differences
 Discovering missing features in a map or pictures
 The learner communicates behind a screen to another learner and
giving instructions on how top draw a picture or shape , or how to
complete the map
 Following directions and solving problems from shared clues
2. Social Interaction activities
They include :
 Conversation and discussion sessions
 Dialogues and role plays
 Simulation
 Skill
 Improvisation
 Relaying instruction
 Communication games
 Problem solving
 Talking about yourself
 Debates
The teacher has a responsibility to determine and give the response to
the learners language need. The teacher also has a responsible to organize and
40
manage the classroom as a setting for communication and communicative
activities. During the activities the teacher has a monitor , encourage and
suppose inclination to supply gaps in lexis, grammar and strategy but notes such
gaps for later commentary and communication practice. At the conclusion of
group activities , the teachers leads in the debriefing of the activities of the
pointing out alternative and extension and assisting groups in the self-correction
discussion.
Leo states that the teachers need to create a relaxed atmosphere and
encourage learners to speak. Appreciate every speaking effort done by learners
by giving very slight or direct correction, giving negative comment , or looking
down at the learning.19
d. Characteristics of Communicative Language Teaching
Brown also offers four interconnected characteristics of CLT, namely:
1) Classroom goals are focused on all of the components of CC
(communicative competence) and not restricted to grammatical or
linguistic competence.
2) Language techniques are designed to engage learners in the pragmatic,
authentic, functional use of language for meaningful purposes.
Organizational language forms are not the central focus but rather
19
Susanto Leo , English For leisure Time Speking, (Jakarta : PT Gramedia Pustaka Utama , 2007) page
XIV
40
aspects of language that enable the learner to accomplish those
purposes.
3) Fluency and accuracy are seen as complimentary principles underlying
communicative techniques. At times fluency may have to take on more
important than accuracy in order to keep learners meaningfully engaged
in language use.
4) In the communicative classroom, students ultimately have to use the
language, productively and receptively, in unrehearsed contexts.20
e. Techniques of Communicative Language Teaching (CLT)
Finocchiaro and Brumfit offer a lesson outline for teaching the
function "making a suggestion" for learners in the beginning level of a
secondary school program that suggests that CLT procedures are evolutionary
rather than revolutionary:
1) Presentation of a brief dialog or several mini-dialogs, preceded by a
motivation (relating the dialog situation (s) to the learners‟ probable
community experiences) and a discussion of the function and situation
people, roles, setting, topic, and the informality or formality of the
20
Brown, Op.Cit. p. 43
40
language which the function and situation demand. (at the beginning
levels, where all the learners understand the same native language, the
motivation can well be given in their native tongue)
2) Oral practice of each utterance of the dialog segment to be presented that
day (entire class repetition, half-class, groups, individuals) generally
preceded by your model. If mini-dialogs are used they engaged in similar
practice.
3) Question and answers based on the dialog topic (s) and situation itself
(inverted who or questions)
4) Question answers related to the students‟ personal experiences but
centered on the dialog theme.
5) Study one of the basic community expressions in the dialog or one of the
structures which exemplifies the function. You will wish to give several
additional examples of the communicative use of the expression or
structure with familiar vocabulary in unambiguous utterance or mini-
dialogs (using pictures, simple real object, or dramatization) to clarify the
meaning of the expression or structure.
40
6) Learner discovery of generalizations or rules underlying the functional
expression or structure. This should include at least four points: its oral
and written forms (the elements of which it is composed, e.g. “how about
+ verb + ing?”; its position in the utterance; its formality or informality in
the utterance ; and in the case of a structure, its
grammatical function and meaning.
7) Oral recognition, interpretative activities (two to five depending on the
learning level, the language knowledge of the students, and related
factors).
8) Oral production activities-proceeding from guided to freer
communication activities.
9) Copying of the dialog or mini-dialogs or modules if they are not in the
class text.
10) Sampling of the written homework assignment, if given.
11) Evaluation of learning (oral only), e.g. “how would you ask your friend
to ? And how would you ask me to ?” 21
21
Jack C Richards, Theodore D. Rodgers, Approaches and Methods in Language Teaching, (Cambridge
: Cambridge University press, 1986 ) p.81.
40
3. The Essence of Small Group Discussion Technique ( SGD )
a. Definition of Small Group Discussion ( SGD )
Small group discussion is a cooperative learning method where students
have many opportunities to speak, provoke students to gather ideas of
experience of knowledge and actualization in speaking. Therefore, teachers
must have good creativity to support the teaching and learning process well.
It‘s related to Thombur “discussion is an excellent way to give students
opportunities to speak, especially if the class is a large one. Moreover, it is
widely practiced at all levels of teaching as well. Part of the problem here is
concern with the ways the teacher conducts the discussion.22
Groups are social formations of people. There are essentially three
potential group functions among students: to learn, work and make
decisions23.Allah also says Holly Qur‘an An-Nahl 12524
22
Hadriana, (2008) Journal Improving Students' Speaking Skill through Communicative Activities In
Small Group Discussions at the Third Semester Class A Of the English Study Program of FKIPUNRI
accessed on February 16th 2018 from https://media.neliti.com/media/publications/222020-improving-
students-speaking-skill-throun.pdf
23
Donald S. Persons Philip B. Calabro, (2013) GROUP PROCESSES IN THE FOREIGN LANGUAGE
CLASSROOM accessed on February 13th 2018 from
http://www.educ.su.ac.th/2013/images/stories/reserch/55-56/15.pdf
24
Al-Quran, Verse An-Nahl :125
40
ۖ ‫ع إ ِ َل ٰى سَبِي ِل َرب ِ َك ب ِ ْٱل ِح ْك َم ِة َو ْٱل َم ْو ِع َظ ِة ْٱل َحسَنَ ِة‬
ُ ‫ٱ ْد‬
‫َو ٰ َجد ِْل ُهم بِٱ َّلتِى ِهىَ َأ ْحسَ ُن ۚ إ ِ َّن َرب ََّك ُه َو َأ ْع َلمُ ب ِ َمن‬
َ‫ض َّل عَن سَبِي ِل ِهۦ ۖ َو ُه َو َأ ْع َلمُ ب ِ ْٱل ُم ْهتَدِين‬

َ
Meaning : "Invite (all) to the way of your Lord with wisdom and
beautiful preaching, and argue with in ways that are best and most gracious. For
thy Lord Knotweed best, who have strayed from His path, and who receive
guidance".
The word "wisdom" means the most important of all things, both
knowledge and deed. In other words al-hikmah is to invite to the way of Allah
by way of justice and wisdom. always consider various factors in the teaching
and learning process, both subject, object, media, and teaching goals. in
addition, the delivery of material with gentle words but firm and true to students
based on knowledge through arguments that can be accepted by reason with
dialogu e using wise words in accordance with the level of intelligence and
language mastered by students. So if combined "Mauizhah hasanah" means
good advice. The word "jadilhum" means discussion. Discussion method
referred to in the Qur'an is a discussion that is carried out with good and polite
manner. The purpose of this method is to further strengthen the understanding
and attitude of their knowledge of a problem.
40
Finally, we can conclude that Small Group Discussion Method is
effective ways in the learning process to be applied because students can be
directly involved (active) in the learning process with the teacher as their guide.
In other words, students do not just come to class and listen to the teacher's
explanation (passive).
b. Teaching Speaking Through Small Group Discussion Technique
(SGD)
Small Group Discussion Technique is useful for teaching of grammar
and vocabulary especially at the meaningful/communicative step. The teacher
can prepare discussion easily and store them easily in well grouped packs.
Class discussion provides students with opportunities to acquire knowledge
and insight trough the face to face exchange of information, ideas and
opinions. In Small Group Discussion (SGD) has been a plan for Small Group
Discussion (SGD). “The Small Group Discussion (SGD) should be technique
session will be divided in to four steps according Penny Ur ”
1) Presentation
Describing tasks that are simple enough to of effective practice, giving
only brief guidelines, try to foresee what language will be needed, and tell
to the students what they will have to do next.
2) Process
40
The job during the activity is to go from group to group, monitor, and
either contribute or keep out of the way, whichever is likely to be more
helpful.
3) Ending
If have set a time limit, draw the activity to a close at a certain point. In
principle, try to finish the activity while the students are still enjoying it
and interested, or only just beginning to flag
4) Feedback
A feedback session usually takes place in the context of full class
interaction after the end of the group work, such as: giving the right
solution, listening to and evaluating suggestion, pooling ideas on the
board, displaying materials the group have produced, and so on.25
In brief, from the explanation above it can be concluded that Small Group
Discussion (SGD) perhaps is a suitable technique to teach speaking
comprehension since it provides opportunities for student initiation, for face
to face, give and take , for practice in negotiation of meaning for extended
conversation exchanges. The students are able to share, complain, discuss,
and compare the students' ideas with other member in same group
Penny Ur, “A Course in Language Teaching : practice and theory” ( Cambridge : Cambridge
25
University Press, 1991 ) p. 246.
40
c. The Advantages of Small Group Discussion Technique
When using the small group discussion, the researcher should be aware of
the following advantages, such as:
1) Group work generates interactive language
In lockstep traditional classroom, teacher talk is more dominant.
Teachers give students explicit explanation of grammar, drill the
students, and lead whole class discussion. By doing so, the students get
less opportunity to practice the language. Only a few students get
chance to practice the language and consequently, the English lesson
becomes very boring. Small group provides opportunities for student
initiation ,for face-to-face give and take, for practice in negotiation
of meaning, for extended conversational exchanges, and for student
adoption of roles that would otherwise be impossible.
2) Group work offers an embracing affective climate
when the students are in groups, they feel more secured. They can not
easily be criticized or insulted. Inhibited students become active and vocal
in the process of learning and teaching. In small groups, they work
together to achieve a certain goal. By working in groups, students’
motivation and self-confidence increase.
3) Group work promotes learner responsibility and autonomy.
Compared to whole-class activity in which students tend to be passive and
individual students relax so much and hide themselves in the class, group
40
work makes students more responsible for action and progress. In small
group, it is difficult for them to keep quiet and hide themselves.
Therefore, all students get chance to experiment with the language being
learned.
4) Group work is a step toward individualizing instruction
Small group can help students with mixed abilities to accomplish
different goals. It makes the teacher easy to recognize the individual
difference in terms of age, cultural heritage, field of study, cognitive
style, motivation, aptitude, and personality.26
Based on the theory above the researcher concludes that small group
discussion technique can increase the student’s ability to exploring, their
intellectual, make their more confident to show their opinions and to
develop a sense of group identify.
d. The Disadvantages of Small Group Discussion Technique (SGD)
The small group discussion has several disadvantages, there is
according to Jeremy Harmer stated that the disadvantages of small group
discussion technique, there are such as:
1) It is likely to be noise (though not necessarily as loud as pair work can be)
. Some teachers feel that they lose control, and the whole class feeling
26
Brown, Implementation Of Group Work In The Class Room, ed. Usman Kasim (Surakarta:Pusat
Kajian seni dan bahasa,2015), p 100.
40
which has been painstakingly built up may dissipate when the class is split
into smaller entities.
2) Not all students enjoy it since they would prefer to be the focus of the
teacher’s attention rather than working with their group. Sometimes
students find themselves in uncongenial groups and wish they could be
somewhere else.
3) Individuals may fall into group roles that become fossilized, so that some
are passive whereas others may dominate Groups can take longer to
organize than pairs, beginning and ending group discussion activities,
especially where people move around the class, can take time and be
chaotic.27
According to the theory above, the researcher concludes that the small
group discussion technique has several disadvantages like make the classroom
become noise, in the group can make one student will be dominate or passive,
and the last problem is related to the students’ cognitive styles: some learners
may prefer to work alone but the researcher try to resolve the conditions with
give suggestion, motivation and ice breaking to make the atmosphere of the
small group discussion technique more enjoyable for all students.
B. Framework Of Thinking
27
Jeremy Harmer, The Practice of English Language Teaching fourth edition, (England : longmn,
2007), p. 125.
40
Speaking is a way to communicate and a way to express ideas of knowledge.
In Indonesia, many people are no exception, students may have difficulty speaking
English because of their mother tongue, they feel embarrassed when speaking
English, they feel afraid to make mistakes and they finally being not interested in
learning English, in this topic the researchers tried to motivate students to speak
English with as much effort as they could.
In the teaching and learning process, the teacher must always have innovations,
techniques, and teaching methods so that students are more enthusiastic in the
learning process, making the atmosphere of the learning process more enjoyable
and more interesting and keeping students from feeling bored in teaching and
learning. Speaking is a way to communicate and a way to express ideas of
knowledge Based on the statements above, the researcher can assume that, in
learning teaching process through small group discussion technique can improve
students` speaking skill.
C. Action Hypothesis
Based on the framework of thinking above the researcher can assume there is
improvement of students’ speaking skill through small group discussion technique
, a classroom action research at the twelfth grade, Odd semester, 2019/2020
academic year, SMA Negeri 1 Tambun Utara.
40
CHAPTER III
RESEARCH METHODOLOGY
A. Objective of The Research
The objective of the research is to improve students’ speaking skill through
communicative language teaching (CLT) method using small group discussion
(SGD) technique at the twelfth grade of SMA Negeri 1 Tambun Utara. The
researcher hopes them to active in practicing English speaking in class. It is can be
expected that the student can enjoy expressing their idea in front of class. They can
be success in their speaking skill.
B. Place and Time of The Research
1. Place
The research would be conducted in SMAN 1 Tambun Utara, Jl. KH Agus
Salim 179 Bekasi Jaya, Bekasi Timur, Jawa Barat.
2. Time
The research was carried out at the first semester of 2019/2020 academic
year that is from July 2019 until August 2019 for two months. This research
was be conducted at twelfth grade of senior high school academic year
2019/2020
C. Method of The Research
In this research, the researcher used the classroom action research. Action
research reflects the process of progressive problem solved by individuals working
40
with others in teams as a community practice to improve the way they address
issues and solve problems. It can be implemented for teaching and learning process
in the classroom, therefore, the research used in the classroom is called action
Classroom Action Research (CAR). Naturally, CAR is applied to see the
improvement of certain number of cycles to get significant result. There are three
cycles that researcher uses in this research. Each cycle has four steps, they are :
planning, acting, observing and reflecting.
1. Planning
This is stage of development planning process for implementation. In this
step, the researcher starts planning for action by reviewing analysis on the
problem which has been identified with questions. As part of planning
process, participants must collaborate in discussion to decide the general
plan to be implemented the action step.
2. Acting
Acting is teaching the students based on our lesson plan, material and
method which were going to teach and give evaluation as the result.
3. Observing
Observing is observe the process of teaching and learning in the class and
the result of acting whether it is satisfied or not, observing systematically
the effects of the actions and documenting the context, action and opinions
of those involved
52
4. Reflecting
Reflecting is the evaluative step. This is the time for the researcher to find
out the strength and the weakness of the actions, If the result of the actions
were not significant yet, the researcher would do the next cycle and might
give some changes to the actions.
D. Steps of The Research
Here are the explanations of the steps that conducted in the classroom
action research. As stated previously, this research was conducted in three cycles
including planning, acting, observing and reflecting in each cycle.
1. Cycle I
a. Planning
Planning is the arrangement for doing something consider in advance.
Planning has to be flexible because it depend on circumstance and the
curriculum. After the problem have been known, the researcher as the
teacher and the other teacher worked together to plan everything need in
order to solve the students‘ problem. So the researcher prepares
everything related to her teaching and learning process.
In this phase, there are some activities done by the researcher.
1) Prepared the lesson plan, syllabus, time schedule, semester
program and academic calendar
2) Divided students in groups. Every group has five or six students.
3) Prepared the observation sheet and the interviewed sheet.
52
4) Prepared the material based on English book
5) Prepared the media of the subject.
b. Acting
The action conducted in cycle I cover two meetings. Each meeting is
80 minutes activity.
1) Opening
In this section the researcher greeted all the students in the
classroom, and asked their condition. Then, the researcher
explained the purpose of learning speaking through small group
discussion technique, after that the researcher gave motivation to
all students so that the students could be interested to study English
Language.
2) Main activities
Main activities are giving pointers about how to participate in a
discussion such as, how to deliver their opinion, how to deliver
their suggestion and how to mutual respect for the opinions of
others, then the researcher started the discussion and kept the
discussion focused. And the last, the researcher gave an
appreciation to the students who has been successes in learning
speaking through small group discussion technique.
52
3) Closing
In this section the researcher asked to the students to called
worksheet and corrected the pronunciation and mimic. After that,
the researcher gave the conclusion from the lesson that they get
from the learning speaking
c. Observing
In this phase, the researcher observed and wrote students‘ activities
during teaching and learning process, such as the students attitude,
behavior even the obstacles that happen while the students red a text
and do their work individually. And the last, the researcher analyzed
the students score after applying speaking through small group
discussion technique.
d. Reflecting
Reflection is the feedback process from the action that has been done.
The researcher gave support and motivation to the all students, The
last is finding the students’ problems to solve them for future
advantage
2. Cycle II
a. Planning
The researcher made remedy of negative points from reflection in
cycle I and the researcher also prepared the lesson plan, syllabus, time
schedule, semester program, academic calendar, and the media of the
52
subject. The researcher prepared the material based on the students
English Book. The researcher chose the method that will be used in
teaching reading and also decided the objective on the first cycle.
After that, the researcher choose kind of evaluation that will be taken.
b. Acting
The action conducted in cycle I cover two meetings. Each meeting is
1) Opening
classroom, and asked their condition. Then the researcher
explained the purpose of leaning speaking through small group
all students so that the students can be interested to study English
Language.
2) Main Activities
The researcher gave a topic to starting the discussion, then the
students discuss the topic together with their own group, next the
students are called on one by one group to describe and explain
about the task which acted by the researcher. The researcher and
another group make a question to the group which gives
presentation, and then the researcher gave an appreciation to the
52
students who has been successes in learning speaking through
small group discussion technique.
3) Closing
The researcher asked to the students, and the researcher corrected
their pronunciation. The researcher described the conclusion from
the lesson that they got from the learning speaking skill
c. Observing
In this phase, the researcher observed and wrote students‘ activities
during teaching and learning process, such as the students attitude,
behavior even the obstacles that happen while the students speak
English and did their work individually. Students‘ activities in
applying small group discussion have showed that most of the
students did not have significant problem in speaking. It was found
that most of them very active exited do the action than before. This
was done to gain the result of small group discussion method by
administrating the question orally and the following items were
analyzed
1) Pronunciation ( include the segmental features vowel and
consonant and the stress and the intonation pattern)
2) Grammar
3) Vocabulary
52
4) Fluency (the case and the speed of the flow speech)
5) Comprehension
d. Reflecting
advantage
3. Cycle III
a. Planning
The researcher made remedy of negative points from reflection in
cycle II and the researcher also prepared the lesson plan, syllabus, time
schedule, semester program, academic calendar, and the media of the
subject. The researcher prepared the material based on the students
English Book. The researcher chose the method that will be used in
teaching reading and also decides the objective on the first cycle. After
that, the researcher chose kind of evaluation that will be taken.
b. Acting
The action conducted in cycle II cover two meetings. Each meeting is
1) Opening
classroom, and asked their condition. Then the researcher
52
explained the purpose of leaning speaking through small group
all students so that the students can be interested to study English
Language.
2) Main activities
The researcher implemented the action. The researcher taught and
let the students practice their speaking by discussing the topic
given. After that the researcher made a test speaking skill and the
gave appreciation to the students who has been success in
speaking through small group discussion technique
3) Closing
The researcher asked to the students according to the picture
which they have. And the researcher corrected the pronunciation
and writings.
c. Observing
The researcher observed to situation and condition of teaching and
learning process. The researcher checked the worksheet of students
and made analyzing to students’ activeness and understanding on
speaking skill through small group discussion technique.
d. Reflecting
52
advantage
E. Source of the Data
The qualitative data are information in the forms of students responses,
observation reports, colleague inputs, and field note. There are several sources of
data : the first is from the students of grade twelfth. There are 34 students and
consists of 24 female students and 10 male students.
F. Technique of Data Collection
Data is a requirement of research.it is a mean of proving hypothesis. Data are
used to solve or answer the problems of the research. In order to get the
appropriate data, it must be collected by using the appropriate method.
In this research the method used by researcher in the observation in the
process of teaching and learning, questionnaire and test for students.
1. Observation
In this case, observation is done by investigate directly in the field of the
research. I observed the condition in the class when teaching learning
process go on and the condition of the students. Direct observation
administer in each to observe the student speaking skill in the terms of
52
attitude, studying style , learning interest and students needs in improving
students speaking skill through small group discussion.
2. Interview
The purpose of the interview to collect the data about the students‘
difficulties in speaking. The researcher would interview the English teacher
to find out the difficulties in teaching English for students and would
interview the students to gather responses, opinions, suggestions and
expectations.
3. Test
Test is considered as the best way to know how well students achieve.
The researcher would give the student a speaking test and get students’ point
based on their Vocabulary, Pronunciation, Grammar and Fluency. The
researcher could see the progress of students learning after the
implementation method of small group discussion easily.
G. Technique of Data Analysis
1. Data Reduction
Data reduction is a part of the analysis, all data recoded and analysis detail
through the data reduction, the researcher classify or organizing data
choose the important one, discard unnecessary and make the resume.
2. Data Description
Data description consists of collected data, either supporting data such as
institution background and the data required to test hypothesis. All the
52
reduction will be displayed on table or graph to the significant progress
during the learning teaching process in all the cycle that have been done in
this research.
3. Data Verification
Conclusion will be credible if it is verified by valid and consistent evidence
data from the research. To do this verification the researches has prepared
the guidance of observation and interview. The data that already collect can
be used for the purpose of study being carried out.
H. Validity of Data
The data validity is checked by triangulation technique because the data
collected by the researcher must be validated. The instrument took by using some
data score to improve the quality of evaluation.
I. Criteria of Successful Research
There were two criteria in determining the successful or the
researcher
1. 100% of students achieve score of 75 (standard of KKM) in their oral
performance. The achievement would determine whether or not the
researcher continue to the next cycle.
2. There were changing in students’ attitude toward English learning
speaking skill.
52
CHAPTER IV
RESEARCH FINDING AND DISCUSSION
A. Research Finding
1. Pre-Action Research
The aim of pre-action research is to know the teaching and learning
process. Before implementing the research. The researcher interviewed a
headmaster about condition of his school that he leads, he said that the
school was located at jl. Sriamur No.43, Sriamur, Kec. Tambun Utara,
Bekasi, Jawa Barat 17510 , it has 29 Classrooms and there was one
partition of time of teaching learning, that begun from morning at 06.45
am, until noon at 02.30 Pm, the school building consists of two floors. It
has 1035 students. It has some facilities to support the teaching learning
process, such as computer laboratory, scientist laboratory, library, mosque
and sport court.
The researcher interviewed the teacher to explain about condition of the
class, she explained about the total of the student each class, she said that
52
each class is consist of about 34 students’, they are from low and medium
income family and the achievement of the school was the champion of Art
and Creativity.
Finally the researcher interviewed some of the students of twelfth grade
of SMAN 1 Tambun Utara, in order to know the students ability in speaking
52
English, the researcher asked view questions to them in English, but the
students answers were terrible, it indicated that the students speaking skill
was very poor, so researcher wanted to improve the students’ speaking
skill.
2. Action Description
a. Cycle I
1) Planning
The action research was conducted in twice a week. They were
on Thursday , 18th July and Friday, 19th July 2019. Every meeting
started at 08.40 am until at 10.00 am. It took about 80 minutes. The
researcher tough the lesson according to the lesson plan and
syllabus. To do the planning well, the researcher also prepared
observation sheet, the material of speaking and test the material of
speaking in cycle 1 was about stating the phrase cause and effect
expression. On lesson plan consists of three parts in teaching and
learning process, were opening, main activities, and closing.
2) Acting
a) Opening
In opening, the researcher started teaching process with
apperception, greeting, checking the attendance of the students
by calling the students’ name one by one. The student whose
name was called, rose his or her hand and also introduced
67
material of speaking about expression cause and effect to the
students.
b) Main activities
In the first meeting, the researcher made a group, every
group consisted of five or six students. After that the researcher
explained about expressing cause and effect, the researcher
responsed and answered the students’ questions. After that the
researcher distributed the picture of Fashion in Creative
Industries, as a material of speaking test in cycle 1, to the
students in each group. After each group received material of
speaking, the researcher explained about description of
Jakarta’s Creative Industries and gave an example dialogue
based on the picture. The researcher asked the students, to listen
and pay attention carefully.
The researcher also explained the vocabulary and
grammar in sentences which related with the picture. They
discussed about the picture each other in a group. They also
asked some questions to the researcher about words that used in
dialogue.
They made conversation. During the students discussion and try
to practice in each group, the researcher came toward to each
group.
67
After they were ready, the researcher asked the students, to
presentation about the result that they have done discuss in front
of the class, during the students’ performance, the researcher
examined their performance, in vocabulary, grammar,
pronunciation, fluency and comprehension.
The students who was not ready to present their material in front
of the class in the first meeting, they could continue to
performance in the second meeting and the researcher asked to
the students to bring a poem card each group has one poem card.
c) Closing
The researcher and collaborator made a conclusion about
teaching and learning process.
3. Observing
The researcher and collaborator checked the students’ performance and
their mistakes in vocabulary, grammar, pronunciation, fluency and
comprehension. The researcher suggested the students, to increase their
confidence by preparing attend vocabulary, grammar, pronunciation,
fluency and comprehension.
4. Reflecting
Based on the observation above, the researcher concluded that some of
students had problems in vocabulary, grammar, pronunciation, fluency and
comprehension. They were poor in vocabulary. They made many mistakes
67
in grammar, pronunciation, fluency and comprehension. They also spoke
in English very slowly. But positive result in cycle one is students’ already
have motivation to learn English looked from they are finished discussion
in good time, the students are make a good discussion and they are begin
confidently to speak English. The researcher decided to go to the second
cycle in order to study English so with study discussion of study English
that it could be more active of the speak English in the class. The KKM
score is 75 in the cycle 1, the average score was 75,05 The highest score
was 88. The Lowest score was 64. There are 15 students or 44,11% who
achieved the standard score, and 19 students or 55,99% who could not
achieve the standard score.
The result of the speaking test could not achieve the target. Therefore it
needed improvement. In order to solve the problems’ those are still found
in the cycle one, the researcher continued the learning process to cycle 2.
The Percentage of students who pass and fail :
In Cycle 1
55.89%
(19 students)
44.11%
( 15 students )
pass fail
Graphic 4.1 The Percentage of Cycle I
67
b. Cycle 2
1. Planning
The cycle 2 is done in two times. They were on Thursday, 25th and
Friday, 26th July 2019. Every meeting lasts about 80 minutes. It
started from 08.40 am until at 10.00 am. The researcher taught the
students based on the lesson plan and the syllabus. The competence
standard was expressing meaning in short functional text and
simple a monologue in daily context. The basic competence
expressing a simple dialogue text, using variety of oral language
accurately, fluently and acceptable in the context of life. The
material of speaking in cycle 2 was about Poem card.
2. Acting
a. Opening
In opening, the researcher started teaching process with
by calling the students’ name one by one. The students whose
name is called, rose his or her hand and also introduced material
of speaking about expression the use of prepositional phrase to
the students
b. Main Activities
In the first meeting, the researcher distributed the picture to the
students in each group, as a material of speaking test in cycle
67
two. After each group received the material of speaking , the
researcher gave an example of dialogue based on the picture.
The researcher asked the students to be silent, and pay attention
carefully. The researcher also explained the vocabulary and
grammar which relates to the sentences in the dialogue.
The students discussion about the poem card each other in each
group and make a conversation, before they performance to
presentation their material in front of the class. During the
students discussion and practice the conversation, the
researcher came toward to each group, and answered every
question that asked by each group.
After the students were ready, the researcher asked the students,
to presentation their material in front of the class one by one.
The researcher noted their performance, in about vocabulary,
grammar, pronunciation, fluency and comprehension. The
students who was not ready to presentation their material in
front of the class in the first meeting, they could continue to
performance their conversation in the second meeting and the
researcher asked to the students to bring a picture that there is
information about a famous person in creative industry each
group has one text.
67
c. Closing
The researcher and collaborator made a conclusion about
teaching and learning process.
3. Observing
The researcher and collaborator checked the students’ performance
and their mistakes in vocabulary, grammar, pronunciation, fluency
to the students, to increase their confidence and more attend
vocabulary, grammar, pronunciation, fluency and comprehension.
4. Reflecting
The action in the second cycle made better improvement. The
students’ enthusiasms were higher, when the researcher gave the
picture as media to increase their speaking skill. The students could
interact with the others in the discussion. The students did well
during the discussion in group. The students could exchange the
idea that the students had with other members of the group in a good
way. But they were still poor in pronunciation and fluency. Their
vocabulary, grammar and comprehension are good enough. The
KKM score is 75. In the cycle two the average was 78,23. The
highest score is 96 and the lowest score is 68. There are 17 students
or 50% who achieve the standard score, 17 students or 50% who
could not achieve the standard score. The result of the speaking test
could not achieve the target score, so need improvement. In order
67
solve the problems, the researcher continued the learning process to
cycle 3.
The Percentage of students who pass and fail :
In Cycle 2
50.00% 50.00%
( 17 students ) ( 17 students)
pass fail
Graphic 4.2 The Percentage of Cycle II
d. Cycle 3
1. Planning
Seeing the result of speaking test in cycle two, the researcher needed
continue to the cycle three. In cycle three, the researcher did the
action research in twice a week. It was on Thursday and Friday. The
first meeting was on Thursday 18th of July and the second meeting
is on Friday 19th of July 2019. Every meeting started from 08.40 am
until 10.00 am. It took about 80 minutes. The material of speaking
test was about persons are very famous.
67
2. Acting
a. Opening
In opening, the researcher started learning process with
by calling the students’ name one by one. The students whose
name is called, rose his or her hand and also introduced material
of speaking about describing and giving additional information.
b. Main Activities
The researcher asked the students to more focus in
pronunciation and fluency. After that, the students prepared the
text information and picture as a material of speaking in cycle
three. The researcher gave freely to them. In cycle there, the
researcher did not give an explaining, because more of students
have understood, how to presentation by picture and
description.
The researcher only taught, how to speak English words well.
The student listen to and pay attention carefully. The students
practiced to say the words repeatedly, and speak English in
sentences fluently.
The researcher asked the students, more focus in pronunciation
and fluency. They started to discuss in each group and practice
conversation in each group repeatedly. The researcher came
67
toward to each group because some students asked, how to say
some words.
The researcher answered their questions, and explained to them.
The researcher always reminded to the students to practice their
pronunciation repeatedly, so when they practice their
performance in front of the class, will be better. After they were
ready and there is no question again. The researcher asked the
students to performance their self in front of the class on by one.
The researcher looked at their performance and noted their
performance, in about vocabulary, grammar, pronunciation,
fluency and comprehension.
3. Observing
The researcher and collaborator checked the students’ performance
and their mistakes in vocabulary, grammar, pronunciation, fluency
and comprehension. They did not have many mistake, but the
researcher suggested to the students, to increase their confidence
and more attend in vocabulary, grammar, pronunciation, fluency
and comprehension, in every speaking English.
4. Reflecting
Based on observation, the researcher and collaborator see that, the
students were very enthusiasm in speaking learning. The material
of speaking was about persons are very famous. The students were
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very curious if they described about their idol. So, the researcher
gave chance to them to choose persons whom they know, as a
material in monologue. Most of them could performance their
presentation well. Their pronunciation and fluency better than in
cycle one and two. In the cycle three, the highest score is 100. The
lowest score is 72. The average score is 83,06. There were 31
students or 91,17% who achieve the standard score. There were 3
students or 8,83% who could not achieve the standard score.
The result of cycle three describe that, there have been improvement
on students’ speaking skill by using small group discussion
technique. It means that technique was an effective in teaching
speaking.
The Percentage of students who pas and fail :
In Cycle 3
8.83%
( 3 Students )
91.17%
( 31 students )
pass fail
Graphic 4.3 The Percentage of Cycle III
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B. Discussion
In speaking activities in the class, the researcher could see the progress
of students’ speaking skill. There was an increasing the average score from
cycle 1, to cycle 2 and cycle 3 and it means the advantages of small group
discussion based on the theory that has the researcher took is proved. In the
cycle 1, the average students were 75.05. There were 15 students who could
achieve KKM score, ( 15/34 x 100% = 44,11 ) There were 19 students who
could not achieve the KKM score, (19/34 x 100% = 55,89%). In cycle 2, there
was improvement on students’ achievement the average score becomes 78,23
or 50%. It means that there were 17 students could achieve KKM score,( 17/34
x 100% = 50%). There were 17 students who could not achieve the KKM
score, (17/34 x 100% = 50%). In cycle 3, the average students’ score is 83,06.
It means that the students’ score increase, became 91,17% there are 31 students
could achieve KKM score, (31/34 x 100% = 91,17%), and there are 3 students
who could not achieve KKM score, (3/34 x 100% = 8,83%). There are some
reasons why there were 3 students could not achieve KKM, They are very shy
and afraid to make a mistake, they do not want to speak anything, passive and
unconfident, afraid to speak louder when performance in front of the class till
the researcher found a difficulties to giving them the score and it was be part
of disadvantages small group discussion. Actually, this problem is teacher’s
assignment, because of that as a treatment that the researcher has done, giving
motivation and still giving appreciate the ability that the students’ have , in
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order to appear their confidence, make them interest to speak more and practice
their English.
Based on the data above, the researcher concludes that there was
improvement students’ speaking skill in every cycle.it can be seen from the
average score from cycle 1 to cycle 3. The improvement process in teaching
speaking by using picture media is figured in the graphic below :
100.00% 91.17%
80.00%
55.89%
60.00% 50%
44.11%
40.00%
20.00% 8.83%
0.00%
Pass Fail
Cycle 1 Cycle 2 cycle 3
Graphic 4.4
The Evaluation Score
Based on explaining and the result of the research activity, there are also some
problems that must be solved to get a better result in the future, those problems
are below :
1. The students
The problem of the students is their vocabulary, their vocabulary is poor
and useless, the other problem is their pronunciation, it is bad. The
67
language problems is their grammar, it is inaccurately. The other problem
is their fluency, it is low because their little habit of speaking English.
2. From the teacher
The teacher is less creative in teaching English, she does not give the
motivation to his students and she is not speaking English when teaching
English activity in the class.
3. From the institution
There is not an activity to improve the students’ speaking skill, only a few
books that available in the library, there is not a rule that can improve the
students speaking skill.
67
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
This research reports the use of the small group discussion technique in
improving students’ speaking skill. The aim of this research is to improve
students’ speaking skill through small group discussion.
1. On the first cycle the average students’ score is 75,05. There are 15
students can achieve KKM score, 15/34 x 100% = 44,11%
2. In cycle 2, there is improvement on students’ achievement the average
score becomes 78,23 or 50%. It means that there are 17 students can
achieve KKM score, 17/34 x 100% = 50%. There are 17 students who can
not achieve the KKM score, 17/34 x 100% = 50%
3. In cycle 3, the average students’ score is 83,06. It means that the students’
score increase, become 91,17% score. There are 31 students can achieve
KKM score, 31/34 x 100% = 91,17% and there are 3 students who can not
achieve KKM score, 3/34 x 100% = 8,83%. The increasing score of the
students test shows that by small group discussion technique can improve
students’ speaking skill.
4. Based on the result, the researcher concluded that small group discussion
technique are very helpful and effective to improve students’ speaking skill
at twelfth grade of SMAN 1 Tambun Utara.
67
This research is expected to give a scientific contribution to Improve
students' speaking skill, this research is also expected to supply new
references as a way to improve students' speaking skill and become
reading material and discussion that add insight about Improving
students' speaking skill.
B. Suggestion
Based on those finding above, here the researcher wants to try to give
the solution of those findings that have been problems in teaching English by
giving these following suggestions that are addressed to below :
For students
1. The students should have the memories the vocabulary to support their
speaking skill
2. The students should be brave to explore their vocabulary to practice their
speaking with the small group discussion
3. The students should be active in learning English, especially in speaking
aspect to be practiced at class with the other friends
4. The students should have some efforts to practice speaking by using small
group discussion technique by guiding the teacher
5. The students should practice speaking by doing some more exercise by
small group discussion as well as possible
67
For the teacher
1. The teacher should be pioneer for his students to practice English directly
along the teaching learning process in the class.
2. The teacher should be creative in teaching by using the kinds of methods or
techniques, especially in the applicating of communicative language
teaching ( CLT )
3. The teacher should have innovation and facilitate the students to be able
explore their capability
4. The teacher should create the comfortable learning situation for the students
In teaching to get an enjoyable situation in the class.
5. The teacher should give the opportunity and responsibility to the students
to share their knowledge that make the students have enthusiasm to
speaking freely.
For the institution
1. The institution should prepare the facility needed by both the students and
the teacher to support the teaching learning process.
2. The institution should have the rules of the implementation speaking
activity in English both daily or weekly.
3. The institution should give the chance to make some creations in teaching
English by preparing the kinds of book for speaking skill.
67
4. The institution should give a lot of time for the students to read the available
books in the library
5. The institution should have the rules to practice speaking English in the
school’s library.
All of those suggestions above, it is hoped that be practiced by the
English teacher in the future to get a better result, especially the
improvement of the students speaking skill at SMAN 1 Tambun Utara.
67
Appendix 1
Silabus
Sekolah : SMAN 1 TAMBUN UTARA
Mata Pelajaran : BAHASA INGGRIS
Kelas : XII IPA 1
Kompetensi Inti
KI 1 : Menghayati dan mengamalkan ajaran agama yang dianutnya.
KI 2 : Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli
(gotong royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif dan
menunjukkan sikap sebagai bagian dari solusi atas berbagai permasalahan dalam
berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam
menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia.
KI-3 : Memahami, menerapkan, menganalisis, dan mengevaluasi tentang pengetahuan
faktual, konseptual, prosedural dasar, dan metakognitif sesuai dengan bidang dan
lingkup kajian Bahasa Inggris pada tingkat teknis, spesifik, detil, dan kompleks,
berkenaan dengan ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dalam
konteks pengembangan potensi diri sebagai bagian dari keluarga, sekolah, dunia
kerja, warga masyarakat nasional, regional, dan internasional.
KI-4 : Melaksanakan tugas spesifik dengan menggunakan alat, informasi, dan prosedur
kerja yang lazim dilakukan serta memecahkan masalah sesuai dengan bidang kajian
Bahasa Inggris. Menampilkan kinerja di bawah bimbingan dengan mutu dan
67
kuantitas yang terukur sesuai dengan standar kompetensi kerja. Menunjukkan
keterampilan menalar, mengolah, dan menyaji secara efektif, kreatif, produktif,
kritis, mandiri, kolaboratif, komunikatif, dan solutif dalam ranah abstrak terkait
dengan pengembangan dari yang dipelajarinya di sekolah, serta mampu
melaksanakan tugas spesifik di bawah pengawasan langsung. Menunjukkan
keterampilan mempersepsi, kesiapan, meniru, membiasakan, gerak mahir,
menjadikan gerak alami dalam ranah konkret terkait dengan pengembangan dari yang
dipelajarinya di sekolah, serta mampu melaksanakan tugas spesifik di bawah
pengawasan langsung.
67
CHAPTER Kompetensi Indikator Materi Kegiatan Alokasi Sumber
Dasar Pencapaian Pembelajaran Pembelajaran waktu Belajar
Kompetensi
s He Such 3.1 3.1.1  Fungsi Sosial  Mengamati : 6P x 12 Sudarwati,
Menerapkan Mengidentifikasi
Mengenalkan, - Berpikir kritis JP x 40 Grace, dkk.
Hard- fungsi sosial, struktur teks dan dan bekerjasama menit 2017.Pathw
menjalin
struktur teks, unsur kebahasaan (4C) dalam ay to
hubungan
Working dan unsur teks interaksi English for
interpersonal mengamati
kebahasaan transaksional lisan Senior High
dengan teman permasalahan
Animator ? teks interaksi dan tulis yang School XII.
dan guru (literasi
transaksional melibatkan tindakan Jakarta:
lisan dan tulis memberi dan  Struktur Teks membaca) Erlangga.
yang meminta informasi - Memulai dengan rasa ingin
melibatkan terkait hubungan - Menanggapi tahu, jujur dan
tindakan sebab akibat, sesuai (diharapkan/di pantang
memberi dan dengan konteks luar dugaan)
meminta penggunaannya. menyerah
informasi (Karakter)
 Unsur
terkait 3.1.2 Menyimpulkan Kebahasaan - Peserta didik
hubungan fungsi sosial yang - Pernyataan dan bersama
sebab akibat, melibatkan tindakan pertanyaan kelompoknya
sesuai dengan memberi dan keterangan melakukan
konteks meminta informasi (circumstance) pengamatan dari
penggunaanny terkait hubungan - Kata yang
a. (Perhatikan sebab akibat, sesuai permasalahan
menyatakan
unsur dengan konteks yang ada di buku
hubungan dua
kebahasaan penggunaannya. keadaan benda paket berkaitan
such ... that; so 3.1.3 Menganalisis dengan dengan materi
... that) fungsi sosial, pengaruhnya:  Melihat :
struktur teks, dan So ....that ...; - Berpikir kritis
unsur kebahasaan Such .....that ....
teks interaksi dan bekerjasama
- Penggunaan
transaksional lisan (4C) dalam
nominal
dan tulis yang singular dan mengamati
melibatkan tindakan plural secara permasalahan
memberi dan tepat, dengan (literasi
4.1 Menyusun meminta informasi atau tanpa a, membaca)
teks interaksi terkait hubungan the, this, those, dengan rasa ingin
transaksional sebab akibat, sesuai my, their, dsb
67
lisan dan tulis dengan konteks secara tepat tahu, jujur dan
yang penggunaannya. dalam frasa pantang
melibatkan nominal menyerah
tindakan - Ucapan,
(Karakter
memberi dan 4.1.1 tekanan kata,
meminta Mempraktikkan intonasi, ejaan  Membaca
informasi ungkapan yang dan tanda baca, - Peserta didik
terkait melibatkan tindakan dan tulisan diminta membaca
hubungan memberi dan tangan materi dari buku
sebab akibat, meminta informasi paket atau buku-
dengan terkait hubungan buku penunjang
memperhatika sebab akibat, sesuai
n fungsi sosial, dengan konteks lain, dari
struktur teks, penggunaannya. internet/materi
dan unsur yang
kebahasaan 4.1.2 Mencontohkan berhubungan
yang benar dan penggunaan dengan
sesuai konteks ungkapan teks  Mendengar
interaksi - Peserta didik
transaksional lisan diminta
dan tulis yang mendengarkan
melibatkan tindakan pemberian materi
memberi dan oleh guru yang
meminta informasi berkaitan dengan
terkait hubungan
 Menyimak
sebab akibat, sesuai
- Peserta didik
dengan konteks
diminta
penggunaannya.
menyimak
penjelasan
4.1.3 Membuat
pengantar
percakapan singkat
kegiatan secara
dengan
garis besar/global
menggunakan
tentang materi
ungkapan teks
pelajaran
tindakan memberi
dan meminta
informasi terkait
hubungan sebab
akibat, sesuai dengan
konteks
penggunaannya.
4.1.4 Menyusun teks
67
lisan untuk
mengucapkan dan
merespons yang
melibatkan tindakan
memberi dan
meminta informasi
terkait hubungan
sebab akibat, sesuai
dengan konteks
penggunaannya.
Bekasi,……Juli 2019
Mengetahui,
Kepala SMAN 1 Tambun Utara
Researcher
Drs. H.Mamat Sudirahmat M.Pd.

Maselah Apriyani
67
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
(LESSON PLAN IN CYCLE I)
Satuan Pendidikan : SMA Negeri 1 Tambun Utara
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : XII (Twelfth)/ Fifth Semester
Skill : Speaking
Materi : Cause and Effect
Alokasi/waktu : 2 x 40 menit (1xpertemuan)
A. KOMPETENSI INTI
KI 1 Menghargai dan menghayati ajaran agama yang dianutnya
KI 2 Menghayati dan mengamalkan perilaku jujur, disiplin, tanggung jawab,
peduli (gotong royong, kerjasama, toleran, damai), santun, responsif
dan pro-akif dan menunjukkan sikap sebagai bagian dari solusi atas
berbagai permasalahan dalam berinteraksi secara efektif dengan
lingkungan sosial dan alam serta dalam menempatkan diri sebagai
cerminan bangsa dalam pergaulan dunia.
KI 3 Memahami, menerapkan, menganalisis, dan mengevaluasi pengetahuan
faktual, konseptual, prosedural, metakognitif bedasarkan rasa ingin
tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan
humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan,
dan peradaban terkait penyebab fenomena dan kejadian, serta
67
menerapkan pengetahuan proedural pada bidang kajian yang spesifik
sesuai dengan bakat dan minatnya untuk memecahkan masalah.
KI 4 Mengolah, menalar, menyaji, dan mencipta dalam ranah konkret dan
ranah abstrak terkait dengan
B. KOMPETENSI DASAR DAN INDIKATOR PENCAPAIAN
KOMPETENSI
KOMPETENSI DASAR INDIKATOR PENCAPAIAN

KOMPETENSI
3.1 Menerapkan fungsi sosial, 3.1.1 Mengidentifikasi struktur teks dan
struktur teks, dan unsur unsur kebahasaan teks interaksi
kebahasaan teks interaksi transaksional lisan dan tulis yang
transaksional lisan dan melibatkan tindakan memberi dan
tulis yang melibatkan meminta informasi terkait
tindakan memberi dan hubungan sebab akibat, sesuai
meminta informasi dengan konteks penggunaannya.
terkait hubungan sebab 3.1.2 Menyimpulkan fungsi sosial yang
akibat, sesuai dengaan melibatkan tindakan memberi dan
konteks penggunaannya. meminta informasi terkait
(Perhatikan unsur hubungan sebab akibat, sesuai
kebahasaan such...that; dengan konteks penggunaannya
so.....that)
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3.1.3 Menganalisis fungsi sosial, struktur
teks, dan unsur kebahasaan teks
interaksi transaksional lisan dan
tulis yang melibatkan tindakan
memberi dan meminta informasi
terkait hubungan sebab akibat,
sesuai dengan konteks
penggunaannya.
4.1 Menyusun teks interaksi 4.1.1 Mempraktikkan ungkapan yang
meminta informasi dengan konteks penggunaannya
terkait hubungan sebab 4.1.2 Mencontohkan penggunaan
akibat, dengan ungkapan teks interaksi
memperhatikan fungsi transaksional lisan dan tulis yang
sosial, struktur teks, dan melibatkan tindakan memberi dan
unsur kebahasaan yang meminta informasi terkait
benar dan sesuai konteks. hubungan sebab akibat, sesuai
dengan konteks penggunaannya
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4.1.3 Membuat percakapan singkat
dengan menggunakan ungkapan
teks tindakan memberi dan
meminta informasi terkait
hubungan sebab akibat, sesuai
dengan konteks penggunaannya.
4.1.4 Menyusun teks lisan dan tulis untuk
mengucapkan dan merespons
yang melibatkan tindakan
penggunaannya.
C. TUJUAN PEMBELAJARAN
Melalui kegiatan pembelajaran menggunakan communicative language teaching
method using small group discussion technique yang menuntun peserta didik
untuk mengamati (membaca) permasalahan, menuliskan penyelesaian dan
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mempresentasikan hasilnya di depan kelas, Selama dan setelah mengikuti proses
pembelajaran ini peserta didik diharapkan dapat
1. Menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan teks interaksi
transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta
informasi terkait hubungan sebab akibat, sesuai dengan konteks
penggunaannya. (Perhatikan unsur kebahasaan such ... that; so ... that)
2. Menyusun teks interaksi transaksional lisan dan tulis yang melibatkan tindakan
memberi dan meminta informasi terkait hubungan sebab akibat, dengan
memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar
dan sesuai konteks
D. MATERI PEMBELAJARAN
1. MATERI REGULER
Teks interaksi transaksional hubungan sebab akibat (such.....that;
so.....that).
- Fungsi sosial : Menjelaskan, memberi informasi, dsb.
- Struktur teks:
- Memulai
- Menanggapi (diharapkan/di luar dugaan)
- Unsur kebahasaan
- Pernyataan dan pertanyaan keterangan (circumtance)
- kata yang menyatakan hubungan dua keadaan benda dengan
pengaruhnya: So.....that.....; Such...... that......
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- Ucapan, tekanan kata, dan intonasi.
- Topik : Perbuatan, kegiatan, dan tindakan di sekolah, rumah, dan
sekitarnya dan yang relevan dengan kehidupan peserta didik sebagai
remaja dan pelajar SMA, yang dapat menumbuhkan perilaku yang
termuat dalam KI.
- Contoh text creative industries
Jakarta’s Creative Industries
I read such an interesting article about the ‘beauty and diversity’
of Jakarta’s museum in The Jakarta post magazine’s The Museum
Week Edition. For that reason, I was inclined to share my personal
experience of Jakarta’s art and creative scene. I think that Jakarta’s art
and creative scene is so slim that a proposal to UNESCO excluded
Jakarta from its list of creative cities.
According to the proposal, Bandung, Pekalongan, Surakarta,
and Yogyakarta are on the list of creative cities. What did I learn from
the absence of Jakarta ?It is easier to find malls, blockbuster
Hollywood movies, and traffic jams in Jakarta than inspiring space,
like musical concert, animation film festival, and batik fashion shows.
A friend advised me to visit Taman Mini Indonesia Indah. I was
so surprised that I could not speak a word. I enjoyed the textile and
puppet museum. I also caught Indonesian movies. I was so impressed
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that I plan to buy more books about this country. I think Indonesia is
such a potential country that creative industries develop well.
I also see that Jakarta also offers cultural celebrations to enjoy,
but they all emphasize Betawi culture. Jakarta is a place where people
from Aceh to Papua go. These people surely bring their cultures and
traditions to metropolitan Jakarta. These diverse cultures can promote
creative industries in Jakarta with the support of government and
investors.
I am sure that encouragement and funding is required to
empower the citizen of Jakarta to reap economic benefit from creative
industries directly and transparently. The melting pot of creativity in
Jakarta has the potential to help not only the lives of Jakarta, but also
the economy of Indonesia as a whole.
Contoh teks transaksional terkait hubungan sebab akibat
berdasarkan teks :
Woman : Do you know about Jakarta’s creative industries ?

Man : yes, I do. I’ve just read the article about that.
Woman : what do you mean ?
Man : That article about the ‘beauty and diversity’ of
Jakarta’s museums in The Jakarta Post Magazine’s.
Woman : I see that and I agree with author that think Indonesia
is such a potential country that creative industries
develop well.
Man : how about the citizens ?
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Woman :The Citizens is so lucky that they will reap their
economic.
Woman : what do you like about the creative industry ?
Man : I like food and I want to be a culinary expert.
Woman : waw, amazing .. but do you think you are going to be
successful in the creative industry ?
Man : I think so. I am such a well-known culinary expert that
many chefs want to learn the art of Asian Cuisine.
Woman : That’s great !
Contoh struktur teks:

Asking about cause and Giving information about
effect cause and effect
Indonesia is such a potential
country that creative industries
develop well
Why do you think it can The Citizens is so lucky that

happen? they will reap their economic
I am such a well-known
culinary expert that many chefs
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want to learn the art of Asian
Cuisine.
2. MATERI REMIDI
Memasangkan ungkapan hubungan sebab dengan akibat yang sesuai
(materi ini akan diberikan apabila peserta didik belum mencapai KKM).
3. MATERI PENGAYAAN
Dialog tentang sebab akibat terkait permasalahan yang sedang terjadi
dalam kehidupan sehari-hari dalam bentuk gambar. (Materi ini akan
diberikan apabila peserta didik telah mencapai KKM)
E. METODE PEMBELAJARAN
Small Group Discussion
F. MEDIA / ALAT BAHAN PEMBELAKARAN
1. Media : Picture “Fashion Creative Industry
2. Sumber Belajar : Sudarwati, Grace, dkk. 2017.Pathway to English for Senior

High School XII. Jakarta: Erlangga.
G. KEGIATAN PEMBELAJARAN
A. KEGIATAN PENDAHULUAN
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Deskripsi Alokasi
Kegiatan Materi Waktu
a. Guru mengkondisikan suasana belajar yang 5 menit
menyenangkan (berdoa, mengabsen kehadiran peserta
didik, melihat kebersihan tata ruang)
b. Guru menyampaikan kompetensi yang akan dicapai dan
kaitannya dalam kehidupan sehari-hari.
c. Guru menyampaikan garis besar dari inti pelajaran yang
akan dibahas, beserta teknik penilaian yang akan
digunakan
B. KEGIATAN INTI
Model Deskripsi
Alokasi
Indikator
Pembelajaran
Kegiatan pencapaian Waktu
PPP
kompetensi
a. Peserta didik diminta mendengarkan 20

Presentation
pemberian materi oleh guru menit
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b. Peserta didik memperhatikan dan
menelaah beberapa contoh dalam 3.1.1
kehidupan sehari-hari yang disajikan
lewat visual (gambar)
c. Peserta didik untuk membagi diri dalam
beberapa kelompok (penentuan
kelompok ditetapkan oleh guru) tiap
kelompok terdiri dari 5-6 orang
d. Dibagikan bahan bacaan tambahan yang
berkaitan dengan materi bahan diskusi
e. Peserta didik mendiskusikan antara
gambar-gambar tersebut dan hubungan
dengan topik yang diberikan
f. Peserta didik bersama kelompoknya
melakukan pengamatan dan
menyimpulkan permasalahan yang ada 3.1.2
pada gambar berakitan dengan materi 3.1.3
g. Guru memberikan feedback pada hasil
diskusi tentang unsur kebahasaan
(such.... that...) yang dipakai dalam teks.
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Practice a. Peserta didik melakukan kegiatan 4.1.1 45
presentasi pergrup yang sudah menit
ditentukan berdasarkan gambar yang
diberikan.
b. Guru memberikan feedback pada 4.1.2
kegiatan diskusi
Production a. Peserta didik melakukan tanya jawab 4.1.3 10
yang berkaitan dengan meminta dan 4.1.4 menit
memberi informasi
C. KEGIATAN PENUTUP
Deskripsi Alokasi
a. Guru bersama peserta didik menyimpulkan materi yang - 5 menit
telah dipelajari
b. Guru bersama peserta didik melakukan refleksi atas
pelajaran yang telah dipelajari. (Did you find any
difficulties in learning “cause and effect”? Which part do
you think that is difficult?)
c. Guru memberi pekerjaan rumah mencari teks puisi
terkait “Cause and Effect”.
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d. Guru memberi refleksi motivasi yang berhubungan
dengan kegiatan pembelajaran.
e. Guru meminta salah satu siswa memimpin doa
f. Guru memberi salam
H. PENILAIAN
1. Teknik Penilaian:
a. Penilaian Sikap : Observasi
b. Penilaian Pengetahuan : Unjuk Kerja
c. Penilaian Keterampilan : Unjuk Kerja
2. Instrumen Penilaian :
Indikator Soal Instrumen
Diberikan gambar “Fashion
Creative Industry”, peserta didik
berdiskusi dan mampu Perform and practice about
menyebutkan fungsi social dari asking and giving information
gambar terkait hubungan sebab with your own word
akibat
67
Diberikan gambar terkait “Fashion
Creative Industry”, peserta didik
mampu menentukan ungkapan Perform and practice about
meminta dan memberi informasi asking and giving information
hubungan sebab akibat yang with your own word
digunakan dalam teks.
3. Prosedur Penilaian
Tehnik Waktu
No Aspek yang dinilai
Penilaian Penilaian
Sikap
a. Terlihat aktif dalam pembelajaran

Selama
b. Kreatif dalam kegiatan bertanya
1. Pengamatan pembelajaran dan
jawab
saat berdiskusi
c. Disiplin dalam mengumpulkan
tugas
Pada saat
Pengetahuan
2. siswa bekerja
a. Membedakan antara penggunaan Pengamatan
sama dalam
so … that dan such …. that
diskusi
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b. Menggunakan cause and effect
expression dalam percakapan
interpersonal sederhana.
Keterampilan
a. Terampil dalam menggunakan

Pada saat
3. cause and effect dalam bertanya Pengamatan
perfomance
jawab tindak tutur interpersonal.
a. Pedoman penskoran:
Jumlah skor maksimal 100
b. Rubrik Penilaian
Pronun. Grammar Vocab Fluency Comp. Total
5 5 5 5 5 25
4 4 4 4 4 20
3 3 3 3 3 15
2 2 2 2 2 10
1 1 1 1 1 5
Penilaian :
Jumlah total x 4
Skor maksimal 25 x 4 = 100
4. Remedial
67
a. Pembelajaran remedial dilakukan bagi peserta didik yang capaian KD nya
belum tuntas
b. Tahapan pembelajaran remedial dilaksanakan melalui remidial teaching
(klasikal), atau tutor sebaya, atau tugas dan diakhiri dengan tes.
c. Tes remedial, dilakukan sebanyak 3 kali dan apabila setelah 3 kali tes
remedial belum mencapai ketuntasan, maka remedial dilakukan dalam
bentuk tugas tanpa tes tertulis kembali.
5. Pengayaan
a. Bagi peserta didik yang sudah mencapai nilai ketuntasan diberikan
pembelajaran pengayaan sebagai berikut:
- Siwa yang mencapai nilai n(ketuntasan)  n  n(maksimum)
diberikan materi masih dalam cakupan KD dengan pendalaman
sebagai pengetahuan tambahan
- Siwa yang mencapai nilai n  n(maksimum) diberikan materi
melebihi cakupan KD dengan pendalaman sebagai pengetahuan
tambahan.
67
LEMBAR AKTIVITAS PESERTA DIDIK
1. Amati Gambar – gambar berikut :
GAMBAR / PRISTIWA HASIL DISKUSI /HASIL

PENGAMATAN
67
Topik 1
2. Hasil diskusi dalam kelompok di presentasikan

3. Masing-masing kelompok berdiskusi hasil dari kelompok lainnya
67
4. Catat Semua data yang diperoleh dari hasil presentasi
5. Diskusi Kelas
6. Membuat Kesimpulan
Bekasi, …….. Juli 2019
Mengetahui
Kepala SMAN 1 Tambun Utara Researcher
Drs. H.Mamat Sudirahmat M.Pd. Maselah Apriyani
67
(RPP)
(LESSON PLAN IN CYCLE II)
Skill : Speaking
I. KOMPETENSI INTI
67
J. KOMPETENSI DASAR DAN INDIKATOR PENCAPAIAN
KOMPETENSI

KOMPETENSI
meminta informasi dengan konteks penggunaannya.
terkait hubungan sebab 3.1.2 Menyimpulkan fungsi sosial yang
akibat, sesuai dengaan melibatkan tindakan memberi dan
konteks penggunaannya. meminta informasi terkait
(Perhatikan unsur hubungan sebab akibat, sesuai
kebahasaan such...that; dengan konteks penggunaannya
so.....that)
67
penggunaannya.
terkait hubungan sebab 4.1.2 Mencontohkan penggunaan
akibat, dengan ungkapan teks interaksi
memperhatikan fungsi transaksional lisan dan tulis yang
sosial, struktur teks, dan melibatkan tindakan memberi dan
unsur kebahasaan yang meminta informasi terkait
benar dan sesuai konteks. hubungan sebab akibat, sesuai
67
4.1.3 Membuat percakapan singkat
dengan menggunakan ungkapan
teks tindakan memberi dan
mengucapkan dan merespons
yang melibatkan tindakan
penggunaannya.
K. TUJUAN PEMBELAJARAN
67
dan sesuai konteks
L. MATERI PEMBELAJARAN
4. MATERI REGULER
so.....that).
- Struktur teks:
- Memulai
- Unsur kebahasaan
67
termuat dalam KI.
- Contoh poem card
Make It Green
© Avani Desai (Nagarwadia)
Lives are crying because it's not clean,
Earth is dying because it's not green...
Earth is our dear Mother, don't pollute it,
She gives us food and shelter, just salute it..
With Global Warming, it's in danger,
Let's save it by becoming a strong ranger..
With dying trees and animals, it's in sorrow,
Make green today and green tomorrow...
With melting snow, one day it will sink,
How can we save it, just think...
Trees are precious, preserve them,
Water is a treasure, reserve it...
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Grow more trees, make Mother Earth green,
Reduce pollution and make her a Queen...
Contoh teks transaksional terkait hubungan sebab akibat berdasarkan

teks :
Father : Hallo Ana, how was your class today?
Ana : That was great, Dad. We had a fascinating poem. We read
and analyzed the value of it.
Father : Sounds very interesting. What is it about?
Ana : It is ‘’Make It Green” by Avani Desai. It is talking about the
environment especially about the dying condition of our
earth nowadays that is caused by human activities.
Father : Human activities? What do you mean?
Ana : We can see that from the very first line, Dad. “Lives are
crying because it's not clean”. We can infer that human
litters a lot so that the disaster like flood can harm all living
creatures.
Father : I see. What about global warming? Why do you think it can
happen?
Ana : Since human pollutes the air with industry and vehicle
emission, it causes ozone holes that trigger global warming.
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According to the poem, actually we can do preservation so
that the earth can survive.
Father : Exactly agree. We can plant trees because it can preserve
water and air.
Ana : Perfect, Dad. Water is treasure. Water is preserved by trees;
as a result the earth will not sink.
Father : Nice poem and precious value from it, Sweetheart
Contoh struktur teks:
Asking about cause Giving information about cause and

and effect effect
The dying condition of our earth
nowadays that is caused by human

Why do you think it can
activities.
happen?
human litters a lot so that the disaster
like flood can harm all living creatures
Since human pollutes the air with
industrial and vehicle emission, it
causes ozone holes that trigger global
warming
67
We can plant trees because it can
preserve water and air
Water is preserved by trees; as a result
the earth will not sink
5. MATERI REMIDI
6. MATERI PENGAYAAN
M. METODE PEMBELAJARAN
N. MEDIA / ALAT BAHAN PEMBELAKARAN
1. Media : Poem Card
67
O. KEGIATAN PEMBELAJARAN
D. KEGIATAN PENDAHULUAN
Deskripsi Alokasi
d. Guru mengkondisikan suasana belajar yang 5 menit
e. Guru menyampaikan kompetensi yang akan dicapai dan
f. Guru menyampaikan garis besar dari inti pelajaran yang
digunakan
E. KEGIATAN INTI
67
Model Deskripsi
Alokasi
Indikator
Pembelajaran
Kegiatan pencapaian Waktu
PPP
kompetensi
Presentation h. Peserta didik diminta mendengarkan 20
i. Peserta didik memperhatikan dan
j. Peserta didik untuk membagi diri dalam
k. Dibagikan bahan bacaan tambahan yang
l. Peserta didik mendiskusikan antara
m. Peserta didik bersama kelompoknya
3.1.2
67
pada gambar berakitan dengan materi
n. Guru memberikan feedback pada hasil
Practice c. Peserta didik melakukan kegiatan 4.1.1 45
ditentukan berdasarkan materi yang
sudah disediakan yang diberikan.
d. Guru memberikan feedback pada 4.1.2
kegiatan diskusi
Production b. Peserta didik melakukan tanya jawab 4.1.3 10
memberi informasi
F. KEGIATAN PENUTUP
Deskripsi Alokasi
g. Guru bersama peserta didik menyimpulkan materi yang - 5 menit
telah dipelajari
67
h. Guru bersama peserta didik melakukan refleksi atas
i. Guru memberi pekerjaan rumah mencari teks puisi
j. Guru memberi refleksi motivasi yang berhubungan
k. Guru meminta salah satu siswa memimpin doa
l. Guru memberi salam
P. PENILAIAN
d. Penilaian Sikap : Observasi
e. Penilaian Pengetahuan : Unjuk Kerja
f.Penilaian Keterampilan : Unjuk Kerj
Membawa teka “poem card”, peserta Perform and practice
didik berdiskusi dan mampu about asking and giving
67
menyebutkan fungsi social dari teks information with your
poem card terkait hubungan sebab akibat own word
Membawa teka Poem Card terkait
“Cause and Effect expression ” , peserta Perform and practice
didik mampu menentukan ungkapan about asking and giving
meminta dan memberi informasi information with your
hubungan sebab akibat yang digunakan own word
dalam teks.
Tehnik Waktu
penilaian Penilaian
Sikap Selama
d. Terlihat aktif dalam pembelajaran pembelajaran

1. Pengamatan
e. Kreatif dalam kegiatan bertanya dan saat
jawab berdiskusi
67
f. Disiplin dalam mengumpulkan
tugas
Pengetahuan
c. Membedakan antara penggunaan Pada saat
2. so … that dan such …. that siswa bekerja

Pengamatan
d. Menggunakan cause and effect sama dalam
expression dalam percakapan diskusi
Keterampilan

Pada saat
perfomance
c. Pedoman penskoran:
d. Rubrik Penilaian
5 5 5 5 5 25
4 4 4 4 4 20
3 3 3 3 3 15
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2 2 2 2 2 10
1 1 1 1 1 5
Penilaian :
Jumlah total x 4
9. Remedial
d. Pembelajaran remedial dilakukan bagi peserta didik yang capaian KD
nya belum tuntas
e. Tahapan pembelajaran remedial dilaksanakan melalui remidial teaching
f. Tes remedial, dilakukan sebanyak 3 kali dan apabila setelah 3 kali tes
10. Pengayaan
tambahan.
67

PENGAMATAN
Poem Card
( yang sudah disiapkan oleh masing-
masing grup)

10. Diskusi Kelas
Bekasi, …… Juli 2019
Mengetahui
67
(RPP)
(LESSON PLAN IN CYCLE III)
Skill : Speaking
Q. KOMPETENSI INTI
67
R. KOMPETENSI DASAR DAN INDIKATOR PENCAPAIAN
KOMPETENSI

KOMPETENSI
tindakan memberi dan
67
meminta informasi hubungan sebab akibat, sesuai
terkait hubungan sebab dengan konteks penggunaannya.
akibat, sesuai dengaan 3.1.2 Menyimpulkan fungsi sosial yang
konteks penggunaannya. melibatkan tindakan memberi dan
(Perhatikan unsur meminta informasi terkait
kebahasaan such...that; hubungan sebab akibat, sesuai
so.....that) dengan konteks penggunaannya
penggunaannya.
terkait hubungan sebab
67
akibat, dengan 4.1.2 Mencontohkan penggunaan
memperhatikan fungsi ungkapan teks interaksi
sosial, struktur teks, dan transaksional lisan dan tulis yang
unsur kebahasaan yang melibatkan tindakan memberi dan
benar dan sesuai konteks. meminta informasi terkait
4.1.3 Membuat percakapan singkat dengan
menggunakan ungkapan teks
tindakan memberi dan meminta
informasi terkait hubungan sebab
akibat, sesuai dengan konteks
penggunaannya.
mengucapkan dan merespons yang
melibatkan tindakan memberi dan
67
S. TUJUAN PEMBELAJARAN
dan sesuai konteks
T. MATERI PEMBELAJARAN
7. MATERI REGULER
so.....that).
67
- Struktur teks:
- Memulai
- Unsur kebahasaan
termuat dalam KI.
8. MATERI REMIDI
9. MATERI PENGAYAAN
U. METODE PEMBELAJARAN
67
V. MEDIA / ALAT BAHAN PEMBELAKARAN
1. Media : Poem Card

W. KEGIATAN PEMBELAJARAN
G. KEGIATAN PENDAHULUAN
Deskripsi Alokasi
g. Guru mengkondisikan suasana belajar yang 5 menit
h. Guru menyampaikan kompetensi yang akan dicapai dan
i. Guru menyampaikan garis besar dari inti pelajaran yang
digunakan
H. KEGIATAN INTI
Deskripsi
67
Model Alokasi
Indikator
Pembelajaran Kegiatan pencapaian Waktu

kompetensi
PPP
Presentation o. Peserta didik diminta mendengarkan 20
p. Peserta didik memperhatikan dan
q. Peserta didik untuk membagi diri dalam
r. Dibagikan bahan bacaan tambahan yang
s. Peserta didik mendiskusikan antara
t. Peserta didik bersama kelompoknya
3.1.2
67
pada gambar berakitan dengan materi
u. Guru memberikan feedback pada hasil
Practice e. Peserta didik melakukan kegiatan 4.1.1 45
ditentukan berdasarkan materi yang
sudah disediakan yang diberikan.
f. Guru memberikan feedback pada 4.1.2
kegiatan diskusi
Production c. Peserta didik melakukan tanya jawab 4.1.3 10
memberi informasi
I. KEGIATAN PENUTUP
Deskripsi Alokasi
m. Guru bersama peserta didik menyimpulkan materi yang - 5 menit
telah dipelajari
67
n. Guru bersama peserta didik melakukan refleksi atas
o. Guru memberi pekerjaan rumah mencari teks puisi
p. Guru memberi refleksi motivasi yang berhubungan
q. Guru meminta salah satu siswa memimpin doa
r. Guru memberi salam
X. PENILAIAN
g. Penilaian Sikap : Observasi
h. Penilaian Pengetahuan : Unjuk Kerja
i. Penilaian Keterampilan : Unjuk Kerja
Perform and practice
about asking and
67
Membawa teks informasi “a famous person in giving information
creative insustry”, peserta didik berdiskusi dan with your own word
mampu menyebutkan fungsi social dari teks
tesebut terkait hubungan sebab akibat
Membawa teks informasi terkait “Cause and

Perform and practice
Effect expression ” , peserta didik mampu
about asking and
menentukan ungkapan meminta dan memberi
giving information
informasi hubungan sebab akibat yang
with your own word
digunakan dalam teks.
Tehnik Waktu
penilaian Penilaian
Sikap Selama
g. Terlihat aktif dalam pembelajaran pembelajaran

1. Pengamatan
h. Kreatif dalam kegiatan bertanya dan saat
jawab berdiskusi
67
i. Disiplin dalam mengumpulkan
tugas
Pengetahuan
e. Membedakan antara penggunaan Pada saat
2. so … that dan such …. that siswa bekerja

Pengamatan
f. Menggunakan cause and effect sama dalam
expression dalam percakapan diskusi
Keterampilan

Pada saat
perfomance
e. Pedoman penskoran:
f. Rubrik Penilaian
5 5 5 5 5 25
4 4 4 4 4 20
3 3 3 3 3 15
67
2 2 2 2 2 10
1 1 1 1 1 5
Penilaian :
Jumlah total x 4
14. Remedial
g. Pembelajaran remedial dilakukan bagi peserta didik yang capaian KD nya
belum tuntas
h. Tahapan pembelajaran remedial dilaksanakan melalui remidial teaching
i. Tes remedial, dilakukan sebanyak 3 kali dan apabila setelah 3 kali tes
15. Pengayaan
67
tambahan.

PENGAMATAN
Famous Person In Creative Industry
( yang sudah disiapkan oleh masing-
masing grup)

15. Diskusi Kelas
67
Bekasi, ….. Juli 2019
Mengetahui
APPENDIX 3
POST TEST INSTRUMENT
1. POST TEST 1
SPEAKING TEST
Answer the question below !
a. What do you think about a creative industry ?
b. What do you think about Fashion in Creative Industry ?
c. Do you know any creative industries in your city ?
2. POST TEST 2
a. Do you know about your poem card ?
b. What is the topic about ?
c. Do you interest with your poem? Why ?
67
3. POST TEST 3
1. How does someone become famous ?
2. What are the effect of being famous ?
3. How does someone become professional ?
APPENDIX 4
Collaborator’s Observation Sheet for Researcher
During Learning Process
Classroom Action Research
Day/Date : Friday, July 19th 2019
Grade : XII (Twelfth) SMAN 1 Tambun Utara
Cycle : 1 (One)
No Aspect The Observation Yes No
1 ✓
students are ready to receive the lessons
2 Researcher motivates and tries to attract the ✓

attention of students to learn
3 Student attention is focused on the researcher's ✓

explanation of the material presented
4 students are motivated to ask questions ✓
5 students answer the question that is given by the ✓

researcher
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6 researcher gives praise to students who ask and ✓
answer questions
7 ✓
students understand the material being taught
8 Researcher provides reinforcement of learning ✓

material
9 The use of small group discussion techniques ✓
involves students in
The Collabolator
Yuli Setiawati, S.Pd
Collaborator’s Observation Sheet for Researcher

Cycle : 2 (Two)

1 students are ready to receive the lessons ✓
Researcher motivates and tries to attract the
2 ✓
Student attention is focused on the researcher's
3 ✓
students answer the question that is given by the
5 ✓
researcher
researcher gives praise to students who ask and
6 ✓
answer questions
7 students understand the material being taught ✓
Researcher provides reinforcement of learning
8 ✓
material
67
The use of small group discussion techniques
9 ✓
The Collaborator
Collaborator’s Observation Sheet For Researcher

Day/Date : Friday, August 2nd 2019
Cycle : 3 (Three)
1 students are ready to receive the lessons ✓
Researcher motivates and tries to attract the
2 ✓
Student attention is focused on the researcher's
3 ✓
students answer the question that is given by the
5 ✓
researcher
researcher gives praise to students who ask and
6 ✓
answer questions
7 students understand the material being taught ✓
67
Researcher provides reinforcement of learning
8 ✓
material
The use of small group discussion techniques
9 ✓
The Collaborator
APPENDIX 5
Collaborator’s Observation Sheet for Students
Cycle : 1 (One)

Do the students interested by using small group
1 ✓
discussion technique?
Does the students enjoy in learning process by
2 ✓
small group discussion technique ?
3 Were the students active ? ✓
4 Have they Found some problems ? ✓
67
5 Were they happy and fun in classroom ? ✓
6 Were they bored in classroom ? ✓

Do they success by using small group discussion
7 ✓
technique in cycle I ?
8 Are they motivated to make questions ? ✓
9 Do the students show the braveness in the class ? ✓
10 Do the students show the honest attitude ? ✓

The Collaborator

Cycle : 2 (Two)
Can the students and teacher share in learning
1 ✓
process ?
Do they increase about ability and capability in
2 ✓
speaking ?
3 Were they more active and creative ? ✓
4 Was the teacher more ? ✓
67
7 ✓
technique in cycle II ?
8 Can they get higher score on cycle II ? ✓
The Collaborator

Cycle : 3 (Three)

Can the students and teacher share in learning
1 ✓
process ?
Do they increase about ability and capability in
2 ✓
speaking ?
3 Were they more active and creative ? ✓
4 Was the teacher more ? ✓
67
7 ✓
technique in cycle III ?
8 Can they get higher score on cycle III ? ✓
The Collaborator
APPENDIX 6
Researcher’s Observation Sheet For Students
Cycle : 1 (One)

1 Students practice speaking ✓
2 Students pay attention to the researcher ✓
67
3 Students speak clearly ✓
4 Students discuss the problem with their group ✓
5 Students pronoun the word well ✓
6 Students do the exercise from the researcher ✓
7 Students can answer the question well ✓
8 Students show enthusiast during learning ✓
9 Students show the polite attitude ✓
The Collaborator
Researcher’s Observation Sheet for Students


Cycle : 2 (Two)

67
The Collaborator
Researcher’s Observation Sheet for Students


Cycle : 3 (Three)

67
The Collaborator
APPENDIX 7
STUDENTS' SCORE SHEET CYCLE I
SCORE
No Name Total P/F
Vocab Grammar Pronc. Comp. Fluency
1 A 4 4 3 5 3 19x4=76 P
2 A 3 3 4 4 4 18x4=72 F
3 A 3 4 3 4 4 18x4=72 F
4 A 4 5 5 4 4 22x4=88 P
5 D 4 3 4 3 3 17x4=68 F
6 D 4 3 4 4 5 20x4=80 P
7 E 3 5 3 5 4 20x4=80 P
8 F 4 3 3 5 3 18x4=72 F
9 F 3 3 4 5 3 18x4=72 F
10 F 5 4 4 4 5 22x4=88 P
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11 H 4 5 4 5 4 22x4=88 P
12 I 5 4 4 5 3 21x4=84 P
13 J 3 4 3 4 3 17x4=68 F
14 K 3 3 4 5 3 18x4=72 F
15 L 3 3 4 5 3 18x4=72 F
16 M 5 4 4 3 4 20x4=80 P
17 M 3 4 4 4 3 18x4=72 F
18 M 3 4 4 4 4 19x4=76 P
19 M 3 4 4 3 3 17x4=68 F
20 M 3 4 4 4 4 19x4=76 P
21 N 3 3 3 5 4 18x4=72 F
22 N 4 4 3 5 4 20x4=80 P
23 P 5 4 3 5 3 20x4=80 P
24 R 4 3 3 5 3 18x4=72 F
25 R 4 4 3 5 5 21x4=84 P
26 S 4 3 3 5 3 18x4=72 F
27 S 3 4 3 5 3 18x4=72 F
28 S 3 3 3 4 3 16x4=64 F
29 S 4 4 5 4 3 20x4=80 P
30 T 3 3 3 5 3 17x4=68 F
31 W 3 3 3 5 3 17x4=68 F
32 W 3 4 3 5 3 18x4=72 F
33 A 3 3 3 4 3 16x4=64 F
34 R 4 4 3 5 4 20x4=80 P
Average 75,05
Min Score 64
Max Score 88
Pass =15/34 X 100% = 44,11% Bekasi, july 19th 2019
Fail =19/34 X 100% = 55,89%

Maselah Apriyani
STUDENTS' SCORE SHEET CYCLE II

SCORE
No Name Total P/F
1 A 4 4 4 5 3 20x4=80 P
2 A 4 4 3 4 3 18x4=72 F
67
3 A 3 4 3 4 4 18x4=72 F
4 A 4 5 5 5 4 23x4=92 P
5 D 4 3 4 4 3 18x4=72 F
6 D 4 3 5 5 5 22x4=88 P
7 E 4 4 4 5 4 21x4=84 P
8 F 4 4 3 5 3 19x4=76 P
9 F 3 4 4 4 3 18x4=72 F
10 F 5 4 4 4 5 22x4=88 P
11 H 4 5 5 5 5 24x4=96 P
12 I 5 4 4 5 3 21x4=84 P
13 J 3 4 3 4 4 18x4=72 F
14 K 3 3 4 5 3 18x4=72 F
15 L 3 3 4 5 3 18x4=72 F
16 M 5 4 5 5 5 24x4=96 P
17 M 3 4 4 4 3 18x4=72 F
18 M 3 4 4 4 5 20x4=80 P
19 M 3 4 4 5 4 20x4=80 P
20 M 3 4 4 4 4 19x4=76 P
21 N 4 3 3 5 3 18x4=72 F
22 N 4 4 4 5 4 21x4=84 P
23 P 5 4 3 5 3 20x4=80 P
24 R 4 3 3 5 3 18x4=72 F
25 R 4 4 5 5 4 22x4=88 P
26 S 4 3 3 5 3 18x4=72 F
27 S 3 4 3 5 3 18x4=72 F
28 S 4 3 3 5 3 18x4=72 F
29 S 4 4 3 5 4 20x4=80 P
30 T 4 3 3 5 3 18x4=72 F
31 W 4 3 3 5 3 18x4=72 F
32 W 3 4 3 5 3 18x4=72 F
33 A 3 4 4 3 3 17x4=68 F
34 R 4 4 4 5 5 22x4=88 P
Average 78.23
Min Score 68.00
Max Score 96.00
Pass = 17/34 X 100% = 50% Bekasi,July 26th 2019
67
Fail = 17/34 X 100% = 50%
Maselah Apriyani
STUDENTS' SCORE SHEET CYCLE III

SCORE
No Name Total P/F
1 A 4 4 5 5 3 21x4=84 P
2 A 4 4 4 3 4 19x4=76 P
3 A 4 4 4 5 4 21x4=84 P
4 A 5 5 5 5 5 25x4=100 P
5 D 4 4 4 3 3 18x4=72 F
6 D 5 5 5 5 5 25x4=100 P
7 E 4 5 3 5 4 21x4=84 P
8 F 4 3 4 4 4 19x4=76 P
9 F 3 4 4 4 4 19x4=76 P
10 F 5 5 5 5 5 25x4=100 P
11 H 5 5 5 5 5 25x4=100 P
12 I 5 4 5 5 3 22x4=88 P
13 J 3 4 3 5 4 19x4=76 P
14 K 4 4 4 4 3 19x4=76 P
15 L 4 4 4 4 4 20x4=80 P
16 M 5 5 4 5 5 24x4=96 P
17 M 3 4 4 5 3 19x4=76 P
18 M 4 4 4 5 4 21x4=84 P
19 M 4 4 4 5 3 20x4=80 P
20 M 4 4 5 4 3 20x4=80 P
21 N 4 4 5 4 3 20x4=80 P
22 N 4 4 4 5 4 21x4=84 P
23 P 5 4 3 5 3 20x4=80 P
24 R 4 3 5 5 3 20x4=80 P
25 R 4 4 5 5 4 22x4=88 P
26 S 4 4 5 5 3 21x4=84 P
27 S 3 4 5 5 4 21x4=84 P
67
28 S 4 4 4 5 3 20x4=80 P
29 S 4 4 5 4 4 21x4=84 P
30 T 4 3 4 5 4 20x4=80 P
31 W 4 3 3 5 3 18x4=72 F
32 W 4 4 4 5 4 21x4=84 P
33 A 3 4 3 5 3 18x4=72 F
34 R 5 4 4 4 4 21x4=84 P
Average 83,06
Min Score 72
Max Score 100
Pass = 31/34 X 100% =
91,17% Bekasi,August 2nd 2019
Fail = 3/34 X 100% = 8.83%
Maselah Apriyani
APPENDIX 8
67
TEACHING LEARNING PROCESS USING SMALL GROUP DISCUSSION
APPENDIX 9
67
INTERVIEW TO ENGLISH TEACHER
Researcher : Are the students of twelfth grade active at class process
learning?
Teacher : yes they are, and even they are very active.
Researcher : do they have good ability in English?
Teacher : No, they don’t
Researcher : do they listen carefully when teaching English process?
Teacher : Some of them
Researcher : what do you think about their speaking ability?
Teacher : well, actually they like to speak but they are afraid to speak
English
Researcher : do you speak English 100 % while teaching?
Teacher : of course not, I speak bilingual
Researcher : So, do you think discussion technique can be alternative way
English teaching and learning process ?
Teacher : In my opinion discussion technique is the best way for the
students to practice English and to increase the self-
confidence
Researcher : what is your opinion about applying discussion technique in
teaching and learning process that I have done ?
67
Teacher : as far as I see, it was very good, although for the first time the
students were shy to speak up in front of the classroom
Researcher : do you see any different learning atmosphere during using
discussion technique ?
Teacher : yes, of course. By applying discussion technique the students
have spirit to speak English and are motivated to practice
English with their friends.
Researcher : is this technique able to improve the result of the students’
speaking learning ?
Teacher : Yes, it is.
67
INTERVIEW TO THE STUDENT
Researcher : Do you like English lesson ?
Student : No, I don’t
Researcher : what the reason ?
Student : because it is difficult and it can make boring
Researcher : but, do you interest to speak English well ?
Student : actually, yes
Researcher : How about your friends ? why are they unable to speak
English although they have learnt English ?
Students : Maybe because they are shy to speak English
Researcher : Does your teacher ever though you using discussion technique
Students : Yes, she does
Researcher : do you like discussion technique ?
Students : yes, because I can practice English with my friends and it can
make me enjoy.
67
Researcher : Do you like English lesson ?
Student : Yes, a little
Researcher : what do you think about English lesson ?
Student : Actually, English is interesting but it is difficult
Researcher : what makes it difficult ?
Student : Speaking English
Researcher : why ?
Students : because between the words and how to say is different, and I
don’t have enough knowledge to practice English
Researcher : Why are your friends unable to speak English although they
have learnt English ?
Student : Maybe because they are afraid to make a mistake
Researcher : Does your teacher ever thought you using discussion technique
Students : Yes, she does.
Researcher : Do you like discussion technique ?
Students : yes, I do
67
The researcher : Do you like English lesson ?
Student : Yes, i do
The researcher : what do you think about English lesson ?
Student : I think English is fun but a little bit difficult
The researcher : what makes it difficult ?
Student : Speaking English and listening are difficult
The researcher : why ?
Students : because I don’t have partner to practice with
The researcher : Why are your friends unable to speak English although they
have learnt English ?
Student : because they are not serious to practice it
The researcher : Does your teacher ever though you using discussion technique
Students : Yes, she does.
67
67
67
AUTO BIOGRAPHY
My name is Maselah Apriyani. I was born in Bekasi, April 29th,1995. I live at
Kampung Pangkalan RT 01/05, Desa Sukamekar Kec. Sukawangi, Babelan Bekasi
My Father is a trader, his name is Niman. My mother’s name is Kilah. I have one
brother and two sisters, I am the youngest, my sisters are Ayanah and Masdalena, my
brother is Darip.
I Finished in SDN Sukamekar 01 2007, SMPN 1 Babelan 2010, SMAN 1
Babelan 2013. This year I finished my degree of the first strata in Sekolah Tinggi
Keguruan dan Ilmu Pendidikan ( STKIP ) Kusuma Negara Jakarta. I am a teacher of
SMK Terpadu Ibnu Muay.
67

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IMPROVING STUDENTS’ SPEAKING SKILL THROUGH

COMMUNICATIVE LANGUAGE TEACHING METHOD USING SMALL

(A Classroom Action Research at The Twelfth Grade Students, Odd Semester,

ENGLISH EDUCATION DEPARTEMENT

The objective of the research is to improve students speaking skill through

which entitle : Improving Students’ Speaking Skill Through Communicative Language

Teaching Method Using Small Group Discussion Technique ( A Classroom Action

Research at The Twelfth Grade Students of SMA Negeri 1 Tambun Utara ).

process at SMA Negeri 1 Tambun Utara.

rewarded not limited to :

has given the policy in examining this thesis.

2. Drs. H. Romdanih, M.Pd as the vice chairman of STKIP Kusuma Negara

Kusuma Negara Jakarta which providing guidance and encouragement was

the matter until this thesis has been completed.

guiding the matter until this thesis has been completed.

taught the writer from zero to hero.

finish the thesis.

Jakarta, … August 2019

A. Background of the study………………………………….1

B. Identification of the problem……………………………...3

C. Limitation of the study………………………………...….4

D. Formulation of the problem………...…………………….4

E. Benefit of the study………..………………………….…..5

CHAPTER II THEORETICAL DESCRIPTION, FRAMEWORK OF

THINKING AND ACTION HYPOTHESIS

1. The Essence of Speaking

c. Types of Speaking skill…………………………...12

d. The Function of Speaking…………………………14

2. The Essence of Communicative Language Teaching

a. Definition of Communicative Language Teaching

c. Steps Teaching Using Communicative Language

d. Characteristic of Communicative Language Teaching

e. Technique of Communicative Language Teaching

3. The Essence of Small Group Discussion Technique

a. Definition of Small Group Discussion Technique

b. Teaching Speaking of Through Small Group

Discussion Technique (SGD)………………..........34

c. The Advantage of Small Group Discussion

d. The Disadvantage of Small Group Discussion

CHAPTER III RESEARCH METHODOLOGY

B. Place and Time of The Research………………….......... 40

C. Method of The Research ………………………………..40

D. Steps of The Research…………………………………...42

F. Technique of Data Collection…………………………...49

G. Technique of Data Analysis……………………..………50

I. Criteria of Successful Research…………………………51

CHAPTER IV : RESEARCH FINDING AND DISCUSSION

CHAPTER V : CONCLUSION AND SUGGESTION

Appendix 1 English Syllabus ……………………………………………..………73

Appendix 2 Lesson Plans …………………………………………………………79

Appendix 3 Post Test Instrument ………………………………………………..125

Appendix 4 Collaborator’s Observation Sheet for Researcher ………..…………126

Appendix 5 Collaborator’s Observation Sheet for Students ……………………..129

Appendix 6 Researcher’s Observation Sheet for Students………………………132

Appendix 7 Post Test Result ……………………………………………………,137

Appendix 9 Interviews …………………………………………………………..139

Appendix 10 Permit Letters ………………………………………………………144

A. Background of The Study

There are many ways of communicating language. One of the ways is

speaking. It is the way that a language communicated orally. Speaking indeed, is

research on speaking, especially English speaking.

In general, people tend to assume that the success of mastering a foreign

in mastering English as a means of communication. The students were great at