IMPROVING STUDENTS’ SPEAKING SKILL IN SPOKEN

DESCRIPTIVE TEXTS USING ENVIRONMENTAL MEDIA

(A Quasi Experimental Study of the Eighth Grade Students of SMP Futuhiyyah

Mranggen Demak in the Academic Year of 2016/2017)

A FINAL PROJECT

Submitted as a Partial Fulfillment of the Requirements for Sarjana Pendidikan

Degree in English Education

NUR AFNITA SAPUTRI

31801200453

ENGLISH EDUCATION DEPARTMENT

COLLEGE OF LANGUAGES
SULTAN AGUNG ISLAMIC UNIVERSITY SEMARANG
2017
 APPROVAL

A Sarjana Pendidikan Final Project on

IMPROVING STUDENTS’ SPEAKING SKILL IN SPOKEN

DESCRIPTIVE TEXTS USING ENVIRONMENTAL MEDIA

(A Quasi Experimental Study of the Eighth Grade Students of SMP Futuhiyyah

Mranggen in the Academic Year of 2016/2017)

Prepared and Presented by

NUR AFNITA SAPUTRI

31801200453

This final project has been approved by the advisor to be examined.

Approved by

Riana Permatasari, M.A., M.Pd. Semarang, February , 2017

Advisor

ii
 STATEMENT OF WORK’S ORIGINALITY

Hereby, I honestly declare that the undergraduate final project I wrote does not

contain the works or part of the works of the people, except those which were

cited in the quotations and references as a scientific paper should. If my statement

is not valid in the future, I absolutely agree to accept an academic sanction in the

form of revocation of my paper and my degree obtained from the paper.

Semarang, February , 2017

The Researcher

Nur Afnita Saputri

NIM 31801200453

iii
 MOTTO

(2) ‫ُهَّللا الَّص َم ُد‬

“Allah , the Eternal Refuge” (Al-Ikhlas: 2)

DEDICATION

This final project is especially dedicated to:

 My beloved parents.

 My beloved grandparents.

 My beloved aunt.

 My beloved sister.

 My beloved friends.

iv
 ACKNOWLEDGEMENTS

In the name of Allah SWT, the researcher would like to reveal the researcher’

sincere and deepest gratitude to Allah for the researcher’s existence in this world,

the blessing, health, and inspiration leading to completion of the final project.

Peace and blessing be upon the prophet Muhammad SAW who guides the people

to God’s path. In this opportunity, the researcher would like to express her

greatest appreciation to the following people:

1. Dr. Anis Malik Thoha, Lc, MA, Ph.D., as the Rector of UNISSULA.

2. Hartono, S.S., M.Pd., as the Dean of College of Language of UNISSULA.

3. Dr. Didik Murwantono, S.S., M.Hum., as the secretary of Dean of College of

Language of UNISSULA.

4. Kurniawan Yudhi N., S.Pd., M.Pd., as the head of English Education

Program who has given lesson, knowledge, and support during the

researcher’s study.

5. Riana Permatasari, M.A., M.Pd., as the researcher’s advisor who has been

inspiring her to work hard in learning English language.

6. All of lectures and staff of the College of Language of Sultan Agung Islamic

University, who have given her motivation, support, and precious knowedge

during her study.

v
7. H Abdullah Ashif, Lc., as the headmaster of SMP Futuhiyyah Mranggen

Demak for his permission to conduct the research at SMP Futuhiyyah

Mranggen Demak.

8. Nuning Susiloningsih, S.Pd., as the English teacher at SMP Futuhiyyah

Mranggen Demak for her help and cooperation during the researcher’s study.

9. My beloved parents, Bapak Suparji and Ibu Munasifah, no words can

describe how I really proud of being your daughter. Thank you so much for

praying and support. I do love you all.

10. My beloved grandparents, Mbah Yazid and Mbah Muhimah, who always

give me prayers, spirit, and support.

11. My beloved aunt, Mualifah, who frequently gives me nicely advise, spirit,

and support.

12. My beloved sister, Rofika Setyari, who often gives me support.

13. My beloved friends, especially Laily Inayah, Ennirsa Yuianti, and Dwi

Rachmah Hayati, who always help the researcher to complete this study and

also Fadhilah, Amelia Verawati, Nasrul Umam, Yuni Arifka Wardani and all

the members of Colastwelve. Thanks for love, laugh, and support.

14. My beloved friends of Education Program of Collage of Language

UNISSULA.

vi
 To all people who cannot be mentioned one by one who helped the

researcher in writing the study, thank you very much and May Allah bless them

all. The researcher hopes this research will be useful and beneficial to the

improvement of knowledge.

Semarang, February , 2017

Nur Afnita Saputri

NIM 31801200453

vii
 ABSTRACT

Saputri, Nur Afnita. 2017. Improving Students’ Speaking Skill in Spoken

Descriptive Texts Using Environmental Media (A Quasi-Experimental
Study of the Eight Grade Students of SMP Futuhiyyah Mranggen Demak in
the Academic Year of 2016/2017). A final project of English Department,
Faculty of Languages, Sultan Agung Islamic University. Advisor: Riana
Permatasari, M.A., M.Pd.

Speaking is one of the most important language skills. Without speaking,

people can not say anything in terms of expressing their opinions, feelings, and
ideas. The objective of the study was to figure out whether using environmental
media was effective to improve students’ speaking skill in spoken descriptive
texts.
This study used quasi experimental design or nonequivalent control
group design. The population of this study was the eighth grade students of SMP
Futuhiyyah Mranggen in the academic year of 2016/2017 with the total number
around 95 students. The researcher used convenience sampling technique which
there were two classes taken as samples, class VIII C as the control class and VIII
B as the experimental class. The instrument of study used was speaking test. The
test was given in pretest and and post test for both class. The data were analyzed
used SPSS for Windows version 23.0.
The result of pretest showed that the mean scores of experimental class
was 52.50 while control class was 48.00. After conducting the treatments, the
researcher gave the post test. The result of post test showed that the mean scores
of experimental class was 61.56 meanwhile the control class was 53.81. T-test
calculation showed that there was a significant difference. It was supported by T-
test analysis between pretest and post-test in experimental class that sig. (2-tailed)
0.001 < 0.05 and t-value was higher than t-table (3.449 > 1.999). It means that H o
was rejected and Ha was accepted. As a result, it could be concluded that the use
of environmental media was effective in improving students’ speaking skill in
spoken descriptive texts.

Keywords: Environmental Media, Speaking, Spoken Descriptive Text

viii
 INTISARI

Saputri, Nur Afnita. 2017. Improving Students’ Speaking Skill in Spoken

Descriptive Texts Using Environmental Media (A Quasi-Experimental
Study of the Eight Grade Students of SMP Futuhiyyah Mranggen Demak in
the Academic Year of 2016/2017). A final project of English Department,
Faculty of Languages, Sultan Agung Islamic University. Advisor: Riana
Permatasari, M.A., M.Pd.

Berbicara adalah salah satu keterampilan bahasa yang paling penting.

Tanpa berbicara, orang tidak akan bisa mengatakan apapun untuk menyampaikan
pendapat, perasaan, dan ide mereka. Tujuan dari penelitian ini adalah untuk
mengetahui apakah media lingkungan efektif untuk meningkatkan kemampuan
berbicara siswa pada teks deskriptif lisan.
Penelitian ini menggunakan kuasi eksperimen atau desain nonequivalent
control group. Populasi untuk penelitian adalah kelas siswa delapan SMP
Futuhiyyah Mranggen tahun ajaran 2016/2017 dengan total 95 siswa. Peneliti
menggunakan tehnik sampel convenience yang mana 2 kelas diambil sebagai
sampel, yaitu VIII C sebagai kelas kontrol dan VIII B sebagai kelas perlakuan.
Alat pengumpulan data menggunakan tes lisan. Tes diberikan pada pretest dan
post test untuk kedua kelas. Data dianalisa menggunakan program SPSS versi
23.0.
Hasil dari pretest menunjukkan rata-rata dari kelas eksperimen adalah
52.50 dan kelas kontrol adalah 48.00. Setelah melakukan perlakuan, peneliti
memberikan post test. Hasil rata-rata nilai pada post test kelas kontrol adalah
53.81 dan kelas perlakuan adalah 61.56. Perhitungan T-test menunjukkan ada
perbedaan yang signifikan. Hasil ini didukung oleh hasil analisis t-test antara
pretest dan post test dikelas percobaan bahwa sig(2-tailed) 0.001 < 0.05 dan t-
value lebih besar dari t-table (3.449 > 1.999), maka dapat disimpulkan bahwa H0
ditolak dan Ha dapat diterima. Kesimpulannya, penggunaan media lingkungan
dalam mengajar teks deskrptif lisan dalam meningkatkan kemampuan bebrbicara
siswa pada teks deskiptif lisan.

Kata Kunci: Media Lingkungan, Berbicara, Teks Deskriptif Lisan

ix
 TABLE OF CONTENTS

COVER.............................................................................................................

..................................................................................................................i

APPROVAL......................................................................................................

.................................................................................................................ii

STATEMENTS OF WORK'S ORIGINALITY................................................

................................................................................................................iii

MOTTO AND DEDICATION..........................................................................

................................................................................................................iv

ACKNOWLEDGEMENTS..............................................................................

.................................................................................................................v

ABSTRACT.....................................................................................................

..............................................................................................................viii

INTISARI.........................................................................................................

................................................................................................................ix

TABLE OF CONTENTS..................................................................................

.................................................................................................................x

LIST OF TABLES………………………………………………………........

.....................................................................................................................xiv

LIST OF FIGURES..........................................................................................

...............................................................................................................xv

LIST OF APPENDICES...................................................................................

..............................................................................................................xvi

x
CHAPTER I INTRODUCTION.......................................................................

.................................................................................................................1

1.1. Background of the Study...........................................................................

.................................................................................................................1

1.2. Reasons for Choosing the Topic................................................................

.................................................................................................................4

1.3. Research Question.....................................................................................

.................................................................................................................5

1.4. Objective of the Study...............................................................................

.................................................................................................................5

1.5. Hypothesis of the Study.............................................................................

.................................................................................................................5

1.6. Significance of the Study...........................................................................

.................................................................................................................6

1.7. Limitation of the Study..............................................................................

.................................................................................................................7

1.8. Definition of Key Terms............................................................................

.................................................................................................................7

1.9. Outline of the Study...................................................................................

.................................................................................................................9

xi
CHAPTER II REVIEW OF RELATED LITERATURE.................................

...............................................................................................................11

2.1. Speaking Skill............................................................................................

...............................................................................................................11

2.1.1. Definition of Speaking................................................................

.................................................................................................11

2.1.2. The Elements of Speaking Skill..................................................

.................................................................................................12

2.2. Teaching Speaking.....................................................................................

...............................................................................................................14

2.2.1. Principles for Teaching Speaking................................................

.................................................................................................15

2.2.2. Techniques on Teaching Speaking...............................................

.................................................................................................16

2.2.3. Problem in Speaking Class..........................................................

.................................................................................................17

2.2.4. Teaching Speaking Skill in Spoken Descriptive Texts................

.................................................................................................17

2.3. Definition of Teaching Media....................................................................

...............................................................................................................19

2.4. Definition of Environmental Media..........................................................

...............................................................................................................21

xi
 2.4.1. The Use Environmental Media in Teaching Descriptive Texts...

.................................................................................................21

2.4.2. The Principles of Environmental Media......................................

.................................................................................................23

2.4.3. The Advantages and Disadvantages of Environmental Media....

.................................................................................................24

2.5. Review of Previous Studies.......................................................................

...............................................................................................................25

CHAPTER III RESEARCH METHOD..........................................................

...............................................................................................................27

3.1. Research Design........................................................................................

...............................................................................................................27

3.2. Variables of the Study................................................................................

...............................................................................................................28

3.3. Subjects of the Study.................................................................................

...............................................................................................................29

3.3.1. Population....................................................................................

.................................................................................................29

3.3.2. Sample.........................................................................................

.................................................................................................29

3.4. Research Instrument..................................................................................

...............................................................................................................30

xii
3.4.1. Validity of Instrument..................................................................

.................................................................................................31

xiii
 3.4.2. Reliability of Instrument…………………………………….. 31

3.4.3. Scoring Technique.......................................................................

.................................................................................................32

3.5. Data Collection Technique.........................................................................

...............................................................................................................35

3.6. Procedure of the Study..............................................................................

...............................................................................................................35

3.7. Data Analysis Technique...........................................................................

...............................................................................................................38

CHAPTER IV RESULTS AND DISCUSSION..............................................

...............................................................................................................39

4.1. School's Profile..........................................................................................

...............................................................................................................39

4.2. Subject of the Study...................................................................................

...............................................................................................................40

4.3. Validity and Reliability of the Instrument.................................................

...............................................................................................................41

4.3.1. Try Out........................................................................................

.................................................................................................41

4.3.2. Validity........................................................................................

.................................................................................................41

4.3.3. Reliability....................................................................................

.................................................................................................41

xii
4.4. Homogenity...............................................................................................

...............................................................................................................42

4.5. The Experiment.........................................................................................

...............................................................................................................43

4.5.1. Pretest..........................................................................................

.................................................................................................44

4.5.2. Treatment.....................................................................................

.................................................................................................47

4.5.2.1. Experimental Class......................................................................

.................................................................................................47

4.5.2.2. Control Class...............................................................................

.................................................................................................49

4.5.3. Post Test.......................................................................................

.................................................................................................50

4.6. T-Test Analysis..........................................................................................

...............................................................................................................53

4.6.1. Analysis of Pretest.......................................................................

.................................................................................................53

4.6.2. Analysis of Post test....................................................................

.................................................................................................55

4.7. Discussion of Research Finding................................................................

...............................................................................................................56

xiii
CHAPTER V CONCLUSION AND SUUGESTION.....................................

...............................................................................................................58

5.1. Conclusion.................................................................................................

...............................................................................................................58

5.2. Suggestion.................................................................................................

...............................................................................................................59

REFERENCES.................................................................................................

...............................................................................................................61

APPENDICES..................................................................................................

...............................................................................................................65

xiii
 LIST OF TABLES

Table 3.1. Quasi Experimental Design ………………………………… 28

Table 3.2. Analytical Scoring Rubric of Speaking……………………... 32

Table 3.3. The Classification of the Speaking Skill Level……………... 35

Table 4.1. Sample of the Study.……………...………....…………….… 40

Table 4.2. Inter-Rater Reliability Correlation..….……......……………. 42

Table 4.3. Test of Homogeneity of Variances.………....…………….… 42

Table 4.4. Research Schedule.……………...………....…………..….… 43

Table 4.5. Level of the Students’ Speaking Skill in Pretest Score….…… 45

Table 4.6. The Normality Analysis of Experimental and Control Class

In Pretest…...………...……...……....……...………....…….…. 46

Table 4.7. Level of the Students’ Speaking Skill in Post Test Score….……. 51

Table 4.8. The Normality Analysis of Experimental and Control Class

in Post Test…...………...……...…………...………....…….…. 52

Table 4.9. Group Statistics of Pretest...………....…...………....….….……. 53

Table 4.10.Independent Sample Test of Pretest...………..….……..….……. 54

Table 4.11.Group Statistics of Post Test...………....…...……….....….……. 55

Table 4.12.Independent Sample Test of Post Test...………..….…...….……. 55

xiv
 LIST OF FIGURES

Fig. 4.1 The Histogram and Polygon of the Pretest Score in Experimental
Class.….…………...….…………………..………………..…… 46

Fig. 4.2 The Histogram and Polygon of the Pretest Score in Control Class
…….….…….....….………...….……………...….………………. 47

Fig. 4.3 The Histogram and Polygon of the Post test Score in Experimental
Class.….........…...….……………...….……………...….………… 52

Fig. 4.4 The Histogram and Polygon of the Pretest Score in Control Class

…….….…….....….………...….……………...….…………….... 53

xv
 LIST OF APPENDICES

Appendix 1. Syllabus of SMP Futuhiyyah Mranggen………...….……… 64

Appendix 2. Lesson Plan of Experimental Class………...….…………… 66

Appendix 3. Lesson Plan of Control Class………...….……………...….. 79

Appendix 4. Descriptive Text………...….……………...….………….…. 92

Appendix 5. Instrument of Try-Out………...….……………...….………. 93

Appendix 6. Instrument of Pretest………...….……………...….………... 95

Appendix 7. Instrument of Post Test………...….……………...….…….… 97

Appendix 8. Students’ Code of Try Out Class………...….…………….…. 99

Appendix 9. Students’ Code of Experimental Class………...….…………. 100

Appendix 10. Students’ Code of Control Class ………...….……………… 101

Appendix 11. Students’ Score of Try Out Class………...….……………… 102

Appendix 12. Students’ Score of Pretest in Experimental Class………...… 104

Appendix 13. Students’ Score of Pretest in Control Class………...….…… 106

Appendix 14. Students’ Score of Post-test in Control Class………...….…. 108

Appendix 15. Students’ Score of Post-test in Experimental Class……….… 110

Appendix 16. Statistical Computation: Data Analysis of SPSS……….…… 112

Appendix 17. Validation of Instrument………...….……………...….…….. 116

Appendix 18. Permission Later………...….……………...….….……….… 119

Appendix 19. School Recommendation Later………...….……………...… 120

Appendix 20. Page of Supervision………...….……………...….…………. 121

Appendix 21. Documentation………...….……………...….………………. 122

xvi
 CHAPTER 1

INTRODUCTION

This chapter discusses background of the study, reasons for choosing the

topic, research question, objective of the study, hypothesis of the study, the

significance of the study, scope of the study, definition of key terms, and outline

of the study.

1.1. Background of the Study

Language is the main key for human life in socializing. Sociolinguistics

view language as social behavior used in social communication. This is in

accordance with Soeparno (1993) who states that the common function of

language is a tool of social communication and Suwarna (2002) who asserts that

language is the main tool for communicating in human life. From those

statements and also based on Aristoteles’ theory that humans are social beings,

people always want to relate to others, their environment, and the condition of

others. In this case, language is very needed for communication.

There is an expression that says “books are the window of the world", but

many crucial books are written in English, so English is a key to those windows.

Therefore, in the era of globalization, English language becomes one of the

important things to be mastered and learned. Through mastering English, people

can open the window of the world, find out information and learn new cultures,

open their minds, and communicate with people in other parts of the world.

1
 2

In language learning, there are some language skills that need to be

mastered. Based on the English Teaching Guideline in the Kurikulum 2013 (2013

Curriculum), the general objective of the language teaching is to develop the

communicative competence of the students in four language skills. The specific

objective of the language teaching is to make students active in the language class

both in oral and written, and to master the four language skills. According to Nida

and Haris (1969) in Tarin (1988), the language skill has four skills: listening,

speaking, reading, and writing.

Speaking is one of language skills that should be mastered by the students.

However, according to Lindsay and Knight (2006), speaking is a complex task.

There are some aspects needed to have good speaking ability, for instance

pronunciation, structure/grammar, vocabulary, content, and fluency (Harris,

1969). The purpose in learning a language is to be able to communicate using the

language. Therefore, speaking is very important for students to be mastered

because speaking skill is one of tools of communication besides writing.

Moreover, English teaching in Indonesia traditionally focuses on the

grammar, not on the speaking (Sally, et.al., 2013). Ideally, an English class should

become a place for the students to practice their speaking skill in English, but in

fact most Indonesian students have less opportunity to practice speaking. Rivers

(1968) in Kurniawan (2011) states the teacher should give the students

opportunities to practice speaking. It becomes one of the causes of the failure of

English learning in Indonesia because learning English is more oriented to the

linguistic and grammar competence (Sally, et.al., 2013).

 3

Another factor comes from the students. The students have less confidence

to speak in English because of the lack of vocabulary (Retno, 2012). In their

minds, vocabulary is the most important language component to be fluent in

speaking. However, for mastering many vocabularies, usually the teacher gives

solutions by giving more texts for the students to read and then make them

translate the texts. It makes the students bored.

From the teacher’s side, sometimes the teacher use inappropriate media to

teach English, especially in teaching speaking (Ulfiana, 2011). The reasons are

the lack of utilities, and the inability of using the available media. Finally, the

teachers choose to teach speaking without media. They teach English by applying

traditional method. The teacher explains and then the students listen and only use

a book as the learning source. As the result, most of the students have low

achievement in speaking, especially in this case is in spoken descriptive text in

SMP Futuhiyyah Mranggen.

Thus, the teacher should be creative in teaching speaking by providing

some media to make it easier for the students to understand the material and to

avoid a boring teaching. The teacher has the main role and responsibility in order

to stimulate the students’ positive attitude toward the speaking class by finding

out appropriate media for delivering the materials and transferring the knowledge

effectively (Burns & Joyce, 1997). One of the media used in teaching and

learning is using environmental media. According to Hamalik (2001, in Jumbri,

2016), environmental media is the the place that consists of animate objects

(humans, animals, plants), inanimate objects (goods/tools/aids), and the

 4

atmosphere (situation, condition, norms, etc) that is used by teacher to interact

and undergo the learning process optimally. In addition, it was proven by some

previous researcher, like Zainah (2014) that shows the environmental media was

useful and effective in teaching language, because 85% of the number students

reached KKM (80).

Based on the problems in the field above, the researcher was challenged to

do different ways in teaching, in this case is using environmental media as the

learning media in teaching spoken descriptive texts and applied outdoor class in

order to avoid boring speaking class in classroom. The final goal of this research

was improving the students’ speaking skill in spoken descriptive texts using

environmental media.

1.2. Reasons for Choosing the Topic

The researcher had three reasons for choosing the topic. The first reason,

the researcher chose speaking skill because speaking is one of the ways of

communication and it is needed in every aspects of life. The second reason why

the researcher chose the environment as the media for teaching speaking was that

it is easy to conduct. The teachers do not need expensive or difficult things to

support these media. Especially, for the school in that does not have enough

facilities. In addition, by using environmental media, the students could observe

the learning object directly, so that the students could describe orally the object in

detail and accurately. Furthermore, the researcher used environmental media as

the learning media was because students could enjoy the learning, increase their
 5

motivation, and improve the speaking skill in describing something fluently. The

third, the researcher focused on the spoken descriptive text because the spoken

descriptive is rarely to be done. Usually, the teacher taught descriptive text in

writing and reading skill. Then, the students still had low ability in mastering

descriptive text. It was seen by the students’ score in the first semester.

1.3. Research Question

The research was intended to answer the question: “was using

environmental media effective to improve students’ speaking skill in spoken

descriptive texts in the eighth grade students of SMP Futuhiyyah Mranggen

Demak in the academic year of 2016/2017?”

1.4. Objective of the Study

The objective of the study was to figure out whether using environmental

media was effective to improve students’ speaking skill in spoken descriptive

texts in the eighth grade students of SMP Futuhiyyah Mranggen Demak in the

academic year of 2016/2017.

1.5. Hypothesis of the Study

Hypothesis is a temporary statement of research question of the study

(Sugiyono, 2010). There were two hypotheses in this study, as follows:

a. Null hypothesis (H0), which means there is no significant difference

between the mean scores of the students who were taught by environmental
 6

media and students who were taught without environmental media.

b. Alternative hypothesis (Ha), which means there is a significant difference

between the mean scores of the students who were taught by environmental

media and students who were taught without environmental media.

1.6. The Significance of the Study

The result of this research is expected to be useful for students, teachers,

readers, or other researcher. There are two points of significance of this research.

They are:

a. Pedagogical significance

This research helps the teachers to improve the students’ speaking skill and

they could create the fun learning environment during the lesson. For the

students, they could be more active and they could participate in teaching and

learning process. Therefore, among teachers and students, they could build good

interactions during teaching and learning process.

b. Practical significance

For students, the environmental media is expected to help them to improve

their ability in spoken descriptive texts and their confidence in speaking English

because the students see and observe the object that will be described directly by

going out of the class.

For the English teachers, the finding of the research is expected to

stimulate the English teachers to be more creative in using media to teach

speaking skill so that the students enjoyed more the teaching and learning process
 7

and got enthusiastic to join speaking class to improve their speaking skill.

For the readers or other researchers, after reading this study, the researcher

hopes that this research will give deep information about the use of

environmental media in improving students’ speaking skill in spoken descriptive

texts and contribution to the teaching and learning process especially in teaching

speaking English at Junior High School.

1.7. Limitation of the Study

The research must have the limitation in order to focus in achieving the

goal of the study. This study focused on the speaking skill, especially in spoken

descriptive texts. Then, the media used in this study was artificial environment

like garden, mosque, and library which required students to go out from the class

and observe the object directly.

This research applied quasi experimental design as the methodology of the

study. Moreover, the research involved VIII B and VIII C class students of SMP

Futuhiyyah Mranggen as the subject of the study.

1.8. Definition of Key Terms

In avoiding the ambiguity in this study, the researcher provided the

definition of key terms, in this case were environmental media, speaking, and

spoken descriptive texts.

 8

1. Environmental media

Environmental media is the the place that consists of animate objects

(humans, animals, plants), inanimate objects (goods/tools/aids), and the

atmosphere (situation, condition, norms, etc) that is used by teacher to interact

and undergo the learning process optimally (Hamalik, 2001 in Jumbri, 2016). It

means that the students is not only faced the characteristic of the object in

existence that the students can see, touch, and heard, but also something like the

situation/condition, cultures, norms, etc. this is that distinguishes environmental

media with realia.

According Sudjana (2007), there are three kinds of environment: 1) Social

environment includes interaction people to their society, 2) Natural environment

includes geographical situation, climate, temperature, season, rainfall, plants, and

animals, natural resources (water, forests, soil, rocks and others), and 3) Artificial

environment is environment that had created for purposes certain beneficial for

human life.

2. Speaking

Speaking is the ability of someone to produce an oral language for the

purpose to delivering or receiving information in communication and to say

something in terms to express their opinions and feelings (Harmer, 2005).

Kushartanti (2007) asserts in a simple word that speaking as set of voices uttered

by someone and understood by someone else.

It means that speaking is one of the expressive and oral productive

language skills, because the person who speaks required producing the exposure
 9

ideas, feelings, and thoughts orally to others, so that people can accept and

understand its contents.

3. Spoken Descriptive Text

Spoken descriptive text is a presentation where the students show and tell

about specific thing in detail, such as color, size, shape, material made from, and

many others (Maulida, et.al., 2012). In this study, it means that spoken descriptive

text means oral activity in which students describe the object in their environment

in the school, like garden, mosque, and library.

1.9. Outline of the Study

This research is divided into five chapters. Chapter 1, the researcher

presents Background of the Study, Reasons for Choosing the Topic, Research

Question, Objective of the Study, Hypothesis of the Study, Significance of the

Study, Limitation of the Study, Definition of Key Term, and Outline of the Study.

Chapter II, the researcher presents Review of Related Literature which

consists of The Nature of Speaking, Teaching Speaking in Spoken Descriptive

Texts, Definition of Teaching Media, Environmental Media, and Review of

Previous Study.

Chapter III, the researcher presents Method of the Study. It consists of the

Research Design, Population and Sample, Research Instrument, Variables of the

Study, Data Collection Technique, Procedure of the Study, and Data Analysis

Technique.
 10

Chapter VI, the researcher presents Description of the School, Description

of Subjects, Validity and Reliability of Instrument, Pretest Analysis, Treatment,

Post test Analysis, T – Test Analysis, and the Discussion of the Research

Findings.

Chapter V, the researcher presents the conclusions and suggestions those

were made based on the findings.

 CHAPTER II

REVIEW OF RELATED LITERATURE

In this chapter, the writer reviews some of the literature that consists of

nature of speaking, teaching speaking in spoken descriptive texts, definition of

environmental media, the use of environmental media in teaching descriptive

texts, the principles of environmental media, the advantages and disadvantages of

environmental media, and review of previous studies.

2.1. Speaking Skill

There are two points told in this part about speaking. The first is the

definition of speaking and the second is the elements of the speaking.

2.1.1 Definition of Speaking

According to Tarigan (1986), speaking is the ability to utter sounds of

articulation or words intended to express and convey thoughts, ideas, and feelings

of the person. Similarly, some experts such as Florez (1999) in Liao (2009) assert

that speaking is an interactive process which consists of three main stages:

producing, receiving and processing information.

Furthemore, Kartini (1985) says that speaking is an event of delivery

intentions, ideas, thoughts, and feelings of one person to another by using oral

language, so the intent can be understood by others. In line with these definitions,

Kushartanti (2007) also says in a simple word that speaking as set of voices

uttered by someone and understood by someone else.

11
 12

In another definition, Tarigan (1981) states that speaking is a form of

human behavior that uses the physical, psychological, neurological, semantic, and

linguistic factors intensively. Morris and Novia (2002) assert that speaking is a

natural means of communication between members of society to express thoughts

and as a form of social behavior.

From the some definition above, the researcher concludes that speaking is

one of the expressive and oral productive language skills, because the person who

speaks required producing the exposure ideas, feelings, and thoughts orally to

others, so that people can accept and understand its contents.

2.1.2. The Elements of Speaking Skill

Speaking is a complex skill because speaking is not simply expressing

something orally, but the students need to acquire some speaking aspects to have

a good speaking skill. As proposed by Brown (2004), those aspects are:

a. Pronunciation

According to Lado (1964), pronunciation is the use of a sound system in

speaking and listening. Besides that, Adult Migrant English Program (AMEP)

Research Center (2002) states pronunciation refers to the production of sounds

that we use to make meaning. In other words, pronunciation is the manners of

how people pronounce the sound of letters correctly, like the stress, intonation,

accent, and articulation.

b. Grammar

Grammar is structure of the sentence. Coghill and Magendanz (2003) state

that grammar is a set of rules that arrange its structures. Grammar determines
 13

how words are arranged to form meaningful units. Therefore, in order to convey

the meaning in speaking properly, it is needed for the students to use correct word

order, tenses, tense agreement, etc. The students do not leave out articles,

prepositions, or difficult tenses. It is also called as accuracy, meaning that

speaking without grammar errors.

c. Vocabulary

Vocabulary is the number of words in the language and these words are used

as an engine of language to express a thought, opinion, and feeling. In delivering

meaning of the message, opinion, feeling, or idea properly, it is needed to select

the appropriate word or vocabulary, so the meaning itself can be understood.

Thus, vocabulary is the most important constituent in communication (spoken

and written). People will not be able to communicate without language, and the

language would not exist without the vocabulary.

d. Fluency

Fluency is also used as a criterion to measure one’s speaking competence.

Speaking fluently means being able to communicate one’s ideas without having

to stop and think too much about what one is saying. Fluency means capability to

speak fluently and accurately with little pauses like “ums” and “e”.

e. Comprehension

For oral communication, it certainly requires a subject to respond to speech

as well as to initiate it.

 14

In this study, the researcher used the all speaking aspects as mentioned

above to score the students in order to know how far the ability of students

speaking skill. It was suggested that the students have to be good in every aspect.

2.2. Teaching Speaking

According to Brown (2007), teaching is the process of guiding, facilitating,

enabling, and setting the condition of the students for learning. Gage (1962) says

that teaching is interpersonal influence form to change behavior of another

person. It means that teaching is a form of changing the behavior person by

guiding, facilitating, enabling, and setting process for learning.

Teaching speaking is not only leading the students to speak or produce the

word, but also leading the students to learn the parts of speaking. There are macro

and micro-skills to take as accounts. Micro-skills contain the rules of speaking so

they can be aware how to speak. Brown (2003) suggests the micro-skills refer to

producing the smaller chunks of language such as phonemes, morphemes, words,

collations, and phrasal units, whereas the macro-skills imply the speaker‘s focus

on the larger elements, like fluency, discourse, function, style, cohesion,

nonverbal communication, and strategic option.

Moreover, Richards (2008) also classifies the micro-skills of speaking

according to the functions of speaking. The micro-skills are involved in using talk

as interaction, transactions, and performance.

Brown (2001) states that in teaching speaking, both of the forms and the

functions of language are important. The students have to understand all of the
 15

macro and micro-skills of speaking in order to help them to speak appropriately

in order to convey the intended meaning.

2.2.1. Principles for Teaching Speaking

Here also some suggestions for English language teachers while teaching

oral language by Kayi (2006). The teachers have to provide maximum

opportunities for the students to speak the target language by providing a rich

environment that contains collaborative work, authentic materials and tasks, and

sharing knowledge. Besides, teacher must try to involve each student in every

speaking activity and reduce speaking time in class, step back and observe what

the problems faced by students who have difficulties in speaking.

Moreover, the teacher should give positive feedback when commenting on

a student's response and give questions which stimulate students to speak more.

Giving appreciation on students’ effort is also important because it motivates

students to speak confidently. In speaking, the students must have made mistake

in pronouncing the words, so the teacher corrects without distracting the students

from his or her speech. Since this is a speaking class, do not forget to provide the

vocabulary before.

Meanwhile, Ur (1999) says that the characteristics of a successful speaking

activity are learners talk a lot, participation is even which mean all students are

active, motivation is high which means the students are eager to speak, and

language is of an acceptable level.

 16

In short, the English teacher should be able to create a classroom

environment where the students have real communication, authentic, and

meaningful task to promote oral language.

2.2.2. Techniques on Teaching Speaking

Brown (2001) defines that technique is any of a wide variety of exercises,

activities, or tasks used in the language classroom for realizing lesson objectives.

It can be concluded that techniques are the steps of doing something

through the activities or tasks. Choosing an appropriate teaching technique is

really important and needed to get a good result. Furthermore, the technique may

also help the teachers to facilitate the students to master the target language.

Many techniques that can be done by the teacher in teaching speaking. It

should be appropriate with the material and the learning goal. There are some

supporting techniques that should be carried out in the classroom. They are

descriptions of object, pair work, role play, oral presentation, question and answer

(model dialogue), etc.

Brown (2001) lists six categories that students are expected to carry out in

the classroom namely: (1) imitative, which means the students imitate what the

teacher says. Usually, focus on some particular element of language forms such

as practicing an intonation contour or trying to pinpoint a certain sound, (2)

intensive, which means the students practice some phonological or grammatical

aspect of language, (3) responsive, which means the students give short replies to

the teacher or the students comment or question, (4) transactional, which means

the students deal with a dialogue which is to exchange specific information, (5)
 17

interpersonal, means the students deal with a dialogue, but it deals with social

relationship, and (6) extensive, means the students do monologue activities such

as short speech, oral presentation, or telling story which can be planned or

impromptu.

In this study, the activity that the researcher used for teaching speaking

was extensive because the students did monologue activity, described something

personally and orally.

2.2.3. Problem in Speaking Class

Ur (1996) suggests fundamental problems that often appear in the speaking

class. Firstly, the students are often inhibited to try saying things in English in the

classroom. They are worried in making mistakes, fearful of criticism, or shy.

Secondly, the students often complain that they do not have any motive or

something to be said, have low or uneven participation, and do not have any

interest to join speaking class. Thirdly, the students still use their mother-tongue

in the classroom.

In this study, the researcher got the problems when teaching speaking. The

problem that researcher faced was the students worried in making mistakes, shy,

and also have low participation to join speaking class.

2.2.4. Teaching Speaking Skill in Spoken Descriptive Text

Speaking skill in spoken descriptive text means the ability of speaking in

describing something. Spoken descriptive text is a presentation where the

students show and tell about specific thing in detail, such as color, size, shape,

material made from, and many others (Maulida, et.al., 2012). In this activity, the
 18

students are given opportunities to communicate in a simple way and the students

can make more accurate descriptions. The conclusion is that spoken descriptive

texts is the oral or speaking activity in which the students describe something that

they see in their environment through spoken form.

In teaching descriptive, facing the actual object or event is very important

because it can keep the truth and accurateness about the object or event that will

be described. So that is why the environment becomes the right choice to be

media.

Actual objects or events are included in visual aid category. Visual aids are

very affected on the description because the students cannot describe something

in detail without seeing the object directly. According to Syaifullah (2011), visual

aid is a form of speech development that allows audience to see as well as to hear

about the material. An object is an excellent visual aid, because they can

eliminate most of the possible distortions of size, shape, and color (Verderberg,

1979).

Furthermore, Verderberg (1979) states that there are some suggestions in

applying visual aids: (1) show the visual aids when you are talking about them

only, (2) in other hand, talk the visual aids when you are talking about them, (3)

show the visual aids so that the audience can see them, (4) talk and look to the

audience, not to the visual aid, (5) do not over to use visual aids, and (6) think of

the entire possible risk before you decide to pass the object around the class.

Moreover, by using the actual object, the students get the direct experience and

learning experience concretely (Soeharto, 2003).

 19

For the conclusion, this study used the oral activity to describe the object

by seeing the object directly. It means that the researcher used visual aid as the

media in teaching spoken descriptive texts.

2.3. Definition of Teaching Media

Gerlach and Ely (1971) say that broadly, media are the human, material, or

events that establish conditions which enable the students to acquire knowledge,

skills or attitudes. In this case, teachers, textbooks, and the school environment

are media. More specifically, the notion of media in the learning process teaching

tends to be defined as graphics tools, photographic or electronic to capture,

process, and reconstruct the visual or verbal information.

According to the Association for Education and Communication

Technology (AECT), media are all forms used for an information distribution

process. While National Education Association (NEA) states that the media as

objects that can be manipulated, seen, heard, read or discussed along with the

instruments that used well in teaching and learning activities, may affect the

effectiveness of the instructional program. Meanwhile, teaching media is a way,

device/tool, or process which is used to convey the message from the source to

the recipient which takes place in the educational process.

From the definition above, it can be concluded that the definition of

teaching media is something to convey messages and it can stimulate the mind,

feelings, and willingness of students, so that it can encourage the teaching and

learning process.
 20

According to Sudjana and Rivai (1990), teaching media commonly used in

the teaching-learning process are: (1) two-dimensional media such as images,

photographs, graphics, charts, posters, cartoons, (2) three-dimensional media, in

the forms of solid, cross-section, stacking, and working model, (3) media

projections such as slides, filmstrip, OHP / LCD (Liquid Crystal Display), and (4)

environment.

While, media according to Gerlach dan Ely (1971) are classified into 8

categories, they are: (1) real objects, like humans, events, concrete objects, and

demonstrations, (2) verbal presentation, like print media (textbook, reference,

encyclopedia), (3) graphic presentation, like chart, map, diagram, and picture, (4)

still images, like photos, slide, filmstrip, or transparency, (5) moving image, like

television, video tape, and animation, (6) audio recording, like tape, vinyl record,

phone, and radio, (7) program namely combination of verbal, visual, and audio

information, and (8) simulation means games which imitate the real event.

From the above information, it can be concluded that there are several

types of media that can be used in teaching and learning, including visual media

which means media that can be seen only, audio media which means media that

can be heard only, and audio-visual media which means media that can be seen

and heard.

2.4. Environmental Media

In this sub-chapter, there were some explanations about environmental

media.
 21

2.4.1. Definition of Environmental Media

Environmental media is the the place that consists of animate objects

(humans, animals, plants), inanimate objects, and the atmosphere (situation,

condition, norms, etc) that is used by teacher to interact and undergo the learning

process optimally (Hamalik, 2001 in Jumbri 2016). It means that the students is

not only faced the characteristic of the object in existence that the students can

see, touch, and heard but also something like the situation/condition, cultures,

norms, etc.

According Musfiqon (2012, in Fitri 2015), the environment as the media is

any condition beyond the students and teachers physically or nonphysically to be

a mediator, so that the learning message conveyed to the students optimally.

Physical environments include schools, colleges, libraries, laboratory, studios,

auditoriums, museums, parks, and etc, whereas, non-physical environment are the

atmosphere, and others.

It is different with realia. Realia are visual aids in the learning that has a

function to provide the direct experience to learners. Realia is the real thing of an

object in existence such as plants, animals, rocks, water, soil, things, foods,

human, etc (Winataputra, 2003). Realia has characteristics like real, intact, can be

operated, in real size, and can be recognized as the forms. However,

environmental media are not only the object in existence but also the atmosphere

of the place such as situation, condition, cultures, etc.

According Sudjana (2007), there are three kinds of environment as

learning source: 1) Social environment includes interaction people to their

 22

society, 2) Natural environment includes geographical situation, climate,

temperature, season, rainfall, plants, and animals, natural resources (water,

forests, soil, rocks and others), and 3) Artificial environment is environment that

had created for purposes certain beneficial for human life.

In this study, the researcher used artificial environment, because the

researcher used mosque, garden, and library as the object.

2.4.1. The Use of Environmental Media in Teaching Descriptive Texts

Principally, the use of environmental media in teaching is presenting a fact,

event, or thing into an actual form to help teaching and learning process. On the

other hand, the teacher and the students can learn actual events or objects in

outdoor class by facing the students to their environment to be learned and

observed which is adapted with learning materials (Usman, 2002).

According to Sudjana and Rivai (2005), there are four activities in using

environmental media as learning source. The first is by observation. Here, the

students go out of the class to observe the object in their environment of school

that becomes a topic to be described. After that, the students write the the

information accurately and detail, then tell it orally.

The second is the teacher can use environmental media by camping.

However, it takes a long time and it is suitable for science, biology, sociology,

and physic matter. Usually, the report will be discussed together in the class.

The third is field trip or study tour. The tour object should be relevant with

the material that will be learned. For instance, the students visit the museum for

teaching history, the zoo for teaching biology, planetarium for teaching
 23

astronomy. Usually, it is held in holiday.

The last is society submission. This activity is cooperation between school

and community in social events. In this activity, hopefully the students can

implement their ability to help society. Then, the task is the students’ record and

learn based on their experience as long as they involved in that events.

According Sudjana (2005), using the environment as a medium of learning

in the teaching process requires planning and preparation of the teacher intently

because without well preparation and planning, the students learning activity

cannot be run well.

There are several steps that must be taken in using environmental media in

teaching, which is a preparation, implementation, and follow-up.

a. Preparation

In this step the teacher should determine the learning goal and target of the

material, the topic or object that will be described or visited, the way in learning

process, and then the technical rules in the activity.

b. Implementation

In this step, the teacher guides the students to go out of the class to observe the

object that has been decided before for several minutes. The students write the

main information of the object, like the shape, color, size, and everything that

support in detail.

c. Follow-up

In this step, the students tell the result in spoken form or orally based on the data

that they get during observation, and then the teacher gives feedback. The teacher
 24

also asks the students to tell their impression and experience during learning by

using environmental media.

In this study, the researcher used observation as the activity in using

environmental media because the students go out of the class to observe the

object. Then, the researcher did the all steps when using environmental media in

teaching. They were preparation, implementation, and follow up.

2.4.2. The Principles of Environmental Media

There are two principles of environmental media that stated by

Rachmawati (2010). First principle is students’ happiness. In this case, the

teacher asks to create informal, fun, enjoy, and comfortable learning activity

because the comfortable condition can improve the students spirit in learning

process. It means that environmental media should be attractive.

Second principle is students’ development because the environmental

media are learning media, so it should facilitate the students to achieve learning

purpose. Therefore, it may take pay attention of the improvement of students’

achievement.

In conclusion, the environmental media as learning media have a target to

motivate or stimulate the students in improving learning quality. Environmental

media give opportunities the students to create learning effectively.

2.4.3 Advantages and Disadvantages of Environmental Media

According to Sudjana (2010), there are five advantages of using

environmental media as learning media. First, it is more interesting than the

students sit in the class every hour. Second, in teaching spoken descriptive texts,
 25

it is more useful because the students face the real and factual condition of

something. It makes their description more accurate. Third, it is more

comprehensive and active, because they can do various ways like observing,

asking or interview, demonstrating or proving, etc. Fourth, it can enrich learning

sources, because the environment that can be learned is various like social,

natural, and synthetic environments. Fifth, the students can be aware to their

environment.

Whereas, the disadvantages are: (1) learning in out of class needs a well

preparation, because if there is no preparation before it will seem like there is

playing and kidding impression when learning process go on, (2) there is

assumption that learning with environment takes long time, and (3) the students

cannot focus fully because they see their surroundings.

From the explanation above, the researcher concludes that the advantages

of using environmental media are more than the disadvantages. The researcher

suggests that by using environmental media, the teacher should prepare the

teaching and learning really well and facilitate their learning. It can minimize to

overcome the disadvantages of using environmental media.

2.5. Review of Previous Studies

There were three previous studies discussed in this part. The first was done

by Azizah (2015), who applied environmental media to improve students’

descriptive writing skill which was conducted in experimental research at tenth

grade students of SMAN 1 Sakra. Based on her study result, she found that
 26

environmental media gave effect on students’ development in writing descriptive

texts, but it was not significant.

The second was the use of environmental media to improve students’

competence in writing descriptive text at the seventh grade students of SMPN 8

Purwokerto by Zainah (2014). It was conducted in action research. The result of

her research showed that every cycle, there was an improvement which indicated

that at least 85% of the number students who reached KKM (80). Then, it was

supported by the questioner result that the 91% students felt more enjoyed, easy,

and able to write descriptive text using environmental media.

The last previous study was conducted by Meimudayanti and Rukmi

(2013) using classroom action research. They tried to improve students writing

skill in descriptive texts by using school environment as the learning source. The

subject of her research was grade IV of SD Negeri Semambung 296 Sidoarjo.

Then, the results indicated the students’ writing skill improved by using school

environment as the learning source.

There were some similarities and differences between this study and the

previous studies. The similarity of this study and the previous studies was using

environmental media. Then, the differences of this study and the previous studies

were: (1) the subject of the study, which for the first previous study conducted at

tenth grade students of SMAN 1 Sakra, second previous study conducted at

seventh grade students of SMPN 8 Purwokerto, the third previous study

conducted at grade IV of SD Negeri Semambung 296 Sidoarjo; and (2) the

language skill investigated in the research in which the previous studies focused
 27

on writing skill in descriptive texts whereas this study focused on speaking skill

in spoken descriptive texts.

Therefore, in this study, the researcher conducted an experimental study by

using environmental media to improve students’ speaking skill in spoken

descriptive text of eighth grade students of SMP Futuhiyyah Mranggen Demak.

 CHAPTER III

RESEARCH METHOD

This chapter discusses the research method. This chapter consists of the

research design, population and sample, research instrument, variables of the

study, data collection technique, procedure of the study, and data analysis

technique.

3.1. Research Design

Based on the research objective of the study which was to figure out the

effectiveness of environmental media in improving speaking skill, the researcher

used experimental research design to conduct this study. In other words, the

experimental research tries to determine the influence of one or more variables to

other variables (Sukmadinata, 2006).

Moreover, the model of experimental design used was quasi-experimental.

This research divided the groups into two groups, namely experimental group

which received a treatment and control group which did not receive any treatment

(Fraenkel, 2011). According to Hatch and Farhady (1982), experimental group

and control group should be at the same level of the knowledge but used different

treatment or there would be no treatment. The quasi experimental design which

was used could be represented in this following chart:

28
 29

Table 3.1. Quasi Experimental Design

G1 T1 X T2
G2 T1 T2
(Hatch and Farhady, 1982)

Based on the design above, the treatments only were given to the

experimental group by using environmental media. Then, both groups were given

pretest and post-test.

Quasi-experimental research is one of the research used quantitative data,

so this was quantitative research. Based on Arikunto’s statements (2002) that

quantitative research is kind of research that requires the use of numbers, ranging

of data collection and interpretation, and appearance of the result. Therefore, the

findings of this research were formed numerical data which was got from the

pretest and post-test compared.

3.2. Variables of the Study

There are two kinds of variables, namely dependent variable and

independent variable. The independent variable is a variable which influences the

results of the dependent variable (Sugiyono, 2008).

In this study, the variables were: (1) the independent variable was the use

of environmental media, and (2) the dependent variable was the students’

speaking skill in spoken descriptive texts.

 30

3.3. Subject of the Study

This study was conducted at SMP Futuhiyyah Mranggen. There were three

grades: 1) seventh grade consists of four classes, 2) eighth grade consists of three

classes, and 3) ninth grade consists of three classes.

3.3.1. Population

Population is the totality of all of the possible values, the calculation result,

or quantitative measurement of the specific characteristics from all the set of

complete and clear members that want to learn (Sudjana, 2005).

The population of the study was the eighth grade students of SMP

Futuhiyyah Mranggen in academic year of 2016/2017. There were three classes,

namely VIII A, VIII B, and VIII C. The total numbers of eight grade students was

95 students.

3.3.2. Sample

Sample is part of the number and characteristics possessed by this

population (Sugiyono, 2006). Besides, Arikunto (2002) says that sample is part or

representative of the research population.

In this study, the sample was selected based on convenience sampling

technique. Convenience sampling, also referred to as accidental sampling and

haphazard sampling, basically involves including in the sample whoever happens

to be available at the time (Airasian, 2000).

In this study, the researcher took VIII B as the experimental class and VIII

C as the control class. Class VIII B as the experimental class had 32 students,
 31

VIII C as the control class had 31 students, and VIII A as the try out class had 32

students, so the total number of sample was 95 students.

3.4. Research Instrument

Research instrument is a tool used to measure the natural and social

phenomena observed, specifically the phenomenon is called the study variables

(Sugiyono, 2009). Arikunto (2010) says that the data collection instruments are

the tools selected and used by researchers in their activities to collect data, so that

these activities become systematic and facilitated by the instruments. It means

that, research instruments are tools for helping the researcher to collect data.

The instrument that the researcher used to get the data was test. The test

was oral/speaking test because this study focused on speaking skill, so it is

impossible to give multiple choice tests or other test to assess students’ speaking

skill. There were two tests, pretest and post-test. The researcher used pretest and

post-test in order to get the data that showed the effectiveness of using

environmental media to improve students’ speaking skill in spoken descriptive

texts by comparing the means of both scores gathered from the experimental and

control class.

In both test, the students performed in front of their friends to speak the

topic that they chose. There were three topics to be described, but the students

could choose only one topic that they like. The topics were: (1) my school’s

mosque, (2) my school’s garden, and (3) my school’s library. The topics for both

tests were same. Then, the students spoke maximum 2 minutes.

 32

3.4.1. Validity of Instrument

The validity of an instrument according to Hadjar (1996) in Yusrizal (2015)

is how far the instrument itself can measure what is to be measured. The

instrument must be appropriate with the material that will be taught to the

students.

There are three kinds of validity. They are content validity, face validity,

and construct validity. Airasian (2000) says that content validity is addressed to

match the test question and the content or the subject area that they are intended

to assess. While, the face validity focuses on reliability of the instruction that was

given and also the spelling or the typing of the instrument, then construct validity

is validity that needs a formula to calculate the data to measure whether the test is

valid or not.

In this research, the researcher did not use statistical computation to

measure the validity. However, the validity that was used by the researcher was

content and face validity. The content validity was tested by an expert, so in this

case the researcher asked to the English teacher to check the content validity of

the instrument. Then, the researcher used face validity because the researcher

used test instruction sheet. It means the instruction must be clear and

understandable for students in order to get valid by conducting tryout.

3.4.2. Reliability of Instrument

According to Harris (1969), reliability means the stability of the scores.

Grondlund (1986) asserts that reliability refers to the consistency of the test result
 33

or students’ achievement. It means that the score or the test result will be same

although it is tested in different events or used by different people.

In this research, the researcher used rater reliability because there were two

raters to make the consistency of the result. The raters were the researcher and the

English teacher of the school.

3.4.3. Scoring Technique

The researcher gave speaking test to the students to analyze their scores on

pronunciation, grammar, vocabulary, fluency, and comprehension. The researcher

used analytical scale categorized in some categories. The scoring criteria could be

described in the following table:

Table 3.2. Analytical Scoring Rubric of Speaking

Aspects Score Description

Pronunciation 5 Have few traces of foreign accent.

4 Always intelligible, though one is conscious of a

definite accent

3 Pronunciation problem necessitate concentrated

listening and occasionally lead to misunderstanding.

2 Very hard to understand because of pronunciation

problems, must frequently be asked to repeat.
1 Pronunciation problems so severe as to make speech
virtually unintelligible.
Grammar 5 Makes few (if any) noticeable errors of grammar and
word order.
4 Occasionally makes grammatical and/or word order
errors which do not, however obscure the meaning.
3 Make frequent errors of grammar and word order
 34

which occasionally obscure meaning.

2 Grammar and word order errors make
comprehension difficult. Must often rephrase
sentences and/or restrict himself to basic patterns.
1 Errors in grammar and word order so severe as to
make speech virtually unintelligible.
Vocabulary 5 Use of vocabulary and idioms is virtually that of a
native speaker.
4 Sometime use inappropriate terms and/or must
rephrase the idea because of lexical inadequate
3 Frequently use the wrong words; conversation
somewhat limited because of inadequate vocabulary.
2 Misuse of word and very limited vocabulary make
comprehension quite difficult.
1 Vocabulary limitations so extreme as to make
conversation virtually impossible.
Fluency 5 Speed as fluent and effortless as that of a native
speaker.
4 Speed of the speech seems to be slightly affected by
language problem.
3 Speed and fluency are rather strongly affected by
language problems.
2 Usually hesitant; often forced into silent by language
limitations.
1 Speech is so halting and fragmentary as to make
conversation virtually impossible.
Comprehension 5 Appears to understand everything without difficulty.
4 Understand nearly everything at normal speed,
although occasional repetition may be necessary.
3 Understand most of what is said at slower than
 35

normal speed with repetition.

2 Has great difficulty following what is said. Can
comprehend only “social conversation” spoken
slowly with frequently repetitions.
1 Can not be said to understand even simple
conversation virtually impossible.
(Harris, 1969)

From the table above, the analytical scoring rubric has five aspects and

each aspect has maximum score 5. So, the maximum total score was 25. Then, to

provide the students’ overall score, the researcher used the formula according to

Hadi (2004) below:

Total score
Score of each student = X 100
Maximum score (25)

Therefore, the highest score would be 100 and lowest score would be 0.

Then, in order to know the level of the students’ speaking skill, their score could

be classified as follows:

Table 3.3. The Classification of the Level of Speaking Skill

Scores Classification Category

81-100 Excellent

61-80 Good

41-60 Mediocre

21-40 Poor

0-20 Very Poor

(Harris, 1969)

3.5. Data Collection Technique

 36

In this study, the data were collected through speaking test. The speaking

test was given as pretest and post-test in this study. In this test, the students were

asked to perform spoken descriptive texts maximum 2 minutes. The students

might choose one of the topics; my schools’ mosque, my schools’ garden, and my

schools’ library. Then, the students were scored using an analytical scoring rubric

(see table 3.2.).

3.6. Procedure of the Study

There were some stages of this study. They were:

a. Taking the population and sample for the study.

b. Conducting try out.

Try out test was needed to make sure that the instrument of the test was

valid and reliable to measure the students’ speaking skill in spoken descriptive

texts. In this study, the researcher conducted try out test in another class except

control and experimental class to make sure that the instruction sheet that would

be used was clear and understandable. So, the instrument could be used in the

research. Try out class of this research was VIII A.

c. Conducting pretest.

After the researcher got the permission for doing research in the school and

determined the sample by discussing with the teacher, the researcher conducted a

pretest to experimental class and control class before giving the treatments. It was

aimed at investigating how well the speaking skill in spoken descriptive text of
 37

the students before being taught using environmental media. The topics of the test

were my school’s mosque, my school’s garden, and my school’s library.

d. Giving treatments.

After doing pretest, the researcher gave treatment for the students. The

researcher taught spoken descriptive text by using environmental media in

experimental class. The process was done to make sure that environmental media

gave positive effect to the students’ speaking achievement in spoken descriptive

texts. The teaching learning process was done by the researcher.

There were three treatments in this study. In the first treatment, before the

researcher was going to explain the material, the researcher asked the students

how far they know about descriptive text. Then, the researcher explained more

about the definition, purpose, generic structures, language features, and the

example of descriptive text. In this treatment, the researcher divided the students

into the 6 group which consists of five students each group to make descriptive

text about my school’s mosque. Then, the researcher led students to go out of the

class to observe the mosque directly. Here, the researcher asked the students to

observe the characteristic of the mosque. The researcher gave some questions,

such as “look at the mosque!!! What do you think? Is it big or small? How about

the color? How many the door it has? Etc. Then, the students wrote the difficult

vocabularies related to mosque and pronounced it together. After the students

already made description about the object, the researcher asked one of the

students in each groups to perform spoken descriptive text about my school’s

 38

mosque. Before the treatment ended, the researcher asked the students’ problem

in learning spoken descriptive texts.

The second treatment, the researcher reviewed the previous lesson. After

that, the researcher continued to go out of the class to make an example. The

example for the second treatment was different with the first treatment. The topic

was my schools’ garden. Thus, the researcher led students observe the garden

directly for 30 minutes. They had to describe it based on the generic structure and

language features that have learned. The researcher gave some questions about

the object that they chose like the names, color, smell, size, etc. After that, the

students performed or spoke their descriptive texts.

The last treatment, the researcher reviewed the previous lesson and asked

the students about their problems on the previous lesson. Then, the researcher

asked students to check the vocabulary of the last lesson to be pronounced

together. After that, the researcher explained what the topic that they had to be

described. The topic was my school’s library. So, the researcher asked students to

go out the class observe the library and wrote the main points that would be

described by giving them the questions about the object. After 30 minutes for

observing the object, the students performed the result. In the end of treatment,

the researcher gave feedback and summarized it together.

e. Conducting post-test.

Post-test was given after conducting the treatments. The way of giving the

test was same as the pretest. The researcher asked the students to perform their

speaking ability in spoken descriptive texts. There were three topics that would be
 39

given, and then the students chose one of the topics. After the researcher did the

post-test, the researcher took the data and then analyzed it.

f. Analyzing the data

The data that researcher had got would be analyzed the normality,

homogeneity, and T-test. The data would be analyzed by using SPSS 23.

3.7. Data Analysis Technique

The data analysis was conducted by organizing the data gained through the

pretest and post-test. After that, the result of the test was scored by using

analytical scoring rubric. After the researcher got the mean of both test, the

researcher compared the two means by using t-test formula. T-test was used to

differentiate if the students’ result of students’ speaking skill in spoken

descriptive text by using environmental media and without using environmental

media was significant or not.

The researcher used SPSS (Statistical package for the Social Sciences) for

windows released version 23.0 to analyze the t-test. In additional, the criteria for

hypothesis were :

a) If t-value > t-table and sig. (2-tailed) < 0.05, it means that H 0 is rejected

and Ha is accepted. It meant that there is a significant difference in speaking

achievement between the experimental and control group.

b) If t-value < t-table and sig. 2-tailed > 0.05, it means that H 0 is accepted and

Ha is rejected. It meant that there is no significant difference in speaking

achievement between the experimental and control group (Sudjana, 2002).

 CHAPTER IV

RESULT AND DISCUSSION

In this chapter, the researcher presents the Description of the School,

Description of Subjects, Validity and Reliability of Instrument, Pretest Analysis,

Treatment, Post test Analysis, T – Test Analysis, and the Discussion of the

Research Findings.

4.1 School’s Profile

The researcher conducted the study in SMP Futuhiyyah Mranggen Demak

in the academic year of 2016/2017. The researcher started this research from

January, 10th 2017 to January,18th 2017. SMP Futuhiyyah Mranggen has a lot of

experiences in increasing the students’ ability. The school is located at Jl. Suburan

Tengah Mranggen Demak. Moreover, the school has good reputation; it can be

proven from a lot of the achievements which the students have reached in

academic and non-academic programs.

The building consists of 11 classrooms, four rooms for class VII, three

rooms for VIII, and four rooms for IX. There are also one library, one

administrative office, one health care school unit, one computer laboratory and

parking area. Total number of students in the academic year of 2016/2017 is 365

students.

40
 41

4.2. Subject of the Study

The subject of this study was VIII Grade Students of SMP Futuhiyyah

Mranggen Demak which divided into three classes. They were VIII A as the try

out class, VIII B as the experimental class, and VIII C as the control class. There

were 32 students in VIII A and VIII B, and 31 students in VIII C. In this study,

the total number of students as the sample was 63 students, 32 students in

experimental class and 31 students in control class. The subjects were taken by

using convenience sampling in which the researcher took the sample from

English teacher’s suggestion in SMP Futuhiyyah Mranggen.

Table 4.1. Sample of the Study

Class Number of Students Total
VIII A 15 male students 32 students
17 female students
VIII B 20 male students 32 students
22 female students
VIII C 18 male students 31 students
13 female students
Total 95 students

From the table 4.1., it shows that the total of students in try out class was

32 students consisting of 15 males and 17 females, experimental class was 32

students consisting of 20 males and 22 females, and control class was 31 students

consisting of 18 males and 13 females. Therefore, the total of the students was 95

students.
 42

4.3. Validity and Reliability of the Instrument

The instrument of the test should be valid and reliable. One of the way to

check the validity and reliability is by conducting try out. In this part consists of

try out, validity and reliability, as follows:

4.3.1. Try Out

Try out was given to the students before pretest and post test. Try out was

given to another class besides experimental class and control class. This study

took VIII A as a try out class which consists of 32 students. In this test, the

students made a description from one of the topic that the researcher gave in 20

minutes. The students chose the topic as they want. Then, the students perform

the result as the speaking test for maximum 2 minutes. The try out conducted in

order to know the understandability of the instructions and practicality of the

scoring rubric. It was conducted on January 10th, 2017.

4.3.2. Validity

The validity of the instrument of this study was determined by the face and

content validity. For face validity, the researcher conducted the try out to make

sure that the instruction test was clear and understandable for students. Whereas,

for content validity, it was based on the material in 2013 curriculum that students

had already learnt by asking the English teacher. Based on the syllabus in 2013

curriculum, descriptive texts should be mastered by the eight grade sudents.

4.3.3. Reliability

Inter-rater reliability was used in this study to ensure the consistency of the

scores and to avoid the subjectivity of the researcher, so that the students’
 43

speaking test was scored by two raters. The first rater was English teacher of

eight grade students of SMP Futuhiyyah Mranggen and the second rater was the

researcher. Based on try out test, the computation could be seen in the table

below:

Table 4.2. Inter-Rater Reliability Correlations

Rater 1 Rater 2
Spearman's rho Rater 1 Correlation
1.000 .819**
Coefficient
Sig. (2-tailed) . .000
N 32 32
Rater 2 Correlation
.819** 1.000
Coefficient
Sig. (2-tailed) .000 .
N 32 32
**. Correlation is significant at the 0.01 level (2-tailed).

On the table 4.2., the rater reliability Spearman’s Rho Correlation

coefficient was 0.819 and sig (2-tailed) was 0.000 < 0.01. It means that the score

of the first rater correlates with the second rater, so it could be said that the

scoring of the two raters was reliable.

4.4 The Experiment

For doing this study, the researcher had a research schedule.

Table 4.3. RESEARCH SCHEDULE

No Activities Control Class Experimental Class

1. Pretest Wednesday, Wednesday,
(90 minutes) January,11th 2017 January,11th 2017
(07.00 – 8.30) (11.00 – 11.45)
(12.15 – 13.00)
 44

2. Treatment 1 Thursday, Thursday,

(80 minutes) January, 12th 2017 January, 12th 2017
(10.00 – 11.20) (08.20 – 09-00)
(09.20 – 10.00)
3. Treatment 2 Saturday, Friday,
(80 minutes) January, 14th 2017 January, 13rd 2017
(07.00 – 08.20) (10.40 – 12.00)
4. Treatment 3 Monday, Monday,
(80 minutes) January, 16th 2017 January, 16th 2017
(10.40 – 12.00) (09.20 – 10.40)
5. Post test Wednesday, Wednesday,
(90 minutes) January, 18th 2017 January, 18th 2017
(07.00 – 8.30) (11.00 – 11.45)
(12.15 – 13.00)

There were five activities in doing this study. It started from January, 11 th

2017 until January, 18th 2017. The time for treatment allocated was about 80

minutes and for pretest and post test was about 90 minutes. This school has

different allocated time, on Monday, Thursday Friday, and Saturday have

allocated time was about 80 minutes and on Tuesday and Wednesday have

allocated time was about 90 minutes.

4.4.1. Pretest

Before conducting this study, the pretest was given. The pretest was given

was to measure the students’ ability in spoken descriptive text. It was to know the

previous condition of both groups before the treatment. Pretest was given to both

the experimental and control class. In experimental class, the pretest was

conducted on January 11th, 2017 in class VIII B with 32 students. For the control

class, the pretest was done on January 11th, 2017 in class VIII C with 31 students.
 45

The test was oral test to measure the students’ speaking skill. The

researcher distributed the instruction that asked students to make descriptive text

in 20 minutes. There were three topics; my school’s mosque, my school’s garden,

and my school’s library, but the students chose only one topic. Then the students

told the topic that they have made in maximum time 2 minutes in front of the

class. Both the experimental and control class had the same test.

The level of students’ achievement in pretest between the experimental and

control class was tabulated into to the following criteria:

Table 4.4. The Level of the Students’ Speaking Skill of Control and
Experimental Class in Pretest
Number of Students
Score Classification Experimental Control
81-100 : Excellent 0 0
61-80 : Good 5 4
41-60 : Mediocre 23 21
21-40 : Poor 4 6
0-20 : Very Poor 0 0
32 31

From the table above, it showed that most of the students were in the

mediocre level of students’ speaking skill. There were 23 students in

experimental class and 21 students in control class. In poor level, there were 4

students in experimental class and 6 students in control class. The remains

students were in a good level, they were 5 in experimental class and 4 students in

control class.
 46

After getting the pretest result of experimental and control class, the

researcher analyzed the normality and homogeneity of the data. The researcher

used SPSS 23 by using One-Sample Kolmogorov-Smirnov Test to know the

standard normality of the class. It can be shown in the table below:

Table 4.5. One-Sample Kolmogorov-Smirnov Test for Normality

of Pretest
Experimental
Class Control Class
N 32 31
Normal Parametersa,b Mean 52.50 48.00
Std.
9.890 9.508
Deviation
Most Extreme Absolute .174 .143
Differences Positive .174 .143
Negative -.123 -.071
Kolmogorov-Smirnov Z .174 .143
Asymp. Sig. (2-tailed) .150c .104c
a. Test distribution is Normal.

The table showed that the data of experimental and control class was

normal because the sig. (2-tailed) in experimental class was 0.15 > 0.05 and the

sig. (2-tailed) in control class was 0.104 > 0.05. The curves of the data results as

follows:
 47

Figure 4.1 The Histogram and Polygon of the Pretest Score in Experimental
Class.
 48

Figure 4.2 The Histogram and Polygon of the Pretest Score in Control Class.

Then, the researcher analyze the homogeneity of pretest in experimental

and control class by using Lavene Statistic. It can be shown in the table below:

Table 4.6. Test of Homogeneity of Variances

Pretest Score
Levene
Statistic df1 df2 Sig.
.045 1 61 .832
 49

The table of homogeneity of variance showed that homogeneity test score

using Levene Statistic was sig. 0.832 > 0.05. It means that both the experimental

and control class have a homogeneous variance.

4.4.2. Treatment in Experimental Class

Treatment was given to the experimental class by using environmental

media. The treatment was conducted in three times from January, 12 th until 17th

2017. There were three topics that the researcher gave and learned. They were

My School’s Mosque, My School’s Garden, and My School’s Library.

After conducting pretest, the researcher gave the treatment in VIII B that

consisted of 32 students as the experimental class by using environmental media

to teach spoken descriptive text to the students. The time allocated was about

2x40 minutes for each treatment. There were three treatments that the researcher

would be explained below:

First treatment that was held on January, 12th 2017, the researcher

explained about descriptive text. Then, the researcher gave the example of

descriptive text about “My Classroom”. After that, the researcher asked students

to make a group consisting of 5 students. Then, the researcher asked the students

to make descriptive text by the topic “My School’s Mosque”. Since this treatment

used environmental as the media to teach the material, the researcher led the

students to go out of the class to see and observe directly the mosque in their

school. Here, the researcher gave some questions, such as “look at the mosque!!!

What do you think? Is it big or small? How about the color? How many the door

it has? Etc. Then, the students wrote the vocabularies related to school’s mosque
 50

and pronounced it together. The students were given 20-30 minutes to observe

and make the descriptive text, and then they came back to the class, then one of

students of the each group tell the text that they have made orally in front of the

class. The last, the researcher gave feedback.

Second treatment was conducted on January, 13rd 2017. The researcher

reviewed the previous lesson. After that, the researcher continued the lesson by

giving them the task to make descriptive text by the topic “My Schools’ Garden”.

Then, the researcher led the students to go out of the class to see and observe the

garden directly for 20-30 minutes. They had to describe it based on the generic

structure and language features that they have learned. The researcher gave some

questions about the object that they chose like the names, color, smell, size, etc.

The students wrote the vocabularies related to school’s garden and pronounced it

together. After that, the students came back to class and performed their

descriptive texts orally and individually in front of the class. The last, the

researcher gave feedback.

Third treatment was conducted on January, 16th 2017. The researcher

reviewed the previous lesson. After that, the researcher explained what the topic

that they had to be described. The topic was “My School Library”. So, the

researcher asked students to go out the class to observe the library and wrote the

main point that would be described by giving them the questions about the object.

After 30 minutes for observing the object, the students came back to class and

performed the result orally and individually in front of the class. In the end of

treatment, the researcher gave feedback and made conclusion of the material.
 51

4.4.3. Post Test

The post test was conducted on January, 18th 2017 in experimental class

(VIII B) and control class (VIII C) with allocated time was about 90 minutes each

class. The post test was held in order to know the students’ achievement after

getting the treatment. The researcher distributed the test instruction sheet to the

students. The students had time for 20 minutes to make descriptive text. There

were three topics that students should be chose only one topic. They were My

School’s Mosque, My School’s Garden, and My School’s Library. The students

had maximum 2 minutes to tell the topic that they had chose in front of the class.

The level of students’ achievement in post test between the experimental

and control class was tabulated into to the following criteria:

Table 4.7. The Level of the Students’ Speaking Skill of Control and
Experimental Class in Post Test
Number of Students
Score Classification Experimental Control
81-100 : Excellent 2 0
61-80 : Good 13 4
41-60 : Mediocre 16 27
21-40 : Poor 1 0
0-20 : Very Poor 0 0
32 31

The table above showed that in experimental class, the level of students’

speaking skill majority was in good level = 13 and mediocre level = 16. In poor

level, there was 1, but in excellent level has 2 students. Whereas, in control class,

the most of students was in mediocre level = 27 and 4 students in poor level.
 52

4.5. T-Test Analysis

The researcher used t-test to determine whether two samples were not

related to have an average score of differences. This part consisted of analysis of

pretest and analysis of post-test, as follows:

4.5.1. Analysis of Pretest

After the researcher got the results of normality and homogeneity tests, the

researcher examined the pretest results from the experimental class and control

class by using T-test. Here is the result of t-test by using independent sample t-

test:
53
 54

The result of group statistic showed that the difference mean between

experimental and control class was 4.50. It means that the two classes had an

average that is nearly as significant.

 55

Sig. (2-tailed) < 0.05 = significance difference

Sig. (2-tailed) > 0.05 = No significance difference
 56

The Independent Sample T-Test table showed that the Lavene’s Test for

Equality of Variances indicated the homogeneity F= 0.045. Since, the

significance of homogeneity was 0.832 higher than 0.05, so the data was

homogeneous or equal. Then, because of Sig. (2-tailed) 0.071 > 0.05, Ho was

accepted. It means that there was no significance difference between

experimental and control class in pretest.

4.5.2. Analysis of Post Test

After getting the result of the post test, the researcher tested the data using

t-test. The analysis of t-test was showed in in table below:

57
 58

The result of group statistic showed that the mean for post test in

experimental class was 61.56 and in control class was 53.81. It means that the

difference mean between experimental and control class was 7.75.

 59

Sig. (2-tailed) < 0.05 = significance difference

Sig. (2-tailed) > 0.05 = No significance difference
 60

From the table above, it could be explained that Sig. (2-tailed) was 0.001 <

0.05. It means that H0 was rejected and Ha was accepted. It also means that the

students’ condition after the treatment were not homogeneous.

The researcher concluded that there was an indication that the

environmental media as teaching media was more than effective to teach spoken

descriptive text. Therefore, there was a significant difference between two mean

score of the control and experimental class after conducting the treatment.

4.6. Discussion of Research Finding

This study tried to answer the problem formulation of the study. The

main objective of this study was to find out whether the use of environmental

media was effective to improve the students speaking skill in spoken descriptive

text of eight grade students of SMP Futuhiyyah Mranggen Demak in academic

year of 2016/2017.

At the first time, the researcher held the pretest in order to know the first

condition of the students. The result showed that the students were in equal

condition in the beginning, because the significance of homogeneity was 0.832 >

0.05 and Sig. (2-tailed) 0.071 > 0.05.

After getting the treatments for the three times, the researcher conducted

the post test. The result of the post test in both experimental and control class

were higher than the pretest. The result showed that there was a significant

difference of students’ speaking skill between experimental and control class. It

was proven by Sig. (2-tailed) was 0.001 < 0.05.

 61

In short, from the result above, the researcher concluded that using

environmental media was effective to improve the students’ speaking skill in

spoken descriptive text because there was a significant difference toward the

students’ speaking skill after they got treatment and it showed that teaching

speaking in spoken descriptive text using environmental media in SMP

Futuhiyyah Mranggen was effective and could be applied. Then, they enjoyed

and were be motivated to speak English in descriptive text.

 CHAPTER V

CONCLUSION AND SUGGESTION

This chapter presents the conclusion of what have been discussed in the

previous chapters, and also the suggestions for language teaching that may be

useful for both teacher and students of English.

5.1. Conclusion

After doing the research and getting the result, the researcher concluded

that H0 was rejected and Ha was accepted. It means that there was a significant

difference in students speaking skill between students who were taught writing by

using environmental media and those who were not. The students’ achievement in

speaking skill was improved. It can be drawn from the result of the research

which showed the significant improvement of the mean score from 52.50 of the

pretest to 61.56 of the post test. The Independent Sample T-test showed that t-

value was higher than t-table (3.449 > 1.999) and Sig. (2-tailed) was 0.001 <

0.05. It means that Ho was rejected and Ha was accepted.

It showed that the environmental media influenced the students’ speaking

skill in spoken descriptive text. Teaching speaking in spoken descriptive text by

using environmental media gave the contribution to the success of teaching

speaking. In conclusion, using environmental media was effective to improve the

students’ speaking skill in spoken descriptive text.

62
 63

5.2. Suggestion

From the conclusions stated above, the researcher believes that using

environmental media will be good media in improving students’ speaking skill in

spoken descriptive text. Using environmental media in teaching speaking helps

the teacher and gives a lot of opportunities for the students to be active in

teaching and learning process. There are some suggestions for English teachers,

students, and readers. They are as follows:

1) For students:

a. The students should be confident in speaking English and enjoy to join

speaking class.

b. The students should practice more in order to improve their speaking skill,

do not be shy and afraid of making mistake.

2) For teacher:

a. The teacher should realize that the use of environmental media can be

helpful in learning process, especially in teaching spoken descriptive text.

b. The teacher and the students must work together in teaching and learning

process, because environmental media applied in out door class, especially in

speaking lesson, they should build good interaction between teacher and

students, so the learning process can run well and be successful.

c. The teachers can minimize the disadvantages of using environmental media

through well preparation by having good time management and activity

order.
 64

3) For the next researcher, the researcher suggests that the next researcher

applies environmental media for improving other skills; writing, listening, and

reading.
 65

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 69

APPENDIX 1

Syllabus of SMP Futuhiyyah Mranggen Demak

3.6 Menerapkan fungsi Fungsi sosial - Menyimak dan
sosial, struktur teks, dan - Menyebutkan, menirukan guru
unsur kebahasaan teks mendeskripsikan, menanyakan dan
interaksi transaksional membuat inventaris, dan menyebutkan keberadaan
lisan dan tulis yang sebagainya. orang, benda, binatang di
melibatkan tindakan Struktur teks rumah, sekolah, dan
memberi dan meminta - Memulai sekitarnya, dengan tata
informasi terkait - Menanggapi bahasa, ucapan dan
keberadaan orang, benda, (diharapkan/diluar tekanan kata yang benar
binatang, sesuai dengan dugaan) - Mencermati beberapa
konteks penggunaannya. Unsur Kebahasaan teks pendek tentang
(Perhatikan unsur - Ungkapan dengan There situasi suatu tempat
kebahasaan there is/are) is/are dengan menyebutkan
- Kata jumlah yang tidak keberadaan orang, benda,
4.6 Menyusun teks tertentu: little, few, some, binatang dan jumlahnya
interaksi transaksional many, much, a lot (of). untuk kemudian
lisan dan tulis sangat - Frasa kata depan: in, on, membaca dengan ucapan
pendek dan sederhana under, in front of, below, dan tekanan kata yang
yang melibatkan tindakan above, dan lain lain. benar
memberi dan meminta - Ucapan, tekanan kata, - Mengisikan dengan
informasi terkait intonasi, ejaan, tanda baca, ungkapan jumlah yang
keberadaan orang, benda, dan tulisan tangan tepat pada kalimat-
binatang, dengan Topik kalimat rumpang
memperhatikan fungsi Keberadaan orang, - Membuat teks pendek
sosial, struktur teks, dan binatang, benda, di kelas, untuk mendeskripsikan
unsur kebahasaan yang sekolah, rumah, dan rumah masing-masing
benar dan sesuai konteks sekitarnya yang dapat dan sekitarnya dengan
 70

menumbuhkan perilaku menyebutkan keberadaan

yang termuat di KI orang, benda, binatang
dan jumlahnya, dengan
ejaan dan tanda baca
yang benar
- Mempresentasikan di
kelompok lain dan
bertanya jawab tentang
isi teks
- Melakukan refleksi
tentang proses dan hasil
belajarnya
 71

APPENDIX 2

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

EXPERIMENTAL CLASS

Sekolah : SMP Futuhiyyah Mranggen Demak

Mata pelajaran : Bahasa Inggris
Kelas/Semester : VIII/ II
Materi Pokok : Teks deskriptif pendek dan sederhana
Alokasi Waktu : 6 x 40 menit (3x pertemuan)

A. Kompetensi Inti (KI)

KI 1 : Menghargai dan menghayati ajaran agama yang dianutnya.
KI 2 : Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab,
peduli (toleransi, gotong royong), santun, percaya diri, dalam berinteraksi
secara efektif dengan lingkungan sosial dan alam dalam jangkauan
pergaulan dan keberadaannya
KI 3 : Memahami dan menerapkan pengetahuan (faktual, konseptual, dan
prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,
teknologi, seni, budaya terkait fenomena dan kejadian tampak mata.
KI 4 : Mengolah, menyaji, dan menalar dalam ranah konkret (menggunakan,
mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak
(menulis, membaca, menghitung, menggambar, dan mengarang) sesuai
dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut
pandang/teori.

B. Kompetensi Dasar dan Indikator

Kompetensi Dasar Indikator Pencapaian Kompetensi
1.1. Mensyukuri kesempatan dapat
1.1.1. 1.1. Menunjukkan rasa syukur
mempelajari bahasa Inggris kepada Tuhan selama pembelajaran.
sebagai bahasa pengantar
komunikasi Internasional yang
 72

diwujudkan dalam semangat

belajar
2.3. Menunjukkan perilaku tanggung 2.3.1. Menunjukkan perilaku peduli
jawab, peduli, kerjasama, dan dalam pembelajaran
cinta damai, dalam melaksanakan
komunikasi fungsional
3.10. Menerapkan struktur teks dan 3.10.1 Memberi nama benda
unsur kebahasaan untuk 3.10.2 Mengidentifikasikan sifat
melaksanakan fungsi sosial teks benda
deskriptif dengan menyatakan 3.10.3 Mendeskripsikan benda
dan menanyakan tentang 3.10.4 Menyebutkan fungsi sosial
deskripsi orang, binatang, dan teks deskriptif.
benda, pendek dan sederhana,
sesuai dengan konteks
penggunaannya
4.11. Menangkap makna dalam teks 4.11.1 Menemukan gambaran
deskriptif lisan dan tulis, pendek umum dari sebuah teks.
dan sederhana. 4.11.2 Menemukan informasi
tertentu dari teks sederhana
4.11.3 Menemukan informasi rinci
dari teks sederhana
4.12. Menyusun teks deskriptif lisan 4.12.1 Melengkapi teks deskriptif
dan tulis, pendek dan sederhana, sederhana tentang benda
tentang orang, binatang, dan 4.12.2 Menyusun teks deskriptif
benda, dengan memperhatikan sederhana tentang benda
fungsi sosial, struktur teks, dan
unsur kebahasaan yang benar dan
sesuai konteks.

C. Materi Pembelajaran
 73

1. Materi Reguler
Teks deskriptif lisan, pendek dan sederhana, tentang orang,
binatang, dan benda.
My Friend
His name is Kevin Anggara. Kevin Anggara is my classmate.
He has tall body. He is 170 cm. He has straight black hair. He has oval
face. He has small eyes. He has sharp nose. He has thick lips. He dark brown
skin. He has thin body. He always wears black shirt. He is kind. He is smart.
He is helpful. He is generous and h e is diligent.
My Classroom
My classroom is next to the library. So, every morning before the class
started, I read the book at the library.
My classroom is painted in white. All the wall is white and it has a lot of
glasses window. It has 16 tables and 31 chairs. There are a white board to write
the material and an Indonesia flag in the corner of the class.

2. Materi Remedial
Generic Structure Descriptive Text
a. Identification (identifikasi) adalah pendahuluan, berupa gambaran
umum tentang suatu topik.
b. Description (deskripsi) adalah berisi ciri-ciri khusus yang dimiliki
benda, tempat, atau orang yang dideskripsikan
Ciri-ciri Deskriptif Text
a. Menggunakan simple present tense
b. Menggunakan attribute verb, seperti be (am, is, are)
c. Mudah dipahami
d. Menggambarkan
e. Komunikatif
f. Dapat membuat pembaca tertarik
g. Menggambarkan objek secara spesifik
3. Materi Pengayaan
 74

Buat sebuah contoh deskriptive teks tentang orang, hewan atau benda
sesuai dengan penggunaan struktur bahasa.

D. Metode Pembelajaran
Pendekatan : Scientific Approach
Model : Project Based learning
Strategi : Observasi

E. Media, Alat dan Sumber Pembelajaran

1. Media : Gambar
2. Alat/Bahan : LCD, Laptop
3. Sumber Belajar : Buku When Rings a Bell. Chapter 8

F. Langkah-langkah Kegiatan Pembelajaran

Pertemuan Ke-1
a. Pendahuluan/Kegiatan Awal (5 menit)
1) Apersepsi dan motivasi
· Guru masuk kelas dan menyapa dengan menggunakan bahasa Inggris
· Guru mengecek kehadiran siswa
· Guru mengajukan pertanyaan menantang pada siswa
· Guru menyampaikan manfaat materi pembelajaran
· Guru mendemonstrasikan sesuatu yang terkait dengan materi
pembelajaran.
2) Penyampaian Kompetensi dan Rencana Kegiatan
· Menyampaikan kemampuan yang akan dicapai peserta didik.
· Menyampaikan topik hari ini, yaitu “My School’s Mosque”.
· Menyampaikan rencana kegiatan, yaitu meminta peserta didik untuk
membuat kelompok sejumlah 6 orang dalam setiap kelompoknya dan
meminta siswa untuk keluar kelas melakukan observasi.
b. Kegiatan Inti
 75

PESERTA DIDIK GURU WAKTU

Mengamati (observing)
· Peserta didik mendengarkan/
· Meminta peserta didik
membaca/ menonton beberapa
menonton dan
contoh teks deskriptif singkat
memperhatikan contoh
dan sederhana.
teks deskriptif singkat
· Siswa memperhatikan fungsi
dan sederhana.
sosial, struktur teks dan unsur
10 menit
kebahasaan teks deskriptif · Meminta peserta didik
singkat dan sederhana. memperhatikan fungsi
sosial, struktur teks,
unsur kebahasaan,
maupun format
pembuatan kalimat teks
deskriptif.

Menanyakan (Questioning)
Menanyakan antara lain Dengan bimbingan dan
perbedaan antara berbagai teks arahan guru, siswa menanya
atau kalimat teks deskriptif perbedaan antar berbagai
singkat dan sederhana dalam teks deskriptif singkat dan
berbagai konteks sederhana dalam berbagai
konteks

Mengeksplorasi/Bereksperimen 30 Menit
/Mengumpulkan Informasi
(Exploring/Experimenting)

· Siswa keluar kelas untuk · Meminta peserta didik

mengobservasi objek yang di mengobservasi objek
tentukan, yaitu “My School’s yang ditentukan, yaitu
Mosque”. “My School’s Mosque”.
 76

Mengasosiasi (Associating)
· Secara berkelompok peserta · Meminta peserta didik
didik membuat teks deskriptif untuk membentuk
dengan fokus pada fungsi kelompok untuk
sosial, struktur, dan unsur membuat teks deskriptif
kebahasaan. dengan fokus pada fungsi
sosial, struktur, dan unsur
kebahasaan.

Mengkomunikasikan/
(Communicating/Networking)
· Satu perwakilan dari setiap · Meminta salah satu
kelompok mendeskripsikan perwakilan dari setiap
“My School’s Mosque” kelompok untuk
dengan bahasa Inggris secara mendeskripsikan “My
lisan di depan kelas School’s Mosque”
dengan bahasa Inggris
secara lisan di depan 25 Menit
kelas

· Siswa menulis jurnal untuk · Meminta peserta didik

mengungkapkan pengalaman membuat jurnal belajar
yang mereka peroleh selama (learning journal)
pembelajaran, hal-hal yang
sulit dan mudah dipelajari dan
strategi yang sudah atau akan
dilakukan untuk mengatasinya

c. Penutup (10 Menit)

· Melakukan refleksi atau membuat rangkuman dengan melibatkan
 77

peserta didik.
· Melaksanakan tindak lanjut dengan memberikan arahan kegiatan
berikutnya dan tugas pengayaan

Pertemuan Ke-2
a. Pendahuluan/Kegiatan Awal (5 menit)
1) Apersepsi dan motivasi
· Guru masuk kelas dan menyapa dengan menggunakan bahasa Inggris
· Guru mengecek kehadiran siswa
· Guru mereview pelajaran sebelumnya
· Guru mengajukan pertanyaan menantang pada siswa
· Guru menyampaikan manfaat materi pembelajaran
· Guru mendemonstrasikan sesuatu yang terkait dengan materi
pembelajaran.
2) Penyampaian Kompetensi dan Rencana Kegiatan
· Menyampaikan kemampuan yang akan dicapai peserta didik.
· Menyampaikan topik hari ini yaitu “My School’s Garden”.
· Menyampaikan rencana kegiatan, yaitu meminta siswa untuk keluar
kelas melakukan observasi.

b. Kegiatan Inti

PESERTA DIDIK GURU WAKTU

Mengamati (observing) 10 menit
· Peserta didik mendengarkan/
· Meminta peserta didik
membaca/ menonton beberapa
menonton dan
contoh teks deskriptif singkat
memperhatikan contoh teks
dan sederhana.
deskriptif singkat dan
sederhana.
· Siswa memperhatikan fungsi
sosial, struktur teks dan unsur
 78

kebahasaan teks deskriptif · Meminta peserta didik

singkat dan sederhana. memperhatikan fungsi
sosial, struktur teks, unsur
kebahasaan, maupun
format pembuatan kalimat
teks deskriptif.

Menanyakan (Questioning)
Menanyakan antara lain Dengan bimbingan dan arahan
perbedaan antara berbagai teks guru, siswa menanya perbedaan
atau kalimat teks deskriptif antar berbagai teks deskriptif
singkat dan sederhana dalam singkat dan sederhana dalam
berbagai konteks berbagai konteks

Mengeksplorasi/Bereksperimen
/Mengumpulkan Informasi
(Exploring/Experimenting) · Meminta peserta didik
keluar kelas untuk
· Siswa keluar kelas untuk
mengobservasi objek yang
mengobservasi objek yang di
di tentukan, yaitu “My
tentukan, yaitu “My School’s
School’s Garden”.
Garden”.
30 Menit
Mengasosiasi (Associating)
· Peserta didik membuat teks · Meminta peserta didik untuk
deskriptif dengan tema “My membuat teks deskriptif
School’s Garden” dengan dengan tema “My School’s
fokus pada fungsi sosial, Garden”dengan fokus pada
struktur, dan unsur fungsi sosial, struktur, dan
kebahasaan. unsur kebahasaan.

Mengkomunikasikan/ 25 Menit
 79

(Communicating/Networking)
· Peserta didik mendeskripsikan · Meminta peserta didik
tentang “My School’s Garden” mendeskripsikan tentang
dengan bahasa Inggris secara “My School’s Garden”
lisan di depan kelas secara dengan bahasa Inggris
individu. secara lisan di depan kelas
secara individu.

· Meminta peserta didik

· Siswa menulis jurnal untuk
membuat jurnal belajar
mengungkapkan pengalaman
(learning journal)
yang mereka peroleh selama
pembelajaran, hal-hal yang
sulit dan mudah dipelajari dan
strategi yang sudah atau akan
dilakukan untuk mengatasinya

Pertemuan Ke-3
a. Pendahuluan/Kegiatan Awal (5 menit)
1) Apersepsi dan motivasi
· Guru masuk kelas dan menyapa dengan menggunakan bahasa Inggris
· Guru mengecek kehadiran siswa
· Guru mereview pelajaran sebelumnya
· Guru mengajukan pertanyaan menantang pada siswa
· Guru menyampaikan manfaat materi pembelajaran
· Guru mendemonstrasikan sesuatu yang terkait dengan materi
pembelajaran.
2) Penyampaian Kompetensi dan Rencana Kegiatan
· Menyampaikan kemampuan yang akan dicapai peserta didik.
· Menyampaikan topik hari ini yaitu “My School’s Library”.
· Menyampaikan rencana kegiatan, yaitu meminta siswa untuk keluar
kelas melakukan observasi.
 80

b. Kegiatan Inti

PESERTA DIDIK GURU WAKTU

Mengamati (observing) 10 menit
· Meminta peserta didik
· Peserta didik mendengarkan/ menonton dan memperhatikan
membaca/ menonton beberapa contoh teks deskriptif singkat
contoh teks deskriptif singkat dan sederhana.
dan sederhana.
· Meminta peserta didik
· Siswa memperhatikan fungsi
memperhatikan fungsi sosial,
sosial, struktur teks dan unsur
struktur teks, unsur
kebahasaan teks deskriptif
kebahasaan, maupun format
singkat dan sederhana.
pembuatan kalimat teks
deskriptif.
Menanyakan (Questioning)
Menanyakan antara lain perbedaan Dengan bimbingan dan arahan
antara berbagai teks atau kalimat guru, siswa menanyakan
teks deskriptif singkat dan perbedaan antar berbagai teks
sederhana dalam berbagai konteks deskriptif singkat dan
sederhana dalam berbagai
konteks

Mengeksplorasi/Bereksperimen 30 Menit
/Mengumpulkan Informasi · Meminta peserta didik
(Exploring/Experimenting) keluar kelas untuk
mengobservasi objek yang
· Siswa keluar kelas untuk
di tentukan, yaitu “My
mengobservasi objek yang di
School’s Library”.
tentukan, yaitu “My School’s
Library”.
Mengasosiasi (Associating)
 81

· Peserta didik membuat teks · Meminta peserta didik

deskriptif dengan tema “My untuk membuat teks
School’s Library”dengan fokus deskriptif dengan tema “My
pada fungsi sosial, struktur, School’s Library” dengan
dan unsur kebahasaan. fokus pada fungsi sosial,
struktur, dan unsur
kebahasaan.

Mengkomunikasikan/
(Communicating/Networking)
· Peserta didik mendeskripsikan · Meminta peserta didik
tentang “My School’s Library” mendeskripsikan tentang
dengan bahasa Inggris secara “My School’s Library”
lisan di depan kelas secara dengan bahasa Inggris 25 Menit
individu. secara lisan di depan kelas
secara individu.
· Siswa menulis jurnal untuk
mengungkapkan pengalaman · Meminta peserta didik
yang mereka peroleh selama membuat jurnal belajar
pembelajaran. (learning journal)

G. PENILAIAN
1) Jenis/teknik penilaian : Test Lisan
2) Bentuk instrumen dan instrumen : Please describe something in
your class orally
3) Pedoman penskoran

Aspects Score Description

Pronunciation 5 Have few traces of foreign accent.
4 Always intelligible, though one is conscious of a
definite accent
 82

3 Pronunciation problem necessitate concentrated

listening and occasionally lead to misunderstanding.
2 Very hard to understand because of pronunciation
problems, must frequently be asked to repeat.
1 Pronunciation problems so severe as to make speech
virtually unintelligible.
Grammar 5 Makes few (if any) noticeable errors of grammar and
word order.
4 Occasionally makes grammatical and/or word order
errors which do not, however obscure the meaning.
3 Make frequent errors of grammar and word order
which occasionally obscure meaning.
2 Grammar and word order errors make
comprehension difficult. Must often rephrase
sentences and/or restrict himself to basic patterns.
1 Errors in grammar and word order so severe as to
make speech virtually unintelligible.
Vocabulary 5 Use of vocabulary and idioms is virtually that of a
native speaker.
4 Sometime use inappropriate terms and/or must
rephrase the idea because of lexical inadequate
3 Frequently use the wrong words; conversation
somewhat limited because of inadequate vocabulary.
2 Misuse of word and very limited vocabulary make
comprehension quite difficult.
1 Vocabulary limitations so extreme as to make
conversation virtually impossible.
Fluency 5 Speed as fluent and effortless as that of a native
speaker.
4 Speed of the speech seems to be slightly affected by
language problem.
3 Speed and fluency are rather strongly affected by
language problems.
2 Usually hesitant; often forced into silent by language
limitations.
1 Speech is so halting and fragmentary as to make
conversation virtually impossible.
Comprehension 5 Appears to understand everything without difficulty.
4 Understand nearly everything at normal speed,
although occasional repetition may be necessary.
3 Understand most of what is said at slower than
normal speed with repetition.
2 Has great difficulty following what is said. Can
comprehend only “social conversation” spoken
 83

slowly with frequently repetitions.

1 Can not be said to understand even simple
conversation virtually impossible.

c. Pedoman penskoran

NA = Skor Perolehan X 100

25
 84

APPENDIX 3

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

CONTROL CLASS

Sekolah : SMP Futuhiyyah Mranggen Demak

Mata pelajaran : Bahasa Inggris
Kelas/Semester : VIII/ II
Materi Pokok : Teks deskriptif pendek dan sederhana
Alokasi Waktu : 6 x 40 menit (3x pertemuan)

A. Kompetensi Inti (KI)

KI 1 : Menghargai dan menghayati ajaran agama yang dianutnya.
KI 2 : Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab,
peduli (toleransi, gotong royong), santun, percaya diri, dalam berinteraksi
secara efektif dengan lingkungan sosial dan alam dalam jangkauan
pergaulan dan keberadaannya
KI 3 : Memahami dan menerapkan pengetahuan (faktual, konseptual, dan
prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,
teknologi, seni, budaya terkait fenomena dan kejadian tampak mata.
KI 4 : Mengolah, menyaji, dan menalar dalam ranah konkret (menggunakan,
mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak
(menulis, membaca, menghitung, menggambar, dan mengarang) sesuai
dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut
pandang/teori.

B. Kompetensi Dasar dan Indikator

Kompetensi Dasar Indikator Pencapaian Kompetensi
1.1. Mensyukuri kesempatan dapat
1.1.1. 1.1. Menunjukkan rasa syukur
mempelajari bahasa Inggris kepada Tuhan selama pembelajaran.
sebagai bahasa pengantar
komunikasi Internasional yang
 85

diwujudkan dalam semangat

belajar
2.3. Menunjukkan perilaku tanggung 2.3.1. Menunjukkan perilaku peduli
jawab, peduli, kerjasama, dan dalam pembelajaran
cinta damai, dalam melaksanakan
komunikasi fungsional
3.10. Menerapkan struktur teks dan 3.10.1 Memberi nama benda
unsur kebahasaan untuk 3.10.2 Mengidentifikasikan sifat
melaksanakan fungsi sosial teks benda
deskriptif dengan menyatakan 3.10.3 Mendeskripsikan benda
dan menanyakan tentang 3.10.4 Menyebutkan fungsi sosial
deskripsi orang, binatang, dan teks deskriptif.
benda, pendek dan sederhana,
sesuai dengan konteks
penggunaannya
4.11. Menangkap makna dalam teks 4.11.1 Menemukan gambaran
deskriptif lisan dan tulis, pendek umum dari sebuah teks.
dan sederhana. 4.11.2 Menemukan informasi
tertentu dari teks sederhana
4.11.3 Menemukan informasi rinci
dari teks sederhana
4.12. Menyusun teks deskriptif lisan 4.12.1 Melengkapi teks deskriptif
dan tulis, pendek dan sederhana, sederhana.
tentang orang, binatang, dan 4.12.2 Menyusun teks deskriptif
benda, dengan memperhatikan sederhana.
fungsi sosial, struktur teks, dan
unsur kebahasaan yang benar dan
sesuai konteks.

C. Materi Pembelajaran
 86

1. Materi Reguler
Teks deskriptif lisan , pendek dan sederhana, tentang orang,
binatang, dan benda.
My Friend
His name is Kevin Anggara. Kevin Anggara is my classmate.
He has tall body. He is 170 cm. He has straight black hair. He has oval
face. He has small eyes. He has sharp nose. He has thick lips. He dark brown
skin. He has thin body. He always wears black shirt. He is kind. He is smart.
is helpful. He is generous and h e is diligent.
My Classroom
My classroom is next to the library. So, every morning before the class
started, I read the book at the library.
My classroom is painted in white. All the wall is white and it has a lot of
glasses window. It has 16 tables and 31 chairs. There are a white board to write
the material and an Indonesia flag in the corner of the class.

2. Materi Remedial
Generic Structure Descriptive Text
a. Identification (identifikasi) adalah pendahuluan, berupa gambaran
umum tentang suatu topik.
b. Description (deskripsi) adalah berisi ciri-ciri khusus yang dimiliki
benda, tempat, atau orang yang dideskripsikan
Ciri-ciri Deskriptif Text
a. Menggunakan simple present tense
b. Menggunakan attribute verb, seperti be (am, is, are)
c. Mudah dipahami
d. Menggambarkan
e. Komunikatif
f. Dapat membuat pembaca tertarik
g. Menggambarkan objek secara spesifik
 87

3. Materi Pengayaan

Buat sebuah contoh deskriptive teks tentang orang, hewan atau benda
sesuai dengan penggunaan struktur bahasa.

D. Metode Pembelajaran
Pendekatan : Scientific Approach
Model : Project Based learning
Strategi : Ceramah, Tanya Jwab, Diskusi

E. Media, Alat dan Sumber Pembelajaran

1. Media : Gambar
2. Alat/Bahan : LCD, Laptop
3. Sumber Belajar : Buku When Rings a Bell. Chapter 8

F. Langkah-langkah Kegiatan Pembelajaran

Pertemuan Ke-1
a. Pendahuluan/Kegiatan Awal (5 menit)
1) Apersepsi dan motivasi
· Guru masuk kelas dan menyapa dengan menggunakan bahasa Inggris
· Guru mengecek kehadiran siswa
· Guru mengajukan pertanyaan menantang pada siswa
· Guru menyampaikan manfaat materi pembelajaran
· Guru mendemonstrasikan sesuatu yang terkait dengan materi
pembelajaran.
2) Penyampaian Kompetensi dan Rencana Kegiatan
· Menyampaikan kemampuan yang akan dicapai peserta didik.
· Menyampaikan topik hari ini, yaitu “My School’s Mosque”.
· Menyampaikan rencana kegiatan, yaitu meminta peserta didik untuk
 88

membuat kelompok sejumlah 6 orang dalam setiap kelompoknya.

b. Kegiatan Inti
PESERTA DIDIK GURU WAKTU
Mengamati (observing)
· Peserta didik mendengarkan/
· Meminta peserta didik
membaca/ menonton beberapa
menonton dan
contoh teks deskriptif singkat
memperhatikan contoh
dan sederhana tentang benda.
teks deskriptif singkat
· Siswa memperhatikan fungsi
dan sederhana.
sosial, struktur teks dan unsur
10 menit
kebahasaan teks deskriptif · Meminta peserta didik
singkat dan sederhana. memperhatikan fungsi
sosial, struktur teks,
unsur kebahasaan,
maupun format
pembuatan kalimat teks
deskriptif.

Menanyakan (Questioning)
Menanyakan antara lain Dengan bimbingan dan
perbedaan antara berbagai teks arahan guru, siswa menanya
atau kalimat teks deskriptif perbedaan antar berbagai
singkat dan sederhana dalam teks deskriptif singkat dan
berbagai konteks sederhana dalam berbagai
konteks

Mengeksplorasi/Bereksperimen 30 Menit
/Mengumpulkan Informasi · Meminta siswa membaca
(Exploring/Experimenting) contoh-contoh teks
descriptive singkat dan
· Siswa membaca contoh-contoh
sederhana tentang orang,
teks deskriptif singkat dan
benda dan binatang dari
sederhana tentang orang,
 89

berbagai sumber lain.

benda dan binatang dari
berbagai sumber lain.
Mengasosiasi (Associating)
· Secara berkelompok peserta · Meminta peserta didik
didik membuat teks deskriptif untuk membentuk
dengan tema “My School’s kelompok untuk
Mosque” dengan fokus pada membuat teks deskriptif
fungsi sosial, struktur, dan dengan tema “My
unsur kebahasaan. School’s Mosque”
dengan fokus pada fungsi
sosial, struktur, dan unsur
kebahasaan.

Mengkomunikasikan/
(Communicating/Networking)
· Satu perwakilan dari setiap · Meminta salah satu
kelompok mendeskripsikan perwakilan dari setiap
“My School’s Mosque” kelompok untuk
dengan bahasa Inggris secara mendeskripsikan “My
lisan di depan kelas School’s Mosque”
dengan bahasa Inggris 25 Menit

secara lisan di depan

kelas

· Siswa menulis jurnal untuk · Meminta peserta didik

mengungkapkan pengalaman membuat jurnal belajar
yang mereka peroleh selama (learning journal)
pembelajaran.

c. Penutup (10 Menit)

 90

· Melakukan refleksi atau membuat rangkuman dengan melibatkan

peserta didik.
· Melaksanakan tindak lanjut dengan memberikan arahan kegiatan
berikutnya dan tugas pengayaan
Pertemuan Ke-2
a. Pendahuluan/Kegiatan Awal (5 menit)
1) Apersepsi dan motivasi
· Guru masuk kelas dan menyapa dengan menggunakan bahasa Inggris
· Guru mengecek kehadiran siswa
· Guru mereview pelajaran sebelumnya
· Guru mengajukan pertanyaan menantang pada siswa
· Guru menyampaikan manfaat materi pembelajaran
· Guru mendemonstrasikan sesuatu yang terkait dengan materi
pembelajaran.
2) Penyampaian Kompetensi dan Rencana Kegiatan
· Menyampaikan kemampuan yang akan dicapai peserta didik.
· Menyampaikan topik hari ini yaitu “My School’s Garden”.
· Menyampaikan rencana kegiatan, yaitu meminta siswa untuk keluar
kelas melakukan observasi

b. Kegiatan Inti

PESERTA DIDIK GURU WAKTU

Mengamati (observing) 10 menit
· Peserta didik mendengarkan/
· Meminta peserta didik
membaca/ menonton beberapa
menonton dan memperhatikan
contoh teks deskriptif singkat
contoh teks deskriptif singkat
dan sederhana.
dan sederhana.

· Siswa memperhatikan fungsi

sosial, struktur teks dan unsur
 91

kebahasaan teks deskriptif · Meminta peserta didik

singkat dan sederhana . memperhatikan fungsi sosial,
struktur teks, unsur kebahasaan,
maupun format pembuatan
kalimat teks deskriptif.

Menanyakan (Questioning)
Menanyakan antara lain Dengan bimbingan dan arahan
perbedaan antara berbagai teks guru, siswa menanya perbedaan
atau kalimat teks deskriptif antar berbagai teks deskriptif
singkat dan sederhana dalam singkat dan sederhana dalam
berbagai konteks berbagai konteks

Mengeksplorasi/Bereksperimen
/Mengumpulkan Informasi
(Exploring/Experimenting) · Meminta siswa membaca
contoh-contoh teks
· Siswa membaca contoh-contoh
descriptive singkat dan
teks descriptive singkat dan
sederhana tentang orang,
sederhana tentang orang,
benda dan binatang dari
benda dan binatang dari
berbagai sumber lain.
berbagai sumber lain. 30 Menit
Mengasosiasi (Associating)
· Peserta didik membuat teks · Meminta peserta didik untuk
deskriptif dengan tema “My membuat teks deskriptif
School’s Garden” dengan dengan tema “My School’s
fokus pada fungsi sosial, Garden”dengan fokus pada
struktur, dan unsur fungsi sosial, struktur, dan
kebahasaan. unsur kebahasaan.

Mengkomunikasikan/ 25 Menit
 92

(Communicating/Networking)
· Peserta didik mendeskripsikan · Meminta peserta didik
tentang “my school’garden” mendeskripsikan tentang
dengan bahasa Inggris secara “my school’s garden”
lisan di depan kelas secara dengan bahasa Inggris
individu. secara lisan di depan kelas
secara individu.

· Meminta peserta didik

· Siswa menulis jurnal untuk
membuat jurnal belajar
mengungkapkan pengalaman
(learning journal)
yang mereka peroleh selama
pembelajaran, hal-hal yang
sulit dan mudah dipelajari dan
strategi yang sudah atau akan
dilakukan untuk mengatasinya

Pertemuan Ke-3
a. Pendahuluan/Kegiatan Awal (5 menit)
1) Apersepsi dan motivasi
· Guru masuk kelas dan menyapa dengan menggunakan bahasa Inggris
· Guru mengecek kehadiran siswa
· Guru mereview pelajaran sebelumnya
· Guru mengajukan pertanyaan menantang pada siswa
· Guru menyampaikan manfaat materi pembelajaran
· Guru mendemonstrasikan sesuatu yang terkait dengan materi
pembelajaran.
2) Penyampaian Kompetensi dan Rencana Kegiatan
· Menyampaikan kemampuan yang akan dicapai peserta didik.
· Menyampaikan topik hari ini yaitu “My School’s Library”.
· Menyampaikan rencana kegiatan, yaitu meminta siswa untuk keluar
kelas melakukan observasi.
 93

b. Kegiatan Inti

PESERTA DIDIK GURU WAKTU

Mengamati (observing) 10 menit
Meminta peserta didik
· Peserta didik mendengarkan/ menonton dan
membaca/ menonton beberapa memperhatikan contoh teks
contoh teks deskriptif singkat deskriptif singkat dan
dan sederhana. sederhana.
· Siswa memperhatikan fungsi
· Meminta peserta didik
sosial, struktur teks dan unsur
memperhatikan fungsi sosial,
kebahasaan teks deskriptif
struktur teks, unsur
singkat dan sederhana.
kebahasaan, maupun format
pembuatan kalimat teks
deskriptif.
Menanyakan (Questioning)
Menanyakan antara lain perbedaan Dengan bimbingan dan arahan
antara berbagai teks atau kalimat guru, siswa menanya perbedaan
teks deskriptif singkat dan antar berbagai teks deskriptif
sederhana dalam berbagai konteks singkat dan sederhana dalam
berbagai konteks

Mengeksplorasi/Bereksperimen 30 Menit
/Mengumpulkan Informasi · Meminta peserta didik
(Exploring/Experimenting) membaca/mendengarkan
beberapa teks deskriptif dari
· Siswa membaca contoh-contoh
berbagai sumber.
teks descriptif singkat dan
sederhana tentang orang, benda
dan binatang dari berbagai
sumber lain.
 94

Mengasosiasi (Associating)
· Peserta didik membuat teks · Meminta peserta didik untuk
deskriptif dengan tema “My membuat teks deskriptif
School’s Library”dengan fokus dengan tema “My School’s
pada fungsi sosial, struktur, Library”dengan fokus pada
dan unsur kebahasaan. fungsi sosial, struktur, dan
unsur kebahasaan.

Mengkomunikasikan/
(Communicating/Networking)
· Peserta didik mendeskripsikan · Meminta peserta didik
tentang “My School’s Library” mendeskripsikan tentang
dengan bahasa Inggris secara “My School’s Library”
lisan di depan kelas secara dengan bahasa Inggris secara
individu. lisan di depan kelas secara
individu. 25 Menit
· Siswa menulis jurnal untuk
mengungkapkan pengalaman · Meminta peserta didik
yang mereka peroleh selama membuat jurnal belajar
pembelajaran, hal-hal yang (learning journal)
sulit dan mudah dipelajari dan
strategi yang sudah atau akan
dilakukan untuk mengatasinya

G. PENILAIAN
1) Jenis/teknik penilaian : Test Lisan
2) Bentuk instrumen dan instrumen : Please describe something in your
class orally maximum 2 minutes
3) Pedoman penskoran

Aspects Score Description

Pronunciation 5 Have few traces of foreign accent.
 95

4 Always intelligible, though one is conscious of a

definite accent
3 Pronunciation problem necessitate concentrated
listening and occasionally lead to misunderstanding.
2 Very hard to understand because of pronunciation
problems, must frequently be asked to repeat.
1 Pronunciation problems so severe as to make speech
virtually unintelligible.
Grammar 5 Makes few (if any) noticeable errors of grammar and
word order.
4 Occasionally makes grammatical and/or word order
errors which do not, however obscure the meaning.
3 Make frequent errors of grammar and word order
which occasionally obscure meaning.
2 Grammar and word order errors make
comprehension difficult. Must often rephrase
sentences and/or restrict himself to basic patterns.
1 Errors in grammar and word order so severe as to
make speech virtually unintelligible.
Vocabulary 5 Use of vocabulary and idioms is virtually that of a
native speaker.
4 Sometime use inappropriate terms and/or must
rephrase the idea because of lexical inadequate
3 Frequently use the wrong words; conversation
somewhat limited because of inadequate vocabulary.
2 Misuse of word and very limited vocabulary make
comprehension quite difficult.
1 Vocabulary limitations so extreme as to make
conversation virtually impossible.
Fluency 5 Speed as fluent and effortless as that of a native
speaker.
4 Speed of the speech seems to be slightly affected by
language problem.
3 Speed and fluency are rather strongly affected by
language problems.
2 Usually hesitant; often forced into silent by language
limitations.
1 Speech is so halting and fragmentary as to make
conversation virtually impossible.
Comprehension 5 Appears to understand everything without difficulty.
4 Understand nearly everything at normal speed,
although occasional repetition may be necessary.
3 Understand most of what is said at slower than
normal speed with repetition.
 96

2 Has great difficulty following what is said. Can

comprehend only “social conversation” spoken
slowly with frequently repetitions.
1 Can not be said to understand even simple
conversation virtually impossible.

c. Pedoman penskoran

NA = Skor Perolehan X 100

25

APPENDIX 4
 97

DESCRIPTIVE TEXTS MATERIAL

My Lovely School

My school is one of the best schools in West Lampung. No matter what, my

school is always attracted the new students every years. That is quite natural
because my school always gets the first rank in every competition followed both
in the provincial or national levels. ==> IDENTIFICATION

My school is a green and beautiful. There are so many huge trees that make
the air become so fresh. It is very large with an area around one hectare, bounded
by high fences. ==> DESCRIPTION

My school also has more than 57 buildings consisting of 39 classrooms, a

teacher room, a science lab, a language lab, a library, 10 toilets, a multimedia
room, a mosque, and a big corridor. There are many plants with shady trees that
lined in all corner. My school also has a large canteen. The canteen is located at
the rear of tenth class exactly behind the language laboratory. My School’s
canteen sells a lot of foods, such as; snacks, meatballs, fried rice, noodles, and
many more. This school, which is the foremost school in my province, always
makes me proud. ==> DESCRIPTION

My Classroom

My classroom is next to the library. So, every morning before the class
started, I read the book at the library. ==> IDENTIFICATION
My classroom is painted in white. All the wall is white and it has a lot of
glasses window. It has 16 tables and 31 chairs. There are a white board to write
the material and an Indonesia flag in the corner of the class. ==> DESCRIPTION

APPENDIX 5
 98

INSTRUMENT SPEAKING TEST

TRY OUT

Read the instruction carefully!

1. Choose one of the topics below:

- My school’s mosque
- My school’s garden
- My school’s library

2. Create a descriptive text in 20 minutes based on your topic. Use the

following questions to guide you in making spoken descriptive texts.

A. If your topic is “My school’s mosque”

- Where is the location of the mosque?
- What is the color of the wall and the roof??
- How about the size?
- What things does it have?
- How many doors and windows it has?
- Is it clean or dirty?
- Do the students and teacher use the mosque?

B. If your topic is “My school’s garden”

- Where is the location of school’s garden?
- What things are there?
- What plants are there?
- Does it have grass?
- Does the students go there?
- Is it beautiful, clean, or not?

C. If your topic is “My school’s library”

 99

- Where is the location of the library?

- What is the color of the wall?
- What things does it have?
- What kinds of books are there?
- How many windows are there?
- Are there many seats for students to read?
- Is it a crowded place?

3. Perform it in front of the class maximum 2 minutes.

Pedoman Penilaian:

1. Fluency : Skor 1-5

2. Grammar : Skor 1-5

3. Vocabulary : Skor 1-5

4. Pronunciation : Skor 1-5

5. Comprehension : Skor 1-5

Nilai Akhir = Skor Perolehan

X 100
25

APPENDIX 6
 100

INSTRUMENT SPEAKING TEST

PRETEST

Read the instruction carefully!

1. Choose one of the topics below:

- My school’s mosque
- My school’s garden
- My school’s library

2. Create a descriptive text in 20 minutes based on your topic. Use the

following questions to guide you in making spoken descriptive texts.

A. If your topic is “My school’s mosque”

- Where is the location of the mosque?
- What is the color of the wall and the roof??
- How about the size?
- What things does it have?
- How many doors and windows it has?
- Is it clean or dirty?
- Do the students and teacher use the mosque?

B. If your topic is “My school’s garden”

- Where is the location of school’s garden?
- What things are there?
- What plants are there?
- Does it have grass?
- Does the students go there?
- Is it beautiful, clean, or not?

C. If your topic is “My school’s library”

- Where is the location of the library?
 101

- What is the color of the wall?

- What things does it have?
- What kinds of books are there?
- How many windows are there?
- Are there many seats for students to read?
- Is it a crowded place?

3. Perform it in front of the class maximum 2 minutes.

Pedoman Penilaian:

6. Fluency : Skor 1-5

7. Grammar : Skor 1-5

8. Vocabulary : Skor 1-5

9. Pronunciation : Skor 1-5

10. Comprehension : Skor 1-5

Nilai Akhir = Skor Perolehan

25

APPENDIX 7
 102

INSTRUMENT SPEAKING TEST

POST TEST

Read the instruction carefully!

1. Choose one of the topics below:

- My school’s mosque
- My school’s garden
- My school’s library

2. Create a descriptive text in 20 minutes based on your topic. Use the

following questions to guide you in making spoken descriptive texts.

A. If your topic is “My school’s mosque”

- Where is the location of the mosque?
- What is the color of the wall and the roof??
- How about the size?
- What things does it have?
- How many doors and windows it has?
- Is it clean or dirty?
- Do the students and teacher use the mosque?

B. If your topic is “My school’s garden”

- Where is the location of school’s garden?
- What things are there?
- What plants are there?
- Does it have grass?
- Does the students go there?
- Is it beautiful, clean, or not?

C. If your topic is “My school’s library”

 103

- Where is the location of the library?

- What is the color of the wall?
- What things does it have?
- What kinds of books are there?
- How many windows are there?
- Are there many seats for students to read?
- Is it a crowded place?

3. Perform it in front of the class maximum 2 minutes.

Pedoman Penilaian:

11. Fluency : Skor 1-5

12. Grammar : Skor 1-5

13. Vocabulary : Skor 1-5

14. Pronunciation : Skor 1-5

15. Comprehension : Skor 1-5

Nilai Akhir = Skor Perolehan

25

APPENDIX 8
 104

STUDENTS’ CODE OF TRY-OUT CLASS

Class : VIII A

No. Code Class Sex

1. T-1 Try-Out L
2 T-2 Try-Out L
3 T-3 Try-Out P
4 T-4 Try-Out L
5 T-5 Try-Out L
6 T-6 Try-Out P
7 T-7 Try-Out L
8 T-8 Try-Out P
9 T-9 Try-Out P
10 T-10 Try-Out P
11 T-11 Try-Out P
12 T-12 Try-Out L
13 T-13 Try-Out L
14 T-14 Try-Out L
15 T-15 Try-Out P
16 T-16 Try-Out L
17 T-17 Try-Out L
18 T-18 Try-Out L
19 T-19 Try-Out L
20 T-20 Try-Out L
21 T-21 Try-Out L
22 T-22 Try-Out L
23 T-23 Try-Out L
24 T-24 Try-Out P
25 T-25 Try-Out P
26 T-26 Try-Out L
27 T-27 Try-Out P
28 T-28 Try-Out P
29 T-29 Try-Out L
30 T-30 Try-Out P
31 T-31 Try-Out L
32 T-32 Try-Out
 105

APPENDIX 9

STUDENTS’ CODE OF EXPERIMENTAL CLASS

Class : VIII B

No Code Class Sex

1 E-1 Experimental L
2 E-2 Experimental L
3 E-3 Experimental P
4 E-4 Experimental P
5 E-5 Experimental L
6 E-6 Experimental L
7 E-7 Experimental L
8 E-8 Experimental P
9 E-9 Experimental P
10 E-10 Experimental L
11 E-11 Experimental L
12 E-12 Experimental L
13 E-13 Experimental P
14 E-14 Experimental P
15 E-15 Experimental L
16 E-16 Experimental L
17 E-17 Experimental P
18 E-18 Experimental P
19 E-19 Experimental P
20 E-20 Experimental L
21 E-21 Experimental L
22 E-22 Experimental L
23 E-23 Experimental L
24 E-24 Experimental L
25 E-25 Experimental L
26 E-26 Experimental L
27 E-27 Experimental L
28 E-28 Experimental L
29 E-29 Experimental L
30 E-30 Experimental L
31 E-31 Experimental P
32 E-32 Experimental P
 106

APPENDIX 10

STUDENTS’ CODE OF CONTROL CLASS

Class : VIII C

No Code Sex Class

1 C-1 L Control
2 C-2 L Control
3 C-3 P Control
4 C-4 L Control
5 C-5 L Control
6 C-6 P Control
7 C-7 L Control
8 C-8 P Control
9 C-9 P Control
10 C-10 P Control
11 C-11 P Control
12 C-12 L Control
13 C-13 L Control
14 C-14 L Control
15 C-15 P Control
16 C-16 L Control
17 C-17 L Control
18 C-18 L Control
19 C-19 L Control
20 C-20 L Control
21 C-21 L Control
22 C-22 L Control
23 C-23 L Control
24 C-24 P Control
25 C-25 P Control
26 C-26 L Control
27 C-27 P Control
28 C-28 P Control
29 C-29 L Control
30 C-30 P Control
31 C-31 L Control
 107

APPENDIX 11

STUDENTS’ SCORE OF TRY OUT CLASS

Class : VIII A

Aspects
No Code Teacher Researcher Mean Category
Score Score
P G V F C P G V F C Score
1 T-1 2 2 3 2 2 44 2 3 3 2 3 52 56 Mediocre
2 T-2 2 2 2 2 2 40 2 2 3 2 3 48 58 Mediocre
3 T-3 3 3 3 3 4 64 2 4 3 2 3 56 46 Mediocre
4 T-4 3 3 3 2 3 56 3 3 3 4 3 64 72 Good
5 T-5 3 3 4 3 3 64 3 2 4 3 4 64 50 Mediocre
6 T-6 4 4 3 4 5 80 3 4 4 4 4 76 44 Mediocre
7 T-7 3 3 3 3 3 60 3 3 4 3 4 68 48 Mediocre
8 T-8 4 3 4 4 4 76 2 3 4 2 4 60 44 Mediocre
9 T-9 3 3 2 2 3 52 2 3 4 2 4 60 60 Mediocre
10 T-10 2 1 2 2 2 36 2 1 2 2 2 36 60 Mediocre
11 T-11 2 2 3 2 2 44 3 2 3 3 3 56 64 Good
12 T-12 2 3 3 2 2 48 3 2 3 1 3 48 78 Good
13 T-13 4 3 4 3 4 72 4 3 4 3 4 72 64 Good
14 T-14 2 3 3 3 3 56 3 3 3 3 3 60 68 Good
15 T-15 3 3 4 3 3 64 3 3 3 3 3 60 56 Mediocre
16 T-16 3 4 3 3 3 64 3 3 3 2 3 56 36 Poor
17 T-17 2 2 3 2 2 44 3 2 3 3 3 56 50 Mediocre
18 T-18 2 1 2 2 3 40 2 2 3 1 2 40 48 Mediocre
19 T-19 2 2 2 2 2 40 2 2 2 2 2 40 72 Good
20 T-20 4 3 4 3 4 72 3 2 4 3 4 64 58 Mediocre
21 T-21 2 2 2 1 2 36 2 2 3 2 3 48 62 Good
 108

22 T-22 3 3 3 3 2 56 3 3 2 2 3 52 60 Mediocre
23 T-23 2 1 2 2 2 36 2 2 2 2 2 40 50 Mediocre
24 T-24 3 3 3 3 3 60 3 3 3 3 3 60 40 Poor
25 T-25 3 3 3 3 3 60 2 3 3 2 2 48 40 Poor
26 T-26 3 2 2 2 3 48 3 2 3 3 3 56 68 Good
27 T-27 2 2 3 2 2 44 3 3 2 2 3 52 42 Mediocre
28 T-28 2 2 2 2 2 40 2 2 3 2 3 48 54 Mediocre
29 T-29 3 4 3 3 3 64 3 2 3 3 3 56 38 Poor
30 T-30 4 2 3 2 3 56 3 3 3 3 4 64 60 Mediocre
31 T-31 3 4 3 3 3 64 3 4 3 3 3 64 54 Mediocre
32 T-32 4 4 4 4 4 80 4 3 5 4 3 76 52 Mediocre

- Excellent : 0

- Good : 8

- Mediocre : 20

- Poor : 4

- Very poor : 0
 109

APPENDIX 12

STUDENTS’ SCORE OF PRETEST

EXPERIMENTAL CLASS: VIII B

Aspects
No Code Teacher Researcher Mean Category
Score Score
P G V F C P G V F C Score
1 E-1 3 3 3 2 2 52 3 3 3 2 3 56 54 Mediocre
2 E-2 3 3 3 2 2 52 3 4 3 2 3 60 56 Mediocre
3 E-3 2 2 3 2 2 44 2 3 3 2 2 48 46 Mediocre
4 E-4 4 4 4 4 3 76 4 4 3 4 2 68 72 Good
5 E-5 2 3 3 2 2 48 3 2 3 2 3 52 50 Mediocre
6 E-6 2 2 3 3 3 52 2 3 3 2 2 48 50 Mediocre
7 E-7 2 3 2 2 2 44 2 3 3 2 3 52 48 Mediocre
8 E-8 2 2 2 2 2 40 3 2 3 2 2 48 44 Mediocre
9 E-9 3 3 2 3 3 56 2 3 3 2 3 52 54 Mediocre
10 E-10 3 3 3 2 3 56 3 3 2 2 3 52 54 Mediocre
11 E-11 3 2 3 3 3 56 3 2 3 3 3 56 56 Mediocre
12 E-12 4 4 4 4 4 80 3 4 4 4 4 76 78 Good
13 E-13 3 2 3 3 2 52 3 2 3 3 3 56 54 Mediocre
14 E-14 4 3 4 4 4 76 3 3 3 3 3 60 68 Good
15 E-15 3 3 3 2 2 52 3 3 3 3 3 60 56 Mediocre
16 E-16 2 1 2 2 2 36 2 1 2 2 3 40 36 Poor
17 E-17 3 3 3 2 2 52 3 2 3 3 3 56 54 Mediocre
18 E-18 2 3 3 2 2 48 3 2 3 1 3 48 48 Mediocre
19 E-19 3 2 3 2 4 56 3 3 3 2 3 56 56 Mediocre
20 E-20 3 3 3 3 3 60 3 2 3 3 3 56 58 Mediocre
21 E-21 3 3 3 3 4 64 3 2 3 3 4 60 62 Good
 110

22 E-22 2 2 3 2 2 44 4 2 3 2 3 56 50 Mediocre
23 E-23 2 2 3 2 2 44 2 2 3 2 3 48 46 Mediocre
24 E-24 2 2 2 1 2 36 2 2 2 2 2 40 38 Poor
25 E-25 2 2 2 1 1 32 2 2 3 1 1 36 34 Poor
26 E-26 4 3 4 3 4 72 3 3 3 3 3 60 66 Good
27 E-27 2 2 2 1 2 36 2 3 3 2 2 48 42 Mediocre
28 E-28 3 3 3 3 2 56 3 3 2 2 3 52 54 Mediocre
29 E-29 2 2 2 2 1 36 2 2 2 2 2 40 38 Poor
30 E-30 3 3 3 3 3 60 2 3 2 3 3 52 56 Mediocre
31 E-31 2 3 3 3 3 56 2 3 3 2 3 52 54 Mediocre
32 E-32 3 2 2 2 3 48 2 2 3 2 3 48 48 Mediocre

- Excellent : 0

- Good : 5

- Mediocre : 23

- Poor : 4

- Very poor : 0
 111

APPENDIX 13

STUDENTS’ SCORE OF PRETEST

CONTROL CLASS: VIII C

Aspects
No Code Teacher Researcher Mean Category
Score Score
P G V F C P G V F C Score
1 C-1 2 2 3 2 2 44 2 2 3 2 3 48 46 Mediocre
2 C-2 2 2 3 2 2 44 2 2 2 2 3 44 44 Mediocre
3 C-3 2 3 3 2 2 48 2 4 3 2 3 56 52 Mediocre
4 C-4 3 3 2 2 3 52 2 3 3 2 2 48 50 Good
5 C-5 2 2 2 2 2 40 2 2 3 2 2 44 42 Mediocre
6 C-6 3 3 4 3 3 64 2 3 3 2 2 48 56 Mediocre
7 C-7 2 3 3 2 2 48 3 2 3 3 3 56 52 Mediocre
8 C-8 4 4 4 4 4 80 4 3 4 4 4 76 78 Good
9 C-9 3 3 2 2 3 52 2 2 3 2 2 44 48 Mediocre
10 C-10 3 3 4 3 3 64 4 3 4 3 4 72 68 Good
11 C-11 2 2 3 2 3 48 3 2 3 1 3 48 48 Mediocre
12 C-12 2 2 3 2 2 44 3 2 3 3 3 56 50 Mediocre
13 C-13 2 2 3 2 3 48 3 2 3 1 3 48 48 Mediocre
14 C-14 2 2 2 2 2 40 2 2 3 2 2 44 42 Mediocre
15 C-15 3 3 2 2 3 52 3 3 2 2 3 52 52 Mediocre
16 C-16 2 3 3 2 2 48 2 1 2 2 2 36 42 Mediocre
17 C-17 3 3 2 2 3 52 3 2 2 2 3 48 50 Mediocre
18 C-18 3 3 4 3 4 68 3 3 3 3 2 56 62 Good
19 C-19 2 2 2 2 3 44 2 1 2 2 2 36 40 Poor
20 C-20 2 1 2 2 2 36 1 2 2 1 2 32 34 Poor
21 C-21 2 2 2 2 2 40 2 2 2 2 2 40 40 Poor
22 C-22 2 2 3 2 2 44 2 2 2 2 3 44 44 Mediocre
23 C-23 3 3 2 2 3 52 3 3 3 3 2 56 54 Mediocre
24 C-24 2 2 1 2 2 36 2 2 2 2 2 40 38 Poor
25 C-25 2 3 3 2 3 52 2 2 3 2 3 48 50 Mediocre
26 C-26 3 3 3 3 3 60 4 2 3 2 3 56 58 Mediocre
27 C-27 2 2 2 2 2 40 2 2 2 2 2 40 40 Mediocre
28 C-28 2 1 2 2 2 36 2 2 1 2 2 36 36 Poor
29 C-29 2 2 2 2 2 40 2 3 3 2 2 48 44 Mediocre
30 C-30 2 2 1 2 2 36 2 2 1 2 2 36 36 Poor
 112

31 C-31 2 2 3 2 2 44 2 2 2 2 3 44 44 Mediocre

- Excellent : 0

- Good : 4

- Mediocre : 21

- Poor : 6

- Very poor : 0

APPENDIX 14

STUDENTS’ SCORE OF POST TEST

 113

CONTROL CLASS: VIII C

Aspects
No Code Teacher Researcher Mean Category
Score Score
P G V F C P G V F C Score
1 C-1 3 3 3 3 3 60 3 3 3 2 3 56 58 Mediocre
2 C-2 3 3 2 1 2 44 2 2 3 2 2 44 44 Mediocre
3 C-3 2 3 2 2 2 44 3 3 3 3 3 60 52 Mediocre
4 C-4 3 3 3 2 3 56 3 2 3 2 2 48 52 Mediocre
5 C-5 3 3 3 2 2 52 2 2 2 2 3 44 48 Mediocre
6 C-6 2 3 3 3 3 56 3 3 4 2 3 60 58 Mediocre
7 C-7 3 3 2 2 2 48 2 2 3 2 3 48 48 Mediocre
8 C-8 4 4 4 3 4 76 4 3 4 4 4 76 76 Good
9 C-9 3 3 3 2 3 56 3 3 2 2 2 48 52 Mediocre
10 C-10 3 3 4 3 4 68 4 4 4 3 3 72 70 Good
11 C-11 3 3 3 2 2 52 2 3 3 3 3 56 54 Mediocre
12 C-12 2 3 2 2 2 44 3 2 2 2 3 48 46 Mediocre
13 C-13 2 2 3 3 2 48 2 2 3 2 2 44 46 Mediocre
14 C-14 3 3 3 2 2 52 2 2 2 2 2 40 46 Mediocre
15 C-15 3 3 3 3 2 56 2 3 3 3 3 56 56 Mediocre
16 C-16 3 3 3 2 3 56 3 2 3 3 3 56 56 Mediocre
17 C-17 3 3 3 3 3 60 3 3 3 3 3 60 60 Mediocre
18 C-18 3 3 4 4 3 68 3 3 3 3 2 56 62 Good
19 C-19 2 2 2 2 2 40 2 2 2 2 3 44 42 Mediocre
20 C-20 3 3 2 2 2 48 2 2 2 3 2 44 46 Mediocre
21 C-21 3 3 2 2 3 52 2 3 3 2 3 52 52 Mediocre
22 C-22 2 3 3 3 3 56 3 3 3 2 3 56 56 Mediocre
23 C-23 3 2 2 2 3 48 3 2 2 3 2 48 52 Mediocre
24 C-24 2 2 3 2 2 44 3 3 3 2 2 52 48 Mediocre
25 C-25 3 3 3 2 2 52 2 3 3 2 3 52 52 Mediocre
26 C-26 3 3 4 2 3 60 2 3 3 2 4 56 58 Mediocre
27 C-27 4 4 3 3 4 72 3 3 3 3 4 64 68 Good
28 C-28 2 3 3 2 3 52 3 2 3 3 3 56 54 Mediocre
29 C-29 2 2 2 3 3 48 3 2 3 3 3 56 52 Mediocre
30 C-30 3 3 3 3 3 60 2 2 2 2 3 44 52 Mediocre
31 C-31 2 3 3 2 2 48 3 2 2 3 3 52 50 Mediocre
32 E-32 3 3 2 3 3 56 2 3 3 3 3 56 56 Mediocre
 114

- Excellent : 0

- Good : 4

- Mediocre : 27

- Poor : 0

- Very poor : 0

APPENDIX 15

STUDENTS’ SCORE OF POST TEST

EXPERIMENTAL CLASS: VIII B

No Code Aspects Category

 115

Teacher Researcher Mean

Score Score
P G V F C P G V F C Score
1 E-1 3 3 3 3 4 64 3 3 4 3 4 68 66 Good
2 E-2 3 2 3 2 2 48 2 2 3 2 3 48 48 Mediocre
3 E-3 3 2 2 3 3 52 3 2 3 2 4 56 54 Mediocre
4 E-4 4 4 4 3 4 76 3 4 4 4 3 72 74 Good
5 E-5 4 4 4 4 4 80 3 4 4 3 4 72 76 Good
6 E-6 2 3 3 2 2 48 2 2 3 2 3 48 48 Mediocre
7 E-7 3 3 4 3 3 64 3 4 4 3 4 72 68 Good
8 E-8 2 3 3 3 3 56 3 3 3 3 3 60 58 Mediocre
9 E-9 3 3 4 3 3 64 2 3 3 3 3 56 60 Mediocre
10 E-10 2 3 3 2 2 48 3 3 3 3 4 64 54 Mediocre
11 E-11 3 3 4 3 3 64 5 4 4 4 4 84 74 Good
12 E-12 4 4 5 4 4 84 4 4 4 4 4 80 82 Excellent
13 E-13 3 3 3 3 3 60 4 4 4 3 3 72 66 Good
14 E-14 4 4 4 3 4 76 4 5 5 4 4 88 82 Excellent
15 E-15 3 4 2 3 2 56 3 3 3 2 2 52 54 Mediocre
16 E-16 3 4 2 2 2 52 3 3 3 3 3 60 56 Mediocre
17 E-17 3 4 3 3 3 64 3 3 3 3 4 64 64 Good
18 E-18 3 3 4 2 3 60 3 3 3 3 4 64 62 Good
19 E-19 3 3 3 3 3 60 3 3 4 3 4 68 64 Good
20 E-20 3 3 4 3 4 68 3 4 4 2 2 60 72 Good
21 E-21 3 3 4 3 3 64 4 3 3 4 3 68 66 Good
22 E-22 3 3 4 3 3 64 3 4 3 2 2 56 60 Mediocre
23 E-23 3 2 3 2 2 48 3 2 3 3 3 56 52 Mediocre
24 E-24 3 4 3 2 2 56 3 3 4 3 2 60 58 Mediocre
25 E-25 2 2 2 1 2 36 2 2 2 1 2 36 36 Poor
26 E-26 3 4 4 4 3 72 3 3 3 3 3 60 66 Good
 116

27 E-27 3 3 3 3 3 60 3 3 3 3 3 60 60 Mediocre
28 E-28 2 3 3 4 3 60 3 2 3 2 2 48 54 Mediocre
29 E-29 4 3 2 3 4 64 3 3 3 2 3 56 60 Mediocre
30 E-30 4 3 4 4 3 72 3 3 3 3 3 60 66 Good
31 E-31 3 3 3 3 3 60 2 3 2 2 3 48 54 Mediocre
32 E-32 3 3 2 3 3 56 2 3 3 3 3 56 56 Mediocre

- Excellent : 2

- Good : 13

- Mediocre : 13

- Poor : 6

- Very poor : 1

APPENDIX 16

STATISTICAL COMPUTATION

INTER-RATER RELIABILITY RESULT

Correlations
 117

Rater 1 Rater 2
Spearman's rho Rater 1 Correlation Coefficient 1.000 .819**
Sig. (2-tailed) . .000
N 32 32
Rater 2 Correlation Coefficient .819** 1.000
Sig. (2-tailed) .000 .
N 32 32
**. Correlation is significant at the 0.01 level (2-tail ed).

TEST OF HOMOGENEITY OF VARIANCES

Pretest Score
Levene Statistic df1 df2 Sig.
.045 1 61 .832

NORMALITY ANALYSIS OF PRETEST

One Sample Kolmogorov-Smirnov Test
Experimental
Class Control Class
N 32 31
a,b
Normal Parameters Mean 52.50 48.00
Std.
9.890 9.508
Deviation
Most Extreme Absolute .174 .143
Differences Positive .174 .143
Negative -.123 -.071
Kolmogorov-Smirnov Z .174 .143
c
Asymp. Sig. (2-tailed) .150 .104c
a. Test distribution is Normal.
Descriptive Statistics of Control and Experimental Class in
Pretest
Group Statistics
Std. Std. Error
Code N Mean Deviation Mean
Pretest experimental class 32 52.50 9.890 1.748
Score control class 31 48.00 9.508 1.708
 118

Independent Samples T- Test of Control and Experimental Class

in Pretest
Levene's
Test for
Equality of
Variances t-test for Equality of Means
95%
Confidence
Sig. Interval of the
(2- Mean Std. Error Difference
F Sig. t df tailed) Difference Difference Lower Upper
Scor Equal
e variances .045 .832 1.840 61 .071 4.500 2.445 -.390 9.390
assumed
Equal
variances
1.841 60.997 .070 4.500 2.444 -.387 9.387
not
assumed

Descriptive Statistics of Control and Experimental Class in Post Test

Group Statistics
Std. Std. Error
Code N Mean Deviation Mean
Postest experimental class 32 61.56 10.016 1.771
Score control class 31 53.81 7.631 1.371

Independent Samples T-Test Control and Experimental Class

in Post Test

Levene's t-test for Equality of Means

Test for
Equality of
Variances
 119

95%
Confidence
Interval of the
Sig.
Difference
(2- Mean Std. Error
F Sig. t df tailed) Difference Difference Lower Upper
Score Equal
variances 2.368 .129 3.449 61 .001 7.756 2.249 3.260 12.252
assumed
Equal
variances
3.464 57.826 .001 7.756 2.239 3.274 12.238
not
assumed

The Histogram and Polygon of the Pretest Score in Experimental Class

 120

The Histogram and Polygon of the Pretest Score in Control Class

 121

The Histogram and Polygon of the Post Test Score in Experimental Class
 122

The Histogram and Polygon of the Pretest Score in Control Class

 123

APPENDIX 17
 124

No Indikator Penilaian Rubrik

1 Organisasi penyajian (1) Jika organisasi penyajian secara umum tidak baik
secara umum. (2) Jika organisasi penyajian secara umum kurang baik
(3) Jika organisasi penyajian secara umum cukup baik
(4) Jika organisasi penyajian secara umum baik
(5) Jika organisasi penyajian secara umum sangat baik
2 Tampilan umum (1) Jika tampilan umum tidak menarik
menarik. (2) Jika tampilan umum kurang menarik
(3) Jika tampilan umum cukup menarik
(4) Jika tampilan umum menarik
(5) Jika tampilan umum sangat menarik
3 Cakupan materi (1) Jika cakupan materi tidak sesuai
(2) Jika cakupan materi kurang sesuai
(3) Jika cakupan materi cukup sesuai
(4) Jika cakupan materi sesuai
 125

(5) Jika cakupan materi sangat sesuai

4 Kejelasan petunjuk (1) Jika petunjuk dalam mengerjakan tidak jelas
dalam mengerjakan (2) Jika petunjuk dalam mengerjakan kurang jelas
(3) Jika petunjuk dalam mengerjakan jelas
(4) Jika petunjuk dalam mengerjakan jelas
(5) Jika petunjuk dalam mengerjakan sangat jelas
5 Ketepatan materi yang (1) Jika materi dengan SK dan KD tidak tepat
di uji dengan SK dan (2) Jika materi dengan SK dan KD kurang tepat
KD. (3) Jika materi dengan SK dan KD cukup tepat
(4) Jika materi dengan SK dan KD tepat
(5) Jika materi dengan SK dan KD sangat tepat
6 Kalimat yang (1) Kalimat yang digunakan tidak jelas dan mudah
digunakan jelas dan dipahami.
mudah di pahami. (2) Kalimat yang digunakan kurang jelas dan mudah
dipahami
(3) Kalimat yang digunakan cukup jelas dan mudah
dipahami
(4) Kalimat yang digunakan jelas dan mudah dipahami
(5) Kalimat yang digunakan sangat jelas dan mudah
dipahami
7 Bahasa yang digunakan (1) Jika bahasa yang digunakan tidak komunikatif
komunikatif. (2) Jika bahasa yang digunakan kurang komunikatif
(3) Jika bahasa yang digunakan cukup komunikatif
(4) Jika bahasa yang digunakan komunikatif
(5) Jika bahasa yang digunakan sangat komunikatif
8 Tingkat kesulitan (1) Tingkat kesulitan tidak sesuai dengan kelas siswa yang
sesuai dengan kelas diuji.
siswa yang diuji. (2) Tingkat kesulitan kurang sesuai dengan kelas siswa
yang diuji.
(3) Tingkat kesulitan cukup sesuai dengan kelas siswa
yang diuji.
(4) Tingkat kesulitan sesuai dengan kelas siswa yang diuji.
(5) Tingkat kesulitan sangat sesuai dengan kelas siswa
yang diuji.
 126

APPENDIX 18

PERMISSION LETTER
 127

APPENDIX 19

SCHOOL RECOMMENDATION LETTER

128
 129

APPENDIX 20

PAGE OF SUPERVISION
 130

APPENDIX 21

DOCUMENTATION
131