THE IMPROVEMENT STUDENTS SPEAKING SKILLTHROUGH GUESSING GAMES TECHNIQUE (A Classroom Action Research at SDN Kelapa Dua -Tangerang

) THESISSubmitted As the Fulfillment of the Degree of Sarjana PandidikanWritten-------------------------------------ENGLISH DEPARTEMENTSCHOOL OF TEACHER TRAINING AND EDUCATIONKUSUMA NEGARAJAKARTA2009 1

CHAPTER I INTRODUCTION A.Background of the Study As a professional teachers in the language teaching, especially t h e teaching of English a foreign language, teachers mostly spend much of time ona p p r o p r i a t e t e a c h i n g m e t h o d o l o g i s t f o r g r e a t e r e f f e c t i v e n e s s i n s t u d e n t s acquisitions on English, designing and implementing materials, test, and practiceTeacher are responsible to educate the students from little or no knowledge tosufficient English speaking environment.M o s t l y o f t h e t e a c h i n g m e t h o d b e f o r e t h e p a s t f e w d e c a d e s , found theteacher tend to carry out the teaching process in the classroom by a p p l y i n g traditional and monolingual principle ways of teaching with unsatisfactory. Thiss h o w s that teachers need enrichments with appropriate ways of t e a c h i n g atmosphere, that why in teaching English as the second language by applying newand modified fashions in order that the result of the teaching learning processwould contribute more input to reach satisfied learning outcome. Whole aroundthe world recently, where the people encourage that English as their target or second language used based on whole interactions and communication holdingthe dominant role of very aspects of their life. English is most widely used int e a c h i n g l e a r n i n g p r o c e s s o f b r o a d e r E d u c a t i o n a l o c c a s i o n s e i t h e r f o r m a l o r informal environment------------It is reasonable that English is progemmed as the first foreign or secondlanguage in many countries on this earth, furthermore in present global era. Thati s w h y e x p e r t s o n l a n g u a g e a n d l a n g u a g e t e a c h i n g r a n g e m u s t i n v e n t t o d a y English teaching and learning environment.A c c o r d i n g t o t h e 2 0 0 6 E n g l i s h C u r r i c u l u m a n d i t s s u p p l e m e n t , t h e emphasis of the curriculum is that the students are able to communicate in English by mastering the whole skills. 1 However, it is not easy to master all the skills;t h e r e m u s t b e o n e i m p o r t a n t s k i l l t h a t c o v e r s t h e w h o l e s k i l l s . B a s e d o n t h e statement above speaking is the most important skill that should be mastered bystudents in order to communicate in English fluently.I n t h i s c a s e , the students must study hard to master it and the teacher should create a good a t m o s p h e r e i n c l a s s . H o w e v e r , i t i s c o n t r a r y t o t h e r e a l situation in class. Speaking activities do not work in class because many factors p r e v e n t s t u d e n t s f r o m s p e a k i n g E n g l i s h w i t h t h e i r f r i e n d s . T h e y a r e a f r a i d o f making mistakes, of being laughed at

by his or her friends and of having lack of confidence in their ability.Considering problem, relating to speaking activities in class and helpingstudents to improve their speaking skill is part of the teachers job. He or she isexpected to have right teaching techniques to provide students with appropriateteaching materials and to create a positive classroom environment. Therefore, thestudents will have opportunity to use English among themselves. The teaching ----------learning process should not only happen between teacher and students but also between students and students.Speaking is an activity used by someone to communicate with other. Itt a k e s p l a c e v e r y w h e r e a n d h a s b e c o m e p a r t o f o u r d a i l y a c t i v i t i e s . W h e n someone speaks, he or she interacts and uses the language to express his or her i d e a s , f e e l i n g a n d t h o u g h t . H e o r s h e a l s o s h a r e s i n f o r m a t i o n t o o t h e r t r o u g h communication.In the classroom, the teacher must create the situation that can encouragereal communication, many activities can be designed to make majors elementlively. Games is one of the techniques that can be applied in teaching speaking because games in one of potential activity that gives students feeling of freedomto express themselves. Games are also potentially useful to encourage students of interact with each other orally.In this research, the researcher focuses on the guessing games. The reasonfor using guessing games is you give more opportunities to students to maket u r n s i n s p e a k i n g d u r i n g t h e t i m e s a l l o c a t e d . T h e r e s e a r c h e r a s s u m e s t h a t guessing games are combination between language practice and fun. They canexpress their ideas freely because they do activities with their friends. This gameis also easy to admiser and flexible in terms of subject matter and design. B.The Identification of the Problem 4 Based on the background of the study mentioned above, the identificationof the problem of the research are:1 . H o w f a r t h e e f f e c t i v e n e s s o f s p e a k i n g t h r o u g h g a m e s technique?2 . H o w T h e E n g l i s h b y g a m e s m o r e i n t e r e s t e d t o t e a c h s p e a k i n g trough games technique3 . H o w t h e t e a c h e r s m o r e i n t e r e s t e d t o t e a c h s p e a k i n g t r o u g h games technique4 . H o w t o m a k e s t u d e n t s c o n f i d e n t t o t a l k in learning speaking?5 . H o w E n gl i s h p l a y g a m e m or e i n t e r e s t i n g f o r s t u d e n t t o l e a r n English.6 . W h y g a m e s suitable to teach speaking at fourth grade? C.The Limitation of the Problem The researcher limits the discussing of the study about, The ImprovementStudents Speaking Skill through Guessing Games Technique.Because theresearcher find, the effective method to teach using this games. Especially for elementary students for fourth grade. D.The Formulation of the Problem B a s e d o n l i m i t a t i o n o f p r o b l e m m e n t i o n e d a b o v e , t h e p r o b l e m o f t h e research can be formulated as follows; How to improvement student is speakingskill through guessing games to the fourth grade of SDN Kelapa Dua II? E . B e n e f i t o f R e s e a r c h The researcher hopes that this thesis can develop education institution to perform a language laboratory, teacher to use the approach and method properlyi n t e a c h i n g s p e a k i n g t o t h e i r s t u d e n t s ; i t can be refer for English teacher instudying which pursuant and guide liner of t h e b e t t e r w a y s t o a c h i e v e t h e successful English Study.The benefit of this research for elementary in SDN Kelapa Dua II that theheadmaster of the school knows actually teaching and teaching speaking arer e a l l y a c c e d e d b y t h e t e a c h e r . T h e s t u d e n t s o f c o u r s e t h e headmaster tries p r o v i d e t h e e q u i p m e n t o f s p e a k i n g s o t h a t , t h e s t u d e n t s s p e a k i n g c a n b e improved by practicing actively.The students of STKIP Kusuma Negara can have a good reference for t h e i r k n o w l e d g e a n d s o m e d a y t h e y w i l l m a k e t r i e s

c o n n e c t e d w i t h l e a r n i n g speaking. Then they may make some references of this thesis because this thesiscan be put in the library of STKIP Kusuma Negara and every body can read it.By using guessing games in teaching speaking skill to the fourth gradestudents of SDN Kelapa Dua II Tangerang. It motivates and encourages studentso f S D N K e l a p a D u a I I ; i t m o t i v a t e s a n d encourages students to practice6 speaking English. It makes them enjoy expressing their feeling , ideas, opinionand even in messages and suggestions. Since it is fun activity, it helps studentsto take port in practice

CHAPTER IITHEORETICAL FRAMEWORK A . D e f i n i t i o n o f T e a c h i n g Teaching is a process to give guidance the students to reach the goals.T e a c h i n g k n o w n a s I n s t r u c t i o n i t m e a n s p r o c e s s t h a t m a k e s s o m e o n e d o learning. Teaching is a media for learning process includes behavior individualchanges through pre- planned.Teaching is an exiting job. Today, many references help teachers to getsome solutions of problems in teaching learning process. The teachers can usesome references to find out some techniques of teaching in their classroom. Onthe other hand, teaching is not easy to do. The teacher should do much of hiswork before entering the classroom. According to Brown,Teaching is a superior job, is the demanding job. Among the demandingtasks are modifying the approaches, Syllabus, technique, and exercises toa d o p t a n d m a x i m i z e t h e l e a r n i n g o f a c l a s s a s w e l l a s o f m o s t o f i t s individual members. 2 It can be stated from the definition above that teaching is not j u s t presenting information or knowledge to students, but it needs strategies and 2 James Dean Brown, The Elements of Language Curricul um: A Systematic Approach toProgram Development, ( Boston : Heinle & Heinle Publisher, 1995 ) 8 tactics. The teacher must decide what goals it would be best to teach and whatstrategies and tactics are best suited for teaching these goals.According to Patricia, It is important for teacher to include as many techniquesas possible to enhance student learning 3 .The knowledge gives the intelligenceconcerning to import, as a knowledge before unknown, or rules for practice toinculcate as true or important to exhibits impressively as, to teach arithmetic,dancing, music, or the like to teach morals.The objective of language is to encourage effective communication indaily life, by practicing effective expression, increasing vocabulary, give sampleopportunities that use language to describe, to compare and relate experiences,thoughts and felling, creating stories dramas, song, poems, etc. Language should be embedded throughout all activities.Moreover, young learner can learn easily many languages. Young learner are equipped by language acquisition device, therefore, they will not have anydifficulty to learn two or three different language at the same time. B.Definition of Speaking S p e a k i n g i s o n e o f t h e s k i l l s t h a t h a v e t o b e m a s t e r e d b y s t u d e n t s i n learning English. It is important for students to known definition first. Manyexperts define speaking in different ways. Brown and Yule stated in their book.

3 Patricia J. Wentz, The Student Teaching Experience , ( T.tp.: Merrill Prentice Hall, t.t )

It means that the words that the speakers use, must be clear, so thatlisteners can understand what the speaker says. Here, the speaker must consider speed and volume. The speed at which you speak is relevant her.I f y o u s p e a k q u i c k l y , l i s t e n e r s m a y h a v e d i f f i c u l t y . T h e v o l u m e w i t h which you speak can also have a bearing. Speak out and do not mumble. Your words have to be loud enough to reach all your listeners. b . V a r i e t y Here the speakers must try to vary way of speaking such as pitch (rise and fall of voice), emphasis, speed, variation, volume and pause. Thes p e a k e r i s e x p e c t e d t o f i n e v a r i a t i o n i n s a y i n g w o r d s d o n o t s p e a k monotonously. c.Audience and Tone T h e w a y y o u s p e a k a n d t h e t o n e y o u u s e w i l l b e a f f e c t e d b y audience to whom you are speaking. If you are discussing something with your friends. You are likely to use informal conversational tone. If you aregiving a talk to a group of thirty people. It likely that you would speak moreformally and would raise the pitch and the volume of your voice in order tomake sure that what you say reaches all of your listeners. If you were telling12 a comic story, you would speak differently from way you would if you were putting a point of view about which you felt strongly. C.Definition of Guessing Games According to Klippel, The basic rule of guessing games is eminently s i m p l e ; o n e p e r s o n knows something that another one wants to find out. 12 Wright and Buck say, Essentially, in guessing and speculating games, some o n e k n o w s something and the others must find out what it is. 13 In addition, a c c o r d i n g t o M e r r i e m W e b s t e r , G u e s s i n g g a m e s i s g a m e i n w h i c h t h e participates compete individually or team in the identification of something indicate obscurely (as in riddles or charades). 14 Based on the definition, it can be conclude that guessing games is a game in which a person or participant knows something and competes individually or ina team to identify or to find out it.T h e r e a r e m a n y c o n c e p t s o f g u e s s i n g g a m e s , w h i c h c a n b e a p p l i e d i n teaching speaking. According to Lee:Among them are numbers guessing games that can be played at various levels:1 . G u e s s w h a t i s i t ? I s i t ? 2 . G u e s s W h o I a m ? W h a t i s m y n a m e ? 12 Friederike Klippel, Keep Talking (USA : Cambridge University Press, 1994). P. 13 13 David Betteridge and Michael Buckby,

Games for Language Learning , New Edition (SidneyCambridge University Press, 1990), p. 169 14 Merriem Webster, Websters Third New International Dictionary (USA : Merriem Webster inc, 1986), p. 1008 13 3 . G u e s s w h a t i s t h e r e i n m y b a g t o d a y ? 4 . G u e s s w h e r e i s i t ? Then the description ofc each concept is a s follow: a.Guess What is it? Is it.? The students things of an object or a person the class knoes thename of, and t h e o t h e r a s k q u e s t i o n , p u t t i n g u p t h e i r h a n d w a i t i n g t o b e called on :1 . I s a g r e e n Is it Martys desk.2 . I s i t m y f a c e ? 3 . I s i t t h e p o n d ? 4 . I s i t B i l l y a n d P e t e r ? 5 . I s i t t h e c i n e m a ? 6.Is it my mother who came this evening? 7 . I t i s y o u r b o o k . E t c The first guess correctly takes the thinkers place. After such a game has been successfully played by the class as a whole, it can be played in groupso r e v e n i n p a i r s . T h e l e a r n e r w h o h a s t h o u g h t o f s o m e t h i n g m a y b e questioned by member of another, to keep the whole class active.14 b.Guess Who I am? What is my name? Everybody imagines him self to be some body else a living well known locally, nationally or internationally or an historical figures such as Napoleon, Ghandy, Julius Caesar, Galileo, Etc. Each makes up sentences about him self, e.g.1 . I l i v e d . . a b o u t . . y e a r s a g o . 2.I was a king / poet / general / scientist, Etc.There is not much difficulty in guessing, but it should not to be made too easy (e.g. one should not say, if one is Shakespeare. I lived in Stratfordon-Avon and wrote Hamlet). c.Guess what is there in my bag today? Alternatively:1 . W h a t i s i n m y b a g t o d a y ? 2 . W h a t h a v e I g o t i n m y b a g t o d a y ? (This can be teachers or anybody bag, not doubt specially prepared). Thestudents guess, for instance, theres an apple / photograph / a mirror / ahandkerchief / a ticket / a doll, etc. And the owner of the bag says, No,theres no a or Yes, theres a. and brings it out and perhaps ask what c o l o r s i s i t ? O r i s i t a b a g o r s m a l l . ? At an appropriate level plurals come in naturally here, e.g. There some..in my bag .15 d.Guess Where is it? Students turn round the close their eyes while a small object or severalobject suh as coin, a ring, a sweet, a doll, is hidden. Question:1 . I s i t b e h i n d t h e c u p b o a r d 2 . I s i t i n M r . C l a u s s bag3 . I s i t m a m s d e s k 4 . I n y o u r s h o e 5. Under those books / e t c . Each student makes at least one guess. Statements can be made instead of question: it is behind the cupboard / in Mr. Clauss pocket, etc. D.Guessing Games in Teaching Speaking There is common perception that all learning should be serious and solemn in nature and that if ones is having fun and there is hilarity and laughter,then it is not learning. This is a misconception. It is

possible to learn a languagea s w e l l a s e n j o y o n e s e l f t h e s o m e t i m e . O n e b e s t w a y o f d o i n g t h i s t r o u g h games.G a m e s c a n b e a p p l i e d i n t e a c h i n g l e a r n i n g E n g l i s h . T h i s i d e a i s supported by Andrew Wright, Betteridge and Buckby. Games can be found togive practice in all skills (Reading, speaking, listening, and speaking) in all 16 stages on teaching learning sequences.. 15 Beside on the statements above,it is clear that all skill can be applied in teaching, one of them is speaking.There are many reasons a teacher uses games in teaching speaking.Games give students chance to use English orally, it means that students can p r a c t i c e a n d d e v e l o p t h e i r a b i l i t y t o s p e a k E n g l i s h . G a m e s p r o v i d e f u n a n d relax while remaining very much within the framework of language learning. Itis expected for shy or slow learners can be active participants to show their ability and find their confidence in communicating in the foreign language.Among many techniques of guessing in teaching speaking, guessing games can be applied in the teaching of speaking. This assumption is beside onsome experts comments. In fact, there are many categories of guessing games.Patricia and Amato say: Although the categories can overlap, the games here offered her are dividend into the following types depending on their emphasis:non-verbal games, board-advancing games, treasure hunt and guessing games. 16 A c c o r d i n g t o R i c h a r d A m a t o , G u e s s i n g g a m e s c a n b e u s e d t o develop or reinforce concept, to add diversion to regular activities, or just to b r e a k t h e i c e . H o w e v e r , t h e i r m u s t i m p o r t a n t f u n c t i o n i s t o g i v e p r a c t i c e i n communication. 17 It says that guessing games give students do mot feel bored 15 Andrew Wright, David Betteridge and Michael Buckby, Games for Language Learning (Sidney : Cambridge University Press, 1989), p. 2 16 Patricia , Richard Amato, Making it Happened : Interaction in The Second LanguageClassroom , (New York and London : Longman, 1988), p. 156 17 Patricia A. Richard Amato, Making in Happen : Interaction; the Second LanguageClassroom (New York and London : Longman, 1988), p. 155 17 during learning process. Nevertheless, the most important thing is to give the students in practicing their English. They also add that:Guessing games can be painless to develop or reinforce any number concepts. Guessing what I am, Guess who I am for example, can be usedteach about animals profession or people in different age groups (baby, child,teenager, young adult, elderly person). 18 Those statements say that by givensome concepts of guessing games like Guess What I am or Guess Who I a m . T h e t e a c h e r c a n t e a c h m a n y k i n d s o f t o p i c s s u c h a s a b o u t a n i m a l s , profession or people.Silver says, Real guessing games provide the students with much needed practice in formulating questions, an essential skill that does not alwaysreceive sufficient attention.

19 Based on the statement above, we can conclude that guessing games give students more chance in formulating question. But weknow that language classes are spent answering questions puts forth by theteacher or text book. This idea is also supported by Silver : Language classes are often inadvertently structured so that most of the students speaking time iss p e n t a n s w e r i n g q u e s t i o n s p u t f o r t h b y t e a c h e r o r t e x t b o o k : a s a r e s u l t t h e students often have difficultly in forming own question. 20 18 Ibid. Patricia A. Richard - Amato 19 Stephen M. Silver , Guessing for the Classroom and The English Speaking Club. Selected Articles from the English Teaching Forum . 1980 1983, p. 244 20 Ibid. Stephen M. Silver 18 So, by using this game students are asked to practice in formulatingquestions. Here the students can apply their ability in using question word (W H) question. Lee says, Among them are number of guessing games whichcan be applied at various age level in general, the challenge to guess arousesconsiderable interest and encourages the learners to communicate. 21 Thatstatement says that guessing games can be applied at various age levels. It hasthe same idea Klippel, he says, Every body knows guessing games it is notonly children that like guessing games; adults like guessing too, as shown by many popular TV programmer. 22 In addition, he adds, Guessing are true communicative situation ands u c h a r e v e r y i m p o r t a n t f o r f o r e i g n l a n g u a g e p r a c t i c e w i t h f u n a n d excitement. 23 From the three theories, it is enough clear that guessing games a r e l i k e d b y students all of ages from children until adult, it a r o u s e s considerable interest and encourages the learners to communicate because it iscombination between language practice with fun and excitement. E.The Technique of English Teaching Teaching of English for young learner using many ways for examplethough reading, picture, plays or games etc. Many parents and administrators 21 W. R. Language Teaching Games and Contest (Toronto: Oxford University Press, 1994), p.13 22 Klippel. Loc. Cit. 23 Ibid. Klippel, p. 32 19

are familiar with statement that Play is Children work, but they still makedistinction between work and play. The work is defined as structure task such a s w o r k s h e e t s t h a t c h i l d r e n c o m p l e t e i n o r d e r t o l e a r n t h e a l p h a b e t a n d numbers.During their playtime children often and spontaneously begin, object play, fantasy play, and sociodramatic play. Object play is reality based and involves manipulation of and reference to the object them.Speaking by using games method English learning for young learner is fun and enjoyable. Speaking pleasure by using combining word and picture c a r d s s t u d e n t s a r e r e a d y a n d i n t e r e s t e d i n s e e i n g t h e w r i t t e n f o r m s o f t h e language.M. Solahudin said, Speaking berkaitan dengan listening. Artinya apa yang kita bicarakan adalah pengulangan dari apa yang pernah kita dengar sebelumnya. 24 From the theories above, it is clear enough that guessing gamesare liked. Learning by games is suitable for young learner, games are easily a d a p t a b l e t o E n g l i s h l a n g u a g e c l a s s r o o m s , g i v e t h e s t u d e n t o p p o r t u n i t y t o expand their language experience through fun and play.This probably the most challenging time in teaching preparation thatthe teacher experienced. It is completely different kind of technique, which 24 M. Solahudin, Kiat-kiat Praktis Belajar Speaking . Diva Press. PT. Gramedia Pustaka Utama,2008, p. 18 20 requires a new approach to teaching. The teacher has to make more conducive i n t h e c l a s s r o o m . E v e n t u a l l y t h a t t h e c h a n g e s o n t h e t e c h n i q u e o f E n g l i s h teaching will be baneful for the students and for the teacher.There is the technique of English teaching:1 . B e g i n w i t h a positive messageIf you put a new message in the same place every t i m e - o n a n overhead or on the board-students will learn to look for it whenthey come into the room. Music serves the same purpose it set a positive mood for the session.2 . W r i t e t h r e e i m p o r t a n t g o a l s f o r t h e c l a s s s o t h a t s t u d e n t s c a n see them.Three goals are manageable for one class session. When they arevisible, they keep us all on track. At the end of the class, referring to the goals gives everyone a sense of progress and closure for theday.3.Arrange for model test to be taken in a lab or at home on the honor system.Your time with the students is too valuable for you to spend four h o u r s p r o c t o r i n g e a c h m o d e l t e s t . T h a t w o u l d a d d u p t o t w e l v e hour of class time for all the model tests

3 . G u e s s i n g g a m e s c a n p r a c t i c e t h e s t u d e n t s a b i l i t y i n forming many kind of dialogues.While the weaknesses are:1 . I n a p p l y i n g g u e s s i n g g a m e s , t h e t e a c h e r n e e d s t h e s t u d e n t s w h o a r e skillful formulating question from dialogue.2.In applying guessing games, the teacher needs the students more carefullyto make communication.3 . I n applying guessing games, the teacher needs the students m o r e controlling how to make right pronunciation.33 CHAPTER IVTHE RESEARCH RESULT AND DISCUSSIONA.Description of SDN Kelapa Dua II Tangerang S D N K e l a p a D u a I I i s l o c a t e d J a l a n C i b o g o K u l o n , K a v . K e l a p a D u a , Kec. Kelapa Dua Tangerang Banten it has been since 1975. The headmaster isMr. H. Miftahudin, S. Pd. I. It consists 12 classes pararel and amount of 366students, 16 Teacher and one English

Teacher for all class. SDN Kelapa Dua IIhas Visi : Membentuk siswa yang menguasai IPTEK dan IMTAQ di lingkunganl e m b a g a p e n d i d i k a n f o r m a l b e r k u a l i t a s , a n d M i s i : Pembenahan system p e n d i d i k a n p e n g a j a r a n , p e l a t i h a n , b i m b i n g a n m e n u j u s y s t e m y a n g berkompetensi.M o s t l y t h e s t u d e n t s w e r e f r o m t h e m e d i u m d o w n f a m i l y . T h e s c h o o l doesnt give students the handbook, but only give the LKS (student work sheet).They can borrow the books from library or school lends them but not to bringhome. So, for the English book. They were just doing home LKS at home andlent textbook.M a y b e i t b e c o m e a p r o b l e m f o r t h e m t o s t u d y a t h o m e . W i t h limitedfacilities, they cant improve their lessons. They had low ability in E n g l i s h . 34 Especially in fourth grade. There for, I did research at this school to find out howthey learn English. B.Teaching Speaking Through the Guessing Games The researcher choose teaching speaking through Guessing Games for fourth grade at SDN Kelapa Dua II, it is suitable for them they have just learnedEnglish from Fourth grade, because they have little vocabulary knowledge andlittle English Study knowledge.The lesson plan was guidance for the researcher to teach. In planning speaking process, teacher should find out potential to make simple question, decide whataspect of speaking to focus on. The teacher has responsibility to create classroomactivities in such away that the instructional objectives that have been formulated before can be achieved successfully.M o t i v a t i n g s t u d e n t s , m a n a g i n g c l a s s r o o m u s i n g g o o d m e t h o d a n d techniques, and transferring knowledge or teaching material and evaluating to thestudents are roles of the teacher.In teaching speaking through Guessing Games, a teacher had to know purpose of using this method, the procedures of teaching, the techniques will beapplied, and the evaluation accomplished.The learning processes using Guessing Games give students chance touse English orally, it means that students can practice and develop their ability to The result of data collectionThe post-test and evaluation after research N o . N a m DailyTestDailyTestDailyTestEvaluationC y c l e 1 C y c l e 2 C y 3 1 A H M D S U R A I 6 7 7 8 2 A M D I K A S A R Y A N T I 5 6 7 7 3 D E S P R A T W I 5 6 7 4 H E N R A S A N J A A 6 6 7 7 R I D W A N H A K I K I 7 8 7 8 6 S I T I a c A J l e

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P I 0 R J 1

U I 7 A A 8 2 L H 3 E N 4 E N 1 I T 8 I U 8 1 M U R 8 U M

F A 6 F R 7 H P A 5 Y O 9 B S 8 7 L 7 I S 6 9 A I 7

O 9 M Q 8

N I C A L E S T 8 9 9 N A V E R . 3 5 6 2 5 7 . The result of data collection from each group

A A . 7 8 5 G

A R

Y I E 5 Apendix 18 6 7

U 8

No.Kelompok NamaAspek yang dinilaiJ u m l a h N i l a i SiswaKerjasama Inisiatif KeaktifanKelompok 1 1.

AHMAD SURAJI7 2 7 2. AMDIKA SARYANTI7 1 3 3. DESI PRATIWI6 1 0 4. HENDRA SANJAYA6 1 3 Kelompok 2 1. RIDWAN HAKIKI7 2 7 2. SITI MASITOH BAROKAH7 2 7 3. ABDUL AZIZ8 2 3 4. DEDE SHOLEHA7 2 0 Kelompok 3 1. DEVI SUPRIYATI7 2 0 2.

7 0 6

6 .

6 9 6

6 .

6 8 6

6 .

6 9 6

7 .

8 3 7

8 .

6 0 6

7 .

7 2 7

7 .

7 1 7

7 .

7 1 7

7 .

ERI NUROKTAWIJAYA6 1 3 3. FAJAR BAHARI7 2 7 4. FIKRI ALAMSYAH6 2 7 Kelompok 4 1. FIKRI HERMAWAN7 2 0 2. HENDI SEPTIYANA7 1 3 3. HERIYANTO7 2 7 4. IBNU YUSUF8 2 3 Kelompok 5 1. IMAM MULKHOIR 8 2 0 2. IMAM MUSTAQIM6 1 0 3.

6 9 6

7 .

8 3 7

8 .

7 0 6

7 .

7 1 7

7 .

6 9 8 3 7 6

6 . 8 .

9 5 8

8 .

8 4 8

8 .

6 8 6

6 .

ISMAWATI7 6 2 0 6 7 4. MONICA AYU LESTARI9 8 2 5 8 3 Appendix 20Kunci jawabanPractice (Appendix 10)I. Complete the sentence!1 . A : G o o d m o r n i n g . B : m o r n i n g

7 .

8 .

2 . A : H o w a r e y o u ? B : I am fine. Thank you3 . A : H o w a r e y o u t o d a y ? B : Not so good.4 . A : N i c e t o m e e t y o u . B : Nice to meet you too.5 . A : A r e y o u a l l r i g h t ? B : Yes, I am fineII. Match the pictureG o o d m o r n i n g , s t u d e n t s ! G o o d a f t e r n o o n ! G o o d n i g h t ! G o o d b y e , s e e y o u l a t e r ! Kunci JawabanPractice (Appendix 14) 1. D 6 . 2. F 7 . 3. E 8 . 4. G 9 . A 5 . J

B H C 1 0 .