Gabungan PDF
Gabungan PDF
Gabungan PDF
BY
FIRMAN RIZALDI
SIN. 11710414186
Thesis
Submitted in Partial Fulfillment of the Requirements for
(S.Pd.)
BY
FIRMAN RIZALDI
SIN. 11710414186
PEKANBARU
1442 H/2021 M
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ACKNOWLEDGEMENT
In the name of Allah, the most gracious and the most Merciful, all praises
belong to Allah the Almighty, the lord of Universe. By His guidance and blessing,
the writer has completed his academic requirements. Then the writer says peace
For Writer’s beloved family, Writer’s Father Mr. Yulizar and Writer’s
Mother Mrs Jasmidar, S.Pd, Writer’s Brother M. Harryzal Prawira, S.Pd, M.M
who always given me uncountable love, care advices and supports. Thank you so
much for your praying all days and all nights also for both material and spiritual
to accomplish this thesis. No word can describe how much I love this family. I do
This thesis was written and intended to fulfill one of the requirements for
Kasim Riau. The researcher realizes that this thesis is still far from being perfect,
therefore, constructive criticisms and suggestions are need to improve the paper.
The writer wishes to express writer sincere thanks and deep gratitude to:
1. Prof. Dr. Suyitno, M.Ag., the Rector of State Islamic University of Sultan
Syarif Kasim Riau, Dr. H. Suryan A. Jamrah, MA., as the Vice of Rector I,
Drs. H. Promadi, MA., Ph.D., as Vice of Rector III, and all staff. Thanks for
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2. Dr. Kadar, M.Ag., the Dean of Faculty of Education and Teacher Training,
M.Ag., the Vice of Dean I. Dr. Zubaidah Amir, MZ, M.Pd. the Vice of Dean
II. Dr. Amirah Diniaty, M.Pd., the Vice of Dean III, and all staff. Thanks for
3. Drs. Samsi M. H. Sc., the Head of English Education Department, who has
Department.
Kampar Timur who helped and provided the necessary data to the researcher
Brother and Sister, and Lovely Parents, Yulizar and Jasmidar S.Pd for support
the researcher.
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9. All the extended families that cannot researcher mention one by one for the
passion that you have always given the researchers so that the researcher can
10. The researcher’s best friends, Ulva Fu’adiyah, Deby Setyawaty Ningsih, Siti
have helped, mentored, and listened to the researcher during the thesis.
11. The researcher’s friends of B class, for all the love, support, help, motivation,
12. For all people who have given the researcher great support in carrying out
Finally, the researcher realizes that there are many shortcomings in this thesis.
this thesis. May Allah Almighty, the lord of Universe bless you All. Aamiin
The Writer
Firman Rizaldi
11710414186
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ABSTRACT
The study was aimed to find out whether there was a significant difference
in the speaking ability between the tenth grade students of SMA N 1 Kampar
Timur who were taught by using cartoons video as media instruction and those
who were not, in the academic year of 2020/2021. This research was classified as
a quasi-experimental study. It involved 65 students of two groups, Class X MIPA
5 as the experimental group and Class X MIPA 6 as the control group. The
experimental group was taught by using cartoon videos, whereas the control group
was taught by using the textbook-based technique. The data were obtained by
using a pre-test and a post-test. The pre-test was given to both groups before the
treatment and the post-test was given after the treatment. The data of the pre-test
and post-test of both groups were analyzed by using descriptive and inferential
statistics. The data were calculated by using a computer program, SPSS 25 for
Windows. After the data were tested and found to be homogeneous and normal,
the hypothesis was tested using the Kolmogrov-Smirnov test. The results of the
research show that there was a significant difference in the speaking ability
between the students who were taught by using cartoon video and those who were
taught by using the textbook-based technique. The significance value calculated
0.019 is bigger than 0.05 (sig value=0.109>0.05). Therefore, the hypothesis of this
study is rejected. It means that there is no significant difference on students
speaking ability who are taught by cartoon video as instructional media at the
eleventh grade of senior high school 1 Kampar Timur.
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ABSTRAK
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الملخص
فيرمان ريزالدي :)0202( ،تأثير استخدام مقاطع الفيديو الكرتونية كوسائط تعليمية
على قدرة الطالب على التحدث في المدرسة الثانوية العامة
2كامبار تيمور
هتدف ىذه الدراسة إىل حتديد ما إذا كان ىناك اختالف كبري يف القدرة على التحدث بني
الصف 10يف املدرسة الثانوية العامة 1كامبار تيمور يتم تدريسها باستخدام مقاطع
الفيديو الكارتونية كوسائط تعليمية وتلك اليت ليست كذلك ،يف العام الدراسي
.0201/0202يصنف ىذا البحث على أنو حبث شبو جترييب .تضمنت ىذه الدراسة 56
طالبًا يتكونون من جمموعتني ،ومها الفئة علم 6كمجموعة جتريبية والفئة علم 5كمجموعة
ضابطة .مت تدريس اجملموعة التجريبية باستخدام الرسوم املتحركة بالفيديو ،بينما مت تعليم
اجملموعة الضابطة باستخدام تقنيات الكتب املدرسية .مت احلصول على البيانات باستخدام
االختبار القبلي والبعدي .مت إعطاء االختبار األويل لكال اجملموعتني قبل العالج وأعطي
االختبار الالحق بعد العالج .مت حتليل بيانات االختبار القبلي والبعدي لكال اجملموعتني
باستخدام اإلحصاء الوصفي واالستنتاجي .مت حساب البيانات باستخدام برنامج كمبيوتر
06PSPPلنظام التشغيل .بعد اختبار البيانات وإعالهنا متجانسة وطبيعية ،يتم اختبار
كبريا يف القدرة على التحدث بني
الفرضية باستخدام اختبار .أظهرت النتائج أن ىناك فرقًا ً
الطالب الذين مت تدريسهم باستخدام مقاطع فيديو الكرتون والطالب الذين مت تعليمهم
باستخدام تقنيات تستند إىل الكتب املدرسية .قيمة األمهية احملسوبة 2.210أكرب من
( 2.26قيمة سيج = .)2.26 >2.120لذلك ،مت رفض فرضية البحث ىذه .ىذا يعين
أنو ال يوجد فرق كبري يف القدرة على التحدث للطالب الذين يتم تدريسهم باستخدام
مقاطع فيديو الكرتون كوسيلة تعليمية يف الفصل .11يف املدرسة الثانوية العامة 1كامبار
تيمور
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LIST OF TABLE
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LIST OF APPENDICES
Appendix 3 Syllabus
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LIST OF CHARTS
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CHAPTER 1
INTRODUCTION
collectively of the four talents in English. For many people, the success of
learning a language is measured by how far the student can talk and
language to specific meaning, and for young learners, the speech is that
practiced, and learnt. instead of oral skills being simply one aspect of learning
language, the spoken form within the young learner’s classroom acts because
passing grade of English material is 75. Writer found the students still have
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high school 1 kampar timur, the question was, “what are the problem of the
tense”. The English teacher said, “the students had problems such as
problem.
that the teacher should employ new media in order to improve the students'
speaking abilities. The researcher proposed that Audio Visual media be used
to meet this demand (Cartoon). Based on the interview with the English
teacher, this kind of media have never been used in teaching by the teacher
before
media includes cartoon videos. Based on Fitrona et.al (2016) Students view a
short cartoon movie at the beginning of the class and then retell the story in
because it provides some advantages. The use of cartoon movies can help the
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students to more understand and memorize the story before they are going to
vocabulary and their speaking ability. The writer was interested in carrying
out the research entitle: The Effect of Using Cartoon Videos as Media
Kampar Timur.
c. How some of the students were did not have confidence when
d. How was the previous media still not effective enough to increase
students were difficult how to express their ideas by the themes that
teacher gave. They also difficult in select the correct vocabulary, and
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the correct grammatical. In this chance, the writer wants to make a
limit about the problem of this research on the teaching method that
the teacher used. The writer tried to use a method called cartoon video
and the writer wants to know that the cartoon video could give a
Timur.
formulated as follows:
Kampar Timur?
Kampar Timur?
Timur?
Kampar Timur.
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b. To measure the student’s ability in speaking skills taught without
c. The writer also hoped this research can be useful and valuable,
Timur.
teaching-learning process.
1. Cartoon Video
can be used to interpret the learning message which include two elements
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2. Speaking skill
The writer has some reasons why the writer is interested in carrying
2. The problems in this research above are not yet investigated yet by
research
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CHAPTER II
A. Theoretical Framework
other words, speaking English fluently will be tough without practice. English
world's languages..
and master. In this light, the author states, "Speaking is the productive oral
utterances. Based on Kamonpan (2010) Speaking is one among the four macro
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opposite skills in order that these integrated skills will enhance
In addition, Speaking is not only one of the four skills which play a
types of speaking or oral production where the students are expected to carry
out in the classroom. They are imitative, intensive, responsive, interactive, and
extensive.
pronunciation.
responding.
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e. Extensive (monologue) is speech, oral presentation, and story-
absent.
1) Speaking as Interaction
b) Picking topic
c) Making conversation
e) Etc
2) Speaking as transaction
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3) Speaking as performance
and learn how to utilize their own languages., Moh et.al (2019).
a. The Speakers
Speakers are people who produce the sound. They are useful as
the tool to express opinions or feelings to the hearer. So, if there are no
b. The Listeners
by writing.
c. The Utterances
express their opinions. Both the speakers and the listeners will use
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There are many aspect that should be understand by the students..
1) Comprehension
2) Grammar
grammar” tests at least on the high school and college levels have usually
written English.
3) Vocabulary
both oral and written form without a sufficient vocabulary. Learners who have
often conveyed. So, supported this explanation, the writer concluded that
with pictures. Two forms of picture items have frequently been used.
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4) Pronunciation
consists of the elements and principles that determine how sounds differ and
easy to understand.
5) Fluency
manner while also relating meaning and context. The ability to speak fluently
and correctly is known as fluency. Many language learners strive for speaking
fluency. A moderately rapid rate of speech and a small number of pauses and
"ums" or "ers" are signs of fluency. These signs suggest that the speaker has
not spent a significant amount of time looking for the language items required
to convey the message. The writer concluded that fluency is another important
component based on the ideas presented above. Fluency means the capability
of someone speaks fluently and accurately with little using pauses like „ums‟
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3. Assessment of Speaking Skill
speaking competence has improved after being treated with various issue
sticks.
(Foreign Service Institute) and have a ratting range of 1-6 with varied
(2015) proposed that instructional media might include all traditional methods
well as new instructional media (CD Room, computer, interactive video and
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multimedia system). In this study, instructional media are defined as tools
effective teaching-learning.
According to Azlina et.al as cited in Harris (1974) There are (seven) forms
of instructional media: realia; pictures; course book; boards; OHP; flipcharts; and
computer based-technology.
1) Realia
2) Pictures
3) Course-book
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development studies, their study attempts to suggest an
(2016).
4) Boards
management.
5) OHP
material.
6) Flipcharts
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outcomes. Flipchart design is a form of visual medium that is
Kadaruddin (2017).
the media that can be used in teaching speaking. According to Canning and
their voices, this media could assist pupils in interpreting the message
expressed. Therefore, the students can adjust the spoken language to the
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pictures that are animated. It will make them easy to catch and remember the
According to Suparta (2016) cartoon video is one of the media that can
be used to interpret the learning message which include two elements namely
Experts have given many definitions of animation, but they all agree
available. One form of cartoon movie can be used by the teacher to aid in
the teaching and learning process. He or she can, however, choose the type
of cartoon movie that will be shown in the classroom and is appropriate for
teaching purposes
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domestic television broadcast cartoon movie recordings. Last but not least,
there are animated film records of language training broadcasts and films..
while using cartoon video to teach, there are four techniques: First, let's do
a freeze frame, The silent viewing is the second option The third is solely
based on sound. The fourth step is to look at the jigsaw puzzle.The last
their vocabulary and pronunciation. The lessons may help students become
(2012) in Rasyid (2016) adds that cartoon movie can be used to teach
Process
their vocabulary and pronunciation. The lessons may help students become
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make the students interested in understanding people
interaction,
life contraction,
process, the students will be more interested to the learning process because
the students rarely watch video in school. The students also curious to the
B. Relevant Research
There are some relevant researches which have relevancy to this research.
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Speaking Ability in Using in Using Expression Of Asking For And Giving
was appropriate method to be used to solve the problem of this research. The
2012/2013. This study was conducted to know whether or not cartoon movie
can improve the ability in using expression of asking for and giving help.
Based on the research finding of the study, it can the said this research there
movie as the media in teaching speaking in using expression of asking for and
giving help.
Experimental Research by using one group pre-test and post-test design. The
teaching speaking through use of cartoon movie can improve the student
speaking ability or not. Based on research finding of the study, it can be said
this research showed that students speaking improved after teaching by using
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Sofyan A. Gani, and Nira Erdina (2020). Their Research was an Experimental
Study by using pre-test and post-test design. The location of their research was
class consist of 20-25 students. The findings of the research proved that there
The fourth title is “The Use of Animation Video to Improve the Student
Speaking Skill”. This research was conducted by Satriani Sappe (2020). His
design. The location of his research was SMP N 1 Sungguminasa. The finding
of the research with the scoring classification of the students pre-test and post-
test.
and post-test design. The location of her research was SMK PGRI Pekanbaru
in which participants were 8 classes each class consist of 22-36 students. This
C. Operational Concept
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variables used in analyzing the data. In this research there are two variables,
they are (1) the effect of using Cartoon Media as variable X and (2) students
a. Pre-Teaching
learning process. In this stage, the teacher greets the students and
prays together with them and then checks students’ attendance. After
students questions to recall the previous lesson; it can also help the
teacher to make sure that the students are ready to study. The teacher
also gives motivation by telling them the goals of the lesson and
b. While-Teaching
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1) Show the students the cartoon videos and let them to watch it
2) And then, the writer explain about the simple present tense
3) After that, the writer done the question and answer with the
c. Post-Teaching
native speaker
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D. Assumption and Hypothesis
1. The Assumption
concept, the writer has a strong assumption that the better cartoon media
2. The Hypothesis
hypothesizes as follows:
Kampar Timur.
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CHAPTER III
RESEARCH METHOD
A. Research Design
wants to establish possible cause and effect between the independent and the
dependent variables. The pre-test and post-test construction was used in the
study. It was a pre-test and post-test intact group design with a group of
group.
idea (or practice or procedure) to find out whether its influence an outcomes
ort dependent variables. Video was used to make the experimental group a
special treatment. The control group was given the traditional method without
The independent variable and the dependent variable were both used in
the study. The treatment, which had two levels, was the independent variable.
The experimental group received video treatment, while the control group
were the dependent variable. The academic design is shown in the table
below.
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Table 3.1:
The Design of the Research
year 2020/2021
The subject of this research is the first year of the students of Senior
High School 1 Kampar Timur. While the object of this research is to know
Timur.
1. Population
The target of the population of this research is the first year of students
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Table 3.2
The Number of Students
divides the whole population into groups or clusters. Following that, a random
sample of those clusters is taken, and every one of them are employed in the
helpful for writer whose subjects are dispersed across vast geographic areas
because it saves them time and money (Davis as cited in Hamed 2005). The
The writer took two classes as the experimental class and the control class
with Puliing out Lottery, the writer wrote the classes name in the paper, and
the writer scramble that paper and choosed 2 papers randomly. After the
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sampling selection, X MIPA 1 was selected as the experimental class and X
2. Sample
Table 3.4
The Research Sample by Class
The sample above was divided into two groups. The first group was X
MIPA 5 class as the experimental group and the second group was X MIPA 6
class as the control group. The experimental group was given the videos
method in as the control group. The experimental group was given the video
control group was given the same materials but without using video in their
speaking activities. The students read from the book and the teachers gave
short explanation. Then, the students made a conversation with their peer to
present it in front of the class. The table below shows the distribution of
Table 3.5
The Distribution of the Treatment
Group Class Treatment Number odf
Students
Experimental X MIPA 5 Video 34
Control X MIPA 6 Conventional 31
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E. Technique of Data Collection
Firstly, the students made a simple present tense video for the pre-
test, and then the writer gave a cartoon video as a treatment of this research,
after that the students made a simple present tense video again as the post-
test.
1. Pre-test and post-test: the writer collected the data by giving pre-test
1. Validity
accurate. It has the ability to clarify data derived from variables that have been
consulted with expert (the supervising lecturer) whether the instruments were
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2. Reliabilty
After having tested the validity of the instrument, the next step is to
examine the reliability. A test is considered reliable if the same test is given to
the results, the value of α was 0.815. The table shows that the instruments
questions concerning the current status of the subject of the study. There were
two techniques of analyzing the data of this research, namely descriptive and
inferential statistics. In the descriptive analysis, there were two formulas used
in the computation; the mean and the standard deviation analysis. In the
and test of hypothesis. The data will be analyzed by using independent sample
t-test, based on Pallent (2010) an independent sample t-test was used when we
want to compare the mean score on some continuous variable for two different
test by using SPSS (statistical product and service solutions) 21.0 version
Where:
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t = t value
Ha = to > t-table
Ho = to > t-table
The test was wont to understand wheter or not the sample variance was
about the properties of their data other than central tendency, like dispersion.
This test aimed to find out wheter or not the collected data showed a
(significance) is less than α = 0.05, the data were not normally distributed,
otherwise if the P-values is more than α = 0.05 then the data is normally
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CHAPTER V
A. Conclusion
Based on the data analysis explained in chapter IV, finally, the writer
speaking ability who did a pretest without using Cartoon video as media
instruction at senior high school 1 Kampar Timurr was getting mean score
61.48. It concluded that the students’ speaking ability was categorized “low”.
cartoon videos as media instruction at senior high school 1 kampar timur was
getting mean score 64.76. It concluded that the students’ speaking ability was
was found that sig. value for experimental class was 0.200 and for control
class was 0.200. it can be stated that 0.200>0.05. It means the null hypothesis
(Ha) was rejected, while the alternative hypothesis (H o) was accepted. In other
words, there was not any significant effect of using Cartoon Video as Media
B. Suggestion
After finding the result of the Effect of Using Cartoon Video as Media
Instruction at senior high school 1 Kampar Timur.the writer would like to give
some suggestion to the teacher and the for the next researchers
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.
process, the instructor may use Cartoon Videos as media Instruction for
teaching. Many activities from this approach can be used by the teacher in
information and then translate it into words on their own to reveal what they
know. As a result, this exercise in speaking class benefits students not only in
using Cartoon Video as Media Instruction would greatly enhance the teacher's
techniques that can be used to help students develop their speaking abilities.
As a result, the writer will have to come up with a new approach to help and
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REFERENCES
Arbain, & Nur, D. R. (2017). Techniques for Teaching Speaking Skill in Widya
Gama Mahakam University. Journal of Linguistic and English Teaching ,
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Aziz, A., Nadia, S. R., Annas, S. R., Muniri, & Surahmat. (2020). Improving
Student Achievement Using Flipchart Based Cooperative Learning in
Tulungagung . Universal Journal of Educational Research , 4628-4633.
Azlina, K., & Eliwarti, N. (2012). A study on Speaking Ability of the Second
Year Student of SMK Telkom Pekanbaru. 1-13.
Brown, D. (2004). Language Asses~ment: Principles and Classroom Practices.
United States of America: Pearson Education.
Creswell, J. W. (2012). Educational Reserach . Boston: Pearson.
Fitrona, H., & Don, N. (2016). TEACHING SPEAKING BY USING SHORT
CARTOON MOVIES TO SENIOR HIGH SCHOOL STUDENTS .
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Hamdi, S. (201594-100). The Role of Interactive Whiteboard on Classroom
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Hamed, T.(2010). Sampling Method in Research Methodology; How to choose a
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Harris, D. (1969). Testing Language as a Secind Langage . New York : McGraw-
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Kadaruddin. (2017). Use of Computer-Based Learning Multimedia at English
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Kamonpan, B. (2010). Enhancing the development of speaking skills for non-
native speakers of English . Elsevier, 1305-1309.
Khaldun, I. (2019). The Effect of Using Animations Film on Students Speaking
Ability at SMK Darel Hikmah Pekanbaru.
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Moh, I., Fuzi, B., & Muslimin. (2019). The An Analysis of Students’ Speaking
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Completion. Journal of English Language Teaching, 57-64.
APPENDIX
APPENDIX
APPENDIX 1
(PRE-TEST)
Direction:
Instruction:
Direction:
Instruction:
1. Choose one of the topic below:
a. Describing dailiy activity
b. Describing family activity
c. Describing classmates activity
2. Please take a video about simple present tense with 1-2 minutes duration, please use the
correct structure!
3. You have 6 Hours to collect the video.
SPEAKING INSTRUMENT
SPEAKING ABILITY CONTROL CLASS
(PRE-TEST)
Direction:
Instruction:
1. Choose one of the topic below:
a. Describing dailiy activity
b. Describing family activity
c. Describing classmates activity
2. Please take a video about simple present tense with 1-2 minutes duration, please use the
correct structure!
3. You have 6 Hours to collect the video
SPEAKING INSTRUMENT
SPEAKING ABILITY CONTROL CLASS
(POST-TEST)
Direction:
Instruction:
4. Choose one of the topic below:
a. Describing dailiy activity
b. Describing family activity
c. Describing classmates activity
5. Please take a video about simple present tense with 1-2 minutes duration, please use the
correct structure!
6. You have 6 Hours to collect the video.
APPENDIX 2
PRONOUNCIATION
5 Equivalent to and fully accepted an educated native
speaker
4 Errors in pronunciation are quite rare
3` Errors never interfere with understanding and rarely
disturb the native speaker. The Accent may be
obviously foreign.
2 Accent is intelligible though often quite faulty.
1 Errors in pronunciation are frequent but can be
understood by a native speaker used to dealing with
foreigners attempting to speak his language.
GRAMMAR
5 Equivalent to that of an educated native speaker.
4 Able to use the language accurately on all levels
normally pertinent to professional needs. errors in
grammar are quite rare.
3 Able to use the language accurately on all levels
normally pertinent to professional needs. errors in
grammar are quite rare.
2 Can usually handle elementary constructions quite
accurately but Does not have thorough or confident
control of the grammar
1 Errors in grammar are frequent, but the speaker can
be understood by a native speaker used to speak his
language. dealing with foreigners attempting .
VOCABULARY
5 Speech on a level is fully accepted by educated
native speakers in all its features including breadth of
vocabulary and idioms, colloquialisms, and pertinent
cultural references.
4 Can understand and participate in any conversation
within the range of his experience with a high degree
of precision of vocabulary.
3 Able to speak the language with sufficient
vocabulary to participate effectively in most formal
and informal conversations on practical, social, and
professional topics. Vocabulary is broad enough that
he rarely has to grope for a word.
2 Has speaking vocabulary sufficient to express
himself simply with some circumlocutions
1 Speaking vocabulary inadequate to express anything
but the most elementary needs
FRLUENCY
5 Has complete fluency in the language such that his
speech is fully accepted by educate- native speakers
4 Able to use the language fluently on all levels
normally pertinent to professional needs. Can
participate in any conversation within the range of
this experience with a high degree of fluency .
3 Can discuss the particular interest of competence
with reasonable ease. Rarely has to grope for words.
2 Can handle with confidence but not with facility
most social situations, including introductions and
casual conversations about current events, as well as
work, family and autobiographical information.
1 (No specific fluency description. Refer to the others
four language areas for implied the level of fluency.)
COMPREHENSION
5 Equivalent to that of an educated native speaker
4 Can understand any conversation within the range of
his experience .
3 Comprehension is quite complete at a normal rate of
speech
2 Comprehension is quite complete at a normal rate of
speech
1 Within the scope of his very limited language
experience, can understand simple questions and
statements if delivered with slowed speech,
repetition, or paraphrase.
TASK
5 Speaking proficiency equivalent to that of an
educated native speaker.
4 Would rarely be taken for a native speaker but can
respond appropriately even in unfamiliar situations.
Can handle informal interpreting from and into
language.
3 Can participate effectively in most formal and
informal conversations on practical, social, and
professional topics.
2 Able to satisfy routine social demands and work
requirement; needs help in handling any
complication or difficulties.
1 Can ask and answer questions on topics very familiar
to him. Able to satisfy routine travel needs and
minimum courtesy requirements
APPENDIX 3
CONVERTED SCORE
GRAMMAR
RAW SCORE
No Student
5
1 AGIL SYAFRIAN 2 2 3 1 2 10 40
2 AISYAH AZHARI 3 4 4 3 4 18 72
3 ALFARIZI SYAHDAN 2 3 3 2 3 13 52
4 ANNISA FARADILA 3 3 3 3 4 16 64
5 DHIA AWALIA PUTRI 3 3 3 3 3 15 60
6 ELVARA SILVANI 2 3 2 2 3 12 48
7 FADLI SYAWAL 2 3 3 2 3 13 52
8 FITRA TRI RAHMADANI 3 3 3 3 3 15 60
9 FITRIA FADILLA 3 3 3 3 3 15 60
10 FITRIA FADILLAH 3 3 3 3 3 15 60
11 GUSVITA ALYA DEVIARIANI 3 3 4 4 4 18 72
12 HAMDAN 2 2 2 2 1 9 36
13 JAKA LAKSMANA 2 3 2 2 2 11 44
14 JESIKA RAHMADANI 2 3 3 2 2 12 48
15 KHAIRUL HAMID 2 3 3 2 3 13 52
16 M. ADEL 2 3 2 2 2 11 44
17 M. YAZID 2 3 3 2 3 13 52
18 MEGA LAMASYA 3 3 3 3 3 15 60
19 MELANI SALSABILA 3 3 4 3 4 17 68
20 MELLIDIA 2 3 3 3 3 14 56
21 NISCAHAYA AGRIANI 4 3 4 3 4 18 72
22 RAHMAD RENDI 2 3 3 2 3 13 52
23 RESKY YAN NUGRAHA 3 3 4 3 4 17 68
24 SARI PERTAMA ZOLA 3 3 3 3 3 15 60
25 SETIA HAJAR 2 3 3 3 3 14 56
26 SHERLY AMALIA 2 3 3 3 3 14 56
27 SISKA RAHMADANI 3 3 3 3 3 15 60
28 SUCI GUSTINA RAHMADANI 3 3 3 3 3 15 60
29 TASYA WULANDARI 3 3 4 4 4 18 72
30 UCI DAYANI 3 3 4 3 4 17 68
31 WENDI ISLAMI 2 3 3 3 3 14 56
32 YULFI ODELIA PUTRI 3 3 4 3 3 16 64
33 YUSRIANDA 2 3 3 2 3 13 52
34 ZAHARA TUL'AINI 3 3 3 3 3 15 60
Rater,
CONVERTED SCORE
GRAMMAR
RAW SCORE
No Student
5
1 AGIL SYAFRIAN 2 2 3 2 2 11 44
2 AISYAH AZHARI 3 4 4 4 4 19 76
3 ALFARIZI SYAHDAN 3 3 4 2 3 15 60
4 ANNISA FARADILA 3 3 4 3 4 17 68
5 DHIA AWALIA PUTRI 3 3 3 3 4 16 64
6 ELVARA SILVANI 3 3 4 3 4 17 68
7 FADLI SYAWAL 2 3 3 2 3 13 52
8 FITRA TRI RAHMADANI 3 3 4 3 3 16 64
9 FITRIA FADILLA 3 3 3 3 3 15 60
10 FITRIA FADILLAH 3 3 4 3 3 16 64
11 GUSVITA ALYA DEVIARIANI 3 4 4 4 4 19 76
12 HAMDAN 2 2 2 2 2 10 40
13 JAKA LAKSMANA 3 3 3 3 3 15 60
14 JESIKA RAHMADANI 3 3 4 3 3 16 64
15 KHAIRUL HAMID 3 3 3 2 3 14 56
16 M. ADEL 2 3 3 2 2 12 48
17 M. YAZID 3 3 3 3 3 15 60
18 MEGA LAMASYA 3 3 4 4 3 17 68
19 MELANI SALSABILA 3 3 4 3 4 17 68
20 MELLIDIA 2 3 3 3 3 14 56
21 NISCAHAYA AGRIANI 4 3 4 3 4 18 72
22 RAHMAD RENDI 2 3 3 3 3 14 56
23 RESKY YAN NUGRAHA 3 3 4 4 4 18 72
24 SARI PERTAMA ZOLA 3 3 4 4 3 17 68
25 SETIA HAJAR 2 3 3 3 3 14 56
26 SHERLY AMALIA 3 3 3 3 3 15 60
27 SISKA RAHMADANI 3 3 3 4 3 16 64
28 SUCI GUSTINA RAHMADANI 3 3 3 3 3 15 60
29 TASYA WULANDARI 3 3 4 4 4 18 72
30 UCI DAYANI 3 3 4 3 4 17 68
31 WENDI ISLAMI 2 3 3 3 3 14 56
32 YULFI ODELIA PUTRI 3 3 4 4 3 17 68
33 YUSRIANDA 2 3 3 3 3 14 56
34 ZAHARA TUL'AINI 3 3 3 3 3 15 60
Rater,
CONVERTED SCORE
GRAMMAR
RAW SCORE
No Student
5
1 AKMAL SAPUTRA 2 2 2 1 2 9 36
2 ANGGY LESTARI 3 4 4 3 4 18 72
3 ANJELINA Br. SINAGA 3 3 4 3 4 17 68
4 ANNISA AFISTIA 3 3 4 3 4 17 68
5 AYUNI AMANDA HASTA 3 3 3 3 3 15 60
6 AZLAN FAJRI FIQORI 2 3 3 2 3 13 52
7 DESLIA MAHYORA 3 3 3 2 3 14 56
8 DESRA NURUL FADILLAH 3 3 3 3 3 15 60
9 DHEA FITRISIA 3 3 3 3 3 15 60
10 DIVA ANANDA WINDRI 3 3 3 3 3 15 60
11 ELVA RISKI 3 3 4 4 4 18 72
12 FIKRI HANDIKA 2 2 2 2 1 9 36
13 FITRY HAYONA 2 3 2 2 2 11 44
14 HILDA AMELIA PUTRI 2 3 3 2 2 12 48
15 M. YAZID ALFITRAH 2 3 3 2 3 13 52
16 MAIKEL M 2 3 2 2 2 11 44
17 MIFTAHUL JANNAH 2 3 3 2 3 13 52
18 NOVA PUSPITA SARI 3 3 3 3 3 15 60
19 RESTI OCTARI 3 3 4 3 4 17 68
20 RESTIA ANANDA HIKMAH 2 3 3 3 3 14 56
21 RINDA SEPTI ZULIANTI 4 3 4 3 4 18 72
22 RIZKY KURNIAWAN 2 3 3 2 3 13 52
23 RIZKY RIZALDI 3 3 4 3 4 17 68
24 SUCI RAHMADANI 3 3 3 3 4 16 64
25 SUNDARI DARI 3 3 4 3 4 17 68
26 TASYA NUR MEDINAH 2 3 3 3 3 14 56
27 TIKA FARIZA 3 3 3 3 3 15 60
28 ULUL AZMI 2 3 3 2 3 13 52
29 VIVI KAMELIA PUTRI 3 3 4 3 4 17 68
30 WAWAN SURYA SETIAWAN 2 3 3 3 3 14 56
31 YUNI LESTARI 2 3 3 2 3 13 52
32
33
Rater,
CONVERTED SCORE
GRAMMAR
RAW SCORE
No Student
5
1 AKMAL SAPUTRA 2 2 2 1 2 9 36
2 ANGGY LESTARI 3 4 4 3 4 18 72
3 ANJELINA Br. SINAGA 3 4 4 3 4 18 72
4 ANNISA AFISTIA 3 3 4 3 4 17 68
5 AYUNI AMANDA HASTA 3 3 3 3 3 15 60
6 AZLAN FAJRI FIQORI 2 3 3 2 3 13 52
7 DESLIA MAHYORA 3 3 3 2 3 14 56
8 DESRA NURUL FADILLAH 3 3 4 3 3 16 64
9 DHEA FITRISIA 3 3 3 3 3 15 60
10 DIVA ANANDA WINDRI 3 3 3 3 3 15 60
11 ELVA RISKI 3 3 3 4 3 16 64
12 FIKRI HANDIKA 2 2 3 2 2 11 44
13 FITRY HAYONA 2 3 2 2 2 11 44
14 HILDA AMELIA PUTRI 2 3 3 2 2 12 48
15 M. YAZID ALFITRAH 2 3 3 2 3 13 52
16 MAIKEL M 2 3 3 2 2 12 48
17 MIFTAHUL JANNAH 2 3 3 2 3 13 52
18 NOVA PUSPITA SARI 3 3 3 3 3 15 60
19 RESTI OCTARI 3 3 4 3 4 17 68
20 RESTIA ANANDA HIKMAH 2 3 3 3 3 14 56
21 RINDA SEPTI ZULIANTI 4 3 4 3 4 18 72
22 RIZKY KURNIAWAN 2 3 3 2 3 13 52
23 RIZKY RIZALDI 3 3 3 3 4 16 64
24 SUCI RAHMADANI 3 3 3 3 4 16 64
25 SUNDARI DARI 3 3 4 3 4 17 68
26 TASYA NUR MEDINAH 2 3 3 3 3 14 56
27 TIKA FARIZA 3 3 3 3 3 15 60
28 ULUL AZMI 2 3 3 2 3 13 52
29 VIVI KAMELIA PUTRI 3 3 4 3 4 17 68
30 WAWAN SURYA SETIAWAN 2 3 3 3 3 14 56
31 YUNI LESTARI 2 3 3 2 3 13 52
32
33
Rater.
CONVERTED SCORE
RAW SCORE
No Student
5
1 AGIL SYAFRIAN 3 3 4 3 3 16 64
2 AISYAH AZHARI 4 4 4 4 5 21 84
3 ALFARIZI SYAHDAN 2 3 3 3 3 14 56
4 ANNISA FARADILA 2 3 3 3 3 14 56
5 DHIA AWALIA PUTRI 3 3 4 3 3 16 64
6 ELVARA SILVANI 2 3 3 3 3 14 56
7 FADLI SYAWAL 2 3 3 3 3 14 56
8 FITRIA FADILLA 2 3 3 3 3 14 56
9 FITRIA TRI RAHMADANI 2 2 3 2 3 12 48
10 GUSVITA ALYA DEVIARIANI 2 2 4 3 4 15 60
11 HAMDAN 2 2 3 3 3 13 52
12 JAKA LAKSMANA 3 3 3 3 3 15 60
13 JESIKA RAHMADANI 3 3 4 3 4 17 68
14 KHAIRUL HAMID 2 3 3 3 3 14 56
15 M. ADEL 2 3 3 3 3 14 56
16 M. YAZID 3 3 3 3 3 15 60
17 MEGA LAMASYA 3 4 3 3 3 16 64
18 MELANI SALSABILA 3 4 4 3 3 17 68
19 MELLIDIA 3 4 4 3 3 17 68
20 NISCAHAYA AGRIANI 3 4 4 3 4 18 72
21 RAHMAD RENDI 3 4 4 3 3 17 68
22 RESKY YAN NUGRAHA 3 4 4 3 3 17 68
23 SARI PERTAMA ZOLA 3 3 3 4 3 16 64
24 SETIA HAJAR 2 3 3 3 3 14 56
25 SHERLY AMALIA 3 3 4 4 3 17 68
26 SISKA RAHMADANI 2 2 3 3 3 13 52
27 SUCI GUSTINA RAHMADANI 2 2 3 3 3 13 52
28 TASYA WULANDARI 3 3 4 3 3 16 64
29 UCI DAYANI 3 4 4 3 3 17 68
30 WENDI ISLAMI 2 3 3 3 3 14 56
31 YULFI ODELIA PUTRI 3 3 4 3 3 16 64
Rater 2,
CONVERTED SCORE
RAW SCORE
No Student
5
1 AGIL SYAFRIAN 3 3 4 3 3 16 64
2 AISYAH AZHARI 4 4 5 5 5 5 28 112
3 ALFARIZI SYAHDAN 3 3 4 4 3 17 68
4 ANNISA FARADILA 3 3 4 4 3 17 68
5 DHIA AWALIA PUTRI 3 4 4 4 3 18 72
6 ELVARA SILVANI 3 4 4 4 3 18 72
7 FADLI SYAWAL 2 3 3 3 3 14 56
8 FITRIA FADILLA 3 3 3 3 3 15 60
9 FITRIA TRI RAHMADANI 3 3 3 3 3 15 60
10 GUSVITA ALYA DEVIARIANI 3 3 4 4 4 18 72
11 HAMDAN 2 3 3 3 3 14 56
12 JAKA LAKSMANA 3 3 3 3 3 15 60
13 JESIKA RAHMADANI 2 3 3 3 3 14 56
14 KHAIRUL HAMID 2 3 3 3 3 14 56
15 M. ADEL 3 3 4 4 3 17 68
16 M. YAZID 3 4 4 4 3 18 72
17 MEGA LAMASYA 4 4 4 4 3 19 76
18 MELANI SALSABILA 3 4 4 4 4 19 76
19 MELLIDIA 4 4 4 4 3 19 76
20 NISCAHAYA AGRIANI 4 4 5 4 5 22 88
21 RAHMAD RENDI 4 4 4 4 3 19 76
22 RESKY YAN NUGRAHA 4 4 5 4 3 20 80
23 SARI PERTAMA ZOLA 3 3 4 4 3 17 68
24 SETIA HAJAR 3 4 4 3 3 17 68
25 SHERLY AMALIA 2 4 4 4 3 17 68
26 SISKA RAHMADANI 2 3 3 3 3 14 56
27 SUCI GUSTINA RAHMADANI 2 2 3 3 3 13 52
28 TASYA WULANDARI 4 4 5 4 4 21 84
29 UCI DAYANI 3 4 4 4 4 19 76
30 WENDI ISLAMI 3 3 3 3 3 15 60
31 YULFI ODELIA PUTRI 4 4 4 4 4 20 80
Rater 2,
CONVERTED SCORE
RAW SCORE
No Student
5
1 AKMAL SAPUTRA 3 3 4 4 3 3 20 80
2 ANGGY LESTARI 4 4 4 4 4 3 23 92
3 ANJELINA Br. SINAGA 4 4 5 5 4 5 27 108
4 ANNISA AFISTIA 3 4 4 4 4 3 22 88
5 AYUNI AMANDA HASTA 2 3 3 3 3 3 17 68
6 AZLAN FAJRI FIQORI 3 3 4 4 3 3 20 80
7 DESLIA MAHYORA 2 3 3 3 2 3 16 64
8 DESRA NURUL FADILLAH 2 2 2 2 2 2 12 48
9 DHEA FITRISIA 3 4 4 4 4 3 22 88
10 DIVA ANANDA WINDRI 3 3 3 3 4 3 19 76
11 ELVA RISKI 2 3 3 3 3 3 17 68
12 FIKRI HANDIKA 2 2 2 2 3 2 13 52
13 FITRY HAYONA 3 3 4 4 3 3 20 80
14 HILDA AMELIA PUTRI 3 4 3 3 3 16 64
15 M. YAZID ALFITRAH 4 3 4 4 4 3 22 88
16 MAIKEL M 2 3 3 3 3 3 17 68
17 MIFTAHUL JANNAH 3 3 4 4 3 4 21 84
18 NOVA PUSPITA SARI 3 3 4 4 4 4 22 88
19 RESTI OCTARI 2 3 3 3 3 3 17 68
20 RESTIA ANANDA HIKMAH 3 3 4 4 4 3 21 84
21 RINDA SEPTI ZULIANTI 3 3 3 3 3 3 18 72
22 RIZKY KURNIAWAN 2 2 3 3 3 3 16 64
23 RIZKY RIZALDI 3 4 4 4 4 3 22 88
24 SUCI RAHMADANI 3 3 4 4 4 4 22 88
25 SUNDARI DARI 3 3 3 3 3 3 3 21 84
26 TASYA NUR MEDINAH 3 4 4 4 4 4 23 92
27 TIKA FARIZA 3 3 4 4 4 3 21 84
28 ULUL AZMI 3 3 3 3 3 3 18 72
29 VIVI KAMELIA PUTRI 3 3 4 4 4 3 21 84
30 WAWAN SURYA SETIAWAN 3 3 3 3 3 3 18 72
31 YUNI LESTARI 2 2 2 2 3 11 44
Rater 2,
Kurnia Budiyanti,
M.Pd
POST TEST VIDEO 11 MIPA 6 (CONTROL CLASS)
LANGUAGE COMPONENTS
PRONUNCIATION GRAMMAR VOCABULARY FLUENCY COMPREHENSION
CONVERTED SCORE
RAW SCORE
No Student
5
1 AKMAL SAPUTRA 3 4 4 3 3 17 68
2 ANGGY LESTARI 4 4 5 4 3 20 80
3 ANJELINA Br. SINAGA 4 5 5 4 4 22 88
4 ANNISA AFISTIA 3 4 4 4 3 18 72
5 AYUNI AMANDA HASTA 2 3 3 3 3 14 56
6 AZLAN FAJRI FIQORI 3 4 4 3 3 17 68
7 DESLIA MAHYORA 2 3 3 3 3 14 56
8 DESRA NURUL FADILLAH 2 3 3 3 3 14 56
9 DHEA FITRISIA 4 4 4 4 3 19 76
10 DIVA ANANDA WINDRI 3 3 3 3 3 15 60
11 ELVA RISKI 3 3 3 3 3 15 60
12 FIKRI HANDIKA 3 3 2 2 3 13 52
13 FITRY HAYONA 3 3 3 3 3 15 60
14 HILDA AMELIA PUTRI 3 3 3 3 3 15 60
15 M. YAZID ALFITRAH 4 4 4 4 3 19 76
16 MAIKEL M 3 4 4 3 3 17 68
17 MIFTAHUL JANNAH 2 3 3 3 3 14 56
18 NOVA PUSPITA SARI 3 4 4 3 4 18 72
19 RESTI OCTARI 3 3 3 3 3 15 60
20 RESTIA ANANDA HIKMAH 3 3 3 3 3 15 60
21 RINDA SEPTI ZULIANTI 3 4 4 3 3 17 68
22 RIZKY KURNIAWAN 2 2 3 3 3 13 52
23 RIZKY RIZALDI 4 4 4 4 3 19 76
24 SUCI RAHMADANI 3 4 4 4 3 18 72
25 SUNDARI DARI 4 3 3 3 3 16 64
26 TASYA NUR MEDINAH 4 3 4 4 3 18 72
27 TIKA FARIZA 3 4 4 4 3 18 72
28 ULUL AZMI 2 3 3 3 3 14 56
29 VIVI KAMELIA PUTRI 3 3 4 3 3 16 64
30 WAWAN SURYA SETIAWAN 3 3 4 3 3 16 64
31 YUNI LESTARI 2 2 2 3 3 12 48
Rater 2,
Kurnia Budiyanti,
M.Pd
APPENDIX 4
SYLLABUS
SILABUS SMA/MA
Kelas : X
Kompetensi Inti :
KI 2 : Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong royong,
kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukkan sikap sebagai bagian dari
solusi atas berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan alam
serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia
rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan
kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta
menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya
KI 4 : Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan
pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan mampu menggunakan metoda
sederhana, dalam
Mengasosiasi Berperilaku
untuk simple
jujur, disiplin,
Siswa menganalisis
memaparka present
percaya diri,
ungkapan
n, tense
dan
memaparkan jati diri
menanyakan (3) Kata
bertanggung
dengan
, dan tanya
jawab dalam
mengelompokannya
merespon What?
melaksanakan
berdasarkan
pemaparan Who?
Komunikasi
penggunaan.
jati diri, Which?
Kesungguhan
dengan (4) Ucapan, Secara berkelompok
siswa dalam
memperhatik tekanan siswa mendiskusikan
proses
an fungsi kata, ungkapan
pembelajaran
sosial, intonasi, memaparkan jati diri
dalam setiap
struktur teks, ejaan, yang mereka temukan
tahapan
dan unsur tulisan dari sumber lain dan
membandingkannya Portofolio
kebahasaan, tangan
komentar atau
Siswa menuliskan
cara penilaian
permasalahan dalam
lainnya.
menggunakan bahasa
khusus,
komentar, atau
bentuk penilaian
lain
APPENDIX 5
LESSON PLAN
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
LUAR JARINGAN
OFFLINE
Skill : Tenses
A. Standar Kompetensi
1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar
Komunikasi internasional yang diwujudkan dalam semangat belajar
B. Kompetensi Dasar
2.2 Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam
melaksanakan Komunikasi transaksional dengan guru dan teman
3.1 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari teks pemaparan jati
diri, sesuai dengan konteks penggunaannya
4.1 Menyusun teks lisan dan tulis sederhana, untuk memaparkan, menanyakan, dan merespon
pemaparan jati diri, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan,
secara benar dan sesuai dengan konteks.
C. Karakter :
1. Berani (courage).
2. Tekun (diligent).
3. Tanggung jawab (responsible).
D. Tujuan Pembelajaran
Setelah mempelajari materi ini, diharapkan peserta didik dapat:
Memahami penggunaan Simple Present Tense
Mampu menggunakan rumus Simple present Tense
Membuat contoh kalimat Simple Present Tense
Mampu merekam video menggunakan simple present tense
E. Materi
Fungsi Simple Present Tense
Rumus Simple Present Tense
Contoh Simple Present Tense
Kata keterangan yang digunakan dalam Simple Present Tense
F. Metode pembelajaran
1. Ceramah
2. Bertanya
3. Diskusi
4. Pemberian tugas
G. Langkah-langkah kegiatan
1) Pendahuluan
Guru memberi salam dan menyapa peserta didik.
Guru menyiapkan peserta didik untuk mengawali kegiatan dengan berdoa, dan
memeriksa kehadiran peserta didik.
Motivasi: Apa yang kamu ketahui tentang Simple Present Tense dan apa
fungsinya?
2) Inti ( 10 menit)
Memberikan penjelasan mengenai Simple Present Tense
Menunjukkan fungsi penggunaan Simple Present Tense
Menjelaskan rumus yang digunakan
Memberi contoh penggunaan kalimat Simple Present Tense dalam kehidupan
sehari-hari
Memberikan siswa video kartun tentang pengunaan simple present tense
3) Penutup
Merangkum materi yang telah dibahas bersama siswa
Guru memberikan pekerjaan rumah.
Sebelum menutup kelas, guru menyuruh siswanya berdo’a
I. Penilaian
Guru menilai keaktifan siswa dalam mengerjakan soal
Memberikan tugas individu : membuat kalimat Simple Present Tense
Peran serta siswa.
Sikap dan perilaku siswa dalam bertanya.
Kerja sama dan kekompakan dalam kelompok
Guru menilai hasil rekaman video siswa
DALAM JARINGAN
ONLINE
Skill : Tenses
J. Standar Kompetensi
1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar
Komunikasi internasional yang diwujudkan dalam semangat belajar
K. Kompetensi Dasar
2.2 Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam
melaksanakan Komunikasi transaksional dengan guru dan teman
3.1 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari teks pemaparan jati
diri, sesuai dengan konteks penggunaannya
4.1 Menyusun teks lisan dan tulis sederhana, untuk memaparkan, menanyakan, dan merespon
pemaparan jati diri, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan,
secara benar dan sesuai dengan konteks.
L. Karakter :
4. Berani (courage).
5. Tekun (diligent).
6. Tanggung jawab (responsible).
M. Tujuan Pembelajaran
Setelah mempelajari materi ini, diharapkan peserta didik dapat:
Memahami penggunaan Simple Present Tense
Mampu menggunakan rumus Simple present Tense
Membuat contoh kalimat Simple Present Tense
Mampu merekam video menggunakan simple present tense
N. Materi
Fungsi Simple Present Tense
Rumus Simple Present Tense
Contoh Simple Present Tense
Kata keterangan yang digunakan dalam Simple Present Tense
O. Metode pembelajaran
1. Ceramah
2. Bertanya
3. Diskusi
4. Pemberian tugas
P. Langkah-langkah kegiatan
4) Pendahuluan
Guru memberi salam dan menyapa peserta didik dalam group Whatsapp
Guru menyiapkan peserta didik untuk mengawali kegiatan dengan berdoa, dan
memeriksa kehadiran peserta didik.
Motivasi: Apa yang kamu ketahui tentang Simple Present Tense dan apa
fungsinya?
5) Inti ( 10 menit)
Memberikan penjelasan mengenai Simple Present Tense
Menunjukkan fungsi penggunaan Simple Present Tense
Menjelaskan rumus yang digunakan
Memberi contoh penggunaan kalimat Simple Present Tense dalam kehidupan
sehari-hari
Memberikan siswa video kartun tentang pengunaan simple present tense
6) Penutup
Merangkum materi yang telah dibahas bersama siswa
Guru memberikan pekerjaan rumah.
Sebelum menutup kelas, guru menyuruh siswanya berdo’a
R. Penilaian
Guru menilai keaktifan siswa dalam mengerjakan soal
Memberikan tugas individu : membuat kalimat Simple Present Tense
Peran serta siswa.
Sikap dan perilaku siswa dalam bertanya.
Kerja sama dan kekompakan dalam kelompok
Guru menilai hasil rekaman video siswa
RECOMMENDATION LETTERS
APPENDIX 7
DOCUMENTATION
DOCUMENATATION
Post-Test 1
Post Test 2
CURRICULUM VITAE
Firman Rizaldi, the second son from Mr. Yulizar and Mrs.Alm Sumiati,
graduated from SDN 001 Sawah Baru and continued his study at Mts
Kampar Timur for continuing his study and he finished in 2017. In 2017, he was accepted as one
of the students in Department of English Education, Faculty of Education and Teacher Training
of State Islamic University of Sultan Syarif Kasim Riau. On July 2020, He was doing KKN
(Kuliah Kerja Nyata) in Desa Kampar, Kampar. He also was doing Pre-Service Teacher Practice
Finally, he passed thesis examination entitled “The Effect of Using Cartoon Videos as
Media Instruction on Students’ Speaking Ability at Senior High School 1 Kampar Timur”.