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APPENDIX 1 THE RESULT OF STUDENTS SPEAKING SCORE ON CYCLE 1

Number 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13 14. 15. 16. 17. 18. 19. 20.

Name AAF AP AEF ATN AS DYR DRF FS FR HRR IH IMPR KRD LAGS LAAS LAH MBD MFA MIA NR

Grammar Vocabulary 12 12 15 13 16 14 11 17 20 19 17 12 15 14 12 12 14 11 12 18 13 14 13 14 14 12 12 16 17 14 18 13 17 16 14 14 12 13 14 16

Fluency 11 11 12 11 12 11 11 23 20 12 17 12 16 18 12 12 13 12 12 11

Pronunciation 16 17 17 15 20 16 25 20 16 17 15 16 12 18 17 18 18 16 17 18

Score 52 54 57 53 62 53 59 76 73 62 67 53 60 66 55 56 57 52 55 63

Criteria Poor Poor Poor Fair Poor Poor Fair Good Fair Poor Fair Poor Poor Fair Poor Poor Poor Poor Poor Poor

21. 22. 23. 24. 25.

NPA RA SS MALI HLP Total

17 12 14 17 18 364

18 14 14 14 17 363

12 13 12 18 17 342

19 18 12 18 18 429

66 57 52 67 70 1497

Fair Poor Poor Fair Fair

The Average of the students speaking scores on Cycle 1 Cycle 1= 1497 Mean =

= 59.8

APPENDIX 2 THE RESULT OF STUDENTS SPEAKING SCORE ON CYCLE 2

Number 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13 14. 15. 16. 17. 18.

Name AAF AP AEF ATN AS DYR DRF FS FR HRR IH IMPR KRD LAGS LAAS LAH MBD MFA

Grammar Vocabulary 18 18 16 20 18 18 19 20 20 18 18 17 15 16 17 16 18 18 16 18 14 18 14 16 18 20 20 17 18 14 16 16 14 16 16 20

Fluency 14 18 12 20 12 12 20 19 20 18 21 12 21 20 14 18 18 19

Pronunciation 18 20 19 21 18 18 20 21 20 21 20 18 22 21 18 20 20 18

Score Criteria 66 74 61 79 62 64 77 80 80 74 77 62 77 80 74 72 72 75 Fair Fair Poor Good Poor Poor Good Good Good Good Good Poor Good Good Fair Fair Fair Good

19. 20. 21. 22. 23. 24. 25.

MIA NR NPA RA SS MALI HLP Total

18 17 16 17 17 17 15 406

17 18 17 18 18 18 18 436

20 20 18 17 18 20 21 427

17 22 21 21 21 20 22 479

72 80 76 76 77 75 76 1885

Good Good Good Good Good Good Good

The Average of the students speaking scores on Cycle 2 Cycle 2= 1885 Mean =

= 75,4

APPENDIX 3 OBSERVATION CHECKLIST CYCLE 1 FIRST MEETING

No.

Students Activity Teacher 1 2

Teaching Learning Process Collaborator 3 4 5 1 2 3 4 5

1. The

2. 3.

4.

5.

students give attention to the explanation The students actively engage in dialogue The students are motivated to join the lesson The students are brave to ask and answer a question The feedback between the researcher and the students are showed up

6. Getting the students to

complete the task 7. Students are courage to speak up in front of the class Notes: 1 2 3 4 5

: The students attitude are very bad : The students attitude are bad : The students attitude are fairly well : The students attitude are good : The students attitude are very good Observer

(Endang Istikhomah)

APPENDIX 3a OBSERVATION CHECKLIST CYCLE 1 SECOND MEETING

No.

Students Activity Teacher 1 2

Teaching Learning Process Collaborator 3 4 5 1 2 3 4 5

1. The

2. 3.

4.

5.

students give attention to the explanation The students actively engage in dialogue The students are motivated to join the lesson The students are brave to ask and answer a question The feedback between the researcher and the students are showed up

6. Getting the students to

complete the task 7. Students are courage to speak up in front of the class Notes: 1 2 3 4 5

: The students attitude are very bad : The students attitude are bad : The students attitude are fairly well : The students attitude are good : The students attitude are very good Observer

( Endang Istikhomah)

APPENDIX 3b OBSERVATION CHECKLIST CYCLE 1 THIRD MEETING

No.

Students Activity Teacher 1 2

Teaching Learning Process Collaborator 3 4 5 1 2 3 4 5

1. The

2. 3.

4.

5.

students give attention to the explanation The students actively engage in dialogue The students are motivated to join the lesson The students are brave to ask and answer a question The feedback between the researcher and the students are showed up

6. Getting the students to

complete the task


7. Students are courage to

speak up in front of the class Notes: 1 2 3 4 5 : The students attitude are very bad : The students attitude are bad : The students attitude are fairly well : The students attitude are good : The students attitude are very good Observer

( Endang Istikhomah)

APPENDIX 3c OBSERVATION CHECKLIST CYCLE 1 FOURTH MEETING No. Students Activity Teacher 1
1. The

Teaching Learning Process Collaborator 2 3 4 5 1 2 3 4 5

2. 3.

4.

5.

students give attention to the explanation The students actively engage in dialogue The students are motivated to join the lesson The students are brave to ask and answer a question The feedback between the researcher and the students are showed up

6. Getting the students to

complete the task


7. Students are courage to

speak up in front of the class Notes: 1 2 3 4 5

: The students attitude are very bad : The students attitude are bad : The students attitude are fairly well : The students attitude are good : The students attitude are very good Observer

( Endang Istikhomah)

APPENDIX 3d OBSERVATION CHECKLIST CYCLE 2 FIRST MEETING No. Students Activity Teacher 1
1. The

Teaching Learning Process Collaborator 2 3 4 5 1 2 3 4 5

2. 3.

4.

5.

students give attention to the explanation The students actively engage in dialogue The students are motivated to join the lesson The students are brave to ask and answer a question The feedback between the researcher and the students are showed up

6. Getting the students to

complete the task 7. Students are courage to speak up in front of the class

Notes: 1 2 3 4 5

: The students attitude are very bad : The students attitude are bad : The students attitude are fairly well : The students attitude are good : The students attitude are very good Observer

( Endang Istikhomah)

APPENDIX 3e OBSERVATION CHECKLIST CYCLE 2 SECOND MEETING No. Students Activity Teacher 1
1. The

Teaching Learning Process Collaborator 2 3 4 5 1 2 3 4 5

2. 3.

4.

5.

students give attention to the explanation The students actively engage in dialogue The students are motivated to join the lesson The students are brave to ask and answer a question The feedback between the researcher and the students are showed up

6. Getting the students to

complete the task


7. Students are courage to

speak up in front of the class Notes: 1 2 3 4 5

: The students attitude are very bad : The students attitude are bad : The students attitude are fairly well : The students attitude are good : The students attitude are very good Observer

( Endang Istikhomah)

APPENDIX 3f OBSERVATION CHECKLIST CYCLE 1 THIRD MEETING No. Students Activity Teacher 1
1. The

Teaching Learning Process Collaborator 2 3 4 5 1 2 3 4 5

2. 3.

4.

5.

students give attention to the explanation The students actively engage in dialogue The students are motivated to join the lesson The students are brave to ask and answer a question The feedback between the researcher and the students are showed up

6. Getting the students to

complete the task 7. Students are courage to speak up in front of the class

Notes: 1 2 3 4 5

: The students attitude are very bad : The students attitude are bad : The students attitude are fairly well : The students attitude are good : The students attitude are very good Observer

( Endang Istikhomah)

APPENDIX 4 QUESTIONNAIRE ATTITUDINAL QUESTIONNAIRE ON ENGLISH

Questionnaire
No. Aspek yang diamati 1. Belajar bhs. Inggris 2. 3. SS 44% 80% 16% S 56% 20% 80% RR TD -

STS
-

Ket.

4.

5.

6.

7.

8.

menarik Belajar bhs. Inggris semaksimal mungkin Belajar bahasa Inggris sangat penting karena bahasa inggris merupakan bahasa internasional Belajar bahasa inggris sangat penting karena dapat mengetahui berbagai macam budaya dan orangorang dunia. Belajar bahsa inggris sangat penting bagi sehingga saya bisa berkomunikasi dengan turis asing Belajar bahsa inggris sangat penting bagi saya karena dapat membawa saya dari kesuksesan Belajar bahasa inggris sangat penting bagi saya karena orang pendidian seharusnya dapat berbahsa inggris. Bahasa inggris sangat penting bagi saya sehingga saya dapat memahami informasi yang ditayangkan di televisi atau disiarkan di radio.

40%

60%

36%

64%

28%

72%

76%

12%

4%

48%

52%

9. Belajar bahasa inggris itu

32%

68%

sangat menyenangkan.
10. Belajar bahasa inggris 24% 76% -

sangat penting bagi saya

ketika saya masuk di dunia kerja.

B. STUDENTS RESPONSE TOWARD DIALOGUE

No. 1.

Indicators Pembelajaran bahasa inggris dilaksanakan dengan teknik dialogue membuat saya memiliki kemauan yang tinggi untuk mengikuti pelajaran. Pembelajaran bahasa inggris dilaksanakan dengan teknik dialogue membuat saya memiliki kemauan yang tinggi untuk memanfaatkan waktu belajar dengan baik.

Answering alternative Sangat Setuju (SS) Setuju (S) Ragu-Ragu (RR) Tidak Setuju (TS) Sangat Tidak Setuju (STS) Sangat Setuju (SS) Setuju (S) Ragu-Ragu (RR) Tidak Setuju (TS) Sangat Tidak Setuju (STS) Sangat Setuju (SS) Setuju (S) Ragu-Ragu (RR) Tidak Setuju (TS) Sangat Tidak Setuju (STS) Sangat Setuju (SS) Setuju (S)

Answering Frequency 20 4 1 20 5

Percentage 80% 16% 4% 80% 20%

2.

19 6 18 7

76% 24% 72% 28%

3.

Pembelajaran bahasa inggris dilaksanakan dengan teknik dialogue membuat saya lebih mudah memahami pelajaran

4.

Pembelajaran bahasa inggris dilaksankan dengan teknik

dialogue maka konsepkonsep dari bahan pelajaran membuat saya ingat lebih betah . 5. Pembelajaran bahasa Inggris dilaksanakan dengan teknik dialogue membuat proses pembelajaran lebih menarik.

Ragu-Ragu (RR) Tidak Setuju (TS) Sangat Tidak Setuju (STS) Sangat Setuju (SS) Setuju (S) Ragu-Ragu (RR) Tidak Setuju (TS) Sangat Tidak Setuju (STS) Sangat Setuju (SS) Setuju (S) Ragu-Ragu (RR) Tidak Setuju (TS) Sangat Tidak Setuju (STS) Sangat Setuju (SS) Setuju (S) Ragu-Ragu (RR) Tidak Setuju (TS) Sangat Tidak Setuju (STS)

_ 19 5 1 21 4 8 17 14 11 -

_ 76% 20% 4% 84% 16% 32% 68% 56% 44% -

6.

Pembelajaran bahasa inggris dilaksanakan dengan teknik dialogue membuat saya tidak gugup ketika berbicara bahasa inggris di depan kelas.

7.

Pembelajaran bahasa inggris dilaksanakan dengan teknik dialogue membuat saya tidak malu dan takut salah ketika berbicara bahasa inggris di depan kelas.

8.

Jika pembelajaran bahasa inggris dilaksanakan dengan teknik dialogue dapat

Sangat Setuju (SS) Setuju (S) Ragu-Ragu (RR)

meningkatkan prestasi belajar saya. 9. Jika pembelajaran bahasa inggris diterapkan dengan teknik dialogue membuat saya lebih nyaman dan tenang.

Tidak Setuju (TS) Sangat Tidak Setuju (STS) Sangat Setuju (SS) Setuju (S) Ragu-Ragu (RR) Tidak Setuju (TS) Sangat Tidak Setuju (STS) Sangat Setuju (SS) Setuju (S) Ragu-Ragu (RR) Tidak Setuju (TS) Sangat Tidak Setuju (STS)

15 10 17 8 -

60% 40% 68% 32% -

10. Jika pembelajaran bahasa inggris diterapkan dengan tenik dialogue saya dapat mengucapkan lafal setiap kata dengan benar.