THE EFFECTIVINESS OF USING VIDEO IN TEACHING

SPEAKING
FOR SENIOR HIGH SCHOOL (AT GRADE X OF SMAN 4
KEDIRI IN THE YEAR 2020/2021)

By

Satria andhika putra

19020230035

ISLAMIC UNIVERSITY OF KADIRI

FACULTY OF TEACHER TRAINING AND EDUCATION
ENGLISH EDUCATION DEPARTEMENT
2021

i
 ACKNOWLEDGEMENT

Praise and gratitude the author prays to God Almighty for His blessings

and grace so that the author can complete the final project of the Introduction in

ELT course on time.The purpose of writing this paper is to study the contents of

each chapter from the actual research report.

On this occasion, the author would like to express his gratitude to all those who

have provided moral and material support so that this paper can be completed.

The author's thanks go to:

1. Mr. Irwan Sulistiyanto, M.Pd as a lecturer for the introduction in ELT course

and providing guidance during the end of the course

2. My parents who always encourage me so that this paper can be completed on

time, and

3. My classmates who have helped me to finish my paper

Finally the writer hopes that this research paper is still far from perfect. There

fore, more constructive criticism and suggestion and also highly expect of its

perfection. May Allah SWT the almighty always bless and reward the whole of us

for all good things that we have done, Aaminn.

Author

ii
 TABLE OF CONTENTS

ACKNOWLEDGEMENT.......................................................................................ii
TABLE OF CONTENTS.......................................................................................iii
CHAPTER I.............................................................................................................1
INTRODUCTION...................................................................................................1
1.1 Background Research.....................................................................................1
1.2 Research Statements.......................................................................................2
1.3 Research Objecties.........................................................................................3
1.4 Research Significant.......................................................................................3
1.5 Scope of Limitation........................................................................................4
1.6 Hypotesis........................................................................................................5
1.7 Basic Asumtion..............................................................................................6
1.8 Definition of key teams..................................................................................6
CHAPTER II............................................................................................................9
LITERATURE REVIEW........................................................................................9
2.1 Listening.........................................................................................................9
2.1.1 Definition of Listening................................................................................9
2.1.2 The goal of Listening................................................................................10
2.1.3 Type and Process Listening.......................................................................10
2.1.4 Listening Achievement..............................................................................11
2.2 Song..............................................................................................................11
2.2.1 Definition of Song.....................................................................................11
2.2.2 The Use of Songs as Authentic Listening Material...................................11
2.2.3 How to Teaching Listening Using Song in Classroom.............................12
2.2.4 Factors Contributing to Listening Comprehension of Song......................13
2.2.5 Listening to a English Songs as Habit.......................................................13
2.3 Previous Research........................................................................................14

iii
CHAPTER III........................................................................................................15
RESEARCH METHOD.........................................................................................15
3.1 Research Design...........................................................................................15
3.2 Subject of Research.....................................................................................16
3.3 Location........................................................................................................16
3.4 Research Instrument.....................................................................................17
3.5 Data Collection.............................................................................................17
3.6 Descriptive Statistics....................................................................................18
3.7 Statistical Inference......................................................................................20
3.8 Interpretasi from data analysis.....................................................................23
Bibliography...........................................................................................................24
APPENDIX 1.........................................................................................................25
APPENDIX 2.........................................................................................................27

iv
 CHAPTER I

INTRODUCTION
In the introductory chapter, it can be seen in general terms the main things

covered in the research and the relationship between one thing and another. This

chapter can be divided into several parts, namely Background Reseach,Research

Statements,Research Object,Research Significant,Scope of

Limitation,Hypotesis,Basic Asumtion,and Definition of Key. Here is a brief

explanation and example:

1.1 Background Research

The background contains rational and essential reasons that make researchers

interested in conducting research based on facts, data, references and previous

research findings, examples of paragraphs;

As a foreign language in Indonesia, English is learned seriously by many

people to have a good prospect in the community of international word. Recently,

English becomes important. Since it is important, English is taught widely at

formal schools starting from elementary school up to universities, even at informal

schools i.e. course. In teaching English, mastering vocabulary is very important

because by mastering it, the student will be easily to catch information delivered

in English learning process. Without knowledge about vocabulary, the students

can not grow the English skill.

9
 Vocabulary is the foundation to build the importance of languages, which

plays a fundamental role in learning. Brown (2005: 1) states that without

grammar, communication is little to be conveyed.

In teaching learning process we can elaborate about the technology and

education with Media especially using digital video. According to Burt (2001:64),

the use of video is not viewed in the field of education. The visually appealing

video helped educators and learners to understand the meaning of a certain

phenomenon in many ways. For the past several decades, video recordings have

been used as a teaching resource to enhance English language learning.

Video recordings bring extended context and interesting content to a

classroom. By using video, an oral skill course and other skill courses can be

integrated through the use of common themes, functions, and/or grammar featured

in the video recording. The use of recorded material provides a rich context by

which students can improve comprehension and listening practice and speaking

(Burt,

2001:65)

The students of eight grade of SMA N 4 Kediri study the basic English.

They are not interested in learning English vocabulary, simple words or things in

their surroundings, it is caused by some factors such as the name of animal, public

place, spelling, pronunciation, color, etc. The biggest one is that they are lack of

ability to understand simple English used in practicing English. Edge (2003:58),

states that the matter is indicated from two indicators. Video can present

10
language,: First, which is viewed from lively way. Video facilitates the learning of

vocabulary mastery and second which is foreign Language. Thus, it can increase

easily the view from the situation of the class, students' interest and motivation.

From the result of preobservation, video can also be used as a means to find

problem dealing with communication. A video sequence used in class makes

students more enthusiastic to learn vocabulary, to communicate in the target

language. Because teaching is a performance-based profession, teacher of

education programs commonly integrate classroom-based instruction with 3 field-

based practice. From the phenomena above, the writer wants to do research

entitled “The Effectiveness of Using Videos in Teaching English Vocabulary to

the Eight Grade Students of SMA N 4 Kediri in 2021/2022 Academic Year”.

1.2 Research Statements

A research statement or research question is an interrogative sentence that is able

to identify a phenomenon to be studied, example sentences, namely;

1. How is the ability of students before using the media video in speaking

skill ?

2. How is the students' abilities after using the media video during speaking

learning?

3. How is the difference in speaking skills before and after using the media

of the video of SMA N 4 Kediri students?

11
1.3 Research Objecties
The research object discusses the topic of the problem studied in the research,

example the paragraphs are:

1. To describe speaking skills before using video media in teaching speaking.

2. To describe speaking skills after using video media in teaching speaking.

3. To analyze the ability after and before using video media in teaching

speaking for SMA N 4 Kediri students.

1.4 Research Significant

The writer thinks that significances are important to improve her works.

Then, there are some significances of the study, as follows:

1. Theoretical

This study contributes the science of applied linguistics especially

about vocabulary.

2. Practical There are some practical significance in this study :

a.Teacher:

 The result of teaching speaking by chain pictures

technique can be a reference for the English teacher to

know effectiveness in teaching speaking.

 Reference for the English teacher it give alternative

solution in teaching speaking and Provides information

about the appropriate learning to teach speaking skill of

the English language.

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 b. Student:

 To solve their problems in speaking activity can be

useful for the students in effectiveness their speaking

skill in learning to speak English language.

c. School :

 Provide input for the school in terms of providing

policy after knowing the result of the research.

d. Reader :

 The reader can enrich their knowledge especially in

finding an appropriate effectiveness in teaching

speaking using chain pictures.

1.5 Scope of Limitation

In this case the researcher as much as possible to provide limitations in the

research so as not to spread the problem, example the paragraph:

Based on the background and the identification of the problem, I decided

to focus on effectiveness in procedures speaking learning process. The focus of

this study was to provide attractive video and to interest students in the speaking

learning process. This is because the use of the video can assist the students to

speaking English more easily and help students to speak by a guide the video.

Moreover, with the video, the teacher could transmit the teaching materials in a

more attractive way so that they are easily understood and comfortable by the

students. By this, it expected that they could learn how to speak appropriately

13
systematically from video there have, they could learn to speak independently and

explore opinion or the knowledge’s .In this study, and I selected the ten grade of

SMAN 4 Kediri. Because it revealed that, the English teacher still used the

conventional media.

1.6 Hypotesis
The hypothesis in the study is a temporary answer to the research question:

The hypothesis of this study is divided into two categories. They are Alternative

hypothesis and Null hypothesis.

1. Alternative Hypothesis (Ha) There is significant effect of English video

toward students speaking skill at the ten graders of SMAN 1 Kediri.

2. Null Hypothesis (Ho) There is no significant effect of English video

toward students speaking at the ten grades of SMAN 1 Kediri.

The hypotesis indicated that there was significant difference of students’ English

achievement before and after being taught by using videos.

1.7 Basic Asumtion

Basic assumptions are views about science, things, etc. that are not questionable

or have received the truth, for example paragraphs;In doing the research, the

researcher had some assumptions and they are:

1. Lack of vocabulary that students have so that it makes students difficult

every time there is listening learning.

2. Lack of practice

3. Environment.

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 4. The low enthusiasm for learning listening to students.

5. The learning method makes students feel bored quickly.

1.8 Definition of key teams

In purpose of avoiding misunderstanding in the research, the researcher provides

some definitions of the terms used in the research, as follows:

1. Effectivines

Effectiveness, the extent that a program or service is goals and objectives.

In the present study, video to have effects on speaking if the qualities of

speaking skill using video is different from the qualities of speaking skill

without video. The differences between the two speaking skill product are the

result of video. On the other hand, video is said to have no effects on speaking

skill if the qualities of the speaking skill using video is same or almost the

same as the qualities of speaking without using video.

2. Video.

Based on Merriam-Webster Dictionary, video is a story or event record by a

camera as a set of moving images and shown in a television , youtube or another

source such handphone and etc . So, the writer conclude that video is a media

communication to tell information or to entertain for people to get an interesting

information or story.

3. Teaching Speaking

Teaching speaking Speaking is a fundamental language skill. It is the primary way

in which we communicate information. When we ask how well we can function in

15
a second language, we ask the question “how well do you speak…?”, so it is the
ability to speak well which best represents our proficiency in another language.

As teachers, however, we must be mindful that speaking involves more than

simply using words to articulate what we are thinking, and there is more at play
than simply asking students to say the words that they know.

4. Teaching Speaking Using video

The allocation of learning time is 45 minutes, first meeting of the English teacher

starts the material, while in the last second meetings of learning, the researcher

teaches the class.

The following are the activities carried out by researchers while conducting

research in the classroom:

a) Teacher introduced the material and needed vocabularies to build the

students knowledge.

b)Teacher told that the students would going to watching video especially

procedure text.

c)Teacher played the video to introduce the procedure text.

d)Student watching to the video (2-3 times).

e)Students making a procedure text and then performance in front of class

for practice speaking.

16
 CHAPTER II

LITERATURE REVIEW
The literature review contains two main things, namely a theoretical

description of the object (variable) under study and arguments for the proposed

hypothesis. Examples of paragraphs are;

2.1 Speaking

2.1.1 Definition of Speaking

Speaking is a complex skill requiring the simultaneous use of a number of

different abilities which often develop at different rates. (Harris, 1969: 81 as cited

on Anggryadi, 2014) It means the mastering of speaking skill needs to be

practiced continuously. Speaking needs more time to be mastered by several

people since it is not a simple skill just like writing and reading. Manurung (2015)

also states that one of the significant topics that exist in the language teaching that

needs to be studied is speaking. In teaching students for foreign language,

speaking becomes a skill that is really important to be applied in the classroom.

So language is used continuously as a media for communication in mastering the

target language.

Teachers struggle to help their students mastering the knowledge especially in

speaking class. Since the speaking skill is important to be studied (Manurung,

2015), teachers have a problem to share the ideas more effectively to the students

because the students need an expert to teach them English speaking very well.

17
Harmer (2001) argues that it is essential for teachers to develop speaking by

means of interesting and relevant activities, in a contextualized manner, and

related with the communicative necessities of the given population. He adds that

teaching speaking should be taught in attractive and communicative activities.

18
 10

2.1.2 The goal of speaking

The goals focus on pronunciation, fluency, dialect, intonation, stress

rhythm, interaction, practice and communication. The goal of teaching speaking

skills is communicative efficiency. Learners should be able to make themselves

understand, using their current proficiency to the fullest. They should try to avoid

confusion in the message due to faulty pronunciation, grammar, or vocabulary,

and to observe the social and cultural rules that apply in each communication

situation.

2.1.3 Type and Process Speaking

a. Type of speaking activities

1) Active speaking

2) Critical speaking

3) Content speaking

b. Process of speaking activities

1) Speaking face to face

2) Speaking interactive

3) Speaking in real time

 11

2.1.4 Speaking Achievement

To know whether students already mastering what they have been learnt

and how much progress they have done can be proved in how high achievement

they had. To perceive students’ achievement,teachers must do an evaluation after

the learning process is done. The evaluation can show using directly practice in

front of class or outdoor.

2.2 Video

2.2.1 Definition of Video

Based on Merriam-Webster Dictionary, video is a story or event record by a

camera as a set of moving images and shown in a television , youtube or another

source such handphone and etc . So, the writer conclude that video is a media

communication to tell information or to entertain for people to get an interesting

information or story.

2.2.2 The Use of Video as Authentic Speaking Material

The use of authentic video materials is one of the techniques that

contribute to the development of foreign-language professional communication

skills in ESP classes. Unlike printed authentic materials, which undoubtedly have

high informative, educational and cognitive value, the video material also contains

visual information in addition to the content. According to M. Isupova, visual

elements allows students to understand better both factual information and

linguistic peculiarities of the language in a definite context, because the visual

support of a foreign-language sound series contributes to a deeper and more

accurate understanding of its meaning and the development of students’ phonemic

and speaking skills.

 12

2.2.3 How to Teaching Speaking Using Video in Classroom

The researcher arranged the procedure as shown on the next page and

implemented it in the classroom.

1) The researcher taught the material about ‘video’ to the students briefly.

2) The researcher also introduced some vocabularies (the vocabularies should be

the ones they would watching from the video later) to the students as a warming

up to build the students’ prior knowledge about the topic and the video.

3) The researcher then told the students that they were going to watching a video

to grab their attention.

4) The researcher told the students what video they were going to watching and

played the video.

5) The researcher distributed the worksheets to the students consisted the video

procedure and student write the activity from video.

7) The researcher played the song repetitively (2-3 times) until all the students

finished their task.

8) Then, the researcher asked the students to Students making a procedure text

and then performance in front of class for practice speaking.

9) The researcher then provided some questions on the whiteboard to be answered

by the students related to the video content and the students answered direcly after

raising their hands.

 13

10) After it was done, the researcher drawing the conclusion of the study.

2.2.4 Advantages and Disadvantages of Video for teaching and learning

process
Teaching in general or English teaching in particular is combined effort of

various components to achieve a certain goal. It means that the success of

teaching is not determined by a single component, by the roles of all components

involved.

However, in teaching learning process, a teacher needs to bring and apply

all components into classroom.

a) Advantages of using video as teaching media:

1. Seeing language-in-use.

2. Cross-culture awareness.

3. The power creation

4. Motivation

b) Disadvantages of using video as teaching media:

1. Some videos cost much time.

2. When the video showed, the pictures will keep changing making

all students are not able follow the information given through the

video.

3. Videos not always appropriate with the needs and desired

learning objective.
 14

2.3 Previous Research

This section discuss about similarities and differences between this

research and 3 previous related researches.

Name of

Researcher,Title and
NO Similarity Difference
Year Research
1. Arum Mustikawati, -Variable indepedent -Different research
THE EFFECTIVENESS as same (Using location (JHS 1
OF USING VIDEO IN Videos) MANISRENGGO)
TEACHING SPEAKING
- Used Quantitative -Object under study
FOR THE EIGHTH
research (pre-test and (class VIII)
GRADE STUDENTS OF
post-test)
SMP N 1
MANISRENGGO,2013
2. Iif Latifah Amir, THE -Variable independent -Different research
EFFECTIVENESS OF as same (Video) place (MA
VIDEO BLOG (VLOG) Asshiddiqiyah 3
-Used Quantitative
IN TEACHING Karawang)
research (pre-test and
SPEAKING OF post test) -Object under study
EXPLANATION TEXT (MA Student Eleven
(A Study at the Eleventh grade )
Grade of MA
Asshiddiqiyah 3
Karawang in the
Academic Year
2018/2019),2019
3. Rahmat Setiawan Rahefa, -Variabel independent -Different place (SHS
EFFECTIVENESS OF as same (Video) 7 Selayar)
USING YOUTUBE -Used Quantitative
VIDEO IN research (pre-test and
IMPROVING post test)
STUDENTS’
SPEAKING SKILL
THROUGH ASKING
AND ANSWER
QUESTIONS (A Pre-
Experimental Research
at SMA Negeri 7
Selayar)
 15

,2020
 16

CHAPTER III

RESEARCH METHOD
Research methods in quantitative research are: research design, subject,

location, instrument, data collection, statistical description, statistical inference,

and interpretation of data analysis.

3.1 Research Design

This research can be classified as a quasi-experimental research type. The

research employed the pre-test and post-test design. It was an intact group pre-test

– post-test design involving a group of students in the experimental group and

those in the control group.

The experimental group was given the special treatment using video. The

control group was given the conventional technique without video, namely

textbook-based as the teacher usually does. The research involved the independent

variable and the dependent variable. The independent variable was the treatment

consisting of two levels, the treatment with video in the experimental group and

the treatment with the conventional technique in the control group. Meanwhile,

the dependent variable was the students’ speaking skill. The table below shows

the design of the research.

 17

Table 1: The Design of the Research.

Group Independent Variable Dependent Variable

Experimental Group Video techique Student’s speaking

ability
Control group Conventional technique Student’s speaking

ability

3.2 Subject of Research

Subject is a source of data that is asked for information in accordance with the

research problem, for example the paragraph is;

The subject of this study is the Ten grade students of SMA N 4. Kediri with

classes XA and XB where each class has 40 students, with a total of 28 male and

12 female.

3.3 Location
Location is a place that is used as research, an example of a paragraph is ;

The place used as the research location is SMA N. 4 Kediri. The reason for

choosing this school as a research location is because after I tried a field survey, I

found a some problem related with speaking skill at the school, especially in class

X.
 18

3.4 Research Instrument

In the research instrument contains a description of the instrument used to obtain

research data and the random selection,for example the paragraph is;

Since the study was quasi-experimental, the instruments to collect the data

were a pre-test and a post-test. The collected data were the scores obtained from

the pre-test and the post-test of both the control group and the experimental group.

The scores from the pre-test were used to see the speaking ability of both classes

before the treatment. On the other hand, the scores from the post-test were used to

measure whether the implemented method affected the experimental group or not.

In this research study, the speaking test served as the research instrument.

The speaking test was held twice, in the pre-test and the post-test. It was used to

reveal the significant difference in the speaking ability between the eighth grade

students of junior high school who were taught by using video and those who

were not.

3.5 Data Collection

in the data collection contains the schedule of data collection, how to collect data

and personal data collector assistants, the following is an example of the

paragraph;

This focus on teaching listening broadly using songs for seventh grade

students of SMA N. 4 Kediri and it took place in April 03 to Mei 01 2021. In the

research, there were two types of test, they are pre-test and post-test.
 19

a. Pre-test

The pre-test was conducted the testimony for learning process. The

students was given a procedure text consist of 10 items test questions for

blank in English procedure text or essay test after treatment and

explanation. A pre-test basically measured whether the experimental and

contol group were equal.

b. Post-test

The post-test was held on the end. Both XA as an experimental class and

XB as a conrtolled calss were given the Post-tets. The post-test was given

to the experimental calss after giving the treatment and expalanition. After

having the result of the test,they are scored. The test used close-test which

missed some words,it was divided into 20 questions for blank and multiple

choice in English procedure text or essay test.

3.6 Descriptive Statistics

Descriptive statistics examine the mean, median, mode, standard deviation, and

range of a value/data obtained.,the example paragraph ;

a. Mean : can be found from various types of single data or group data.

Dimana:

Me = Mean untuk data bergolong

 20

fixi = Jumlah data/sampel

fi = Produk perkalian antara i f pada tiap interval data dengan tanda kelas

(ix)

b. Median : the median is the value that separates the higher half from the

lower half of a data sample, population, or probability distribution.

Dimana :

Md = Median

b = Batas bawah, dimana median akan terletak

n = Banyak data/banyak sampel

p = Panjang kelas interval

F = Jumlah semua frekuensi sebelum kelas median

f = Frekuensi kelas median

c. Modus : the data that has the greatest frequency. The modus can be used to

determine the sample of a population in statistics. Modus calculation can

be applied to numeric data as well as categorical data.

 21

Dimana :

M  = Modus

b = Batas kelas interval dengan frekuensi terbanyak

p = Panjang kelas interval

b1 = Frekuensi pada kelas modus (frekuensi pada kelas interval yang

terbanyak) dikurangi frekuensi kelas interval sebelumnya.

b2 = Frekuensi kelas modus dikurangi frekuensi kelas interval berikutnya

d. Standart deviation : The standard deviation is the most widely used

measure of dispersion

3.8 Interpretasi from data analysis

Theoretical or opinions from data analysis,the example paragraph ;

The researcher collects these scores on a pretest and posttest basis, which

are measurements commonly collected during experimental research. the result

from the application of the test that I used in this research is the influence of the

use of video in teaching speaking.

 22

Bibliography
So bibliography can be interpreted as a list of books or magazine articles

for a particular subject and its function is to list all the books published in a

particular geographical area of a country and written in a particular language.

Prasetia, S. 2015. The Use of Videos to Improve The Students’ Speaking Skills At

Class Vii B Of Smpn 2 Patuk In The Academic Year of 2014/2015. Thesis.

Yogyakarta State University. Yogyakarta.

Mustikawati, A. 2013. The Effectiveness of Using Video in Teaching Speaking for

the Eighth Grade Students of Smp N 1 Manisrenggo. Thesis. Yogyakarta

State University. Yogyakarta.

Hakim, M. I. A. A. (2016). The Use of Video in Teaching English Speaking.

Journal of English and Education, 4(2), 44-48.

Kuning, D. S. (2019). Technology in Teaching Speaking Skill. Journal of English

Education Literature and Linguistics, 2(2), 50-59

Yükselir, C. & Kömür, S. Using Online Videos to Improve Speaking Abilities of

Efl Learners. European Journal of Education Studies, 3(5), 255-264.

 23

APPENDIX 1
The attachment to a study is one of the results of the research, usually in

the form of an image where the research is carried out or the results of the

research.
24
 25

APPENDIX 2
RENCANA PELAKSANAAN PEMBELAJARAN

Sekolah : SMPN 1 Kediri

Mata pelajaran : Bahasa Inggris
Kelas/semester : VII/2
Materi pokok : Teks lagu pendek dan sederhana
Alokasi waktu : 6JP (3xpertemuan)
A. Kopetensi Inti
KI 3 (pengetahuan) memahami pengetahuan (faktual,konseptual dan
prosedural) berdasarkan rasa ingin tahunya tentang ilmu
pengetahuan,teknologi,seni,budaya terkait fenomena dan kejadian tampak
mata.
KI 4 (ketrampilan) Mencoba,mengolah dan menyaji dalam ranah konkret
(menggunakan, mengurai, merangkai, memodifikasi, dan membuat) dan raah
abstark (menulis,membaca,menghitung,menggambar dan mengarang) sesuai
dengan yang dipelajari disekolah dan sumber lain yang sama dalam sudut
pandang/teori.
B. Kopetensi Dasar dan Indikator Pencapaian Kopetensi
Kopetensi Dasar (KD) Indikator Pencapaian Kopetensi
3.8 Menafsirkan fungsi sosial dan 3.8.1 Menjelaskan fungsi sosial dan
unsur kebahsaan dalam lirik lagu unsur kebahasaan dari lirik lagu terkait
terkiat kehidupan remaja SMP/Mts kehidupan remaja SMP/Mts
3.8.2 Menerapkan fungsi sosial dan unsur
kebahasaan dari lirik lagu terkait
kehidupan remaja SMP/Mts
3.8.3 Menganalisis pesan moral yang
tersirat dalam lagu
4.8 Menangkap makna secara 4.8.1 Menyimpulkan makna kata dan
kontekstual terkait dengan fungsi makna lagu dalam lirik lagu terkait
sosial dan unsur kebahsaan lirik lagu kehidupan remaja SMP/Mts.
terkait kehidupan remaja SMP/Mts
C. Tujuan pembelajaran

Melalui discover learning dengan metode diskusi,tanya jawab dan penugasan

peserta didik dapat Menafsirkan fungsi sosial dan unsur kebahsaan dalam lirik
 26

lagu terkiat kehidupan remaja SMP/Mts serta dapat menangkap makna secara
kontekstual terkait dengan fungsi sosial dan unsur kebahsaan lirik lagu terkait
kehidupan remaja SMP/Mts dengan mengembangkan sikap jujur,peduli dan
bertanggung jawab,serta dapat mengembalikan kemampuan berfikri
kritis,komunikasi,kolaborasi dan kreativitas (4C)

D. Materi Pembelajaran
 Fungsi sosial :
Menghibur,mengungkapkan perasaan dan menghayati pesan moral
 Unsu kebhasaan :
- Kata,ungkapan,dan tata bahasa dalam karya seni berbentuk lagu
- Ejaan dan tulisan tangan dan cetak yang jelas dan rapi
- Ucapan,tekanan kata,intonasi ketika mempresentasikan secaa
langsung
E. Metode Pembelajaran

Model pembelajaran menggunakan Sintak model discovery learning dengan

memberi rangsangan,identifikasi masalah,pengumpulan data,pengolahan
data,pembuktian dan menarik kesimpulan

F. Kegiatan Pembelajaran
3.8.1 Menjelaskan fungsi sosial dan unsur kebahasaan dari lirik lagu
terkait kehidupan remaja SMP/Mts
a. pertemuan pertama
pendahuluan :
- Guru memberi salam
- Memberika sebuah motivasi belajar agar peserta didik memiliki
semangat dalam belajar hari ini
- Guru mengabsen pesera didik
- Guru memberikan garis besar tentang materi yang akan dibahas atau di
pelajari hari ini.
Kegiatan inti :
- [memberi rangsangan] guru memberi refrensi berupa pengenalan apa
itu pengertian lagu secara umum,khususnya kegunaan lagu dalam
pembelajaran bahasa inggris melalui media PPT
 What definition about song?
 Please have a look at PPT,today this material will focus for
english song.
- [identifikasi masalah]guru memberi waktu kepada siswa untuk
mengidentifikasi sebanyak mungkin pertanyaan yang berkaitan dengan
gambar atau penjelasan yang ditampilkan di PPT,jika ada pertanyaan
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dari satu kelompok maka kelompok lain wajib menjawabnya sebelum

guru memberi kesimpulan di akhir pembelajaran.
 QnA section section about the mateial which show in PPT
- [pengumpulan data]guru meminta siswa agar berdiskusi secara
bersama untuk menemukan jawaban dari pertanyaan yang sudah
diajukan oleh kelompok lain melalui refrensi sumber lain seperti
buku,internet dll,lalu guru memberikan latihan pertama listening
kepada siswanya menggunakan lagu bahasa inggris
 Please feel free for each group to find and discuss questions
from your friends!
 Then, please sit quietly, we will start the first stage of listening
practice, prepare yourselves!
- [pembuktian]guru membahas bersama tentang jawaban dari soal
listening yang diberikan
 Let's discuss the results of our listening activity today.
- [menarik kesimpulan]guru memberi kesempatan kepada siswa untuk
menyampaikan hasil diskusi mereka terkait pertanyaan dari kelompok
lain
 Please for each group convey the results of your discussion!

Kegiatan penutup :

- Guru memberikan kesimpulan tentang pelajaran hari ini

- Guru memberi salam

3.8.2 Menerapkan fungsi sosial dan unsur kebahasaan dari lirik lagu
terkait kehidupan remaja SMP/Mts
3.8.3 Menganalisis pesan moral yang tersirat dalam lagu
b. pertemuan kedua
pendahuluan :
- Guru memberi salam
- Memberika sebuah motivasi belajar agar peserta didik memiliki
semangat dalam belajar hari ini
- Guru mengabsen pesera didik
- Guru memberikan garis besar tentang materi yang akan dibahas atau di
pelajari hari ini.
Kegiatan inti :
- [memberi ranagsangan]guru memberi refrensi berupa materi tentang
lagu dengan menggunakan buku paket yang telah disediakan per
siswa,lalu diarahkan untuk membuka materi tentang song
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 Please to open the book page....

 Last week's meeting, we have learned to listen for the first
time, about from the first exercise what things make it difficult
for you to do?
- [identifikasi masalah]guru memberi waktu kepada siswa untuk
mengidentifikasi sebanyak mungkin pertanyaan yang berkaitan dengan
gambar atau penjelasan yang ada di buku,jika ada pertanyaan dari satu
kelompok maka kelompok lain wajib menjawabnya sebelum guru
memberi kesimpulan di akhir pembelajaran.
 QnA section section about the mateial which show in book
- [pengumpulan data]guru meminta siswa agar berdiskusi secara
bersama untuk menemukan jawaban dari pertanyaan yang sudah
diajukan oleh kelompok lain melalui refrensi sumber lain seperti
buku,internet dll,lalu guru memberikan penjelasan tentang lagu secara
mendalam,seperti memberi motivasi,lalu guru memberikan tugas
 Please feel free for each group to find and discuss questions
from your friends!
 After you have finished, please prepare yourself for each of
you to go forward as a group to sing a song that you have
discussed in each group (the theme of the song must be about
the spirit of learning, the spirit of achieving goals, etc.) then
don't forget to convey a moral message after you sing.
- [pembuktian]guru membahas bersama tentang tugas yang diberikan
kepada siswa hari ini
 Lets discuss together!

- [menarik kesimpulan]guru memberi kesempatan kepada siswa untuk

meyampaikan hasil diskusi mereka terkait pertanyaan dari kelompok
lain.
 Please for each group convey the results of the discussion!
Penutup :
- Guru memberi tugas kepada siswa untuk mencari lagu bahasa inggris
yang berkaitan dengan lagu yang dapat membangkitkan semangat
siswa.
- Guru menyampikan hasil belajar hari ini
- Guru memberi salam
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4.8.1 Menyimpulkan makna kata dan makna lagu dalam lirik lagu terkait
kehidupan remaja SMP/Mts.
c. pertemuan ketiga
pendahuluan :
-Guru memberi salam
-Memberika sebuah motivasi belajar agar peserta didik memiliki
semangat dalam belajar hari ini
- Guru mengabsen pesera didik
- Guru memberikan garis besar tentang materi yang akan dibahas atau di
pelajari hari ini.
Kegiatan inti :
- [memberi rangsangan]guru menyiapkan peralatan yang akan
digunakan untuk kegiatan listening sesi terakhir
 Please prepare yourselves for our activities today
- [identifikasi masalah]sebelum kegiatan dimulai,siswa diberi waktu
untuk bertanya tentang materi yang belum dipahami selama beberapa
pertemuan ini
 For those who do not understand as long as the material for this
song is given, please ask!
- [pengumpulan data]guru memulai sesi listening,sesi listening ini
merupakan sesi yang terkahir jadi diusahakan untuk fokus
 Try to focus during this listening session because this is the last
listening sessionn!
- [pembuktian]setelah sesi selesai guru menyuruh siswa agar pekerjaan
di tukar dengan teman,lalu dibahas secara bersama-sama
 Please exchange the answers with friends, we will discuss
together
- [menarik kesimpulan]guru memberi kesimpulan tentang pembelajaran
hari ini
 So, for today what we can learn is ...
Penutup :
- Guru mnyuruh ketua kelas untuk mengumpulkan jawaban teman-
teman
- Guru memberi salam
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TEKNIK PENILAIAN
NO Ranah kopetensi Teknik penilaian Bentuk penilaian
1 Sikap Observasi Secara langsung
2 Pengetahuan Tes tertulis Mengerjakan soal-soal
3 Ketrampilan Praktek Menyanyikan lagu
A. Penilaian ranah sikap
(contoh penilaian sikap melalui observasi)

NO Nama Disiplin Jujur Tanggung Santun

siswa/kelompok jawab
1
2
3
Dst
Keterangan :
4= jika empat indikator terlihat
3 = jika tiga indikator terlihat
2 = jika dua indikator terlihat
1 = jika satu indikator terlihat
Indikator penilaian sikap :
Disiplin :
a.Tertib mengikuti instruksi
b.Mengerjakan tugas tepat waktu
c.Tidak melakukan kegiatan yang tidak diminta
d.Tidak membuat kondisi kelas menjadi tidak kondusif
Jujur :
a.Menyampaikan sesuatu berdasarkan keadaan yang sebenarnya
b.Tidak menutupi kesalahan yang terjadi
c.Tidak mencontek/melihat data atau pekerjaan orang lain
d.Mencantumkan sumber belajar dari yang dikutip/dipelajari
Tanggung jawab :
a.Pelaksaan tugas piket secara teratur
b.Peran serta aktif dalam kegiatan diskusi kelompok
c.Mengerjakan tugas sesuai yang ditugaskan
d.Merapikan kembali ruang,alat dan peralatan belajar yang telah dipergunakan
Disiplin :
a.Berinteraksi dengan teman secara ramah
b.Berkomunikasi dengan bahasa yang tidak menyinggung perasaan
c.Menggunakan bahasa tubuh yang bersahabat
d.Berperilaku sopan
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Nilai akhir sikap diperoleh berdasarkan modus(skor yang sering muncul) dari
keempat aspek sikap diatas
Kategori nilai sikap :
Sangat baik : apabila memperoleh nilai akhir 4
Baik : apabila memperoleh nilai akhir 3
Cukup : apabila memperoleh nilai akhir 2
Kurang : apabila memperoleh nilai akhir 1

B. Penilain ranah pengetahuan

Mata pelajaran :
Kopetensi Indikator soal Jenis soal Soal
dasar

Kunci jawaban soal :

Penskoran jawaban dan pengolahan nilai

1. Jawaban yang benar diberi skor ...
2. Jawaban yang salah diberi skor ...
Nilai KD = jumlah peroleh skor/jumlah skor maksimal x nilai maksimal
Contoh pengelolahan nilai
No soal skor Nilai
1
2
3 (Jumlah skor/skor maks jumlah soal) x nilai
maks
4
jumlah

C. Penilaian ranah ketrampilan

D. Aspek penilaian
NO Nama siswa Kemampuan Intonasi,ketepatan Nilai/predikat
bekerja sama kosa kata
1 Kelompok 1
-
-
2 Kelompok 2
-
-
Dst