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IMPLEMENTATION OF CHARACTHER VALUES INTO ENGLISH LEARNING AND TEACHING PROCESS (A Descriptive Study of the State Madrasah Aliyah Karanggede)

A GRADUATING PAPER Submitted to the Board Examiners as a Partial Fulfillment of Requirements for the Degree of Sarjana Pendidikan (S.Pd.) of English Education Department of Teacher Training and Education Faculty State Institute for Islamic Studies (IAIN) Salatiga

By: BADARIYAH 113-12-122

ENGLISH EDUCATION DEPARTMENT TEACHER TRAINING AND EDUCATION FACULTY STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA 2016

DECLARATION

‫بسم هللا الرحمن الرحيم‬ “In The Name of Allah the Most Gracious and the Most Merciful” Hereby the researcher declares that this graduating paper is written by the researcher, and it does not contain materials written and have been published by others and other people‟s ideas except the information from the references. The researcher is responsible for the researcher‟s graduating paper if in the future, it is proved containing others‟ ideas. The declaration is written by the researcher. In addition, the researcher hopes that this declaration can be understood.

Salatiga, August 15th 2016 The Researcher,

Badariyah 113-12-122

MOTTO No dream is too high so make it come true. Prove to them! They will stop to underestimate without you have to talk much. People will treat you of how the ways you treat them so treat them as good as you treat yourself even more Too many smart people, too less good people and too rare smart and good people, be at least good people! Life is too hard for some people so be sensitive at least listen to what happen to them and helping them is precious Because you live every day, explore the world! (The Researcher)

DEDICATION This work is sincerely dedicated for: 1. My beloved family, who always prays, guides, motivates me to become what I want. Thank for your trust, I will make you all proud of me. 2. My beloved best friends “beb (s) and coy (s)” who always support, entertain, and help me to get my dreams and drive this life. You all such a fresh air come to me every day and make me stay alive. 3. My inspiring people who always motivate me to be like you so that I can inspire others.

ACKNOWLEDGEMENT Bismillahirrahmanirrahim, In the name of Allah, the most gracious and merciful, the kings of universe and space. Thanks to Allah because the researcher could complete this research as one of requirement to finish study in English and Education Department of States Institute for Islamic Studies. This graduating paper would not have been completed without support, and guidance from individual and institution. Therefore, the researcher would like to express special thanks to: 1. Dr. Rahmat Hariyadi, M. Pd. as the Rector of State Institute for Islamic Studies (IAIN) Salatiga. 2. Suwardi, M.Pd., as Dean of Teacher Training and Education Faculty of State Institute for Islamic Studies (IAIN) Salatiga. 3. Noor Malihah, Ph. D. as the Head of English Education Department of States Institute for Islamic Studies (IAIN) Salatiga. Thanks for all her suggestions, recommendations and supports for this graduating paper from the beginning until the end. She is really outstanding lecturer and mom for students of English Education Department. 4.

Rr. Dewi Wahyu Mustikasari, SS., M. Pd. as counselor who has educated, supported, directed and given the researcher advices, suggestions and recommendations for this graduating paper from beginning until the end. Thanks for her patience and care. Without her, this graduating paper

seemed will not be finished. She really gave big contributions to this graduating paper. 5. All lecturers in English Education Department of IAIN Salatiga. Thanks for your guidance, knowledge, and support. 6. My beloved family. Thanks for your love, support, and pray. 7. My beloved best friends. Thanks for your love, laugh and pray. 8.

All of my friends TBI 2012.

9. All of staffs who help the researcher in completing this graduating paper‟s administrations. 10. Everybody who has helped me in finishing this graduating paper. Thank for your supports, advices, suggestions. The researcher hopes that this research will be useful for everyone.

Salatiga, September 06th 2016 The Researcher,

Badariyah 113-12-122

TABLE OF CONTENTS TITLE............................................................................................................... i DECLARATION............................................................................................. ii ATTENTIVE COUNSELOR NOTE............................................................... iii CERTIFICATION PAGE................................................................................ iv MOTTO............................................................................................................ v DEDICATION................................................................................................. vi ACKNOWLEDGEMENT............................................................................... vii ABSTRACT ...................................................................................................... ix TABLE OF CONTENTS ................................................................................... x LIST OF TABLES .......................................................................................... xiii CHAPTER I INTRODUCTION A. Background of the Research .................................................................. 1 B. Problems of the Research....................................................................... 5 C. Objectives of the Research ..................................................................... 5 D. Significances of the Research ................................................................ 6 E. Limitation of the Research ..................................................................... 7 F. Clarification of Key Terms ................................................................... 8 G. Research Outline .................................................................................. 10

CHAPTER II THEORETICAL FRAMEWORK A. Previous Researches .................................................................................. 12 B. Theoretical Framework .............................................................................. 14

1. Definition and the Role of Teacher ....................................................... 14 2. Learning Process ................................................................................... 17 3. Teaching Process .................................................................................. 19 4. Curriculum and Character Education .................................................... 22 CHAPTER III METHODOLOGY A. General Description of State Madrasah Aliayah Karanggede................... 32 B. Research Design ........................................................................................ 34 C. Time Allocation of the Research .............................................................. 36 D. Subjects of the Research ............................................................................ 37 E. Data Sources .............................................................................................. 38 F. Data Collection .......................................................................................... 39 G. Data Analysis ............................................................................................. 41 CHAPTER IV DATA ANALYSIS A. Character

Values

Implemented

at

State

Madrasah

Aliyah

Karanggede into English Learning and Teaching Process.................... 45 B. Ways of teachers‟ to implement character values at State Madrasah Aliyah Karanggede into English learning and teaching process ........... 48 C. Teacher‟s preparations to implement character values at State Madrasah Aliyah Karanggede into English learning and teaching process ................................................................................................... 82

CHAPTER V CLOSURE A. Conclusions ......................................................................................... 102 B. Suggestions ......................................................................................... 106 REFERENCES APPENDICES

LIST OF TABLES Table 3.1

Time Allocation ........................................................................ 36

Table 4.1

Implemented Character Values in English Learning and Teaching Process ...................................................................... 45

Table 4.2

Character Values which Applied at X.MIA_1 of the first Teacher ...................................................................................... 49

Table 4.3

Character Values which Applied at X.MIA_2 of the first Teacher ...................................................................................... 54

Table 4.4

Character Values which applied at X.Agama of the First Teacher ..................................................................................... 59

Table 4.5

Character Values which Applied at X.MIA_2 of the first Teacher ...................................................................................... 62

Table 4.6

Character Values which Applied at XI.IPS_1 of the Second Teacher ...................................................................................... 67

Table 4.7

Character Values which Applied at XI.IPS_2 of the Second Teacher ...................................................................................... 71

Table 4.8

Character values which applied at XI.Agama of the Second Teacher ...................................................................................... 75

Table 4.9

Character values which applied at XI.IPS_1 of the Second Teacher ..................................................................................... 79

Table 4.10

Implemented Character values in the Lesson Plans of the First Teacher ............................................................................ 83

Table 4.11

Implemented Character Values in the Lesson Plans of the Second Teacher ......................................................................... 92

Abstract, Badariyah. 2016. THE IMPLEMENTATION OF THE CHARACTER VALUES INTO ENGLISH AND TEACHING PROCESS (A Descriptive Study at the State Madarasah Aliyah Karanggede) in Karanggede district, Boyolali regency. graduating Paper. English Education Department. Teacher Training Program and Education Faculty. State Institude of Islamic Studies (IAIN) Salatiga. Consultant: Rr. Dewi Wahyu M, S.S., M.Pd. Keywords: Implementation, learning and teaching process, Character Values This research aims are: to know the implementation, to describe how the teacher implement and how the teacher prepare the character values in to English learning and teaching process by analyzing the result of the observations and the lesson plans from the tenth and eleventh grade students. The research questions are; what are the character values implemented into English learning and teaching process?, how are the implementation of the character values into English learning and teaching process, and how are the teachers‟ preparations to implement character values into English learning and teaching process?. Therefore, this research limits the subjects of the research. The researcher conducted the research at State Madrasah Aliyah Karanggede and the researcher collected the data from two English teachers learning and teaching process. In addition, this research used descriptive qualitative approach. The method of collecting data is documentation. There are thirteen character values were implemented by the first teacher into the learning and teaching process. Meanwhile, there were eleven character values were implemented by the second teacher. Furthermore, the first teacher wrote eight character values in his lesson plans. Meanwhile, the second teacher wrote seven character values into her lesson plans. The last, the first teacher used LCD and digital flip book as his preparations to implement the character values. In other hand, the second teacher used copied material and wrote the material on the white board as her preparations to implement the character values.

CHAPTER I INTRODUCTION A. Background of the Research Some social problems and issues in our society such as corruption, sexual insulting, violence, cheating, etc lead the Ministry of National Education to launch character building in every school in Indonesia. In which, the character educations are mentioned in the syllabus so that the teachers can adapt the character educations into their learning and teaching process. Teachers are challenged to integrate character building in the learning activities. In addition, teachers are hoped to put their creativity in cultivating character building to the students inside of learning and teaching process. Utomo in Republika (July 24,2011) cited in Salahudin & Alkrienciehie (2013:31), stated that building character is not as easy as picking a candy from a baby, but it does not mean that it cannot be done. The best way to build a character is started from the leader or authority. It can be concluded that a teacher and an educational side take the biggest role in this issue. They are challenged to be a model in how to behave the characters and to implement the characters to the students.

The Ministry of National Education realizes that character education is important to all the students in Indonesia. There are eighteen characters education launched by the Ministry of National Education in order to build good character on students at all grades. They are; religious, honest, tolerance, discipline, hard work, creative, independent, democracy, curiosity, spirit, nationalism, respect, cooperative, love peace, love reading, environmental caring, social caring, and responsibility Pusat Kurikulum. Pengembangan dan Pendidikan Budaya & Karakter Bangsa Pedoman Sekolah (2009:9-10) cited in (Kementrian Pendidikan Nasional Badan Penelitian dan Pengembangan Pusat kurikulum dan Pembukuan, 2011:2). Every school in Indonesia is assigned to integrate those character educations in the teachers‟ lesson of whatever subject. It is meant to build the character and practice it in the real life in order to be good human beings. Having a good character means standing out at the charge of pursuing a good life (Lexmond & Reeves, 2009:13). Preparing students become a good human, the teachers are hoped to put and integrate good characters in the teachers‟ learning and teaching process. English teachers are challenged to apply those characters in their teaching process. Through their learning and teaching process, they are hoped to design and to apply those characters in their learning and teaching process. Character education is as educational values, educational attitude, educational moral, educational character, that aims to develop students to

choose the right and the wrong way in their daily life. It also aims to keep the goodness and to spread the goodness in their daily life sincerely (Salahudin & Alkrienciehie, (2013:42). The explanation leads to the conclusion that character education is a good character to build a good student existence in a daily life. Character education leads to the establishment of school culture, that underlines the attitudes, traditions, habits, and symbols practiced by all stakeholders of the school and its surrounding communities (Kemendiknas, 2010:8). Therefore, character education is expected to support the construction of Indonesia‟s new generation. This can be meant that not only the students who have the responsibility in applying the character educationbut also all the people in the school environment. They are hoped to encourage and support the students in applying those character buildings. Basically, character education is not taught directly, but they are integrated in the teaching and learning process, self-development activity and school culture (Kemendiknas, 2010). This can be meant that the teachers cultivate character values through classroom activities. Therefore, teachers and all school citizens should integrate those values into the existing curriculum, syllabus, and lesson plan. Learning activities are the core of teaching. Having a well-planned teaching helps the teacher to be creative in conveying materials. Furthermore, it helps the teacher to be creative in implementing character

values inside of learning activities. According to Rohani (2004:1), teaching process is two combined activities, namely; teaching activity and learning activity. A teacher is the core of the teaching process but it does not mean that the teacher dominate the teaching process. Both teacher and students are teaching subjects. It can be meant that learning and teaching process are interconnected. They are done together at the same time. While the teachers are challenged to create communicative learning between teaching and learning itself, teacher and students are demanded to be active in the learning and teaching process. Scales (2008:69) states that education is about learning; qualifications are by-products of that learning. The mindset of the student‟s achievements is the case. A school may pride itself by referring to the number of students obtaining the high grades in national examinations, but that in itself is not evidence that these students have become effective and independent learners. It can be informed that learning is the main thing of education. Learning activities are the main thing of learning itself. The fact, that grading is the core point viewed by people in the societies. The people miss something important that character building is an important aspect to be concerned. In another hand, according to Ramyulis (2004:33) cited in (Salahudin & Alkrienciehie, (2013:65) stated that Implementation of character building should refer to the learning and teaching principles.

They are motivation, activity, interest and attention, action, individual, repetition, modelling, and conditionong. Learning and teaching process is the way to implement character education to the students based on the explanation. It

means

education,

teaching,

and

learning

process

are

interconnected. Learning activities represent the core of learning which it is a part of education. This research will have a focus on the learning and teaching process and character values inside of learning and teaching process.

It

is

CHARACTHER

represented VALUES

in

the

INTO

IMPLEMENTATION

ENGLISH

LEARNING

OF AND

TEACHING PROCESS: A DESCRIPTIVE STUDY AT THE STATE MADRASAH ALIYAH KARANGGEDE.

B. Problems of the research Based on the background discussed above, the researcher underlines the problem as follow: 1. What are the character values implemented at State Madrasah Aliyah Karanggede into English learning and teaching process? 2. How are the implementations of character values at State Madrasah Aliyah Karanggede into English learning and teaching process? 3. How are the teachers‟ preparations to implement character values at State Madrasah Aliyah Karanggede into English learning and teaching process?

C. Objectives of the Research 1. To describe what the character values implemented at State Madrasah Aliyah Karanggede into English learning and teaching process are. 2. To describe the implementations of character values at State Madrasah Aliyah Karanggede into English learning and teaching process. 3. To describe the teacher‟s preparations to implement character values at State Madrasah Aliyah Karanggede into English learning and teaching process. D. Significances of the Research This research is formulated as an effort of finding some significances. The significances of this research are: 1. Theoretically, the results of the research can contribute useful information for the development of learning activities, especially in the character values applied in the English learning activities. 2. Practically a.

For the researchers This research can help the researchers to find out the best English learning activities to reveal the character values in the classroom and it can help the researchers to conduct further research in relation to this theme.

b.

For the students

This research can build the students‟ characters for being a good human being. c.

For the English Teacher This research does not only give additional contribution to English teachers to develop character educations in their English learning and teaching process, but also the teachers are able to cultivate the character values to the students in the learning activities.

d.

For the Institution The results of the research can contribute for the institution to fulfill the demand of English curriculum. Thus students are able to get satisfactory characters.

E. Limitation of the Research This research is conducted at State Madrasah Aliyah Karanggede. The researcher takes grade tenth and grade eleventh. The subject of this research is the English teachers and some students at grade tenth and eleventh of State Madrasah Aliyah Karanggede while the object of this research is the English learning and teaching process as well as lesson plans used at State Madrasah Aliyah Karanggede. There are two teachers as the subject of the research. It focuses on the implementation of character values into English learning and teaching process used in State Madrasah Aliyah Karanggede. F. Clarification of Key Terms 1. English learning and teaching process

According to Slavin (2000:141) cited in Trianto (2009:16), states that leaning is: “Learning is usually defined as a change in an individual caused by experiences. Changes caused by development (such as growing taller) are not instances of learning. Neither are characteristics of individuals that are presented at birth (such as reflexes and response to hunger or point). However, humans do so much learning from the day of their birth (and some say earlier) that learning and development are inseparably linked”. It can be meant that learning is individuals changing from their habit through experiences. The growth of individual cannot be meant as a source of experiences. Experiences are taken from individual activities. Moreover, learning is started from the earliest life of an individual. According to Trianto (2009:17), learning process is a complex human activity. It can be simply explained as an interaction between teacher and students. The teacher guides the students in their learning and experiences to achieve the expected goals. Meanwhile, according to Mudzakir & Sutrisno (1995:167) cited in Salahudin & Alkrienciehie (20013:60) teaching process is a wholeheartedly and systematically effort changing, mental and funding, sense, brain and other parts of body, physical aspects such as; intelligence, talent, motivation, desire, etc.

Meanwhile, according to Brown (2003:5) states that teaching is a set of the practice of language learning where the learners can listen, think, take risks, set goals and process feedback from their teacher and then recalling through the skills that they are trying to master. This is meant that teaching is a place of a teacher and students to reach certain goals. In another way, it can be informed that learning and teaching process is continuously interactional products between development and experience. The learner learns from their experiences and develops their experiences so that they will get a new knowledge and self development. 2. Character education Character is a specific values (know good values, want to do good things, do good manner, give good impact to the society) that it is cultivated in one self and act as an attitude (Salahudin & Alkrienciehie, 20013:42). Everybody has a specific feature especially in their personality. Meanwhile, education based on Salahudin & Alkrienciehie (20013:79) is a process in achieving certain purposes. It means that an individual comes with her or his actualization and hopes to be or get something through the process. It clearly states that education is a process of self development and self improvement.

Character education is a planned effort to develop the learner primary ethical action values. To make it fruitfully done, all the elements should take a part to cultivate the character values to the learners. The element includes school side, parent and students (Character Education Partnership, 2005:1).

G. Research Out Line This research is divided into five chapters. In order to get a tidy presentation, the researcher conveys this graduating paper in the following: Chapter I: Chapter I is introduction. It consists of background of study which mentions the researcher‟ reasons why the researcher chooses the topic as a research topic, then problem statement that explain the problem of the study that is observed by the researcher, next is limitation of the study which mentions the specific problem that the researcher explains. Besides that it includes objective of the study that consist of the aim of the study, significances of the study that describe the advantages of the study, and then the clarification of key term. Last is research out line. Chapter II is theoretical framework. It consists of related literature review. In this chapter, the researcher divides into two parts, namely: previous research and theoritical framework.

Chapter III is research methodology. This chapter deals with the object of research, research types, data sources, the method of collecting data and the method of analyzing data. Chapter IV is findings and discussions. It consists of an analysis on character values of State Madrasah Aliyah Karanggede English learning and teaching process. Chapter V is conclusion. It is the last chapter of the research. It ends of the research and the researcher states the conclusions and suggestions of the research in summary. References Appendices

CHAPTER II LITERATURE RIVIEW A. Previous Research There are some researches had been conducted in relation to this research which character values are as the main discussion. The related researches are as the following: 1. Research report from Adi (2011). The research title was Integrating Character

Building into language

Learning

Activities. The research aimed to describe the integration of character building into language learning activities. It used descriptive qualitative research as the research method. The results were; identifying instructional goals, identifying, entry behaviors, and learner characteristics, writing performance objectives, developing instructional strategy, and developing and selecting instructional materials. 2. The second previous research was taken from research report of Bharati (2011). The research title was English Teachers‟ Challenges: To Integrate the Character Values in Their Lesson Plans. The research aimed to reveal whether teachers have implemented character education in their lesson plan, material, and evaluation or not. A descriptive research was conducted by taking 18 junior high schools English teacher in Semarang, Batang, Kendal, and Pekalongan by using questioner and

observation sheet as instruments. The result showed that there were ten teachers (56%) integrating character values in the indicators of their lesson plans; some of them do not follow up in learning activities and evaluation. So, it can be meant that some teachers still do not know how to integrate character building in their lesson plans. 3. Research report from Faiziyah & Fachrurrazy (2013). The research title was The Implementation of Character Building in English Subject at Junior High School 3 Malang. The research aimed to describe how the teachers develop and implement character building in English subject at junior high school 3 Malang. A descriptive qualitative was used as the method of this research. This research collected the data from conducting data study, observation and interview. The result showed that 12 character values were found six lesson plans studied. The character values were mentioned in special sub-title and two teachers elaborated in the learning activities. From the observation only a teacher taught the character values by using direct statement. The other two teachers tended to integrate the teaching of the values in the activities. From the research reports above, this research had the distinction because the researcher took the different subject of the research which the researcher took the subject at State Madrasah

Aliyah Karanggde. Besides this research further highlight the character education in English learning and teaching process. Furthermore, the researcher investigated the classroom of English learning and teaching process at different classes. B. Theoretical Framework 1. Definition and the Role of Teacher Constructing student comprehension of the world through communicative interaction in a social process is called learning. Furthermore, learning is continuously process, active process, involving intellectual development and problem solving, not a product of a body of knowledge (Brunner, 1915-) cited in Scales (2008:64).

Based on government rule no. 74 year 2008 about teacher section 52 said that some roles of teacher are; plan the learning, guiding and training the students. Design of learning and organizing teaching process are a teacher responsibility. Design of learning is a tool that helps a teacher to do effective and efficient learning and teaching process (Rohani, 2004:69).

In addition, an article in Republika (12/19/2012) as is cited in Salahudin & Alkrienciehie (2013:167) stated that education as a part of the social system to increase prosperity, prestige of a nation needs a teacher. The teachers and curriculum are two side of money. They

cannot be separated from its function to support each other. The explanation clearly stated that a teacher is an important part of conveying and cultivating character values to the students.

The Teachers take an important part of teaching according to above explanations. The teachers are demanded to be creative and active in the pre teaching and during the teaching process as well as after the teaching process. Design of learning is a systematic planning in the learning and teaching process. The teachers are demanded to comprehend how to design a teaching and learning process deeply. Meanwhile, according to Harmer (2001:57-62), the teacher‟s roles are as controller, organizer, assessor, prompter, participant, resource, tutor, and observer. This can be meant that the teacher‟s roles are complex. They should act differently depending on the situational needs. Teachers are demanded to be creative so that they can create an effective and efficient learning and teaching process. A vital role for any teacher is fostering students‟ creativity. It can help the learners to develop their skills, analytical skill, critical thinker, problem solving skill, etc. Tomlinson (2015:24) cited in Maley & Peachey (2010:24). It is suitable to the theory of professional teacher‟s factors.

There are four main planes that those must be owned by a professional teacher based on Rohani (2004:115), namely: a teacher must have understanding in relation to their students that have been

trusted to him/her, a wide basic knowledge in relation to educational field and teaching process, a guidance skill because this is basic obligation of a teacher, a full comprehension about teaching material. This can be meant that a teacher should have those qualifications to be a professional teacher. Meanwhile Salahudin & Alkrienciehie (2013:124) stated that there are some qualifications to be a professional teacher, namely: a teacher is demanded to always learn continuously, to make lesson plan before teaching,

want to be observed, want to be challenged to

increase his/her creativity, to have a good character. This can be meant that a professional teacher should have well-planned teaching and creativity. Those explanations lead to the conclusion that a professional teacher should have well-planned teaching material and have a good manner. Furthermore, the teacher is demanded to not only comprehend materials will be taught but also comprehend his/her students. It agrees with the Indonesian curriculum which teacher should implement character values through his/her learning and teaching process as well as modeling the character values. 2. Learning Learning activities according to UNESCO (2006:9) are defined any activities of an individual organized with the intention to improve his/her knowledge, skills and competence. It can be meant that the

process of improvement of self knowledge, skills and competence through learning activities. Every individual attempts to get things done or in purposes. There are two fundamental criteria to distinguish learning activities from non-learning activities, they are: the activity must be intentional and the activity are organized some ways. It can be informed that the learning activities can be distinguished by the intention and its organization. Meanwhile, learning according to Green (2011:10) is seen as a collaborative process between students and teacher. This can be meant that learning is an interaction between the students and a teacher. Language learning is a conscious process to learn a language. It refers to formal study of a language rules. Richards & Rodgers (2001). It can be concluded that language learning is a well-planned process to master a language. In which, the learners learn in a formal way and a language rules. According to Rohani (2004:19) learning is a behavioral changing caused by experiences and practices. Experience is an interaction between individuals and their environment with their observation and practice. In this interaction, they get new knowledge, attitude, skill, etc. Those explanations have the same focus that learning is an effort to get something done. It may that they have different point of

views on how they define learning such as; intentional learning, integral part of life and behavioral changing. Those still lead to the conclusion that learning is a process of self development. In addition, students have various learning style. There are three sensory learning styles based on Ingweson, et al. (2000:46), namely: visual (display key concepts, use visual practice activities, develop or use visual support material and provide direction in written form), Auditory (verbalize information and use other auditory approaches), kinesthetic (encourage movement, provide hands-out activities, encourage creativity). This can be informed that those three learning styles have its characteristics and approaches. Visual learners tend to learn by seeing. Auditory learners tend to learn by listening and kinesthetic learners tend to learn by doing. The above explanations clearly stated that every student has their own way to absorb or process the material given by the teachers. Each of learning style has its method in conveying the material will be learnt by the students. Furthermore, it has its techniques and tools in which the material will deliver to the students. The teachers are demanded to understand their students learning style so that the material will be easier to understand for the students. Then, they are also hoped to deliver the material based on the students‟ learning style. 3. Teaching process

As McManus (1989) cited in Smith and Laslett (2002:1) sensibly points out: “teaching is more than the sum of its parts‟ but it is possible from research, observation and autobiographical anecdote to discern „four rules‟ of classroom management applied by successful teachers which like the „four rules‟ in arithmetic, once assimilated, can be applied in many different situations”. In short it can be informed that teaching is a combined part probably taken from research or observation of the classroom with rules in which it can be flexible applied in many different situations. Trianto (2009:17) also has a statement in relation to teaching. According to him, teaching is a hand to help students to obtain knowledge, skill, attitude, etc. While teaching process, according to Trianto is a complex human activity. It can be simply explained as an interaction between teacher and students. The teacher guides the students in their learning and experiences to achieve expected goals. Meanwhile, Sardiman (2001:16) cited in Salahudin and Alkrienciehie (2013:64) stated that teaching is cultivating knowledge to the students, teaching material suitable with lesson plan, conveying cultures and knowledge to the students, and organizing well-activities teaching and connecting them to the students so that it will create teaching process.

In another way, it can be informed that teaching process is continuously interactional product between development and experience. The learner learns from their experiences and develops their experience so that they will get a new knowledge and self development. Furthermore, teaching is knowledge cultivating from the teacher to the students. Teaching process consists of many aspects which it is systematically done. Each of the aspects is interconnected so it cannot be separated. Furthermore, this is done continuously (Rohani, 2004:1). This can be meant that according to Rohani, teaching is combined activities done systematically and continuously. Based on the explanations above, teaching process is many activities to support the successfulness of teaching itself. Mc. Manus said that it should be flexible applied in many different situations while Trianto stresses on the teaching is the interaction between teacher and students in achieving certain goals, and Rohani completes the explanation by teaching process is a systematically and continuously activities as well as Sardiman stated that teaching is a process of knowledge cultivating. Meanwhile, a cooperative teaching process according Ibrahim, et al (2000:11) cited in Trianto (2009:63) will be quite effective if the learning material provides completely in the classroom, teachers‟ office, library or media central. This can be

meant that complicity of the learning material is the key of cooperative learning. It supports cooperative learning and teaching process. Meanwhile, in relation to English learning teaching, some figures explained clear definitions of English language teaching. According to Harmer (2001:5), he stated that English teaching methodology, especially English-speaking traditions are brought from the native, and it might not appropriately fit to the culture of English teaching where English is taught. The above statements clearly stated that bringing English from its origin does not mean that the English teaching methodology and the culture are followed. That might be not appropriate to apply in the country where English is taught. In his different chapter Harmer (2001:155-156) stated that language study techniques are divided into some parts, namely: demonstration, explanation, discovery, accurate reproduction, immediate creativity, check questions. This can be informed that language study technique has structurally steps. Each step is connected to other steps. Meanwhile, Harmer (2001:199&249) divides English skills into two parts. They are receptive skills; reading skill and listening skill and productive skills; writing skill and speaking skill. Receptive skills are the ways in which people extract meaning from the discourse

they see or hear. Meanwhile, productive skills are the ways in which people use their receptive skills. 4. Curriculum and Character Education Educational curriculum in Indonesia experienced many changes from era to era. This is an effort to have a better quality of educational curriculum. The Ministry of National Education is the authority to evaluate educational curriculum in Indonesia. According Salahudin & Alkrienciehie (20013:159), the developmental curriculum in Indonesia occurs in several times, namely: a. The old order era is called with curriculum 1947, 1952, and 1964. b. the new order era gave birth curriculum 1975 that is completed with Cara Belajar Siswa Aktif (CBSA) is called as 1994 curriculum that is completed and it is completed again with curriculum 1994. c. Reformation era appears curriculum 2004, which it is called with Kurikulum Berbasis Kompetensi (KBK), and end with Kurikumlum Tingkat Satuan Pendidikan (KTSP). The latest curriculum in Indonesia is KTSP and Kurikulum 2013 (KURTILAS). Both are still applied in schools and both are allowed. Meanwhile, both have its differences. The differences between KTSP

and

KURTILAS

according

to

Salahudin

and

Alkrienciehie

(20013:160) are listed below: a. In KTSP, schools have full authority in constructing curriculum which it tends to Standar Isi (SI) and Standar Kompetensi Lulusan (SKL) that have been made by Badan Standar Nasional Pendidikan (BSNP). b. KTSP is constructed by headmaster with all teachers and engaged committee as well as educational stakeholders in that area such as organizational profession, industrial world, handicraft, tourism, etc. Curriculum is constructed based on its need, situation, and environmental condition. Meanwhile, new Kurikulum 2013 according to Salahudin & Alkrienciehie (20013:173) contains as listed below: a. Students are demanded to be active. b. Scoring standard will be done with basic competence. One of supporting competence is obligated scout extracurricular for all students because in scouting, contains leadership, cooperative, bravery, and tolerance. c. Curriculum approach stresses on elementary and junior high school level so that it is used integrative thematic in all subjects. d. One theme is learned will be connected to another subject. For example, Indonesian language subject, teacher takes river as a

theme. What observational approach is used, what substance is, how it is going, etc. All approaches will lead to all subjects, instead Indonesian language, religion, science, and mathematic. e. There are only five subjects being taught in elementary school, namely; Indonesian language, civil education, religion, and mathematic. f. Local subject is divided into two: home-making and physical education and sport/health. Based on the above explanation, KTSP stresses on the school full authority to construct curriculum but still concerning to the Educational Ministry of Indonesia. Meanwhile, KURTILAS stresses on students involvements in teaching process and reducing subjects are being taught in elementary school. In addition, character education curriculum is a planning and program managed systematically to achieve some goals. Ideology, religion, and nationalism as well as developing leadership skill, soft skills, mastering knowledge and information are the keys to achieve competence

of

character

education

(Salahudin

&

Alkrienciehie,20013:159). This can be meant that character education is one of goals listed in curriculum. It is cultivated through some activities.

There are five concepts of curriculum based on character education according to Gordon and Jeanette cited in Salahudin & Alkrienciehie (2013:181), namely: essentialism (primary subject is needed good education, encyclopedia (primary subject with wider focus and open for all people), educational model based on sense, pragmatic movement that tends to the students, and common sense). It can be informed that primary subject is still the core to give to students. The students are demanded to have wider knowledge to the primary subject. Furthermore, they are demanded to use their sense more. Curriculum is one of efforts to cultivate character education in school environment. Meanwhile, character according to Salahudin & Alkrienciehie (20013:41) is a specific feature of a person or a group of people contain values, capability, moral, and obstinacy in facing difficulties and problems. It means that every individual has different character to another. According to Indonesian National Education Law num. 20 year 2003 section 1 cited in Salahudin & Alkrienciehie (20013:41), education is Conscious effort and planed to achieve situational learning and teaching process so that the learner actively develop their potential to have spiritual power, self controlling, healthy, intelligence, personality, good manner, as well as personality skill needed either for society or nation.”

It clearly stated that character education is a national purpose trough educational field. It also defines that Indonesian National Education Law stresses character education to the good values in each personality of the learner. Meanwhile, according to Salahudin & Alkrienciehie (20013:41) character education is a plus educational attitude that engages cognitive aspects, feelings, actions. Those three combined aspects will be effective to build intelligence and self controlling if it is done continuously. It aims to develop basic competence, to improve bad attitude, to filter inappropriate culture. It can be informed that character education is a combination of attitude and cognitive and it should be done continuously. Based on the definition above, character education is a way to cultivate character values to the students so they can implement every character in daily life, be a good person and useful person for the family, society, country and world. Furthermore, the character education cannot be separated to its aspects and it should be done continuously. The school environment takes part in helping the students to develop and apply those character values in their own life. Education is not only teaching students to be a smart person but also a good person where the students are hoped to be a well-manner person.

Those lead Educational Ministry of Indonesia to launch

character educations to be implemented in every school‟s subjects. There are eighteen character educations according to Educational

Ministry of Indonesia cited in Salahudin & Alkrienciehie (2013:5456), namely: a. Religious An attitude an action that is obedient in doing religion in which he/she believes with, having tolerance to another religion, and live in harmony with another faith. b. Honest An attitude that is based on efforts being trusted person. c. Tolerance An attitude and action that they respect with faith diversity, race, ethnic, opinion, and different action from another individual which it is different to his/herself. d. Discipline An attitude shows obedient actions, obedient to requirements, and rules. e. Hard work An attitude that shows efforts in overcoming obstacles and tasks as well as finishing tasks as good as possible. f. Creative

Thinking and doing something to produce ways or new product to what have had owned. g. Independent An attitude and action that is not easy to ask other people‟ help in finishing his/her tasks. h. Democratic The way how think, act that he/she views; everybody has the same right and obligation. i. Curiosity An attitude and action that always wants to know deeper and wider from something is being learnt. j. Nationalism spirit The way how think, act, and experience that puts national importance and country over individual or group importance. k. Nationalism The way how think, act, and do that shows caring, loyalty, big appreciate to language, physical environment, social, culture, economic, and politic. l. Respect

An attitude and action that encourages his/herself to produce something useful to society, admit, as well as respect other‟s successfulness. m. Communicative An action that is happy to talk, cooperate, and interact with others. n. Love peace An attitude of speaking, action that causes others to feel happy and safety to close with him/her. o. Joyfulness of reading A habit to spend time for reading discourse that gives benefits to him/her p. Environmental caring An attitude and action that wants to prevent environmental damage around him/her, and developing efforts to improve environmental damage have had occurred. q. Social caring An attitude always wants to give a hand for others and society. r. Responsibility

An attitude and action to do his/her tasks and obligation that it should be done for him/her, society, environment, nation, and God. According to Salahudin & Alkrienciehie (2013:54-56), students who own character education have these characteristics, they are: having spiritual awareness, moral integrity, ability to think holistically, open minded, and caring. The explanation can be meant that character education can create a good student as a good human being in daily life. Meanwhile, according to Kemeniknas (2010:51), character education based on the school subjects are divided into some suitable subjects to the character education. There are nine character educations that those relate to the English learning and teaching process. They are friendly, communicative, environmental caring, curiosity, democratic, independent, hard work, discipline, and joyfulness of reading.

CHAPTER III RESEARCH METHODOLOGY C. General Description of State Madrasah Aliyah Karanggede The

research

was

conducted

at

State

Madrasah

Aliyah

Karanggede, Boyolali. State Madrasah Aliyah Karanggede is located in Pengkol, Karanggede district, Boyolali regency 57381. State Madrasah Aliyah Karanggede is built above 3265 M2 and the land is from benefaction. State Madrasah Aliyah Karanggede has a headmaster, twenty six teachers, and seven staffs. The total students of State Madrasah Aliyah Karanggede are 328 per March 2016. There are twenty civil servant teachers and five non-civil servant teachers. Meanwhile, there are two civil servant staffs and five non-civil servant staffs. Madrasah Aliyah Karanggede was published as State Madrasah Aliyah since 2013. It was launched from Religion Ministry Pronouncement number 558 year 2003. Actually, State Madrasah Aliyah Karanggede was first established in 1983. State Madrasah Aliyah State Madrasah Aliyah Karanggede is the only State Madrasah Aliyah in Karanggede. The other Madrasah Aliyah has not been State Madrasah Aliyah yet. State Madrasah Aliyah Karanggede was accredited B in 2009. State Madrasah Aliyah Karanggede has a vision to create Islamic school, qualified school, and enables to interact with society. Meanwhile, State Madrasah Aliyah Karanggede has missions as listed below: 1. Educating faithful generation, piety and enable to face challenge.

2. Developing educational service in order to prepare Islamic generation who has Islamic knowledge and technology. 3. Creating generation who enables to be skilled society‟s member, clever and to be leader in the frame of knowledge of Almighty God. D. Research Design The research used descriptive qualitative research since the objects of the research were lesson plans, learning and teaching process used by English teachers at State Madrasah Aliyah Karanggede. The research focused on analyzing and observing the lesson plans, the learning and teaching process and the character values. As the result of this research, it gave the understanding about the character values applied at State Madrasah Aliyah Karanggede English learning and teaching process. According to Zacharias (2012:11), qualitative research is multi method in focus, involving an interpretative, naturalistic move toward to its subject substance. This means that qualitative research interprets the data had been collected using several methods. Meanwhile, Moleong (2009: 6) stated that qualitative research does not need a statistic and quantitative procedure. It stresses on building interpretation of the research using words, description, holistic and complicated. In addition, this method tries to understand the phenomena in relation to what the subjects are experienced. This means that qualitative research has main distinction between word and numeric. In which

qualitative research uses words to show the result. This method also stresses in a comprehension to the subjects that those are being observed. In addition, Sutama (2011:32) stated that qualitative research as follow: “Qualitative research is using emergent design program that is completed during data collection. Furthermore, qualitative research is flexible in using strategies and procedures of research. Those explanations have the same point of defining a qualitative research. Qualitative research is focus on the multi method to interpret the result. It also stresses on the use of words to show the research result. Furthermore, qualitative research tries to understand about something being observed and qualitative research is flexible.” This can be concluded qualitative research has various methods to construe the result. This method also uses words to present the research‟s result rather than use numeric or other representations. In, addition, qualitative research tries to comprehend about something is being observed. representations. In, addition, qualitative research tries to comprehend about something is being observed. According to Kumar (2011: 29), research design of qualitative is not as specific and precise as in quantitative approach. In addition, the researcher draws a flow chart to make research design of this research clearer. Diagram 3.1 Research Aspects of Concern

Data Collection Observations

Lesson Plans

Recording

Video Recording

Photos

Data Analysis Identification

Coding

Classification

Synthesizing

Interpreting

A. Time Allocation of the Research The research was conducted from March 10th until May 18th, 2016. The detail time is provided in the following table: Table 3.1 Time allocation of the Research Date

Activities

Num. March 10th, 2016

Researcher submitted the proposal

March 17th, 2016

Researcher was giving the letter in relation

1. 2.

to pre-observation activities to State Madrasah Aliyah March 22th, 2016

Researcher was giving the letter to conduct

3. observations and to meet with the two teachers in relation to make observational schedules. April 19th, 2016

Researcher was doing the first observation.

April 26th, 2016

Researcher was doing second observation.

May 03th, 2016

Researcher was doing third observation.

May 7h, 2016

Researcher was doing fourth observation.

4. 5. 6. 7.

May 10th, 2016

Researcher was doing fifth observation.

May 12th, 2016

Researcher was doing sixth observation.

May 14th, 2016

Researcher was doing seventh observation.

May 18th, 2016

Researcher was doing eighth observation.

8. 9. 10. 11. May 24th 2016 – Researcher was doing the research‟s report 12 August 10th 2016

B. Subjects of the Research The subjects of the research were two English teachers at State Madrasah Aliyah Karanggede. The teacher A taught at tenth and twelve grade of senior high school while the teacher B taught at eleventh grade of senior high school. The teacher A was certified teacher while the teacher B was not certified yet. The teacher A is a male teacher while the teacher B is a female teacher. The students also were being subjects of the research. The students were taken from grade tenth students and grade eleventh students. They were taken from different classes. They were from class of science, social and religion. Those classes were X.MIA_1, X.MIA_2, X. Agama, XI.IPS_1, XI.IPS_2, and XI.Agama. The teachers and the students were having learning and teaching process as usual and the researcher was

sitting or standing behind them to observe the learning and teaching process. C. Data Sources 1. Primary source According to Lofland and Lofland (1984:47) cited in Moleong (2009:157), primary source is words, actions. It is supported by additional data, namely: documents and another. This can be meant that primary source is taken from the key of qualitative research. In which, the key of qualitative research is words and actions are being observed. The primary source of this research was character values that it was implemented at State Madrasah Aliyah Karanggede English learning and teaching process. It took at State Madrasah Aliyah Karanggede English learning and teaching process. 2. Secondary source The secondary research based on Lofland and Lofland (1984:47) cited in Moleong (2009:157) is additional documents that it is divided into several types. They are written data, photo and statistics. It can be meant that secondary source is documents to support and to complete primary source. The secondary source was taken from the books, photo, video, recording, journals, internet, and previous researches.

F. Data Collection

1. Observation According to Cresswell (2009:181) Qualitative observation is as explained below: “Qualitative observations are those in which the researcher takes field notes on the behavior and activities of individuals at the research site. In these field notes, the researcher records, in an unstructured or semi structured way (using some prior questions that the inquirer wants to know), activities at the researcher site. Qualitative observes may also engage in roles varying from nonparticipant to a complete participant.” This can be meant that qualitative observation is activities done by researcher in which researcher looks for the information in relation to the needed data. The researcher entered the classroom during the learning and teaching process. Furthermore, the researcher followed the whole learning and teaching process. In which the researcher brought observational checklist to observe the learning and teaching process. Furthermore, the researcher took recording and video during the learning and teaching process. The observations were conducted eight times from eight meetings and each teacher taught four times. There were always different theme and time in each observation. In addition, the first teacher taught descriptive text, announcement, narrative text and speaking practice. Meanwhile, the second teacher taught passive voice, conditional sentence, sentence connectors, and listening exercise. 2. Documentation

According to Guba and Lincoln (1981:228) cited in Moleong (2009:216), document is any form of written or film‟s data from recording that it is not prepared for investigating officer‟s request. It can be informed that a document is the files of research that it is independent collected by researchers. The researcher used character values that it was implemented at State Madrasah Aliyah Karanggede English learning and teaching process to complete the document in which it was needed in this research.

a. Recording According to Bogdan Bigklen (1992:121) cited in Cresswel (2001:182), recording is a tool to divide or separate descriptive notes (portraits of the participants, reconstructions of dialogue, a description of physical settings, account of particular activities) from reflective notes (the researcher‟s personal thought such as, speculation, feelings, opinions, problems, ideas, etc). This can be meant that recording is an activity to get data and it is used to support the researcher‟s analysis. The researcher took recording during the learning and teaching process. The recording was done at the whole of the learning and teaching process. Furthermore, the recording was done at all the meetings of the two English teachers at State Madrasah Aliyah Karanggede.

b. Video recording According to Sutama (2010:93), video recording is part of contain analysis. It is used to analyze communication for answering two level questions, namely descriptive question which it focuses on contain of communication and interpretative question which it focuses on the meaning of communication. As the backup data, the researcher also conducted video recording at the learning and teaching process. The video used to support and help the recording data in case the recoding data lost or did not clear. c. Lesson plans and syllabus Syllabus is a lesson plan on individual or group‟s certain subject that it is include standard competence, main material, teaching activities, indicator of competency‟s achievement for scoring, scoring, time allocation, and learning source (Trianto, 2009:201). This can be meant that syllabus is the main material of lessons, teaching activities, scoring design which this is from the curriculum development. Meanwhile, lesson plan is steps of learning that it will be used by teachers in their teaching activities. In addition, lesson plan is used by teachers to guide them in learning and teaching process (Trianto, 2009:214). This can be meant that lesson plan is a planning before teachers conduct learning and teaching process.

The researcher used lesson plans as the data analysis. The researcher used eight lesson plans which those were taken from eight meetings of the two English teachers. Furthermore, all the lesson plans had different themes. Furthermore, the lesson plans used to support the teachers‟ preparation to implement character values before they taught the students in the classroom.

G. Data analysis Analysis is an effort to find what is important and to decide what is being explained to another by working with data, organizing data, selecting data, synthesizing data, finding its patterns (Moleong, 2009:248). This can be informed that data analysis is processing data to get the research‟s finding. Analysis is the way of the writer to find the meaning from the data. The steps of analysis as listed below (Moleong, 2009:288 & 289) 1. Identification Identifying the smallest part find from the data that it has a meaning. Then, the researcher has to relate the finding to the focus of research. 2. Coding A researcher has to make codes. Making codes mean giving codes in every unit so that it will be easier to look for the needed data. The

researcher made some codes in relation to this research. The codes are explained as the following: a. T1 was represented as the first English teacher. b. T2 was represented as the second English teacher. c. O was represented as the observer d. Ss was represented as the students e. X and XI were represented as the students‟ grades f. 1 and 2 were represented as parallel class. g. MIA was represented as the science students. h. IPS was represented as the social students. i. Agama was represented as the religion students. 3. Constructing classification Classification is process of selecting each unit which they have the similarities. For example, the researcher took the transcriptions which it indicated the character values inside of learning and teaching process. Then, the researcher selected the transcriptions which it was based on its character values. 4. Synthesizing Synthesizing is looking for the similarities of one category to another category. The relation of one category to another category is noted. For example the learning and teaching process indicated similar character values so that the researcher categorized the learning and teaching process into its suitable character values.

CHAPTER IV FINDINGS AND DISCUSSIONS

A. Character values implemented at State Madrasah Aliyah Karanggede into English learning and teaching process The researcher collected data from two English teachers. There were eight meetings in total which there were four meetings for each teacher. The first teacher taught tenth grade students and the researcher took three different classes. They were X.MIA_1, X.MIA_2 and X.Agama. Meanwhile, the second teacher taught eleventh grade students and the researcher took three different classes. This was because the researcher adapted with the teachers‟ schedules. They were XI.IPS_2, XI.Agama, XI.IPS_1. The implemented character values were written in the following table. .

Table 4.1 Implemented Character Values in English Learning and Teaching Process No Topics

Skills

Class

Character values

Descriptive

Reading and X.MIA_I

Religious, tolerance,

text

Writing

independent,

1

democratic, curiosity, respect, communicative, social

caring,

and

responsibility. Announcement

Reading and X.MIA_2

Religious,

honest,

Listening

discipline, hard work,

2

independent, curiosity,

respect,

and social caring Narrative text

Reading and X.Agama

Religious,

Listening

communicative,

3

independent, curiosity,

social

caring,

and

responsibility Description

Speaking

X.MIA_2

Religious, tolerance,

4 communicative, democratic, independent, respect, social

caring,

and

responsibility Passive voice

Reading and XI.IPS_2

Religious,

Writing

creative,

honest,

5

independent, democratic, curiosity, social

caring,

and

responsibility Conditional

Reading and XI_IPS.2

Religious,

Sentence

Writing

tolerance,

honest,

6

independent, curiosity, social

respect,

caring,

and

responsibility Sentence

Reading and XI_Agama Religious,

Connector

Writing

honest,

7 hard work, creative, independent, curiosity, caring,

social and

responsibility Listening

Listening

XI.IPS_1

Religious,

8 Exercise

tolerance,

honest,

independent, curiosity, caring,

social and

responsibility

From the table above, it could be concluded that there were nine character values applied at X.MIA_2. In another time, there were eight character values applied at X.MIA_2 which the theme was also different from the first meeting. Next, there were six character values applied at X.Agama. The last, there were eight character values applied at X.MIA_1. There were always different character values in each class of the first teacher. Meanwhile, there were eight character values applied at XI.IPS_2. In another time and theme, there were eight character values applied at XI.IPS_2. Then, there were eight character values applied at XI.Agama. The last, there were seven character values applied at XI.IPS_1. The second teacher also taught the character values differently in each meeting.

B. Ways of teachers’ to implement character values at State Madrasah Aliyah Karanggede into English learning and teaching process 1. First meeting of the first teacher The researcher took four classes of the first teacher. This was the first meeting of the first teacher at X.MIA_1. In this lesson, they were discussing about descriptive text. There was several character

values found from the observations. The data were discussed in the following table.

Table 4.2 Characters Values Which Applied at X.MIA_1 of the First Teacher Character

Implemented Character Values

Descriptions

001

The teacher started and

No values Religious

T1

:

1

219

Assalam’alaikumsalam

ended the meeting by

Wr. Wb

Islamic

T1

: Ok, that is all for

today. Thank for your attention.

Let‟s

go

to

mosque to pray together and let‟s end our lesson today

by

hamdallah

reciting together.

prayer.

teacher also invited the students to pray in the mosque together. These activities were seen as the implementation of religious

value

T1

:

Wassalamu’alaikum Wb.

Wr.

in

English learning and teaching process.

221

The

Tolerance

173

T1

: Ok, and then now The activity showed

2 I will ask you to do this that the teacher taught assignment. I will divide the students implicitly you into four groups. Tak to do task cooperatively bagi 4 kelompok. ada with

their

group

yang tanya lagi deskripsi. members. In addition, Coba diulangi? deskripsi inside menggunakan verb?

of

working,

there

tolerance

in

group was which

allow students to share their opinions and to work in a harmony. Indepen-

217

T1

:

Good.

Ok The activity showed

pertemuan

depan

kita that the teacher taught

akan

melanjutkan the students implicitly

3 dent

menggambarkan binatang.

to

done

their

Tugasnya independently.

dirumah silahkan praktek menggambarkan

orang

boleh,

boleh,

tempat

hewan boleh. Nanti pak istik yang menganalisa.

task

Silahkan dibuat sendiri jangan ambil di internet, di internet banyak tapi buat sendiri. Democratic 021

T1

: This morning we The activity showed

4 are

going

to

study that the teacher taught

description. Yesterday we the students implicitly discussed

about

simple to give their opinions

present. Do you remember freely. about

present

v1?Ssiapa ingat

yang kemarin

In

which,

or democratic

means

masih everybody has a right v1 to

convey

their

pembagiannya. Raise your opinions. hand? Hamidah? kalo to be pakai apa? Curiosity

043

T1

: Hari ini kita akan The activities showed

5 bahas tentang description. that the teacher taught apa bedanya description the students implicitly to look for something

dengan descriptive. 167

T1

:

Modis.

Justin

kelihatan modis. Silahkan dicari kata sifat. Please

new

they

had

not

understood

yet.

In

which, curiosity means

get the adjectives from the people want to know text. Paragraf 1? Respect

134

T1

:

Yang

something new. sopan The activity showed

6 bagaimana? Kita harus that the teacher taught bisa mencari bahasa yang the students implicitly lebih sopan? Yaitu little to be polite, appreciate, fat yang lebih sopan lagi and respect to other adalah over weight. Lebih people sopan

lagi

little

and

people‟

over works.

weight. Nah seperti

itu

bahasa yang halus. Communi-

115

T1

:

Yes,

Harus The activity showed

7 cative

dipraktikkan kehidupan

dalam that the teacher taught sehari-hari. the students implicitly

Ramah kepada bapak ibu to be kind to all the guru. Pagi sir moring sir. people and apply it in Harus tersenyum bertemu daily life. In which sama

siapapun,

coba communicative

also

kalau semua senyum tidak defines as friendship so akan

ada

permusuhan. that by being friendly

pasti itu. Lanjut.

to all people will make a good relation in our

daily life. Social

007

T1

: I am fine too, The activity showed

8 thank

Caring

you.

Is

there that the teacher taught the students implicitly

anybody sick?

to always care to their surroundings. should

be

They helpful

person in their daily life. Respon-

217

T1

:

Good.

Ok The activity showed

pertemuan

depan

kita that the teacher taught

akan

melanjutkan the students implicitly

9 sibility

menggambarkan binatang.

to be responsible to Tugasnya their home work. They

dirumah silahkan praktek would not be monitored menggambarkan

orang to do their home work

boleh,

boleh, at home but it was their

tempat

hewan boleh. Nanti Pak own responsibility. Istik yang menganalisa. Silahkan dibuat sendiri jangan ambil di internet, di internet banyak tapi

buat sendiri. Digunakan pikirannya sendiri untuk menggambarkan.

The table above explained that there were nine character values applied by the first teacher into English learning and teaching process in the first meeting. They were religious, tolerance, independent, democratic, curiosity, respect, communicative, social caring and responsibility. There were eighteen character values had been announced by Educational Ministry of Indonesia. It could be concluded that the first teacher did not apply all those character values. The teacher implemented character values which depended on the situation and chance in the learning and teaching process so that the teacher did not apply all those character values. 2. Second meeting of the first teacher The researcher conducted the second observation at the same class from the first meeting but the researcher used different time and theme in the second meeting. In which the class was conducted at X.MIA_2. In this lesson, they were discussing about announcement. There was several character values found from the observations. The data were discussed in the following table. Table 4.3

Characters Values Which Applied at X.MIA2 of the First Teacher Character

Implemented Character Values

Descriptions

005

The activities showed

No values Religious

T1

:

1 Assalamu”alaikum

Wr. that the teacher taught the students implicitly

Wb. 139

T1

: Let‟s close the

class by saying hamdallah

to always start and close Islamic

together.

which, 141

T1

: Thank for your

everything

by

prayer.

In

this

showed

religious value.

attention. wasalamualaikum wr. wb. Honest

060

T1

: Yes, isinya harus The teacher was asked

2 sopan,

tidak

boleh the students to always

misalnya buk minta uang be honest to all the buat bayar tapi harus people. In which, there menggunakan

bahasa was honest value inside

yang lebih sopan. Saya of the instruction. disini baik-baik saja buk, ibuk

dikampung

bagaimana,

saya

memberikan

informasi

bahwa sekolah di MAN Karanggede gratis. Tapi tidak boleh bohong, harus jujur kepada orang tua atau kepaada sipapun. Discipline

001

T1

: Ok. Before the The activities showed

3 class begins, please submit that the teacher taught the phone on the desk! the students implicitly silahkan

kumpulkan

hp to always be discipline in the learning and

nya di meja.

teaching process. Hard work

096

T1

: Ok if you have The activity showed

4 understood, I will give that the teacher taught you task. I will give you, the students implicitly each student one piece of to do their best to get announcement. It will be what they needed. In Indonesian

form

and which,

this

activity

English form. I will bring taught the students to these all pieces to you one be hard worker. by one. Please get the Indonesian meaning if you get Indonesian meaning

please browse to other students after that please put it on your book and attach and then please sign it which one is opening, content

and

closing.

Please find it. Indepen-

137

T1

: Ok, if you don‟t The activity showed

5 have questions. I will give that the teacher taught

dent

you task at home to make the students implicitly written

and

spoken to

do

their

task

announcement. This task independently. should

be

done

individually. Curiosity

028

T1

: Yes it is. It is The activities showed

6 talking about past events that the teacher taught and it does not have the students implicitly relation to the present. to Sekarang dalam sehari2.

kita

wondering

pelajari something

new

about and

penggunaan encourage them to find Sekarang

kita it.

akan membahas tentang

sesuatu yang aru (teacher shows

a

slide

Announcement. kita

share). hari ini

menggambarkan

tentang

announcement.

Asal kata dari announce. apa artinya? Respect

105

T1

: Ok you did your The activities showed

7 best! Untuk hari ini kita that the teacher taught pemahaman

opening, the students implicitly

content and closing. Kita to always appreciate ambil contoh-contoh satu others‟ works. putra satu putri hasil dari tugas tadi! 119

T1

: Ok thank you

very much. Give applause! Social

011

T1

: I am fine too, The activities showed

8 thank you. Ok how many that the teacher taught

Caring

students are you all? 015

T1

: Where are the

two students?

students implicitly to care

about

people

surroundings.

It was

proved

by

asking

017

T1

: Why are they students‟

going to hospital?

conditions

and the teacher prayed for the student who

019

T1

: I hope she will they were sick.

get well soon.

The table above explained that there were eight character applied by the first teacher into English learning and teaching process. They were religious, honest, discipline, hard work, independent, curiosity, respect and social caring. The teacher implemented the character values into English learning activities at the second meeting differently to the first meeting. The type of character values and amount of the character values were implemented differently from the second meeting to the first meeting. 3. Third meeting of the first teacher The third datum was taken from the first teacher at X.Agama. In this lesson, they were discussing about narrative. There was several character values found from the observations. The data were discussed in the following table. Table 4.4 Characters Values Which Applied at X.Agama of the First Teacher Character No

Implemented Character Values

Descriptions

values Religious

001

T1

:

The activities showed

1 Assalamu’alaikum

Wr. that the teacher taught the students implicitly

Wb. 155

T1

: Well, if you don‟t

have

more

questions.

Let‟s close our meeting today

by

saying

T1

close Islamic which,

everything

by

prayer.

In

this

showed

religious value.

hamdallah together! 157

to always start and

: Thanks for today,

Wassalamu’alaikum

Wr.

Wb. Indepen-

099

T1

: Yes, ok gantian The activity showed

2 maju dibaca, siapa dulu that the teacher taught

dent

ketuanya? Come forward the students implicitly please! Stand up nanti to do their task by their ditunjuk setelah Muslikah selves. This meant that siapa yang baca.

the students were asked to be independent.

Curiosity

073

T1

:

Seekor tikus The activity showed

3 apa?

that

the

teacher

075

T1

: Berjalan-jalan di stimulated the students implicitly to be curious

hutan apa? 077

T1

:

yang

Selanjutnya kedua

complication,

adalah apa

itu

T1

:

adalah

and

encourage

the

students to look for new information.

complication? 079

about something new

Complication masalah,

apa

narrative

dan

bedanya recount? Communi-

024

T1

: Ok let‟s start to The

instructions

4 cative

study English. I would showed that the teacher like to introduce a girl taught

the

students

who will join us in our implicitly to be kind to studying. She is mbak everyone they meet. Badariyah.

Dia

melanjtkan penelitian the process

of

teaching

English jadi saya dan guru

lainnya

menjadi

subjek dari penelitiannya.

ayo welcome her! Social

007

T1

:

I am fine too, The teacher stimulated

5 thank

Caring

you.

Did

your the students to care about

mother cook today? 009

T1

: So, all of you

people

surroundings.

They

were taught to care

have had breakfast ya.

about others by asking 013

T1

: Anyway is there

their conditions.

anyone sick today? Respon-

141

T

: Okay if you don‟t The teacher gave the

6 sibility

have questions, please find students a task at home out narrative text at home so that the students and analyze the narrative were taught how to be text based on its generic responsible structure,

tense

their

and own task. This was

moral values then write it because down on your book.

for

would

the not

teacher monitor

them.

The first teacher taught eight character values according to the table above. The character values were applied during English learning and teaching process. They were religious, tolerance, independent,

democratic, curiosity, respect, communicative, social caring and responsibility. The first teacher did not apply all those character values into a single event or meeting because it would be too difficult to do. Therefore, the teacher implemented character values which depended on the target character values to be gained as it is mentioned in syllabus. 4. Fourth meeting of the first teacher The last observation of the first teacher was conducted at X.MIA_1. In this lesson, they were discussing about speaking practice. There was several character values found from the observations. The data were discussed in the following table. Table 4.5 Characters Values Which Applied at X.MIA_1 of the First Teacher Character

Implemented Character Values

Descriptions

001

The activities showed

No values Religious

T1

:

1 Assalamu’alaikum

Wr. that the teacher taught the students implicitly

Wb. 145

T1

: Ok let‟s close our

meeting today by saying

to always start and close Islamic

everything

by

prayer.

In

which,

hamdallah together! 147

T1

this

showed

religious value.

:

Wassalamu;alaikum

Wr.

Wb. Tolerance

024

T1

: Kenapa belum The activities showed

2 that the teacher taught

siap? 026

T1

: Okay I give you

the students implicitly to always tolerant to

5 minutes.

other people by giving them chance to do what they should do. Indepen-

133

T1

: Well, if you don‟t The activities showed

3 dent

have question. Please find that the teacher taught out video about describing the students implicitly people in the form of to be hard worker to dialogue and write the finish their own work points of the dialogue and do it punctually. individually. It should be submitted on time next week. Jadi, silahkan cari video mendiskripsikan

tentang orang

dalam bentuk dialok dan tulis poin

poinnya

secara individu. Itu harus dikumpulkan tepat waktu minggu depan. Democratic 030

T1

: Ok, before you The activities showed

4 start the dialogue. Setelah that the teacher taught penampilannya

nanti the students implicitly

silahkan perwakilan dari to kelompok

their

mengomentari opinions freely and to

penampilan yang

convey

kelompok be

open

minded

receiving

maju kedepan.

comments

from others. Respect

053

T1

:

Yes,

exactly. The

instructions

5 tepat sekali dan kita juga showed that the teacher harus saling menghargai taught pendapat

the

satu sama implicitly

to

students respect

lain? Sering terjadi kan and appreciate people sesama

saudara

saling

tapi surroundings.

berselisih

pendapat bahkan kadang bermusuhan.

Keluarga

adalah orang terdekat kita jadi kita harus saling menghargai dan toleransi terhadap

pendapat

pendapat

anggota

keluarga

lain

dan

menyangi serta menjaga keluarga kita. Communi-

088

T1

:

Gabung

sama The

instructions

6 temannya,

cative

kopian

minimal

satu

2

1 showed that the teacher

orang. taught

the

students

Please, be friendly to your implicitly to be kind to group

and

work everyone

cooperatively. Social

005

T1

they

work

with.

: Did your mother The activity showed

7 Caring

that

cook this morning? 008

T1

: Have you had

breakfast this morning?

the

teacher

stimulated the students implicitly to care about people surroundings.

011

T1

:

Next

time,

Semuanya harus sarapan karena itu penting untuk

our health juga

disamping

penting

dalam

kesiapan kita mengikuti proses belajar mengajar. Respon-

133

T1

: Well, if you don‟t The activity showed

8 sibility

have question. Please find that the teacher taught out video about describing the students implicitly people in the form of to be responsible to dialogue and write the their own task although points of the dialogue they

would

individually. It should be mentored. submitted on time next week. Jadi, silahkan cari video

tentang

mendiskripsikan

orang

dalam bentuk dialok dan tulis poin

poinnya

secara individu. Itu harus dikumpulkan tepat waktu minggu depan.

not

be

The table above explained that the first teacher implemented eight character values into English learning and teaching process. They were

religious,

tolerance,

independent,

democratic,

respect,

communicative, social caring and responsibility. The teacher implemented character values implicitly into English learning and teaching process. The teacher connected the material to the real life‟s stories so that the teacher enabled to implemented character values during the learning and teaching process. 5. First meeting of the second teacher The researcher took four classes of the second teacher. This was the first meeting of the second teacher at XI.IPS_2. In this lesson, they were discussing about passive voice. There was several character values found from the observations. The data were discussed in the following table. Table 4.6 Characters Values Which Applied at XI.IPS_2 of the Second Teacher Character

Implemented Character Values

Descriptions

001

The activities showed

No values Religious

T2

:

1 Assalamu’alaikum Wr.Wb. that the teacher taught 176

T2

:

the students implicitly

Wassalamu’alaikum

to always start and

Wr.Wb.

close Islamic which,

everything

by

prayer.

In

this

showed

religious value. Honest

123

T2

:

Belum.

Tidak The teacher was asked

2 usah

nurun

dikerjakan

kancane. the

students

to

be

sebisanya honest by doing their

kalau tidak bisa boleh own task without any tanya. Kalau mengerjakan cheating. It implicitly sendiri nanti akan paham.

taught the students to always be honest in to their daily life.

Creative

019

T2

:

Coba

buat The activities showed

3 kalimat sendiri. itu kan that the teacher taught kalimat

pasif

dalam the students implicitly

bahasa Indonesia. Coba to always be creative to bikin kalimat aktif dalam find the answers and to bahasa Indonesia.

practice

their

understandings. Indepen-

059

T2

: Kosek, kerjakan The activity showed

4 dulu. Dikerjakan sendiri- that the teacher taught

dent

the students implicitly

sendiri!

to

always

do

their

works by their selves. Democratic 131

T2

: Sudah ya kita The activity showed

5 bahas

bersama-sama. that the teacher taught

Number one kalimat pasif the students implicitly to

atau aktif?

do

something

together and to make decision together. Curiosity

082

T2

:

Coba

dilihat The activities showed

6 tensesnya apa, subjek, dan that the teacher taught objeknya apa. kalau tense the students implicitly nya

continuous berarti to always wondering

ditambah being + v 3. about something new Subjek menjadi objek dan and encourage them o objek menjadi subjek. 075

T2

:

Kalian

find new information.

harus

punya dasar kenapa itu pasif atau aktif. Coba dilihat yang dibandingkan

atas

dan

keduanya.

Coba lihat yang nomor 2

ada being nya berarti kalimat passive. Social

041

T2

: Oya, bagaimana The activity showed

7 keadaan Sita? Hari ini that the teacher taught

Caring

masih belum berangkat the students implicitly to

ya? 043

T2

:

Kalian

Alhamdulillah. semua

kesehatan

care

about

their

surroundings.

jaga

baik-baik.

Kalau dijalan hati-hati. Respon-

047

T2

:

Tugas

nya The activity showed

8 sibility

kemarin sudah ditulis?

that the teacher taught the students implicitly to be responsible to their own task although the teacher did not mentored them.

The second teacher was applied eight character values into English learning and teaching process. They were religious, honest, creative, independent, democratic, curiosity, social caring and responsibility.

The second teacher did not apply all those character values into one meeting because it would be too difficult to do. Therefore, the teacher implemented character values which depended on the objective character values to be gained as written in the syllabus. 6. Second meeting of the second teacher The second datum from the first teacher was taken at XI.IPS_2. The class was the same as the first class but it had different time and theme. In this lesson, they were discussing about conditional sentence. There were several character values found from the observations. The data were discussed in the following table. Table 4.7 Characters Values Which Applied at XI.IPS_2 of the Second Teacher Character

Implemented Character Values

Descriptions

001

The activities showed

No values Religious

T2

:

1 Assalamu’alaikum Wr.Wb. that the teacher taught 181

T2

:

Wssalamu’alaikum Wr.Wb.

the students implicitly to always start and close Islamic which,

everything

by

prayer.

In

this

religious value.

showed

Honest

031

T2

:

Silahkan The activities showed

2 dikerjakan

sendiri that the teacher taught

sedndiri.B oleh kerja sama the students implicitly dengan teman sebangku

to always be trusted

dan depan atau belakang person. In which they tapi

tidak

mencontek.

boleh should be honest in all

Yang

bisa situations.

bantu yang belum bisa, yang belum bisa tidak usah

malu

Kenapa

bertanya. tidak boleh

mencontek karena nanti kalian

akan

tidak

selamnya

bisa

kalau

tidak mau belajar dan yang bisa berarti kalian membuat

teman

kalian

selamanya tidak bisa. Tolerance

013

T2

: Well, I give you The activity showed

3 thirty minutes to finish it. that the teacher taught Saya beri waktu 30 menit the students implicitly untuk menyelesaikannya

to always be tolerant to

the others. Indepen-

031

T2

:

Silahkan The activities showed

4 dent

dikerjakan sendiri-sendiri. 078

T2

:

Dikerjakan

that the teacher taught the students implicitly to do their task by their

sendiri-sendiri!

own

ability

without

depending to others. Curiosity

039

T2

:

Coba

dicari The teacher was asked

5 the students to find

dikamus? 068

T2

: Nah, try to find it

in the dictionary. Dicari dikamus, harus aktif ketika tidak

tahu

katanya

silahkan dicari di kamus. Dibiasakan untuk aktif.

words‟ meaning that they did not know. In which, in this process, the teacher taught the students implicitly to be

curious

about

something new. Respect

072

T2

: Iya benar sekali. The activities showed

6 Good job! Sudah selesai that the teacher taught the students implicitly

semua? 092

T2

: Good. Kemudian

bagaimana dengan had?

to always appreciate on others‟

works

and

147

T2

: Yes. nomor 13 respect to them.

benar. 14 benar dan yang terakhir

benar.

applause to Social

043

T2

Give

all of us.

: Biasanya yang The activities showed

7 Caring

that the teacher taught

dipilih Cuma 1 to? 045

T2

:

Siapa

yang

the students implicitly to always care about

terpilih?

people surroundings.

Responsi-

116

T2

:

Kejujuran? The activities showed

8 Bility

Tanggung jawab? Bagi that the teacher taught yang mengoreksi harus the students implicitly jujur dan tanggung jawab to kalau

salah

salah

always

ya responsible

disalahkan. Tidak boleh, own misalkan teman

karena baikknya

although

to

be their

obligation the teacher

salah may not monitor them.

dibetulkan.

Harus

bertanggung

jawab

dengan tugas

yang

dibeikan meskipun kecil

ya.

According to the table above, there were eight character values implemented by the second teacher into English learning and teaching process. They were religious, honest, tolerance, independent, curiosity, respect, social caring and responsibility. The teacher used different ways to implement character values from the first meeting to the second meeting. 7. Third meeting of the second teacher The second datum from the second teacher was taken from XI.Agama. In this lesson, they were discussing about sentence connector. There were several character values found from the observations. The data were discussed in the following table. Table 4.8 Characters Values Which Applied at XI.Agama of the Second Teacher Character

Implemented Character Values

Descriptions

001

The activities showed

No values Religious

T2

:

1 Assalamu’alaikum Wr. Wb that the teacher taught 240

T2

:

Wassalamu’alaikum

the students implicitly to always start and close

everything

by

Islamic

Wr.Wb.

which,

prayer. this

In

showed

religious value. Honest

025

T2

: Betul dikali 2 The activities showed

2 dibagi 3. Diteliti sendiri that the teacher taught kalau

benar

ya the students implicitly

dibenarkan kalau salah ya to always be trusted disalahkan, coba di teliti person. In which they should be honest in all

sendiri yang jujur!

situations.

Hard Work

101

T2

: Makanya dicari The activity showed

3 dulu. Kaau sudah tahu that the teacher taught langsung pakai

dicari.

kamus

Boleh the students implicitly

Hp

tapi to find something in

jangan digunakan yang maximum effort which lain.

Jangan

gunakan

menyalah there was hard work

kepercayaan value inside of the

yang saya berikan! Creative

045

T2

instruction.

: Iya. Connector The activities showed

4 apa? pernah ke warnet? 047

T2

: Connect itu?

that the teacher taught the students implicitly

049

T2

:

Terus

sentence

kalau to be creative in finding

connector meaning and building understanding.

diartikan apa?

which,

In

they

used

Indonesian context in it. Indepen-

216

T2

: I will give you The activity showed

5 exercise.

dent

Do

it

by that the teacher taught

yourself! Saya hapus ya?

the students implicitly to do their task by their own

ability

without

depending to others. Curiosity

057

T2

: Iya atau kalimat The activities showed

6 penghubung. Jadi connect that the teacher taught itu

bisa

diartilkan the students implicitly

penghubung

atau to be wondering about

sambung. Kira-kira dalam something

new

and

bahasa idonesia ada apa encourage them to find saja? Social

071

T2

it. :

Kemah

nya The activities showed

7 Caring

kemarin itu ikut semua?

that the teacher taught the students implicitly

228

T2

:

Sama-sama to always care about

mengeluarkan

energi people surroundings.

gunakan lah untuk hal-hal yang

positif.

Sedikit-

sedikit dikurangi hal-hal yang negatif. Yang lalu biarlah berlalu. Respon-

101

T2

: Makanya dicari The activities showed

8 sibility

dulu. Kaau sudah tahu that the teacher taught langsung pakai

dicari.

kamus

Hp

Boleh the students implicitly tapi to

always

be

jangan digunakan yang responsible

to

lain.

obligation

Jangan

gunakan

menyalah own

their

kepercayaan although the teacher

yang saya berikan!

may not monitor them.

The table above explained that there were eight character values implemented by the second teacher into her learning and teaching process. They were religious, honest, hard work, creative, independent, curiosity, social caring and responsibility. The teacher did not implement all character values into the learning and teaching process. Therefore, the teacher applied character

values which depended on the target character values to be reached as it is written in syllabus. 8. Fourth meeting of the second teacher This was the last class that it was used as the research data. In which, the class was taken at XI.IPS_1. In this lesson, they were discussing about listening exercise. There were several character values found from the observations. The data were discussed in the following table

Table 4.9 Characters Values Which Applied at XI.IPS_1of the Second Teacher Character

Implemented Character Values

Descriptions

001

The activities showed

No values Religious

T2

:

1 Assalamu’alaikum Wr. Wb that the teacher taught the students implicitly 185

T2

:

Wassalamu’alaikum

Wr.

to always start and close

everything

by

prayer.

In

Wb Islamic which,

this

showed

religious value. Honest

031

T2

:

Dicocokkan The activities showed

2 sendiri. Salah disalahkan, that the teacher taught benar

di

benarkan. the students implicitly to always be trusted

Latihan jujur.

person. In which they should be honest in all situations. Tolerance

029

T2

:

Terlalu

cepat, The activities showed

3 ayo diselesaikan! I give you 5 that the teacher taught the students implicitly

minutes more to finish it.

to always be tolerant to the others. Indepen-

018

T2

: Cuma observasi The activities showed

4 dent

tidak

mempengaruhi that the teacher taught

penilaian. Now we will the students implicitly have

listening

Dikerjakan sampai

section. to do their task by their

nomor

15,

sendiri sendiri.

1 own

bisa

without

dikerjakan depending to others. Coba

benar nya berapa. Bisa tidak

ability

harus

dikerjakan semua sendiri. 023

T2

:

Dikerjakan

dibuku!

dikerjakan

sendiri-sendiri.

Latihan

mandiri, hadapi hidupmu dengan percaya sendiri. Curiosity

162

T2

: Berbohong? licik The activities showed

5 that the teacher taught

apa cerdik? 164

T2

: The rabbit ask

how

many

crocodiles

the students implicitly to be wondering about something new and to

there?

find 166

T2

: Where are the

others? 168

T2

it

questions

by to

asking the

teacher. : All of you are

good, nice and gentle. Nice apa? Social

010

T2

:

Congratulation The activities showed

6 Caring

for you Wiko Saputra! 012

T2

: Setelah itu apa

acara selanjutnya?

that the teacher taught the students implicitly to always care about people surroundings.

014

T2

:

Berarti

siap

berankat kesana?

Respon-

031

T2

:

Dicocokkan The activity showed

Sibility

sendiri. Salah disalahkan, benar that the teacher taught

7

di benarkan. Latihan jujur.

the students implicitly to

always

be

responsible

to

their

own

obligation

although the teacher would

not

monitor

them. In which, the teacher gave them trust to correct their friends‟ works.

The table above explained that the second teacher implemented seven character values into English teacher learning and teaching process. They were religious, honest, tolerance, independent, curiosity, social caring and responsibility. The second teacher implemented the character values to the fourth meeting differently from the other three meeting according to

the amount and types of the character values. Furthermore, the teacher did not apply all the character values according to Educational Ministry of Indonesia. In which, there was eighteen character values.

C. Teachers’s preparations to implement character values at State Madrasah Aliyah Karanggede into English learning and teaching process Both of the teachers had the same preparations to implement character values into English learning and teaching process. In which, the teachers prepared lesson plans and media to implement character values into English learning process. In another hand, both of the teachers had differences on how they put the character values and used the media. 1. Lesson plans The first teacher wrote character values into his lesson plan. They were honest, discipline, communicative, responsibility, tolerance, love peace, social caring, and environmental caring. Most of those values were applied in to English learning and teaching process. Meanwhile, the second teacher wrote character values into her lesson

plans.

They

were

honest,

discipline,

communicative,

responsibility, tolerance, love peace, social caring, and environmental caring. All of those values were applied in to English learning and teaching process. The values were described as these following tables: a. Lesson plans of the first English teacher

The researcher took four meetings of the first teacher. The meetings were taken from different classes. In which the classes were taken from X.MIA_2, X.Agama, X.MIA_1. There were different themes in each meeting. They were descriptive text, announcement, narrative and speaking practice. The first teacher used four lesson plans as his preparation to implement character values into English learning process. The implemented character values in lesson plans were discussed in the following tables. Table 4.10 Implemented Character Values in the Lesson Plans of the first teacher No

Character values

Implemented character values

Descriptions

in

lesson plans 1

Honest

060

T1

: Yes, isinya harus There was honest

sopan,

tidak

boleh value

in

English

misalnya buk minta uang learning buat

bayar

tapi

harus teaching

and process.

menggunakan bahasa yang There was in the lebih sopan. Saya disini second meeting of baik-baik saja buk, ibuk the dikampung

bagaimana, This

first

teacher.

means

the

saya memberikan informasi teacher implemented

bahwa sekolah di MAN this character in his Karanggede gratis. Tapi learning

and

tidak boleh bohong, harus teaching process and jujur kepada orang tua he atau kepaada sipapun.

wrote

in

his

lesson plan as the document‟s preparation.

2

Discipline

001

T1

: Ok. Before the There was discipline

class begins, please submit value

in

English

the phone on the desk! learning

and

silahkan kumpulkan hp nya teaching

process.

di meja.

There was in the second meeting of the This

first

teacher.

means

the

teacher implemented this character in his learning

and

teaching process and he

wrote

in

his

lesson plan as the document‟s

preparation. 3

Communi-

115

T1

:

Yes,

dipraktikkan

cative

kehidupan

Harus There

was

dalam communicative sehari-hari. value

in

English

Ramah kepada bapak ibu learning

and

guru. pagi sir moring sir. teaching

process.

Harus tersenyum bertemu There was in the sama siapapun, coba kalau first, third and fourth semua senyum tidak akan meeting of the first ada permusuhan. pasti itu. teacher. This means the

Lanjut. 024

T1

: Ok let‟s start to

study English. I would like to introduce a girl who will join us in our studying. She is mbak Badariyah. Dia melanjtkan penelitian the process of teaching English jadi saya dan guru lainnya menjadi subjek dari penelitiannya. welcome her.

ayo

implemented

teacher this

value in his learning and teaching process and he wrote in his lesson plan as the document‟s preparation.

088

T1

:

Gabung

temannya, kopian

sama

minimal

satu

2

1

orang.

Please, be friendly to your group

and

work

cooperatively. 4

Responsibility

217

T1

:

Good.

Ok There

was

pertemuan depan kita akan responsible value in melanjutkan

English learning and

menggambarkan

teaching

binatang.

process.

Tugasnya There was in the

dirumah silahkan praktek first, third and fourth menggambarkan

orang meeting of the first

boleh, tempat boleh, hewan teacher. This means boleh. Nanti pak istik yang the menganalisa. Silahkan

teacher

implemented

dibuat sendiri jangan ambil character di

internet,

banyak tapi Digunakan

di

this

in

internet learning

his and

buat sendiri. teaching process and pikirannya he

sendiri menggambarkan.

wrote

in

his

untuk lesson plan as the document‟s

141

T

: Okay if you don‟t preparation.

have questions, please find out narrative text at home and analyze the narrative text based on its generic structure,

tense

and

moral values then write it down on your book. 133

T1

: Well, if you don‟t

have question. Please find out video about describing people in the form of dialogue points

and of

write the

the

dialogue

individually. It should be submitted on time next week. Jadi, silahkan cari video

tentang

mendiskripsikan

orang

dalam bentuk dialok dan tulis poin

poinnya

secara individu. Itu harus

dikumpulkan tepat waktu minggu depan. 5

Tolerance

173

T1

: Ok, and then now There was tolerance

I will ask you to do this value

in

English

assignment. I will divide learning

and

you into four groups. Tak teaching

process.

bagi 4 kelompok. ada yang There was in the tanya lagi deskripsi. Coba first diulangi?

T1

teacher. This means

:

Kenapa

belum

siap? 026

T1

fourth

deskripsi meeting of the first

menggunakan verb? 024

and

: Okay I give you 5

minutes.

the

teacher

implemented

this

character

his

in

learning

and

teaching process and he

wrote

in

his

lesson plan as the document‟s preparation. 6

Love peace

-

There

was

not

environmental caring in learning

and teaching process but the teacher wrote in his lesson plans. 7

Social

007

T1

: I am fine too, There

was

thank you. Is there anybody caring

caring

T1

value

in

English learning and

sick? 007

social

:

I am fine too,

thank you. Did your mother cook today?

teaching

process.

There was in the first, second, third and fourth meeting

009

T1

: So, all of you have

had breakfast ya. 013

T1

of the first teacher. This

means

: Anyway is there teacher implemented

anyone sick today?

this character in his learning

007

T1

the

:

and

I am fine too, teaching process and

thank you. Did your mother he

wrote

in

his

cook today? lesson plan as the 009

T1

: So, all of you have document‟s

had breakfast ya. 013

T1

: Anyway is there

anyone sick today?

preparation.

005

T1

: Did your mother

cook this morning? 008

T1

: Have you had

breakfast this morning? 011

T1

:

Next

time,

Semuanya harus sarapan karena itu penting untuk our health juga

disamping

penting

kesiapan

kita

dalam mengikuti

proses belajar mengajar. 8

Environmen tal caring

-

There

was

no

environmental caring in learning and teaching process but the teacher wrote in his lesson plans.

The first teacher wrote eight character values on his lesson plans. They were honest, discipline, communicative, responsibility, tolerance, love peace, social caring, and environmental caring. There were six character values that those were implemented into English

learning and teaching process. The other two character values were not implemented into English learning and teaching process. Meanwhile, there were seven character values were not written in the lesson plans but the teacher implemented the character values into his learning and teaching process. They were independent, hard work, responsibility, respect, democratic, curiosity and religious. The teacher implemented character values which depended on the situations and chances so that the whole written character values in the lesson plans were not implemented into learning and teaching process. b. Lesson plans of the second English teacher The researcher took four meetings of the second teacher. The meetings were taken from the different classes. In which the classes were taken from X.IPS_2, X.Agama, X.IPS_1. There were different themes in each meeting. They were passive voice, conditional sentence, sentence connector and listening exercise. The second teacher used four lesson plans as her preparation to implement character values into English learning and teaching process. The implemented character values in the lesson plans were discussed in the following tables.

Table 4.11 Implemented Character Values in the Lesson Plan of the Second Teacher No

Character values

Implemented character values

Descriptions

in

lesson plans 1

Creative

019

T2

: Coba buat kalimat There was creative

sendiri. itu kan kalimat value pasif

dalam

Indonesia.

in

English

bahasa learning

and

bikin teaching

process.

Coba

kalimat aktif dalam bahasa There was in the first

Indonesia. 045

T2

:

Iya.

Connector

apa? pernah ke warnet?

and

meeting

third

of

the

second teacher. This means the teacher

047

T2

: Connect itu?

049

T2

:

Terus

sentence diartikan apa?

implemented kalau character

connector learning

in

this his and

teaching process and she wrote in his lesson plan as the document‟s preparation.

2

Religious

001

T2

: Assalamu’alaikum There was religious value

Wr.Wb. 176

T2

:

Wassalamu’alaikum wr.wb.

in

English

learning

and

teaching

process.

There was in the 001

T2

: Assalamu’alaikum

Wr.Wb. 181

T2

first, second, third and fourth meeting of

:

the

second

Wassalamu’alaikum wr.wb. teacher. This means 001

T2

: Assalamu’alaikum

the

teacher

implemented

this

character

his

Wr.Wb. 240

T2

:

learning

in

and

Wassalamu’alaikum wr.wb. teaching process and 001

T2

: Assalamu’alaikum she wrote in his lesson plan as the

Wr.Wb.

document‟s 185

T2

: preparation.

Wassalamu’alaikum wr.wb.

3

Hard work

101

T2

: Makanya dicari There was hard work

dulu. Kaau sudah tahu value langsung

dicari.

Boleh learning

in

English and

pakai

kamus

jangan lain.

Hp

digunakan Jangan

tapi teaching

process.

yang There was in the

menyalah third meeting of the

gunakan kepercayaan yang second teacher. This means the teacher

saya berikan!

implemented

this

character

his

in

learning

and

teaching process and she wrote in his lesson plan as the document‟s preparation. 4

Independent

059

T2

: Kosek, kerjakan There

was

dulu. Dikerjakan sendiri- independent value in English learning and

sendiri!

teaching 031

T2

:

process.

Silahkan There was in the

dikerjakan sendiri-sendiri. first meeting of the 078

T2

:

sendiri-sendiri! 216

T2

Dikerjakan second teacher. This meant the teacher

: I will give you implemented

this

exercise. Do it by yourself! character learning

Saya hapus ya? 018

T2

: Cuma observasi

tidak

mempengaruhi

penilaian. Now we will have

listening

Dikerjakan sampai

section.

nomor

15,

1

in

her and

teaching process and she wrote in his lesson plan as the document‟s preparation.

dikerjakan

sendiri sendiri. coba benar nya berapa. bisa tidak bisa harus

dikerjakan

semua

sendiri. 023

T2

:

Dikerjakan

dibuku! dikerjakan sendirisendiri. Latihan mandiri, hadapi hidupmu dengan percaya sendiri. 5

Honest

123

T2

: Belum. Tidak usah There was honest

nurun kancane. dikerjakan value sebisanya kalau tidak bisa learning boleh

tanya.

Kalau teaching

in

English and process.

mengerjakan sendiri nanti There was in the

first, second, third

akan paham. 031

T2

:

Silahkan

dikerjakan sendiri-sedndiri. Boleh kerja sama dengan teman sebangku

dan

depan atau belakang tapi tidak

boleh

Yang bisa

mencontek. bantu yang

belum bisa, yang belum bisa

tidak

usah

bertanya. Kenapa

malu tidak

boleh mencontek karena nanti kalian akan selamnya tidak bisa kalau

tidak

mau belajar dan yang bisa berarti

kalian

membuat

teman kalian selamanya tidak bisa. 025

T2

: Betul dikali 2

dibagi 3. Diteliti sendiri kalau benar ya dibenarkan kalau salah ya disalahkan,

and fourth meeting of

the

second

teacher. This means the

teacher

implemented

this

character

his

learning

in

and

teaching process and she wrote in his lesson plan as the document‟s preparation.

coba di teliti sendiri yang jujur! 031

T2

:

Dicocokkan

sendiri. Salah disalahkan, benar di benarkan. Latihan jujur. 6

Tolerance

013

T2

: Well, I give you There was tolerance

thirty minutes to finish it. value

English

Saya beri waktu 30 menit learning

and

teaching

process.

untuk menyelesaikannya 029

in

T2

: Terlalu cepat, ayo

diselesaikan! I give you 5 minutes more to finish it.

There was in the second and fourth meeting

of

the

second teacher. This means the teacher implemented

this

character

his

learning

in

and

teaching process and she wrote in his lesson plan as the document‟s

preparation. 7

Respon-

047

sibility

T2

:

Tugas

nya There

responsible value in

kemarin sudah ditulis? 116

T2

:

Kejujuran?

Tanggung yang

jawab?

Bagi

mengoreksi

harus

jujur dan tanggung jawab kalau

salah

salah

ya

disalahkan. Tidak boleh, misalkan teman

salah

dibetulkan.

Harus

bertanggung jawab dengan tugas

yang

English learning and teaching

process.

There was in the first, second, third and fourth meeting of

the

second

teacher. This means

karena baikknya

was

dibeikan

the

teacher

implemented

this

character

his

learning

in

and

teaching process and

meskipun kecil ya.

she wrote in his 101

T2

: Makanya dicari

dulu. Kaau sudah tahu langsung pakai jangan lain.

dicari.

kamus

Boleh

Hp

tapi

digunakan

yang

Jangan

menyalah

gunakan kepercayaan yang

lesson plan as the document‟s preparation.

saya berikan! 031

T2

:

Dicocokkan

sendiri. Salah disalahkan, benar di benarkan. Latihan jujur.

The second teacher wrote seven character values in his lesson plans. They were creative, religious, hard work, independent, honest, tolerance and responsibility. There were seven character values that those were implemented into English learning and teaching process. This could be concluded that the second teacher implemented all the character values in the lesson plans into English learning and teaching process. Meanwhile, there were four character values were not written in the lesson plans but the teacher implemented the character values into her learning and teaching process. They were democratic, curiosity, social caring, and respect. The teacher implemented character values which depended on how the situations and chances so that the teacher added character values into learning and teaching process. Thus, it displayed character values in the lesson plans. 2. Media The teachers used some media to support implementing character values into English learning and teaching process. Both of

the teachers used the media but they had different media to support their learning and teaching process. The teachers used printed media and digital media. a. Media of first teacher The first teacher used some media to implement character values into English learning and teaching process. The teacher wrote the media in lesson plans, namely; LCD projector, laptop, slide of digital book, pieces of paragraph and colored envelopes. Those media were all used in learning and teaching process as shown these following transcriptions: 058

T1

: Mari kita lihat slide di layar LCD berikut ini,

bgaimana bentuknya Sule?. Rambutnya bagaimana? 177

T1

: Now, I have four envelopes. I will give you one

group one envelope. You must not move you just need to turn back your seats. All of you have had group? 181

T1

: Please analyze the pieces of your paper. Silahkan

di analisa lembaran yang ada disitu yang isinya tentang text descriptive. Silahkan kerja sama yang baik, ora etok gawe nesu, saling membantu. helpful tadi. Silahkan analisa teksnya. strukturnya. Silahkan ditempel isinya ke dalam kertas yang kosong. Please put into the correct position. Please put into the proper position! please, silahkan kerja sama, kerja kelompok, silahkan diskusi dengan temannya.

The transcriptions showed that the teacher used all the media he had written in his lesson plans as his preparations to implement character values into English learning and teaching process. The first teacher tended to use digital media rather than printed media. Furthermore, the teacher tended to use digital book application to convey the materials. b. Media of the second teacher The second teacher used two media to implement character values into English learning and teaching process. The teacher wrote the media in her lesson plans, namely; copied piece of papers and tape recorder. The media were used in learning and teaching process as shown these following transcriptions: 027

T2

: Good, many computers were being repaired by

them. Nah, itu tadi contohnya. Coba buka latihan yang ada di foto kopian kalian kemarin tentang passive voice. 018

T2

: Cuma observasi tidak mempengaruhi penilaian.

Now we will have

listening section. Dikerjakan nomor

1 sampai 15, dikerjakan sendiri

sendiri. coba benar

nya berapa. bisa tidak bisa harus dikerjakan semua sendiri. The transcriptions showed that the teacher used all the media she had written in her lesson plans as her preparations to implement character values in English learning and teaching process. The second

teacher tended to use printed media rather than digital media. Furthermore, the second teacher tended to write the material on the whiteboard rather than to give slide on power point or other media.

CHAPTER V CLOSURE A. Conclusions In this chapter, the researcher would like to present conclusions and suggestions from the research in order to summarize all of parts of research report. 1. Implementation of Character Values a. Character values applied by the first teacher The first teacher taught four meetings at tenth grade of senior high school. They were X.MIA_1, X.MIA_2, and X.Agama. The researcher found nine character values at the first meeting. They were religious, tolerance, independent, democratic, curiosity, respect, communicative, social caring and responsibility. Then, the researcher found eight character values at the second meeting.

They were religious, honest, discipline, hard work, independent, curiosity, respect, and social caring. Next, the researcher found six character values at the third meeting. They were religious, honest, discipline, hard work, independent, curiosity, respect, and social caring. The last, the researcher found eight character values at fourth meeting. They were

religious,

tolerance,

communicative,

democratic,

independent, respect, social caring, and responsibility. b. Character values applied by the second teacher The second teacher taught at the eleventh grade of senior high school. They were XI.IPS_1, XI.IPS_2, and XI.Agama. The researcher found character values, namely: religious, honest, creative, independent, democratic, curiosity, social caring, and responsibility at the first meeting. Then, at the second meeting, they were religious, honest, tolerance, independent, curiosity, respect, social caring, and responsibility. Next, they were religious, honest, hard work, creative, independent, curiosity, social caring, and responsibility at the third meeting. The last, at the fourth meeting, they were religious, honest, tolerance, independent, curiosity, social caring, and responsibility. 2. Ways to Implementation Character values a. Ways to implement character values of the first teacher

The first teacher was applied thirteen character values in the different meetings and themes in the four meetings in total. They were independent, hard work, responsibility, respect, democratic, curiosity, religious honest, discipline, communicative, responsibility, tolerance, and social caring. The teacher taught the character values implicitly inside of his learning and teaching process. It meant that the teacher did not state directly to the students about the character values but the teacher implanted those characters through the activities, instructions, as well as related material to the character values. b. Ways to implement character values of the second teacher The second teacher was applied eleven character values in the different meetings and themes. They were creative, religious, hard

work,

independent,

honest,

tolerance,

responsibility,

democratic, curiosity, social caring, and respect. In which, there was eight character values at the first, second and third meeting. Meanwhile, there were seven character values at the fourth meeting. In addition, the teacher implemented character values inside of the learning and teaching process implicitly. The teacher did not state character values directly. 3. Teachers‟ Preparations to Implement Character Values a. First teacher‟ preparations to implement character values

The first teacher prepared the lesson plans and the media to support their attempt to implement character values. The teacher wrote character values in his lesson plans. There were eight character values was written by the teacher in his lesson plans. They were honest, discipline, communicative, responsibility, tolerance, love peace, social caring and environmental caring. Meanwhile, there were six characters that those were implemented into his learning and teaching process. Besides, there were two character values that were not implemented by the first teacher. Furthermore, the first teacher tended to us LCD and digital book slides as his teaching media. b. Second teacher‟s preparation to implement character values The second teacher prepared the lesson plans and the media to support their attempt to implement character values. The teacher wrote character values in his lesson plans. There were seven character values was written by the teacher in his lesson plans. They were creative, religious, hard work, independent, honest, tolerance and responsibility. All those character values were applied into the learning and teaching process. In addition the second teacher tended to use copied materials and to write the material on the white board. B. Suggestions

In the end of the research report, the researcher would like to give some suggestions as follow: 1. For the learners, studying is the essential part of our life but the learners should consider in relation to character values to their daily life. In the competitive era, the person who has good values in their personality will be most considered in the competitive era. The learner should more concern to the character values in their daily life. 2. For the teachers, teaching or transform knowledge is obligated as a teacher but cultivating character values are important to the students. Guiding the students to be a good human being by cultivating character values in their daily life is hoped to be done by the teachers. 3. For the next researchers, the next researchers are hopped to add observation in the wider subjects. They are hoped also to conduct interview to get more reliable data.

REFERENCES

Adi, S.S., (2011). Integrating Character Values into Language Learning. Faculty of Culture Studies, University of Brawijaya Bharati L.A.D., (2011). English Teachers‟ Challenges: To Integrate the Character Values in Their Lesson Plans. Universitas Negeri Semarang Brown, Douglas H, (2003). Language Assessment: Principle and Classroom Practices. San Francisco: Longman Character Education Partnership, (2010). http// www.character.org. Retrived on March 21th 2016, 21:35 Creswell, W. J., (2009). Research Design: Qualitative, Quantitative and Mixed Methods Approaches. United State of America: SAGE Publications Fachrurrazy F.N., (2013). The Implementation of Character Building in English Subject at Junior High School 3 Malang. State University of Malang Green, Andrew, (2011). Becoming a Reflective Teacher. UK: Open University Press Harmer Jeremy, (2001). The Practice of Language teaching, 3rd Edition. New York: Pearson Education Limited

Ingweson, et al. (2000). Classroom Management a California Resource Guide. Los Angeles Country Office of Education Kementrian Pendidikan Nasional, (2010). Pengembangan Pendidikan Budaya dan Karakter Bangsa. Jakarta: Badan Penelitian dan Pengembangan Pusat Kurikulum Kumar, R, (2011). Research Methodology: A Step-by-Step Guide for Beginners. Great Britain: TJ International Ltd Lexmond, J & Reeves R, (2009). Parents are Architects of a Fairer Society: Building Character. Demos: UK Maley, Alan & Peachey Nik, (2010). Creativity in the English Language Classroom. London: British Council Moleong, J, Lexy, (2009). Metode Penelitian Kualitatif: Edisi revisi. Bandung: PT Remaja Rosdakarya Pedoman Pelaaksanaan Pendidikan karakter : Berdasarkan Pengalaman di Satuan

pendidikan

Rintisan,

(2011).

Jakarta:

Kementrian

Pendidikan Nasional Badan Penelitian dan Pengembangan Pusat Kurikulum dan Perbukuan Pengembangan Pendidikan Budaya dan Karakter Bangsa: Pedoman Sekolah, (2010). Jakarta: Kementrian Pendidikan Nasional Badan Penelitian dan Pengembangan Pusat Kurikulum Richards C. Jack & Rodgers S. Theodore, (2001). Approaches and Methods in Language Teaching. UK. Cambridge University Press Rohani, Rohani ( 2004). Pengelolaan Pengajaran. Jakarta: PT Rineka Cipta

Salahudin, Anas & Alkrienciehie, Irwanto, (2013). Pendidikan Karakter: Pendidikan Berbasis Agama & Budaya. Bandung: Pustaka Setia Scales, Peter (2008). Teaching in the Lifelong Learning Sector. England: Open University Press Smith, J. C., (2002). Effective Classroom Management: A teacher‟ guide. London and New York. Roudlege Sutama, (2011). Metode Penelitian Pendidikan: Kuantitatif, Kualitatif, PTK, R & D. Surakarta: Fairuz Media Trianto, (2009). Mendesain Model Pembelajaran Inovatif-Progresif: Konsep Landasan dan Implementasinya pada Konsep Kurikulum Satuan Tingkat Pendidikan (KTSP). Jakarta: PT Fajar Interpratama Mandiri UNESCO,

(2006).

Classification

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Learning

Activities-Manual.

Luxemburg: European Communities Zacharias, T. N, (2012). Qualitative Research Methods for Language Education. Cambridge Scholars.

Curriculum Vitae

Personal Details Name

: Badariyah

Address

: Pelem Reges Rt 001/ Rw 003, Dologan,

Karanggede, Boyolali Phone Number

: +6285642292325

Email Address

: [email protected]

Place & Date of Birth

: Boyolali, October 23th 2016

Gender

: Female

Marital Status

: Single

Religion

: Islam

Nationality

: Indonesia

Educational Background

2000-2006 Elementary School/ SDN 2 Gondanglegi 2006-2009 Junior High School/ SMPN 1 Klego 2009-2012 Senior High School/ SMAN 1 Andong 2012 – 2016 University/ IAIN Salatiga

Awards

The winner of students research program IAIN Salatiga Selected participant of International Youth Forum 2016

Organization Experiences

Himpunan Mahasiswa Islam (HMI) Salatiga 2012 – 2014 as a Member Communicative English Club (CEC) STAIN Salatiga 2013 – 2014 as a Public Relation Division Indonesia International Work Camp (IIWC) 2013 – 2015 as a member and a secretary of Pool of Camp leaders (POCL)

Gerakan Relawan Internasional (GREAT) 2015 – up to now as a member and a Committee of Great of Salatiga

Work Experiences

TPQ Tarbiyatul Amri 2013 – up to now as the instructor Excellent 2013 – 2015 as the instructor UNISTAMA 2014 as the instructor

Social Activities

Planting trees in the foothill of Merbabu mountain 2013 Planting trees in the foothill of Merapi mountain 2014 Climate for peace 2014 Cleaning Senjoyo river 2015 Campaign about HIV & AIDS 2015 Four times work camp 2014 – 2016 Voluntarily teaching 2015 up to now Forest Art Camp 2016 Cleaning Borobudur Temple

The First Transcription Teacher I

: Mr. Nur Istik M.

Class

: X.MIA_I

Topic

: Descriptive text

Time

: 10.25 – 11.55

Turn

Speaker

001

T1

: Assalam‟alaikumsalam wr. wb

002

Ss

: Walaikumsalam wr.wb

003

T1

: Good morning students!

004

Ss

: Good morning sir.

005

T1

: How are you today?

006

Ss

: I am fine, thank you. And you?

007

T1

: I am fine too, thank you. Is there anybody sick?

008

Ss

: No,

009

T1

: I think you have had breakfast this morning.

010

Ss

: yes, we have. No we haven‟t yet.

011

T1

: Before we continue our learning today, I would like to check your attendance list (calling students‟ name one by one). Everybody comes, right?

012

Ss

: Yes.

013

T1

: Before we start studying English as usual I think you are

ready now. Do

you bring your English book? 014

Ss

: Yes.

015

T1

: Because you can come on this class this morning. Let‟s

say hamdallah together! 016

T1 and Ss

017

T1

: Alhamdulillah hirrobilaalamin. : This morning we are going to start studying and before we

start to study let‟s say bismillahirrohmanirrohim together!. 018

T1 and Ss

019

T1

: Bismillahirrohmanirrohim. : This day, class meeting we discuss about description. Do

you remember about description? 020

Ss

: No.

021

T1

: This morning we are going to study description.

Yesterday we discussed about simple present. Do you remember about present or v1? siapa yang masih ingat kemarin v1 pembagiannya. Rise your hand? Hamidah? kalo to be pakai apa? 022

Ss

: Is, am are.

023

T1

: Yes. good. Ulfah kalau verb pakai apa?

024

Ss

: Was, were.

025

T1

: Are you sure?

026

Ss

: Emmmm.

027

T1

: Kalo itu verb 2.

028

Ss

: Tambahi s atau es

029

T1

: Yes, good. Kalau they, we I, you tidak ditambahi s atau

es. Kalau negatif he, she, it? 030

Ss

: Does not.

031

T1

: Kalau they we, I, you, pakai apa?

032

Ss

: Do not.

033

T1

: Tidak ada yang lain. This morning kita akan

menggabungkan v1 atau present tense itu dalam teks description. Tujuanya atau manfaat ketika kita mempelajari dalam kehidupan seharihari in our daily life , our society when we meet someone special. siapa yang punya someone special? 034

S1

: Punya.

035

T1

: Ngapusi ora. Ada yang special ndak?

036

S1

: Ada.

037

T1

: Siapa?

038

S1

: Orang tua.

039

T1

: Iya, orang tua adalah special. This morning the advantage

of our understanding about description we can describe other people who do not know who is he who is she and then we can describe seseorang, tempat atau benda yang baru kemuian orang bisa tau. At the first time you meet me?

kamu pasti bilang sama ibu kalian “ bu saya punya guru bahasa inggris? 040

Ss

: Yes, Sir.

041

T1

: Are you ready? we are going to study about descriptive

042

Ss

: Yes we are ready.

043

T1

: Hari ini kita akan bahasa tentang description. apa bedanya

text.

description dengan descriptive. Kalau descriptive itu adjective kalau description itu kata benda (Showing slide). Who is he? 044

Ss

: Sule.

045

T1

: Do you know about Sule?

046

Ss

: Yes we know.

046

T1

: Where do you get the information about Sule?

047

Ss

: Tv.

048

T1

: Where is it?

049

Ss

: Trans 7.

050

T1

: In what program?

051

Ss

: Ovj.

052

T1

: You like it?

053

Ss

: Yes.

054

T1

: What do you feel when you are watching OVJ?

055

Ss

: Happy, laugh, Funny.

056

T1

: Tau laugh? laugh atau love. Mengucapkannya berbeda

dan makna nya berbeda ya. Apa artinya laugh? 057

Ss

: Tertawa

058

T1

: Mari kita lihad slide di layar LCD berikut ini, bgaimana

bentuknya Sule?. Rambutnya bagaimana? 059

Ss

: Long.

060

T1

: lawan katanya apa?

061

Ss

: Short.

062

T1

: Hidungnya bagaimana?

063

Ss

: Pesek

064

T1

: Apa pesek?

065

Ss

: Pesek nose (laughing).

066

T1

: Bukan tapi flat nose. Let‟s say together. I have flat nose.

067

S

: I have flat nose.

068

T1

: Ini bentuk fisik ya. Sekarang bentuk karakteristiknya ya.

069

Ss

: Suka senyum, lucu,

070

T1

: Ini siapa?

071

Ss

: Andre Taulani

072

T1

: Bandingkan dengan Sule.

073

Ss

: (laugh)

074

T1

: Andre yang bisa digambarkan apa?

075

Ss

: Black hair.

076

T1

: Iya, rambutnya hitam ini rambutnya apa?

077

Ss

: Pirang

078

T1

: Iya pirang. Apa bahasa inggrisnya.

079

Ss

: (quite)

080

T1

: Blond hair. yang kedua Andrew. Apa yang bisa

081

Ss

: Pointed nose

082

T1

: Andre is handsome. Andrew has pointed nose. Hondsome

digambarkan

atau jelek? kalau handsome artinya apa? 083

Ss

: Ganteng

084

T1

: Dia ganteng bahasa inggrisnya apa?

085

Ss

: He is handsome.

086

T1

: Tua? ini tua ndak? Tegar tua?

087

S

: Tegar is old (laughing).

088

T1

: Rambutnya pirang?

089

Ss

: He has blond hair

090

T1

: Rambutnya panjang atau pendek?

091

Ss

: Panjang. He has long hair.

092

T1

: Keriting? bahasa inggrisnya apa?

093

Ss

: Curly. Neng Tata has curly hair.

094

T1

: Cantik gak ini? Neng tata cantik?

095

Ss

: Neng tata is beautiful.

096

T1

: Aku suka dia

097

Ss

: I like her.

098

T1

: Yang terakhir Tumiyem punya rambut panjang

099

Ss

: Tumiyem has long hair.

100

T1

: Rambutnya pirang?

101

Ss

: she has blond hair

102

T1

: Ok, good. Any question? Do you undertsantd?

103

Ss

: no sir. Yes we understand.

104

T1

: This is how we describe someone physical appearance.

Yang kedua karakteristiknya. Ok sekarang karakteristik atau sifatnya. 105

Ss

: You can see those women. Ada kata yang digunakan

untuk mendiskripsikannya. bossy? galak, kejam. Ini untuk menggambarkan dua wanita ini. lanjut, Coba ini? caring. Apa caring 106

Ss

: peduli atau perhatin.

107

T1

: Yang kedua. ngintip?

108

Ss

: I do not know.

109

T1

: Peeping. Ngintip itu kan pengen tahu kan? curious?

pengen tahu. Coba diulang?

110

Ss

: curious.

111

T1

: Apa ini?

112

Sts

: Energic.

113

T1

: Apa ini

114

Ss

: Friendly.

115

T1

: Yes, Harus dipraktikkan dalam kehidupan sehari-hari.

Ramah kepada bapak ibu guru. pagi sir moring sir. Harus tersenyum bertemu sama siapapun, coba kalau semua senyum tidak akan ada permusuhan. pasti itu. Lanjut. 116

Ss

: Genereous.

117

T1

: Apa itu?

118

Ss

: Murah hati

119

T1

: Yes. murah hati atau lomo. Lanjut? Helpful?

120

Ss

: Helpful. Suka menolong.

121

T1

: When we see the old woman cannot carry the heavy load

and then we should be helpful girl, ada orang jatuh juga dibantu. 122

Ss

: Yes, sir.

123

T1

: Lanjut, love. dia suka baca buku

124

Ss

: She loves reading a book.

125

T1

: (Students are asked to read a descriptive text loudly that

it‟s presented by a teacher)

126

Ss

: (Students read the text loudly and translate the text

T1

: Ini bagaimana menggambarkan orang, hari ini kita akan

together) 127

menggambarkan orang. supaya kita dapat menggambarkan dengan benar. Kita harus menyampaikannya dengan sopan. Tujuannya adalah untuk menggambarkan sesuatu secara kusus tempat, orang secara kusus. You are students. Description bukan? 128

Ss

: (Cannot answer)

129

T1

: Bukan. karena tidak kusus, banyak siswa tapi siswa yang

mana. He is a student. nah itu kusus. Kalau yang umum yang susah digambarkan itu report.Contohnya book itu report tapi kalau my book itu descriptive. karena kusus. itu namanya description karena untuk menggambarkan secara kusus. Sekarang dalam description itu ada structure text, yg pertama yaitu 130

S2

: Identification.

131

T1

: Ini ada di paragraph pertama . Isinya apa? Tentang apa

yang akan digambarkan. Contohnya white board marker nanti isinya belum menggambarkan tapi mengenalkan. White board marker is one of writing equipment. It is usually in the stationary. Baru kita mau menggambarkan fisiknya. This white board marker is long, white, etc. 132

T1

: contoh lainnya murid. Heri adalah murid MAN

Karanggede. dia datang

dari Kendal. Heri adalah … bentuk fisiknya dulu, gemuk apa? 133

Ss

: Fat.

134

T1

: Yang sopan bagaimana? Kita harus bisa mencari bahasa

yang lebih sopan? yaitu little fat yang lebih sopan lagi adalah over weight. lebih sopan lagi little over weight. Nah seperti itu bahasa yang halus. 135

Ss

: Bentuk fisik, karakteristik, hobi,

136

T1

: Do you understand?

137

Ss

: Yes sir.

138

T1

: Ada catatan kalau kita menggambarkan kata sifat yang

didepan itu kata sifat. ada dua. ada kata sifat yang attributive dan predicative.

contohnya.

Istik

has

short

hair.

Istik

mempunyai rambut pendek. ini adalah atributive. Kata sifat sebagai predicative his hair is tall. rambut pendek? 139

Ss

: short hair

140

T1

: Rambut pirang

141

Ss

: blod hair

142

T1

: Small eyes

143

Ss

: Small eyes

144

T1

: Big ear

145

Ss

: Big ear

146

T1

: Black hair

147

Ss

: Black hair

148

T1

: Brown skin

149

Ss

: Brown skin

150

T1

: Ini bentuk yang menggunakan is, am, are. Yang kata kerja

menggunakan has atau have. 151

Ss

: Yes.

152

T1

: He, she, it pakai has. Sekarang langsung contoh.

paragraph one. Ulfah you read paragraph one. Justine bieber. 153

S1

: ( Read loudly and continue to her friends until last

T1

: Ok thank you. Give applause to the reader, Bacanya bagus

paragraph) 154

Cuma butuh sedikit dibenarkan. pasti dirumah sudah latihan membaca semua. 155

Ss

: Yes.

156

T1

: (The teacher reads the text loudly about the description of

Justine Bieber, translate the text and analyze the text together with students) 157

T1

: Ayo diaanalisa, Paragraf 1 apa?

158

Ss

: Identification

159

T1

: Paragraf 2, 3, dan 4 apa?

160

Ss

: Descriptions

161

T1

: Ok, paragraph 2 menggambarkan apa?

162

Ss

: bentuk fisik

163

T1

: Paragraf 3 apa?

164

Ss

: Characteristic

165

T1

: Iya, charming, friendly. Paragraf 4 apa? Justin is

fashionable. Justin apa? 166

Ss

: Masih Characteristic. fashionable …..Model.

167

T1

: Modis. justin kelihatan modis. Silahkan dicari kata sifat.

Please get the adjectives from the text. Paragraf 1? 168

Ss

: Young, kind, blond, short, attractive, little, pointed, cute.

169

T1

: Ya kan? kan menjelaskan noun. Apa bedanya adjective

dengan adverb? 170

Ss

: (do not give answer)

171

T1

: Kapan kita menggunakan adjective dan adverb, apa fungsi

adjective dan adverb. Adjective modifies noun, menjelaskan noun. Adverb modifies verb, menjelaskan kata kerja. Contohnya: Pak Istik Guru Bahasa Inggris: Istik is a friendly teacher. atau Istik is kind teacher. Kalau adverb Istik teaches English kindly. Do you understand students? 172

Ss

: Yes, we understand, sir.

173

T1

: Ok, and then now I will ask you to do this assignment. I

will divide you

into four groups. Tak bagi 4 kelompok. ada yang tanya lagi deskripsi. Coba diulangi? deskripsi menggunakan verb? 174

Ss

: 1, mendeskripsikan orang, tempat binatang secara kusus.

kebanyakan menggunakan kata sifat. 175

T1

: Sekarang strukturnya?

176

Ss

:

T1

: Now, I have four envelopes. I will give you one group one

Paragraf

1

identification,

paragraph

selaanjutnya

descriptions. 177

envelope. You must not move you just need to turn back your seats. All of you have had group? 178

Ss

: Yes.

179

T1

: Now, please open your envelope and take what is inside

your envelope and then I will give you…ok now. Hello? 180

Ss

:Hai

181

T1

: Please analyze the pieces of your paper. Silahkan di

analisa lembaran yang ada disitu yang isinya tentang text descriptive. Silahkan kerja sama yang baik, ora etok gawe nesu, saling membantu.

helpful

tadi.

Silahkan

analisa

teksnya.

strukturnya. Silahkan ditempel isinya ke dalam kertas yang kosong. Please put into the correct position. Please put into the proper position! please, silahkan kerja sama, kerja kelompok, silahkan diskusi dengan temannya. 182

Ss

: (Students work into groups to analyze descriptive texts

were given by the

teacher)

183

T1

: Tujuan kita hari ini baru sampai menganalisa teks

deskripsi ya,, ya

silahkan dikerjakan. (The teacher moves to

check the students‟ work and guide them in finishing the group working). Finish? 184

Ss

: Not yet.

185

T

: Ok, sekarang kita analisa!

186

Ss

: Ok, sir.

187

T1

: Ok, kita cocokkan. Kelompok 4!

188

Ss

: Paragraf 2 description.

189

T1

: Ok good. Give applause!

200

Ss

: (The students give applause)

201

T1

: group 1? paragraph 2!

202

Ss

: description

203

T1

: Correct. Give applause!

204

Ss

: (The students give applause)

205

T1

: Group 3!

206

Ss

: Description.

207

T1

: Good, correct. Give applause!

208

Ss

: (The students give applause)

209

T1

: The last group!

210

Ss

: Identification.

211

T1

: Good. Give applause

212

Ss

: (The students give applause)

213

T1

: Ok. You have done the best. Hai ini kita membahasa

tentang description.

Ada yang ditanyakan?

214

Ss

: No.

215

T1

: Apa intinya?

216

Ss

: Menggambarkan orang atau benda atau orang secara

kusus, menggunakan verb 1, menggunakan kata sifat. 217

T1

: Good. Ok pertemuan depan kita akan melanjutkan

menggambarkan

binatang. tugasnya dirumah silahkan praktek

menggambarkan orang

boleh, tempat boleh, hewan boleh.

Nanti pak istik yang menganalisa.

Silahkan

jangan ambil di internet, di internet banyak tapi

dibuat

sendiri

buat

sendiri.

Digunakan pikirannya sendiri untuk menggambarkan. Is there any question? 218

Ss

: No.

219

T1

: Ok, that is all for today. Thank for your attention. Let‟s go

to mosque to pray together and let‟s end our lesson today by reciting hamdallah

together.

220

Ss

: Alhamdulillahhirobilalamin.

221

T1

: Wassalamu‟alaikum Wr. Wb.

222

Ss

: Walaikumsalamwarohmatullah Wr. Wb.

Observational Checklist for the Teacher in the Learning and Teaching Process Teacher

: Nur Istik M, S.Pd., M.Pd

Time

: 10.20-

: X.MIA_1

Material

:

12.00 Class

Descriptive text

No

Learning and

Yes No

Teaching process

Description

Character

v

1.

Implemented

Islamic greeting and

Greeting students

asking students‟

before the lesson

condition

begins

v

Started with Islamic

2. prayer lead by the Praying before the teacher lesson begins

v 3.

Giving motivation

before the lesson

begins

v

4.

Checking students

Calling the students‟

name one by one

attendance

v

5.

Reminding previous

Sum up of previous

material

materials

v

Preparing LCD and

6.

Preparing and

delivering the

delivering the

material

materials

7. Giving students

8.

v

Asking them to

opportunities to

analyze the structure

develop their ability

especially its

or skill

adjective

Giving students

v

opportunity to find

information in relation to the today‟s

materials

9.

Guiding the students

in the learning and the

v

Commenting and

leading the students

teaching process

to the correct material

is being described

10. Giving students

v

The students are

opportunity to ask and

given a question.

to give their opinion

They can answer

freely.

11. Giving students

V

opportunity to conclude today‟s

materials

V

12. Giving feedback after

the lesson

v

13. Giving students task

or project in a group

14. Giving students

v

The teacher gives the

examples of the

real context in

today‟s lesson to the

relation to the

real world in common

material

v

15. Giving implied

Making relation to the

real world from the

character values

material in a suitable

part

v

16. Praying to end the

lesson

Islamic prayer

Announcement 2 Teacher I

: Nur Istik M, S.Pd., M.Pd

Class

: X/MIA_2

Topic

: Announcement

Time

: 10.25-11.30

Turn

Speaker

001

T1

: Ok. Before the class begins, please submit the phone on the desk! silahkan kumpulkan hp nya di meja.

002

Ss

: (The students submit their phones)

003

T1

: Ok I give you time two minutes to finish your speaking to

begin this class. Saya beri waktu 2 menit untuk memulai kelas. Tidak ada dua menit. 004

Ss

: Ok sir, ready.

005

T1

: Assalamu”alaikum wr. wb.

006

Ss

:Walaikumsalam.

007

T1

: Good morning students!

008

Ss

: Good morning sir!

009

T1

: How are you?

010

Ss

: Iam fine, thanks. And you

011

T1

: I am fine too, thank you. Ok how many students are you

all?

012

Ss

: 26 Sir.

013

T1

: How many are you right now?

014

Ss

: 24 Sir.

015

T1

: Where are the two students?

016

Ss

: They go to hospital, sir.

017

T1

: Why are they going to hospital?

018

Ss

: Ulfah sakit pak, Savana mengantar ulfah pak.

019

T1

: I hope she will get well soon. Ok students this morning we

have guest from IAIN Salatiga. Please say welcome to her! 020

Ss

: Welcome mom!

021

O

: Welcome friends!

022

T1

: For further information about her, please ask me because I

have her phone number. hehehe. Ok, we should greet people we meet for anyone. How to say or greet people we meet for the first time. 023

Ss

: How do you do.

024

T1

: Yes, it is. Well in the previous meeting we learn about

past tense. Kita evaluasi sebentar. Ok mas ali what do you think about simple past tense. 025

S1

: Simple past tense adalah..

026

T1

: In English please. Ok apa simple past tense?

027

Ss

: Verb 2.

028

T1

: Yes it is. It is talking about past events and it does not

have relation to the present. Sekarang kita pelajari dalam penggunaan sehari2. Sekarang kita akan membahas tentang sesuatu yang aru (teacher shows a slide share). Announcement. hari ini kita menggambarkan tentang announcement. Asal kata dari announce. apa artinya? 029

Ss

:Memberi tahu

030

T1

: Announcement apa?

031

Ss

: Pemeberitahuan. Pengumuman.

032

T1

: Announcement itu pengmuman. Sekarang saya Tanya

siapa yang pernah mendengar pengumuman? Siapa yang pernah memberi pengumuman? 033

Ss

: Saya.

034

T1

: Ada berapa jenis pengumuman?

035

Ss

:2

036

T1

: Written and spoken. Tulis dan lisan. Where do you

usually get announcement? 037

Ss

: School.

038

T1

: Yes, it is. Silahkan diisi dimana biasanya pengumuman

039

Ss

: (The students write the places on the white board)

040

T1

: Ok let‟s find some places where the oral announcement

ditulis!

comes. School, airport, zoo, what else? 041

Ss

: Train station, bus station, gas station,

042

T1

: We can find announcement into two forms. Spoken and

written. kalau yang spoken biasanya di airport, dsb. Kalau written biasanya di sekolah, apapun pengumuman. Dear students please come to the school. Where? 043

Ss

: School

044

T1

: Please enter the cinema; the movie will be started soon.

045

Ss

: Bioskop.

046

T1

: Yes, cinema. Kalo pengumuman dalam bentuk surat

047

Ss

: Sekolah, message.

048

T1

: Sekarang kita lanjut. Apa fungsi announcement?

049

Ss

: Untuk member tahu, inform, announce

050

T1

: Yes, kepada siapa?

051

Ss

: Pembaca, pendengar.

052

T1

: Apa dalam bahasa inggris?

053

Ss

: Reader and listener.

054

T1

: It is. Silahkan di tulis dulu announcement! sudah kita

Where?

bagaimana?

pelajari announcement dalam bentuk tulis dan lisan. Contohnya ada pengumuman besok pagi pakai pakaian olahraga. diumumkan tidak harus bertemu satu persatu, nanti capek kalau harus satu persatu. Sekarang kita kea pa tujuannya announcement? Sambil nulis sambil dengar. Tujuan dari announcement to inform or announce untuk memberitahukan tentang sesuatu kepada umum. Tujuannya apa?

055

Ss

: Supaya orang – orang umum tahu tentang sesuatu

056

T1

: Yes, it is. Contohnya diberitahukan kepada siswa besok

menggunakan pakaian olahraga. Tujuannya apa? 057

Ss

: Supaya tau besok menggunakan pakaian pakaian olahraga.

058

T1

: Ok lanjut. Sekarang yang kedua kalau tujuaannya

announcenmet tujuannya untuk memberikan informasi kepada orang lain kita tidak harus bertemu dengan setiap orang. Generic structure? pertama adalah opening. Tidak harus pakai muqodimah, kop surat. Yang penting ada bahasa pembuka nantinya diberkan contoh. Tujuan akhir nya anak – anak bisa membuat announcement written dan spoken dalam bahasa inggris. Paham opening? sekarang content. 059

Ss

: Isi.

060

T1

: Yes, isinya harus sopan, tidak boleh misalnya buk minta

uang buat bayar tapi harus menggunakan bahasa yang lebih sopan. Saya disini baik-baik saja buk, ibuk dikampung bagaimana, saya memberikan informasi bahwa sekolah di MAN Karanggede gratis. Tapi tidak boleh bohong, harus jujur kepada orang tua atau kepaada sipapun. 061

Ss

: Yes, sir.

062

T1

: Ok come on! The formation of announcement is opening,

063

Ss

: Closing.

064

T1

: Apa?

065

Ss

: Opening, content, closing.

066

T1

: Apa isinya closing?

content and?

067

Ss

: Terima kasih. dan penutup?

068

T1

: Bahasanya sekarang? Menggunakan apa?

069

Ss

: Present tense

070

T1

:

Iya,

menggunakan

verb

1,

conjunction.

Kalau

pengumumna kedepan atau kebelakang 071

Ss

: Depan, sir.

072

T1

: Now, I‟ll give you the example. Posisi dimana opening,

content and closing. Are you ready? 073

Ss

: Yes, we are ready sir.

074

T1

: (Showing the example in the slide) posisi opening back to

school days. Terus yang kolom ini adalah konten, waktu, tempat, is acara. Next ini ditujukkna kepada siapa ini? 075

Ss

: Untuk setiap murid.

076

T1

: Yes, it is. Ok come on ini apa?

077

Ss

: Closing.

078

T1

: Yes, the students must be signed in and out by parents

using simple present and conjunction. Ok sekarang cari mana yang opening, content, mana yang column? 079

Ss

: (The students come forward to do the instruction)

080

T1

: Pengumumannya tentang apa?

081

Ss

: English competition

082

T1

: Ditunjukkan untuk siapa?

083

Ss

: Semua siswa

084

T1

: Yes, it is. dalam rangka apa?

085

Ss

: Ulangtahun.

086

T1

: Pelaksanaan kompetisi kapan?

087

Ss

: 8 agustus.

088

T1

: Closing nya apa?

089

Ss

:

Free

registration

kemampuanmu! ada music

and

full

of

prices.

tunjukkan

performance untuk informasi yang

lengkap hubungi … 090

T1

: Satu lagi contoh. Yang putra silahkan maju

kedepan

untuk menganalisa teks pengumuman didepan. 091

Ss

: (Students come forward to analyze the text and analyze

the text together with the teacher) 092

T1

: Any question:

093

Ss

: No.

094

T1

: Do you understand

095

Ss

: Yes.

096

T1

: Ok if you have understood, I will give you task. I will give

you, each student one piece of announcement. It will be Indonesian form and English form. I will bring these all pieces to you one by one. Please get the Indonesian meaning if you get Indonesian meaning please browse to other students after that please put it on your book and attach and then please sign it which one is opening, content and closing. Please find it. 097

Ss

: Ok sir. (The students start to browse the missing pieces)

098

T1

: Stop! Don‟t talk and don‟t show it!

099

Ss

: Ok, sir.

100

T1

: I still have five pieces. You may come to my desk. And I

give you five minutes more. 101

Ss

: Ok, sir.

102

T1

: (The teacher comes to the students and guides them to do

103

T1

: No no, it is not closing. This is content.

104

Ss

: Oh, I see sir.

105

T1

: Ok you did your best. untuk hari ini kita pemahaman

their task)

opening, content and closing. kita ambil contoh-contoh satu putra satu putri hasil dari tugas tadi! 106

S

: (The student reads the English announcement loudly)

107

T1

: Ada evalusi, student, practice.

108

Ss

: Student, practice.

109

T1

: Ok isinya tentang apa pengumumannya?

110

Ss

: Mencari anggota tim basket.

111

T1

: SMA apa?

112

Ss

: SMA Sumber jaya.

113

T1

: When?

114

Ss

: Saturday.

115

T1

: What time?

116

Ss

: 3 pm

117

T1

: When?

118

Ss

: Basket court

119

T1

: Ok thank you very much. Give applause!

120

Ss

: Applause.

121

T1

: Please, Ani comes forward!

122

Ss

: (Read the text loudly)

123

T1

: Pengumuman tentang apa?

124

Ss

: Saiful.

125

T1

: Ayo apa?

126

Ss

: Kompetisi tari.

127

T1

: Dalam rangka apa?

128

Ss

: Ulang tahun sekolah.

129

T1

: Kapan diselenggarakan?

130

Ss

: 17 februari 2015.

131

T1

: Dari siapa?

132

Ss

: Saiful

133

T1

: Iya, ketua osis Saiful. Give applause!

134

Ss

: Applause

135

T1

: Well, that‟s all about announcement. Do you have

questions?

136

Ss

: No.

137

T1

: Ok, if you don‟t have questions. I will give you task at

home to make written and spoken announcement. This task should be done individually. 138

Ss

: Ok, sir.

139

T1

: Let‟s close the class by saying hamdallah together.

140

Ss

: Alhamdulillahirobilalamin.

141

T1

: Thank for your attention and wasalamualaikum wr. wb.

142

Ss

: Walaikumsalam wr. wb.

Observational Checklist for the Teacher in the Learning and Teaching Process Teacher

: Nur Istik M, S.Pd., M.Pd

Time

:

: Announcement

Class

:

10.25-11.30 Material X/MIA_2

No

Learning and

Yes No

Teaching process

Description

Character

v

1.

Implemented

Greeting students

Islamic and English

greetings

before the lesson

begins

v 2. Praying before the

lesson begins

Islamic prayer

v 3.

Giving implemented

Giving motivation moral values to always before the lesson greet new person begins

v

4.

Checking students

By asking students‟

who are absence today

attendance

v

5.

Reminding previous

In short asking and

explain briefly

materials

v

6.

Preparing lcd and

Preparing and

delivering material

delivering the

with LCD

materials

7. Giving students

v

Stimulate them to

opportunities to

broaden some

develop their ability

information

or skill

8.

Giving students

v

opportunity to find

Stimulate them to find

some information

information in relation to the today‟s

materials

9.

Guiding the students

v

Correcting them

v

Ask and give opinion

in the learning and

the teaching process

10. Giving students

opportunity to ask

to the class and

and to give their

teacher

opinion

11. Giving students

opportunity to conclude today‟s

materials

v

12. Giving feedback after

Discussing the today‟s

material together with

the lesson

the students

13. Giving students task

or project in a group

14. Giving students

v

By giving example of

examples of the

announcement used in

today‟s lesson to the

daily life in the form

real world in

of written and spoken

common

form.

v

15. Giving implied

Respect

By mentioning its

character value

character values

v

16. Praying to end the

lesson

Islamic prayer

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Nama Sekolah : MAN Karanggede Mata Pelajaran : Bahasa Inggris /Wajib Kelas/Semester : X / 2 Materi Pokok : Teks tulis berbentuk announcement (pemberitahuan) Alokasi Waktu : 1 x 2 JP (90 menit) A. Kompetensi Inti :  KI 1 : Menghayati dan mengamalkan ajaran agama yang dianutnya  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  KI 3 : Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural berdasarkan 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 untuk memecahkan masalah.  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 sesuai kaidah keilmuan

B. Kompetensi Dasar: 1.1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi international yang diwujudkan dalam semangat belajar 2.3. Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan komunikasi fungsional 3.8.Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari teks pemberitahuan (announcement), sesuai dengan konteks penggunaannya. 4.11.Menangkap makna pemberitahuan (announcement). 4.12.Menyusun teks tulis pemberitahuan (announcement), sangat pendek dan sederhana, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks C. Indikator : (Sikap Spiritual) 1.1.1. Menunjukkan semangat mengikuti pembelajaran (A5) 1.1.2. Menunjukkan keseriusan mengikuti pembelajaran (A5) (Sikap Sosial) 2.1.1. Menunjukan perilaku santun dalam berkomunikasi interpersonal dengan guru dan teman (A5) 2.1.2. Menunjukkan perilaku peduli dalam berkomunikasi interpersonal dengan guru dan teman (A5) (Pengetahuan) 3.3.1. Mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan dari teks pemberitahuan (announcement), (K1) 3.3.2. Menangkap makna pemberitahuan (announcement). (K2) (Penerapan) 4.4.1. Menyusun teks tulis pemberitahuan (announcement), sangat pendek dan sederhana, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks (P4)

D. Tujuan Pembelajaran : (Sikap Spiritual) 1.1.3. Siswa dapat menunjukkan semangat mengikuti pembelajaran. 1.1.4. Siswa dapat menunjukkan rasa antusias mengikuti pembelajaran.

(Sikap Sosial) 2.1.1. Siswa dapat menunjukan perilaku santun dalam berkomunikasi interpersonal dengan guru dan teman. 2.1.2. Siswa dapat menunjukkan perilaku peduli dalam berkomunikasi interpersonal dengan guru dan teman. (Pengetahuan) 3.3.1. Siswa dapat mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan dari teks pemberitahuan (announcement), 3.3.2. Siswa dapat menangkap makna pemberitahuan (announcement). (Penerapan) 4.4.1. Siswa dapat menyusun tulis pemberitahuan (announcement), sangat pendek dan sederhana,dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks E. Materi :  Teks tulis berbentuk announcement (pemberitahuan)  Fungsi sosial : Memberikan informasi dengan atau tanpa perintah atau petunjuk yang harus diikuti, untuk memperlancar informasi antara guru, siswa, kepala sekolah, dan staf administrasi  Struktur Teks : Ungkapan yang lazim digunakan dalam teks announcement di media massa maupun di internet, secara urut dan runtut.  Unsur Kebahasaan : Kosa kata , tata bahasa, ucapan, rujukan kata, tekanan kata, intonasi, ejaan, dan tanda baca yang tepat, dengan pengucapan yang lancar dan penulisan dengan tulisan tangan atau cetak yang jelas dan rapi  Multimedia : Layout, dekorasi, yang membuat tampilan teks lebih menarik

F. Metode : Menyimak, diskusi kelompok, studi pustaka, role- play, penugasan individu dan kelompok.

G. Media : Laptop, Computer, LCD, Rekaman untuk Listening, Loud Speaker, Film/gambar, Power Point Presentation

H. Sumber :

       I.

Buku Pathway to English for Senior High School Grade X (General Programme) Audio CD/VCD/DVD Suara guru Koran/majalah berbahasa Inggris www. dailyenglish.com http://americanenglish.state.gov/files/ae/resource_files http://learnenglish.britishcouncil.org/en

Langkah-langkah Pembelajaran : Pertemuan 1 1) Kegiatan Pendahuluan

Guru

Siswa

- memberi salam kepada siswa - membalas salam guru - mengajak siswa berdoa - berdoa bersama dengan guru - mengecek kehadiran siswa - menyatakan kehadirannya dengan berkata, “I am here.”

Waktu

10’

2) Kegiatan Inti

Guru

Siswa

Waktu

a. Mengamati (Observing) - Memperlihatkan sebuah announcement dan meminta siswa menjawab pertanyaannya

- Mengamati announcement dan menjawab pertanyaannya

10’ - Meemperdengarkan kata-kata - Mendengarkan kata-kata yang berhubungan dengan yang berhubungan dengan announcement dan meminta announcement dan siswa untuk menirukannya menirukannya - Memperdengarkan - Mendengarkan

announcement berikutnya dan mengidentifikasi dimana announcement itu diberikan

announcement berikutnya dan mengidentifikasi dimana announcement itu diberikan - Meminta siswa menirukan - menirukan membaca membaca announcement yang announcement yang dibacakan oleh guru dibacakan oleh guru b. Mempertanyakan (Questioning) - memberikan kesempatan - Melakukan diskusi untuk siswa berdiskusi tentang kelompok tentang kosep kosep announcement dengan announcement dengan menjawab pertanyaan menjawab pertanyaan - Memperlihatkan jenis-jenis - Memperhatikan announcement lainnya dan perbedaan jenis-jenis contoh announcement dalam announcement lainnya dan bahasa Indonesia contoh announcement dalam bahasa Indonesia - Mengarahkan siswa untuk - Diskusi bersama mengidentifikasi perbedaan mengidentifikasi announcement dengan perbedaan announcement melakukan diskusi bersama c. Mengeksplorasi (Exploring) - Memperdengarkan - Mendengarkan announcement dan meminta announcement dan siswa mengerjakan latihannya; meminta siswa menjawab pertanyaan, mengerjakan latihannya; melengkapi announcement menjawab pertanyaan, dan melengkapi kalimat melengkapi announcement dengan kata yang tepat dan melengkapi kalimat dengan kata yang tepat - Meminta siswa membaca jenis - membaca jenis pengumuman lain dan pengumuman lain dan menjawab pertanyaannya menjawab pertanyaannya - Meminta siswa membaca - membaca penggunaan penggunaan conjunctions pada conjunctions pada teks teks announcement dan announcement dan mengerjakan latihannya mengerjakan latihannya d. Mengasosiasi (Associating) - Memperdengarkan spoken

- Mendengarkan spoken

10’

15’

15’

announcement dan menjawab announcement dan pertanyaannya menjawab pertanyaannya - Meminta siswa membaca - membaca beberapa beberapa written written announcement announcement dan dan mengidentifikasi mengidentifikasi informasinya informasinya e. Mengkomunikasikan (Communicating) - Meminta siswa berkelompok membuat spoken and written announcement berdasarkan informasi yang tersedia - Meminta beberapa kelompok untuk menampilkannya di depan kelas - Memberi feedback atas announcement yang dihasilkan oleh siswa dari unsur fungsi sosial, struktur teks dan unsur kebahasaan - meminta siswa menuliskan permasalahan dalam menggunakan bahasa Inggris untuk memaparkan jati diri dalam lembar refleksi diri.

- berkelompok berdasarkan informasi yang tersedia

- beberapa kelompok untuk menampilkannya di depan kelas - Mendapat feedback dari guru atas announcement yang dihasilkan oleh siswa dari unsur fungsi sosial, struktur teks dan unsur kebahasaan - menuliskan permasalahan dalam menggunakan bahasa Inggris untuk memaparkan jati diri dalam lembar refleksi diri.

20’

3) Kegiatan Penutup

Guru - memberi panduan menyimpulkan hasil pembelajaran - meminta siswa menyampaikan pendapat atau perasaan atas pembelajaran yang dilakukan

Siswa - dengan panduan guru menyimpulkan hasil pembelajaran - menyampaikan pendapat atau perasaan atas pembelajaran yang dilakukan

Waktu

10’

- memberikan penugasan terstruktur individu untuk membuat written announcement - menyampaikan rencana kegiatan pertemuan berikutnya

J.

- penugasan terstruktur individu untuk membuat written announcement - mendengarkan penjelasan guru tentang rencana kegiatan pertemuan berikutnya

Penilaian : 1) Penilaian sikap spiritual dan sosial a. Instrumen penilaian sikap spiritual (lembar pengamatan terlampir) b. Instrumen penilaian sikap sosial (lembar pengamatan terlampir) 2) Penilaian pengetahuan dilakukan dengan : Tes Tertulis (soal terlampir) 3) Penilaian penerapan dilakukan dengan penilaian rubrik (lembar rubrik terlampir)

Mengetahui:

Karanggede,09 Mei 2016.

Kepala MAN Karanggede,

Guru Mata Pelajaran,

Drs. H. Joko Triyono, M. Ag.

Nur Istik M, S. Pd., M. Pd.

NIP. 19690310199403 1 005.

NIP. 19780921 200604 1 04

Lampiran 1 : Lembar pengamatan penilaian sikap spiritual Nomor daftar hadir siswa kelas X -1 No 1

Indikator Siswa menunjukan

1

2

3

4

5

6

7

8

9

10 11 12 …

32

2

semangat dalam mengikuti pembelajaran Siswa menunjukan keseriusan dalam mengikuti pembelajaran

Kriteria penilaian semangat : 3 = telah menunjukan semangat (tidak mudah menyerah menghadapi kesulitan, menghargai waktu, belajar dengan sepenuh hati/ikhlas, rajin belajar) dalam mengikuti pembelajaran 2 = mulai menampakan semangat( tidak mudah menyerah menghadapi kesulitan, menghargai waktu, belajar dengan sepenuh hati/ikhlas, rajin belajar )dalam mengikuti pembelajaran, namun belum sepenuhnya. 1= belum menampakan semangat( tidak mudah menyerah menghadapi kesulitan, menghargai waktu, belajar dengan sepenuh hati/ikhlas, rajin belajar )sama sekali dalam mengikuti pembelajaran Kriteria penilaian serius : 3 = telah menunjukan serius(berkomitmen tinggi, sedia bekerja keras, bersungguhsungguh) dalam mengikuti pembelajaran 2 = mulai menampakan serius tidak mudah menyerah menghadapi kesulitan, menghargai waktu, belajar dengan sepenuh hati/ikhlas, rajin belajar dalam mengikuti pembelajaran, namun belum sepenuhnya. 1= belum menampakan serius tidak mudah menyerah menghadapi kesulitan, menghargai waktu, belajar dengan sepenuh hati/ikhlas, rajin belajar sama sekali dalam mengikuti pembelajaran Lembar pengamatan penilaian sikap sosial

Nomor daftar hadir siswa kelas X -1 No 1

2

Indikator

1

2

3

4

5

6

7

8

9

10 11 12 …

32

Siswa menunjukan perilaku santun dalam melaksanakan Komunikasi interpersonal dengan guru dan teman. Siswa menunjukan perilaku santun dalam melaksanakan Komunikasi interpersonal dengan guru dan teman.

Kriteria penilaian perilaku santun : 3 = telah menunjukan perilaku santun (mengatakan ” tolong” dan ” terima kasih” , menghargai dan menghormati orang lain tanpa membeda-bedakan golongan, memandang orang yang diajak bicara, menggunakan bahasa yang tidak menyinggung perasaan orang lain)dalam dalam melaksanakan Komunikasi interpersonal dengan guru dan teman. 2 = mulai menampakan perilaku santun mengatakan ” tolong” dan ” terima kasih” , menghargai dan menghormati orang lain tanpa membeda-bedakan golongan, memandang orang yang diajak bicara, menggunakan bahasa yang tidak menyinggung perasaan orang lain)dalam dalam melaksanakan Komunikasi interpersonal dengan guru dan teman, namun belum memakai kaidah-kaidah kesantunan (misalnya, please, thank you, Can I…?.) 1= belum menampakan perilaku santun mengatakan ” tolong” dan ” terima kasih” , menghargai dan menghormati orang lain tanpa membeda-bedakan golongan, memandang orang yang diajak bicara, menggunakan bahasa yang tidak menyinggung perasaan orang lain)sama sekali dalam dalam melaksanakan Komunikasi interpersonal dengan guru dan teman.

Kriteria penilaian perilaku peduli : 3 = telah menunjukan perilaku peduli (menawarkan bantuan pada teman dan tidak egois) dalam dalam melaksanakan Komunikasi interpersonal dengan guru dan teman. 2 = mulai menampakan perilaku peduli(menawarkan bantuan pada teman dan tidak egois) dalam dalam melaksanakan Komunikasi interpersonal dengan guru dan teman. 1= belum menampakan perilaku peduli(menawarkan bantuan pada teman dan tidak egois) sama sekali dalam dalam melaksanakan Komunikasi interpersonal dengan guru dan teman.

Lampiran 2 : Kisi-kisi soal pengetahuan dan penerapan

No

Kompetensi Inti

1

KI. 3. Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual,prosedur al berdasarkan 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 untuk memecahkan masalah.

2

KI.4 Mengolah, menalar, dan menyaji dalam ranah konkret dan

Kompetensi Dasar KD 3.8. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari teks pemberitahuan (announcement ), sesuai dengan konteks penggunaannya .

KD.4.11. Menangkap makna

Kelas/ semester X/2

X/2

Materi Pokok Teks tulis berbentuk announcemen t (pemberitahu an)

Teks tulis berbentuk announcemen t

Indikator soal

Nomor soal

Diberikan sebuah tteks tulis announcement dan meminta siswa menjawab pertanyaan yang mengarahkan pada fungsi sosial, struktur teks dan unsur bahasa

1-5 (PG)

Diberikan sebuah teks annnouncement dan menjawab

6-10 (uraian)

ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan

pemberitahuan (announcement).

(pemberitahua pertanyaan yang n) diberikan dengan menentukan : - Informasi tertentu - Informasi rinci - Informasi tersurat - arti kata rujukan - Diberikan sebuah konteks, siswa dapat menulis teks announcement

KD.4.12. Menyusun teks tulis pemberitahuan (announcement), sangat pendek dan sederhana, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.

Lampiran 3 : WRITING RUBRIC ASSESSMENT

Name : …………………………………………

Class/Number : ……../ ……..

No Criteria assessed

Good

Very Good

Performance

Performance

8

9

Use the correct text organization but has not elaborated the idea

Use the correct text organization and with elaborated idea

to

be

Low performance 7

1.

Text Organization

Doesn’t use the correct text organization of recount text

Score

11 (uraian)

2.

Sentence formation

Use simple sentences

begins to vary simple sentences and compound sentences

Use simple sentences, compound sentences and complex sentences correctly

3.

Grammar

Too many mistakes

6 until 10 mistakes

Under 5 mistakes

4.

Vocabulary

Basic Vocabulary, less precise

Developed vocabulary

Purposefully chosen vocabulary

5.

Mechanic

Some errors with spelling and punctuation

Mostly effective use of mechanics; errors do not detract from meaning

Effective use of capitalization, punctuation, and spelling

6.

Tidiness deadline

Write awkwardly,

Write quite neatly, quite clear font, submit late three days from the deadline

Write neatly, clear font, submit the work in/on time

and

Unreadable, submit late more than 3 days from the deadline

Total score Final Score = Total score : 6

The Fifth Transcription Teacher I

: Mrs. Alif Octaf Shofia

Class

: XI.IPS_2

Topic

: Passive voice 1

Time

: 10.25 – 11.55

Turn

Speaker

001

T1

: Assalamu‟alaikum Wr.Wb.

002

Ss

: Walaikumsalam Wr.Wb.

003

T1

: Good morning friends!

004

Ss

: Good morning mom!

005

T1

: How are you?

006

Ss

: I am fine, thank you. And you?

007

T1

: I am well today. Last Saturday I cannot come to your class

because I was sick and now I am recovery. And today there is somebody accompanying

us. She will observe our teaching

process so let‟s help her to finish her research. So please, introduce yourself. 008

O

: Hello good morning!! my name is Badariyah which means

full moon in

Bahasa. I come from IAIN Salatiga. I am eight

semester. I am here

because I am doing my observation in

relation to my graduating paper.

Thank you.

009

T1

: Namanya Badariyah yang bermakna bulan purnama dalam

bahasa

Indonesia. Dia dari IAIN Salatiga, semester

8. Nah, disini dia hanya

melakukan observasi untuk

menyelesaikan skripsinya jadi tidak

mengganggu

kegiatan belajar mengajar kita. 010

Ss

: Ok, Mom.

011

T1

: Well, before we start our learning today I will check your

attendance list.

Please, say present when I am calling your

name 012

Ss

: Ok, Mom.

013

T1

: (The teacher calls the students‟ names one by one)

014

Ss

: (The students say present when their names are called by

T1

: Ok now. We will discuss about passive voice. Apa itu

the teacher) 015

passive voice? In

this semester we have discussed

about passive voice. 016

Ss

: To be + v3.

017

T1

: Yes, tobe + v3. Contohnya apa?

018

Ss

: They ….. (giving previous example)

019

T1

: Coba buat kalimat sendiri. itu kan kalimat pasif dalam

bahasa Indonesia.

Coba bikin kalimat aktif dalam

bahasa Indonesia. 020

Ss

: Mereka memperbaiki computer.

021

T1

: Pakai kalimat present atau past. Misalnya pakai kalimat

continuous ya. Mereka memperbaiki

sebuah computer

kalau

dibalik menjadi pasif “kompter diperbaiki oleh mereka” kalau dalam bahasa Indonesia

bagaimana. Tobe yang di pakai apa?

singular atau plural? satu atau lebih dari

satu

?

A

computer…sebelum verb 3 apa? 022

Ss

: Ing.

023

T1

: A computer is being repaired..Oleh siapa?

024

Ss

: Oleh mereka.

025

T1

: By them. (Teachers gave another example with different

tenses). Many computers… Pakai apa? 026

Ss

: Were

027

T1

: Good, many computers were being repaired by them. Nah,

itu tadi

contohnya. Coba buka latihan yang ada di foto

kopian kalian kemarin

tentang passive voice.

028

Ss

: Ok, Mom.

029

T1

: Please, analyze the sentences based on its structure and if

you have

questions you may ask.

030

Ss

: Ok, Mom.

031

T1

: Any questions?

032

Ss

: Not yet.

033

T1

: Apa yang kalian temukan dari analisanya?

034

Ss

: Setelah to be plus verb 3 Mom.

035

T1

: Bagaimana dengan to be nya? Ada perubahan?

036

Ss

: (Quite)

037

T1

: Jadi untuk present subjek He, She, It orang tunggal to be

nya is kalau di

past was sedangkan I adalah am kalau di

past was dan untuk They, We,

You dan orang dua

atau lebih are kalau di past were. Nah kalau di continuous bagaimna? 038

Ss

: (Quite)

039

T1

: Untuk continuous to be plus being baru verb 3 sedangkan

untuk future

will plus be baru verb 3. Do you understand?

040

Ss

: Yes, Mrs.

041

T1

: Oya, bagaimana keadaan Sita? Hari ini masih belum

042

Ss

: Sudah mendingan Ms. Suda dibawa pulang.

043

T1

: Alhamdulillah. Kalian semua jaga kesehatan baik-baik.

berangkat ya?

Kalau dijalan

hati-hati.

044

Ss

: Yes, Mom.

045

T1

: (The teacher writes down about the material and explains

it to the 046

students) Ss

: (The students Write down what is being written and

explained by the

teacher)

047

T1

: Tugas nya kemarin sudah ditulis?

048

Ss

: Sudah.

049

T1

: 5 ya.

050

Ss

: 6 bu. 5. iya 5 bu.

051

T1

: Finish?

052

Ss

: Not yet.

053

T1

: Kalau sudah selesai yang lima kemarin dikerjakan dulu.

054

Ss

: Sudah bu. belum bu. Kurang bu.

055

T1

: Gimana soalnya?

056

Ss

: Students speak the material orally.

057

T1

: Checking the material and correcting it,. dikerjakan dulu.

Apakah

kalimat aktif atau pasif? kalau itu pasif ubah

mejadi aktif kalau itu aktif 058

Ss

ubah menjadi kalimat pasif.

: Students ask permission to go out in relation to graduation

party‟s

preparation.

059

T1

: Kosek, kerjakan dulu. Dikerjakan sendiri-sendiri!

060

T1

: David wes rampung?

061

S1

: Sudah bu samapai nomor 3.

062

T1

: Loh kok Cuma 3. Semuanya?

063

S1

064

T1

: The teacher moves around to check and guide students to

065

S2

: Ini verb nya bagaimana bu, bu yang ini benar ndak bu.

066

T1

: Itu pake v3.Salah itu. diingat-ingat tenses ada apa aja. (

: Iya bu.

do their task.

bersama-sama dengan siswa ada present, past, continuous, perfect, future, dll). 067

T1

: Yang nomer 1 tenses nya apa?

068

Ss

: Past

069

T1

: Berarti to be nya disesuaikan.

070

Ss

: Yang nomer 2 bagaimana bu?

071

T1

: Kalimat apa itu bu?

072

Ss

: Aktif bu

073

T1

: Kenapa?

074

Ss

: Ya aktif bu.

075

T1

: Kalian harus punya dasar kenapa itu pasif atau aktif. coba

dilihat yang

atas dan dibandingkan keduanya. Coba lihat

yang nomor 2 ada being nya 076

T1

berarti kalimat passive.

: Haidar, kalimat apa tadi. Passive. Jadi kalo berpendapat

harus ada

alasannya.

077

S3

: Kok bisa bu?

078

T1

: Kalo passive itu ada tambahannya. lihat being dalam

079

S3

: Bingung bu?

080

T1

: Bingung apannya?

081

S3

: Mengerjakannya bu.

082

T1

: Coba dilihat tensesnya apa, subjek, dan objeknya apa.

kalimat.

kalau tense nya

continuous berarti ditambah being +

v 3. Subjek menjadi objek dan objek

menjadi subjek.

083

T1

: Kalau we jadi apa? coba dilihat catatannya!

084

Ss

: Us bu.

085

T1

: The students are respecting us. ya Cuma seperti itu

caranya. (The teacher

still moves around to help students

from desk to desk) 086

T1

: Ini kalimat apa dulu?

087

Ss

: Aktif bu.

088

T1

: Iya benar. Sekarang diubah menjadi pasif!

089

T1

: Shall by itu kalimat apa? present atau past? bentuk shall

090

Ss

: Present.

091

T1

: Ini kalimat apa?

092

S4

: Aktif buk.

093

T1

: Nah berarti diubah menjadi kalimat pasif. Mana subjeknya

sama should.

? Mana

objekny?. objeknya taruh didepan. Tensesnya apa?

094

S5

: Apa ya bu? verb… ver2 bu.

095

T1

:Berarti pakai apa?

096

S5

: Was bu.

097

T1

: Nah tinggal di bentuk kalimat pasif.

098

S6

: Bu yang ini was atau were?

099

T1

: Lihat subjek nya satua atau lebih dari satu. Ada s nya

berarti lebih dari ada verb apa? 100

Ss

: Verb ing.

101

T1

: Iya.

satu berarti pakai were. Setelah tobe

102

T1

: (The teacher moves to another desk) sudah?

103

S7

: Belum.

104

T1

: Kalimat apa?

105

S7

: Pasif.

106

T1

: Diubah menjadi aktif. Tensesnya apa?

107

S7

: Present.

108

T1

: Objeknya apa?

109

S7

: Her.

110

T1

: Berarti di ubah menjadi subjek, apa?

111

S7

: She bu.

112

T1

: Iya. sekarang tinggal kam ubah menjadi kalimata aktif.

113

S8

: Yang mr Joko ini gimana bu?

114

T1

: Lah is nya jangan dibuang-buang. Kalau menulis jangan

dibuang-buang. Tadi s nya juga ada yang dibuang. 115

T1

: Nomor 1 apa? aktif atau pasif?

116

S2

: Aktif.

117

T1

: (The teacher moves to another desk)to be ki opo?

118

Ss

: She?

119

T1

: To be lo?

120

Ss

: Eh, lupa. is, am, are, was, were bu

121

T1

: Iya.

122

T1

: (The teacher moves to another desk) sudah selesai?

123

Ss

: Belum. Tidak usah nurun kancane. dikerjakan sebisanya

kalau tidak bisa

boleh

tanya.

kalau

mengerjakan

sendiri nanti akan paham. 124

T1

: Nomor 1 kalimat aktif atau pasif?

125

Ss

: Passive.

126

T1

: Ko bisa kalimat pasif?

127

Ss

: Eh kalimat aktif bu.

128

T1

: Berarti diubah kalimat pasif. pembahasan

(siswa maju kedepan mengerjakan soal di papan tulis dan di bahas bersama-sama) 129

T1

: Ayo silahkan maju kedepan!

130

S

: (students write their answer on the white board. After they

have finished, 131

T1

they discuss together with the teacher).

: Sudah ya kita bahas bersama-sama. Number one kalimat

pasif atau aktif? 132

Ss

: Aktif.

133

T1

: Kalimatnya tensesnya. Verb 2 verb?

134

S

: Past.

135

T1

: Iya. aktif pasif tense. we are being aktif atau pasif? nomor

2 aktif atau 136

Ss

pasif ada being nya? tenses nya apa?ada are.

: Pasif, present continuous.

137

T1

: She shall buy, aktif atau pasif? number 3. Tensesnya apa?

138

Ss

: Aktif, present tense.

139

T1

: Number four? is being.

140

Ss

: Pasif.

141

T1

: Kalimatnya ?

142

Ss

: Present continuos.

143

T1

: Is being berarti … continuous?

144

Ss

: Present, Mom.

145

T1

: Exactly, number 5 aktif atau passive?

146

Ss

: Aktif.

147

T1

: Tenses nya apa?

148

Ss

: Present.

149

T1

: Present menggunakan verb berapa?

150

Ss

: One.

151

T1

: Number one up to number four are correct. Number five is

T1

: I trust you. Trust apa artinya? trust me it works. itu yang

verb 1.

also correct. 152 ada di iklan itu

lo.

153

Ss

: Percaya.

154

T1

: Iya. percaya atau yakin.

155

T1

: The teacher asks about the preparation of graduating

156

Ss

: (The students explain about what they are going to do).

157

T1

: Well, do you have questions?

158

S8

: Apakah verb 3 hanya ada dalam passive saja bu?

159

T1

: Good question. No, Verb 3 also can be used in perfect

party.

tense which the

pattern is S plus have/has/had plus

verb 3. Is it clear enough? 160

S8

: Yes, mom. Thank you.

161

T1

: Do you still have questions?

162

Ss

: No, Mom.

163

T1

: Ok, if you don‟t have questions. Please, give me a simple explanation about our today‟s material.

164

Ss

: (Quite)

165

T1

: Ayo, voluntarily. Jelaskan secara sederhana materi kita

hari ini dalam

bahasa Indonesia boleh and Using English is

preferred. Tidak perlu takut

karena tidak akan dimarahi

atau disalahkan akan teteapi dibahas secara

bersama-sama.

166

Ss

: (The students try to give their opinions)

167

T1

: Please, raise your hand before you give your opinions.

168

S9

: (Raise his hand) Passive voice is always use verb 3 and it

is dikenakan 170

pekerjaan in bahasa Indonesia. T1

: Yes, more opinions please!

171

Ss

: (Raise her hand) subjek changes in to object and object

changes into 172 172

T1

subject. : Yes, it is. Dan jangan lupa perubahan tobe sesuai tenses

dan subjects nya

ya.

Silahkan

dengan latihan sebanyak mungkin jika

dirmah

diprdalam

tidak

paham

boleh tanya temannya atau saya langsung di kantor. 173

Ss

: Ok, Mom. Thank you.

174

T1

: Well, Thanks for your attention today and on Saturday we

will continue

the material from the copy material.

175

Ss

: Ok, Mom.

176

T1

: Wassalamu‟alaikum wr.wb.

177

Ss

: Walaikumsalam wr. wb.

178

T1

: See you guys!

179

Ss

: See you, Mom!

…….. A student gives announcement….

Observational Checklist for Teacher in the Learning and Teaching Process April 16th, 2016 Teacher

: Alif Okta Sophia, S.Pd.I

Time

:

: X1/IPS 2

Material

:

10.20-12.00 Class

Passive voice

No

Learning and

Yes No

Teaching process

Description

Character

v

1.

Implemented

Greeting students

Islamic and English

greetings

before the lesson

begins

v 2. Praying before the

Islamic prayer

lesson begins

v 3.

Giving motivation

before the lesson

begins

v

4.

Checking students

who are absence

attendance

today

v

5.

By giving the general

Reminding previous

patterns (to be + v3)

materials

and the examples.

v

6.

By asking students‟

The teacher delivers

Preparing and

the material at the

delivering the

beginning and gives

materials

the examples after.

7. Giving students

v

By letting the

opportunities to

students think about

develop their ability

the today‟s material

or skill

and giving the answer

with its reason.

8.

Giving students

V

opportunity to find

information in relation to the today‟s

materials

9.

Guiding the students

v

The teacher checks

in the learning and the

the students‟ task

teaching process

from one seat to

another seta. Then,

the teacher explains it

again to the students

who have not

understood yet.

10. Giving students

v

The teacher asks and

opportunity to ask and

lets the students to

to give their opinion

ask and give their

opinion.

11. Giving students

opportunity to conclude today‟s

materials

v

12. Giving feedback after

By explaining the today‟s material again

the lesson

with analyzing the

task with the students.

v

The teacher gives the

13. Giving students task tasks to the students or project in a group to be done at home

individually.

14. Giving students

v

By giving situations

examples of the

in Indonesian case

today‟s lesson to the

and Indonesian

real world in common

language.

v

15. Giving implied

character values

v

Islamic prayer

16. Praying to end the

lesson

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Nama Sekolah

: MAN Karanggede

Mata Pelajaran

: Bahasa Inggris

Kelas/Semester

: XI / 2

Alokasi Waktu

: 2x 45 menit ( 1x pertemuan)

Topik Pembelajaran

: Passive Voice

A. Standar Kompetensi Menulis dan Membaca 12. Mengungkapkan makna dalam teks tulis fungsional pendek dan esei sederhana narrative, spoof, dan hortatory exposition dalam konteks kehidupan sehari-hari. B. Kompetensi Dasar 12.1 Mengungkapkan makna dalam bentuk teks tulis fungsional pendek (misalnya banner, poster, pamphlet, dll.) resmi dan tidak resmi dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks. Indikator Pencapaian Kompetensi Indikator Pencapain Kompetensi  



Nilai Budaya dan Karakter Bangsa

Tanya jawab tentang passive



Kreatif

voice.



Religius

Siswa dapat mengidentifikasi



Kerja keras

bagian



Mandiri

kalimat. (S+V+O).



Honest

Siswa dapat membuat kalimat



Tolerance

masing-masing

dari

passive voice dengan berbagai



Responsibility

bentuk tenses. 

Memperhatikan menggunakan

dan tata

bahasa,

kosa kata, tanda baca, ejaan, dan tata tulis dengan benar.

C. Tujuan Pembelajaran Pada akhir pembelajaraa: 

Siswa dapat membuat kalimat passive voice dengan berbagai bentuk tenses.



Siswa dapat mengidentifikasi bagian masing-masing dari kalimat (S+V+O)

D. Materi Pokok Verb : to clean Subject

Verb “ to be”

Past Participle

is

cleaned every day.

was

cleaned yesterday.

is being

cleaned at the moment.

Simple Present: The house

Simple past: The house

Present continuous: The house

Past continuous: The house

was being

cleaned last week.

has been

cleaned since two hours

Present perfect: The house

ago.

Past perfect: The house

had been

cleaned before they arrived.

Present future: The house

will be

cleaned next week.

would be

cleaned.

Past future: The house

E. Metode Pembelajaran / Teknik Audio Fisual Method (AFM)

F. Strategi Pembelajaran

Tatap Muka 



Tersruktur

Bertanya jawab



Mandiri

Bertanya

jawab

dapat

tentang passive

tentang

voice.

antara kalimat aktif

latihan

dan pasif dan di

passive voice.

Siswa

dapat

perbedaan

 Siswa

mengerjakan soal

 Siswa

menggunakan

dengarkan

oleh

ragam

bahasa

kelompok

yang

tulisan

sesuai

lain.

setiap hasil kerja

dengan

tata

Mendiskusikan

dan melaporkan

bahasa,

kosa

berbagai aspek dari

hal-hal

kata,

tanda

kalimat seperti kosa

sudah di peroleh

baca,

ejaan,

kata,

serta



tanda

baca,

serta tata tulis

dan tata tulis yang

dengan benar.

di gunakan secara

mengumpulkan

yang

kesulitan

yang di hadapi.

berkelompok.

Langkah-lankah Kegiatan Pembelajaran Kegiatan awal (10’)  Mengucapkan salam dengan ramah kepada siswa ketika memasuki ruang kelas.  Mengecek kehadiran siswa  Apersepsi  Motivasi siswa Kegiatan inti (70’) Eksplorasi Dalam kegiatan eksplorasi guru:



Memberikan stimulus berupa pemberian materi tentang passive voice.



Mendiskusikan materi bersama siswa.



Memberikan

kesempatan

pada

peserta

didik

untuk

mengungkapkan pengetahuan mereka tentang passive voice. 

Memberikan kesempatan pada siswa untuk mengungkapkan perbedaan kalimat aktif dan kalimat pasif.

Elaborasi 

Membimbing siswa untuk mengidentifikasi bagia-bagian dari kalimat. Mana S, V, dan O.



Membimbing siswa untuk membuat kalimat pasif dengan berbagai bentuk tenses.



Membimbing siswa untuk terbiasa menggunakan tanda baca yang baik dan benar dalam menulis kalimat.



Memfasilitasi siswa melalui pemberian tugas mengerjakan latihan soal.

Konfirmasi Dalam kegiatan konfirmasi guru: 

Memberikan umpan balik pada siswa dengan memberi penguatan dalam bentuk lisan pada siswa yang telah dapat menyelesaikan tugasnya.



Memberi konfirmasi pada hasil pekerjaan yang sudah di kerjakan oleh siswa melalui sumber buku.



Memberikan refleksi untuk memperoleh pengalaman belajar yang sudah di lakukan.



Memberikan motivasi kepada siswa yang kurang dan belum bisa mengikuti dalam materi passive voice.

Kegiatan akhir (10’)



Melakukan tanya jawab tentang passive voice.



Siswa diminta membrikan kesimpulan tentang materi yang telah di sampaikan.



Mengucapkan salam kepada siswa ketika hendak keluar dari ruang kelas.

G. Sumber / Bahan / Alat 

Buku English for a Better Life



Sricpt dari buku English for a Better Life.



Kamus.

H. Penilaian 

Indikator, Teknik, Bentuk, dan Contoh

No. Indikator 1.

Merubah

Teknik

Bentuk

Contoh

Tes tertulis

Mengerjakan

Change these

latihan soal.

active

kalimat aktif



menjadi kalimat

sentences

pasif sesuai

into their

dengan S, V,

passive

dan O

forms!

Instrumen Penilaian

Change these active sentences into their passive forms!

1. Jono is catching the mouse now. 2. Joko was still preparing the report when Ani came. 3. Linda will invite you to the party

4. Yesterday I drank two glasses of milk. 5. Before class, one student always cleans the blackboard.

Key answer: 1.

The mouse is being caught by Jono now.

2.

You will be invited by Linda to the party.

3.

The report was being still prepared by Joko when Ani came.

4.

Two glasses of milk was drunk by me yesterday.

5.

The blackboard is always cleaned by one student, before class.

I. Pedoman penilaian

Kriteria

Jika menulis

Jika kata-

jika kata-

Jika kata-

kata-kata

kata benar,

kata benar,

kata

benar, kalimat

kalimat

kalimat

salah,

benar, dan

benar, dan

kurang tepat

kalimat

sesuai dengan

tidak sesuai

dan tidak

salah, dan

structure.

dengan

sesuai

tidak

structure.

dengan

sesuai

structure.

dengan structure.

Nilai

Mengetahui April 2016

100

90

80

70

Karanggede,

Kepala Madrasah MAN Karanggede Pelajaran

Guru Mata

Drs. Joko Triyono, M.Ag.

Alif Okta

Shofia, S.Pd.I

NIP. 19698310 199403 1 005

NIP.-

The Seventh Transcript Teacher I

: Mrs. Alif Octa Shofia

Class

: X1.Agama

Topic

: Conditional sentence

Time

: 07.00 – 08.30

Turn

Speaker

001

T2

: Assalamu‟alaikum Wr. Wb

002

Ss

: Wslsikumsalam Wr. Wb

003

T2

: Good morning students!

004

Ss

: Good morning ms!

005

T2

: How are you this morning?

006

Ss

: I am fine, thank you and you?

007

T2

: I am fine too, thank you. Well, let‟s discuss your homework

together! Please write it down on the white board! 008

Ss

: Ok, Ms. (Some students write their answer about conditional

sentence) 009

T2

: okay let‟s discuss together! Number four type one, benar apa

salah? True or false? 010

Ss

: True.

011

T2

: Karena singular verb nya tambah. Terus yang type 2 benar atau

salah?

012

Ss

: Benar.

013

T2

:Verbnya diganti verb 2. will nya diganti would?

014

Ss

: Would.

015

T2

: Terus yang type 3?

016

Ss

: ditambah had baru verb 3.

017

T2

: Iya terus disini would have verb 3. Terus yang number five? My

teacher. teacher nya berapa? 018

Ss

: 1.

019

T2

: iya verbnya ditambah apa?

020

Ss

:S

021

T2

: yang disini apa?

022

Ss

: Would seen

023

T2

: berarti nilainya?

024

Ss

: 100

025

T2

: Betul dikali 2 dibagi 3. Diteliti sendiri kalau benar ya dibenarkan

kalau salah ya disalahkan, coba di teliti sendiri yang jujur! 026

Ss

: ok, Ms.

027

T2

: Sudah siap dimasukkan nilainya?

028

Ss

: Belum bu.

029

T2

: Sudah, sudah siap?

030

Ss

: Sudah bu.

031

T2

: Hasari?

032

Ss

: 6,6.

033

T2

: ( The teacher calls students‟ name one by one to get their scores)

Berarti yang tidak masuk hari ini? 034

Ss

: Bangkit dan Vika bu

035

T2

: Hari ini tanggal 10 ya?

036

Ss

: iya bu.

037

T2

: Okay any questions for conditional sentence

038

Ss

: No

039

T2

: If you don‟t have questions. Please help me to erase the white

040

Ss

: Okay Ms.

041

T2

: Sudah, ceritanya sudah.

042

Ss

: Sudah bu.

043

T2

: kita punya tema baru yaitu sentence connectors. Sentence itu apa?

044

Ss

: Kalimat.

045

T2

: Iya. Connector apa? pernah ke warnet?

046

Ss

: Pernah bu.

047

T2

: Connect itu?

048

Ss

: Menyambung.

049

T2

: terus kalau sentence connector diartikan apa?

050

Ss

: Kalimat sambung

051

T2

: Kalimat sambung.

board!

052

Ss

: Penyamung kalimat

053

T2

:penyambung kalimat. Apa lagi?

054

Ss

: Kalimat ora nyambung.

055

T2

: Kalimat ora nyambung. laughter. terus apa?

056

Ss

: Kata sambung.

057

T2

: Iya atau kalimat penghubung. jadi connect itu bisa diartilkan

penghubung atau sambung. Kira-kira dalam bahasa idonesia ada apa saja? 058

Ss

: Dan, tetatpi,

059

T2

: kalau tetapi menyatakan apa?

060

Ss

: mmm

061

T2

: Halal tidak masuk kelas tetapi dia tetap mendapat nilai yang

bagus. berarti menyatakan apa? 062

Ss

: Tidak mungkin bu.

063

T2

: nyatanya ada? menyatakan apa?

064

Ss

: Curiga.

065

T2

: apa ada dalam kalimat menyatakan kecurigaan. Halal tidak masuk

kelas tetapi dia tetap mendapat nilai yang bagus. Menyatakan apa? 066

Ss

: Sangkalan.

067

T2

: Iya, sangkalan atau menyatakan hal yang berlawanan atau kontra.

068

Ss

: oh…

069

T2

: ok. dicatat dulu nanti dilanjut lagi nanti ada apa saja.

070

Ss

: ok Ms. (The students take a note)

071

T2

: Kemah nya kemarin itu ikut semua?

072

Ss

: Tidak bu. Bantara saja.

073

T2

: Finish?

074

Ss

: Belum Ms.

075

T2

: Besok ya besok listening, dipersiapkan!

076

Ss

: Ok, Ms.

077

T2

: Kalau sudah kita bahas sebentar. Habis itu kalian cari translate

078

Ss

: Translate.

079

T2

: Iya. Finish? okay sentence connector. Sentence connectors are

nya.

used to link ideas from one sentence to the next and to give paragraph coherence. Used to? 080

Ss

: ( Tidak tahu)

081

T2

: Digunakan. to link?

082

Ss

: Menghubungkan.

083

T2

: paragraph coherence? apa itu?

084

Ss

: ( idak tahu)

085

T2

: Paragraf yang berhubungan atau nyambung. Jadi sentence

connector adalah digunakan untuk menghubungkan satu kalimat dengan yang lainnya dan member kesinambungan dalam paragraph. Jadi sentence connector sangat bermanfaat ketika nanti melanjutkan kuliah saat menulis skripsi atau tugas akhir agar kalimat kalian yambyng. Misalkan kita akan membuat biodata Syahril, pertama Nama lengkapnya Syahril, tanggal, alamat biar nyambung. Awalnya bahas nama lengkap, tempat tanggal

lahir, alamat, asal sekolah, nama orang tua. Awalnya paragraph pertama bahas perkenalan tentang Syahrir dikasih kata sambung biar nyambung. Kalo awalnya bahasa Syahrir teru membahas Suyanto tanpa penghubung terus membahas Suyamto. Bingung tidak? 086

Ss

: Bingung.

087

T2

: Habis bahas Syahrir dan lain-lain harus diberi kalimat

penghubung. Untuk menghubungkan ide yang satu ke yang lainnya. Coba dicari dulu artinya logical atau sequential order, Contrast, comparison. Di cari dulu kalau tidak bawa kamus oinjem dulu diperpus. 088

Ss

: Apa bu?

089

T2

: Cari dulu artinya, Apa sudah tahu amu artinya?

100

Ss

: belum bu.

101

T2

: Makanya dicari dulu. Kaau sudah tahu langsung dicari. Boleh

pakai kamus Hp tapi jangan digunakan yang lain. Jangan menyalah gunakan kepercayaan yang saya berikan! 103

Ss

: Iya bu. (The students look for the meaning of each sentence

connectors) 104

T2

: Kalau ada garis miring itu artinya sama yang depan atau yang

belakang. 105

Ss

: Most itu apa bu?

106

T2

: Paling. Paling ganteng.

107

Ss

: More itu lebih ya bu?

108

T2

: Iya. More lebih, most itu andsome. Hasan is more handsome than

Syahrir. Hasan is the most handsome student in this class. kira2 kalau order diatkan perintah atau bukan?

109

Ss

: bukan bu.

110

T2

: Lalu apa?

111

Ss

: (Tidak tahu)

112

T2

: Urutan. Consequently? Dalam bahasa indonsia ada konsekuensi.

Jadi konsekuensinya. Kemarin waktu UN Haris atau siapa itu ada yang dapat 9? 113

Ss

: Bahasa inggris bu?

114

T2

: Bukan, Hadis. Kalau Bahasa Inggris tertinggi 7, anak IPS.

115

Ss

: Terendahnya berapa bu?

116

T2

: 3 apa berapa ya.

117

Ss

: On the other hand apa bu?

118

T2

: Itu satu kesatuan, Kaya phrasal verb itu. Verb yang ditmbahi

preposition yang memiliki arti baru. jadi pn the other hand bukan lain tangan tapi memiliki arti satu kesatuan. 119

Ss

: Berlawanan bu?

120

T2

: Iya berlawanan atau kontras. Sudah?

121

Ss

: Finish, belum.

122

T2

: Pakai Jilbab kaya gini itu tidak enak ya?

123

Ss

: Enak bu kalau sudah biasa.

124

T2

: Iya ya.

125

Ss

: Waktu awal-awal tidak enak bu, tapilama-lama terbiasa bu.

126

T2

: Sudah ya?

127

Ss

: Ya.

128

T2

: kita bahas ya. Ok first we read first. I read first then you repeat

after me. understand? 129

Ss

: understand.

130

T2

: Logical or sequential order.

131

Ss

: masuk akal, urut-urutan.

132

T2

: Firstly, secondly, thirdly.

133

Ss

: Firstly, secondly, thirdly.

134

T2

: Terus apa?

135

Ss

: fourthly, fifthly.

136

T2

: In addition, furthermore, Next, finally, Last.

137

Ss

: In addition, furthermore, next, finally, last.

138

T2

: Then order f important

139

Ss

: order f important.

140

T2

: Artinya apa ?

141

Ss

: Kepentingan.

142

T2

: Jadi kita artikan apa? perintah yang penting?

143

Ss

: terpenting

144

T2

: Urutan-urutan yang penting.

145

Ss

: penting.

146

T2

: Most importantly.

147

Ss

: Most importantly.

148

T2

: More Importantly.

149

Ss

: More importantly.

150

T2

: Above all.

151

Ss

: Above all.

152

T2

: Most significantly.

153

Ss

: Most significantly.

154

T2

: Primarily.

155

Ss

: Primarily.

156

T2

: Berarti Most importantly apa?

157

Ss

: Kalimat paling penting.

158

T2

: Most importantly apa?

159

Ss

: Lebih Penting.

160

T2

: Most significantly apa?

161

Ss

: Paling berarti.

162

T2

: Above all? apa?

163

Ss

: Terutama.

164

T2

: Number 3 contrast. However

165

Ss

: However.

166

T2

: On the other hand.

167

Ss

: On the other hand

168

T2

: However?

169

Ss

: Bagaimanapun.

170

T2

: On the other hand?

171

Ss

: Disamping itu.

172

T2

: Result.

173

Ss

: Result.

174

T2

: As a result

175

Ss

: As a consequence

176

T2

: Therefore

177

Ss

: Therefore

178

T2

: Consequently.

179

Ss

: Consequently.

180

T2

: As a result?

181

Ss

: Sebagai hasilnya.

182

T2

: As a consequence?

183

Ss

: Sebagai konsekuensinya.

184

T2

: Konsekuensi suda diserap dalam bahasa Indonesia,misalnya: Jika

kamu tidak masuk sekolah hari ini kamu akan mendapat konsekuensinya. Therefore? 185

Ss

: Maka dari itu, oleh karena itu.

186

T2

: Consequently? Sama, Sebagai akibat. Beda nya apa as a

consequence sama

Consequently.

ada

sweetly,

beautifully.

Kalo

yang

ditambah ly ly itu menyatakan kata apa? 187

Ss

: ( tidak tahu )

188

T2

: Ada beaty, beautiful, beautifully. Kalo yang ditambah ly ly itu

adverb. Comparison. 189

Ss

: Comparison.

190

T2

: Similarly.

191

Ss

: Similarly.

192

T2

: Likewise

193

Ss

: Likewise

194

T2

: Also

195

Ss

: Also.

196

T2

: Comparison?

197

Ss

: Perbandingan.

198

T2

: Similarly?

199

Ss

: Dengan cara yang sama atau mirip

200

T2

: Likewise?

201

Ss

: Demikian juga.

202

T2

: Also?

203

Ss

: Juga.

204

T2

: Reason.

205

Ss

: Reason.

206

T2

: The cause of

207

Ss

: The cause of

208

T2

: the reason of

209

Ss

: The reason of

210

T2

: The cause of?

211

Ss

: Sebab dari

212

T2

: the reason of?

213

Ss

: Alasan dari itu.

214

T2

: Questions?

215

Ss

: No.

216

T2

: I will give you exercise. Do it by yourself! Saya hapus ya?

217

Ss

: Yes, Ms.

218

T2

: (The teacher writes down the exercise on the white board.)

219

Ss

: IStirahat bu?

220

T2

: Emang sudah bel?

221

Ss

: 10 menit lagi bu, tidak apa-apa bu.

222

T2

: Sudah. Dipilih yang cocok yang mana? tiga saja.

223

Ss

: Ok, Ms.

224

T2

: Kalau baca kalimat seperti itu intinya tahu tidak?

225

Ss

: Sedikit-sedikit bu.

226

T2

: Jangan lupa besok teks listening nya dibawa ya!

227

Ss

: Iya bu.

228

T2

: Sama-sama mengeluarkan energy gunakan lah untuk hal-hal yang

positif. Sedikit-sedikit dikurangi hal-hal yang negatif. Yang lalu biarlah berlalu. 229

Ss

: JASMERAH bu.

230

T2

: Makanya yang lalu dilupakan, JASMERAH nya diambil

hikmahnya. Coba kalo kita tidak `diberikan nikmat lupa. Waktu kita mengalami hal memalukan kalo tidak ada nikmat lupa kita akan teringatingat terus nanti jadi stress. 231

Ss

: iya bu.

232

T2

: Finish?

234

Ss

: Belum bu.

235

T2

: Ok guys. This is for your homework and we will discuss nest

Tuesday. 236

Ss

: Ok, mom.

238

T2

: Don‟t forget to bring your listening text tomorrow. Good

morning! 239

Ss

: Good morning.

240

T2

: Wassalamu‟alaikum.

241

Ss

: Walaikumsalam.

Observational Checklist for the Teacher in the Learning and Teaching Process Teacher

: Alif Okta Shofia, S.Pd.I

Time

:

: X1/IPS 2

: Conditional

07.00-08.40 Class

Material

Sentence

No

Learning and

Yes No

Teaching process

Description

Character

v

1.

Implemented

Greeting students

Islamic and English

greetings

before the lesson

begins

v

Reading holy Quran

2. together every Praying before the morning before the lesson begins

lesson is started.

v 3.

Giving motivation

before the lesson

begins

v

4.

Checking students

students‟ names one

attendance

by one.

v

5.

By telling them what

Reminding previous

is the previous

materials

material.

v

6.

By calling the

The teacher gives

Preparing and

task to the students

delivering the

about the previous

materials

material.

7. Giving students

v

opportunities to

develop their ability or

skill

8.

Giving students

v

opportunity to find

information in relation to the today‟s

materials

9.

Guiding the students

v

The teacher checks

in the learning and the

the students‟ task

teaching process

from one seat to

another seta. Then,

the teacher explains

it again to the

students who have

not understood yet.

10. Giving students

v

The students ask

opportunity to ask and

about conditional

to give their opinion

sentence and they

sometimes ask about

difficult words to the

teacher.

11. Giving students

v

opportunity to conclude today‟s

materials

v

By discussing the

12. Giving feedback after

result of the tasks,

the lesson

students come

forward and discuss

it together.

v 13. Giving students task

or project in a group

14. Giving students

v

By giving situations

examples of the

in Indonesian case

today‟s lesson to the

and Indonesian

real world in common

language.

v

15. Giving implied

character values

v

Islamic prayer

16. Praying to end the

lesson

RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Satuan Pendidikan

A.

: MAN Karanggede

Mata Pelajaran

: Bahasa Inggris

Kelas/semester

: XI/1 (satu)

Materi Pokok

: Conditional Sentences

Alokasi Waktu

: 2 x 45 menit (pertemuan ke 2)

Kompetensi Inti KI 1 : Menghayati dan mengamalkan ajaran agama yang dianutnya. 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. KI 3 : Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural berdasarkan 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 untuk

memecahkan masalah.

KI 4 : Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan mandiri, dan mampu

B.

pengembangan dari yang dipelajarinya di sekolah secara menggunakan metoda sesuai kaidah keilmuan.

Kompetensi dasar 1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar

komunikasi International

2.1 Mengembangkan perilaku santun dan peduli dalam melaksanakan komunikasi antar

pribadi dengan guru dan teman.

2.2 Mengembangkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam

melaksanakan komunikasi transaksional dengan

guru dan

teman. 2.3 Mengembangkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan komunikasi fungsional. 3.2 Menyusun teks lisan dan tulis untuk menyatakan dan merespon ungkapan harapan dan doa, saran/tawaran, dan pendapat/pikiran

C.

Tujuan Pembelajaran Setelah mengikuti serangkaian kegiatan pembelajaran, peserta didik dapat: 1.

Siswa mampu membuat kalimat dalam bentuk conditional

sentences 2.

Siswa mampu mengetahui formula/rumus dari conditional

sentences type I,II,III

D.

Materi Pembelajaran CONDITIONAL SENTENCES

Type I : FUTERE POSSIBLE CONDITION (keadaan yang mungkin terjadi di masa akan datang) 90% happen a. If it rains tonight, we will stay at home. b.

If I graduate from university with good marks, father will buy me a motorbike.

c. I will not go to your party if you don‟t invite our friends. d. If I find your book, I will give it to you

If + Present Tense + Present Future Tense If + S + V1

will + V1 …

+S+

Can may

Type II : PRESENT UNREAL CONDITION (keadaan yang tidak riil saat ini).10 % happen a. If I had money now, I would treat you. b. f you came late today, you would fail in the exam. c. I would buy a car, if I were rich. d. If she were my girlfriend, I would be the happiest man in the world. e. If they were here now, we could go together. f. We could go to the beach if it were holiday today. Be :

I were You were He / She were ,etc

If + Past Tense If + S + V2

+ Past Future Tense +S+

would + V1 … Could

Might should

Type III : PAST UNREAL CONDITION (keadaan yang tidak riil di masa lampau). a. If you had come to my house last night, you would have met my family. b. You would not have missed the train if you had come early yesterday. c. I could have done the exam this morning if I had studied last night. d. If she had not been sick yesterday, she could have come to the party.

If + Past Perfect Tense If + S + had +V3

+ Past Future Perfect Tense +S+

would + have + V3 … Could Might Should

Note: Unless = if ….not I wish Exp:

I wish my room were longer. I wish I were taller

Fact : Type II : PRESENT UNREAL CONDITION (keadaan yang tidak riil saat ini). a. If I had money, I would treat you. (Fact: I don‟t have money) (Because I don‟t have money, I don‟t treat you) b. If you came late today, you would fail in the exam. (fact: You don‟t come late today) Because you don‟t come late, you don‟t fail in the exam. c. She wouldn‟t have any money if she didn‟t work.(Fact : she works) Fact: She has much money because she works

d. I would buy a car, if I were rich. (Fact : I am not rich) I don‟t buy a car because I am not

rich

e. If she were my girlfriend, I would be the happiest man in the world. (fact : She is not my girlfriend, I am not the happiest man in the world) She is not my girlfriend, so I am not the happiest man in the world. f. If they were here now, we could go together. (fact: They are not here now) Because they

are not here now, so we don‟t go together. We could

go to the beach if it were holiday today. Type III : PAST UNREAL CONDITION (keadaan yang tidak riil di masa lampau). a. If you had come to my house last night, you would have met my family. (fact: You didn‟t come to my house last night, so you didn‟t meet my family) Because you didn‟t come to my house last night, so you didn‟t meet my family. b. You would not have missed the train if you had come early yesterday. (Fact: You didn‟t come early yesterday, so you missed the train.) c. I could have done the exam this morning if I had studied last night. (Fact : I didn‟t study last night) d. If she had not been sick yesterday, she could have come to the party. (Fact: She was sick yesterday, so she didn‟t come to the party.) Exercise: 1) What would you do if you won a million pounds? 2) If I meet Dina, I want to tell her about it. 3) I was very grateful, if you would send me your brochure. 4) Tom would travel if he had more money. 5) If I were you, I wouldn‟t buy that coat. 6) If I had seen you when you pass me in the street, I would have said hello. 7) If I were rich, I would buy a castle. 8) I will give you, if I find your key.

9) Unless I did the homework, I would be out from the class. 10) I will go out, if it doesn‟t rain.

Put the verb into the correct form. 1) If I offered the job, I think I …. (take) it. 2) I‟m sure Tom will lend you some money. I would be very surprised if he …. (refuse) 3) Many people would be out of the work if that factory …. (close) down. 4) Would George be angry if I … ( take) his bicycle without asking? 5) Ann gave me this ring. She … (be) terribly upset if I had lost it. 6) If someone … (walk) in here with a gun, I‟d be very frightened. 7) I‟m sure she … (understand) if you explained the situation to her. 8) I … (give) you cigarette if I had one but I‟m afraid I haven‟t. 9) This soup would taste better if it … (have) more salt in it. 10) If I …. ( know ) her number, I would telephone her. 11) I …. (not/buy) that coat if I were you. 12) If you …. (not/go)to bed so late every night, you wouldn‟t be so tired all the time. 13) I wouldn‟t mind living in England if the weather ….(be) better. 14) I‟d help you if I …. (can) but I‟m afraid I can‟t 15. If I were you, I …. (not/marry) him. 16. We would happily buy that house if it … (not/be) so small. 17. If he …. ( miss) the train, he would have been late for his interview. 18. I …. (forget) if Ann reminded me. 19. We might not have stayed at this hotel if George …. (not/recommend) it to us. 20. I‟d have sent you a postcard while I was on holiday if I …. (have) your address. 21. Because I didn‟t have any money, I didn‟t go anywhere 22. Because I have a new book, I stay at home. 23. She goes to school by bus, because she doesn‟t have any motorbike 24. Tom

: I wish ….

Deny : You mean you didn‟t have a car last year. 25. Because he did the home work, his teacher was not angry. 26. I‟m not you so I join this group. 27. Tom studied in Solo, so he knew Tawangmangu 28. Tini :

I wish ……………..

Devy: You mean you are not clever. 29. Tom

:Unless I did my work last night, I would do my test

Devy : You mean ….. 30. Tom

: I ……

Devy : You mean you didn‟t tell me about it because you was afraid E.

Media, Alat, dan Sumber Pembelajaran 1. Media Picture, paper board 2. Alat Whiteboard, blackboard, spidol/boardmarker, kapur

F.

Langkah-Langkah Kegiatan Pembelajaran Kegiatan Pendahuluan (10 menit) Guru memberi salam; Guru memeriksa kehadiran siswa; Guru memberi motivasi belajar siswa secara kontekstual sesuai manfaat dan aplikasi materi ajar dalam kehidupan sehari-hari; Guru mengajukan pertanyaan antara pengetahuan sebelumnya dengan materi yang akan dipelajari; Guru menjelaskan tujuan pembelajaran atau kompetensi dasar yang akan dicapai; Guru menyampaikan cakupan materi dan uraian kegiatan.

G.

Kegiatan Inti (60 menit) Mengamati Peserta didik mengamati simulasi teks conditional sentences yang disajikan oleh guru; Dengan bimbingan dan arahan guru, peserta didik menyatakan conditional sentences yang telah diberikan.

Mempertanyakan Dengan pengarahan guru, peserta didik mempertanyakan tentang fungsi sosial, struktur teks, dan unsur kebahasaan dari penjelasan tentang materi yang diajarkan; Peserta didik memperoleh pengetahuan tambahan tentang ungkapan if conditional sentences, fungsi sosial, struktur teks, dan unsur kebahasaan. Bereksplorasi Peserta didik dibagi kedalam lima kelompok; Guru memberi beberapa contoh ungkapan-ungkapan if conditional sentences Masing-masing siswa diminta mencari dan menuliskan contoh if conditional sentences

Mengasosiasi/ Menganalisis Guru menjelaskan tentang tenses Guru menjelaskan tentang perubahan struktur teks if conditional sentences Guru menjelaskan tentang penggunaan type 0,1,2,3 yang ada pada conditional sentences Guru memberikan tugas kepada siswa secara individu Guru meminta siswa untuk membahas tugasnya Dengan bimbingan guru, peserta didik berdiskusi dengan kelompoknya tentang conditional sentences Siswa diminta mengamati contoh conditional sentences

Kegiatan Penutup (10 menit) Guru dan peserta didik melakukan refleksi terhadap kegiatan pembelajaran dan manfaat-manfaatnya; Peserta didik dan guru memberikan umpan balik terhadap proses dan hasil pembelajaran; Guru memberikan penugasan berupa tugas mandiri.

Guru menyampaikan informasi tentang rencana kegiatan pembelajaran untuk pertemuan berikutnya; Guru dan peserta didik mengucapkan salam perpisahan.

H. Penilaian, Pembelajaran Remedial dan Pengayaan 1.

Teknik penilaian

- Sikap (melalui rubrik pengamatan sikap selama pembelajaran) - Pengetahuan : tes tertulis

1)

Bentuk instrumen Instrumen penilaian sikap secara umum Perilaku yang diamati pada pembelajaran No. Nama

1.

....

2.

....

Religius Jujur

Tanggung Jawab

Skor

Peduli Responsif Santun Maksimal Nilai

Keterangan : Skala penilaian dibuat dengan rentangan dari 1 sampai 5 Penafsiran angka : 1. Sangat kurang 2. Kurang 3. Cukup baik 5. Amat baik Rumus penilaian : Nilai = Jumlah skor yang diperoleh X 100% Skor maksimal

Perolehan

Instrumen penilaian keterampilan No.

Nama

Perilaku yang diamati pada

Skor

pembelajaran

Maksimal Nilai

pronuncition fluency

Perolehan

Performance

1. 2. 3.

Instrument Penilaian No

Aspek

1

Pronunciation

Aspek

Skor

- Anak berbicara dengan lafal, intonasi yang benar

3

- Anak berbicara dengan lafal dan intonasi yang

2

benar namun ada beberapa kesalahan

- Anak berbicara dengan lafal dan intonasi yang masih

1

salah 2

- Anak berbicara dengan lancar Fluency

3

3

- Anak berbicara dengan beberapa hambatan

2

- Anak berbicara dengan tidak lancar

1

- Anak maju ke depan kelas berbicara dengan

3

keyakinan yang tinggi - Anak maju ke depan kelas berbicara dengan agak Performance ragu-ragu - Anak maju ke depan kelas berberbicara dengan

2

1

keyakinan yang sangat rendah

Mengetahui,

Bandung, 22

September 2015 Guru Pamong

Guru Mata Pelajaran

Ai Taryani, S.Pd Rakhmat, AM.d

Amalia Harumi