Académique Documents
Professionnel Documents
Culture Documents
By
ALIMA ILMA ALHUSANI
NIM 200832343
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SKRIPSI
Presented to the University of Muria Kudus
in Partial Fulfillment of the Requirements
for Completing the Sarjana Degree
in English Education
By
ALIMA ILMA ALHUSANI
NIM 200832343
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DEDICATION:
This Skripsi is dedicated to:
My beloved mother and father
My beloved brother
My beloved all of big family
My beloved all of best lecturers
My beloved all of best friends
ADVISORS APPROVAL
This is to certify that the Sarjana Skripsi of Alima Ilma Alhusani (2008-32-343)
has been approved by the skripsi advisors for further approval by the Examining
Committee.
Kudus, June 28th 2012
Advisor I
Acknowledged by
The Faculty of Teacher Training and Education
Dean
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EXAMINERS APPROVAL
This is to certify that the Skripsi of Alima Ilma Alhusani (2008-32-343) has been
approved by the Examining Committe as a requirement for the Sarjana Degree in
in the Teaching of English as a Foreign Language.
,Chairperson
,Member
,Member
,Member
Acknowledged by
The Faculty of Teacher Training and Education
Dean
ACKNOWLEDGEMENT
First and foremost, I would like to express gratitude to Allah SWT, the
Almighty God for the blessing, kindness, and inspiration in lending me to
accomplish the final project entitled Teaching Conversation Gambits to
Improve Students Communicative Competence in English Debate of English
Debaters Community of Man 2 Kudus in the Academic Year 2011/2012.
Without Allah, I couldnt be patient and couldnt control my self in finishing this
final project from the first page to the last page.
Shalawat and Salam for the Prophet Muhammad who brings us from the
darkness to the brightness.
I realize that I cannot complete this final project without the help of others.
Many people have helped me during the writing this final project, and it would be
impossible to mention of all them. I wish, however, to give my sincerest gratitude
and appreciation to:
1.
Drs. Susilo Rahardjo, M.Pd., as the Dean of Teacher Training and Education
Faculty of Muria Kudus University..
2.
Fitri Budi Suryani, S.S., M.Pd., as the Head of English Education Department
of Teacher Training and Education Faculty of Muria Kudus University who
has given permission to conduct the research.
3.
Agung Dwi Nurcahyo, S.S., M.Pd. as the first advisor for his patience in
providing careful guidance, helpful corrections, very good advice as well as
suggestion and encouragement during the consultation.
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4.
Drs. Muh. Syafei, M.Pd. as the second advisor for his patience in providing
careful guidance, helpful corrections, very good advice as well as suggestion
and encouragement during the consultation
5.
6.
All of teachers of MAN 2 Kudus that I can not mention one by one, who help
me in doing research
7.
My beloved mother and father (Ibu Manuha and Bapak Kasim) who always
pray for me and give me support and motivation in my life. I love you so
much. You are the best for me.
8.
My beloved brother (Ilham Khudlori) for the support, laughter and fun.
9.
10. My best friends (Ayu, Yunus, Yusro, AdiF, Rusti, Ulil), Last together (Nida,
Nia n Yesi), Caterpillars friends, thanks for your support and friendship.
11. My close friend (sTay young) who always give me love, support and advice.
12. All of my classmates in English Education Department of Teacher Training
and Education Faculty of Muria Kudus Faculty.
Finally I would like to express my thanks to all people who helped me in
finishing this final project. Hopefully, this final project would be useful for all.
Kudus, June 2012
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ABSTRACT
answer the second problem the writer uses the observation scheme and a test. The
observation scheme is used to know teacher and students activities. The test is
performance test. Here, teacher gives score to find out the improvement of
students communicative competence in English debate. The result of the research
shows that in the first cycle students get average score 6.6 that means students get
fair level. After that in the second cycle students got average score 8.3 that means
students get a good level in English debate.
Based on the result, the writer can conclude that the most students get
improvements of their communicative competence in English debate after being
by taught conversation gambits, and students have a good debate skill after being
taught by conversation gambits.
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ABSTRAKSI
Alhusani, Alima Ilma. 2008. Pengajaran Percakapan Gambits untuk
meningkatkan kompetensi komunikatif siswa pada pedebat berbahasa
inggris di MAN 2 Kudus tahun akademik 2011/2012. Skripsi. Fakultas
Pendidikan bahasa inggris. Universitas Muria Kudus. Pembimbing: (i)
Agung Dwi Nurcahyo, S.S., M.Pd., (ii) Drs. Muh. Syafei, M.Pd.
Key Words: percakapan gambits, kompetensi komunikatif, debat bahasa Inggris.
Latar belakang pengajaran pada penelitian ini berdasarkan keadaan pelajar
bahasa asing, kebanyakan siswa mengalami beberapa kesulitan pada saat
berkomunikasi menggunakan bahasa Inggris, khususnya pada saat berbicara,
berkomunikasi dan berinteraksi. Jadi, bisa dikatakan bahwa kebanyakan siswa
memilki kekurangan dalam kompetensi komunikatif. Pada kenyataan, hal itu
terlihat pada komunitas siswa pendebat bahasa Inggris di MAN 2 Kudus ketika
mereka berkomunikasi dan berbicara dalam bahasa Inggris, khususnya pada
aktifitas debate bahasa Inggris. Jadi untuk meningkatkan kompetensi komunikatif
mereka pada debat bahasa Inggris dan untuk menyelesaikan masalah, guru
membutuhkan strategi yang bisa meningkatkan kompetensi komunikatif mereka
pada debat berbahas Inggris. Strategi itu adalah pembelajaran percakapan gambits
yang ditujukan untuk pengembangan kompetensi komunikatif pada debat
berbahasa Inggris.
Masalah-masalah dalam penelitian ini adalah: (1) Bagaimana percakapan
gambits diperkenalkan dan diajarkan kepada siswa untuk meningkatkan
kompetensi komunikatif siswa pada debat berbahasa Inggris. (2) Bagaimana
peningkatan kemampuan berdebat siswa setelah diajarkan percakapan gambits.
Tujuan-tujuan dalam penelitian ini adalah: (1) Untuk menyarankan penggunaan
dari pembelajaran percakapan gambits dalam meningkatkan kompetensi
komunikatif siswa dalam debat berbahasa Inggris. (2) Untuk menemukan cara
meningkatkan kemampuan berdebat siswa setelah pembelajaran percakapan
gambits.
Penelitian ini adalah penelitian tindakan kelas yang telah diadakan dalam
dua siklus pada tahun pembelajan 2011/2012. Subjek dalam penelitian ini adalah
anggota-angggota dari komunitas pendebat berbahasa Inggris di MAN 2 Kudus
tahun pembelajaran 2011/2012 yang diikuti oleh sepuluh siswa. Dalam penelitian
ini penulis bekerja sama dengan guru bahasa Inggris di MAN 2 Kudus yang
mengamati proses pembelajaran gambits dan pertunjukan siswa dalam debat
berbahasa Inggris.
Untuk menjawab masalah yang pertama, dalam proses pengajaran gambits
pada siklus pertama penulis menjelaskan dan memberi contoh dari gambits
kepada siswa. Setelah itu, penulis berdiskusi dan berlatih menggunakan gambits
bersama dengan siswa. Sedangkan dalam proses pengajaran gambits pada siklus
kedua penulis membantu siswa untuk mengingat gambits yang diajarkan dan
meminta siswa untuk menggunakan gambits dengan tepat dalam proses debat
untuk mencapai kompetensi komunikatif pada debat berbahasa Inggris. Hasil dari
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aktifitas-aktifitas tersebut yaitu pada siklus pertama siswa belum faham tentang
materi dan membutuhkan instruksi gambits yang lebih jelas dan membutuhkan
tambahan waktu untuk berdiskusi. Pada siklus kedua siswa menunjukkan
perkembangan dan ketertarikan pada materi. Siswa juga bias menggunakan
gambits dalam proses debat dengan tepat sesuai dengan situasi, hal itu
mengindikasikan pokok komunikatif dalam debat berbahasa Inggris. Untuk
menjawab masalah yang kedua, penulis menggunakan skema pengamatan dan tes
yang berjenis pertunjukan. Disini guru memberi nilai untuk mengetahui
peningkatan kompetensi komunikatif siswa dalam debat berbahasa Inggris. Hasil
dari penelitian menunjukkan bahwa pada siklus pertama siswa memperoleh nilai
rata-rata 6.6 yang berarti siswa memperoleh tingkatan yang cukup. Setelah itu
pada siklus kedua siswa memperoleh nilai rata-rata 8.3 yang berarti siswa
memperoleh tingkatan baik dalam debat berbahasa Inggris.
Berdasarkan hasil di atas penulis dapat menyimpulkan bahwa kwbanyakan
siswa memperoleh perkembangan kompetensi komunikatif mereka dalam debat
berbahasa Inggris setelah pembelajaran percakapan gambits dan siswa memiliki
kemampuan baik dalam berdebat bahasa Inggris setelah pembelajaran percakapan
gambits.
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TABLE OF CONTENTS
COVER
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CHAPTER V DISCUSSION
5.1 The Introduction and Teaching of Conversation Gambits to Enhance
Students Communicative Competence in English Debate of English
Debaters Community of MAN 2 Kudus in the Academic Year
2011/2012 ........................................................................................... 63
5.2 The Improvement of Students Debating Skill after being Taught
Conversation Gambits ......................................................................... 64
CHAPTER VI CONCLUSION AND SUGGESTION
6.1 Conclusion ........................................................................................... 66
6.2 Suggestion ............................................................................................ 68
BIBLIOGRAPHY ............................................................................................. 69
APPENDICES .................................................................................................. 71
STATEMENT SHEET ..................................................................................... 148
CURRICULUM VITAE ................................................................................... 149
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LIST OF TABLES
Table
3.1 The Mean of Students Score according to Michael and Pierce .......... 47
4.1 Students Score of Debating Skill in Preliminary Research ................ 50
4.2 Observation Scheme of Teaching Process in Cycle I .......................... 53
4.3 Observation Scheme of English Debate Action in Cycle I .................. 54
4.4 Students Score of Debating Skill in Cycle I ....................................... 55
4.5 Observation Scheme of Teaching Process in Cycle II ......................... 58
4.6 Observation Scheme of English Debate Action in Cycle II ................. 59
4.7 Students Score of Debating Skill in Cycle II ...................................... 60
4.8 Recapitulation of English Debaters Community Average Scores of
Debating Skill ..................................................................................... 61
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LIST OF FIGURE
Figure
2.1 Cyclical Action Research Model according to Kemmis and
McTaggart ........................................................................................... 34
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LIST OF APPENDICES
Appendix
1 Silabus ..................................................................................................... 71
2 Lesson Plan Cycle I ................................................................................ 79
3 Lesson Plan Cycle II ............................................................................... 85
4 Score Criteria of Gambits Expression ..................................................... 91
5 Score Criteria of Analytic Oral Language Scoring Rubric ..................... 92
6 Participants Name of this Classroom Action Research ......................... 94
7 Field Note in Preliminary Research ........................................................ 95
8 Analysis of Field Note in Preliminary Research ..................................... 100
9 a. Students English Gambits Mastery Score in Preliminary Research .. 106
b. Students Vocabulary Score in Preliminary Research ......................... 107
c. Students Fluency Score in Preliminary Research ............................... 108
d. Students Grammar Score in Preliminary Research ............................ 109
e. Students Content Score in Preliminary Research ............................... 110
10 Field Note in First Cycle ....................................................................... 111
11 Analysis of Field Note in First Cycle ................................................... 117
12 a. Students English Gambits Mastery Score in First Cycle ................. 125
b. Students Vocabulary Score in First Cycle ....................................... 126
c. Students Fluency Score in First Cycle ............................................. 127
d. Students Grammar Score in First Cycle ........................................... 128
e. Students Content Score in First Cycle ............................................. 129
13 Field Note in Second Cycle .................................................................. 130
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