PERENCANAAN DAN PENGAJARAN BAHASA

INGGRIS
MAKALAH
SUSILAWATI, M.Pd

TEACHING SPEAKING
IKA DEWI KURNIAWATI

: 201212500558

PENDIDIKAN BAHASA INGGRIS

FAKULTAS BAHASA DAN SENI
UNIVERSITAS INDRAPRASTA PGRI
TAHUN 2015

PREFACE
1

First at all, give thanks for Gods love and grace for us.
Thanks to God for helping me and give me chance to finish this
assignment timely. And I would like to say thank you to Mrs. Susilawati, M.Pd as
the lecturer that always teaches me and give much knowledge about planning and
teaching English language.
This assignment is the one of English task that composed of how to teach
speaking. I realize that this assignment is not perfect, but I hope it can be useful
for us. Critics and suggestion is needed here to make this assignment be better.
Hopefully we as a student of UNIVERSITAS INDRAPRASTA PGRI
can be better in TEACHING SPEAKING in class and our future.Thank you.

Jakarta, 21 Mei 2015

TheWriter

TABLE OF CONTENT

RESUME..i
PREFACE...ii
CHAPTER 1 :BACKGROUND OF STUDY
A. Description

Situation...

1
B. Formulation of the problem.1
C. Purpose of the Problem....1
CHAPTER II :THEORY OF STUDY
A. Definiton of teaching speaking...........1
B. Three areas of knowledge to learn speaking English..2
C. Purpose of Teaching Speaking....2
CHAPTER III :DISCUSION
A. Definiton of teaching speaking.......3
B. Three areas of knowledge to learn speaking English..3
C. Purpose of Teaching Speaking........4
CHAPTER IV : CLOSING
A. CONCLUSION5
B. OPINION.5
SOURCES...6
ATTACHMENT
A. Lesson Plan of Teaching Speaking......iii

CHAPTER 1
BACKGROUND OF STUDY

A. Description Situation
Speaking is the process of building and sharing meaning through the use
of verbal and non-verbal symbols, in a variety of contexts.Many language
learners regard speaking ability as the measure of knowing a language. These
learners define fluency as the ability to converse with others, much more than
the ability to read, write, or comprehend oral language. They regard speaking
as the most important skill they can acquire, and they assess their progress in
terms of their accomplishments in spoken communication. And there are three
areas of knowledge to learn speaking english like mechanics, functions and
social and cultural rules and norms.
In the communicative model of language teaching, instructors help their
students develop this body of knowledge by providing authentic practice that
prepares students for real-life communication situations. They help their
students develop the ability to produce grammatically correct, logically
connected sentences that are appropriate to specific contexts, and to do so
using acceptable (that is, comprehensible) pronunciation.
B. Formulation of the problem
From the above background problems can be formulated as follows :
1. Definiton of teaching speaking
2. Three areas of knowledge to learn speaking English
3. Purpose of three areas of knowledge to learn speaking English
C. Purpose of the Problem
1. To knowing Definiton of teaching speaking
2. To knowing The three areas of knowledge to learn speaking English
3. To knowing Purpose of three areas of knowledge to learn speaking English.

BAB II
THEORY OF STUDY

A. Definiton of teaching speaking

Teaching speaking is to teach our learners To Produce the English
speech sounds and sound patternsUse word and sentence stress, intonation
patterns and the rhythm of the second language

B. Three areas of knowledge to learn speaking English

Mechanics (pronunciation, grammar, and vocabulary ).

Functions (transaction and interaction ).

Social and cultural rules and norms (turn-taking, rate of speech, length
of pauses between speakers, relative roles of participants).

C. Purpose of Teaching Speaking

To help students develop communicative efficiency in speaking,
instructors can use a balanced activities approach that combines language
input, structured output, and communicative output.

CHAPTER III
DISCUSION

A. Definiton of teaching speaking

According to Grognet A.G (136:1997) Speaking is one of the skills that
have to be mastered by students in learning English. Speaking is an essential tool
for communicating.
Hornby (1995: 37) defines that speaking is the skill that the students will
be judged upon most in real-life situations. It is an important part of everyday
interaction and most often the first impression of a person is based on his/her
ability to speak fluently and comprehensively. So, as teachers, we have a
responsibility to prepare the students as much as possible to be able to speak in
English in the real world outside the classroom.
Speaking is a crucial part of second language learning and teaching.The
mastery of speaking skills in English is a priority for many second- language or
foreign-language learners.Our learners often evaluate their success in language
learning as well as the effectiveness of their English course on the basis of how
much they feel they have improved in their spoken language proficiency.
Teaching speaking is to teach our learners To Produce the English speech sounds
and sound patterns.Use word and sentence stress, intonation patterns and the
rhythm of the second language.Select appropriate words and sentences according
to the proper social setting, audience, situation and subject matter.
B. Three areas of knowledge to learn speaking English

Mechanics (pronunciation, grammar, and vocabulary): Using the right

words in the right order with the correct pronunciation.

Functions (transaction and interaction): Knowing when clarity of message

is essential (transaction/information exchange) and when precise
understanding is not required (interaction/relationship building).

Social and cultural rules and norms (turn-taking, rate of speech, length of
pauses between speakers, relative roles of participants): Understanding
how to take into account who is speaking to whom, in what circumstances,
about what, and for what reason.

C. Purpose of Teaching Speaking

The goal of teaching speaking is communicative efficiency. Learners
should be able to make themselves understood, using their current proficiency to
the fullest. They should try to avoid confusion in the message due to faulty
pronunciation, grammar, or vocabulary, and to observe the social and cultural
rules that apply in each communication situation.
To help students develop communicative efficiency in speaking,
instructors can use a balanced activities approach that combines language input,
structured output, and communicative output.
Language input comes in the form of teacher talk, listening activities,
reading passages, and the language heard and read outside of class. It gives
learners the material they need to begin producing language themselves.
Structured output focuses on correct form. In structured output, students
may have options for responses, but all of the options require them to use the
specific form or structure that the teacher has just introduced.
In communicative output, the learners' main purpose is to complete a
task, such as obtaining information, developing a travel plan, or creating a video.
To complete the task, they may use the language that the instructor has just
presented, but they also may draw on any other vocabulary, grammar, and
communication strategies that they know. In communicative output activities, the

criterion of success is whether the learner gets the message across. Accuracy is not
a consideration unless the lack of it interferes with the message.
CHAPTER IV
CLOSING

A. CONCLUSION

Speaking is one of the skills that have to be mastered by students in

learning English. Speaking is an essential tool for communicating. For the teacher
of English speaking, who are going to apply teaching speaking should be
responsible to pay attention to some instructions to relate their teaching material
to the real experience. So that the students can connect their speaking ability and
experience in their daily

B. OPINION
The goal of teaching speaking in todays world is to improve students
communicative skills because only in that way, students can express themselves
and learn how to follow the social and culture rules appropriate in each
communicative circumstance.

References

http://www.nclrc.org/essentials/speaking/spindex.htm
http://shohib-everything.blogspot.com/2012/01/how-to-teach-speakingskill.html
http://iteslj.org/Techniques/Kayi-TeachingSpeaking.html
http://www.slideshare.net/apamipale/the-principles-of-teaching-speaking
http://www.nclrc.org/essentials/speaking/goalsspeak.html

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)
Sekolah
Mata Pelajaran
Kelas/Semester
Materi Pokok
Alokasi Waktu

: SMAN 1 Semarang
: Bahasa Inggris/Wajib
: X/1
:2. Apoligizing / Forgiving
: 1 x pertemuan (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
menunjukan 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 dipelajari di sekolah secara mandiri, dan mampu
menggunakan metoda sesuai kaidah keilmuan

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B. Kompetensi Dasar
1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa
pengantar Komunikasi internasional yang diwujudkan dalam semangat belajar.
2.1.

Menunjukkan perilaku santun dan peduli dalam melaksanakan

Komunikasi interpersonal dengan guru dan teman.

3.2 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada
ungkapan memuji bersayap serta responnya, sesuai dengan konteks
penggunaannya.
4.2 Menyusuntekslisandantulisuntukmengucapkandanmeresponpujianbersayap,
denganmemperhatikanfungsisosial, strukturteks, danunsurekebahasaan yang
benardansesuaikonteks.

C. Indikator
1.1.1 Menunjukkan kesungguhan belajar bahasa Inggris dalam berkomunikasi
tentang pujian dan perhatian dengan guru dan teman.
2.1.1 Menunjukkan perilaku peduli, percaya diri, dan tanggung jawab dalam
melaksanakan komunikasi tentang pujian dan perhatian.
3.2.1 Mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan pada
ungkapanmemuji bersayap (extended) serta responnya.
4.2.1 Menyusun teks lisan dan tulis untuk mengucapkan dan merespon pujian
bersayap (extended).

D. Tujuan Pembelajaran
1.1.1 Siswa dapat menunjukkan kesungguhan belajar bahasa Inggris dalam
berkomunikasi tentang pujian dan perhatian dengan guru dan teman dengan tepat.
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2.1.1Siswa dapatmenunjukkan perilaku peduli, percaya diri, dan tanggung jawab

dalam melaksanakan komunikasi tentang pujian dan perhatian dengan tepat.
3.2.1 Siswa dapat mengidentifikasi fungsi

sosial, struktur teks, dan unsur

kebahasaan pada apologizing / fogiving serta responnya dengan tepat.

4.2.1 Siswa dapatmenyusun teks lisan dan tulis untuk mengucapkan dan merespon
apologizing dengan tepat.

E. Materi
Teks lisan dan tulis untuk apologizing / forgiving
1. Fungsi sosial:
Menjaga hubungan interpersonal dengan guru, teman dan orang lain.
2. Ungkapan:
Im sorry. I beg your pardon . I apologize for saying that.
Its O.K . Dont worry about it.

3. Unsur kebahasaan:
Ucapan, tekanan kata, dan intonasi.
F. Metode Pembelajaran: group discussion, role play

G. Media, alat, dan sumber pembelajaran

1. Media

:teks apologizing / forgiving

2. Alat

:bukusiswa

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3. Sumber Pembelajaran :Bukusiswa

H. Langkah-langkah kegiatan pembelajaran

KegiatanPe
mbelajaran
Pendahuluan

Deskripsi

Wa

1. Guru memberi salam kepada siswa,

ktu
5

2. menanyakan kabar siswa,

me

3. memberi arahan kepada ketua kelas untuk memimpin nit

doa,
4. mengecek kehadiran siswa.
Inti

Mengamati:

75

1. Guru membimbing siswa untuk mengamati contoh me

tekspercakapan

yang nit

menunjukkanungkapanapologizing / forgiving.
2. Gurumemintadua

orang

siswauntukmempraktikkantekspercakapanmenunju
kkanungkapanapologizing / forgiving.
Mempertanyakan:
1. Guru memintasiswauntukmengerjakan exercise no
3 halaman 10.
2. Guru

membimbingsiswauntukbersama-

samamembahasjawabanuntukexercise

no

halaman 10.
Mengeksplorasi:
1. Guru
membimbingsiswauntukkembalimereviewteksperc

13

akapandanmengidentifikasiungkapanapologizing /
forgiving.
2. Guru
membimbingsiswamengenaliberbagaiungkapanunt
ukapologizing / forgiving.
dalamberbagaikonteks.
Mengasosiasi:
1. Guru
memintasiswauntukberpasanganmembuatteksperc
akapanberisiungkapanapologizing / forgiving.
Mengomunikasikan:
1. Guru

meminta

siswa

untuk

berpasangandengantemannyamempraktikkanteksp
ercakapan yang telahdibuat di depankelas.
Akhir

1. Guru memberi arahan dan bimbingan siswa 10

menyimpulkan materi yang telah dipelajari.

me

2. Guru memberikan tugas terstruktur individu

nit

3. Guru menjelaskan rencana kegiatan pembelajaran

pada pertemuan selanjutnya.

I. Penilaian
1. Jenis/teknik Penilaian : Pengamatan dan Unjuk Kerja
2. Bentuk Instrumen : lembar pengamatan dan tes
Instrumen :
a. Instrumen penilaian sikap spiritual (lembar pengamatan terlampir)

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b. Instrumen penilaian sikap sosial (lembar pengamatan terlampir)

c. Penilaian pengetahuan dilakukan dengan : Tes Tertulis (soal terlampir)
d. Penilaian penerapan dilakukan dengan penilaian rubrik (lembar rubrik
terlampir)

3. Pedoman Penskoran : (terlampir)

Semarang, Agustus 2014

Mengetahui
Guru pamong

Dra. Setyati,MM
NIP. 19670201 199203 2 007

Mahasiswapraktikan

Bob Septian
NPM 11420207

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